Jesuit Academy Science Benchmarks
By the end of 8th grade, students will be able to:
1. Use the scientific process to conduct an experiment, identify controls and variables, and analyze the results. (Analysis)
2. Use the engineering process develop a tool or prototype that is tested, modified, and re-tested to meet challenges and refine the tool/prototype. (Grit)
3a. Present to a group on a topic you have researched.
3b. Identify (in the research project) pros and cons of your research, while clearly communicating to the audience what you have learned. (Performance)
4. Develop a project or artifact that involves collaboration with peers and serves a greater social purpose. (Helping Society)
Semester 1
Unit 1 - The Scientific Process and Measurement
• SWBAT identify and implement the following steps of the scientific process: Problem, Hypothesis, Experiment, Results, Conclusion.
•SWBAT use metric measure to find distances to the nearest millimeter.
Unit 2 - Rocks and Minerals
• SWBAT explain the rock cycle and how rocks and minerals shape the earth and describe the process that make them change over time.
Unit 3 - Natural Resources and Recycling Unit
• SWBAT compare and contrast resources and assess the viability of recycling and reusing them.
• SWBAT describe how and why recycling materials can benefit the environment and the economy.
Unit 4 - Green Monkey (Extension of Natural Resources unit)
• SWBAT create a website highlighting ways to conserve energy and reduce waste in homes, businesses, and schools.
Unit 5 - Relative Time and location on Earth
• SWBAT identify points on Earth using longitude and latitude and explain why we have time zones and how they impact arrival times.
Semester 2
Unit 6 - Biomes and the food chain
• SWBAT identify and describe the major biomes on the planet.
• SWBAT analyze the effects of invasive species, habitat destruction, and other factors on food webs.
Unit 7 - Weather
• SWBAT predict, analyze, and describe the causes and effects of weather patterns on the earth.
Unit 8 - Earthquakes and Volcanoes
• SWBAT explain how plates on the earth interact and describe the effects of earthquakes and volcanoes.
• SWBAT design an earthquake proof building
Unit 9 - Science Fair
• SWBAT research a topic, conduct an experiment, and analyze the results.
Unit 10 - Oceans and Water Resources
• SWBAT compare and contrast fresh and salt water resources and describe how water pollution impacts humans.
Unit 1 - Scientific Process and Measurement
Course Title: | 6th Science | Time Frame: |
Unit Goal: | SWBAT identify the steps of the scientific process and describe the requirements for the lab report for their grade level. SWBAT explain and utilize best practices for researching a topic. | 2 weeks |
Summative Assessment: |
LP | Lesson Objective | Task(s) | Formative Assessments/HW | Daily question |
Mon | SWBAT identify the steps of the scientific process and describe what items need to go in a lab report. | Overview of steps; Write out lab; Complete penny lab and write conclusion. | What are the steps of the scientific process? | |
Tue | SWBAT utilize Google Drive to create several versions of their lab report. | Drive and Classroom Overview- Complete lab report on classroom | Turn in the doc of the lab report | How many people can edit a single document at one time in Google Drive? |
Wed | ↓↓ | Presentation Overview; Complete Classroom Presentation of Lab | Lab presentation | What is the most important part of your lab report? |
Thu | SWBAT identify the parts of the scientific process within a variety of problems. | ½ w/me on Simpsons review sheet; ½ on computer reviewing Smarter than Review or Quizlet. | Complete Simpsons sheet; Study for quiz | How can you study for a quiz over the scientific process? |
Fri | SWBAT utilize the metric system of measurement to measure a variety of objects. | Quiz; Overview of how to measure. Rotation Station measurement of objects; Groups of three in 5, 5 minute stations. | Record results in notebook | Quiz |
LP | Lesson Objective | Task(s) | Formative Assessments/HW | Daily question |
Mon | Labor Day | |||
Tue | SWBAT apply the scientific process w/research to a simple experiment. | Review dig. cit; research, and sci process; Overview of lab; Complete ice water vs. salt water lab; Measure while waiting | ice water vs. salt water lab report on paper | What is cooler than being cool? |
Wed | ↓↓ | Review slide presentation; Add movie; Complete new lab on GClassroom and Presentation of the lab | Electronic Lab report | What mistakes might people have made on yesterday’s lab? |
Thu | Unit Goal | ½ Study Stack and ½ with me; Switch | Study for test | How can you study for tomorrow’s test? |
Fri | ↓↓ | Test; Newsela article | Test |
Unit 2 - Rocks and Minerals - Weblist
Course Title: | 6th Science | Time Frame: |
Unit Goal: | SWBAT classify rocks and describe how they are formed | 2 weeks |
Summative Assessment: | Rock ID Test |
LP | Lesson Objective | Task(s) | Formative Assessments/HW | Daily question |
Mon | Golf | |||
Tue | SWBAT identify and describe the layers of the earth | Zoom in-out of earth and it’s place in the universe; layers of earth highlights and drawing description | Highlights and diagram | How hot is it at the center of the earth? |
Wed | SWBAT identify and describe how igneous rocks are formed. | Volcano demo and steps of igneous rocks follow; Prepare skittle on string (office?); Reading on igneous rocks as boiling sugar water is prepared; How many days lab report? | Journal on steps of how an igneous rock is formed | How does liquid rock in the mantle, get to the surface? |
Thu | SWBAT define erosion and explain how it creates sediments and sedimentary rocks. | Erosion defined w/pictures; Steps of erosion lab (water, wind, friction); brick lab | Brick lab report | What is erosion? |
