Download 2010 Middle School Science - Summer School Pacing Guide

WEEK DAY &
DATE
OBJECTIVE
CLASSROOM PREPARATION, ALL DAY
Monday
---------
6/7
----------------Rules and Procedures
Objective: 1) TSW define a rule and a law. 2)
TSW identify the importance of rules and
procedures.
Sci8-(all) Introduction to Science (possible pretest)
Tuesday
6/8
Objective: 1) TSW list at least three reasons
why science education matters to them. 2) TSW
demonstrate their previously learned 8th grade
science objectives skills onby taking a pretest.
8-3e Explain energy flow in a specified
ecosystem – populations, communities, and
habitats.
1
Objective: TSW define organism, population,
community, ecosystem, habitat, biotic and
abiotic.
8-4.e Explain how the tilt of Earth’s axis and the
position of the Earth in relation to the sun.
Objective: 1) TSW define and distinguish
between orbit/revolve and rotate. 2) TSW explain
how seasons are created by the earth's tilted
revolution in relation to the sun.
8-4e Explain how the tilt of the Earth’s axis
determines climatic zones, seasons, and length of
the days.
Wednesday Objective: 1) TSW identify the change in climate
on a map as you move away from the equator. 2)
6/9
TSW use knowledge of Earth's tilted axis to
explain climate zones and seasons.
8-4b Describe the cause and effect relationship
between the composition of the movement within
the Earth’s lithosphere – modern distribution of
TEACHER
continents to the movement of lithospheric plates
since the formation of Pangaea.
Objective: 1) TSW recognize that the Earth's
crust is broken into plates. 2) TSW explain how
plate movement caused the break up of Pangea
and the current placement of the continents.
8-3b Compare and contrast the major components
and functions of different types of cells –
structures (nucleus, cytoplasm, cell membrane,
cell wall, mitochondrion, and nuclear membrane)
Objective: 1) TSW identify cells as the basic unit
of life. 2) TSW correctly match various cell
structures with their function.
8-3e Explain energy flow in a specified
ecosystem – niches, ecosystems, and biomes.
Objective: TSW compare and contrast niches,
ecosystems and biomes.
8-3e Explain energy flow in a specified
ecosystem – biomes.
Objective: TSW identify six major biomes
(freshwater, marine, desert, forest, grassland,
and tundra).
8-4f Describe the hierarchical structure of the
universe (stars, clusters, galaxies, galactic
clusters)
Thursday
6/10
Objective: 1) TSW define and differentiate
between universe, stars clusters, galaxies and
galactic clusters. 2) TSW correctly discriminate
between pictures/diagrams of stars, clusters,
galaxies and galactic clusters.
8-4b Describe the cause and effect relationship
between the composition of the movement within
the Earth’s lithosphere – plate boundaries.
Objective: 1) TSW label and identify the layers
of a tectonic plate. 1) TSW compare and contrast
the composition of the lithosphere and
asthenosphere. 2) TSW explain how the
convection of the asthenosphere causes the
movement of tectonic plates.
8-3b Compare and contrast the major components
and functions of different types of cells –
differences in plant and animal cells.
Objective: 1) TSW recall that animals and plants
contain different types of cells. 2) TSW compare
and contrast plant and animal cells using a
graphical organizer such as a Venn diagram. 3)
TSW recognize the difference in plant and animal
cells in regards to shape and organelles such as
the chloroplast.
8-3b Compare and contrast the major
componenets and functions of different types of
cells – different types of cells and tissues (eg
epithelial, nerve, bone, blood, muscle)
Objective: 1) TSW differentiate between
different types of cells and tissues. (Including
epithelial, connective, muscle and nerve)
2) TSW identify and illustrate different types of
cells and tissues from pictures.
8-3e Explain energy flow in a specified
ecosystem – biomes.
Friday
6/11
Objective: TSW identify six major biomes
(freshwater, marine, desert, forest, grassland,
and tundra).
8-4f Describe the hierarchical structure of the
universe (stars, clusters, galaxies, galactic
clusters)
Objective: TSW create a scale model/drawing
demonstrating how the hierarchical structure of
stars, clusters, galaxies and galactic clusters is
based on their size/composition.
