images.pcmac.orgimages.pcmac.org/Uploads/OrangeburgCSD/OrangeburgCSD... · Web viewLine 1 – One word that tells what your poem is about (its subject). Line 2 – Two words that

Week of Aug. 20th - Aug. 24thAug. 20th IndicatorNOTE: all inquiry skills are taught throughout the school year in all units.Review for Science FairScience Fair Project due December 10, 2012

Review Weak Standards from 2011 - 20127-1.3 Explain the reasons for testing one independent variable at a time in a controlled scientific investigation.7-1.4 Explaintheimportancethatrepeatedtrialsandawell-chosensamplesizehavewith regard to the validity of a

controlled scientific investigation.7-1.5 Explaintherelationshipsbetweenindependentanddependentvariablesinacontrolled scientific investigation

through the use of appropriate graphs, tables, and charts.7-1.6 Critique a conclusion drawn from a scientific investigation.7-2.4 Explain how cellular processes (including respiration, photosynthesis in plants, mitosis, and waste elimination)

are essential to the survival of the organism.7-2.6 Use Punnett squares to predict inherited monohybrid traits.7-2.7 Distinguish between inherited traits and those acquired from environmental factors.7-3.1 Summarize the levels of structural organization within the human body (including cells, tissues, organs, and

systems).7-3.2 Recall the major organs of the human body and their function within their particular body system.7-5.1 Recognize that matter is composed of extremely small particles called atoms.7-5.2 Classify matter as element, compound, or mixture on the basis of its composition.7-5.3 Compare the physical properties of metals and nonmetals.7-5.4 Use the periodic table to identify the basic organization of elements and groups of elements (including metals,

nonmetals, and families).7-5.8 Explain how a balanced chemical equation supports the law of conservation of matter.7-5.9 Compare physical properties of matter including melting or boiling point, density, and color) to the chemical

property of reactivity with a certain substance (including the ability to burn or to rust).7-5.10 Compare physical changes (including changes in size, shape, and state) to chemical changes that are the

result of chemical reactions (including changes in color or temperature and formation of a precipitate or gas).Instructional Strategies

Teacher CreatedResourcesPASS COACH BOOKSee “Drop Box” for additional resourcesAssessment

Benchmark #1 Testing Window: Aug. 22nd - Aug. 31st

Aug. 21stIndicator7-1.2 Generate questions that can be answered through scientific investigation.7-1.1 Use appropriate tools and instruments (including a microscope) safely and accurately when conducting a controlled scientific investigation.7-1.7 Use appropriate safety procedures when conducting investigations.

Instructional Strategies See 7th Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14497ResourcesWeb Sites:www.studyisland.com

SC Science Standards Support Document athttps://www.ed.sc.gov/agency/pr/Standards-and-Curriculum/old/cso/standards/science/sd.html

See “Drop Box” for additional resources

https://www.ed.sc.gov/agency/pr/Standards-and-Curriculum/old/cso/standards/science/sd.html

http://scde.mrooms.org/index.php?page=14497

7th Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14496Assessment

Benchmark #1 Testing Window: Aug. 22nd - Aug. 31st

Aug. 22ndIndicator7-1.5 Explain the relationships between independent and dependent variables in a controlled scientific investigation through the use of appropriate graphs, tables, and charts.Instructional StrategiesSee 7th Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14497ResourcesWeb Sites:www.studyisland.com




Teacher Created Assessment

Aug. 23rdIndicator

7-1.5 Explain the relationships between independent and dependent variables in a controlled scientific investigation through the use of appropriate graphs, tables, and Charts.7-1.3 Explain the reasons for testing one independent variable at a time in a controlled scientific investigation.

Instructional StrategiesSee 7th Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14497Resources.Web Sites:www.studyisland.com





Aug. 24thIndicator7-1.5 Explain the relationships between independent and dependent variables in a controlled scientific investigation through the use of appropriate graphs, tables, and charts. 7-1.3 Explain the reasons for testing one independent variable at a time in a controlled scientific investigation7-1.4 Explain the importance that repeated trials and a well-chosen sample size have with regard to the validity of a controlled scientific investigation.7-1.7 Use appropriate safety procedures when conducting investigations.Instructional Strategies Journal Activity: Ask students to draw both sides of penny from memory in their lab journals. Set a timer for several minutes, no more than 5 minutes. Record drawings in the form of a data table. Provide penny, metric ruler, and hand lens at appropriate times.Point of View Penny’s Front View Penny’s Back View








Penny drawn from memory

Penny drawn with visual inspection (eyes) Penny drawn with magnified view (hand lens)

Note: You can also use a stereo microscope with a video camera attached if you have this available. Reflection questions: How do scientific tools aid scientists when conducting Scientific investigations? What type of observations did you make? Ask students to share their responses. Ask if anyone measured the penny?The teacher will refer to the penny activity to facilitate a discussion of quantitative and qualitative observations. Students should define these terms in their science notebooks. “A scientific observation is gained by carefully identifying and describing properties using the five senses or scientific tools and can be classified as quantitative or qualitative.Quantitative observations are observations that use numbers (amounts) or measurements (including the unit label) or observations that make relative comparisons, such as more than, all, less than, few, or none.Qualitative observations are observations that are made using only the senses and refer to specific properties. (Support document 7.1.3) Support Doc 7.1.3.doc

See 7th Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14497

1. Allow students to work in small groups to compare and discuss answers to the homework handout Identifying Variables. Check for completion of the homework assignment by all students. Go over the correct responses with the entire class. Identifying Variables Answers is attached.

2. Ask students, “How many times should an experiment be repeated to get valid results?” Explain that “data needs to be gathered more than one time under the same conditions and with the same measurement tools. Repetition ensures that the experiment is valid and that the data is reliable.” Support Document 7.1.4. Ask students to brainstorm reasons why a repeated investigation could produce different results. See Support Doc. 7.1.4 for possible explanations.

3. Explain that data tables and charts allow data to be displayed in an organized fashion. Use the transparency Organizing Data to discuss how a data table is organized. Remind students that the data table should be planned before the investigation begins; the independent variable is listed in the column on the left side. Refer to Support Document 7.1.5 for more information.

4. Use the Transparency Graphing Data to discuss Line Graphs and Bar Graphs. Explain that graphs convert data sets into an organized form; graphs contain a title, increments, and labeled axes; different graphs are used to represent different types of data. See Support Document 7.1.5 for more information. Graphing Data Answers is also attached.

Discuss the mnemonic device DRY MIX to teach the appropriate locations of the variables on a graph. DRY means Dependent – Responding – on Y- Axis and MIX means Manipulated – Independent on X- axis.ResourcesWeb Sites:www.studyisland.com








Week of Aug.27th - Aug. 31thAug. 27th Indicator7-1.7 Use appropriate safety procedures when conducting investigationsInstructional Strategies Think, Write, Share: Student Directions: “In your lab journal, list any safety rules that you are already familiar with. Why are safety rules important?” Allow students time to answer and ask for volunteers to discuss what they wrote. Use the white board to record their ideas. 2. The teacher will lead a discussion of the following safety rules from the Support Document 7.1.7. Lab safety rules may be posted in the classroom/lab area where students can view them. Students should be expected to follow these rules; review rules with students before conducting any lab investigations.

Streaming Video: “Safe Science: Lab Safety Awareness”. Show this video; Part 1 is 16 minutes and Part 2 is 23 minutes. You may want to show this in two parts on two days. Give students a copy of the Safe Science Video quiz to complete while watching the video. (Additional Black line masters are also available at the video site.”

See 7th Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14497ResourcesWeb Sites:www.studyisland.com




Aug. 28th –Aug. 29thIndicator7-5.1 Recognize that matter is composed of extremely small particles called atoms.Instructional Strategies Review the idea that matter is anything that has mass and takes up space. Everything is made of matter.

Introduce the idea of atoms…See (Text page 480) ORActivity cut a piece of Al foil (or paper) in half, continuing to cut until it is as small as you can reasonably work with. Ask students, “if I could continue to cut this into smaller and smaller pieces, would I ever reach a point where the piece of Al could no longer be divided, i.e. would I ever reach the ‘smallest’ particle? This question was debated over 2500 years ago by a philosopher named Democritus. Democritus named this smallest particle the atom. He believed atoms were indivisible and indestructible.

Show PowerPoint presentation on the atom

Discuss the size of atoms: If you compare the size of a soda can to the size of the earth. That is like the size of an atom compared to the size of the soda can!

Show streaming video: Atoms Key to the Cosmos

1. Essential - Students draw diagrams of animal and plant cells based on observation, and label all assigned parts. Quadrant B

2. Enrichment - Students complete “Cell Scavenger Hunt” http://www.andersont5.net (click on Instructional Services, Science Web Lessons). Quadrant C

3. Essential - Students observe prepared slides using microscopes, micro-viewers or pictures. (Review microscope parts.) Quadrant B

http://www.andersont5.net/




4. Essential - Students make flash cards of the main structures and functions of cells. Quadrant B

*Also see 7th Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14497ResourcesText: Glencoe/McGraw-Hill South Carolina Science, p.480-482a (only)

Science Kits:STC Properties Of Matter, GEMS Chemical Reactions

Other Resources: See “Drop Box” for additional resources

Web Sites:03/12/09 – Anderson School District Five – http://www.anderson5.net03/12/09 - CELLS alive! - http://www.cellsalive.com03/12/09 - Brain Pop - http://www.brainpop.com03/12/09 – Cell Animation – http://www.johnkyrk.com/CellIndex.html03/12/09 – Microscopy Images – http://www5.pbrc.hawaii.edu/microangela/index.html03/12/09 – Biology 4 Kids – http://www.kapili.com/biology4kids/cell/index.htmlStudy Island - www.studyisland.com


Differentiation: Make a model of a cell. Students will determine which materials will best represent each part based on its function. Quadrant DAssessment


Aug. 30th–Aug.31stIndicator7-5.2 Classify matter as element, compound, or mixture on the basis of its compositionInstructional Strategies Show the chart (see below) and explain that matter can be organized into different categories. Matter is either a pure substance or a mixture. Explain that we are going to tackle the “pure substances” side of the chart first, and specifically we will look at elements!

Recall with students that all matter is made up of one of about 118 different types of atoms called elements. These elements are listed on the periodic table.

Show a periodic table. Discuss what information is given in each square of the periodic table. Discuss the arrangement of the elements (by atomic numbers). Define period and group (family).

Give students the list of elements that they must memorize (Na, Cl, H, O, C, N)


http://www.kapili.com/biology4kids/cell/index.html

http://www5.pbrc.hawaii.edu/microangela/index.html

http://www.johnkyrk.com/CellIndex.html

http://www.brainpop.com/

http://www.celsalive.com/

http://www.anderson5.net/


1. Essential - Students make compound models of common compounds using construction paper. Quadrant BExample:

H O H = H2O

2. Essential - Students observe mixtures and identify the components. They also identify whether they are homogeneous or heterogeneous. Quadrant B

Examples: trail mixpizzatossed salad

3. Essential – Identify whether the above are homogeneous or heterogeneous. Quadrant A

*Also see 7th Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14497ResourcesText: Glencoe/McGraw-Hill South Carolina Science, p. 495-499



Web Sites:www.studyisland.com


Differentiation: Strategy/Activity #2 - Given a set of elements, create models of unknown compounds. Write the chemical formula. Quadrant C

ExtensionsWatch streaming video "Physical Science: Elements."Unitedstreaming: http://streaming.discoveryeducation.com/ Assessment




Week of Sept. 3rd - Sept. 7thSept. 3rd Indicator

Labor Day (Holiday)Instructional Strategies

Labor Day (Holiday)Resources

Labor Day (Holiday)Assessment

Labor Day (Holiday)

Sept. 4th

Indicator7-5.2 Classify matter as element, compound, or mixture on the basis of its compositionInstructional Strategies 1. Essential - Students make compound models of common compounds using construction paper. Quadrant B

Example:

H O H = H2O

2. Essential - Students observe mixtures and identify the components. They also identify whether they are homogeneous or heterogeneous. Quadrant B

Examples: trail mixpizzatossed salad

3. Essential – Identify whether the above are homogeneous or heterogeneous. Quadrant A




Web Sites:www.studyisland.com


Differentiation: Strategy/Activity #2 - Given a set of elements, create models of unknown compounds. Write the chemical formula. Quadrant C

Sept.5th Indicator7-5.3. Compare the physical properties of metals and nonmetals.Instructional Strategies 1. Essential – Students make qualitative observations of various metals and non-metals (ex. aluminum vs. carbon (coal)). Quadrant A2. Essential – Students choose 4 metals and 4 non-metals. For each, find and the report the following information:

description



where the element is found abundance uses of element visualQuadrant C



Web Sites:03/12/09 - YinonBentor, An Interactive Periodic Table - http://www.chemicalelements.com/Study Island - www.studyisland.com

SC Science Standards Support Document athttps://www.ed.sc.gov/agency/pr/Standards-and-Curriculum/old/cso/standards/science/sd.htmlAssessment


Sept. 10th- Sept .14th


http://www.chemicalelements.com/


Indicator7-5.4 Use the periodic table to identify the basic organization of elements and groups of elements (including metals, nonmetals, and families.Instructional Strategies Review information from the previous lesson.