Fri | ↓↓ | Check brick, finish lab; Read sediments and complete interactive | Journal on sedimentary process | How do sedimentary rocks form? |
LP | Lesson Objective | Task(s) | Formative Assessments/HW | Daily question |
Mon | SWBAT explain the rock cycle. | Rock cycle overview; BBC interactive | ||
Tue | ↓↓ | Continue with learner.org interactive and quiz and diigo highlights; | Quiz | |
Wed | SWBAT create their own sedimentary rock. | Sedimentary rock lab | Begin lab on doc and follow | What type of rock is a sandstone (sed or ig)? |
Thu | SWBAT identify rocks based on hardness, luster, streak, and cleavage. | ½ Moh’s scale research; ½ luster and lab review w/me;; Overview of streak, luster, and cleavage; Moh’s scale | Bookmark annotation of Moh’s scale | What is the hardest mineral? |
Fri | ↓↓ | Rock identification stations | Rock guide program |
Fossil Fuels and Natural Resources
Course Title: | 6th Science | Time Frame: |
Unit Goal: | SWBAT describe how fossil fuels are created, mined, used; and analyze how they impact the environment and what can be done to lessen the impact. | 2 weeks |
Summative Assessment: |
Thu | SWBAT describe how fossils fuels form and how they are used | Slide ordering activity; Reading on energy quest and highlight while reading (save to group) | Complete reading compare activity with highlights (paper) | How do fossil fuels form? |
LP | Lesson Objective | Task(s) | Formative Assessments/HW | Daily question |
Mon | SWBAT create flash cards with terms from the unit. | Review of last week; Foldable paper and flash card note cards: coal, oil, nat. gas, carbon, glob. warm, fossil fuel, mining | Turn in Note cards | |
Tue | Show classtools example; 3 in notes, show me to get Chromebook; Generate questions for terms and put into classtools.net | |||
Wed | Read article on global warming; video set on fossil fuels and global warming. | |||
Thu | SWBAT research and create a presentation on zinc | Quiz; Review research example zinc; Uses, Locations, Other interesting facts | Complete research on raw material | |
Fri | Work on presentation: Google Slides |
LP | Lesson Objective | Task(s) | Formative Assessments/HW | Daily question |
Mon | SWBAT present their minerals. | ½ present minerals; Fossil Fuels reading; Fossil Fuel Questions | Fossil Fuel Questions and presentation follow. | What are some good things to do when presenting? |
Tue | SWBAT describe what happens to their trash when it is thrown away. | 2nd ½ present; Landfill video; Step by step draw along of landfill process. | Draw along of landfill process | What happens to your trash when you throw it away? |
Wed | SWBAT compare and contrast the biodegradability of different items. | Reading on styrofoam; Start lab for mock landfill | Create docs and make predictions for landfill. | What breaks down in soil easier - fruit or plastic? |
Thu | ||||
Fri | ↓↓ |
LP | Lesson Objective | Task(s) | Formative Assessments/HW | Daily question |
Mon | SWBAT identify items that are recyclable or not (in the Omaha green bin) | Bring in green bin and ask if recyclable or not (check on wasteline.org); Review this site with students; Watch this video on milk jug recycling | Paragraph on what you learned about recycled products | |
Tue | SWBAT survey the trash cans of various teachers in the building to determine what is being recycled vs. thrown away. | Give directions for lab, hand out gloves, collect trash cans from each teachers’ room, sift through trash for each teacher and chart the items in the trash and say if they are recyclable or not. | ; and take home a pair of gloves to do the same for the home trash. Students bring recyclable items from home to school to be recycled | |
Wed | SWBAT analyze their home trash. | Complete lab for teachers and analysis of home trash. | Home trash lab report | |
Thu | No class - prayer service | |||
Fri | Field trip? |
Biomes Unit
Course Title: | 6th Science | Time Frame: |
Unit Goal: | SWBAT identify and describe the different biomes on earth. | 2 weeks |
Summative Assessment: |
LP | Lesson Objective | Task(s) | Formative Assessments/HW | Daily question |
Mon | SWBAT identify and describe the locations of different types of biomes on the earth. | Latitude practice on paper maps; Protractor demo; Biomes overview (Rain forest, savanna, desert, deciduous forest, taiga, polar/tundra); Latitude predictions; GEarth fly-over; Label approximate latitudes of diff biomes. | Color in and explanation of biomes on reverse side | What is the temperature of an area like if it is far from the equator? |
Tue | SWBAT describe the adaptations animals have that help them in their biome. | BBC Read along of adaptation; Define adaptation; Slide show and description of biome adaptation; Choose one animal from weblist and chart adaptations; play bbc game if time. https://web.archive.org/web/20140427041437/http://www.tburg.k12.ny.us/mcdonald/ANIMAL%20ADAPTATIONS/AAdapt.htm (animals) | Adaptation chart | Why do certain animals (like polar bears) only live in certain biomes? |
Wed | SWBAT explain best practices for research and highlighting while completing research on a biome. | Overview of Diigo highlighting; Biome overview and review of how to highlight and complete sheet - add to notes as follow http://kids.nceas.ucsb.edu/biomes/index.html; complete research for biome. | Biome research sheet | What biome do you think is the driest? |
Thu | ↓↓ | Review how to’s on slides; Create presentation for biome | Presentation for biome | What are the steps to access an assignment on Google Classroom? |
Fri | ↓↓ | Review presentation strategies; Present biome slides | Biome presentations | What are some good strategies when presenting? |
Unit 7 - Weather
Unit Goal: SWBAT predict, analyze, and describe the causes and effects of weather patterns on the earth.
