Princeton Friends School Science

Brian's Sub plans for 11/20/13.

Brian's Sub plans for 12/04/13.

Brian's 2013-2014 schedule

> , A Day B Day C Day D Day Friday
8:15 - 8:55 Prep S9 Mentor Meeting S6 ,
8:55 - 9:35 S10 S9 S8 S4 ,
9:35 - 10:15 S10 Prep S10 Prep ,
10:15 - 10:45 Morn. Gathering Morn. Gathering Morn. Gathering Morn. Gathering ,
10:45 - 11:25 S6 S7 S7 S8 ,
11:25 - 12:05 S6 S7 S9 S8 ,
12:05 - 12:55 Lunch Lunch Lunch Room 3 Great Room ,
12:55 - 1:10 Reading Reading Reading Reading ,
1:10 - 1:50 S3 Prep Prep S3 ,
1:50 - 2:30 S3 S4 S5 S5 ,
2:30 - 3:10 Science Dept Meeting S4 Prep S5 ,

Grades

Units of Study

B School

What is Science

Bubbles and Burps

The Five Senses

Your Body

Creature Cycles

1 & 2 Rotation A

What is Science

Let's Study Ants!

Oobleck Gurgles and Gloop

Involving Dissolving

Plants Mud and Dirt

1 & 2 Rotation B

What is Science
(Life Cycles)

Boink! and Motion, Force, and Simple Machines

Sectret formulas

Comparing and measuring

Animal husbandry and agriculture

3

What is Science
(Earth Materials, Consumer Science and Forensics)

Physics

(Pushing, Pulling, Sinking, Floating)

What's the Matter.
(including "Sound")

Plant Parts
(and Who Eats Them)

4 & 5 Rotation A

What is Science
(The Power of Paper)

Astronomy
(the Earth, Sun, and Moon)

Simple Electric Circuits

Plant Growth

Weather Systems

4 & 5 Rotation B

What is Science
(Egg Crushing Theme)

The Hydrologic Cycle

The Physics of Toys

Animals

Kitchen Chemistry

6 & 7 Rotation A

What is Science
(A Better Bridge Theme)

Ecology
(The Interdependence of Earth, Animals and Plants)

Matter, Energy, and Changes

Cell Cycles

6 & 7 Rotation B

What is Science
(Mouse Trap Racers Theme)

Earth Features and Changes

Atomic Structure

Botany

Genetics
(including "Punnet Squares")

8

What is Science

Newton's Physics

Chemical Reactions

Electronics

Human Anatomy

  Color Codes:  
 
 = Intro to Science  
 
 = Earth and Space Science  
 
 = Physical Science  
 
 = Life Science  

Printable Table Only

Cool Science pages to be viewed at any time.
Astronomy Picture of the Day
Science daily

Presentation Material
Previous Years
2012-2013
2013-2014

Beginning School



ToolBox of Science

Introduction to the scientific method.
      Ask a Question
      Do Background Research
      Construct a Hypothesis
      Test Your Hypothesis by Doing an Experiment
      Draw a Conclusion
      Communicate Your Results
    1. Sink or float lab

    Technology:
    Inquiry:
    CS Connection:
    Back to Chart



Physical Sciences

Chemical reactions in brief
    1. Lots of fun reactions to get kids excited about chemistry
    Technology:
    Inquiry:
    CS Connection:
    Back to Chart



Earth Sciences

Observe constant and changing patterns of objects in the day and night sky.
The Universe
    1. Observe that the Sun can be seen only in the daytime, but the Moon can be seen sometimes at night and sometimes during the day.
    Technology:
    Inquiry:
    CS Connection:
    Back to Chart


Physical Sciences

The states of matter.
    Focus A. Discover that many objects are made of parts that have different characteristics. Describe these characteristics and recognize ways an object may change.
      1. Demonstrate that objects are made of parts (e.g., toys, chairs).
      2. Examine and describe objects according to the materials that make up the object (e.g., wood, metal, plastic, cloth).
      3. Describe and sort objects by one or more properties (e.g., size, color, shape).
1. Lots of activities about what is a liquid etc..
Technology:
Inquiry:
CS Connection:
Back to Chart

Biological Sciences

Metamophisis, etc
    1. Pick an insect and follow it...
    Technology:
    Inquiry:
    CS Connection:
    Focus A. Discover that there are living things, non-living things and pretend things, and describe the basic needs of living things (organisms).
    Characteristics and Structure of Life
      1. Explore differences between living and non-living things (e.g., plant-rock).
      2. Discover that stories (e.g., cartoons, movies, comics) sometimes give plants and animals characteristics they really do not have (e.g., talking flowers).
    Focus B. Explain how organisms function and interact with their physical environment.
    Diversity and Interdependence of Life
      3. Investigate observable features of plants and animals that help them live in different kinds of places.
      4. Investigate the habitats of many different kinds of local plants and animals and some of the ways in which animals depend on plants and each other in our community.
    Focus C. Describe similarities and differences that exist among individuals of the same kind of plants and animals.
    Heredity
      5. Describe how plants and animals usually resemble their parents.
      6. Investigate variations that exist among individuals of the same kind of plant or animal.
    Back to Chart

1 & 2 Rotation A



ToolBox of Science

Introduction to the scientific method.
      Ask a Question
      Do Background Research
      Construct a Hypothesis
      Test Your Hypothesis by Doing an Experiment
      Draw a Conclusion
      Communicate Your Results
    1. Paper towel lab

    Technology:
    Inquiry:
    CS Connection:
    Back to Chart



Earth Sciences

Shadows Light and Weather.
    Focus A. Observe constant and changing patterns of objects in the day and night sky.
      1. Observe that the Sun can be seen only in the daytime, but the Moon can be seen sometimes at night and sometimes during the day.
      2. Explore that animals and plants cause changes to their surroundings.
    Focus B. Observe, describe and measure changes in the weather, both long term and short term.
      1. Explore that sometimes change is too fast to see and sometimes change is too slow to see.
      2. Observe and describe day-to-day weather changes (e.g., today is hot, yesterday we had rain).
      3. Observe and describe seasonal changes in weather.
    Focus C. Explain that living things can cause changes on Earth.
      1. Explain that all organisms cause changes in the environment where they live; the changes can be very noticeable or slightly noticeable, fast or slow. (e.g., spread of grass cover slowing soil erosion, tree roots slowly breaking sidewalks).
    Focus D. Recognize sources of energy and their uses.
      1. Explore how energy makes things work (e.g., batteries in a toy, electricity turning fan blades).
      2. Recognize that the Sun is an energy source that warms the land, air and water.
      3. Describe that energy can be obtained from many sources in many ways (e.g., food, gasoline, electricity or batteries).
    Focus E. Recognize that light, sound and objects move in different ways.
      1. Explore with flashlights and shadows that light travels in a straight line until it strikes an object.

    In Practice

      1. Labs include building a barometer
      2. Track weather over time
      Technology:
      Inquiry:
      CS Connection:
    Back to Chart



Physical Sciences

Involving Disolving
In Practice

    A. Structure and Properties of Matter
      1. Sort objects according to the materials from which they are made or their physical properties, and give a rationale for sorting. 2. Use magnifiers to observe materials, then draw and describe what more can be seen using the tools. 3. Observe that water can be a liquid or a solid and can change from one form to the other.
      1. Solid liquid gass.etc.
      Technology:
      Inquiry:
      CS Connection:
      Back to Chart


    Physical Sciences

    Boink! and Motion, Force, and Simple Machines
      Focus A. Discover that many objects are made of parts that have different characteristics. Describe these characteristics and recognize ways an object may change.
      • Demonstrate that objects are made of parts (e.g., toys, chairs).
      • Examine and describe objects according to the materials that make up the object (e.g., wood, metal, plastic, cloth).
      • Describe and sort objects by one or more properties (e.g., size, color, shape).
      • Classify objects according to the materials they are made of and their physical properties.
      • Investigate that water can change from liquid to solid or solid to liquid.
      • Explore and observe that things can be done to materials to change their properties (e.g., heating, freezing, mixing, cutting, wetting, dissolving, bending, exposing to light).
      • Explore changes that greatly change the properties of an object (e.g., burning paper) and changes that leave the properties largely unchanged (e.g., tearing paper).
      Focus B. Recognize that light, sound and objects move in different ways.
      • Explore that things can be made to move in many different ways such as straight, zigzag, up and down, round and round, back and forth, or fast and slow.
      • Investigate ways to change how something is moving (e.g., push, pull).
      Focus C. Recognize sources of energy and their uses.
      • Explore the effects some objects have on others even when the two objects might not touch (e.g., magnets).
      • Investigate a variety of ways to make things move and what causes them to change speed, direction and/or stop.
      Focus C. Describe the forces that directly affect objects and their motion.
      • Describe an objects position by locating it relative to another object or the background.
      • Describe an objects motion by tracing and measuring its position over time.
      • Identify contact/noncontact forces that affect motion of an object (e.g., gravity, magnetism, collision).
      • Predict the changes when an object experiences a force (e.g., a push or pull, weight, friction).

      In Practice

      1. sound..waves..baloon in bottle
      Technology:
      Inquiry:
      CS Connection:
      Back to Chart


    Life Sciences

    Animal husbandry and agriculture
      Focus A. Discover that there are living things, non-living things and pretend things, and describe the basic needs of living things (organisms).
        1. Explain that animals, including people, need air, water, food, living space and shelter, and plants need air, water, nutrients (e.g., minerals), living space and light to survive.
        2. Diversity and Interdependence of Life
        3. Explain that food is a basic need of plants and animals (e.g., plants need sunlight to make food and to grow, animals eat plants and/or other animals for food, food chain) and is important because it is a source of energy (e.g., energy used to play, ride bicycles, read, etc.).
      Focus B. Explain how organisms function and interact with their physical environment.
        4. 2. Identify that there are many distinct environments that support different kinds of organisms.
        5. Explain why organisms can survive only in environments that meet their needs (e.g., organisms that once lived on Earth have disappeared for different reasons such as natural forces or human-caused effects).
      Focus C. Describe similarities and differences that exist among individuals of the same kind animals.
        11. Compare similarities and differences among individuals of the same kind of animals, including people.
      Focus E. Explain how organisms function and interact with their physical environment.
        4. Explain that food comes from sources other than grocery stores (e.g., farm crops, farm animals, oceans, lakes and forests).
        5. Explore that humans and other animals have body parts that help to seek, find and take in food when they are hungry (e.g., sharp teeth, flat teeth, good nose and sharp vision).

    In Practice

      1. Pets, aquariums..etc
      Technology:
      Inquiry:
      CS Connection:
    Back to Chart

1 & 2 Rotation B



ToolBox of Science

Introduction to the scientific method.
      Ask a Question
      Do Background Research
      Construct a Hypothesis
      Test Your Hypothesis by Doing an Experiment
      Draw a Conclusion
      Communicate Your Results

    In Practice

    1. Paper towel lab

    Technology:
    Inquiry:
    CS Connection:
    Back to Chart



Physical Science

Oobleck Gergles and Gloop
    A. Structure and Properties of Matter
      1. Sort materials based on physical characteristics that can be seen by using magnification. 2. Observe that water can be a liquid or a solid and can change from one form to the other and the mass remains the same. 3. Recognize that water, as an example of matter, can exist as a solid, liquid or gas and can be transformed from one state to another by heating or cooling. 4. Show that not all materials respond in the same way when exposed to similar conditions.
    B. Chemical Reactions
      1. Combine two or more materials and show that the new material may have properties that are different from the original material.

    In Practice

    1. Labs include building a barometer
    2. Track weather over time
    Technology:
    Inquiry:
    CS Connection:
    Back to Chart



Physical Sciences

Sectret formulas

    In Practice

    1. Solid liquid gass.etc.
    Technology:
    Inquiry:
    CS Connection:
    Back to Chart


Physical Sciences

Under Pressure(including "Sound")
    Focus A. Recognize sources of energy and their uses.
      1. Explore how energy makes things work (e.g., batteries in a toy, electricity turning fan blades).
      2. Recognize that the Sun is an energy source that warms the land, air and water.
      3. Describe that energy can be obtained from many sources in many ways (e.g., food, gasoline, electricity or batteries).
    Focus B. Discover that many objects are made of parts that have different characteristics. Describe these characteristics and recognize ways an object may change.
    Focus C. Recognize that light, sound and objects move in different ways.
      1. Explore how things make sound (e.g., rubber bands, tuning fork, strings).
      2. Explore with flashlights and shadows that light travels in a straight line until it strikes an object.
    Focus D. Recognize sources of energy and their uses.
      1. Explore and describe sounds (e.g., high, low, soft, loud) produced by vibrating objects.

In Practice

1. sound..waves..baloon in bottle
Technology:
Inquiry:
CS Connection:
Back to Chart

Biological Sciences / Earth Science

Plants Mud and Dirt
    Focus A. Discover that there are living things, non-living things and pretend things, and describe the basic needs of living things (organisms).
      1. Explore differences between living and non-living things (e.g., plant-rock).
      2. Discover that stories (e.g., cartoons, movies, comics) sometimes give plants and animals characteristics they really do not have (e.g., talking flowers).
    Focus B. Explain how organisms function and interact with their physical environment.
      1. Investigate observable features of plants and animals that help them live in different kinds of places.
      2. Investigate the habitats of many different kinds of local plants and animals and some of the ways in which animals depend on plants and each other in our community.
    Focus C. Describe similarities and differences that exist among individuals of the same kind of plants.
      1. Describe how plants and animals usually resemble their parents.
      2. Investigate variations that exist among individuals of the same kind of plant or animal.