Discuss the zigzag line on the periodic table and how it differentiates between metals and nonmetals. Discuss the properties of metals and nonmetals

PowerPoint:

On the periodic table there is a zigzag line on the right side of the table. There are two sections of elements on the periodic table, metals and nonmetals.

Metals· A major classification of elements generally located on the left side of the zigzag line on the periodic table.· Examples of metals are: Sodium (Na), Calcium (Ca), Iron (Fe), and Aluminum (Al). The majority of elements are metals.

Physical properties of metals include:· Luster—Having a shiny surface or reflecting light brightly· Conductors—Heat and electricity move through them easily· Malleable—Ability to be hammered into different shapes· Ductile—Ability to be drawn into a wire· High density—Heavy for their size

Nonmetals· A major classification of elements generally located on the right side of the zigzag line on the periodic table.· Examples of nonmetals are: Chlorine (Cl), Oxygen (O), Sulfur (S), and Iodine (I).

Physical properties of nonmetals include:· Dull—Not shiny· Nonconductors—Heat and electricity do not move through them easily· Brittle—Break or shatter easily (solids)

1. Enrichment - Students investigate YinonBentor, An Interactive Periodic Table, http://www.chemicalelements.com. Quadrant B

2. Essential – It’s All in the Family A. Students choose and research a family of elements on the periodic table. The following should be included:

number of valence electrons degree of family activity list of all elements found in the family physical properties of the family chemical properties of the family

B. Students pick one element from the family and construct a 3-D model. The following information on the element should be listed: nucleus atomic number mass number number of protons number of neutrons number of electrons atomic symbol key

Quadrant C

3. Enrichment – Cinquain Graphic Organizer –Students write a five-line poem that describes an element. Quadrant C Line 1 – One word that tells what your poem is about (its subject). Line 2 – Two words that describe your subject. Line 3 – Three action -ing words that describe something your subject does. Line 4 – A phrase that describes something else about your subject.


Line 5 – one or two words that rename what your poem is about (a synonym).

*Also see 7th Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14497ResourcesText: Glencoe/McGraw-Hill South Carolina Science,





Sept. 10th – Sept. 14th

Sept. 10th – Sept. 14th

Indicator7-5.4 Use the periodic table to identify the basic organization of elements and groups of elements (including metals, nonmetals, and families).Instructional Strategies Essential Knowledge

Use the periodic table to identify the basic organization of elements. A horizontal row on the periodic table is called a period.· Every periodic table will have a square for each element with the atomic number, atomic mass, element name, and the element symbol.· The elements on the periodic table are arranged numerically by atomic numbers.· Families, also called groups, are vertical columns of elements on the periodic table; they are usually numbered 1-18. Elements in the same family have similar properties.On the periodic table there is a zigzag line on the right side of the table. There are two sections of elements on the periodic table, metals and nonmetals.Metals· A major classification of elements generally located on the left side of the zigzag line on the periodic table.· Examples of metals are: Sodium (Na), Calcium (Ca), Iron (Fe), and Aluminum (Al). The majority of elements are metals.Nonmetals· A major classification of elements generally located on the right side of the zigzag line on the periodic table.· Examples of nonmetals are: Chlorine (Cl), Oxygen (O), Sulfur (S), and Iodine (I).

1. Enrichment - Students investigate YinonBentor, An Interactive Periodic Table, http://www.chemicalelements.com. Quadrant B

2. Essential – It’s All in the Family C. Students choose and research a family of elements on the periodic table. The following should be included:

number of valence electrons degree of family activity list of all elements found in the family physical properties of the family chemical properties of the family

D. Students pick one element from the family and construct a 3-D model. The following information on the element should be listed: nucleus atomic number mass number number of protons number of neutrons number of electrons





atomic symbol keyQuadrant C

3. Enrichment – Cinquain Graphic Organizer –Students write a five-line poem that describes an element. Quadrant C Line 1 – One word that tells what your poem is about (its subject). Line 2 – Two words that describe your subject. Line 3 – Three action -ing words that describe something your subject does. Line 4 – A phrase that describes something else about your subject. Line 5 – one or two words that rename what your poem is about (a synonym).

*Also see 7th Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14497

Resources

Text: Glencoe/McGraw-Hill South Carolina Science,





Sept. 17th- Sept. 21th

Sept. 17th- Sept. 21th

Indicator




7-5.5 Translate chemical symbols and the chemical formulas of common substances to show the component parts of the substances (including NaCl [salt], H2O [water], C6H12O6 [simple sugar], O2 [oxygen gas], CO2 [carbon dioxide], and N2 [nitrogen gas]).Instructional Strategies Discuss the differences between elements and compounds. Stress that compounds are made of 2 or more elements chemically combined. PowerPoint: Elements and Compounds

Have students create index cards naming the six compounds that students need to know from the support document. On one side the name of the compounds and on the back of the card the name of the elements that make up the compounds.

Be sure to conduct a class discussion to determine student comprehension.

1. Essential – Students create a booklet to illustrate the formulas (ex. NaCl then draw table salt) and drawing where products can be found. Quadrant A

2. Essential – Make cards as puzzles that students can put together by finding its match from another student. Quadrant A

Na Cl

*Also see 7th Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14497ResourcesText: Glencoe/McGraw-Hill South Carolina Science, p.538-543 (only)

Science Kits:STC Properties Of Matter ,GEMS Chemical Reactions

Other Resources: Bill Nye the Science Guy Video “Chemical Reactions”, See “Drop Box” for additional resources

Web Sites:03/12/09 - Web Elements - http://www.webelements.com/l03/12/09 - Rader’s Chem4Kids! - http://www.chem4kids.com03/12/09 - Periodic Table - http://www.chemicalelements.com/03/12/09 - Proton Don - http://funbrain.com/periodic/index.htmlStudy Island - www.studyisland.comWatch Streaming Video. "Chemical Reactions and Equations."Assessment


Sept. 24th- Sept. 28thSept. 24th- Sept. 25th Indicator

http://funbrain.com/periodic/index.html


http://www.chem4kids.com/

http://www.webelements.com/webelements.html


7-5.7 Identify the reactants and products in chemical equations.Instructional Strategies Brainstorm some chemical reactions.Explain to students that we will be looking at some chemical changes (reactions).Create several Chemical reactions. Allow students to brainstorm other chemical reactions.

It is essential for students to know that when a substance is broken apart or when substances are combined and at least one new substance is formed, a chemical reaction has occurred.Chemical equation· Used to represent a chemical reaction that has occurred.· It contains the chemical names or the chemical formulas of the substances that are involved in the reaction.· An arrow is used to distinguish between the substances that are broken apart or combined from the substances that are formed in the reaction.· The arrow can be translated as “yields” or “makes.”Reactant· Substances broken apart or combined in a chemical reaction.· Reactants are located on the left side of the arrow.Product· New substances formed in a chemical reaction.· Products are located on the right side of the arrow.For example, the following chemical equation shows the formation of water (H2O) from oxygen gas (O2) and hydrogen gas (H2). The reactants are oxygen gas (O2) and hydrogen gas (2H2), located on the left side of the arrow. The product, water (2H2O), is on the right side of the arrow.

NOTE TO TEACHER: Coefficients in chemical reactions are addressed in indicator 7-5.8.

1. Enrichment - Put a piece of Elodea in a 15mL test tube that contains about 10mL of H2O and stopper it with a one-holed rubber stopper that has a short piece of glass (or plastic) tubing in it. Put it in a rack and place in an area that has a large amount of light and leave until the next day. (Bubbles should form). Students then write a word equation to explain the process that took place. Quadrant C

Sunlight + water + carbon dioxide sugar + oxygen.

2. Enrichment – Students make a poster to illustrate what products look like after a chemical reaction and what reactants look like before. (See McDougal Little Science, p. 571 for example) Quadrant A

*Also see 7th Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14497Resources

Text: Glencoe/McGraw-Hill South Carolina Science,

Science Kits: STC Properties Of Matter, GEMS Chemical Reactions


Web Sites: Study Island - www.studyisland.com



Sept.26th-Sept. 28th Indicator7-5.7 Identify the reactants and products in chemical equations.7-5.8 Explain how a balanced chemical equation supports the law of conservation of matter.



Instructional Strategies It is essential for students to know that the amount of matter does not change during a chemical reaction, only that the atoms are rearranged to form new substances.· The law of conservation of matter states that matter can neither be created nor destroyed, but can be changed in form.· Because matter is neither created nor destroyed, the total mass of the material(s) before the reaction is the same as

the total mass of material(s) after the reaction.· A balanced chemical equation has the same number of each kind of atom on the reactant side as on the product side.· To determine whether a chemical equation is balanced, two numbers are considered: the subscript (7-5.7) and the

coefficient.· A coefficient is the number that comes before the chemical formula and indicates the number of particles that

participate in the reaction.· In order to determine whether an equation is balanced, multiply the number in front of the chemical formula in the

equation (coefficient) by the number written below the symbol for the element(s) (subscript) in the formula. If no coefficient is written, it is understood to be one. For instance, for “2H2O” there are 4 hydrogen atoms and 2 oxygen atoms.

· The number of each kind of atom on the left side of the arrow must equal the number of each kind of atom on the right side of the arrow for the equation to be balanced. For example, in the chemical equation for the reaction of water (liquid) breaking into hydrogen (gas) and oxygen (gas) as represented by the balanced chemical equation: 2H2O 2H2 + O2

· There are four hydrogen atoms on the reactant side (coefficient of 2 x subscript 2) and four hydrogen atoms on the product side (coefficient 2 x subscript 2).

· There are two oxygen atoms on the reactant side (coefficient 2 x (understood) subscript 1) and two oxygen atoms on the product side ((understood coefficient 1 x subscript 2).

· There are the same number of hydrogen atoms (4) and oxygen atoms (2) on both sides of the equation; therefore, the equation is said to be balanced.

· Since there are the same number of each kind of atom on both sides of the arrow and atoms represent kinds of matter, the amount of matter is the same on both sides of the equation, which supports the law of conservation of matter.

AssessmentTeacher Created Assessment

Week of Oct. 1st- 5thOct.1st– Oct 3rdIndicator7-5.9 Compare physical properties of matter (including melting or boiling point, density, and color) to the chemical property of reactivity with a certain substance (includingthe ability to burn or to rust).Instructional Strategies

Before teaching this lesson you may want to review the background information on density. Also, pay close attention to common student misconceptions. Explain that density is a physical property of matter.

Begin the lesson by defining density for students. To further explain the concept of density, you may want to hold up two sugar cubes (or two of any type of identical cube). Tell students that in their math class they may have calculated the volume of a cube using the formula V = (l)(w)(h). Based on that formula, point out that the two cubes that you are holding must have the same volume. Now ask students, if the two cubes were made of different materials, for example, if one was made of sugar and the other was made of gold, would the two cubes have the same mass? Use this example to reinforce the idea that density is the relationship between the mass of a substance and its volume.

Discuss with students that density is a characteristic of a material and never changes. If the volume of an object increases, then the mass of the object must also increase so that mass/volume stays constant. A tiny piece of gold will have the same density as a giant piece of gold, although the mass and volumes of the two pieces will not be the same.

NOTE: Students do not have to calculate density of various objects according to the Science Support Document.

It is essential for students to understand that· Density is a property that describes the relationship between the mass of a material and its volume.· Substances that are denser contain more matter in a given volume.· The density of a substance will stay the same no matter how large or small the sample of the substance, and therefore, density can be used as a physical property for identification of the substance.· For example, lead is a very heavy, dense metal. The density of lead is much greater than the density of the very light metal, aluminum.

1. Enrichment - Using “An Interactive Periodic Table” (http://www.chemicalelements.com/) complete the following:a) Go to the Help Section. Look at the different elements in the periodic table and find boiling points for

different elements. Click on boiling point/melting point and find the boiling point/melting point Fe – Iron C – Carbon O – Oxygen N – Nitrogen Cl - Chlorine

Pick 3 elements and find an interesting fact about each one (i.e. melting, boiling, solubility data.) Quadrant A2. Enrichment - Students practice measuring mass by completing AIMS Math & Science: A Solution, “Weight Watchers”, p. 39. Quadrant B

3. Essential - Students compare the density of water and ice, oil and water, and then oil and ice. Make a sketch of each observation. Quadrant B

4. Essential - Students draw and label everyday examples of density around them. Examples: Air balloons, ice, oil/vinegar, wood, rocks (some float/sink). Quadrant C

5. Enrichment - Students complete “Identifying Unknowns By Physical and Chemical Properties”, Hands-On Chemistry Activities with Real-Life Applications, pp. 188-189 Quadrant C

6. Enrichment - Alternate activity if have resource. Students complete several activities using M&M candies to develop a real-world understanding of how mass is used in commercial packaging. Science Scope Magazine, October 2003 “Quality Control and Design in Science Learning”. Quadrant D

*Also see 7th Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=144971. Enrichment - Using “An Interactive Periodic Table” (http://www.chemicalelements.com/) complete the following:

a) Go to the Help Section. Look at the different elements in the periodic table and find boiling points for




different elements. Click on boiling point/melting point and find the boiling point/melting point Fe – Iron C – Carbon O – Oxygen N – Nitrogen Cl - Chlorineb) Pick 3 elements and find an interesting fact about each one (i.e. melting, boiling, solubility data.)

Quadrant A

2. Enrichment - Students practice measuring mass by completing AIMS Math & Science: A Solution, “Weight Watchers”, p. 39. Quadrant B

3. Essential - Students compare the density of water and ice, oil and water, and then oil and ice. Make a sketch of each observation. Quadrant B

4. Essential - Students draw and label everyday examples of density around them. Examples: Air balloons, ice, oil/vinegar, wood, rocks (some float/sink). Quadrant C

5. Enrichment - Students complete “Identifying Unknowns By Physical and Chemical Properties”, Hands-On Chemistry Activities with Real-Life Applications, pp. 188-189 Quadrant C5. Enrichment - Students complete “Identifying Unknowns By Physical and Chemical Properties”, Hands-On Chemistry Activities with Real-Life Applications, pp. 188-189 Quadrant C

6 .Enrichment - Alternate activity if have resource. Students complete several activities using M&M candies to develop a real-world understanding of how mass is used in commercial packaging. Science Scope Magazine, October 2003 “Quality Control and Design in Science Learning”. Quadrant D

*Also see 7th Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14497ResourcesText: Glencoe/McGraw-Hill South Carolina Science,p.566-570

Web Sites:03/04/09 - Explore Learning, Density Interactive Lab –http://www.explorescience.com/activities03/04/09 – NGfL – www.e4s.org/uk/director/dissolve.htm03/04/09 - Brain Pop –http://www.brainpop.com03/04/09 - Welcome to Chem4Kids - www.chem4kids.com03/04/09 - Yinon Benton - http://www.chemicalelements.com/www.studyisland.com


Science Kits:STC Properties Of Matter GEMS Chemical Reactions

Other Resources: See “Drop Box” for additional resources, AIMS Math & Science: A Solution, Hands-On Chemistry Activities with Real-Life Applications by James Cunningham & Norman HerrScience Scope Magazine, October 2003Assessment


Oct. 4th- 5thIndicator7-5.10 Compare physical changes (including changes in size, shape, and state) to chemical changes that are the result of chemical reactions (including changes in color or temperature and formation of a precipitate or gas).Instructional Strategies Review the concept of density with students.Show the streaming video “Matter and Its Properties: Measuring Matter”. You only want to show the clip titled “Measuring Volume and Density” (~ 3 minutes)





http://www.e4s.org/uk/director/dissolve.htm

http://www.explorescience.com/activities


http://streaming.discoveryeducation.com/search/assetDetail.cfm?guidAssetID=B54B5F32-CE24-4162-BB93-D193BE9DC444

Either as a class or individually, have students read the following articles from their Properties of Matter Student Guide: Density as a Characteristic Property (SG page 20) Archimedes’ Crowning Moment (SG pgs 22-23) Why Did the Titanic Float? (SG pgs 28-29) Deadly Density (SG pg 34)

Students should answer the questions at the end of each reading selection and should discuss their answers either in small groups or as a class.

If you have time, you can play the following “game” with students. This game allows you to mass and measure volume of several objects and then places them into a container to see if they float or sink. You can use a slider to change the density of the liquid in the container.http://games.zeeks.com/density-1247/?page=play

1. Enrichment - Students put a zip lock bag, one-half of an Alka Seltzer tablet and 10mL of water in a cylinder, on a balance, and record the mass. They should then put the Alka Seltzer tablet and water together in the bag, but don’t seal it. Then put everything back on the scale and mass it. There should be a decrease in mass. Then students repeat the procedure with fresh materials, but this time, seal the bag. The final mass should be closer to the original one. A discussion can follow to explain that the first time, the gas was released, but by sealing the bag, the other product of the reaction was captured and could be included in the mass. Thus the Law of Conservation of mass is upheld. Quadrant B2. Essential - Students observe models of the states of matter made with BBs and petri dishes. Explain movement and position of the molecules. Quadrant A

solid liquid gas

3. Enrichment - Students observe Gobstoppers® in water and discuss the states of matter. Quadrant BResourcesText: Glencoe/McGraw-Hill South Carolina Science,p.572-581


Other Resources:Hands-On Chemistry Activities with Real-Life Applications by James Cunningham & Norman Herr, See “Drop Box” for additional resources

Web Sites:03/04/09 - Brain Pop –http://www.brainpop.com .03/04/09 - Welcome to Chem4Kids - www.chem4kids.comStudy Island - www.studyisland.comSC Science Standards Support Document athttps://www.ed.sc.gov/agency/pr/Standards-and-Curriculum/old/cso/standards/science/sd.html

Differentiation:Hands-On Chemistry Activities with Real-Life Applications, “Identification of Physical and Chemical Changes, p. 183.Assessment





http://games.zeeks.com/density-1247/?page=play



Week of Oct. 8th- 12thOct. 8th

Indicator7-5.10 Compare physical changes (including changes in size, shape, and state) to chemical changes that are the result of chemical reactions (including changes in color or temperature and formation of a precipitate or gas).Instructional Strategies Give students a quick quiz on density to check for student understanding

Explain to students that the purpose of this activity is to observe the changes that occur when several different substances are heated.

Have a discussion on what can happen to substances when they are heated.

Perform the demonstration– heating potassium permanganate. NOTE: Use proper laboratory precaution. Have student record observations on row one of Student Sheet.

Discuss safety with students. Make sure you stress that The tip of the flame is very hard to see. Students should never pass anything across the top of the flame, even

if they think they are above it. Students should always point the mouth of the test tube they are heating away from themselves and other

students. Students must wear goggles at all times! Hot glassware looks like cold glassware, so students must always handle the test tube with a test tube holder.

Make sure that students understand that sometimes heating a substances causes an irreversible change in the substance and new substances are formed (chemical reaction), sometimes heating a substance just causes a phase change (physical change), and sometimes heating a substance causes no changes. In this lab students were able to see several examples of each category. Tell students that in the next activity, they will be looking more closely at phase changes (physical change).

4. Enrichment - Students complete “Identification of Physical & Chemical Changes”, Hands-On Chemistry Activities with Real-Life Applications, p, 183. Quadrant C

5. Essential - Demonstration: Put a small amount of salt into a 250mL beaker filled ¾ full of water. Use a stirring rod and mix. Explain to the students that even though they can’t see the salt anymore, it is still there. The two substances are still the same; the water could be evaporated and the salt would still be there. Next, add several drops of AgNO3 solution. Explain that the solution has turned cloudy and white because a new substance has been formed that won’t dissolve in water. It is a precipitate. This substance does not have the same properties as the salt and AgNO3 did. Even if the water was evaporated, the salt and AgNO3 would not be recovered. Have students write observations in their journal. Quadrant B

*Also see 7th Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14497ResourcesText: Glencoe/McGraw-Hill South Carolina Science,p.572-581


Other Resources:Hands-On Chemistry Activities with Real-Life Applications by James Cunningham & Norman Herr, See “Drop Box” for additional resources

Web Sites:03/04/09 - Brain Pop –http://www.brainpop.com03/04/09 - Welcome to Chem4Kids - www.chem4kids.comStudy Island - www.studyisland.com






Differentiation:Hands-On Chemistry Activities with Real-Life Applications, “Identification of Physical and Chemical Changes, p. 183.Assessment


Oct. 9th– Oct 12thIndicator7-5.6 Distinguish between acids and bases and use indicators (including litmus paper, pH paper, and phenolphthalein) to determine their relative pH.Instructional Strategies Recall the definition of solutions with students. Tell students that solutions can be classified as acidic, basic, or neutral.

Discuss characteristics of acids, bases, and neutral solutions (see essential knowledge). Provide examples of acids (citric acid, acetic acid (vinegar), aspirin, etc.), bases (soap, ammonia, etc)

Discuss pH and demonstrate using pH paper to evaluate several solutions.

Watch Streaming Video: pH in the Chemistry of Nature

Let students know that besides pH paper, there are other indicators that can distinguish between acidic and basic solutions. Show students how litmus paper and phenolphthalein can be used to determine if a solution is acidic or basic.

*Also see 7th Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14497ResourcesText: Glencoe. McGraw-Hill South Carolina Science,p.606-612



Web Sites:03/20/09 - Acid and bases interactive tutorial - http://www.kidsknowit.com/interactive-educational-movies/free-online-

movies.php?movie=Acids%20And%20Bases03/20/09 - interactive pH scale - http://www.purchon.com/chemistry/acids.htm#animation03/20/09 - pH scale game - http://www.quia.com/rd/1975.html03/20/09 - metals reacting with acids – corrosion of metals with acids -

http://library.thinkquest.org/11430/experimental/metals.htm03/20/09 - Effects of Acid rain on living thingshttp://science.pppst.com/acidrain.htmlStudy Island - www.studyisland.com

SC Science Standards Support Document athttps://www.ed.sc.gov/agency/pr/Standards-andCurriculum/old/cso/standards/science/sd.htmlAssessment


https://www.ed.sc.gov/agency/pr/Standards-andCurriculum/old/cso/standards/science/sd.html

http://science.pppst.com/acidrain.html

http://library.thinkquest.org/11430/experimental/metals.htm

http://www.quia.com/rd/1975.html

http://www.purchon.com/chemistry/acids.htm#animation

http://www.kidsknowit.com/interactive-educational-movies/free-online-movies.php?movie=Acids%20And%20Bases

http://www.kidsknowit.com/interactive-educational-movies/free-online-movies.php?movie=Acids%20And%20Bases


Oct. 15- Oct. 19thOct. 15thIndicator7-2.1 Summarize the structures and functions of the major components of plant and animal cells (including the cell wall, the cell membrane, the nucleus, chloroplasts, mitochondria, and vacuoles).Instructional Strategies Brainstorm CellsAsk students “What do you know about cells?” Brainstorm their ideas on the board or SMART Board.

Show Video “Introducing the Cell” (United Streaming – 22 min)You may choose to use the video questions either during or after the video. They are attached.

Cell Organelle NotesIf there is time remaining, you can begin to guide students through the Cell Organelles PowerPoint presentation by reading each slide (or have a student read each slide). You can either have students copy the notes onto their own paper, or give them a handout of the slides. Allow students to ask questions as you go through the slideshow.

1. Essential - Students draw diagrams of animal and plant cells based on observation, and label all assigned parts. Quadrant B

2. Enrichment - Students complete “Cell Scavenger Hunt” http://www.andersont5.net (click on Instructional Services, Science Web Lessons). Quadrant C

3. Essential - Students observe prepared slides using microscopes, micro-viewers or pictures. (Review microscope parts. Quadrant B

4. Essential - Students make flash cards of the main structures and functions of cells. Quadrant B

5. Enrichment - Students watch video on contributions made to science. “Invisible World”, National Geographic. Quadrant A

6. Enrichment - Students make a model of a cell. Students will determine which materials will best represent each part based on its function. Quadrant D

*Also see 7th Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14497ResourcesText: Glencoe/McGraw-Hill South Carolina Science, p.38-45


Web Sites:03/12/09 - CELLS alive! - http://www.cellsalive.com03/12/09 - Brain Pop - http://www.brainpop.com03/12/09 – Cell Animation – http://www.johnkyrk.com/CellIndex.html03/12/09 – Microscopy Images – http://www5.pbrc.hawaii.edu/microangela/index.html03/12/09 – Biology 4 Kids – http://www.kapili.com/biology4kids/cell/index.htmlStudy Island - www.studyisland.comSC Science Standards Support Document athttps://www.ed.sc.gov/agency/pr/Standards-andCurriculum/old/cso/standards/science/sd.html

Differentiation:Strategy/Activity #1 - Students will draw and label plant and animal cells.Assessment


Week of Oct. 22 – Oct. 25th



http://www5.pbrc.hawaii.edu/microangela/index.html

http://www.johnkyrk.com/CellIndex.html





http://www.unitedstreaming.com/

Oct. 22- Oct. 25thIndicator7-2.2 Compare the major components of plant and animal cells.7-1.1Use appropriate tools and instruments (including a microscope) safely and accurately when conducting a controlled scientific investigation.Instructional Strategies Brainstorm MicroscopesAsk students what they know about microscopes. Brainstorm ideas on the board or SMART Board.

Microscope NotesGuide students through the Microscope PowerPoint presentation (see the 7th grade drop box) by reading each slide (or have a student read each slide). Allow students to ask questions as you go through the slideshow. You can either have students copy the notes onto their own paper, or give them a handout of the slides. Allow students to ask questions as you go through the slideshow. I have provided a handout for the students to use to take notes with this PowerPoint. It has a diagram of a microscope and fill in the blank notes.

7-2.2: At some point when discussing cells, you can show “The Magic School Bus Goes Cellular”. It talks about skin cells.

1. Enrichment - Students watch video on contributions made to science. “Invisible World”, National Geographic. Quadrant A

2. Enrichment - Students complete “Cell Scavenger Hunt” http://www.andersont5.net (click on Instructional Services, Science Web Lessons). Quadrant B

3. Enrichment - Students make a model of a cell. Students will determine which materials will best represent each part based on its function. Quadrant D

ResourcesWeb Sites:03/12/09 - CELLS alive! - http://www.cellsalive.com03/12/09 - McCants, S. Childs, Cell Scavenger Hunt - http://www.andersont5.net (click on Instructional Services,

Science Web Lessons)03/12/09 - Brain Pop - http://www.brainpop.com03/12/09 - Virtual Cell - http://www.life.uiuc.edu/plantbio/cell/Study Island - www.studyisland.com

Differentiation: Strategy/Activity #1 - Students will draw and label plant and animal cells.Assessment


Oct. 26th Indicator

Professional Development/WorkdaysInstructional Strategies

Professional Development/WorkdaysResources

Professional Development/WorkdaysAssessment

Professional Development/Workdays

Week of Oct. 29th - Nov. 2nd

http://www.life.uiuc.edu/plantbio/cell/






Oct. 29th - Nov. 2ndIndicator7-2.3 Compare the body shapes of bacteria (spiral, coccus, and bacillus) and the body structures that protists (euglena, paramecium, amoeba) use for food gathering and locomotion. Instructional Strategies Brainstorm Bacteria and ProtistsAsk students what they know about bacteria and protists. Brainstorm ideas on the board or SMART Board.

Bacteria and Protists Notes Guide students through the Bacteria and Protists PowerPoint presentation by reading each slide (or have a student read each slide). Allow students to ask questions as you go through the slideshow. You can either have students copy the notes onto their own paper, or give them a handout of the slides. Allow students to ask questions as you go through the slideshow.

1. Essential - Students create a chart to compare and contrast viruses, bacteria, and protists. Quadrant C

2. Enrichment - Students take samples from chosen sites (water fountain, table top, door handle, etc.) to swipe across agar plates. These plates can be kept at room temperature for optimal microbial growth. Students observe and measure growth colonies. Students take samples of growth and swipe onto slides for microscopic observation. Students identify various shapes to differentiate among a virus, bacterium and a protists. Field guides or dichotomous keys can be used to identify the microbes. Quadrant C

3. Enrichment - Lab experiment: Quadrant Da) Students get three Petri dishes containing the nutrient agar (possibly from physician’s office). Label one

dish “hand”, one “breath”, and another “soil”. Wipe your finger across the inside of the first dish. Breathe into the second dish. Place a small amount of soil into the third dish.

b) Students cover the Petri dishes with transparent tape. Place in warm dark place for one week.c) Students observe each day and record observations.d) Discuss.

2. Enrichment - Collect pond water to observe microorganisms. Quadrant D

3. Enrichment – Show video “Protists”, Microorganisms Series DVD. Quadrant AAlso see 7th Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14497ResourcesText: Glencoe/McGraw-Hill South Carolina Science, p. 66-67,70, 73-75,

Other Resources: Microorganisms Series DVD – “Protists” - Visual Learning Company, See “Drop Box” for additional resources

Web Sites:03/12/09 - CELLS alive! - http://www.cellsalive.com03/12/09 - On Health - http://www.medicinenet.com/health_and_living/focus.htm03/12/09 – New Mexico State University – Bacteria – www.fooddetectives.com

Activities about bacteria – songs, games, etc.United Streaming Video – http://streaming.discoveryeducation.com/index.cfm

“The World of the Protozoa” (search the word protozoan)Study Island - www.studyisland.comSC Science Standards Support Document athttps://www.ed.sc.gov/agency/pr/Standards-andCurriculum/old/cso/standards/science/sd.html

Differentiation: Strategy/Activity #3 - Students create a crossword puzzle with examples of different bacterial shapes.Assessment


Week of Nov. 5th - Nov. 9th


http://streaming.discoveryeducation.com/index.cfm

http://www.fooddetectives.com/

http://www.onhealth.com/



Nov. 5th –Nov. 9thIndicator7-2.4 Explain how cellular processes (including respiration, photosynthesis in plants, mitosis, and waste elimination) are essential to the survival of the organism.Instructional Strategies Brainstorm PhotosynthesisAsk students what they know about photosynthesis. Brainstorm ideas on the board or SMART Board.

Photosynthesis NotesGuide students through the photosynthesis power point presentation by reading each slide and discussing (or have a student read each slide) then discuss it. Allow students to ask questions as you go through the slideshow. You can either have students copy the notes onto their own paper, or give them a handout of the slides. Allow students to ask questions as you go through the slideshow.

You can also show “The Magic School Bus Gets Planted”. It does a great job of illustrating photosynthesis.

Essential - Cellular respiration (Aerobic): Complete Lesson 12, STC/MS Human Body Systems kit, pp. 137-152. Quadrant C

Enrichment - Onion Lab Quadrant BMaterials: medicine dropper, onion slice, microscope slide, iodine solution, cover slip, microscopeProcedure:Pull of a thin slice of onion with fingers. *Make sure to wash hands after handling onion.Place onion on slide.Put a drop of iodine solution on onion.Put on cover slip.Observe under a microscope.Observations:How does the onion look different under low power and high power?Draw what you see.Identify cell parts in drawing.

1. Enrichment - Use pipe cleaners to model the cell cycle. Quadrant B2. Enrichment - Take a piece of potato or vegetable and soak in salt water. Observe and record results. Then put it in

fresh water, observe, record results. Quadrant A3. Enrichment - Cut potato in half. Make a well. Put in water, but do not cover potato with water. Put a teaspoon of

Kool-Aid in potato hollow. Observe next day. Quadrant B4. Enrichment - Make models of mitosis that have three chromosomes. Quadrant B5. Essential - Cellular respiration (Aerobic): Complete Lesson 12, STC/MS Human Body Systems kit, pp. 137-152.

Quadrant C6. Enrichment - Onion Lab Quadrant B

Materials: medicine dropper, onion slice, microscope slide, iodine solution, cover slip, microscopeProcedure:a. Pull of a thin slice of onion with fingers. *Make sure to wash hands after handling onion.b. Place onion on slide.c. Put a drop of iodine solution on onion.d. Put on cover slip.e. Observe under a microscope.Observations:a) How does the onion look different under low power and high power?b) Draw what you see.c) Identify cell parts in drawing.



Kool-Aid in potato hollow. Observe next day. Quadrant B10. Enrichment - Make models of mitosis that have three chromosomes. Quadrant BAlso see 7th Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14497

Resources



Text: Glencoe/McGraw-Hill South Carolina Science, p.104-106

Science Kits: STC/MS Human Body Systems


Web Sites:03/12/09 - Brain Pop - http://www.brainpop.com (this is a great website, but requires a paid subscription)03/12/09 - Kapili 4 Kids - http://www.kapili.com/biology4kids/cell/index.htmlStudy Island - www.studyisland.comSC Science Standards Support Document athttps://www.ed.sc.gov/agency/pr/Standards-andCurriculum/old/cso/standards/science/sd.html

Differentiation: Strategy/Activity #1 - Students create a flipbook illustrating the stages of mitosis.Assessment


Nov. 6th Indicator

Election Day (Holiday)Instructional Strategies

Election Day (Holiday)Resources

Election Day (Holiday)Assessment

Election Day (Holiday)

Nov. 7th –Nov. 9thIndicator7-2.4 Explain how cellular processes (including respiration, photosynthesis in plants, mitosis, and waste elimination) are essential to the survival of the organism.Instructional Strategies

Brainstorm PhotosynthesisAsk students what they know about photosynthesis. Brainstorm ideas on the board or SMART Board.

Photosynthesis NotesGuide students through the photosynthesis power point presentation by reading each slide and discussing (or have a student read each slide) then discuss it. Allow students to ask questions as you go through the slideshow. You can either have students copy the notes onto their own paper, or give them a handout of the slides. Allow students to ask questions as you go through the slideshow.

You can also show “The Magic School Bus Gets Planted”. It does a great job of illustrating photosynthesis.

Essential - Cellular respiration (Aerobic): Complete Lesson 12, STC/MS Human Body Systems kit, pp. 137-152. Quadrant C

Enrichment - Onion Lab Quadrant BMaterials: medicine dropper, onion slice, microscope slide, iodine solution, cover slip, microscopeProcedure:Pull of a thin slice of onion with fingers. *Make sure to wash hands after handling onion.Place onion on slide.Put a drop of iodine solution on onion.Put on cover slip.Observe under a microscope.Observations:How does the onion look different under low power and high power?Draw what you see.





Identify cell parts in drawing.



Kool-Aid in potato hollow. Observe next day. Quadrant B4. Enrichment - Make models of mitosis that have three chromosomes. Quadrant B5. Essential - Cellular respiration (Aerobic): Complete Lesson 12, STC/MS Human Body Systems kit, pp. 137-152.

Quadrant C6. Enrichment - Onion Lab Quadrant B

Materials: medicine dropper, onion slice, microscope slide, iodine solution, cover slip, microscopeProcedure:f. Pull of a thin slice of onion with fingers. *Make sure to wash hands after handling onion.g. Place onion on slide.h. Put a drop of iodine solution on onion.i. Put on cover slip.j. Observe under a microscope.Observations:a) How does the onion look different under low power and high power?b) Draw what you see.c) Identify cell parts in drawing.



Kool-Aid in potato hollow. Observe next day. Quadrant B10. Enrichment - Make models of mitosis that have three chromosomes. Quadrant BAlso see 7th Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14497ResourcesText: Glencoe/McGraw-Hill South Carolina Science, p.104-106



Web Sites:03/12/09 - Brain Pop - http://www.brainpop.com (this is a great website, but requires a paid subscription)03/12/09 - Kapili 4 Kids - http://www.kapili.com/biology4kids/cell/index.htmlStudy Island -www.studyisland.comSC Science Standards Support Document athttps://www.ed.sc.gov/agency/pr/Standards-andCurriculum/old/cso/standards/science/sd.html

Differentiation: Strategy/Activity #1 - Students create a flipbook illustrating the stages of mitosis.

AssessmentBenchmark #2 Testing Window: Nov. 5th - Nov. 16th

Week of Nov. 12th - Nov. 16th





Nov. 12th - Nov. 13th Indicator7-2.4 Explain how cellular processes (including respiration, photosynthesis in plants, mitosis, and waste elimination) are essential to the survival of the organism.Instructional Strategies Respiration Notes Guide students through the Respiration PowerPoint presentation by reading each slide (or have a student read each

slide). Allow students to ask questions as you go through the slideshow. You can either have students copy the notes onto their own paper, or give them a handout of the slides. Allow students to ask questions as you go through the slideshow.

Diffusion DemoPut some water into a clear container. (a pyrex baking dish works well). Put the container on the overhead projector. Put one drop of food coloring into the container. Watch it diffuse through the water. *you can also do this by simply using a beaker. The overhead just makes it easier for everyone to see it.* Have students try to explain what happened.

Waste Elimination NotesGuide students through the Waste Elimination PowerPoint presentation by reading each slide (or have a student read each slide). Allow students to ask questions as you go through the slideshow. You can either have students copy the notes onto their own paper, or give them a handout of the slides. Allow students to ask questions as you go through the slideshow.

Mitosis NotesGuide students through the Mitosis PowerPoint presentation by reading each slide (or have a student read each slide). Allow students to ask questions as you go through the slideshow. You can either have students copy the notes onto their own paper, or give them a handout of the slides. Allow students to ask questions as you go through the slideshow.

Cell Processes PosterGet some of the large bulletin board paper and cut in into poster sized pieces.Have the students work in groups of 2-4. Have the students fold the paper in half once each way to create 4 squares on the one poster. Each square on the poster will tell about one of the cell processes. (There are more detailed directions on the Cell Processes Poster handout.)

1. Essential - Cellular respiration (Aerobic): Complete Lesson 12, STC/MS Human Body Systems kit, pp. 137-152. Quadrant C

2. Enrichment - Onion Lab Quadrant BMaterials: medicine dropper, onion slice, microscope slide, iodine solution, cover slip, microscopeProcedure:k. Pull of a thin slice of onion with fingers. *Make sure to wash hands after handling onion.l. Place onion on slide.m. Put a drop of iodine solution on onion.n. Put on cover slip.o. Observe under a microscope.Observations:a) How does the onion look different under low power and high power?b) Draw what you see.c) Identify cell parts in drawing.

3. Enrichment - Use pipe cleaners to model the cell cycle. Quadrant B4. Enrichment - Take a piece of potato or vegetable and soak in salt water. Observe and record results. Then put it

in fresh water, observe, record results. Quadrant A5. Enrichment - Cut potato in half. Make a well. Put in water, but do not cover potato with water. Put a teaspoon of

Kool-Aid in potato hollow. Observe next day. Quadrant B6. Enrichment - Make models of mitosis that have three chromosomes. Quadrant BAlso see 7th Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14497ResourcesText: Glencoe/McGraw-Hill South Carolina Science, p.104-106




Web Sites:03/12/09 - Brain Pop - http://www.brainpop.com (this is a great website, but requires a paid subscription)03/12/09 - Kapili 4 Kids - http://www.kapili.com/biology4kids/cell/index.htmlStudy Island - www.studyisland.comSC Science Standards Support Document athttps://www.ed.sc.gov/agency/pr/Standards-andCurriculum/old/cso/standards/science/sd.html

Differentiation: Strategy/Activity #1- -Students create a flipbook illustrating the stages of mitosis.Assessment

Benchmark #2 Testing Window: Nov. 5th - Nov. 16th




Week of Nov. 12th - Nov. 16thNov.14th –Nov.16th Indicator7-2.5 Summarize how genetic information is passed from parent to offspring by using the terms genes, chromosomes, inherited traits, genotype, phenotype, dominant traits, and recessive traits.Instructional Strategies Brainstorm GeneticsAsk students what they know about genetics. Brainstorm ideas on the board or SMART Board.

Genetics NotesGuide students through the Genetics PowerPoint presentation by reading each slide (or have a student read each slide). Allow students to ask questions as you go through the slideshow. You can either have students copy the notes onto their own paper, or give them a handout of the slides. Allow students to ask questions as you go through the slideshow.

1. Essential - Students complete a Venn diagram to show similarities and differences between dominant and recessive traits. Quadrant B

Dominant Recessive

Inherited Traits

2. Essential – Students are given examples of genotypes and asked to identify each allele as dominant or recessive. Quadrant B

3. Essential – Students are given examples of genotypes and phenotypes and asked to identify each as a genotype or phenotype. Quadrant B

4. Essential – Students choose an animal or plant and find out how many chromosomes that organism has, then calculate the number of chromosomes in a sex cell for that species and the number of chromosomes that would be in the first cell after fertilization. Quadrant D

Enrichment – Students make an acrostic poem with the word GENETICS. Each letter should represent a fact or a concept that has been covered in genetics study. Quadrant C Also see 7th Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14497ResourcesText: Glencoe/McGraw-Hill South Carolina Science, p.156-162Science Kits:

Other Resources: Life Science by Peter Alexander, et. al., Science Interactions Course 3 by Bill Aldridge, et. al., See “Drop Box” for additional resources

Web Sites:02/20/09 - Genes and Alleles – http://library.thinkquest.org/20465/genes.html02/20/09 - Advanced Genetics – www.emc.maricopa.edu/faculty/farabee/biobk/BioBookgenintro.htmlStudy Island - www.studyisland.comSC Science Standards Support Document athttps://www.ed.sc.gov/agency/pr/Standards-andCurriculum/old/cso/standards/science/sd.html

Differentiation: Strategy #1 – Students make a T-chart showing the differences between dominant and recessive traits.Assessment



http://www.emc.maricopa.edu/faculty/farabee/biobk/BioBookgenintro.html

http://library.thinkquest.org/20465/genes.html


Week of Nov. 19th - Nov. 20Nov. 19th - Nov. 20thIndicator7-2.6 Use Punnett squares to predict inherited monohybrid traitsInstructional Strategies Brain Pop or Punnett Squares NotesGuide students through the Punnett Squares PowerPoint presentation by reading each slide (or have a student read each slide). Allow students to ask questions as you go through the slideshow. You can either have students copy the notes onto their own paper, or give them a handout of the slides. Allow students to ask questions as you go through the slideshow. ***You will need to use a SMART Board for this activity. If you do not have a SMART Board, you can project the presentation onto a dry erase board.***

Sponge Bob Genetics 1 (Punnett Squares)There are many different ways that you can approach the Sponge Bob Genetics 1 handout. Here are a few ideas:

You could work through each problem together as a class. You could let students work independently and then go over the whole assignment at the end of class. You could have students work in small groups (2-3) and work to complete the assignment.

The approach depends on how well your students are grasping the idea of Punnett squares. If a class is having trouble, I would work through them as a group. If they are more advanced, then let them work independently or in a group.

Genetics Review PosterGet some of the large bulletin board paper and cut in into poster sized pieces.Have the students work in groups of 2-4. Have the students fold the paper in half once each way to create 4 squares on the one poster. Each square on the poster will tell about one main idea in genetics. (There are more detailed directions on the Genetics Review Poster handout.)

Inherited Traits

Genes

Punnett Squares

Acquired Traits

I let them use markers and colored pencils and then hang them in the hallway or in your class.

1. Essential - Use a variety of genotypes for parents and using Punnett squares, predict and calculate ratio and percentage of phenotypes and genotypes. Quadrant B

Also see 7th Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14497ResourcesText: Glencoe/McGraw-Hill South Carolina Science, p.156-162


Web Sites:02/20/09 - Interactive Monohybrid and Dihybrid Crosses – www.athro.com/evo/gen/punexam.html02/20/09 - Interactive Simple Recessive Punnett Squares (Albino Lemmings) – www2.edc.org/weblabs/Punnett/punnettsquares.htmlStudy Island - www.studyisland.comSC Science Standards Support Document athttps://www.ed.sc.gov/agency/pr/Standards-andCurriculum/old/cso/standards/science/sd.htmlAssessment



http://www.edc.org/weblabs/Punnett/punnettsquares.html

http://www.athro.com/evs/gen/punexam.html


Nov. 21st - Nov. 23rd Indicator

Thanksgiving (Holiday)Instructional Strategies

Thanksgiving (Holiday)Resources

Thanksgiving (Holiday)Assessment

Thanksgiving (Holiday)

Week of Nov. 26th - Nov. 30thNov. 26th - Nov. 30thIndicator7-2.6 Use Punnett squares to predict inherited monohybrid traitsInstructional Strategies 2. Essential - Use a variety of genotypes for parents and using Punnett squares, predict and calculate ratio and

percentage of phenotypes and genotypes. Quadrant B Also see 7th Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14497ResourcesText: Glencoe. McGraw-Hill South Carolina Science,p.156-162

Science Kits:


Web Sites:02/20/09 - Interactive Monohybrid and Dihybrid Crosses – www.athro.com/evo/gen/punexam.html02/20/09 - Interactive Simple Recessive Punnett Squares (Albino Lemmings) – www2.edc.org/weblabs/Punnett/punnettsquares.html www.studyisland.com SC Science Standards Support Document athttps://www.ed.sc.gov/agency/pr/Standards-andCurriculum/old/cso/standards/science/sd.htmlAssessment



http://www.edc.org/weblabs/Punnett/punnettsquares.html

http://www.athro.com/evs/gen/punexam.html


Week of Dec. 3rd - Dec. 7thDec. 3rd - Dec. 7thIndicatorNOTE: all inquiry skills are taught throughout the school year in all units.Review for Science FairScience Fair Project due December 10, 20127-1.2 Generate questions that can be answered through scientific investigation.7-1.3 Explain the reasons for testing one independent variable at a time in a controlled scientific investigation.7-1.4 Explaintheimportancethatrepeatedtrialsandawell-chosensamplesizehavewith regard to the validity of a

controlled scientific investigation.7-1.5 Explaintherelationshipsbetweenindependentanddependentvariablesinacontrolled scientific investigation

through the use of appropriate graphs, tables, and charts.7-1.6 Critique a conclusion drawn from a scientific investigation.

Instructional Strategies See 7th Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14497ResourcesWeb Sites:www.studyisland.comSC Science Standards Support Document athttps://www.ed.sc.gov/agency/pr/Standards-and-Curriculum/old/cso/standards/science/sd.htmlSee “Drop Box” for additional resources






Week of Dec. 10th - Dec. 14thDec. 10th - Dec. 14thIndicatorScience Fair Project is due today!7-2.7 Distinguish between inherited traits and those acquired from environmental factors.Instructional Strategies Genetics NotesGuide students through the Genetics PowerPoint presentation (inherited and acquired traits) by reading each slide (or have a student read each slide). Allow students to ask questions as you go through the slideshow. You can either have students copy the notes onto their own paper, or give them a handout of the slides. Allow students to ask questions as you go through the slideshow.

1. Essential - Students make a T chart comparing inherited and acquired traits, i.e. blood type (inherited) vs. hair style (acquired). Quadrant B

2. Essential – Students look at pictures of people from magazines and have them identify inherited and acquired traits. Quadrant D

Also see 7th Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14497ResourcesText: Glencoe/McGraw-Hill South Carolina Science, p.166


Web Sites:03/12/09 – Utah State Office of Education - http://utahscience.oremjr.alpine.k12.ut.us/Sciber08/7th/Heredity/html/intro.htmwww.studyisland.com

SC Science Standards Support Document athttps://www.ed.sc.gov/agency/pr/Standards-andCurriculum/old/cso/standards/science/sd.html

Differentiation:Strategy/Activity #1 - Students make a Venn diagram comparing inherited and acquired traits. Quadrant BAssessment




Week of Dec. 17th - Jan. 4thDec. 17th - Jan. 2ndIndicator

Winter BreakInstructional Strategies

Winter BreakResources

Winter BreakAssessment

Winter Break

Week of Jan. 3rd - Jan. 4thJan. 3rd - Jan. 4h Indicator7-3.1 Summarize the levels of structural organization within the human body (including cells, tissues, organs, and systems).Instructional Strategies 1. Essential - Create a chart (flow chart, concept map web) to explain the structure of a multi cellular organism. Quadrant A

2. Enrichment - Use a Venn diagram or chart to compare and contrast the different types of cells and tissues. Quadrant A3. Enrichment - Students draw and label one or more of the cells or tissues observed. Quadrant B

4. Enrichment - Students research uses of stem cells for tissue development. Students can debate ethical issues of stem cell use. Quadrant D

5. Essential - Using a model or chart of the human body, choose one system to discuss the different levels of organization of that system (structures). Tell how they work together to perform a particular function. Quadrant CDigestive system

Esophagus stomach small intestines

blood muscle epithelial nerve (tissues)ResourcesText: Glencoe/Mcgraw-Hill South Carolina Science

Other Resources: See “DropBox” for additional resources.

Web Sites:02/20/09 - The Organ Trail Webquest – Wanted Poster - http://www.sciencespot.net/Pages/otrail.html02/20/09 - Levels of Organization: Cells R Us worksheet – http://tlc.ousd.k12.ca.us/~acody/7cif7.html02/20/09 - Tissues, Organs, and Organ Systems – http://web.jjay.cuny.edu/~acarpi/NSC/14-anatomy.htmStudy Island - www.studyisland.comSC Science Standards Support Document at http://scde.mrooms.org/index.php?page=14497

Differentiation: Strategy/Activity #1 - Multi-cellular organisms – make word cards of each level of cellular organization, have students sequence them Quadrant B; Teacher shows pictures of each organizational level Quadrant AStrategy/Activity #5- Students write a paragraph comparing and contrasting the different types of cells or tissues. Quadrant CreakAssessment


OrganSystems

Cells tissues

organs


http://web.jjay.cuny.edu/~acarpi/NSC/14-anatomy.htm

http://tlc.ousd.k12.ca.us/~acody/7cif7.html

http://www.sciencespot.net/Pages/otrail.html

Week of Jan. 7th - Jan. 11thJan. 7th - Jan. 8th Indicator7-3.1 Summarize the levels of structural organization within the human body (including cells, tissues, organs, and systems).Instructional Strategies 1. Essential - Create a chart (flow chart, concept map web) to explain the structure of a multi cellular organism. Quadrant A

2. Enrichment - Use a Venn diagram or chart to compare and contrast the different types of cells and tissues. Quadrant A3. Enrichment - Students draw and label one or more of the cells or tissues observed. Quadrant B

4. Enrichment - Students research uses of stem cells for tissue development. Students can debate ethical issues of stem cell use. Quadrant D

5. Essential - Using a model or chart of the human body, choose one system to discuss the different levels of organization of that system (structures). Tell how they work together to perform a particular function. Quadrant C Digestive system

Esophagus stomach small intestines

blood muscle epithelial nerve (tissues)ResourcesText: Glencoe/Mcgraw-Hill South Carolina Science


Web Sites:02/20/09 - The Organ Trail Webquest – Wanted Poster - http://www.sciencespot.net/Pages/otrail.html02/20/09 - Levels of Organization: Cells R Us worksheet – http://tlc.ousd.k12.ca.us/~acody/7cif7.html02/20/09 - Tissues, Organs, and Organ Systems – http://web.jjay.cuny.edu/~acarpi/NSC/14-anatomy.htmStudy Island - www.studyisland.comSC Science Standards Support Document at http://scde.mrooms.org/index.php?page=14497

Differentiation: Strategy/Activity #1 - Multi-cellular organisms – make word cards of each level of cellular organization, have students sequence them Quadrant B; Teacher shows pictures of each organizational level Quadrant AStrategy/Activity #5- Students write a paragraph comparing and contrasting the different types of cells or tissues. Quadrant CreakAssessment


Jan. 9th - Jan. 11th Indicator7-3.2 Recall the major organs of the human body and their function within their particular body system.Instructional Strategies 1. Skeletal System

Enrichment - Students construct a skeleton model and label bones. Quadrant B

2. Muscular System Enrichment - Students construct a model of a human and label different kinds of muscles. Quadrant B

OrganSystems

Cells tissues

organs


http://web.jjay.cuny.edu/~acarpi/NSC/14-anatomy.htm

http://tlc.ousd.k12.ca.us/~acody/7cif7.html

http://www.sciencespot.net/Pages/otrail.html

3. Digestive System Essential - Repeat Lesson 1.1, STC/MS Human Body Systems, p. 131 using the digestive organs only. The

students will place the digestive organs in correct order extending from the mouth to the rectum. Quadrant A

Essential – Digestive System Board Game Quadrant C1) Students create a board game to travel through the digestive system.2) Students draw a complete diagram of all organs connected and labeled.3) Students create questions to go along with each organ.4) Students roll the dice and move along the board, moving from organ to organ. Students must answer

the question correctly before rolling the dice again. Essential – Digestive System Children’s Book

Quadrant C1) Students create a children’s book that includes the following organs – mouth, esophagus, stomach,

small intestines, large intestines, rectum and anus, pancreas, gall bladder, liver.2) The story book pages should include:

a title for the organ an illustration or picture of the organ a short description of the organ’s function

4. Circulatory System

Enrichment - Students draw a heart and label the different parts. Quadrant B Enrichment - Students compare and contrast arteries, capillaries, and veins. Quadrant A Enrichment - Students make a Venn diagram comparing veins and arteries. Quadrant A

5. Respiratory System Essential - Explain the flow of air from the environment to the lungs. Describe the organs of the respiratory

system the air will pass. Quadrant C

6. Excretory System Essential – Students explain how urine is processed from the body. Quadrant A Essential - Students draw and label the excretory system. Quadrant B Enrichment - Students construct a model of the excretory system illustrating how the nephrons filter the blood.

Quadrant C

7. Nervous System Enrichment - Alternative if have access to Aldridge and Alexander. Students make an analogy of the nervous

system to the fire department. Students make an analogy of the nervous system to the computer, Quadrant C

Enrichment - Students label the parts of the central nervous system and describe the function of each part. Quadrant B

Essential - From a diagram of the nervous system trace the path of the message from stimulus to response (i.e. fire alarm, hot pizza, tack). Quadrant B

Essential - Students make a table of the parts and their functions of the central nervous system (cerebrum, cerebellum, brain stem, and spinal cord. Quadrant B

Also see 7th Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14497ResourcesText: Glencoe/Mcgraw-Hill South Carolina Science, p.66

Science Kits:STC/MS Human Body Systems


Web Sites:02/20/09 - Body Quest - http://library.thinkquest.org/10348/home.html02/20/09 - Innerbody - http://www.innerbody.com02/20/09 - Human Body Systems - http://www.stemnet.nf.ca/CITE/body.htm02/20/09 - Interactive Organ and Organ System Games – http://www.bbc.co.uk/science/humanbody/body/index_interactivebody.shtml Study Island - www.studyisland.comSC Science Standards Support Document at http://scde.mrooms.org/index.php?page=14497


http://www.bbc.co.uk/science/humanbody/body/index_interactivebody.shtml

http://www.stemnet.nf.ca/CITE/body.htm

http://www.innerbody.com/

http://library.thinkquest.org/10348/home.html


Differentiation: Strategy/Activity #3a - “String Activity”, STC/MS Human Body System, pp. 20-24. Arrange the string on a life size poster. Label the organs and their function on poster. Quadrant C; Students cut out pattern of upper and lower arm. Color the muscles pink and the skin tone. Put the parts together with brads. Demonstrate contraction and release of muscles. Quadrant CAssessment


Week of Jan. 14th - Jan. 18thJan. 14th - Jan. 17thIndicator7-3.2 Recall the major organs of the human body and their function within their particular body system.Instructional Strategies 1. Skeletal System

Enrichment - Students construct a skeleton model and label bones. Quadrant B Enrichment - Alternative if have access to Alexander. Students complete “How Can the Composition of

Bone Be Tested?” Alexander, Life Science, p. 402. Quadrant C














Quadrant C

7. Nervous System Enrichment - Alternative if have access to Aldridge and Alexander. Students make an analogy of the nervous

system to the fire department, Aldridge, Course 2, p. 241. Students make an analogy of the nervous system to the computer, Alexander, Life Science, pp. 467 or 470. Quadrant C

Enrichment - Students label the parts of the central nervous system and describe the function of each part. Quadrant B

Essential - From a diagram of the nervous system trace the path of the message from stimulus to response (i.e. fire alarm, hot pizza, tack). Quadrant B

Essential - Students make a table of the parts and their functions of the central nervous system (cerebrum, cerebellum, brain stem, and spinal cord. Quadrant B

Also see 7th Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14497kResources


Text: Glencoe/Mcgraw-Hill South Carolina Science, p.66


Other Resources: Life Science by Peter Alexander, et. al., Science Interactions Course 2 by Bill Aldridge, et. AlSee “DropBox” for additional resources.

Web Sites:02/20/09 - Body Quest - http://library.thinkquest.org/10348/home.html02/20/09 - Innerbody - http://www.innerbody.com02/20/09 - Human Body Systems - http://www.stemnet.nf.ca/CITE/body.htm02/20/09 - Interactive Organ and Organ System Games – http://www.bbc.co.uk/science/humanbody/body/index_interactivebody.shtmlStudy Island- www.studyisland.comSC Science Standards Support Document athttp://scde.mrooms.org/index.php?page=14497

Differentiation: Strategy/Activity #3a - “String Activity”, STC/MS Human Body System, pp. 20-24. Arrange the string on a life size poster. Label the organs and their function on poster. Quadrant C Students cut out pattern of upper and lower arm. Color the muscles pink and the skin tone. Put the parts together with brads. Demonstrate contraction and release of muscles. Quadrant CAssessment

Teacher Created Assessment Winter BreakJan. 18thIndicator

Professional Development/WorkdayInstructional Strategies

Professional Development/WorkdayResources

Professional Development/WorkdayAssessment

Professional Development/Workday






Week of Jan. 21st - Jan. 25thJan. 21st - Jan. 22ndIndicator

Martin Luther King Jr. Day (Holiday) Professional Development/Workday

Instructional Strategies

Martin Luther King Jr. Day (Holiday)Professional Development/Workday

ResourcesMartin Luther King Jr. Day (Holiday)Professional Development/Workday

AssessmentMartin Luther King Jr. Day (Holiday)Professional Development/Workday

Jan. 23rd - Jan. 25th Indicator7-3.2 Recall the major organs of the human body and their function within their particular body system.Instructional Strategies 1. Skeletal System

Enrichment - Students construct a skeleton model and label bones. Quadrant B2. Muscular System

Enrichment - Students construct a model of a human and label different kinds of muscles. Quadrant B












6. Excretory System Essential – Students explain how urine is processed from the body. Quadrant A Essential - Students draw and label the excretory system. Quadrant B

a)Enrichment - Students construct a model of the excretory system illustrating how the nephrons filter the blood. Quadrant C

7. Nervous System Enrichment - Students make an analogy of the nervous system to the fire department. Students make an

analogy of the nervous system to the computer. Quadrant C Enrichment - Students label the parts of the central nervous system and describe the function of each part.

Quadrant B Essential - From a diagram of the nervous system trace the path of the message from stimulus to response (i.e.

fire alarm, hot pizza, tack). Quadrant B Essential - Students make a table of the parts and their functions of the central nervous system (cerebrum,

cerebellum, brain stem, and spinal cord. Quadrant B

Also see 7th Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14497ResourcesText: Glencoe/Mcgraw-Hill South Carolina Science, p.66


Other Resources: Life Science by Peter Alexander, et. al., Science Interactions Course 2 by Bill Aldridge, et. al., See “DropBox” for additional resources.

Web Sites:02/20/09 - Body Quest - http://library.thinkquest.org/10348/home.html02/20/09 - Innerbody - http://www.innerbody.com02/20/09 - Human Body Systems - http://www.stemnet.nf.ca/CITE/body.htm02/20/09 - Interactive Organ and Organ System Games – http://www.bbc.co.uk/science/humanbody/body/index_interactivebody.shtmlStudy Island - www.studyisland.comSC Science Standards Support Document athttp://scde.mrooms.org/index.php?page=14497









Week of Jan. 28th - Feb. 1stJan. 28th - Feb. 1stIndicator7-3.2 Recall the major organs of the human body and their function within their particular body system.Instructional Strategies 1. Skeletal System















Quadrant C

7. Nervous System Enrichment -. Students make an analogy of the nervous system to the fire department. Students make an





Also see 7th Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14497Winter BrResourcesText: Glencoe/Mcgraw-Hill South Carolina Science, p.66












Week of Feb. 4th - Feb. 8thFeb. 4th - Feb. 8thIndicator7-3.2 Recall the major organs of the human body and their function within their particular body system. BreakInstructional Strategies 1. Skeletal System















Quadrant C






Also see 7th Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14497 Win ter BrResourcesText: Glencoe/Mcgraw-Hill South Carolina Science, p.66

http://scde.mrooms.org/index.php?page=14497Win



Web Sites:02/20/09 - Body Quest - http://library.thinkquest.org/10348/home.html02/20/09 - Innerbody - http://www.innerbody.com02/20/09 - Human Body Systems - http://www.stemnet.nf.ca/CITE/body.htm02/20/09 - Interactive Organ and Organ System Games – http://www.bbc.co.uk/science/humanbody/body/index_interactivebody.shtmlStudy Island- www.studyisland.comSC Science Standards Support Document at http://scde.mrooms.org/index.php?page=14497


Teacher Created Assessment Break






Week of Feb. 11th - Feb. 15thFeb. 11th - Feb. 15thIndicator7-3.2 Recall the major organs of the human body and their function within their particular body system. BreakInstructional Strategies 1. Skeletal System















Quadrant C






Also see 7th Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14497

ResourcesText: Glencoe/Mcgraw-Hill South Carolina Science, p.66






Teacher Created Assessment Break






Week of Feb. 18th - Feb. 22ndFeb. 18thIndicator

President's Day (Holiday)Instructional Strategies

President's Day (Holiday)Resources

President's Day (Holiday)Assessment

President's Day (Holiday)

Feb. 19th –Feb. 22ndIndicator7-3.3 Summarize the relationships of the major body systems (including the circulatory, respiratory, digestive, excretory, nervous, muscular, and skeletal systems).Instructional Strategies 1. Essential - Lesson 17 “The Respiratory and Circulatory System”, STC/MS Human Body Systems, pp. 144-147.

Quadrant D2. Essential - Students construct a chart comparing and contrasting the organs of waste removal and the types of

waste removed (ex. lungs/CO2, kidneys/urine, skin/perspiration). Quadrant A3. Enrichment - Examine a chicken wing to infer how the muscles, tendons, joints, and bones work together.

Quadrant C4. Essential - Students pretend they are a piece of food and have them describe their adventure through the human

body from start to finish. Students should describe the organs they may visit along the way and explain their function. Remind them that after the digestive system they will be broken down and some of them will head to the circulatory system and some will head to the excretory system. For the circulatory system part, the students can pick one or two organs the food/energy will travel to. Quadrant D

5. Enrichment - Students discuss how the cilia in the small intestine and the alveoli in the lungs have similar functions. Quadrant C

6. Enrichment - Students draw a Venn diagram comparing/contrasting cilia and alveoli. Quadrant B7. Essential - Students explain the pathway of a molecule of oxygen (O2) from environment to lungs to circulatory

system to the cell. To involve the excretory system have them explain the reverse for carbon dioxide (CO2). Students should explain the major organs and parts they visit (i.e. heart, lungs, arteries, capillaries, etc.). Quadrant D

8. Essential - Lesson 17 “The Respiratory and Circulatory System”, STC/MS Human Body Systems, pp. 144-147. Quadrant D

9. Essential - Students construct a chart comparing and contrasting the organs of waste removal and the types of waste removed (ex. lungs/CO2, kidneys/urine, skin/perspiration). Quadrant A

10. Enrichment - Alternative if have access to Alexander. Discuss muscular and skeletal systems, Alexander, Life Science, pp. 396-408. Quadrant A

11. Enrichment - Examine a chicken wing to infer how the muscles, tendons, joints, and bones work together. Quadrant C

12. Essential - Students pretend they are a piece of food and have them describe their adventure through the human body from start to finish. Students should describe the organs they may visit along the way and explain their function. Remind them that after the digestive system they will be broken down and some of them will head to the circulatory system and some will head to the excretory system. For the circulatory system part, the students can pick one or two organs the food/energy will travel to. Quadrant D




Also see 7th Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14497

Resources


Text: Glencoe/Mcgraw-Hill South Carolina ScienceScience Kits:STC/MS Human Body Systems


Web Sites:02/20/09 - Human Body Systems Resources - http://www.stemnet.nf.ca/CITE/body.htm02/20/09 - Innerbody - http://www.innerbody.com02/20/09 - Body Systems and Relationships – www.biology4kids.com/files/systems_main.html02/20/09 - Torso Lab – www.msnucleus.orgStudy Island - www.studyisland.comSC Science Standards Support Document at http://scde.mrooms.org/index.php?page=14497Assessment



http://www.msnucleus.org/

http://www.biology4kids.com/files/systems_main.html



Week of Feb. 25th - Mar. 1stFeb. 25th – 28thIndicator7-3.3 Summarize the relationships of the major body systems (including the circulatory, respiratory, digestive, excretory, nervous, muscular, and skeletal systems).Instructional Strategies










10. Enrichment - Alternative if have access to Alexander. Discuss muscular and skeletal systems, Alexander, Life Science, pp. 396-408. Quadrant A






Also see 7th Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14497ResourcesText: Glencoe/Mcgraw-Hill South Carolina Science



Web Sites:02/20/09 - Human Body Systems Resources - http://www.stemnet.nf.ca/CITE/body.htm02/20/09 - Innerbody - http://www.innerbody.com02/20/09 - Body Systems and Relationships – www.biology4kids.com/files/systems_main.html02/20/09 - Torso Lab – www.msnucleus.orgStudy Island- www.studyisland.comSC Science Standards Support Document at http://scde.mrooms.org/index.php?page=14497


http://www.msnucleus.org/

http://www.biology4kids.com/files/systems_main.html




AssessmentTeacher Created Assessment

Week of Mar. 4th - Mar. 8thMar.4th – Mar.8thIndicator7-4.1 Summarize the characteristics of the levels of organization within ecosystems (including populations, communities, habitats, niches, and biomes).Instructional Strategies

1. Enrichment - Chart the animal habitat of seven different animals found in Congaree Swamp. Students complete “Activity 6A-1.2E”, South Carolina Maps and Aerial Photographical Systems, 6A-17. Quadrant B

2. Enrichment - Discuss various biomes. Students choose a biome discussed and make a model of the biome chosen. Quadrant B

3. Essential - Students create a chart that will compare the characteristics of each biome. For example: plants, animals, temperature, rainfall, and general location. Quadrant C

4. Essential - Students walk around school area and observe to determine which factors in the environment are biotic and abiotic. Make a data table to list at least ten factors each. Discuss how these living and nonliving factors interact to form an ecosystem. Quadrant C

5. Enrichment - List the major biomes on the board. Students locate these biomes on the world map. Students make predictions on the types of animal and plant life that might be found in each biome. Quadrant C

6. Enrichment - Students research in media center and on the Internet about each biome. Students should be able to find examples of each biome: animals, plants, temperature, and rainfall. Students will use computer lab to write their reports or complete a PowerPoint presentation. Quadrant D

ResourcesText: Glencoe/Mcgraw-Hill South Carolina Science, p.66-67, and 70

Other Resources: South Carolina Maps and Aerial Photographical Systems by Peggy Cain, John R. Wagner, and James B. Berry, III, See “DropBox” for additional resources.

Web Sites:03/05/09 - Learning Net, Major Biomes of the World - http://www.factmonster.com/1pka/A0769052.html03/05/09 - The Sierra Club - http://www.sierraclub.org03/05/09 - Community and Ecosystem Dynamics – www.emc.maricopa.edu/faculty/farabee/biobk/Biobookcommecosys.htmlStudy Island - www.studyisland.comSC Science Standards Support Document at http://scde.mrooms.org/index.php?page=14497

Differentiation: Strategy/Activity #1 - Students will compile scenes/pictures to create a PowerPoint presentation showing the development of an ecosystem (population to biomes). Quadrant D; Strategy/Activity #7 - Make a poster/travel guide that compares different biomes. Quadrant D; Strategy/Activity #10 - Have students complete a biome web-quest (teacher must design). Quadrant C; Design a poster to be hung in the Welcome Center of your local county that will include the following: 1) native plant and animal populations; 2) native plant and animal habitats; 3) discuss/describe specific niches of several of these plants and animals.Assessment

Teacher Created AssessmentBenchmark #3 Testing Window: Mar. 4th - Mar. 15th


http://www.emc.maricopa.edu/faculty/farabee/biobk/Biobookcommecosystems.html

http://www.sierraclub.org/

http://www.factmonster.com/1pka/A0769052.html

Week of Mar. 11th - Mar. 15thMar. 11th - Mar. 15thIndicator7-4.2 Illustrate energy flow in food chains, food webs, and energy pyramids.Instructional Strategies 1. Enrichment - Students construct a closed ecosystem consisting of 3 producer populations and 3 invertebrate

consumer populations. Observe for 6-8 weeks. Quadrant D2. Essential - Review food chains and webs. Students identify and classify the animals as producers or consumers.

If a consumer, describe what level it is. Quadrant B3. Construct a three dimensional model of an ecosystem not inclusive of Enrichment activity 1.4. Virtual Lab – “Energy Transfer”, Text p.371http://glencoe.mcgraw-hill.com/sites/0078786789/student_view0/unit3/chapter13/virtual_lab.html5. WORKSHEET: “Ecological Relationships – Food Webs”6. WORKSHEET: “Organisms & Their Environment – Food Web & Energy Pyramid7. SCIENCE NOTEBOOK p.141, 143ResourcesText: Glencoe/.Mcgraw-Hill South Carolina Science, p.368-371, Chapter Resources Focus Transparency – “Lunch, Anyone?” p.46, Chapter Resources Assessment Transparency – “Energy Flow in a Simple Ecosystem”, p.49, Chapter Resources Directed Reading – p.21, Chapter Resources Directed Reading – p.22 (review), Worksheet: “Factors That Affect Organisms”, “Energy Pyramid,

Web Sites:05/28/07 - Create a food web – Interactive – www.vtaide.com/png/foodchains.htm05/28/07 - Build a food chain – http://ecokids.earthday.ca/pub/eco_info/topics/frogs1/chain_reaction/index.cfm#05/28/07 - Animated food chain with facts – www.bbc.co.uk/schools/revisewise/science/living/03b_act.shtml05/28/07 - Food chain, food web, and energy pyramid – www.arcytech.org/java/population/facts_foodchain.html05/28/07 - Energy flow lab/demo – www.usoe.k12.ut.us/curr/science/sciber00/8th/energy1/sciber/ecosys.htm05/28/07 - Energy flow – http://regentsprep.org/Regents/biology/units/ecolocy/energy.cfm03/05/09 - Create a food web – Interactive – www.vtaide.com/png/foodchains.htmStudy Island - www.studyisland.comSC Science Standards Support Document athttp://scde.mrooms.org/index.php?page=14497

Differentiation: Strategy/Activity #1 - Design a food web for an assigned biome. Show the energy distribution in pyramid format. Quadrant D

Other Resources: See “DropBox” for additional resources.Assessment

Benchmark #3 Testing Window: Mar. 4th - Mar. 15th



http://www.vtaide.com/png/foodchains.htm

http://regentsprep.org/Regents/biology/units/ecolocy/energy.cfm

http://www.usoe.k12.ut.us/curr/science/sciber00/8th/energy1/sciber/ecosys.htm

http://www.arcytech.org/java/population/facts_foodchain.html

http://www.bbc.co.uk/schools/revisewise/science/living/03b_act.shtml

http://ecokids.earthday.ca/pub/eco_info/topics/frogs1/chain_reaction/index.cfm

http://www.vtaide.com/png/foodchains.htm

http://glencoe.mcgraw-hill.com/sites/0078786789/student_view0/unit3/chapter13/virtual_lab.html

Week of Mar. 18th - Mar. 22ndMar. 18th - Mar. 19thIndicator7-4.3 Explain the interaction among changes in the environment due to natural hazards (including landslides, wildfires, and floods), changes in populations, and limiting factors (including climate and the availability of food and water, space, and shelter).Instructional Strategies 1. Enrichment - Use role-play to discuss the dilemma of increasing the deer population in South Carolina. Complete

activity “Dilemma of the Desperate Deer”, South Carolina Maps and Aerial Photographical Systems, 3-1. Quadrant D

2. Chapter Lab – “Populations and Resources”, pp.13-153. SCIENCE NOTEBOOK p.137-138, p.139 (Analyze, Summarize)4. Focus Transparency – “New Land, New Life”, p.42ResourcesText: Glencoe Science pp,363-367, 384-387

Other Resources: South Carolina Maps and Aerial Photographical Systems, by Peggy W. Cain, John R. Wagner, and James B. Berry, III, See “DropBox” for additional resources.