Weblist: http://weblist.me/jms-weather
Follow Along for First Week: https://docs.google.com/document/d/1fB3K9KizhEQD1YEIhwk1uHiHFnrYsBSrkpsRRLCt3dw/edit?usp=sharing
LP | Lesson Objective | Task(s) | Formative Assessments/HW | Daily question |
Mon | SWBAT explore weather maps and identify the parts of the water cycle. | Weather maps explore; Sun causes weather reading; Types of precipitation on sheet; Water cycle interactive together and diagram | Diagram of water cycle | What causes all the weather on earth? |
Tue | ↓↓ | Evaporative Cachet video and test own cachet if sunny; Group 1 Temps, pressure, and wind speed reading; Ice water glass lab group 2 and switch; | Water Cycle Lab | |
Wed | SWBAT describe how pressure changes lead to different weather. | Review layers of atmosphere; balloon drop ; cloud in bottle observations; ½ Review Weather map; ½ Online weather activity | Low pressure card | |
Thu | SWBAT compare and contrast different types of clouds. | UCAR cloud reading; UCAR cloud video; Review of classroom template; Work on cloud research; Group 2 | Cloud research due Friday | |
Fri | ↓↓ | Complete cloud presentation |
LP | Lesson Objective | Task(s) | Formative Assessments/HW | Daily question |
Mon | Present cloud presentations; Student Notes follow | |||
Tue | Review day; Class game (Quizizz or Socrative or StudyStack) | |||
Wed | SWBAT describe how land types and snow cover impact weather. | Weather Monitors; Review weather map and look at trends; Define warm and cold front; Setup ice vs. black ground heat retention lab; Create a tornado on Nat. Geo; | Lab report on Classroom | |
Thu | SWBAT predict weather using a weather prediction tool. | ½ on weather prediction tool; ½ with me reviewing pressure and atmosphere parts | Journal of what you learned today on lab from previous day. | |
Fri | ↓↓ | Keys to highlighting and summarizing; Weather explanation and research; Use weather sites to find information not covered in the unit.; ½ Weather maps practice and switch Come together and share what you learned. | Highlights and notes sheet |
Notes from a previous year weather unit
http://www.studystack.com/flashcards-545373
03/04/14
What are two ways you can study for tomorrow’s weather test?
1. Tell what a warm front looks like on a map.
2. Tell what a cold front looks like on a map
3. Describe the difference between a blue H on a weather map and a red L on a weather map
4. What would the weather be like with a high pressure system in the area?
5. Describe the types of clouds you would see if a warm and cold front came together.
6. In which direction (north, east, west, south - or combinations) does weather move?
7. What type of clouds signal that the weather is going to change (high in the sky)?
8. What type of clouds are like a blanket in the sky?
02/24/14
What it something you see
02/14/14
Which type of pressure - low or high - typically brings precipitation?
High Pressure - signified by blue H (NOT hot); Clear skies
Low Pressure - signified by red L; brings precipitation
Cold Front - Blue line with blue triangles; pocket of cold air
Warm Front - Red line with red half circles
Problem: Where does cold air go when a warm and cold front meet?
Hyp:
Exp: 1. Cold air on one side (blue)
2. Warm air on another side (red)
3. Combine and observe where the air goes
02/11/14
What does it take to make a cloud?
Stratus - low in sky; like a blanket; means rain is coming (but not at the moment)
Cumulus - white, puffy; usually clear skies (no rain); mid-altitude
Cirrus - wispy; very high altitude; see them on clear days, can signal a storm
Nimbus - very tall, thick; brings rain, snow, etc.
https://sites.google.com/a/jesuitmso.org/class-of-2016-digital-portfolio/
02/04/14
What are the steps of the water cycle?
Precipitation - rain, sleet, hail, snow (freshwater)
Evaporation - Water turning from liquid form to a gas (water vapor)
Condensation - Water Vapor (gas) particles clump together and reform into a liquid → creates clouds
P: Can we get the salt out of water with just the water cycle (plastic wrap and heat lamp)?
H:
Exp: Step 1 - Mix some salt water
Step 2 - Cover with plastic
Step 3 - Place under heat lamp for 1 hour
Results:
Salty | Unsalty |
Conclusion:
