PFS Science

Princeton Friends School Science

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

A great classic physics lab. How can you design the tallest tower using only paper?
Construct a Paper Bridge

One of my favorites! Students are challenged to build a bridge using a single piece of paper. Each bridge is then loaded with pennies until it fails.
Blind Guess activity

This lab is a great way to introduce using your senses and reasoning skills. The lab starts with several black boxes... You can't touch them, shake them or smell them. Students have to make a guess(hypothesis) as to what is inside. Obveously this is very difficult however, some things can clearly be ruled out. An elephant for example. Other things can be reasoned out. A bag of diamonds for example. As an instructor give some wide clues if you wish. For example " I grabbed most of these things from my kitchen this morning" The lab then proceeds using the senses of sound and smell. Try to do just sound first..make a guess then do smell...make a final guess. When all the boxes have been examined open them in the front of the room and have the students check their hypothesis.
Making Observations.

Pretty much the same as the Blind Guess activity. Simply uses partners instead of instructor set up boxes.
Classifying Data

A standard of classification is needed so that scientist can communicate and learn form one another. A good classification system allows for more rapid analysis and lineage. In chemistry for example, acids all share a common characteristic and thus will share many similar properties. In biology classification often implies common ancestery. In this lab shells, sands and rocks need to be sorted into "classes." Once that is done, have students compare what they did and discuss why.
A slightly skewed ruler....lab

A fun lab about precision and accuracy. Three rulers are printed. Two are perfect length, one has a increments only to the centimeter the other in millimeters (more precise). The third ruler has millimeters but the whole ruler is printed using scaling and is shorter (not accurate but more precise). Students are then given a couple things to measure...first using the centimeter ruler. this will give accurate but not precise measures... Ask the students what they get and compare the range of answers with the class. Next collect all the rulers and hand out the short precise rulers..repeat the measure, ask and compare. Finally hand out the correct rulers and do the above again. Use the data as a discussion about precision and accuracy. The first ruler was accurate...but not very precise. The second ruler was more precise but not accurate. The third ruler was both accurate and precise.

Supplies:

Printable paper rulers

Supplies:

Flash Cards1(Print page 2 on the back)

Focus A. 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

Focus B. Doing Science Experiments

Use skills of scientific inquiry processes.

Select and safely use the appropriate tools to collect data when conducting investigations and communicating findings to others.

Identify potential hazards and/or precautions involved in an investigation.

Explain the importance of keeping conditions the same in an experiment.

Explain why results of an experiment are sometimes different.

Work in a small group to complete an investigation and then share findings with others.

Create individual conclusions about group findings.

Use oral, written and pictorial representation to communicate work.

Describe things as accurately as possible and compare with the observations of others.

Summarize how conclusions and ideas change as new knowledge is gained.

Develop descriptions, explanations and models using evidence to defend/support findings.

Explain why an experiment must be repeated by different people or at different times or places and yield consistent results before the results are accepted.

Identify how scientists use different kinds of ongoing investigations depending on the questions they are trying to answer.

Distinguish between observation and inference.

Explain the importance of reproducibility and reduction of bias in scientific methods.

Explain discrepancies in an investigation using evidence to support findings.

Develop, design and safely conduct scientific investigations and communicate the results.

Communicate scientific findings to others through a variety of methods (e.g., pictures, written, oral and recorded observations).

Distinguish between fact and opinion and explain how ideas and conclusions change as new knowledge is gained.

Describe different types of investigations and use results and data from investigations to provide the evidence to support explanations and conclusions.

Describe different kinds of investigations that scientists use depending on the questions they are trying to answer.

Explain the importance of keeping records of observations and investigations that are accurate and understandable.

Keep records of investigations and observations and do not change the records that are different from someone else's work.

Explain that there are not fixed procedures for guiding scientific investigations; however, the nature of an investigation determines the procedures needed.

Use appropriate instruments safely to observe, measure and collect data when conducting a scientific investigation.

Select the appropriate tools and use relevant safety procedures to measure and record length and weight in metric and English units.

Organize and evaluate observations, measurements and other data to formulate inferences and conclusions.

Discuss observations and measurements made by other people.

Record and organize observations (e.g., journals, charts, tables).

Record the results and data from an investigation and make a reasonable explanation.

Explain why keeping records of observations and investigations is important.

Keep records of investigations and observations that are understandable weeks or months later.

Mathematical Applications and Technologies

Make estimates to compare familiar lengths, weights and time intervals.

Describe and illustrate the design process.

Use a simple design process to solve a problem.

Describe possible solutions to a design problem.

Describe how technology affects human life.

Investigate positive and negative impacts of human activity and technology on the environment.

Show that the reproducibility of results is essential to reduce bias in scientific investigations.

Describe how repetition of an experiment may reduce bias.

Choose the appropriate tools or instruments and use relevant safety procedures to complete scientific investigations.

Explain that a single example can never prove that something is always correct, but sometimes a single example can disprove something.

Analyze and interpret data from scientific investigations using appropriate mathematical skills in order to draw valid conclusions.

Read and interpret simple tables and graphs produced by self/others.

Science and Society

Identify ways scientific thinking is helpful in a variety of everyday settings.

Describe how the pursuit of scientific knowledge is beneficial for any career and for daily life.

Explain how technology influences the quality of life.

Explain how decisions about the use of products and systems can result in desirable or undesirable consequences (e.g., social and environmental).

Describe how automation (e.g., robots) has changed manufacturing including manual labor being replaced by highly-skilled jobs

Explain how the usefulness of manufactured parts of an object depend on how well their properties allow them to fit and interact with other materials.

Develop the abitity to engage in a discussion about a variety of scienctist ans inventors.

Understand that scientific investigators often raise questions that lead to new investigations.

Recognize that knowledge of the history of science can help scientist decide what needs to be studied next.

Explain that men and women of diverse countries and cultures participate in careers in all fields of science.

Explore through stories how men and women have contributed to the development of science.

Identify various careers in science.

Discuss how both men and women find science rewarding as a career and in their everyday lives.

Give examples of how thinking scientifically is helpful in daily life.

Describe how the work of science requires a variety of human abilities and qualities that are helpful in daily life.

Give examples of how technological advances, influenced by scientific knowledge, affect the quality of life.

Identify a variety of scientific and technological work that people of all ages, backgrounds and groups perform.

Describe how technology affects human life.

Describe how technology can extend human abilities (e.g., to move things, to extend senses).

Describe ways that using technology can have helpful and/or harmful results.

Investigate ways that the results of technology may affect the individual, family and community.

In Practice
Base the introduction to science around the strength of paper.

Inquiry:
CS Connection:

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

Add Info
Weights on other Worlds

Add Info
Constellation Flashcards

Add Info
Monthly Skymaps and news

Add Info
Middle School Science Resource

Add Info

Labs and Activities:

The Solar System Handout

A nice image/handout of our solar system
Build a scale model of the planets 1

A great one. Kids love it! I'll post the needed part numbers for blasic balls to order from McMastercarr shortly. McMastercarr is a NJ based industrial supply company with next day service to the local area.
Build a scale model of the planets 2

Cut-out rings for the above model
Solar System Detective. Software Tracking sheet.