Web Sites:05/28/07 - The Sierra Club - http://www.sierraclub.org05/28/07 - Limiting Factors – www.nhptv.org/natureworks/nwep12a/htm05/28/07 - Limiting Factors – http://curriculum.calstatela.edu/courses/builders/lessons/less/les5/limit.htmlSC Science Standards Support Document at http://scde.mrooms.org/index.php?page=14497Study Island - www.studyisland.comAssessment

Teacher Created Assessment Winter Break

Mar. 20th - Mar. 22nd Indicator7-4.4 Explain the effects of soil quality on the characteristics of an ecosystem.7-1.2 Generate questions that can be answered through scientific investigation.Instructional Strategies

1. Enrichment - Virtual Field Trip of surrounding area. Take digital pictures of various ways humans have affected soil and measures humans have taken to control the impact (silt fences, ground cover, farming (contour plowing, terracing, strip cropping, no till planting, allow land to sit without plowing between crops – also called fallow), land use, nutrient balance). Display various pictures and ask for discussion of impact. [Pictures can come from farms, construction sites, etc.] Quadrant D

2. Labs: “What’s In Soil”--- Part 1: Soil Composition & Particle Size, Part 2: Soil Texture, Permeability & pHResourcesText: Glencoe/Mcgraw-Hill South Carolina Science


Web Sites: www.studyisland.comSC Science Standards Support Document at http://scde.mrooms.org/index.php?page=14497

Differentiation: Strategy/Activity #1 - Design an experiment to test and control one of the impacts listed at a given site like on the school campus or at home. (Go to or create a site to test.) Quadrant D; Virtual Lab: “How does soil type affect the movement of groundwater?”http://glencoe.mcgraw-hill.com/sites/0078778263/student_view0/chapter3/virtual_lab.html(site found in a different Glencoe state text)Winter BreakAssessment


http://glencoe.mcgraw-hill.com/sites/0078778263/student_view0/chapter3/virtual_lab.html



http://curriculum.calstatela.edu/courses/builders/lessons/less/les5/limit.html

http://www.nhptv.org/natureworks/nwep12a/htm

http://www.sierraclub.org/

Week of Mar. 25th - Mar. 29thMar. 25th - Mar. 28thIndicator7.4.5 Summarize how the location and movement of water on Earth’s surface through groundwater zones and surface-water drainage basins, called watersheds, are important to ecosystems and to human activities.Instructional Strategies 1. Enrichment - Locate the drainage divide between two South Carolina rivers. Students complete activity “Hydrophobic Horse”, South Carolina Maps and Aerial Photographical Systems, 1-1. Quadrant D

2. Enrichment - Field Trip - Analyze an area on the school campus with a slope. Take students to this site and ask them to determine what would happen to the water that did not soak into the ground. Students should infer that the water moves from the highest to the lowest elevation due to gravity. What has been done to this particular area to handle run-off (i.e. storm drain, gully, etc.)? Quadrant D

3. Enrichment - Use stream table. Instead of soil, use rocks and vary the slope: change the ground cover, type of soil [sand, clay], use some fake asphalt in places. Also vary amount of water (amount of rain) and how fast it is poured. Collect runoff for each variable tested. Quadrant A

4. Enrichment - Invite Department of Natural Resources person to come to school and teach a lesson on watersheds. Quadrant A

5. Enrichment - Find level of groundwater in ponds and sinkholes near Lake Marion. Students complete “Elevation of Groundwater Table”, Activity 7A-1.4, South Carolina Maps and Aerial Photographical Systems, 7A-5. Quadrant D

6. Enrichment - Teacher Demonstration - Obtain a meter length plastic column. Seal off one end of the tube with a drain spout and sieve so that it will not leak water. Add 100mL of rocks (gravel or coarse sand). Slowly add water to the tube. Watch the water move through the rocks. The three areas can be located. When the water level is level with the top of the rocks, the water table is at ground level. If more water is added, a lake is created. Quadrant A

7. Enrichment - Related to the groundwater zones: water table, zone of saturation and zone of aeration – Students examine various forms of rock samples: granite, sandstone, basalt, soil for porosity and permeability. Students determine how the different materials can be layered to best facilitate groundwater movement. Quadrant C

8. Enrichment – Go to RiverVenture website, http://www.riverventure.org. Using RiverVenture’s interactive panoramas, journals, and maps, students investigate and discover scientific, historical, and cultural themes related to South Carolina’s rivers. Each river or river system in the site is presented as one of several “modules” or gateways to a virtual “boat” trip down a South Carolina waterway. from the mountains to the coast. In a module, users are invited to dock their boats, after which they are presented with a conflict to resolve, or an issue to research. Upon completion of the site, students will be able to better understand the relationship of water to the geology and ecology in the different landform regions of our state, and become familiar with the concept of watersheds in the context of the South Carolina Saluda, Cooper, Santee, Congaree, and Catawba Rivers. Quadrant D BreakResourcesText: Glencoe/Mcgraw-Hill South Carolina Science

Other Resources: South Carolina Maps and Aerial Photographical Systems by Peggy W. Cain, John R. Wagner, and James B. Berry, III, See “DropBox” for additional resources.

Web Sites:03/12/09 - South Carolina Maps and Aerial Photographic Systems -

http://www.cas.sc.edu/cege/resources/scmaps/scmaps.html03/12/09 - Welcome to Earth’s 911 - http://www.1800cleanup.org/06/02/09 – RiverVenture– http://www.riverventure.orgStudy Island- www.studyisland.comSC Science Standards Support Document at http://scde.mrooms.org/index.php?page=14497

Differentiation: Strategy/Activity #9 - Research some specific cases of water or soil pollution problems to a community due to a) runoff from farming; b) chemical pumping; c) solid land fill leachate; d) other ideas. Report your discoveries to the class. Quadrant DAssessment

Teacher Created Assessment r Break


http://www.riverventure.org/

http://www.1800cleanup.org/

http://www.cas.sc.edu/cege/resources/scmaps/scmaps.html


Mar. 29thIndicator

Professional Development/WorkdayInstructional Strategies

Professional Development/WorkdayResources

Professional Development/WorkdayAssessment

Professional Development/Workday

Week of Apr. 1st - Apr. 12thApr. 1st - Apr. 5thIndicator

Spring Break (Holiday)Instructional Strategies

Spring Break (Holiday)Resources

Spring Break (Holiday)Assessment

Spring Break (Holiday)

Apr. 8th - Apr. 9thIndicator7.4.5 Summarize how the location and movement of water on Earth’s surface through groundwater zones and surface-water drainage basins, called watersheds, are important to ecosystems and to human activities.Instructional Strategies 1. Enrichment - Locate the drainage divide between two South Carolina rivers. Students complete activity “Hydrophobic Horse”, South Carolina Maps and Aerial Photographical Systems, 1-1. Quadrant D

2. Enrichment - Field Trip - Analyze an area on the school campus with a slope. Take students to this site and ask them to determine what would happen to the water that did not soak into the ground. Students should infer that the water moves from the highest to the lowest elevation due to gravity. What has been done to this particular area to handle run-off (i.e. storm drain, gully, etc.)? Quadrant D

3. Enrichment - Use stream table. Instead of soil, use rocks and vary the slope: change the ground cover, type of soil [sand, clay], use some fake asphalt in places. Also vary amount of water (amount of rain) and how fast it is poured. Collect runoff for each variable tested. Quadrant A

4. Enrichment - Invite Department of Natural Resources person to come to school and teach a lesson on watersheds. Quadrant A

5. Enrichment - Find level of groundwater in ponds and sinkholes near Lake Marion. Students complete “Elevation of Groundwater Table”, Activity 7A-1.4, South Carolina Maps and Aerial Photographical Systems, 7A-5. Quadrant D

6. Enrichment - Teacher Demonstration - Obtain a meter length plastic column. Seal off one end of the tube with a drain spout and sieve so that it will not leak water. Add 100mL of rocks (gravel or coarse sand). Slowly add water to the tube. Watch the water move through the rocks. The three areas can be located. When the water level is level with the top of the rocks, the water table is at ground level. If more water is added, a lake is created. Quadrant A

7. Enrichment - Related to the groundwater zones: water table, zone of saturation and zone of aeration – Students examine various forms of rock samples: granite, sandstone, basalt, soil for porosity and permeability. Students determine how the different materials can be layered to best facilitate groundwater movement. Quadrant C

8. Enrichment – Go to RiverVenture website, http://www.riverventure.org. Using RiverVenture’s interactive panoramas, journals, and maps, students investigate and discover scientific, historical, and cultural themes related to South Carolina’s rivers. Each river or river system in the site is presented as one of several “modules” or gateways to a virtual “boat” trip down a South Carolina waterway. from the mountains to the coast. In a module, users are invited to dock their boats, after which they are presented with a conflict to resolve, or an issue to research. Upon completion of the site, students will be able to better understand the relationship of water to the geology and ecology in the different landform regions of our state, and become familiar with the concept of watersheds in the context of the South Carolina Saluda, Cooper, Santee, Congaree, and Catawba Rivers. Quadrant DResourcesText: Glencoe/Mcgraw-Hill South Carolina Science

Other Resources: See “DropBox” for additional resources. South Carolina Maps and Aerial Photographical Systems by Peggy W. Cain, John R. Wagner, and James B. Berry, III


Web Sites:03/12/09 - South Carolina Maps and Aerial Photographic Systems -

http://www.cas.sc.edu/cege/resources/scmaps/scmaps.html03/12/09 - Welcome to Earth’s 911 - http://www.1800cleanup.org/06/02/09 – RiverVenture– http://www.riverventure.orgStudy Island - www.studyisland.comSC Science Standards Support Document at http://scde.mrooms.org/index.php?page=14497

Differentiation: Strategy/Activity #9 - Research some specific cases of water or soil pollution problems to a community due to a) runoff from farming; b) chemical pumping; c) solid land fill leachate; d) other ideas. Report your discoveries to the class. Quadrant DAssessment

Winter Break Teacher Created Assessment

Apr. 10th - Apr. 12thIndicator7-4.6 Classify resources as renewable or nonrenewable and explain the implications of their depletion and the importance of conservation.Instructional Strategies 1. Enrichment - Assign students a renewable resource (i.e. water, air, sunlight, wind, waves, biomass, etc.) and have them create an informational guide on their resource. Include how it is renewable and what it can be used for. Quadrant D

2. Enrichment - Assign students a non-renewable resource (i.e. coal, oil, natural gas) and have them create an informational guide on their resource citing where it comes from, how it is obtained, what it can be used for and possible ways to conserve it. Quadrant D

3. Enrichment – Email for the Environment – Students formulate a question they are interested in on environmental issues in South Carolina. They will then create an email to send to one of the following: Environmental Scientist, State Legislator, etc. Once responses come in, discuss with the class. Quadrant D BreakResourcesText: Glencoe/Mcgraw-Hill South Carolina Science


Web Sites:03/12/09 - Renewable Resource Data Center – http://www.nrel.gov/rredc/Study Island -www.studyisland.comSC Science Standards Support Document athttp://scde.mrooms.org/index.php?page=14497

Differentiation: Strategy/Activity #1 - Research what is being done as alternate fuel resources (i.e., battery powered cars, nuclear power plants).Quadrant C, Research the economic possibilities and limitations of solar power. Quadrant CAssessment



http://rredc.nrel.gov/



http://www.1800cleanup.org/

http://www.cas.sc.edu/cege/resources/scmaps/scmaps.html

Week of Apr. 15th - Apr. 19thApr. 15th - Apr. 19th Indicator7-4.6 Classify resources as renewable or nonrenewable and explain the implications of their depletion and the importance of conservation.Instructional Strategies 1. Enrichment - Assign students a renewable resource (i.e. water, air, sunlight, wind, waves, biomass, etc.) and have them create an informational guide on their resource. Include how it is renewable and what it can be used for. Quadrant D

2. Enrichment - Assign students a non-renewable resource (i.e. coal, oil, natural gas) and have them create an informational guide on their resource citing where it comes from, how it is obtained, what it can be used for and possible ways to conserve it. Quadrant D

3. Enrichment – Email for the Environment – Students formulate a question they are interested in on environmental issues in South Carolina. They will then create an email to send to one of the following: Environmental Scientist, State Legislator, etc. Once responses come in, discuss with the class. Quadrant DResourcesText: Glencoe/Mcgraw-Hill South Carolina Science


Web Sites:03/12/09 - Renewable Resource Data Center – http://www.nrel.gov/rredc/Study Island -www.studyisland.comSC Science Standards Support Document at http://scde.mrooms.org/index.php?page=14497

Differentiation: Strategy/Activity #1- Research what is being done as alternate fuel resources (i.e., battery powered cars, nuclear power plants).Quadrant C; Research the economic possibilities and limitations of solar power. Quadrant CAssessment



http://rredc.nrel.gov/

Week of Apr. 22nd - Apr. 26thApr. 22nd - Apr. 26thIndicator

PASS REVIEWInstructional Strategies

PASS REVIEWResources

PASS REVIEWAssessment

PASS REVIEW

Week of Apr. 29th - May 3rdApr. 29th - May 3rdIndicator

PASS REVIEWInstructional Strategies

PASS REVIEWResources

PASS REVIEWAssessment

PASS REVIEW

Week of May 6th - May 10thMay6th - May 10thIndicator

PASS TESTINGInstructional Strategies

PASS TESTINGResources

PASS TESTINGAssessment

PASS TESTING

Week of May 13th - May 17thMay13th - May 17thIndicator

PASS TESTING MAKE-UPSInstructional Strategies

PASS TESTING MAKE-UPSResources

PASS TESTING MAKE-UPSAssessment

PASS TESTING MAKE-UPS

Week of May 20th - May 24th

May20th - May 24thIndicator

Winter BreakInstructional Strategies



Winter Break

Week of May 27th - May 31stMay27th - May 31stIndicator

Winter B BreakInstructional Strategies



Winter Break

Week of Jun. 3rd - Jun. 7thJun.3rd - Jun. 6thIndicator

WInstructional Strategies



Jun. 7thIndicator

Teacher WorkdayInstructional Strategies

Teacher WorkdayResources

Teacher WorkdayAssessment

Teacher Workday

Documents

images.pcmac.orgimages.pcmac.org/Uploads/OrangeburgCSD/OrangeburgCSD... · Web viewLine 1 – One word that tells what your poem is about (its subject). Line 2 – Two words that