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September
and
October |
Theme: Systems
Chapter 12 (Freshwater Resources,
sections 1 and 3)
will be used to prepare students for the Middle School's
Water Quality Project.
Chapter 11 (Fresh Water, sections
1, 2, 3 and 4) can be used to extend the learning. |
Reading the textbook (strategies)
& Internet activities (web
bytes and/or web research).
Water testing with Limnological
water quality kit and Palm IIIc's with Probes. We will also be using
the Benthic Index of Biological Integrity by classifying macro-invertebrates.
Students will create a website of their findings.
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For the Water quality testing unit we
will be focusing on the following EALR's, which focus mainly on scientific
inquiry:
2. The students knows and applies
the skills and processes of science and technology.
To meet this standard, the student
will:
- develop abilities necessary
to do scientific inquiry
- apply science knowledge and
skills to solve problems or meet challenges
3. The student understands the
nature and contexts of science and technology.
To meet this standard, the student
will:
- understand the nature of scientific
inquiry
- know that science and technology
are human endeavors, interrelated to each other, to society, and
to the workplace
- skills to organize and express
science ideas
EALR's 2 and 3 in detail:
2.1 develop abilities necessary to do scientific
inquiry.
- Questioning
- Designing and conducting investigations
- Explanation, Modeling, Communication
2.2 apply science knowledge and skills to solve
problems or meet challenges.
- Identifying problems
- Designing and testing solutions
- Evaluating potential solutions
3.1 understand the nature of scientific inquiry;
Intellectual honesty.
- Limitations of science and technology
- Dealing with inconsistencies
- Evaluating methods of investigation
- Evolution of scientific ideas
3.2 know that science and technology are human
endeavors, interrelated to each other, to society, and to the workplace.
- All peoples contribute to science and technology
- Relationship of science and technology
- Careers and occupations using science, mathematics,
and technology
3.3 skills to organize and express science ideas.
- use effective communication strategies and tools
to prepare and present science information
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November
and
early December
|
Plate Tectonics (Ch 4)
Earthquakes (Ch 5)
Recommended reading:
- Ch 4, Plate Tectonics (section 4-1)
- Ch4, Plate Tectonics (sections 4-2 to 4-5)
- Ch 14, Ocean Zones (sections 14-1 to 14-4)
AND Ch 15, The Atmosphere (section 15-4)
- Ch 4, Plate Tectonics (section 4-4)
- Ch 15, The Atmosphere (sections 15-1 and 15-2)
- Ch 15, The Atmosphere (section 15-3)
Theme: Systems
|
Earth Movement lesson.
Mrs. Mills, student teacher, will be teaching
this unit. |
1.2 recognize the components, structure, and
organization of systems and the interconnections within and
among them.
Components and patterns of the earth system
BM#2 "Describe the components
and relationships of the earth system: solid earth - crust, hot
convecting mantle, metallic core; the hydrosphere - oceans, seas,
lakes, rivers, and streams; and the atmosphere - a mixture of
gases and biosphere."
- Describe the basic structural
components of the earth (core, mantle, crust, etc.)
- Demonstrate that the crust and
mantle of the earth act as a shell broken into plates that
move and cause land features where they collide, or spread
apart.
- Know that a "thin" blanket of
air surrounds the earth and a "thin" layer of water covers
3/4 of the earth.
- Understand that ocean floors are
thin plates spreading out from mid-ocean ridges, while continental
plates are thicker and less dense
- Know that the atmosphere is a
mixture - nitrogen, oxygen, carbon dioxide and trace gases
- Understand that the atmosphere
has different properties at different altitudes.
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January
and
February
|
Conclude the Water Quality study of Chimacum Creek |
Run more tests to collect more data.
Continue to set traps and count the fish using our creek.
Do lab write-ups of the labs.
Create the websites detailing conclusions and what was learned.
Create a movie of the whole process.
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2. The students knows and applies
the skills and processes of science and technology.
To meet this standard, the student
will:
- develop abilities necessary
to do scientific inquiry
- apply science knowledge and
skills to solve problems or meet challenges
3. The student understands
the nature and contexts of science and technology.
To meet this standard, the student
will:
- understand the nature of scientific
inquiry
- know that science and technology
are human endeavors, interrelated to each other, to society,
and to the workplace
- skills to organize and express
science ideas
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