zilongwang/ReadingBank huggingface dataset:
Science 7 Pacing Chart Major Understanding # of Weeks Months First Semester Mathematical Analysis M1.1 M2.1 M3.1 Integrated Interconnectedness and Common Themes K6.1 K6.2 K6.3 K6.4 K6.5 K6.6 Integrated Inquiry S1.3 1 & Integrated September S1.4 S2.1 S2.2 S2.3 S3.1 S3.2 S3.3 Cell Theory and Levels of Organization LE 1.1a 3 September LE 1.1b LE 1.1c LE 1.1d LE 1.1e LE 1.1g Reproduction LE 4.1a 2 October LE 4.1b LE 4.1c LE 4.1d LE 4.2a LE 4.2b The Human Body Systems LE 1.2a LE 1.2b 4 October - November LE 1.2c LE 1.2d LE 1.2e LE 1.2f LE 1.2g LE 1.2h LE 1.2i LE 1.2j
Homeostasis and Equilibrium LE 5.1a LE 5.1g LE 5.2f 2 December - January Second Semester Topic Major Understanding # of Weeks Months Gravitational Forces & Planetary Motion ES 1.1d 5 January - February – March ES 1.1e ES 1.1f ES 1.1g ES 1.1h ES 1.1i ES 5.2a Rocks ES 2.1e ES 2.1f ES 2.2g ES 2.2h 4 March - April Weathering/Erosion ES 2.1g ES 2.1h ES 2.1i 2 April Volcanoes/Earthquakes ES 2.2a ES 2.2b ES 2.2c ES 2.2d ES 2.2e ES 2.2f 3 May Heating/Cooling PS 4.2a PS 4.2b PS 4.2c PS 4.2d PS 4.2e 2 May – June This pacing chart is based on 32 weeks. Teachers may adjust their pacing to meet the needs of their students.
Science 9 Syllabus Mrs. McGregor Maple River High School smcgregor@isd2135.org Contact Hours Room 304 Before school: By appointment After school: 3:15 – 3:45 pm Class Description:Science is important to the way you live your life. Whether you know it or not, you use science every day. Science governs how you walk, how you drive your car, how you stay connected to the Earth, and how things are composed, among many other things. My hope in you taking this course is for you to gain a deep understanding of science that will help you become a scientifically informed citizen. Some of the topics that we will be covering include: Semester I Semester II - Scientific Problem Solving - Nature of Matter - Atoms and Elements - Compounds - Solutions - Forces and Motion - Energy - Electricity - Waves: Sound and Light - Earth Science Course Website: Google classroom will be a work in progress. Class Materials: The following items are expected to be with you each day when you come to class: Class folder or binder Textbook Pencil, pen, and lined paper Scientific Calculator (does NOT need to be a graphing calculator) Charged Chromebook and Earbuds Grading: Grades will be calculated following the criteria below: Test/quizzes………………………………..……………..60% Daily Assignments………….………….……..…….….30% Final exam……………………………………………………..10% Grading Scale: A = 95-100% A- = 90-94% B+=86-89% B = 83-85% B- = 80-82% C+ = 76-79% C = 73-75% C- = 70-72% D+ = 66-69% D = 63-65% D- = 60-62% F = Below 60% Homework: Students can expect to have homework every day. Individual work must be done outside of class.
We read about subjects, but not read about reading! So, here are some books to entice your students into the world of science and help you bridge the content gap. General Book listing For camouflage, use fabric squares & plastic bugs, then read “Hide and Seek” or “Where in the World” “Postcards from Pluto” “Odd Boy Out” bio of Albert Einstein “The Fossil Girl” Have students read book, then pick events to write on sentence strips. These can be used for many things beyond sequence “An Earthworm's life” & “A Pill Bugs life” are good books for compare & contrast “The Moon” and other Gail Gibbbons books “Dr. Zargle the Book of Earthlets”. Alien perspective of earthlings “Growing Frogs” “Pumpkin Circle” sequence & cycles “Westlandia” The Mineral information institute. Pasta mining activity “Just a Dream” Chris VanAlsburg - Natural resources. Force and Motion Books “Eight Days Gone” “Newton & Me” by Lynne Mayer “I Galileo” “Move It” “Five Secrets in a Box” is the story of Galileo's daughter. It can also be used in 5th grade. “I Fall Down” by Vicki Cobb And “Everyone Shall be Pulled” “Sam Plants a Sunflower” 1st grade “Rare Treasure” – About Mary Anning, English woman in the 1800s who discovers fossils. 4th grade Cherry Trees” “Lonesome George the Giant Tortus” Hikes in Fitchburg” “Redwoods” 4th grade “Damien and His Walking Stick” “A Log's Life” “Common Ground” 5th grade “A tree for Emmy” “Prince of Butterflies” “Forest Bright Forest Night” “Snail & the Whale” 1st grade “Hidden Forest” “Squirrel & John Muir”
4.a How to identify factors that affect the surface of planets and moons Learners should identify factors that affect the surface of planets and moons The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 4.b How the surface of a planet can be affected by: (a) water (b) an atmosphere (c) volcanic activity Learners should identify how the surface of a planet can be affected by: (a) (b) an atmosphere (c) volcanic activity 4.c Why some planets have craters Learners should state why some planets have craters Tutor Feedback (Strengths and Areas for Improvement):
Optional: Assignment Due: <session date> <(class session)> Prep: Read: Optional: Assignment Due: Etc. Written Assignments/Projects and Exam[s]: Descriptions <Submission instructions, e.g., Please complete all papers below in 12-point font, single-spaced, and adhere strictly to page maxima.> Due Date <Due Date> <Assignment> <Description> Max length: <max length> Value: <value> <Due Date> <Assignment> <Description> Max length: <max length> Value: <value> <Due Date> <Assignment> <Description>
other and attract some materials and not others compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials describe magnets as having two poles predict whether two magnets will attract or repel each other, depending on which poles are facing. in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit recognise some common conductors and insulators, and associate metals with being good conductors describe the movement of the Moon relative to the Earth describe the Sun, Earth and Moon as approximately spherical bodies use the idea of the rotation to explain day and night. travels in straight lines to explain why shadows have the same shape as the objects that cast them. Electricity associate the brightness of a lamp or the volume of a buzzer with the number and voltage of used in the circuit compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches use recognised symbols when representing a simple circuit in a diagram.
Learning Target: “I Can” I can identify and describe different properties. I can classify different kinds of materials by their observable properties. I can describe how temperature affects solids and liquids. I can plan and conduct an investigation to demonstrate how matter changes. Key Vocabulary: properties texture color liquid flexibility Formative Assessment Plan Target Target Type Assessment Type Formative Assessment Options I can identify and describe different properties. Knowledge Reasoning Product Selected Response Constructed Response Personal Communication Performance Assessment I can classify different kinds of materials by their observable properties. Knowledge Reasoning Product Selected Response Constructed Response Personal Communication Performance Assessment I can describe how temperature affects solids and liquids Knowledge Reasoning Skill Selected Response Constructed Response Personal Communication
Product Performance Assessment I can plan and conduct an investigation to demonstrate how matter changes. Knowledge Reasoning Skill Product Selected Response Constructed Response Personal Communication Performance Assessment Activities: Investigation (Students will have the choice to decide) Some examples include... Butter, chocolate bars, popsicles, ice, ice cream, etc. in different temperatures
YOUR NAME (555) – 555 – 5555 EDUCATION SCHULICH SCHOOL OF BUSINESS, York University Toronto, ON Masters of Business Administration: Finance Apr 2012 Academics: 3.6 GPA with 3.9 GPA across Finance courses Honours: current Dean’s List student (top 10% of total student population) 2010 and 2011 Teamwork: participated in MBA games and Dean’s Cup YORK UNIVERSITY Toronto, ON Bachelors of Arts: Economics Apr 2007 Academics: 4.0 GPA with A+ in Banking, International Finance, Business, Econometrics, Statistics and International Relations Honours: Dean’s List student (top 10% of total student population) Awards: received recurring entrance scholarships totaling over $8,000, and maintained scholastic requirements Leadership: Elected as Athletics Rep for Undergraduate Student Association EXPERIENCE IBM CANADA INC. Toronto, ON Account Manager: Business Development Jan 2010 – Present Aided a team with discovering, managing and winning major competitive accounts for a local branch Achieved total sales results of 120% against quota, a 28% increase from the year prior Worked collaboratively with management to develop trainees and new staff members and enhance skills training Created client proposal which later became the standard for the Canadian market IBM CANADA INC. Toronto, ON Key Account Representative Jun 2007 – Dec 2009 Experienced a steady flow of deals, with extensive recurring interactions with new and existing clients Achieved #1 overall sales results for Canon in 2009, with achievement of 143% of quota, a nearly 65% year over year increase in the region Acted as a mentor and leader on a local sales team, which was the top team in Canada for 2009 MOLSON CANADA Brampton, ON Sales Representative Apr 2006 – May 2007 Promoted to Full time Representative by team leader for achieving individual and team KPI’s Achieved status as top grossing summer sales rep for the 4 month internship period Worked with management from various segment leading stores to create customer presentations and pitchbooks MATTAMY HOMES Kitchener, ON Director: Client Management Feb 2004 – March 2006 Ran franchising operations for local air quality organization, successfully placing franchises in London, Kitchener and Waterloo Achieved 300% franchise growth in 4 years, while driving sales in local Toronto market Created customized pitchbooks for clients including financial, corporate and results information ADDITIONAL GMAT score: 720 Received CFA Institute Scholarship based on scholastic merit for December 2011 CFA Level 1 exam 2011 qualifications include: Bloomberg & Thompson Reuters Participated in Leaders in Investment Banking Workshop and Investment Banking Institute “Modelling Training” Avid long distance runner, kickboxer, cross country skier and member of Toastmaster International
Target Target Type Assessment Type Formative Assessment Options I can identify life cycles of plants and animals. Knowledge Reasoning Skill Product Selected Response Constructed Response Personal Communication Performance Assessment I can compare and analyze life cycles of different organisms. Knowledge Reasoning Skill Product Selected Response Constructed Response Personal Communication Performance Assessment I can use life patterns to make predictions. Knowledge Reasoning Skill Product Selected Response Constructed Response Personal Communication Performance Assessment I can create a life cycle model. Knowledge Reasoning Skill Product Selected Response Constructed Response Personal Communication Performance Assessment Activities:
Topic: Life Cycles and Traits Performance Expectation: 3-LS4-2. Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. Disciplinary Core Idea: Sometimes the differences in characteristics between individuals of the same species provide advantages in surviving, finding mates, and reproducing. (3-LS4-2) Science and Engineering Practice: Use evidence (e.g., observations, patterns) to construct an explanation. (3-LS4-2) Cross Cutting Concept: Cause and effect relationships are routinely identified and used to explain change. (3-LS3-2),(3-LS4-2) Literacy: RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (3-LS3-1),(3-LS3-2),(3-LS4-2) RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. RI.3.3 Describe the relationship between a series of historical events, scientific or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate
Formative Assessment Plan Target Target Type Assessment Type Formative Assessment Options I can identify and compare the characteristics of organisms in the same species. Knowledge Reasoning Skill Product Selected Response Constructed Response Personal Communication Performance Assessment I can explain why some characteristics create an advantage for survival, finding mates, and reproducing. Knowledge Reasoning Skill Product Selected Response Constructed Response Personal Communication Performance Assessment I can determine cause and effect relationships. Knowledge Reasoning Skill Product Selected Response Constructed Response Personal Communication Performance Assessment I can develop an argument using evidence to explain how the variations provide advantages. Knowledge Reasoning Skill Product Selected Response Constructed Response Personal Communication Performance Assessment Activities:
Animals Food Stem Formative Assessment Plan Target Target Type Assessment Type Formative Assessment Options I can identify the needs of plants and animals. Knowledge Reasoning Skill Product Selected Response Constructed Response Personal Communication Performance Assessment Tell about the needs of plants and animals. Write about the needs of plants and animals. I can evaluate information to determine patterns of animal and plant needs. Knowledge Reasoning Skill Product Selected Response Constructed Response Personal Communication Performance Assessment Tell about patterns of animal and plant needs. Write about patterns of animal and plant needs. I can explain the similarities and differences of plant and animal needs. Knowledge Reasoning Product Selected Response Constructed Response Personal Communication Performance Assessment Write about similarities and difference of plant and animal needs. Tell about similarities and difference of plant and animal needs. Activities: Sing songs about plant and animal needs, living and non-living things, and the parts of a plant. Brain Pop Jr.(habitats, parts of a plant, etc.)
Skinners’ School Science degree course destinations 2014 Name Destination Subject Grades Armstrong, C Royal Holloway* Physics A*A*A*A* Augustine, J University of Houston Science (Mechanical Engineering) ABC Balfour, D Sheffield* Aerospace Engineering ABB Bhatia, S UCL* Medicine A*A*A*A Britton, J Nottingham* Medicine A*A*AB Brothwood, D Hull and York** Medicine ABB Brown, C Sussex* Physics BBC Burbidge, C Oxford Brookes Engineering ACD Comer, J Durham* Chemistry A*A*AA Corner, D Cambridge (Queen’s)* Engineering A*A*A*A* Daly, M UCL* Geology AAA Davies, J King’s College, London* Physics A*AAA Flatman, D Warwick* Physics A*A*AA D Southampton* Geography and Geology ABC Goring, J Swansea Physics BBB Hampton, L Leicester* Computer Science ABB Harker, J Bournemouth Design Engineering Hopper, I Exeter* Engineering and Management AAC Ingman, D Bristol Civil Engineering A*A*AA Jenkins, N Swansea Mechanical Engineering BBC Keeley, B Birmingham* Natural Sciences A*A*AA Khalesi, D University Pavol Josef Safarik (Kosice) Medicine BCD
Name _______________________________ Date ______________________ School Year ________ WHS Science Department Discipline Contract In Accordance with the MCPSS and Williamson High School Discipline Plan, I ______________________, have read and agree to follow the discipline plan received on _________________________________. I understand that I ______________________________, will be placed on a formal discipline contract where discipline plan procedures will be fully implemented along with consequences and awards. Rules: Be Respectful Raise your hand to speak Keep hands, feet, and objects to yourself Talk at appropriate times as defined by teacher Respect, listen, and obey adult authority Be Responsible Be on time, be prepared, and ready to start class Complete class and homework assignments on time Follow safety rules Bring paper, pencil, and books to class when wrong choices are made Be Resourceful Do what your teacher asks immediately Have a CAN DO attitude Try hard and persevere Try different ways of doing things Show Initiative Demonstrate creative problem solving Find, adapt, invent effective and caring ways of solving problems In the event that any of the above rules are violated, the following consequences will apply, Verbal warning Teacher/student conference Note home Phone call home Detention Teacher/Parent conference Referral to administration _________________________________ _____________________________________ Parent Signature Student Signature Williamson High School Science Department
Please go to the weblink provided in the Link column and select “Math and Science” to visit the BMCHS Pearson Portal. You must create an account in order to purchase a Pearson product. Take careful note of the eBook that is being used for the course that the student has been assigned to in the student course selection form, as you must locate this text from the purchase options available. The name of the eBook is listed in the eBook title column. Upon completion of purchase, the eBook will be available through the BMCHS Pearson Portal. Any course that does not have a notation in parentheses is available for immediate purchase. NOTE FOR PURCHASING PEARSON PRODUCTS WITH MASTERING OR In order to complete the purchase of eBooks that have Mastering or MyLab, the teacher will have to provide a classroom access code. Courses that fall in this category have a note in parentheses under the course name. Please purchase Mastering and MyLab the first day of school after the teacher has provided the classroom access code. AP courses that require use of the eBook over the summer to complete the summer project have classroom access codes posted in the appropriate AP Group on Schoology so that the book can be purchased before school begins. Completion of the purchase of MyLab and Mastering will occur when the teacher provides the student with the classroom access code. Upon completion of purchase, access to Mastering or MyLab is immediate and will be available through the portal. Course eBook Title Publisher ISBN Link Biology Miller & Levine Biology Pearson 978-0-13373-415-7 Biology Honors (Please purchase this product the first day of school) MasteringBiology with eText for Campbell Essential Biology with Physiology 6th edition (c)2015 Pearson 9-780-321-79169-6 Course eBook Title Publisher ISBN Link AP Biology (Teacher has provided the course access code in the AP Biology 2015 Group on Schoology) Mastering Biology with Pearson eText for Reece Campbell et al. Campbell Biology AP 10th Edition 2016 with Mastering Biology with Pearson eText Pearson 978-0-134-01861-4 An email will be sent with an access code for this course. Chemistry Pearson Chemistry Pearson 978-0-133-18521-8 Chemistry Honors (Please purchase this product the with eText for Tro, Introductory Chemistry 5th Edition Pearson 978-0-321-93459-8
(Please purchase this product the first day of school) and Physiology 11th edition Human Anatomy and Physiology Honors (Please purchase this product the first day of school) Mastering A&P with eText for Marieb, Essentials of Human Anatomy and Physiology 11th edition Pearson 978-0-13-249911-8
clear understanding of the project's results. what happened in the experiment. Conclusion Student neither explains the results of the experiment nor tells if the hypothesis was correct or incorrect. Student explains if hypothesis was correct or incorrect. Student explains the results of the project but leaves some question about what was supposed to happen and what actually did. Student explains if hypothesis was proved or refuted. Student explains the results of the project and draws a difference between what was supposed to happen and what actually did. Student explains if hypothesis was proved or refuted. Student exemplifies an understanding of the scientific process. References and Acknowledgments No attempt to display references or Acknowledgements. Student shows an attempt to list references or Acknowledgements Student displays references (APA format) or Acknowledgements Student displays both references (APA format) and Acknowledgements Presentation of Display Board Board is not neat and seems haphazardly thrown together. Board is decorated nicely. Board is decorated nicely and neatly. Only Board is decorated nicely and neatly. The decoration draws a visitor to the board and keeps their attention. Student Interview Student does not seem to understand the scientific method very well and/or gives little information about their project. Student shows a good understanding of parts of the scientific experiment and/or describes their experiment some. Student shows a good understanding of the scientific method and/or describes their experiment well Student shows a full understanding of the scientific method and describes their experiment with details. Total Points 72
Page 1 of Science Projects There are two types of science projects: Models and Experiments. A Model, Display or Collection: These projects show how something works in the real world, but don’t really test anything. Examples of display or collection projects can be: “The Solar System”, “Types of Dinosaurs”, “Types of Rocks”, or “My Gum Collection.” Examples of models might be: “The Solar System”, “How an Electric Motor Works”, or “Tornado in a Bottle.” An Experiment: An experiment tests or investigates an idea or question. Examples of experiments can be: “The Effects of Detergent on the Growth of Plants”, “Which Paper Towel is more Absorbent?” or “What Structure can Withstand the Most Amount of Weight?” You can tell you have an experiment if you are testing something several times and changing a variable to see what will happen. We’ll talk about variables later.... So What Type of Project Should You Do? Even though you can learn a lot from building a model or display, we want you to do an Experiment for the Science Fair. Why? Well, they are fun, they are interesting, and best of all, you get to apply the SCIENTIFIC METHOD, which is the way real scientists investigate in real science labs. Use the models and demonstrations for your classroom projects.
visited, experts you will interview, books, etc.) IMPORTANT: Write detailed / dated day-to-day notes of your actual hands-on work to show the progress of your project. These should include what you are actually doing; problems you’re having with your investigation, if any (such as “The scents from my satchels seem to be permeating the containers and mixing with the others.”); things you would change if you were to do this experiment again. Drawings that might help explain your work. Data gathered from your investigation in the form of charts, tables, notes, graphs. Remember to date everything in the log!!! Spiral bound notebooks or composition books are the best supply for keeping Data Log information. Table of Contents Statement of Purpose (Why did you choose this topic for research?) Hypothesis (Your educated of what you expect the results to be and why you think that.) [If you are using a series of items to be compared, like paint colors, you must list the order from best-to-worst what results you expect and why.] Research This is the research you did about your topic’s background and the researched results of other experiments you found using valid resources. Procedures: of your own experiment. Materials: used in your own experiment. Experiment & Data: this is information from your Data Log. Observations & Results: What you learned during your experiment, what you saw through your data and your results. Conclusion: What your statistics showed, did you prove your hypothesis, and what you would change next time. [Also from your Data Log.] These must be in MLA format Who you should thank for helping during your experiment and what you are specifically thanking them for. REMEMBER TO TITLE EACH PART! DISPLAY Statement of Purpose: Hypothesis: PROJECT TITLE (2 line max.) PHOTOS (w/ captions) Show steps / procedures during your experimental process. Observations & Results: Conclusions:
Internet article with an author Author’s last name, author’s first name. “Title of the article.” Page numbers of the article. Access date. URL. Example: Plank, Mary. “The Way the Ball Bounces:” 1-5. 6 October 2001. <http://www.physics.org>. 9. Internet article with no author “Title of the article:” Page numbers. Access date. URL. Example: “Real Physics:” 3-5. 14 May 2004.<http://realphysics.org>. Magazine article with an author Author’s last name, author’s first name. “Title of the article”. Name of the Magazine Publishing date: pages. Example: Michael. “Life in Victorian England.” Newsweek 12 March 2001: 31-38. Magazine article with no author “Title of the article.” Title of the magazine date: page numbers. Example: “Life in the Wild.” National Geographic 16 August 2004: 26-32. E-mail Sender of the e-mail’s last name, first name. E-mail. 30 June 2004
What is the one you will change in your experiment? 30, 40, 50, 60, 70, 80, 90, 100 cm) Sand, BrandX®, and a mix of all four) Dependent Variable: What will you measure? Distance traveled in centimeters Time it takes to decompose in days Height of plants in centimeters Control Variable: What will stay the same? Car, ramp Compost bin, temperature Water, Sunlight, Pot Size, Time Purpose: Why is your project important? People drive in cars everyday on highway ramps and the experiment investigates an important law of physics. Paper can clog up landfills so it is good to know which type will be better for the environment. Gardeners and farmers help us by growing food. It is important for them know which soil is best for growing their crops. Name ____________________________ Due Date _______________ Testable Question & Purpose Worksheet
In this short video the student will understand how to think about the climate. We need to have a stable climate if we are to have a prosperous sustainable economy. Online resources Students will understand the effects of recycling and the environment. example, a polar bear has thick fur and fat for the cold Arctic, broad feet for spreading weight on ice, and so on). Students will read about the Understanding human impact, habit loss, disease, pollution and slow reproductivity. Cite specific textual evidence to support analysis of science and technical texts. (Science Fair idea) Students investigate several ways to stabilize the effects of their surrounding school and home environment. How can you sustain a balanced ecosystem for the next 10 years? Standard 3- Life Science – Flow of Matter and Energy 2 weeks 0407.3.1-Demonstrate that plants require light energy to grow and survive. 0407.3.2-Investigate different ways that organisms meet energy needs. I can safely identify forms of energy needed to properly sustain a living plant in nature and classroom chart if it is man made or a natural source. I can discuss ways organisms get the energy needed to survive. Essential Questions What scientific information explains how matter and energy flow through the biosphere? MacMillan/McGraw-Hill: A Closer Look Grade 4 Lesson 3: Energy Needs in Ecosystems 50-63 Labs and Investigations Explore: How does light affect plants? (TE) p. 51 Online Resources using this online simulation. Students will investigate and manipulate components that will yield the best conditions for growing a plant. Video Resources Students will learn about Photosynthesis being the process of plants by which they make energy! Pink Palace Museum Outreach Suitcase Exhibits: (free) : ($10/topic) Giant Animal & Plant Cell Models, Animal & Plant Cell Models, Compound Light Microscopes, 10 Micro slide Viewers Academic vocabulary Producers, consumers, herbivore, omnivore, carnivore, food chain, food web, energy pyramid Performance Tasks Students will read the informational text to learn where get their energy to create sugar and why they are green and explore with a garden activity. Students will plant and maintain two class plants. Charting each stage and the amount of light energy natural and man made and the amount of darkness that is received in hours and compare the difference in their growth.
Standard 5- Life Science – Biodiversity and Change- 3 weeks 0507.5.2 Analyze fossils to demonstrate the connection between organisms and environment that existed in the past and those that currently exist. 0507.5.1 Investigate physical characteristics associated with different groups of animals. I can show visually how organisms have changed over time. I can compare through charting how animals select their environment. Essential Questions How does natural selection explain how organisms have changed over time? What is the purpose for using certain criteria to classify organisms into groups? What specific types of adaptations enable organisms to survive in particular environments? Macmillan/McGraw-Hill-Closer Look 5 Lesson 3: Animal Adaptations for survival Lesson 4: Change over Time pp. 122-137 Lab investigations Explore: How do adaptations help animals survive in environments? (TE) p.109 Quick Lab (TE) p. 111 Modeling an Adaptation Explore: How do variations help animals survive? Quick lab: Deep-Sea Creatures Online Resources Video Resources Learn that fossils are the stone remains of animals or plants that were once alive Academic Vocabulary Camouflage, protective coloration, protective resemblance, mimicry, variation, mutation, natural selection, fossil, absolute age, relative age Performance Tasks Students will read for clarification about how and distinguish among facts, reasoned judgment based on research findings, and speculation in a text. Elaborate/Evaluate: student will use created work sheet to simulate how animals may have to adapt to their environment for survival.
2.a Different types of fire extinguishers Learners should list different types of fire extinguishers The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 2.b A type of extinguisher suitable for putting out an electrical fire Learners should identify a type of extinguisher suitable for putting out an electrical fire 2.c How different types of fire extinguishers work Learners should outline how different types of fire extinguishers work 3 The learner will know inflammable materials The learner must know: Assessment Requirements Evidence Location
Thursday Science SE: 3.6A Explore different forms of energy, including mechanical, light, sound and heat/ thermal in everyday life. Focus of SE: heat Science SE: 3.6A Explore different of energy, including mechanical, light, sound and heat/ thermal in everyday life. Focus of SE: sound Science SE: 3.6B demonstrate and observe how position and motion can be changed by pushing and pulling objects to show work being done such as swings, balls, pulleys, and wagons. Focus of SE: Science SE: Focus of SE: 3.6C observe forces such as magnetism and gravity acting on objects. magnetisim Science SE: 3.6C observe forces such as magnetism and gravity acting on objects. Focus of SE: gravity Science SE: Focus of SE: Essential Vocabulary: Essential Vocabulary: Essential Vocabulary: Essential Vocabulary: Essential Vocabulary: Essential Vocabulary: Friday Science SE: FAIR DAY Focus of SE: Science SE: 3.6A Explore different forms of energy, including mechanical, light, sound and heat/ thermal in everyday life. Focus of SE:heat/thermal Science SE: 3.6B demonstrate and observe how position and motion can be changed by pushing and pulling objects to show work being done such as swings, balls, pulleys, and wagons. Focus of SE: Science SE: 3.6C observe forces such as magnetism and gravity acting on objects. Focus of SE: gravity Science SE: 3.6C observe forces such as magnetism and gravity acting on objects. of SE: Magnetism Science SE: Focus of SE: Essential Vocabulary: Essential Vocabulary: Essential Vocabulary: Essential Vocabulary: Essential Vocabulary: Essential Vocabulary:
Please leave your reflections on the table Reflection: Back to the Future 1. What are you trying to accomplish this year? 2. Project into the future – What will it look like once you have accomplished your year’s goal? 3. From the future – Explain the steps taken to get there. Your feedback is very important to us. Please take a minute to complete this form. On a scale from 1 to 4, how would you rate this workshop? (4=highest 1=lowest) _______ Identify any area(s) for improvement Identify one thing that must be kept Question(s) I still have Additional comments
Content cycle in the essay. Uses the ideas from the lesson to describe the journey. (5 points) of the water cycle and a few of the ideas from the lesson to describe the journey. (3 points) cycle and ideas from the lesson to describe the journey. (2-0 points) Creativity Very creative and expressive to describe the journey of a water droplet. (3 points) Uses only a little creativity to describe the journey of a water droplet. (2 points) Didn’t use creativity to describe the journey of a droplet. (1-0 points) Writing Expression Writing is neat and legible. The response is clear and concise. (2 point) Writing is legible but hard to read. The response is kind of unclear. (1 point) Writing isn’t neat and hard to read. The response is unclear. (0 points)
Subject: Science Topic: Geology Opening Essential Question How are earthquakes and volcanoes helpful and harmful to Earth? Lesson Opener/Activating Strategy Show a video of Mt. St. Helens erupting. Is this a harmful or helpful process for Earth> Explain how each is important for Earth. Notes/Supplies Procedures Instructional Strategies Students will review earthquakes and volcanoes in prep for state test with powerpoint. Questions 1-21 will be answered for review in groups Differentiation Strategy Partners will work together on this review to help struggling learners. Technology/Resources Power Point on earthquake and volcano review in prep for state test. Closing Summarizing Strategies Is a volcano and earthquake helpful or harmful to earth? Write a paragraph in journal on the answer to this question. Assessment Methods Questions 1-22 will be graded. Teacher Notes/Important Info for this week
Activating Strategy: Lesson Opener, Warm-up, Hook Why do we have seasons: Use Interactive word cards to learn about temperature: Discovery Channel: “Recording Temperature” Teaching Strategies: Procedures, Technology, Performance Tasks MyOn Books to Read: Summarizing Strategies: Closing Activity Tell 2 facts you have learned about seasons. Fill in the Graphic Organizer Seasons. Discuss with your elbow partner why the temperature changes in Fall. Tell your table group 2 things that happen in Fall. Ticket out the Door: These are the changes that happen in Fall: Assessment/ Evaluation Answer questions Materials Needed
Opening Essential Question What are punnett squares? How are punnett squares used to characterize traits? Lesson Opener/Activating Strategy Read a Chart Students have a Pedigree Chart on the smartboard. Have students read the chart for pertinent data found on the chart. Record info on index card and post on info board. Notes/Supplies Procedures Instructional Strategies Students will complete a punnett square chart with inherited traits from parents looking at the probability of traits inherited. Differentiation Strategy Technology/Resources Smartboard, computer, Ipads for nearpod with punnett square board will be completed by students. Closing Summarizing Strategies Students will explain the probability of a child inherited green eyes from its parents using fractional parts to explain it on index card and posting to info board, Assessment Methods Punnett squares will be graded for accuracy. Teacher Notes/Important Info for this week
Q-2. 1 kilogram sheet of tin sink in water but if the same sheet of is converted into box or a board floats. Why? Q-3. It is painful to walk barefooted on the ground covered with adds pebbles. Why? *Numerical 1. The pressure exerted by the weight of a cube block of side 3cm on the surface of is 5pa. Calculate the weight of the block. 2. A drawing pin is pierced in a wooden table with a force of 5N. Calculate the pressure exerted by pin on the table if the area of point is 0.02cm2. CLASS 10TH SCIENCE LEARN AND WRITE IN NOTEBOOK – I) TABLE 4.2, 4.3, 4.4 AND ii) 1, 2,16,17 AND 18 GROUP OF MODERN PERIODIC TABLE
cie 6, 2017 Inspiring, Creating & Innovating Night SAVE THE DATE Don’t miss a night of fun! Teague’s Robotics Teague’s Science Fair Project Boards Orlando Science Center Central Florida Zoo 407-320-1550 http://www.teague.scps.k12.fl.us/ Dec. 6, 2017 – 6 P.M.- 8 P.M.
19. Do not disrespect instructors, higher-ranking cadet officers and NCOs. CLASSROOM PROCEDURES: 1. Enter the classroom and proceed directly to your desk. 2. Place books and backpacks under your desk. 3. Stand at the position of “Parade Rest” at the rear of your desk. 4. The flight commander/flight sergeant will call the to “Attention” when the instructor approaches and salute the instructor and state “The Flight is Ready for Instruction”. 5. After the instructor returns the salute, the flight commander will give the command “Parade Rest”. 6. The Flight Sergeant and Flight Commander will take roll. When the cadet’s name is called, they will come to the position of “Attention” and answer “Here Sir or Here Sergeant _____ as appropriate”. After answering roll, they will then return to the position of “Parade Rest”. 7. After roll, the Flight Commander will call the flight to “Attention” and place the cadets in their seats with the command “Seats”. 8. Approximately two minutes before the class dismissal bell rings, the instructor will direct the Flight Commander or Flight Sergeant to prepare the class for dismissal. state “PREPARE FOR DISMISSAL”. Cadets will stop class work and put books and classroom materials away. Cadets will clean up their desks, pick up any trash in the immediate vicinity of their desks, align their desks with others in their element, and prepare to stand for dismissal, and assume “PARADE REST” 9. When the bell rings or at the signal of the instructor, the Flight Commander/Sergeant will call the flight to “ATTENTION”. Cadets will come to the position of ATTENTION at the side of their desk and wait for further instructions. 10. The Flight Commander/Sergeant will that all trash is picked up and the desks are aligned. The Flight Commander/Sergeant will salute and report to the SASI/ASI ‘’The Flight is Ready for Dismissal’. After the SASI/ASI states “Dismiss the Flight”, the Flt CC/Flt Sgt will “DISMISS” the flight. Cadets can then retrieve their personal belongings and depart the classroom.
Teacher: Karen Little Subject/Class: Science/ 5th Week Of: Aug, 31-Sept.5 Monday Tuesday Wednesday Thursday Friday Standard(s) S5E1.Students will identify surface features of the caused by constructive and destructive processes. Identify surface features caused by constructive: deposition, earthquakes, volcanoes, faults processes: erosion, weathering, C) Relate the role of technology and human intervention in the control of S5E1.Students will identify surface features of the Earth caused by constructive and destructive processes. A)Identify surface features caused by constructive: deposition, earthquakes, volcanoes, faults B)…destructive processes: erosion, weathering, C) Relate the role of technology and human intervention in the control of changes in earth’s crust. S5E1.Students will identify surface features of the Earth caused by constructive and destructive processes. A)Identify surface features caused by constructive: deposition, earthquakes, volcanoes, faults B)…destructive processes: erosion, weathering, earthquake, volcano C) Relate the role of technology and human intervention in the control of changes in earth’s crust. S5E1.Students will identify surface features of the Earth caused by constructive and destructive processes. A)Identify surface features caused by constructive: deposition, earthquakes, volcanoes, faults B)…destructive processes: erosion, weathering, earthquake, volcano C) Relate the role of technology and human intervention in the control of changes in earth’s crust. S5E1.Students will identify surface features of the Earth caused by constructive and destructive processes. A)Identify surface features caused by constructive: deposition, earthquakes, volcanoes, faults B)…destructive processes: erosion, weathering, earthquake, volcano C) Relate the role of technology and intervention in the control of changes in earth’s crust.
Graphing Skill #1: What Type of Graph is it? are several types of graphs that scientists often use to display data. They include: Pie Graphs Bar Graphs Histograms Line Graphs Scatter Plots Dependent variable is NOT continuous Usually presents data as a “part of a whole” or as percentages Dependent variable is NOT continuous There is no order to the categories on the X-axis Bars typically don’t touch Y-axis is usually a percentage or a frequency (count) A specific type of bar graph Dependent variable must have a natural that can be grouped into defined “chunks” Bars must always Y-axis is usually a percentage or a frequency (count) Dependent variable IS continuous Points are plotted using x- and y-components The points are connected because the observations are NOT independent (the next value depends on the previous value) Dependent variable IS continuous Points are plotted x- and y-components The points are NOT connected because the observations are independent (the next value does NOT depend on the previous value) Uses a best-fit line or to show relationship on these definitions, and the descriptions of the experiments below, please put an “X” in the box for the type of graph that would be most appropriate (some descriptions may have several graph types that would be appropriate; you only need to select one). # Description Pie Bar Histo. Line Scatter Ex A graph showing the number of 5th graders who prefer Coke or Pepsi X 1 A graph showing how a newborn baby’s weight changes over time 2 A graph showing the percentage of the class earning As, Bs, and Cs. 3 A graph showing the distribution of trees of different size groups (e.g. 0-10cm, 10-20cm, etc…) in a forest 4 A graph showing the relationship between height and arm length 5 A graph showing the percentage of an allowance spent on different categories (e.g. food, movies, etc) 6 A showing the amount of rainfall, by month over a 12 month period 7 A graph showing the number of ice cream cones purchased as a function of the day’s temperature 8 A showing the number of pushups done each day during a 2-week training program Graphing Skill #2: Labeling Axes When labeling your axes, keep 3 things in mind: The independent (manipulated) variable is written the horizontal axis (X axis) Dependent (responding) variable is written along the vertical axis (Y axis) on any variables should be included in parentheses ( ) following the axis title
Science Project Requirements Assignment Help/Hints Last Day to Submit/ Completion Getting Started Read through the schedule and become familiar with the deadlines. See me if you have any questions or would like to discuss project ideas. Now up until September 14, 2017 Choose your Submit index card: Title, Problem, student name, and brief write (on back) of how to execute the project. Begin to discuss any immediate needs for your project. For Example: Lab time, materials needed, etc. Library trip or internet search to look for sources. **Your project must fall into one of the following categories found on this list** Due: September 29, 2017 This is an important deadline!!! Do not miss it! Research your topic/ problem. Complete research in science binder under project tab. Find 6-8 sources which will help you write your hypothesis. Keep record of your sources and take notes on the information you find in your binder. Find at least 3 Non-internet sources. Take good notes! You will need them later. This is where you will record your data Due: October 13, 2017 Create your hypothesis. Record in your binder. Record your hypothesis and a quick plan for how you may carry out your experiment Just ideas at this point, not a formal procedure). See me with any questions or if you need assistance. Due: October 20, 2017 Design your experiment Make sure you set up your experiment using the 5 steps of the Scientific Method! See me with any questions. Due: November 3, 2017 ** PJAS If you have decided to enter the competition, all Here are the links to the forms that you will need to fill out. Due: TBD
your results are in the proper form. speech. You should be working on pieces of your speech while working on your experiment. Finalize it immediately after is completed. 10 minute maximum/5 minute minimum! Time will be strictly enforced! Your speech must be accompanied by a Power Point presentation. **Remember if you decide to PJAS and make it to the state competition, you may have to convert your power point to transparencies. ** Be sure to practice your speech as much as possible (in front of family/friends, in the mirror, etc.) **No animations, music, or transitions between slides. The Power Point must be simple with easy to read colors and fonts (some of the judges may be sitting significantly far from where you are presenting if you go to PJAS.)** Project Due: December 11, 2017 Presentations begin December 12, 2017 and commence December 19, 2017 Attend PJAS competition. Duquesne University Dress in business professional attire. If you need clarification of this, please see me. Bring your note cards and flash drive (flash drive should have only your presentation on it saved as a pdf file). Do not bring any visual aids, handouts, or laser pointers. Consider going! It is not required but you should go!!! TBD (Usually the first Saturday in February.) Register for State competition. place winners need to complete the following: PJAS state registration, abstract, and Deadlines for registration to come at
must be completed. **Answer the questions on this forms wizard and it will tell you what forms to fill out and submit to me. ** **If you have volunteers under the age of 18 participating in your experiment, you must have their parent or guardian fill out the form giving permission for them to participate** Conduct your experiment Use your lab notebook to record your data. Remember to use an appropriate number of trials (Typically 5 or more trials, depending on your experiment). **Take pictures of your experiment to use in your power point presentation. See me if you need help! Your experiment must be completed by the week after Thanksgiving break, unless you speak with me first. Due November 30, 2018 (Or Sooner) Analyze your results. Create a computer generated table(s) and graph(s) of your results. Please share your data and analysis with me as they are generated. We may need to perform some statistical analysis to be sure that your results are in the proper form. Use on your graphs and be sure that the font is easily readable from 15 feet. Label all axes and provide appropriate titles and legends where needed. Due: November 30, 2018 **Project must be completed with speech by December 11, 2018 or sooner if you wish. **