8-4a Compare and contrast the lithosphere and
the asthenosphere – composition, density, and
location of continental crust and oceanic crust;
physical nature of the lithosphere (brittle and
rigid) with the asthenosphere (plastic and
flowing)
Objective: 1) TSW compare and contrast the
composition of the lithosphere and
asthenosphere. 2) TSW explain how the
convection of the asthenosphere causes the
movement of tectonic plates.
WEEK DAY &
DATE
OBJECTIVE
8-4a Compare and contrast the lithosphere and
the asthenosphere – how the lithosphere responds
to tectonic forces (faulting and folding).
Objective: 1) TSW differentiate between
convergent, divergent, and transform plate
boundaries. 2) TSW identify the land formations
caused by each type of faults.
8-3c Describe how virus's, bacteria, fungi, and
parasites may infect the human body and interfere
with normal body functions.
Monday
6/14
Objective: 1) TSW differentiate between the
harmful effects of virus's, bacteria, fungi, and
parasites.
8-3e Explain energy flow in a specified
ecosystem – producers, consumers, and
decomposers in an ecosystem.
Objective: TSW identify producers, consumers,
decomposers, herbivores, carnivores, and
omnivores.
8-4f Examine the expanding universe to include
its age and history.
2
Objective: TSW explain the Big Bang Theory,
including the timeline of the universe.
8-4f Examine modern techniques used to measure
objects and distances in the universe (e.g. radio,
infrared, ultraviolet, and X-ray astronomy)
Tuesday
6/15
Objective: TSW analyze
radio/infrared/ultraviolet/x-ray images of space
to identify objects (such as stars, galaxies, etc.) in
space.
8-4b Describe the cause and effect relationship
between the composition of the movement within
the Earth’s lithosphere – seismic wave velocities
of earthquakes and volcanoes to lithospheric plate
boundaries using seismic data.
TEACHER
Objective: 1) TSW describe the effects of
earthquakes. 2) TSW explain how earthquakes
are created, including how seismic waves
transmit the vibrations we know as an
earthquake.
8-3g Research and draw conclusions about the
use of single-celled organisms in industry, in the
production of food, and impacts on life.
Objective: 1) TSW develop an argumentative
paragraph on the use of single-celled organisms
in industry from research gathered through
electronic medium.
8-3a Analyze how adaptations to a particular
environment (eg desert, aquatic, high altitude)
can increase an organism’s survival and
reproduction.
Objective: TSW analyze how adaptations to a
particular environment (mountainous terrain and
desert terrain) can increase an organism’s
survival and reproduction.
8-3a Relate organisms and their ecological niches
to evolutionary change and extinction.
Objective: TSW differentiate and compare
organisms and their ecological niches to
evolutionary change and extinction.
Review and Assess (8-4e, 8-4f)
Objective: TSW be tested on mastery of the space
unit.
Wednesday 8-4b Describe the cause and effect relationship
between the composition of the movement within
the Earth’s lithosphere – volcanoes formed at
6/16
mid-ocean ridges, within intra-plate regions, at
island arcs, and along some continental edges
Objective: 1) TSW describe how differing
densities of oceanic and continental crust causes
subduction. 2) TSW describe how the friction of
subduction causes rocks to melt and volcanoes to
form.
Review and Assess (8-3b, 8-3c)
Objective: TSW be tested on mastery of the cell
unit.
8-3d Describe heredity as the passage of
instructions from one generation to another and
recognize that hereditary information is contained
in genes, located in the chromosomes of each cell
– hierarchy of DNA, genes, and chromosomes
and their relationship to phenotype.
Thursday
6/17
Objective: 1) TSW differentiate between
genotype and phenotype. 2) TSW demonstrate
knowledge of the relationship between DNA,
genes, and chromosomes through a drawing of
the nucleus of a cell.
8-3h Describe how an organism gets energy from
oxidizing its food and releasing some of its
energy as heat.
Objective: TSW describe metabolism.
8-4d Research the importance of the conservation
of renewable and nonrenewable resources,
including (but not limited to) Mississippi.
Objective: 1) TSW compare and contrast
renewable and non-renewable resources. 2) TSW
write an argumentative paragraph on the
importance of conservation of resources using
research gathered in the library.
Review and Assess (8-4a, 8-4b)
Objective: TSW be tested on mastery of plate
tectonics.
8-4c Examine weather forecasting and describe
how meteorologists use atmospheric features and
technology to predict the weather – temperature,
precipitation, wind (speed/direction).
Friday
6/18
Objective: TSW distinguish between
temperature, precipitation and wind speed and
direction.
8-3d Describe heredity as the passage of
instructions from one generation to another and
recognize that hereditary information is contained
in genes, located in the chromosomes of each cell
–how traits are passed from parents to offspring
through pairs of genes.
Objective: 1) TSW recognize that an offspring's
traits depend on the DNA inherited from both the
mother and father.
Review and Assess (8-3a, 8-3e, 8-3h)
Objective: TSW tested on mastery of ecology.
8-4d Justify methods that might be useful in
decreasing the human impact on global warming
– greenhouse gases and the effects of the human
population.
Objective: 1) TSW give examples of ways in
which humans contribute to the greenhouse gas
effect. 2) TSW demonstrate knowledge of the
greenhouse gas effect through a graphical
drawing with labels.
WEEK DAY &
DATE
OBJECTIVE
8-4d Analyze the cycles of matter – water
cycle.
Objective: TSW demonstrate knowledge of the
steps of the water cycle through the creation of
a drawing depicting the water cycle.
Monday
3
8-4c Examine weather forecasting and describe
how meteorologists use atmospheric features
and technology to predict the weather –dew
point, relative humidity, and barometric
pressure.
6/21
Objective: TSW define and describe dew
point, relative humidity and barometric
pressure.
8-3d Describe heredity as the passage of
instructions from one generation to another and
recognize that hereditary information is
contained in genes, located in the chromosomes
of each cell –phenotypes and genotypes.
Objective: TSW define and describe
TEACHER
phenotype and genotype.
Remediation Period / Enrichment
Remediation Period / Enrichment
8-4d Analyze the cycles of matter – the carbon
cycle.
Objective: TSW analyze and describe the
carbon cycle.
Tuesday
6/22
Objective: TSW demonstrate knowledge of the
carbon cycle by creating a graphical drawing
of the cycle.
8-4c Examine weather forecasting and describe
how meteorologists use atmospheric features
and technology to predict the weather –
creating weather maps.
Objective: 1) TSW identify elements of a
weather map. 2) TSW create weather maps.
8-3d Describe heredity as the passage of
instructions from one generation to another and
recognize that hereditary information is
contained in genes, located in the chromosomes
of each cell – chromosomes and phenotype.
Objective: TSW compare and contrast
phenotype and genotype.
8-3d Describe heredity as the passage of
instructions from one generation to another and
recognize that hereditary information is
contained in genes, located in the chromosomes
of each cell –Punnett square calculations.
Objective: TSW calculate which genes will be
passed on to the next generation using Punnett
Wednesday
Squares.
Remediation Period /Enrichment
6/23
8-4d Analyze the cycles of matter – the oxygen
cycle.
Objective: TSW demonstrate knowledge of the
oxygen cycle by creating a graphical drawing
of the cycle.
8-4c Examine weather forecasting and describe
how meteorologists use atmospheric features
and technology to predict the weather –Global
wind patters (eg trade winds, westerlies, jet
streams)
Objective: TSW define and illustrate the
patterns of trade winds, westerlies and jet
streams.
8-4c Examine weather forecasting and describe
how meteorologists use atmospheric features
and technology to predict the weather –cloud
formations.
Thursday
6/24
Objective: TSW describe cloud formations.
8-3f Develop a logical argument for or against
research conducted in selective breeding and
genetic engineering, including (but not limited
to) research conducted in Mississippi.
Objective: TSW demonstrate knowledge of
selective breeding and genetic engineering by
writing a two paragraph argument for or
against such research.
Remediation Period / Enrichment
8-4d Analyze the cycles of matter – the
nitrogen cycle.
Objective: TSW recall the steps of the nitrogen
cycle by drawing a graphical representation of
the cycle.
Review and Assess (8-4d)
Friday
6/25
Objective: TSW be tested on mastery of the
carbon, water, and nitrogen cycle.
Review and Assess (8-4c)
Objective: TSW be tested on mastery of the
weather unit.
(final day for Review and Assess (8-3d, 8-3f)
2nd years)
Objective: TSW be tested on mastery of the
genetics unit.