Tarking sheet for software installed on our machines. Students have to search the solar system to answer the questions.
Construct Replicas of the Constellations

I use black construction paper and glow-in-the-dark paints. Students then choose a constellation and punch out the stars. The wholes are then used as a guide to the paints. Once done, the constellation maps are hung on the ceiling ledge above the teacher desk. We have a black light that can illuminate the room and make the images glow vividly in the dark.
Using Lenses, build a telescope

Using the science department lenses and mirrors, build a crude yet functional telescopes. The lens based scope is easy and dependable. The mirror one is cool but take a bit of tweaking and patience to get it right.
Lab Materials - Astrolabs

A straw, a string and a nut or washer from Home Depot is all you need to make a simple yet functional way to measure the angle of objects in the sky......Or for that matter, the height of trees.
Lab Materials - Sundials

Just a pencil or rod and this printout will give you a great sundial. Works amazingly well. Helps explain the Earths rotation.
Lab Materials - Solar Survey

Neat handout and activity from Harvard.
Lab Materials - Crater Vocabulary

Vocabulary sheet on crater formation.
Nice Sky Wheels

Sky Wheels are fantastic. Dial in the date and the time and take them out on a clear night. Once you play with them you can identify many many different constellations. Challenge the kids to find one or two constellations other than the Big Dipper.
Another Nice Sky Wheel

Another Nice Sky Wheel like above.
Lab Materials - Folding Shuttle

Paper folding project. Exploration vehicles - The Shuttle
Lab Materials - Folding Space Station

Paper folding project. Exploration vehicles - The Space Station
Lab Materials - Another Folding Space Station

Paper folding project. Exploration vehicles - Another Folding Space Station
Lab Materials - Cool thought on the thickness of paper

How many times to fold a piece of paper to make it thick enough to reach the moon? Good question huh?
Walk a scale model of the solar system

I love this one! Using a GPS and the balls from the "Build a scale model of the planets" lab, Construct a true scale model of the solar system through the institute woods. Prepare for a good 30 min walk each way!
Build a model of the Earth, Moon and Sun

This is more of a demo. I usually clear the center of the room of tables to start. Using a globe and a bright spot light show how the angle of the Earth makes the seasons. I usually use one of the aluminium coned lamps and a student aiming it as the sun.

Supplies:
Quiz prep 1
FlashCards 1 Print one side page 1, flip paper and print page 2 on back.

FlashCards1.doc Edit your own from word files.

FlashCards 2

FlashCards1.doc Edit your own from word files.

FlashCards 3

FlashCards1.doc Edit your own from word files.

FlashCards 4

FlashCards1.doc Edit your own from word files.

Focus A. Describe how the positions and motions of the objects in the universe cause predictable and cyclic events.

Describe how night and day are caused by Earth's rotation.

Explain that Earth is one of several planets to orbit the Sun, and that the Moon orbits Earth.

Describe the characteristics of Earth and its orbit about the Sun (e.g., three-fourths of the Earth's surface covered by a layer of water [some of it frozen], the entire planet surrounded by a thin blanket of air, elliptical orbit, tilted axis, and spherical planet).

Explain that stars are like the Sun, some being smaller and some larger, but so far away that they look like points of light.

Describe how objects in the Solar System are in regular and predictable motions that explain such phenomena as days, years, seasons, eclipses, tides and moon cycles.

Explain that the gravitational force is the dominant force determining motions in the Solar System and in particular keeps the planets in orbit around the Sun.

Compare the orbits and composition of comets and asteroids with that of Earth.

Describe the effect that asteroids or meteoroids have when moving through space and sometimes entering planetary atmospheres (e.g., meteor-"shooting star" and meteorite).

Focus B. Explain that the universe is composed of vast amounts of matter, most of which is at incomprehensible distances and held together by gravitational force.

Explain that the universe consists of billions of galaxies that are classified by shape.

Explain interstellar distances are measured in light years (e.g., the nearest star beyond the sun is 4.3 light years away).

Examine the life cycle of a star and predict the next likely stage of a star.

Name and describe tools used to study the universe (e.g., telescopes, probes, satellites and spacecraft).

Back to Chart

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

Static Electricity
series parallel circuits
Electricity Lab - Static

Electricity Lab - Static Worksheet

Electricity Lab - Fruit Battery

Electricity Lab - Photovoltaic Cells

Electricity Lab - Simple Circuits
Quiz Prep
FlashCards 1 Print one side page 1, flip paper and print page 2 on back.

FlashCards1.doc Edit your own from word files.

FlashCards 2

FlashCards2.doc Edit your own from word files.

Focus A. 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.

Describe that electrical current in a circuit can produce thermal energy, light, sound and/or magnetic forces.

Trace how electrical current travels by creating a simple electric circuit that will light a bulb.

In Practice
1.Light Kits
2.Solar Cell Kit
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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

Proposal sheet only.

Focus A. Explain how organisms function and interact with their physical environment.

Investigate observable features of plants 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.

Observe and describe the composition of soil (e.g., small pieces of rock and decomposed pieces of plants and animals, and products of plants and animals).

Investigate the properties of soil (e.g., color, texture, capacity to retain water, ability to support plant growth).

Investigate that soils are often found in layers and can be different from place to place.

Explain how the supply of many non-renewable resources is limited and can be extended through reducing, reusing and recycling but cannot be extended indefinitely.

Investigate ways Earth's renewable resources (e.g., fresh water, air, wildlife and trees) can be maintained.

Focus B. Differentiate between the life cycles of different plants.

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 C. Analyze plant structures and functions needed for successful 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).

Investigate the different structures of plants that help them live in different environments.

Focus D. Explain that the basic functions of organisms are carried out in cells and groups of specialized cells form tissues and organs; the combination of these cells make up multicellular organisms that have a variety of body plans and internal structures.

Explain that many of the basic functions of organisms are carried out by or within cells and are similar in all organisms.

Explain that multicellular organisms have a variety of specialized cells, tissues, organs and organ systems that perform specialized functions.

In Practice
1.Green House Projects

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Earth Science
Weather Systems

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

Lab - Homemade Barometer

Cool Barometer using pressure differential in a balloon covered jar.
Lab - Homemade Bulletin Board Hygrometer

Nifty Hygrometer using a long strand of human hair.
Lab - Homemade Thermometer

Classic Thermometer with a straw and a Erlenmeyer.
Lab - Wet Bulb Hygrometer

Hygrometer using the difference in evaporation to estimate humidity.
Lab - The Warm Earth

Nice lab showing the impact of water on climate.

Focus A. Observe constant and changing patterns of objects in the day and night sky.

Recognize that there are more stars in the sky than anyone can easily count.

Observe and describe how the Sun, Moon and stars all appear to move slowly across the sky.

Observe and describe how the Moon appears a little different every day but looks nearly the same again about every four weeks.

Focus B. Observe, describe and measure changes in the weather, both long term and short term.

Observe and describe that some weather changes occur throughout the day and some changes occur in a repeating seasonal pattern.

Describe weather by measurable quantities such as temperature and precipitation.

Explain that air surrounds us, takes up space, moves around us as wind, and may be measured as barometric pressure.

Identify how water exists in the air in different forms (e.g., in clouds, fog, rain, snow and hail).

Investigate how water changes from one state to another (e.g., freezing, melting, condensation, evaporation).

Describe weather by measurable quantities such as temperature, wind direction, wind speed, precipitation, and barometric pressure.

Record local weather information on a calendar or map and describe changes over a period of time (e.g., barometric pressure, temperature, precipitation symbols, cloud conditions).

Trace how weather patterns generally move from west to east in the United States.

Describe the weather which accompanies cumulus, cumulonimbus, cirrus and stratus clouds.

Focus C. Describe interactions of matter and energy throughout the lithosphere, hydrosphere and atmosphere (e.g., water cycle, weather and pollution).

Explain the biogeochemical cycles which move materials between the lithosphere (land), hydrosphere (water) and atmosphere (air).

Describe the water cycle and explain the transfer of energy between the atmosphere and hydrosphere.

Analyze data on the availability of fresh water that is essential for life and for most industrial and agricultural processes.

Describe how rivers, lakes and groundwater can be depleted or polluted becoming less hospitable to life and even becoming unavailable or unsuitable for life.

Make simple weather predictions based on the changing cloud types associated with frontal systems.

Determine how weather observations and measurements are combined to produce weather maps and that data for a specific location at one point in time can be displayed in a station model.

Describe how temperature and precipitation determine climatic zones (biomes).

Describe the connection between the water cycle and weather-related phenomenon .

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

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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:

The Write Brothers discovery process 12 min (Password Protected)

Great little video on the process of discovery
The Scientific Method 22 min (Password Protected)

Great little video on the Scientific Method. The paper cup vs syrofoam vs ceramic cup is a nice class demo to start before the video starts.
Alien Planet "Full Documentary"

Exciting video on the hypothetical discovery of life on distant worlds. Narrated and commented on by renowned scientist.

Activities and labs:

Blind Box

A series of small black boxes are filled with unique objects. Students have to guess what is inside by smelling, listening and assessing practical limits. Sometimes done in lab settings sometimes done as a class activity.
Broken Ruler

Paper rulers are printed that have various levels of precision. Some are scaled while printing to shed some doubt on accuracy.
Sorting and Classifying

Students are given bags of shells, stones, sands and other natural products and asked to classify and sort them.
Egg Crushing

Students have to form a hypothesis on how much force it takes and at what orientation to crack an egg.
Body Parts

Students learn to use what they have available to measure and estimate. A great lab to preceed pendulums and levers to have students calculate complex laws of motion without being prepared to do so while out in the woods.
Film Canister Science (From the Web)

Use the film canisters to divide the kids into groups or teams or with same materials have them work in teams to study the scientific method or deductive reasoning. If you have 30 kids and want 5 groups of 6, you will need 30 film canisters (all alike). Put them in rows of 6, with caps off and fill each row with something different, such as rice, pennies, marble, popcorn, paper clips, water, karo syrup, magnet, push pin, eraser, etc. You'll have 6 canisters with rice in them, and 6 with paper clips, etc. Put the lids on the canisters and put them all in a bag. Have the kids each pick one and then move about the room shaking the canister and trying to find the other members of their group based on the sound they hear. Once in the group they can try floating, rolling, shaking, etc. to come up with a hypothesis for the contents or deduce the contents based on non-visible evidence. It's quite fun, has endless combinations and possibilities, and the kids really get in to it.
The Scientific Method - Plop Plop Fizz Fizz

will develop and test a hypothesis, analyze data and draw conclusions. You are given guidance at each step of the way.
Modified PlopFizz worksheet

Supplies:

Printable paper rulers

Scientific Process
Focus A. 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

Focus B. Doing Science Experiments

Use skills of scientific inquiry processes.

Select and safely use the appropriate tools to collect data when conducting investigations.

Identify potential hazards and/or precautions involved in an investigation or activity.

Explain the importance of keeping conditions the same in an experiment.

Work in a small group to complete an investigation and then share findings with others.

Create individual conclusions about group findings.

Use oral, written and pictorial representation to communicate work.

Describe things as accurately as possible and compare with the observations of others.

Identify that hypotheses are valuable even when they are not supported.

Explain the importance of reproducibility and reduction of bias in scientific methods.

Select the appropriate tools and use relevant safety procedures to measure and record length and weight in metric and English units.

Record and organize observations (e.g., journals, charts, tables).

Explain why keeping records of observations and investigations is important.

Mathematical Applications and Technologies

Make estimates to compare familiar lengths, weights and time intervals.

Use a simple design process to solve a problem.

Describe how repetition of an experiment may reduce bias.

Analyze and interpret data from scientific investigations using appropriate mathematical skills in order to draw valid conclusions.

Read and interpret simple tables and graphs produced by self/others.

Science and Society

Explain how technology influences the quality of life.

Develop the abitity to engage in a discussion about a variety of scienctist ans inventors.

Understand that scientific investigators often raise questions that lead to new investigations.

Recognize that knowledge of the history of science can help scientist decide what needs to be studied next.

Explore through stories how men and women have contributed to the development of science.

Identify various careers in science.

Give examples of how thinking scientifically is helpful in daily life.

Identify ways scientific thinking is helpful in a variety of everyday settings.

Explain how decisions about the use of products and systems can result in desirable or undesirable consequences.

Identify a variety of scientific and technological work that people of all ages, backgrounds and groups perform.

Describe how technology can extend human abilities.

In Practice
Base the introduction to science around testing the breaking strength of an egg.

Technology:

Inquiry:
CS Connection:

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Earth Science
Earth Structure and the water cycle

Lecture I
Lecture I tracking notes

Animated water cycle diagram for teachers and students.
The Water Cycle
The Kidzone Water Cycle
A more comprehensive Water Cycle web site.

Activities:

Water Cycle Computer Game
Outdoor walk into our local woods and water cycle
The Baggie of Transpiration Lab
Lab - Maps

Various maps for Latitude and Longitude.
Lab - Map worksheet

worksheet for above Maps.
Water Cycle Website and Lab

Nice lab to create a mini water cycle. Takes some time to get going!
Worksheet for above lab

Questions for the above lab
Freshwater Video (41Min) (password protected)
Water Smart: The Sun, Water Cycle, and Climate (15min) (password protected)
Earth Science Video (password protected)(47Min)
Video Guide
Hydro cycle lab(HTML)
Hydro cycle lab(PDF)

Supplies:

Flash Cards(Print page 2 on the back)
Flash Cards1(Print page 2 on the back)
Flash Cards2(Print page 2 on the back)

Focus A. Describe interactions of matter and energy throughout the lithosphere, hydrosphere and atmosphere (e.g., water cycle, weather and pollution).

Describe and relate the lithosphere as the solid, rocky crust covering entire planet.

Describe and relate the hydrosphere as being composed of all of the water on or near the earth.

Describe and relate the atmosphere as the the body of air which surrounds our planet.

Water droplets collect in water sources and evaporate into the air.
(affected by heat, surface area, air movement and water purity), becoming water vapor.
Water vapor separates into droplets in cold air, forming clouds, in condensation.

Precipitation occurs when water droplets in clouds accumulate and fall to the earth.

Water vapor moves between the earth's surface and its atmosphere in a continuous cycle.

Explain the transfer of energy between the atmosphere and hydrosphere.

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Quiz

Physical Sciences
The Physics of Toys
Lecture I
Lecture I tracking notes

Yo-YO, TOPS, BUBBLES and LASERS
Home made physics science toys.
Collection of physics labs and information.
Roller Coaster Physics.
Roller Coaster Physics.
Activities:

Describe in detail using the terms provided in lecture the function of:
The Chaos Building Set
The Skyrail Building Set
An Electric Train
Gyroscopes
A Rubber Ball
A Xylophone
A Yo-Yo

Videos:

Bill Nye "Simple Machines"
Bill Nye "Momentum"

Physics Flash Cards1(Print page 2 on the back)
Physics Flash Cards2(Print page 2 on the back)
duh

Focus A. 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).

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.

1. Solid liquid gass.etc. Inquiry:
CS Connection:

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Life Sciences
Animal Changes.
Lecture I
Lecture I tracking notes

Activities and labs:

Sunny Meadows Grass, Rabbit, and Fox web activity.
Discussion of the adaptations of the class pets.
Study fossils
Microscope Lab on Plant and Animal Cells
Bacteria Dishes and overpopulation.
MandM strength of colors Lab
MandM predation Lab: Which color is eaten first
Mealworm Behavior Virtual Lab
Mealworm Growth and Metamorphosis Labs
Invertebrate Classification Challenge

Video options:

United Streaming "Science Investigations: Life Science: Investigating Animals."
Bill Nye "Reptiles and Amphibians"
Bill Nye "Insects"

Focus A. Explain how organisms function and interact with their physical environment.

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 animals that help them live in different environments.

Focus B. Differentiate between the life cycles of different animals.

Compare the life cycles of different animals including birth to adulthood, reproduction and death (e.g., egg-tadpole-frog, egg-caterpillar-chrysalis-butterfly).

Focus C. 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.

Describe how changes in an organism's habitat are sometimes beneficial and sometimes harmful.

Summarize that organisms can survive only in ecosystems in which their needs can be met (e.g., food, water, shelter, air, carrying capacity and waste disposal). The world has different ecosystems and distinct ecosystems support the lives of different types of organisms.

Support how an organism's patterns of behavior are related to the nature of that organism's ecosystem, including the kinds and numbers of other organisms present, the availability of food and resources, and the changing physical characteristics of the ecosystem.

Analyze how organisms, including humans, cause changes in their ecosystems and how these changes can be beneficial, neutral or detrimental (e.g., beaver ponds, earthworm burrows, grasshoppers eating all plants, people planting and cutting trees, and people introducing a new species).

Observe and explore that fossils provide evidence about plants that lived long ago and the nature of the environment at that time.

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. Inquiry:
CS Connection:

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Physical Science
Kitchen Chemistry
Lecture I
Lecture I tracking notes

Lab - Copper Plating Nails

The copper that coats the nail/screw comes from the pennies. However, it exists in the salt/vinegar solution as positively charged copper ions as opposed to neutral copper metal. Nails and screws are made of steel, an alloy primarily composed of iron. The salt/vinegar solution dissolves some of the iron and its oxides on the surface of the nail, leaving a negative charge on the surface of the nail. Opposite charges attract, but the copper ions are more strongly attracted to the nail than the iron ions, so a copper coating forms on the nail. At the same time, the reactions involving the hydrogen ions from the acid and the metal/oxides produce some hydrogen gas, which bubbles up from the site of the reaction - the surface of the nail or screw
Lab - Bouncing Polymer Ball

The bouncing ball in this activity is made from a polymer. Polymers are molecules made up of repeating chemical units. Glue contains the polymer polyvinyl acetate (PVA), which cross-links to itself when reacted with borax. from :http://chemistry.about.com/od/demonstrationsexperiments/ss/bounceball.htm
Lab - Silly Putty

Pretty much the same as above. Polymers are molecules made up of repeating chemical units. Glue contains the polymer polyvinyl acetate (PVA), which cross-links to itself when reacted with borax. from :http://chemistry.about.com/od/demonstrationsexperiments/ss/bounceball.htm
Lab - Polymer Slime

This Polymer has the qualities of both a solid and a liquid. It can take the shape of its containers like a liquid does, yet you can hold it in your hand and pick it up like a solid. As you might know, solid molecules are tight together, liquid molecules spread out and break apart. Polymer molecules chain themselves together, they can stretch and bend like chains. Extras: 1. How can you make the polymer stretch the farthest?
2. Does the amount of Borax added change the slime?
3. What method of storage will make the polymer last the longest?
4. What brand of glue makes the stretchiest polymer?
5. Does the amount of water added to the glue affect the gooeyness of the slime?
from: http://chemistry.about.com/cs/howtos/ht/fakesnot.htm and http://www.sciencebob.com/experiments/polymer.php
Lab - Crystal Growing

Growing Crystals with common laundry bluing.
Lab - Atom making template

Sheet to apply protons,nutrons and electrons for a model.
Lab - Protons Electrons and Neutrons for above template.

Protons Electrons and Neutrons for above template..
Web Sites:

Printable Periodic Tables

Printable Periodic Tables Nuff' said.

Supplies:

Cut and fold crystal models

Files 17 to 20
Flash Cards1(Print page 2 on the back)
Flash Cards2(Print page 2 on the back)
Flash Cards3(Print page 2 on the back)

Focus A. Introduction to Chemistry

Identify and properly use the following basic lab equipment:
beaker, flask, graduated cylinder, test tube, test tube rack and dropping pipette.

Express measurements in SI units. (know the SI prefixes of milli-, centi-, deci-, kilo)

Focus B. Atomic Structure

Review location, charge, and relative size of subatomic particles-electron, proton, and neutron.

Examine the Periodic Table in regard to the following:

The atomic number of an element is the same as the number of protons.

In a neutral atom, the number of electrons is the same as the number of protons.

The average mass for each element is the weighted average of that element's naturally occurring isotopes.

Explain that an isotope is an atom that has a different number of neutrons than other atoms of the same element and that some isotopes are radioactive; many are not.

Inquiry: Quiz Quiz_WordBank
CS Connection:

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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
Scientific Method
Significant Digits
Precision and Accuracy
Activities and labs:

The Scientific Method 22 min (Password Protected)

Great little video on the Scientific Method. The paper cup vs syrofoam vs ceramic cup is a nice calss demo to start before the video starts.
Alien Planet "Full Documentary"

Exciting video on the hypothetical discovery of life on distant worlds. Narrated and commented on by renowned scientist.
Lab - The Toothpick Bridge Project
Lab - Classifying Data
Lab - Precision and Accuracy
Toothpick Bridge videos
Supplies:

Printable paper rulers
Worksheet Sig digits
Worksheet Sig digits
Worksheet Sig digits

Quiz prep 1
Digital Quiz 1
FlashCards 1 Print one side page 1, flip paper and print page 2 on back.

FlashCards1.doc Edit your own from word files.

FlashCards 2

FlashCards1.doc Edit your own from word files.

FlashCards 3

FlashCards1.doc Edit your own from word files.

FlashCards 4

FlashCards1.doc Edit your own from word files.

Scientific Process
Focus A. Advancement of the Scientific Method

Develop a testable question.

Do Background Research if needed.

Develop a hypothesis and design a simple investigation.

Record instructions others can follow to reproduce the procedure.

Identify the dependent and controlled variables in an investigation.

Identify a single independent variable in a scientific investigation and explain how this variable can be used to collect information to answer a question about the results of the experiment.

Select the appropriate tools and use relevant safety procedures to measure and record length, weight, volume, temperature, and area in metric and English units.

Conduct safe, simple investigations or experiments to answer questions.

Record data by using appropriate graphic representations (including charts,graphs, and labeled diagrams) and make inferences based on those data.

Draw conclusions from scientific evidence and indicate whether further informationis needed to support a specific conclusion.

Write a report of an investigation that includes conducting tests, collecting data or examining evidence, and drawing conclusions.

Formulate instructions and communicate data in a manner that allows others to understand and repeat an investigation or experiment.

Evaluate observations and measurements made by other people and identify reasons for any discrepancies.

Identify potential hazards and/or precautions involved in an investigation.

Explain the importance of keeping conditions the same in an experiment.

Explain why results of an experiment are sometimes different.

Develop descriptions, explanations and models using evidence to defend/support findings.

Explain why an experiment must be repeated by different people or at different times or places and yield consistent results before the results are accepted.

Identify how scientists use different kinds of ongoing investigations depending on the questions they are trying to answer.

Describe different types of investigations and use results and data from investigations to provide the evidence to support explanations and conclusions.

Distinguish between observation and inference.

Describe different kinds of investigations that scientists use depending on the questions they are trying to answer.

Explain the importance of keeping records of observations and investigations that are accurate and understandable.

Keep records of investigations and observations and do not change the records that are different from someone else's work.

Explain that there are not fixed procedures for guiding scientific investigations; however, the nature of an investigation determines the procedures needed.

Mathematical Applications and Technologies

Make estimates to compare familiar lengths, weights and time intervals.

Describe and illustrate the design process.

Use a simple design process to solve a problem.

Describe possible solutions to a design problem.

Show that the reproducibility of results is essential to reduce bias in scientific investigations.

Describe how repetition of an experiment may reduce bias.

Choose the appropriate tools or instruments and use relevant safety procedures to complete scientific investigations.

Analyze and interpret data from scientific investigations using appropriate mathematical skills in order to draw valid conclusions.

Read and interpret simple tables and graphs produced by self/others.

Design a solution or product taking into account needs and constraints

Design and build a product or create a solution to a problem given one constraint

Give examples of how technological advances, influenced by scientific knowledge, affect the quality of life.

Describe how decisions to develop and use technologies often put environmental and economic concerns in direct competition with each other.

Recognize that science can only answer some questions and technology can only solve some human problems.

Science and Society

Explain how technology influences the quality of life.

Explain how decisions about the use of products and systems can result in desirable or undesirable consequences (e.g., social and environmental).

Describe how automation (e.g., robots) has changed manufacturing including manual labor being replaced by highly-skilled jobs

Explain how the usefulness of manufactured parts of an object depend on how well their properties allow them to fit and interact with other materials.

Develop the abitity to engage in a discussion about a variety of scienctist ans inventors.

Understand that scientific investigators often raise questions that lead to new investigations.

Recognize that knowledge of the history of science can help scientist decide what needs to be studied next.

Explain that men and women of diverse countries and cultures participate in careers in all fields of science.

Discuss how both men and women find science rewarding as a career and in their everyday lives.

Describe how the work of science requires a variety of human abilities and qualities that are helpful in daily life.

Give examples of how technological advances, influenced by scientific knowledge, affect the quality of life.

Identify a variety of scientific and technological work that people of all ages, backgrounds and groups perform.

Describe how technology can extend human abilities.

Describe ways that using technology can have helpful and/or harmful results.

Investigate ways that the results of technology may affect the individual, family and community.

In Practice
A Better Bridge Theme
Challenge students to build a bridge entirely out of tooth picks that can span 30cm. Inquiry:
CS Connection:

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Earth Science
Earth Features and Changes.
Lecture
Earth Science Summary Lecture
Properties of Minerals Lecture

Animated water cycle diagram for teachers and students.
The Water Cycle
Activities:

Fossil Hunt: Splitting of Sedimentary Stone
Freeze Thaw: A tour of our lifting terrace and Cemetery Decay
Erosion and Washout around PFS
Lab - Crystal Growing

Growing Crystals with common laundry bluing.
Lab - Maps

Various maps for Latitude and Longitude.
Lab - Map worksheet

worksheet for above Maps.
Lab - The Warm Earth

Nice lab showing the impact of water on climate.
Lab - Making a Model Volcano

Paper Plate model of a volcano...can be really nice with lots of extras.
Volcano diagram for model

Just a nice Volcano diagram.
Volcano Template for model

Volcano Template for model
Rocks and Minerals Laboratory

Nice printable lab that fits PFS collection pretty well.
Rock and Mineral Identification Video

19 Min Video tutorial to Identify Rocks and Minerals.
Rock and Mineral Identification Video (quicker 8.5min)

9 Min Video tutorial to Identify Rocks and Minerals.
Volcano Template in color for model

Volcano Template for model
Introduction to Earth/Geology Science Lab (on line)

In this introductory earth science/geology lab, you will cover basic measurements used in SI units (metric system), basic longitude/latitude principles and learn the relationship between the earth�s open systems and how each of these systems interact with one another.
Earthquake location
Earthquake location (pdf)
Earth Science Video (password protected)
Video Guide
Hydro cycle lab(HTML)
Hydro cycle lab(PDF)
Japan earthquake of 2011
Tsunami Wave Propagation Animation of 2011
Japan Earthquake Tsunami Animation of 2011
Supplies:

Cut and fold crystal models

Files 17 to 20
Flash Cards1(Print page 2 on the back)
Flash Cards2(Print page 2 on the back)
Flash Cards3(Print page 2 on the back)
Flash Cards4(Print page 2 on the back)

Focus A. Summarize the processes that shape Earth's surface and describe evidence of those processes.

Describe how wind, water and ice shape and reshape Earth's land surface by eroding rock and soil in some areas and depositing them in other areas.

Identify and describe how freezing, thawing and plant growth reshape the land surface by causing the weathering of rock.

Describe evidence of changes on Earth's surface in terms of slow processes and rapid processes.

Focus B. Describe the processes that contribute to the continuous changing of Earth's surface.

Describe the interior structure of Earth and Earth's crust as divided into tectonic plates riding on top of the slow moving currents of magma in the mantle.

Explain that most major geological events (e.g., earthquakes, volcanic eruptions, and mountain building) result from plate motion.

Use models to analyze the size and shape of Earth, its surface and its interior (e.g., globes, topographic maps, satellite images).

Explain that some processes involved in the rock cycle are directly related to the thermal energy and forces in the mantle that drive plate motions.

Describe how landforms are created through a combination of destructive (e.g., weathering and erosion) and constructive processes (e.g., crystal deformation, volcanic eruptions and deposition of sediment).

Explain that folding, faulting and uplifting can rearrange the rock layers so the youngest is not always found on top.

Illustrate how the three primary types of plate boundaries (transform, divergent and convergent) cause different landforms (e.g., mountains, volcanoes, ocean trenches).

Focus C. Describe the rock cycle and explain that there are sedimentary, igneous and metamorphic rocks that have distinct properties and are formed in different ways.

Explain that rocks are made of one or more minerals.

dentify minerals by their characteristic properties.

Focus D. Describe Earth's resources including rocks, soil, water, air, animals and plants and the ways in which they can be conserved.

Compare distinct properties of rocks (e.g., color, layering, texture).

Observe and investigate that rocks are often found in layers.

Describe that smaller rocks come from the breakdown of larger rocks through the actions of plants and weather.

In Practice
1.
Technology:
Inquiry:
CS Connection:

Back to Chart

Physical Sciences
Matter, Energy, and Changes
Forces Lecture;
Energy Lecture;
Magnets Lecture;
Sound Lecture
States of Matter.
Simple Machines Lecture;

States of Matter
States of Matter and Kenetic Energy
Forms of Energy
Simple Machines
Newton's Three Laws of Motion (video)
Energy, Work and Power (video)
Simple Machines (video)

Physics Lab - Gears

Physics Lab - Levers

Physics Lab - Torque and Equilibrium

Physics Lab - Inclined Plane

Physics Lab - Pullys

Electricity Lab - Fruit Battery

Electricity Lab - Photovoltaic Cells

Electricity/Physics Lab - Making a Motor
Lab - Electrolysis of water.

Electrolysis using wire, pencil leads and power!

Quiz prep 3
FlashCards 1 Print one side page 1, flip paper and print page 2 on back.

FlashCards1.doc Edit your own from word files.

FlashCards 2

FlashCards2.doc Edit your own from word files.

FlashCards 3

FlashCards3.doc Edit your own from word files.

FlashCards 4

FlashCards4.doc Edit your own from word files.

FlashCards 5

FlashCards5.doc Edit your own from word files.

Focus A. Compare the characteristics of simple physical and chemical changes.

Identify characteristics of a simple physical change (e.g., heating or cooling can change water from one state to another and the change is reversible).

Identify characteristics of a simple chemical change. When a new material is made by combining two or more materials, it has chemical properties that are different from the original materials (e.g., burning paper, vinegar and baking soda).

Focus B. Identify and describe the physical properties of matter in its various states.

Describe objects by the properties of the materials from which they are made and that these properties can be used to separate or sort a group of objects.

Explain that matter has different states and that each state has distinct physical properties.

Focus C. Summarize the way changes in temperature can be produced and thermal energy transferred.

Compare ways the temperature of an object can be changed (e.g., rubbing, heating, bending of metal).

Define temperature as the measure of thermal energy and describe the way it is measured.

Trace how thermal energy can transfer from one object to another by conduction.

Focus D. Describe the properties of light and sound energy.

Focus E. Relate uses, properties and chemical processes to the behavior and/or arrangement of the small particles that compose matter.

Explain that equal volumes of different substances usually have different masses.

Describe that in a chemical change new substances are formed with different properties than the original substance (e.g., rusting, burning).

Describe that in a physical change (e.g., state, shape, size) the chemical properties of a substance remain unchanged.

Investigate how matter can change forms but the total amount of matter remains constant.
Describe that chemical and physical changes occur all around us (e.g., in the human body, cooking, industry).

Focus F. Describe that energy takes many forms, some forms represent kinetic energy and some forms represent potential energy; and during energy transformations the total amount of energy remains constant.

Describe how an object can have potential energy due to its position or chemical composition and can have kinetic energy due to its motion.

Identify different forms of energy (e.g., electrical, mechanical, chemical, thermal, nuclear, radiant and acoustic).

Explain how energy can change forms but the total amount of energy remains constant.

Trace energy transformation in a simple closed system (e.g., a flashlight).

Focus G. Describe renewable and nonrenewable sources of energy (e.g., solar, wind, fossil fuels, biomass, hydroelectricity, geothermal and nuclear energy) and the management of these sources.

Explain that the energy found in nonrenewable resources such as fossil fuels (e.g., oil, coal, natural gas) originally came from the Sun and may renew slowly over millions of years.

Explain that energy derived from renewable resources such as wind and water is assumed to be available indefinitely.

Describe how electric energy can be produced from a variety of sources (e.g., Sun, wind, coal).

Describe how renewable and nonrenewable energy resources can be managed (e.g., fossil fuels, trees, water).

Focus H. In simple cases, describe the motion of objects and conceptually describe the effects of forces on an object.

Describe how the change in the position (motion) of an object is always judged and described in comparison to a reference point.

Explain that motion describes the change in the position of an object (characterized by a speed and direction) as time changes.

Explain that an unbalanced force acting on an object changes that object's speed and/or direction.

Focus I. Describe that energy takes many forms, some forms represent kinetic energy and some forms represent potential energy; and during energy transformations the total amount of energy remains constant.

Demonstrate that waves transfer energy.

Demonstrate that vibrations in materials may produce waves that spread away from the source in all directions (e.g., earthquake waves, sound waves).

Focus J. 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. Solid liquid gass.etc.
Technology:
Inquiry:
CS Connection:
Quiz.pdf
Quiz.doc

Back to Chart

Life Sciences
Cell Cycle

Lecture: The Cell Lecture Tracking Sheets: The Cell

Animated Tutorials: General Biology

Cells Alive

Meiosis

Mitosis

Meiosis Quiz

Mitosis Quiz

WISE Activity

The Cell Video 24 Min(Password Protected)

Biology (Bozeman Video)

A Tour of the Cell (Bozeman Video)

Cell Cycle, Mitosis and Meiosis (Bozeman Video)

Mitosis (Bozeman Video)

Meiosis (Bozeman Video)

DNA Replication (Bozeman Video)

Mitosis and Meiosis Simulation (Bozeman Video)

Cell Organelles & Cytoskeleton)

Microscope Lab

Animal Cell Diagram

Microscope Lab - Mitosis in Onion RootTips

Cell Organelles Worksheet with Answers

Cell Organelles Worksheet without Answers

Flash Cards(Print page 2 on the back)
Flash Cards1(Print page 2 on the back)
Flash Cards2(Print page 2 on the back)

Focus A. Explain that the basic functions of organisms are carried out in cells and groups of specialized cells form tissues and organs; the combination of these cells make up multicellular organisms that have a variety of body plans and internal structures.

Explain that many of the basic functions of organisms are carried out by or within cells and are similar in all organisms.

Investigate the great variety of body plans and internal structures found in multicellular organisms.

Explain that multicellular organisms have a variety of specialized cells, tissues, organs and organ systems that perform specialized functions.

Identify how plant cells differ from animal cells (e.g., cell wall, chloroplasts).

Focus B. 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.

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.

In Practice
1.
Technology:
Inquiry:
CS Connection:

Back to Chart

Physical Sciences
Light and Electricity

Focus A. Describe the properties of light and sound energy.

Explore and summarize observations of the transmission, bending (refraction) and reflection of light.

Describe and summarize observations of the transmission, reflection, and absorption of wave energy.

Describe the effect of changing the rate of vibration.

Focus B. Describe that energy takes many forms, some forms represent kinetic energy and some forms represent potential energy; and during energy transformations the total amount of energy remains constant.

Describe how an object can have potential energy due to its position or chemical composition and can have kinetic energy due to its motion.

Identify different forms of energy (e.g., electrical, mechanical, chemical, thermal, nuclear, radiant and acoustic).

Explain how energy can change forms but the total amount of energy remains constant.

Trace energy transformation in a simple closed system (e.g., a flashlight).

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

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
Activities and labs:

MouseTrap Car Final Calculations
MouseTrap Cars
The Scientific Method 22 min (Password Protected)

Great little video on the Scientific Method. The paper cup vs syrofoam vs ceramic cup is a nice calss demo to start before the video starts.
Alien Planet "Full Documentary"

Exciting video on the hypothetical discovery of life on distant worlds. Narrated and commented on by renowned scientist.

Supplies:

Printable paper rulers
Worksheet Sig digits
Worksheet Sig digits
Worksheet Sig digits

Physics Flash Cards1(Print page 2 on the back)
Physics Flash Cards2(Print page 2 on the back)
duh

Scientific Process
Focus A. Advancement of the Scientific Method

Develop a testable question.

Do Background Research if needed.

Develop a hypothesis and design a simple investigation.

Record instructions others can follow to reproduce the procedure.

Identify the dependent and controlled variables in an investigation.

Identify a single independent variable in a scientific investigation and explain how this variable can be used to collect information to answer a question about the results of the experiment.

Select the appropriate tools and use relevant safety procedures to measure and record length, weight, volume, temperature, and area in metric and English units.

Conduct safe, simple investigations or experiments to answer questions.

Record data by using appropriate graphic representations (including charts,graphs, and labeled diagrams) and make inferences based on those data.

Draw conclusions from scientific evidence and indicate whether further informationis needed to support a specific conclusion.

Write a report of an investigation that includes conducting tests, collecting data or examining evidence, and drawing conclusions.

Formulate instructions and communicate data in a manner that allows others to understand and repeat an investigation or experiment.

Evaluate observations and measurements made by other people and identify reasons for any discrepancies.

Identify potential hazards and/or precautions involved in an investigation.

Explain the importance of keeping conditions the same in an experiment.

Explain why results of an experiment are sometimes different.

Develop descriptions, explanations and models using evidence to defend/support findings.

Explain why an experiment must be repeated by different people or at different times or places and yield consistent results before the results are accepted.

Identify how scientists use different kinds of ongoing investigations depending on the questions they are trying to answer.

Describe different types of investigations and use results and data from investigations to provide the evidence to support explanations and conclusions.

Distinguish between observation and inference.

Describe different kinds of investigations that scientists use depending on the questions they are trying to answer.

Explain the importance of keeping records of observations and investigations that are accurate and understandable.

Keep records of investigations and observations and do not change the records that are different from someone else's work.

Explain that there are not fixed procedures for guiding scientific investigations; however, the nature of an investigation determines the procedures needed.

Mathematical Applications and Technologies

Make estimates to compare familiar lengths, weights and time intervals.

Describe and illustrate the design process.

Use a simple design process to solve a problem.

Describe possible solutions to a design problem.

Show that the reproducibility of results is essential to reduce bias in scientific investigations.

Describe how repetition of an experiment may reduce bias.

Choose the appropriate tools or instruments and use relevant safety procedures to complete scientific investigations.

Analyze and interpret data from scientific investigations using appropriate mathematical skills in order to draw valid conclusions.

Read and interpret simple tables and graphs produced by self/others.

Design a solution or product taking into account needs and constraints

Design and build a product or create a solution to a problem given one constraint

Give examples of how technological advances, influenced by scientific knowledge, affect the quality of life.

Describe how decisions to develop and use technologies often put environmental and economic concerns in direct competition with each other.

Recognize that science can only answer some questions and technology can only solve some human problems.

Science and Society

Explain how technology influences the quality of life.

Explain how decisions about the use of products and systems can result in desirable or undesirable consequences (e.g., social and environmental).

Describe how automation (e.g., robots) has changed manufacturing including manual labor being replaced by highly-skilled jobs

Explain how the usefulness of manufactured parts of an object depend on how well their properties allow them to fit and interact with other materials.

Develop the abitity to engage in a discussion about a variety of scienctist ans inventors.

Understand that scientific investigators often raise questions that lead to new investigations.

Recognize that knowledge of the history of science can help scientist decide what needs to be studied next.

Explain that men and women of diverse countries and cultures participate in careers in all fields of science.

Discuss how both men and women find science rewarding as a career and in their everyday lives.

Describe how the work of science requires a variety of human abilities and qualities that are helpful in daily life.

Give examples of how technological advances, influenced by scientific knowledge, affect the quality of life.

Identify a variety of scientific and technological work that people of all ages, backgrounds and groups perform.

Describe how technology can extend human abilities.

Describe ways that using technology can have helpful and/or harmful results.

Investigate ways that the results of technology may affect the individual, family and community.

In Practice
1. Design and build the fastest, cleverest, and longest traveling mouse trap powered car you can!

Inquiry:
CS Connection:

Back to Chart

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

Lab Activity
Smart board activity
Online Ecology Lab
Biome Game Cards

Biome Game 1
Biome Game 2
Biome Game 3
Biome Game 4
Biome Game 5
Biome Game 6
Biome Game 7
Biome Game 8

Quiz prep
FlashCards 1 Print one side page 1, flip paper and print page 2 on back.

FlashCards1.doc Edit your own from word files.

FlashCards 2

FlashCards2.doc Edit your own from word files.

FlashCards 3

FlashCards3.doc Edit your own from word files.

FlashCards 4

FlashCards4.doc Edit your own from word files.

FlashCards 5

FlashCards5.doc Edit your own from word files.

Focus A. Explain how organisms function and interact with their physical environment.

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).

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 the activities of local common animals (e.g., squirrels, chipmunks, deer, butterflies, bees, ants, bats and frogs) during the different seasons by describing changes in their behaviors and body covering.

Compare local plants during the different seasons by describing changes in their appearance.

Focus B Diversity and Interdependence of Life

Investigate that animals eat plants and/or other animals for food and may also use plants or other animals for shelter and nesting.

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 C. Compare changes in an organism's ecosystem/ habitat that affect its survival.

Describe how changes in an organism's habitat are sometimes beneficial and sometimes harmful.

Summarize that organisms can survive only in ecosystems in which their needs can be met (e.g., food, water, shelter, air, carrying capacity and waste disposal).

The world has different ecosystems and distinct ecosystems support the lives of different types of organisms.

Support how an organism's patterns of behavior are related to the nature of that organism's ecosystem, including the kinds and numbers of other organisms present, the availability of food and resources, and the changing physical characteristics of the ecosystem.

Analyze how organisms, including humans, cause changes in their ecosystems and how these changes can be beneficial, neutral or detrimental (e.g., beaver ponds, earthworm burrows, grasshoppers eating all plants, people planting and cutting trees, and people introducing a new species).

Focus D. Explain how energy entering the ecosystems as sunlight supports the life of organisms through photosynthesis and the transfer of energy through the interactions of organisms and the environment.

Investigate how organisms or populations may interact with one another through symbiotic relationships and how some species have become so adapted to each other that neither could survive without the other (e.g., predator-prey, parasitism, mutualistism, commensalism).

Explain how the number of organisms an ecosystem can support depends on adequate biotic (living) resources (e.g., plants, animals) and abiotic (non-living) resources (e.g., light, water, soil).

Focus E. 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).

In Practice

Technology:
Inquiry:
CS Connection:
Quiz.pdf
Quiz.doc
WordBank

Back to Chart

Physical Sciences
Atomic Structure
Summary Lecture
Ionic Bonds Lecture
Covalent Bonds Lecture

Tracking Sheet

Lab - Copper Plating Nails

The copper that coats the nail/screw comes from the pennies. However, it exists in the salt/vinegar solution as positively charged copper ions as opposed to neutral copper metal. Nails and screws are made of steel, an alloy primarily composed of iron. The salt/vinegar solution dissolves some of the iron and its oxides on the surface of the nail, leaving a negative charge on the surface of the nail. Opposite charges attract, but the copper ions are more strongly attracted to the nail than the iron ions, so a copper coating forms on the nail. At the same time, the reactions involving the hydrogen ions from the acid and the metal/oxides produce some hydrogen gas, which bubbles up from the site of the reaction - the surface of the nail or screw
Lab - Crystal Growing

Growing Crystals with common laundry bluing.
3 Lab Sheet - Exothermic vs Endotheric.

Steel Wool:
When you soak the steel wool in vinegar it removes the protective coating of the steel wool and allows the iron in the steel to rust. Rusting (or oxidation) is a chemical reaction between iron and oxygen, this chemical reaction creates heat energy which increases the temperature inside the beaker. This experiment is an example of an exothermic reaction, a chemical reaction that releases energy in the form of heat.

Citric Acid:
The reaction is: H3C6H5O7(aq) + 3 NaHCO3(s) -> 3 CO2(g) + 3 H2O(l) + Na3C6H5O7(aq)
This is an endothermic reaction that requires energy to proceed. The intake of energy may be observed as a decrease in temperature as the reaction proceeds. Once the reaction is complete, the temperature of the mixture will return to room temperature.

Vinegar and Bakingsoda:
Vinegar is a form of acetic acid and baking soda is also known as sodium bicarbonate. The chemical formula for acetic acid or vinegar is CH3COOH. The chemical formula for baking soda is NaHCO3. The reaction between vinegar and baking soda is a double displacement reaction. In this reaction carbonic acid and sodium acetate are produced. The balanced equation for the reaction is;

CH3COOH + NaHCO3 ------ > CH3COONa + H2CO3

The carbonic acid which is produced during reaction is unstable so, it decomposes into carbon dioxide and water. The bubbles are produced during reaction of vinegar and sodium bicarbonate. These bubbles are produced due to the carbon dioxide. The net chemical equation is;

CH3COOH + NaHCO3 ------ > CH3COONa + H2O + CO2

Ultimately the reaction takes in Energy and the solution cools. Thus it is endothermic.
Lab - Electrolysis of water.

Electrolysis using wire, pencil leads and power! Also in Matter, Energy and Changes.
Lab - Electroplating Zinc.

Electroplating Zinc onto pennies and copper foils. This one has been a hit for years!
Lab - Growing Crystals of KAl

Growing Crystals of KAl
Lab - Growing Crystals of Monoammonium

Growing Crystals of Monoammonium
Lab - Growing Crystals of MonoammoniumClear

Growing Crystals of Monoammonium Clear
Lab - Atom Model using beads and folded paper stands. Atoms bigger than He

1 of 2 of the folded bases. Beads are purchased from a local craft store and glued on to make models. This fold out is for atoms bigger than helium.
Lab - Atom Model using beads and folded paper stands. H and He

2 of 2 of the folded bases. Beads are purchased from a local craft store and glued on to make models. This fold out is just the Hydrogen and Helium.
Web Sites:

Printable Periodic Tables

Printable Periodic Tables Nuff' said.

Supplies:

Cut and fold crystal models

Files 17 to 20
Flash Cards1(Print page 2 on the back)
Flash Cards2(Print page 2 on the back)
Flash Cards3(Print page 2 on the back)
Flash Cards4(Print page 2 on the back)

Focus A. Atomic theory

Research of many scientists has contributed to our current understanding of atoms.

Use models may to study things that are too small to see.

Investigate that atoms have a positive nucleus surrounded by negative electrons.

Explain that the nucleus of an atom is composed of protons and neutrons.

Focus B. Elements, compounds, and mixtures

Explain that elements contain only one type of atom.

Demonstrate compounds are substances formed by chemical union of two or more elements.

Focus C. Periodic table of elements

Show valence electrons occupy the outermost energy level of an atom and determine its chemical properties.

Investigate patterns based on number of valence electrons can be observed on the periodic table.

Oxidation numbers refer to an atom�s tendency to gain or lose electrons.

Technology: Quiz Quiz_WordBank
Inquiry:
CS Connection:

Back to Chart

Life Sciences
Botany.
Lecture

Making Terrariums
Plant Printouts

Moss Observation Lab
Make A Soda Bottle Terrarium
Flower Dissection Lab
Flowering Plant Body Lab
Collection of advanced Botany Labs
Photosynthesis in Elodea
United streaming video on plants.(19:28) (password protected)
Transportation in Plants

Biolgy coloring book handouts on Plants and mosses

FlashCards 1 Print one side page 1, flip paper and print page 2 on back.

FlashCards1.doc Edit your own from word files.

FlashCards 2

FlashCards2.doc Edit your own from word files.

FlashCards 3

FlashCards3.doc Edit your own from word files.

FlashCards 4

FlashCards4.doc Edit your own from word files.

Focus A. Explain how organisms function and interact with their physi cal environment.

Investigate observable features of plants that help them live in different kinds of places.

Investigate the habitats of many different kinds of local plants 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.

Investigate the different structures of plants that help them live in different environments (e.g., leaves and roots).

Compare local plants during the different seasons by describing changes in their appearance.

Focus B. Describe similarities and differences that exist among individuals of the same kind of plants.

Describe how plants usually resemble their parents.

Investigate variations that exist among individuals of the same kind of plant.

Focus C. Differentiate between the life cycles of different plants.

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 D. 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).

Focus F. Explain that the basic functions of organisms are carried out in cells and groups of specialized cells form tissues and organs; the combination of these cells make up multicellular organisms that have a variety of body plans and internal structures.

Explain that many of the basic functions of organisms are carried out by or within cells and are similar in all organisms.

Explain that multicellular organisms have a variety of specialized cells, tissues, organs and organ systems that perform specialized functions.

Identify how plant cells differ from animal cells (e.g., cell wall, chloroplasts).

Investigate the great variety of body plans and internal structures found in multicellular organisms.

Focus G. Explain how energy entering the ecosystems as sunlight supports the life of organisms through photosynthesis and the transfer of energy through the interactions of organisms and the environment.

Investigate how organisms or populations may interact with one another through symbiotic relationships and how some species have become so adapted to each other that neither could survive without the other (e.g., predator-prey, parasitism, mutualistism, commensalism).

Explain how the number of organisms an ecosystem can support depends on adequate biotic (living) resources (e.g., plants, animals) and abiotic (non-living) resources (e.g., light, water, soil).

Summarize the ways that natural occurrences and human activity affect the transfer of energy in Earth's ecosystems (e.g., fire, hurricanes, roads, oil spills).

Explain that photosynthetic cells convert solar energy into chemical energy that is used to carry on life functions or is transferred to consumers and used to carry on their life functions.

In Practice
1.
Technology:
Inquiry:
CS Connection:
Quiz.. wordbank WordQuiz
Back to Chart

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

Focus A. 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.

Compare similarities and differences among individuals of the same kind of plants and animals, including people.

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

Focus A. Explain that there are differing sets of procedures for guiding scientific investigations and procedures are determined by the nature of the investigation, safety considerations and appropriate tools.

Choose the appropriate tools or instruments and use relevant safety procedures to complete scientific investigations.

Describe the concepts of sample size and control and explain how these affect scientific investigations.

Focus B. Analyze and interpret data from scientific investigations using appropriate mathematical skills in order to draw valid conclusions.

Read, construct and interpret data in various forms produced by self and others in both written and oral form (e.g., tables, charts, maps, graphs, diagrams, symbols).

Apply appropriate math skills to interpret quantitative data (e.g., mean, median, mode).

Focus C. Use skills of scientific inquiry processes (e.g., hypothesis, record keeping, description and explanation).

Identify the difference between description (e.g., observation and summary) and explanation (e.g., inference, prediction, significance, importance).

Focus D. Explain the importance of reproducibility and reduction of bias in scientific methods.

Explain why it is ethically important to examine data objectively and not let bias affect observations.

Mathematical Applications and Technologies

Focus A. Give examples of how technological advances, influenced by scientific knowledge, affect the quality of life.

Examine how Science and Technology have advanced through the contributions of many different people, cultures and times in history.

Focus B. Design a solution or product taking into account needs and constraints (e.g., cost, time, trade-offs, properties of materials, safety and aesthetics).

Design and build a product or create a solution to a problem given more than two constraints (e.g., limits of cost and time for design and production, supply of materials and environmental effects).

Evaluate the overall effectiveness of a product design or solution.

Investigate how technology and inventions change to meet peoples' needs and wants.

Describe and illustrate the design process.

Describe, illustrate and evaluate the design process used to solve a problem.

Revise an existing design used to solve a problem based on peer review.

Explain how the solution to one problem may create other problems.

Analyze and interpret data from scientific investigations using appropriate mathematical skills in order to draw valid conclusions.

Analyze alternative scientific explanations and predictions and recognize that there may be more than one good way to interpret a given set of data.

Identify faulty reasoning and statements that go beyond the evidence or misinterpret the evidence.

Use graphs, tables and charts to study physical phenomena and infer mathematical relationships between variables (e.g., speed, density).

Science and Society

Explain how technology influences the quality of life.

Explain how decisions about the use of products and systems can result in desirable or undesirable consequences (e.g., social and environmental).

Describe how automation (e.g., robots) has changed manufacturing including manual labor being replaced by highly-skilled jobs

Explain how the usefulness of manufactured parts of an object depend on how well their properties allow them to fit and interact with other materials.

Develop the abitity to engage in a discussion about a variety of scienctist ans inventors.

Understand that scientific investigators often raise questions that lead to new investigations.

Recognize that knowledge of the history of science can help scientist decide what needs to be studied next.

Explain that men and women of diverse countries and cultures participate in careers in all fields of science.

Discuss how both men and women find science rewarding as a career and in their everyday lives.

Describe how the work of science requires a variety of human abilities and qualities that are helpful in daily life.

Give examples of how technological advances, influenced by scientific knowledge, affect the quality of life.

Identify a variety of scientific and technological work that people of all ages, backgrounds and groups perform.

Describe how technology can extend human abilities.

Describe ways that using technology can have helpful and/or harmful results.

Investigate ways that the results of technology may affect the individual, family and community.

In Practice
The Egg Drop Experiment
Students are asked to construct some type of container that will keep a raw egg from cracking when dropped from ever-increasing elevations.
As addapted from the National Science Education Standards (1996) pages 162-164
Inquiry:

CS Connection:
A great way to connect the work of science to the play of breaking eggs.

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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
Collecting, plotting and interpreting data
Metric Units

Lab: The Pendulum
Lab: Centripital Force
Lab: Friction
Lab: Hooks Law

Hooks Law Lab Data Sheet
Hooks Law Lab Graph Paper

Scientific Notation Web Quiz
WorkSheet 1
Pendulum WorkSheet
Centripital Worksheet
Physics Flash Cards1(Print page 2 on the back)
Physics Flash Cards2(Print page 2 on the back)
Physics Flash Cards3(Print page 2 on the back)

Research Activities:
Print Copy

Prepare a class presentation on the function of one of the devices below. Each presentation should include comments on the invention, history, and use of the device. Each presentation should also include information on the energy use and transfer, physics of operation, and the overall advantage of the device. Each presentation group should also prepare 5 general questions to be used on a quiz for the class. Questions should be limited to Energy, Physics and description of parts and should not be specific or trivial in nature. An example of a bad question would be: In what year was the steam engine invented?

Gas motor
Electric AC Motor
Steam Engine
Mechanical Calculator
Sewing Machine
PCR Machine
Fluorescent, Incandescent and LED light
Wind up Clock
Battery
Cammeras
Movie Projector
Others?

Focus A. In simple cases, describe the motion of objects and conceptually describe the effects of forces on an object.

Describe how the change in the position (motion) of an object is always judged and described in comparison to a reference point.

Explain that motion describes the change in the position of an object (characterized by a speed and direction) as time changes.

Explain that an unbalanced force acting on an object changes that object's speed and/or direction.

Focus B. Describe that energy takes many forms, some forms represent kinetic energy and some forms represent potential energy; and during energy transformations the total amount of energy remains constant.

Demonstrate that waves transfer energy.

Demonstrate that vibrations in materials may produce waves that spread away from the source in all directions (e.g., earthquake waves, sound waves).

Focus C. Describe the properties of light and sound energy.

Focus D. 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.
Technology:
Inquiry:
CS Connection:
Physics Quiz 2012.doc
Physics Quiz 2012.pdf

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Chemical Sciences
Chemical Reactions
Atomic Summary Lecture
Atomic Summary Handout
Specific Heat Lecture;

Lab: Archimedes Displacement Experiment
Lab: Specific Heat of Unknown Metals
Lab: The Flaming Cheeto
Lab: Stoichiometry Lab
Lab: Chromatography With Leaves
Web Sites:

Printable Periodic Tables

Printable Periodic Tables Nuff' said.

Worksheets and Supplies:

Balancing Equations1
Balancing Equations2
Specific Heat Worksheet
Lab - Stoichiometry Lab Vinegar and Baking Soda
PhasesChangeWorksheet

Lab - Electrolysis of water.

Electrolysis using wire, pencil leads and power! Also in two units of 6th and 7th.

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.

Activities:

First Circuit
Second Circuit
8 LED embedded microcontroller

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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