, ., , Msywhites.Weebly.Com WEEK ONE

WEEKLY AGENDA / STUDY GUIDE7th GRADE LIFE SCIENCE/AC GIFTED Science – Ms. Yvonne White, B.S., M.A., TSS, Gifted, ESOL Certified

, , ., , msywhites.weebly.com WEEK ONE

Unit Title: Measurement and Safety 5 E LESSON PLANS PARENT’S SIGNATURE ______
Content Standard: S.ChS.4-The learner will use tools and instruments for observing, measuring, and manipulating scientific equipment and materials: S.ChS.2 The learner will use standard safety practices for all classroom laboratory and field investigations:S7CS3.a Analyze scientific data by using, interpreting, and comparing numbers in several equivalent forms, such as integers, fractions, decimals, and percents.
STEM Standard of Practice 7: A. Identify and understand technologies needed to develop solutions to problems or construct answers to complex questions.

Use simple machines and/or other technological tools to create new technologies to develop solutions to problems or construct answers to complex questions

Essential question:How do scientists use tools to observe, describe, and measure the interactions they find in the natural world?Why is it essential that you know and practice laboratorysafety rules?
Monday August 4, 2014 / Tuesday August 5, 2014 / Wednesday August 6, 2014 / Thursday August 7, 2014
Opening –Engaging Strategy
Index Card Activity
What do you think you will have to do to be successful in LIFE Science?
HOMEWORK: Interactive Textbook- Due Friday
Explanation
“DO NOW” # 1–Vocabulary Sheet - UNITS OF MEASUREMENTS
Textbook Handout pg 764 -765
ENDURING Understanding:
1. / Think about the many ways in which measuring quantities is a part of daily life.
2. / Understand how to use the tools of a scientist.
Understand that models help us to predict the nature of objects and systems that we cannot see.
Exploration Activity # 1- Brainstorm in EDNSTEM
I. Identify the problem. Can you design a metric robot?
II. Make a hypothesis on how it can be done? ______
______
III. Materials: graphing paper, ruler, info card, pencil, your body as a model and construction paper
IV. Procedure: Take your hypothesis and use the materials to test it out.
V. Results and Conclusion - Evaluation
______
CLOSING: PAIR SHARE Explain to another student the difference between the ENGLISH andMETRIC system.______ / Opening- Engaging Strategy- Types of Models
Choice Board Rubric forMetric Scale Model project
GO TO EDMODO.COM TODAY or or
STEM STATIONS LAB INQUIRY # 1 -Explore

Identify the problem.USE YOUR EDN

LAB 1: How do the 2 measuring systems compare?
LAB 2: How do you convert metric units?
LAB 3: How well can you use the metric system?

Make a Hypothesis

______
III. Materials
1.Gram cubes and instruction cards
2 Square table pyramid cutouts
3. Computers
IV. PROCEDURE: Follow instructions at each station.Construct 3D models at stations 1 & 2.
V. Results and Conclusion -Evaluation
______
Students Close: What did you learn today about math and science?______ / Opening – Engaging Strategy
Safety rules for handling LAB equipment
1. Look at the LAB equipment on the counter.
2. Describe the equipment and write a safety rule for it. Record information on data sheet.
I-RESPOND QUIZ TODAY
Explanation
“DO NOW” # 2 – Vocabulary Sheet - Metric Conversions Short Cut

Textbook pages 24 – 27
Enduring Understanding:
Learn that lab tools are for making observations, taking measurements, and analyzing data.
Safety symbols are for their protection.
Follows classroom safety procedures when conducting scientific investigations
Exploration Activity # 2

Identify the problem

Which lab tool is best for accurately measuring mass, volume, length, and density?

Make a hypothesis.

______

Materials: scale, ruler, cylinders,

beakers, cubes, WS
IV.Procedure: Follow instructions on WS.
Results and Conclusion - Evaluation______CLOSING: Explain how to determine density._____ / Opening –Engagement Strategy
Safety Worksheet and Board Game
Outside Activity
Metric Scavenger Hunt
Engineering a Garden
FOLDERS DUE Friday!
STEM : LAB INQUIRY # 2
I.Identify the problem.EXPLORE
Can you estimate metric length, mass, and volume of an object?
Which garden design accommodates the most plants? ADVANCED
II.Make a hypothesis. ______
III.Materials On Level
Baggy, ruler, WS and outside
ADVANCED: string and meter stick
IV.Procedure – USE EDN
Look for natural objects that match the length and mass requirements.
Work as a group to design a garden.
V.Results and Conclusion -Evaluation
______
Students Close:What questions do you have about the metric system and lab safety?
______

WEEKLY AGENDA / STUDY GUIDE7th GRADE LIFE SCIENCE/AC GIFTED Science – Ms. Yvonne White, B.S., M.A., TSS, Gifted, ESOL Certified

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Unit Title: Scientific Method and Inquiry: Overview:
Content Standard: S.ChS.3 Science Inquiry: Lab ProcessesThe learner will identify and investigate problems scientifically: S.ChS.4 Science Inquiry: Data Collection & Technology: The learner will use tools and instruments for observing, measuring, and manipulating scientific equipment and materials:T.S.ChS.4.33The student selects and uses technology tools for data collection, analysis, presentation, collaboration and/or creativity to solve problems and make decisions.S7CS9.bScientific investigations usually involve collecting evidence, reasoning, devising hypotheses, and formulating explanations to make sense of collected evidence.
STEM Standard of Practice 3:A. Identify, analyze, and evaluate appropriate science, technology, engineering, and mathematics information (text, visual, audio, etc.).
Essential question:How can we communicate the results of our science experiments to other people?
MONDAY AUGUST 11, 2014 / TUESDAY AUGUST 12, 2014 / WEDNESDAY AUGUST 13, 2014 / THURSDAY AUGUST 14, 2014
Opening: Engaging Strategy: Remember Scientists Solve Problems.Index Card Activity: ADVANCED CLASSES
How can you fit your entire body through a 3x5 card?
ON LEVEL CLASSES: METRIC SCAVENGER HUNT
HOMEWORK DUE THIS FRIDAY
Interactive Textbook – Scientific Method
Explanation
“DO NOW” # 3 –Vocabulary Sheet -SCIENTIFIC Method w/graphic organizer
ENDURING Understanding
Scientific methods are useful tools in making sense of the natural world and in solving problems.
Science is both a process of learning and a body of knowledge.
EXPLORATION Activity # 3 – USE YOUR EDN
I.Identify the problem? Which color Gobbstopper has the strongest color?
II.MAKE A HYPOTHESIS: ______
III.MATERIALS: 4 different color gobbstoppers, petri dish, warm water, worksheet
IV.Procedure: Make observations of gobbstoppers before, during, and after testing. Display results in a graph.
V.RESULTS and CONCLUSION - Evaluation
______
CLOSING: PAIR SHARE EVALUATION:
What planningdid you do to solve this problem? ______ / Opening: Engaging Strategy
REVIEW OF METRICS DUE TO LOW SCORES
GO TO EDMODO FOR VIDEO # 4
or

LAB INQUIRY # 3-Exploration
I.Identify the problem(What’s the problem?)
Dancing raisins, grapes, and popcorn
______
II.Make a hypothesis. What causes the up and down motion?
______
III.Materials: raisins, grapes, popcorn kernels, seltzer water, bottles, and chart
IV.Procedure: Record observations and share results on
V.Results and Conclusion - Evaluation
______
CLOSING: ( Students)Why do you think the raisins reacted the way they did? ______
______
______ / Opening: Engaging Strategy
Advanced: Water in the Air
On Level: Are you aware?
QUIZ- I-RESPOND
Explanation
“DO NOW” #4 - Vocabulary Sheet –Science Theory w/graphic organizer
ENDURING Understanding
1. / Ask why? questions in attempts to seek greater understanding concerning objects and events they have observed and heard about.
2. / Observe and discuss objects and events and record observations
EXPLORATION Activity # 4STEM
I.Identify the problem – OUTSIDE ACTIVITY
How does a solar oven work?
II.Make a hypothesis.
______
III.Materials: card board, foil, thermometer, marshmallow and chart
IV.Procedure: Work with a partner to build a solar oven. Determine what temperature causes the marshmallow to melt.
V.Results and Conclusion –Evaluation
______
CLOSING:Why is solar cooking not as popular as gas oven cooking? ______ / Opening: Engaging Strategy
SINK OR FLOAT?
WORK ON SCALE MODEL Project
FOLDERS DUE Friday!
STEM LAB
LAB INQUIRY # 4ExplorationBrainstorm in EDN
I.Identify the problem
Which PVC model will float the best?
Which model boat will float the best?
II.Make a hypothesis.
______
III. Materials: PVC pipes of different lengths, tape, connectors, plates, foil, plastics and balls
IV.Procedure: Work as a group to build a flotation device. Test in the water.
V.Results and Conclusion Evaluation
______
CLOSING: PAIR SHARE EVALUATION:
What steps did you take to solve this problem?______
______

WEEKLY AGENDA / STUDY GUIDE7th GRADE LIFE SCIENCE/AC GIFTED Science – Ms. Yvonne White, B.S., M.A., TSS, Gifted, ESOL Certified

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Procedure KS2.BITESIZE.COM QUIZ

climate change ADVANCED

Follow the computer prompts.
V.Results and Conclusion: Evaluation
______
Student Closes: Explain a food chain.
______ / Opening- Engaging Strategy
Record changes in your MINI Ecosystems.
Food Web worksheet #1
Food Web Worksheet # 2
I-RESPOND QUIZ – Ecosystem
Explanation
“DO NOW” # 6- Food Chains Vocabulary Sheet –Textbook: 484
ENDURING Understanding
1. / Organisms and their environments are
interconnected.
2. / Changes in one part of the system will affect
other parts of the system.
EXPLORATION Activity # 6 –USE YOUR EDN
I.Identify the problem STEM LAB
How can you demonstrate how energy is transferred in an ecosystem?
II.Make a hypothesis
______
III.Materials: ADVANCED: Build a food web mobile
ON LEVEL: Build a food chain mobile
IV.Procedure: Design an ecosystem with a food chain or web. Identify producers, consumers, and decomposers.
V.Results and Conclusion: Evaluation
______
STUDENT CLOSING: Why is sunlight so important to an ecosystem?______ / Opening- Engaging Strategy
Record changes in your MINI Ecosystems.
Photosynthesis WS
Producers,Consumers, Decomposer Musical Chairs
Work On Scale Model Project
FOLDERS DUE FRIDAY!
LAB INQUIRY # 6 – Exploration
I.Identify the problem.
Who’s at the top of the food chain?
ADVANCED: ECOLOGY BOARD GAME
II.Make a hypothesis.
______
III.Materials: Card game
IV.Procedure: Use the cards and play the card games.
V.Results and Conclusion: Evaluation
______
Student Closes: How is a food chain affected when one organism is taken out. ______
______

WEEKLY AGENDA / STUDY GUIDE7th GRADE LIFE SCIENCE/AC GIFTED Science – Ms. Yvonne White, B.S., M.A., TSS, Gifted, ESOL Certified

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Unit Title: Independence of Life
Content Standard:S7L4 Students will examine the dependence of organisms on one another and their environments.c. Recognize that changes in environmental conditions can affect the survival of both individuals and entire species.d. Categorize relationships between organisms that are competitive or mutually beneficial.e. Describe the characteristics of Earth’s major terrestrial biomes (i.e., tropical rain forest, savanna, temperate, desert, taiga, tundra, and mountain) and aquatic communities (i.e., freshwater, estuaries, and marine).
STEM Standard of Practice 3:A. Identify, analyze, and evaluate appropriate science, technology, engineering, and mathematics information (text, visual, audio, etc.).
Essential questions:How do you fit into the larger world? How do changes in climate affect living things in their environment? How are organisms and their environment linked together?
What are the different types of relationships between organisms? What are the characteristics of each biome? AC: How are you responsible for your environment?
AUGUST 25, 2014 / AUGUST 26, 2014 / AUGUST 27, 2014 / AUGUST 28, 2014
Opening – Engagement Strategy
EDUSMARTINTERACTIVE FOOD CHAIN
HOMEWORK: Interactive Textbook Due Friday – Energy in the Ecosystem
Explanation
“DO NOW” # 7–Food Web VocabularyGraphic organizer Textbook pgs 484or AC - EDUSMART
ENDURING Understanding
1. / The flow of energy and the recycling of matter impact ecosystems.
2. / All living things interact with each other and the environment.
EXPLORATION Activity # 7 –USE EDN STEM
I.Identify the problem
Can you design your own energy pyramid?
II.Make a hypothesis.
______
III.Materials: cardboard, pattern, glue, markers
IV.Procedure: Design your own energy pyramid and include producers, consumers, and decomposers.
V.Results and Conclusion Evaluation
______
CLOSING: What happens to the energy as you move up an energy pyramid?Students explain. / Opening – Engagement Strategy
Who eats what matching food chain card activity – ON LEVEL
PYRAMID JOURNAL QUESTION – AC/GIFTED
GO TO EDMODO TO VIEW VIDEO
or

LAB ACTIVITY # 7 – Exploration
I.Identify the problem
How is energy transferred through a community of organisms?
II.Make a hypothesis ______
______
III.Materials: IPADS or COMPUTER LABTOPS
IV.Procedure: Follow the computer prompts.
and journal quest.

V.Results and Conclusion: Evaluation
______
Student Closes: Explain the difference between a food chain and a food web. ______ / Opening – Engagement Strategy
Energy Flow Cube Model
I-RESPOND QUIZ- Energy Pyramid
“DO NOW” # 8 – Energy Pyramid Vocab

ENDURING Understanding
1. / The flow of energy and the recycling of matter impact ecosystems.
2. / All living things interact with each other and the environment.
EXPLORATION Activity # 8
I.Identify the problem PROJECT WILD
Dissection of the Owl Pellet – Build a food web
II.Make a hypothesis.
______
III.Materials: tweezers, owl pellets, pan
COMPUTER: VIRTUAL OWL DISSECTION.COM
IV.Procedure: Design your own ecosystem cube. Summarize what you have learned so for about how organisms are interrelated.
V.Results and Conclusion Evaluation
______
CLOSING: Which organism is always at the top of a pyramid and why? Students explains ______ / Opening – Engagement Strategy
Habitat worksheet
FOLDERS DUE Friday!
Work On Scale Model Project
IPADS or COMPUTER LAB
LAB ACTIVITY # 8 – Exploration
I.Identify the problem STEM
Which habitat is your favorite?
Habitat Rummy card game and COMPUTERS
II.Make a hypothesis. ______
III.Materials: project rubric, computer, and poster.
IV.Procedure
Choose a habitat. Use the internet to gather information about your favorite habitat.
ADVANCED: Design a powerpoint or movie maker.
ON LEVEL: Design a poster.
V.Results and Conclusion Evaluation
______
Students Closes: What are some natural and human changes that could endanger an animal’s habitat? ______

WEEKLY AGENDA / STUDY GUIDE7th GRADE LIFE SCIENCE/AC GIFTED Science – Ms. Yvonne White, B.S., M.A., TSS, Gifted, ESOL Certified

, , ., , msywhitesweebly.com WEEK FIVE

Unit Title: Independence of Life – 5E Lesson plans
Content Standard:S7L4 Students will examine the dependence of organisms on one another and their environments.c. Recognize that changes in environmental conditions can affect the survival of both individuals and entire species.d. Categorize relationships between organisms that are competitive or mutually beneficial.e. Describe the characteristics of Earth’s major terrestrial biomes (i.e., tropical rain forest, savanna, temperate, desert, taiga, tundra, and mountain) and aquatic communities (i.e., freshwater, estuaries, and marine).
STEM Standard of Practice 3:A. Identify, analyze, and evaluate appropriate science, technology, engineering, and mathematics information (text, visual, audio, etc.).
Essential questions:How do you fit into the larger world? How do changes in climate affect living things in their environment? How are organisms and their environment linked together?
What are the different types of relationships between organisms? What are the characteristics of each biome? AC: How are you responsible for your environment?
MONDAY SEPTEMBER 1, 2014 / TUESDAY SEPTEMBER 2, 2014 / WEDNESDAY SEPTEMBER 3, 2014 / THURSDAY SEPTEMBER 4, 2014
Opening – Engagement Strategy
GO TO EDMODO.COM AND WATCH THE VIDEO –“Do Now” # 1 symbiosis AND COMPLETE THE ECOSYSTEM INTERACTION WORKSHEET. DUE ON TUESDAY.
Homework Packet will be given on Tuesday.
LABOR DAY – NO SCHOOL
SCALE MODEL PROJECTS DUE ON FRIDAY
Enduring Understanding
1. / Ecosystems consist of complex interactions between organisms and the physical environment.
2. /
Understand that all living things interact with each other and the environment.
/ Opening – Engagement Strategy
Ecosystem Cycles - Science Probe- AC/Gifted
Energy PyramidGraphic Organizer– ON LEVEL
GO TO EDMODO TO VIEW VIDEO
or

PROJECT LEARNING TREELAB ACTIVITY # 1
I.Identify the problem.
How many interactions exist within your environment?
II.Make a hypothesis.
______
III.Materials: chairs, labels, cards, music source
IV.Procedure: Look at your animal card. When the music begins, start walking around the chairs looking for something you can have a symbiotic relationship with and sit in that chair when the music stops.
V.Results and Conclusion
______
Student CLOSING: Compare and contrast symbiotic relationships.______ / Opening – Engagement Strategy
Symbiosis Cube Activity 1- Design your own cube
I-RESPOND QUIZ – Symbiosis
Explanation
“DO NOW”# 2 Habitats
–biomes
EXPLORATION Activity # 2 – PROJECT LEARNING
I.Identify the problem
Compare and contrast the various types of biomes. What is needed in each biome to sustain life?
II.Make a hypothesis.
______
III. Materials:
ADVANCED: Animal origami and habitat project
ON LEVEL: Construction paper, cut outs, scissors, and glue
IV.Procedure
Make a 4 corner biome graphic organizer using the materials given.
V.Results and Conclusion Evaluation
______
CLOSING: How do living things adapt to their environment? ______ / Opening – Engagement Strategy
Habitat chart worksheet
FOLDERS and SCALE MODELS DUE FRIDAY !!!!!
IPADS or COMPUTER LAB
LAB ACTIVITY #2
I.Identify the problem.
How do living things interact with their environment and each other?
II.Make a hypothesis
______
III.Materials: IPADS or LAPTOPS
IV.Procedure: Follow the computer prompts

V.Results and Conclusion
______
Student CLOSING: What have you learned about ecosystem interactions?
______

WEEKLY AGENDA / STUDY GUIDE7th GRADE LIFE SCIENCE/AC GIFTED Science – Ms. Yvonne White, B.S., M.A., TSS, Gifted, ESOL Certified