    In Practice

    1. Pets, aquariums..etc
    Technology:
    Inquiry:
    CS Connection:
Back to Chart

3rd Grade



ToolBox of Science

Introduction to the scientific method.
Scientific Inquiry
Focus A. Ask a testable question.
Doing Scientific Inquiry
    • Ask "what if" questions.
    • Explore and pursue student-generated "what if" questions.
    Focus B. Design and conduct a simple investigation to explore a question.
    • Use appropriate safety procedures when completing scientific investigations.
    • Use the five senses to make observations about the natural world.
    • Use appropriate tools and simple equipment/instruments to safely gather scientific data (e.g., magnifiers and other appropriate tools).
    • Make new observations when people give different descriptions for the same thing.
    Focus C. Gather and communicate information from careful observations and simple investigation through a variety of methods.
    • Draw pictures that correctly portray features of the item being described.
    • Recognize that numbers can be used to count a collection of things.
    • Measure the lengths of objects using non-standard methods of measurement (e.g., teddy bear counters, pennies).
    • Make pictographs and use them to describe observations and draw conclusions.
    Focus D. Recognize that there are different ways to carry out scientific investigations. Realize that investigations can be repeated under the same conditions with similar results and may have different explanations.
    • Recognize that scientific investigations involve asking open-ended questions. (How? What if?)
    • Recognize that people are more likely to accept your ideas if you can give good reasons for them.
    Focus E. Recognize the importance of respect for all living things.
    • Interact with living things and the environment in ways that promote respect.
    Focus F. Recognize that diverse groups of people contribute to our understanding of the natural world.
    • Demonstrate ways science is practiced by people everyday (children and adults).

    In Practice

    Various Labs and activities
    Technology:
    • Explain why people, when building or making something, need to determine what it will be made of, how it will affect other people and the environment.
    • Explore that objects can be sorted as "natural" or "man-made".
    • Explore that some materials can be used over and over again (e.g., plastic or glass containers, cardboard boxes and tubes).
    • Explain that to construct something requires planning, communication, problem solving and tools.
    • Explore that each kind of tool has an intended use, which can be helpful or harmful (e.g., scissors can be used to cut paper but they can also hurt you).

    Inquiry:
    CS Connection:
    Back to Chart




Earth Science

Earth Materials and Their Uses
    Focus A. Discover that many objects are made of parts that have different characteristics. Describe these characteristics and recognize ways an object may change.
    • Demonstrate that objects are made of parts (e.g., toys, chairs).
    • Examine and describe objects according to the materials that make up the object (e.g., wood, metal, plastic, cloth).
    • Describe and sort objects by one or more properties (e.g., size, color, shape).
    • Classify objects according to the materials they are made of and their physical properties.
    • Investigate that water can change from liquid to solid or solid to liquid.
    • Explore and observe that things can be done to materials to change their properties (e.g., heating, freezing, mixing, cutting, wetting, dissolving, bending, exposing to light).
    • Explore changes that greatly change the properties of an object (e.g., burning paper) and changes that leave the properties largely unchanged (e.g., tearing paper).
    Focus B. Recognize that light, sound and objects move in different ways.
    • Explore that things can be made to move in many different ways such as straight, zigzag, up and down, round and round, back and forth, or fast and slow.
    • Investigate ways to change how something is moving (e.g., push, pull).
    Focus C. Recognize sources of energy and their uses.
    • Explore the effects some objects have on others even when the two objects might not touch (e.g., magnets).
    • Investigate a variety of ways to make things move and what causes them to change speed, direction and/or stop.
    Focus C. Describe the forces that directly affect objects and their motion.
    • Describe an objects position by locating it relative to another object or the background.
    • Describe an objects motion by tracing and measuring its position over time.
    • Identify contact/noncontact forces that affect motion of an object (e.g., gravity, magnetism, collision).
    • Predict the changes when an object experiences a force (e.g., a push or pull, weight, friction).

    In Practice

    Cool Cars!
    Technology:
    Inquiry:
    CS Connection:
    Back to Chart



Physical Sciences

What's the matter.
    Focus A. Compare the characteristics of simple physical and chemical changes.
    Focus B. Identify and describe the physical properties of matter in its various states.
    Focus D. Summarize the way changes in temperature can be produced and thermal energy transferred.
    Focus E. Trace how electrical energy flows through a simple electrical circuit and describe how the electrical energy can produce thermal energy, light, sound and magnetic forces.
    Focus F. Describe the properties of light and sound energy.

      In Practice

      1. sound..waves..baloon in bottle
      Technology:
      Inquiry:
      CS Connection:
      Back to Chart


    Biological Sciences / Earth Science

    Plant Parts(and Who Eats Them)
      Focus A. Discover that there are living things, non-living things and pretend things, and describe the basic needs of living things (organisms).
      • Explore differences between living and non-living things (e.g., plant-rock).
      • Discover that stories (e.g., cartoons, movies, comics) sometimes give plants and animals characteristics they really do not have (e.g., talking flowers).
      • Explore that organisms, including people, have basic needs which include air, water, food, living space and shelter.
      Focus B. Explain how organisms function and interact with their physical environment.
      • Investigate observable features of plants and animals that help them live in different kinds of places.
      • Investigate the habitats of many different kinds of local plants and animals and some of the ways in which animals depend on plants and each other in our community.
      • Identify that there are many distinct environments that support different kinds of organisms.
      • Explain why organisms can survive only in environments that meet their needs (e.g., organisms that once lived on Earth have disappeared for different reasons such as natural forces or human-caused effects).
      • Investigate the different structures of plants that help them live in different environments.
      • Compare the habitats of many different kinds of local plants and animals and some of the ways animals depend on plants and each other.
      • Compare local plants during the different seasons by describing changes in their appearance.
      Focus C. Describe similarities and differences that exist among individuals of the same kind of plants and animals.
      • Describe how plants and animals usually resemble their parents.
      • Investigate variations that exist among individuals of the same kind of plant or animal.
      Focus D. Explain how organisms function and interact with their physical environment.
      • Explain that food comes from sources other than grocery stores (e.g., farm crops, farm animals, oceans, lakes and forests).
      • Recognize that seasonal changes can influence the health, survival or activities of organisms.
      • Investigate observable features of plants and animals that help them live in different kinds of places.
      • Investigate the habitats of many different kinds of local plants and animals and some of the ways in which animals depend on plants and each other in our community.
      Focus E. Diversity and Interdependence of Life
      • Describe the role of producers in the transfer of energy entering ecosystems as sunlight to chemical energy through photosynthesis.
      • Explain how almost all kinds of animals' food can be traced back to plants.
      • Trace the organization of simple food chains and food webs (e.g., producers, herbivores, carnivores, omnivores and decomposers).
      Focus F. Differentiate between the life cycles of different plants and animals.
      • Compare the life cycles of different plants including germination, maturity, reproduction and death.
      • Describe how organisms interact with one another in various ways (e.g., many plants depend on animals for carrying pollen or dispersing seeds).
      Focus G. Analyze plant and animal structures and functions needed for survival and describe the flow of energy through a system that all organisms use to survive.
      • Relate plant structures to their specific functions (e.g., growth, survival and reproduction).
      • Classify common plants according to their characteristics (e.g., tree leaves, flowers, seeds, roots, stems).

    In Practice

    1. Pets, aquariums..etc
    Technology:
    Inquiry:
    CS Connection:
Back to Chart

4th and 5th Rotation A



Course Description

The fourth and fifth grade science curriculum provides a strengthening base upon the foundations laid out in the earlier grade science curriculum. We continue to add depth and definition to the fundamentals, while expanding the range of subject matter. The curriculum builds upon the basics of physical science, life science and Earth science with introduction of the of specialties of astronomy, weather, the hydrologic cycle and an introduction into electronics and electricity. Classes occur as two periods of lab and one period of lecture per academic week. In general, lab periods involve an activity, model or experiment designed around the current topic. Every year we start with a review of the principles guiding all scientific disciplines most notably the scientific method. Then, depending on the year and its rotation, we move into Astronomy, Electricity, plant growth and weather. Opposite years rotate through the hydrologic cycle, physics, animal classification and chemistry.

ToolBox of Science

Scientific Process
Lecture I
Lecture I tracking notes
Text References; Pages 1-14 in Earth Science by Globe Fearon
    Related Web Sites:
    Scientific Method
    The Scientific Method (Bozeman Video)
    Precision and Accuracy
    Scientific Skills
      Labs and Activities:
        Construct a Newspaper Tower
        Construct a Paper Bridge
        Blind Guess activity
        Making Observations.
        Classifying Data
        A slightly skewed ruler....lab
    Supplies:

    Back to Chart



Earth Science

Astronomy (the Earth, Sun, and Moon)
Lecture I
  Lecture I tracking notes Text References; Pages 378-463 in Earth Science by Globe Fearon
      The Nine Planets
      Weights on other Worlds
      Constellation Flashcards
      Monthly Skymaps and news
      Middle School Science Resource

        Back to Chart



      Physical Sciences

      Simple Electric Circuits
      Follow Sheet
        Lecture
        Text References; Pages 610-736 in Physical Science by Prentice Hall



        Life Sciences

        Plant Growth.
          Lecture
          Lecture Tracking Sheet
          Text References; Pages 145-168 in Life Science by Globe Fearon
          Hands on Science Lab Seeds
          United streaming video on plants.(24:37) (password protected)
          Flowering Plant Disection Lab
          Lab Materials - /The Plant Growth experiment

          Back to Chart


        Earth Science

        Weather Systems
      Storms Lecture
      Wind Lecture
      Text References; Pages 277-302 in Earth Science by Globe Fearon

      Back to Chart

    4th and 5th Rotation B



    Course Description

    The fourth and fifth grade science curriculum provides a strengthen base upon the foundations laid out in the earlier grade science curriculum. We continue to add depth and definition to the fundamentals, while expanding the range of subject matter. The curriculum builds upon the basics of physical science, life science and Earth science with introduction of the of specialties of astronomy, weather, the hydrologic cycle and an introduction into electronics and electricity. Classes occur as two periods of lab and one period of lecture per academic week. In general, lab periods involve an activity, model or experiment designed around the current topic. Every year we start with a review of the principles guiding all scientific disciplines most notably the scientific method. Then, depending on the year and its rotation, we move into Astronomy, Electricity, plant growth and weather. Opposite years rotate through the hydrologic cycle, physics, animal classification and chemistry.

    ToolBox of Science

    Terms and Skills Lecture Tracking
        Scientific Method
        Precision and Accuracy
          Videos:
          Activities and labs:
            Blind Box
            Broken Ruler
            Sorting and Classifying
            Egg Crushing
            Body Parts
            Film Canister Science (From the Web)
            The Scientific Method - Plop Plop Fizz Fizz
            Modified PlopFizz worksheet

        Back to Chart



      Earth Science

      Earth Structure and the water cycle
       
    Lecture I
      Lecture I tracking notes
     




    Physical Sciences

    The Physics of Toys
    Lecture I
    Lecture I tracking notes

    Back to Chart


Life Sciences

Animal Changes.
  Lecture I
  Lecture I tracking notes
 

      Back to Chart


    Physical Science

    Kitchen Chemistry
      Lecture I
      Lecture I tracking notes
     
      Lab - Copper Plating Nails
      Lab - Bouncing Polymer Ball
      Lab - Silly Putty
      Lab - Polymer Slime
      Lab - Crystal Growing
      Lab - Atom making template
      Lab - Protons Electrons and Neutrons for above template.
      Web Sites:
      Supplies:

      Back to Chart

    6th and 7th Rotation A



    Course Description

    The sixth and seventh grade curriculum continues to add specialization and depth to the science program. We start every year with a review of the fundamentals such as the scientific method and SI units but expand it to include such topics as significant digits, scientific notation, and report writing. As the years rotate through, students get exposed to increasingly complex details of Earth science, physical science and life science with the introduction of two interdisciplinary subspecialties: Ecology and Earth features and changes. Sixth and seventh graders also get the first detailed look at atomic structure, cell biology and genetics. Interwoven into the curriculum is a lecture series called "Thought Food" which presents cutting edge science discoveries and inventions. This also allows the opportunity to present real life career options for students. Often Thought Food presentations also allow for open discussion on science and society. Almost every discovery has some implication on society. Bringing these up in discussion helps prime students minds so that they can make informed choices as they move into adulthood and help to form our laws defining our community.

    ToolBox of Science

    Terms and Skills Lecture

      Back to Chart



    Earth Science

    Earth Features and Changes.
      Lecture

      Back to Chart


    Physical Sciences

    Light and Electricity

      Back to Chart

    6th and 7th Rotation B



    Course Description

    The sixth and seventh grade curriculum continues to add specialization and depth to the science program. We start every year with a review of the fundamentals such as the scientific method and SI units but expand it to include such topics as significant digits, scientific notation, and report writing. As the years rotate through, students get exposed to increasingly complex details of Earth science, physical science and life science with the introduction of two interdisciplinary subspecialties: Ecology and Earth features and changes. Sixth and seventh graders also get the first detailed look at atomic structure, cell biology and genetics. Interwoven into the curriculum is a lecture series called "Thought Food" which presents cutting edge science discoveries and inventions. This also allows the opportunity to present real life career options for students. Often Thought Food presentations also allow for open discussion on science and society. Almost every discovery has some implication on society. Bringing these up in discussion helps prime students minds so that they can make informed choices as they move into adulthood and help to form our laws defining our community.


    Theme: The Physics of Voice
    ToolBox of Science

    Terms and Skills Lecture MouseTrap Car Lecture MouseTrap Car Physics Terms
        Scientific Method
        Significant Digits
        Precision and Accuracy
        Back to Chart



      Earth Science

      Ecology: Interdependence of Animals and Plants
      Terms and Skills
      Lecture: FoodChains and Webs  Lecture: Biomes  Lecture: The Marine Biome

        Back to Chart



      Physical Sciences

      Atomic Structure
      Summary Lecture
      Ionic Bonds Lecture
      Covalent Bonds Lecture
        Tracking Sheet
            Lab - Copper Plating Nails
            Lab - Crystal Growing
            3 Lab Sheet - Exothermic vs Endotheric.
            Lab - Electrolysis of water.
            Lab - Electroplating Zinc.
            Lab - Growing Crystals of KAl
            Lab - Growing Crystals of Monoammonium
            Lab - Growing Crystals of MonoammoniumClear
            Lab - Atom Model using beads and folded paper stands. Atoms bigger than He
            Lab - Atom Model using beads and folded paper stands. H and He
            Web Sites:
            Supplies:

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        Life Sciences

        Botany.
        Lecture

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        Life Science

        Genetics
        Genetics Lecture;
          copied Genetics and Heredity Powerpoint Lecture;
          < Evolution Lecture;
         

          Focus B. Compare changes in an organism's ecosystem/ habitat that affect its survival.
          • Use examples to explain that extinct organisms may resemble organisms that are alive today.
          • Observe and explore how fossils provide evidence about animals that lived long ago and the nature of the environment at that time.
          Focus C. Describe the characteristics of an organism in terms of a combination of inherited traits and recognize reproduction as a characteristic of living organisms essential to the continuation of the species.
          • Evolution Theory
          • Investigate the great diversity among organisms.
          • Describe that asexual reproduction limits the spread of detrimental characteristics through a species and allows for genetic continuity.
          • Recognize that in sexual reproduction new combinations of traits are produced which may increase or decrease an organism's chances for survival.
          • Recognize that an individual organism does not live forever; therefore reproduction is necessary for the continuation of every species and traits are passed on to the next generation through reproduction.
          • Describe that in asexual reproduction all the inherited traits come from a single parent.
          • Describe that in sexual reproduction an egg and sperm unite and some traits come from each parent, so the offspring is never identical to either of its parents.
          • Recognize that likenesses between parents and offspring (e.g., eye color, flower color) are inherited. Other likenesses, such as table manners are learned.
          • Explain how variations in structure, behavior or physiology allow some organisms to enhance their reproductive success and survival in a particular environment.
          Focus D. Explain how extinction of a species occurs when the environment changes and its adaptive characteristics are insufficient to allow survival (as seen in evidence of the fossil record).
          • Investigate how overpopulation impacts an ecosystem.
          • Explain that some environmental changes occur slowly while others occur rapidly (e.g., forest and pond succession, fires and decomposition).
          • Explain that diversity of species is developed through gradual processes over many generations (e.g., fossil record).
          • Investigate how an organism adapted to a particular environment may become extinct if the environment, as shown by the fossil record, changes.

          In Practice

          1. Pets, aquariums..etc
          Technology:
          Inquiry:
          CS Connection:
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      8th Grade


      Lab Report Template...In PDF;
      Lab Report Template...In Word;
      Lab Report Information;

      Course Description

      The eighth grade science curriculum is an exciting blend of culminating materials. The year starts again with an overview of the skills of science but quickly moves into lab intensive exposures to physics and chemistry. These intensive exposures in eight grade allows for improved synergy with our students level of comprehension as guided by our mathematics curriculum. Eighth grade students then get an opportunity to learn the introductory fundamentals of electronics and digital electronics. This phenomenally important aspect of science and our society is often overlooked in many curricula simply because it advances faster than the education of the educators. Lastly the curriculum covers the systems of the human body. This last section is best suited for the eighth grade since it deals with age appropriate reproductive physiological material as well as more abstract laboratory options. Interwoven into the curriculum is a lecture series called "Thought Food" which presents cutting edge science discoveries and inventions. This also allows the opportunity to present real life career options for students. Often Thought Food presentations also allow for open discussion on science and society. Almost every discovery has some implication on society. Bringing these up in discussion helps prime students minds so that they can make informed choices as they move into adulthood and help to form our laws defining our community.

      ToolBox of Science


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      Physical Science.

      Newton's Physics.
        Gravity Lecture;
        Centipital Force Lecture;
        Waves Lecture;
        Waves Lecture_Student;
        Lab Report Information
       

      Theme: The Physics of Voice
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    Chemical Sciences

    Chemical Reactions
    Atomic Summary Lecture
    Atomic Summary Handout
    Specific Heat Lecture;
    Focus A. Bonding, Nomenclature, and Formula Writing Recognize that bonds form to achieve stability.
    • Identify and use chemical formulas, coefficients, chemical symbols, and subscripts.
    • Illustrate how negative and positive ions are formed and how to represent them.
    • Summarize the following concepts about ionic bonding:
      • Ionic bonds involve the transfer of electrons.
      • Recognize that transition metals can have multiple oxidation states.
    • Summarize the following concepts about covalent bonding:
      • Covalent bonds involve sharing of electrons.
      • Polar molecules result when a molecule behaves as if one end were positive and the other negative.
    • Know chemical formulas for certain common substances including water, carbon monoxide, carbon dioxide, and sulfur dioxide.
    Focus B. Be familiar with the Kinetic Theory
    • Recognize the following relative to the Kinetic Molecular Theory.
      • Atoms and molecules are in constant motion. The theory is a model for predicting and explaining gas behavior.
      • Forces of attraction between molecules determine the physical changes of state.
      • Pressure, temperature, and volume changes can cause a change in physical state.
      • Solid, liquid, and gas phases of a substance have different energy content.
    • Recognize the following properties of gases.
      • Gases have mass and occupy space, and relatively large distances separate gas particles from each other.
      • Gas particles are in constant, rapid, random motion and exert pressure as they collide with the walls of their containers.
      • Gas molecules with the lightest mass travel fastest.
    • Understand that specific amounts of energy are absorbed or released during phase changes.
    • Define specific heat capacity.
    • Calculate energy changes using molar heat of fusion and molar heat of vaporization.
    • Perform calorimetry calculations.
    • Calculate energy changes using specific heat capacity.
    • Interpret a phase diagram of water.

In Practice

1. Solid liquid gass.etc.
Technology:
Inquiry:
CS Connection:
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Physical Sciences

Electronics.
    Focus A. Understand that electricity is the flow of electrons in a conductor and there are four quite intuitive quantities help to characterize it. voltage, current, resistance and power.
    • Voltage refers to the level of energy electrons have relative to some reference point. The higher the voltage, the more energy electrons have to do work as they travel through the circuit.
    • Current is an expression of how much charge is travelling through the conductor per second.
    • Resistance is an expression of the degree to which electron flow will be impeded through a conductor.
    • Power is an expression of the overall energy consumed by a component.
    Focus B. Apply the above understanding into the the design of simple analog sensors.

In Practice

1. Building Sensors for Robodyssey Robots
Technology:
Inquiry:
CS Connection:
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Life Science

Human Anatomy
      Lab: Making a lung model
        Focus A. Overview.
        • Define anatomy and physiology and explain their relationship.
        • Describe various levels of structural organization within the human body, and explain how they are related.
        • Use proper anatomical terminology to describe directional terms, body regions, and body cavities.
        • Identify correct organ systems for each organ using a human torso model or diagrams.
        • Identify major body cavities and the organs within.
        Focus B. Skeletal system.
        • List and explain the function of the skeletal system.
        • Explain the process of bone formation, growth and repair.
        • Describe some disorders and diseases affecting the skeletal system such as rickets, osteoarthritis, rheumatoid arthritis, compound/simple fractures, bursitis, osteoporosis.
        • Locate and name the major bones of the human skeleton.
        • Identify bones and their major processes from an assembled and disarticulated skeleton.
        Focus C. Muscular system.
        • Describe similarities and differences in the structure and function of the three types of muscle tissue, and indicate where they are found in the body.
        • Describe the gross and microscopic anatomy of skeletal muscle.
        • Describe graded response, tetanus, isotonic and isometric contractions, and muscle tone as these terms apply to a skeletal muscle.
        • Identify some human superficial muscles including their name, origin, insertion , antagonist muscle group, and primary action.
        • Name and locate the major structures of a skeletal muscle fiber.
        Focus D. Cardiovascular system.
        • Describe the structure and function of the heart.
        • Describe the flow of blood through the heart, naming each chamber, valve, and vessel through which the blood passes.
        • Describe the intrinsic and extrinsic regulation of the heart.
        • Distinguish between an artery, vein, and capillary based on structure, location, and function.
        • Explain the mechanisms of return of venous blood to the heart.
        • Identify some major vessels of the body and the areas they service.
        • Discuss disorders such as tachycardia, heart murmurs, coronary heart disease, heart failure, aneurysm, hypertension, arteriosclerosis.
        • Identify major structural features of the heart using a model.
        • Examine pulse, determine pulse rates.
        • Use a stethoscope to identify cardiac cycle sounds and a sphygmomanometer to measure blood pressure.
        • Locate major arteries and veins in the pulmonary and systemic circuits using a chart or model.
        Focus E. Digestive system.
        • Describe the location and functions of the organs of the Digestive system.
        • Explain the difference between mechanical and enzymatic digestion and the organs which perform each.
        • Explain the role of the accessory organs in the digestive process, including the salivary glands, pancreas, gall bladder, and liver.
        • Describe the processes of carbohydrate, lipid, and protein digestion, absorption, and metabolism.
        • Locate and identify digestive and accessory organs with a model.
        Focus F. Respiratory system.
        • Name the structures and describe the functions of the upper and lower respiratory tracts.
        • Describe the mechanisms responsible for inspiration and expiration, including pressure changes, muscular contractions, and nervous control.
        • Explain how alterations in blood carbon dioxide levels, blood pH, and blood oxygen levels effect respiration.
        • Label the major respiratory system structures on a diagram or model.
        • Trace the movement of air through the respiratory tract.
        Focus G. Urinary system.
        • List the organs of the urinary system and state a function of each.
        • Describe the structure and location of the nephron within the kidney and explain the functions of its parts.
        • Describe the location of the kidneys.
        • Locate and identify the gross anatomical features of a kidney using a model or diagram.
        • Describe the features of a nephron and locate them in a model.
        Focus I. Reproductive systems.
        • Name the parts of the male and female reproductive system and their functions.
        • Describe the structure of the testes and ovaries and the formation of gametes.
        • Explain the hormonal control of male and female reproduction.
        • Describe the process of ovulation and fertilization.
        • Trace the pathway of an egg after ovulation.
        • Locate and name the structures of the male and female reproductive systems using a model or diagram.

        In Practice

        1. Pets, aquariums..etc
        Technology:
        Inquiry:
        CS Connection:
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