Remediation Period / Enrichment
WEEK DAY &
DATE
OBJECTIVE
8-2a Identify patterns found in chemical
symbols, formulas, reactions, and equations that
apply to the law of conservation of mass –
chemical symbols and reading the periodic table
Objective: 1) TSW recall the definition of a
chemical element. 2) TSW identify elements by
their chemical symbols.
8-2d Describe cause and effect relationships of
electrical energy –Relate how electrical energy
transfers through electric circuits (using
common pictures and symbols)
Monday
6/28
4
Objective: 1) TSW identify that same charges
repel and opposite charges attract. 2) TSW
explain how negatively charge electrons move
through a circuit toward a positive charge to
create electricity (use lightbulb with battery to
demonstrate).
7-3d. Compare and contrast reproduction in
terms of the passing of genetic information
(DNA) from parent to offspring. - Sexual and
asexual reproduction.
Objective: 1) TSW differentiate between the key
characteristics, such as number of parents, of
sexual and asexual reproduction.
7-3d. Compare and contrast reproduction in
terms of the passing of genetic information
(DNA) from parent to offspring. - Sexual and
asexual reproduction.
Tuesday
6/29
Objective: 1) TSW recall various specific types
of reproduction such as budding, fragmentation,
pollination, and intercourse. 2) TSW correctly
classify a type of reproduction as sexual or
asexual.
8-2a Identify patterns found in chemical
symbols, formulas, reactions, and equations that
apply to the law of conservation of mass –
chemical symbols and reading the periodic table
Objective: 1) TSW recall the meaning of the
term "atomic number". 2) TSW recall that the
TEACHER
periodic table is arranged by atomic number.
3) TSW correctly identify elements as
belonging to a given family or group.
8-2d Describe cause and effect relationships of
electrical energy –Relate how electrical energy
transfers through electric circuits (using
common pictures and symbols)
Objective: 1) TSW draw circuits using symbols
to indicate negative and positive ends. 2) TSW
explain the difference between opened and
closed circuits.
8-2d Describe cause and effect relationships of
electrical energy -- Electric motor energy
transfers (e.g., chemical to electrical to
mechanical motion) and generators
Objective: 1) TSW define chemical, electrical
and mechanical energy. 2) TSW describe and
demonstrate with models how a circuit changes
chemical and electrical energy to mechanical
motion.
7-3d. Compare and contrast reproduction in
terms of the passing of genetic information
Wednesday (DNA) from parent to offspring. - Sexual and
asexual reproduction.
6/30
Objective: 1) TSW use a graphic organizer to
(edu law class compare and contrast sexual and asexual
reproduction.
ends)
8-2a Identify patterns found in chemical
symbols, formulas, reactions, and equations that
apply to the law of conservation of mass – and
chemical formulas of common substances such
as NaCl, H2O, C6H12O6, O2, CO2, and N2
Thursday
7/1
Objective: 1) TSW recognize that elements can
be combined to create molecules. 2) TSW
correctly identify the elements present in a
compound when given the chemical formula. 3)
TSW correctly recognize the chemical formulas
of common compounds.
8-2a Identify patterns found in chemical
symbols, formulas, reactions, and equations that
apply to the law of conservation of mass – mass
of reactants before a change and products after a
change
Objective: 1) TSW demonstrate a knowledge of
the meaning of the term "mass" by correctly
identifying which object has more mass when
given various items. 2) TSW recall the definition
of the law of conservation of mass.
8-2d Relate how electrical energy transfers
through generators, and power grids, including
the importance of contributions from
Mississippi companies. -- The Electrical Power
Products Division of Howard Industries, a
leading manufacturer of electrical distribution
equipment in such locations as Laurel and
Ellisville, MS and/or Kuhlman Electric
Corporation, located in Crystal Springs, MS
Objective: 1) TSW explain how the power
plants above transport electrical energy. 2)
TSW describe how that electrical energy is
changed into mechanical energy in their homes.
7-3d. Compare and contrast reproduction in
terms of the passing of genetic information
(DNA) from parent to offspring. - Mitosis and
meiosis.
Objective: 1) TSW recognize that there are two
processes of cell division, namely mitosis and
meiosis. 2) TSW identify the roles of mitosis
and meiosis in the human body.
7-3d. Compare and contrast reproduction in
terms of the passing of genetic information
(DNA) from parent to offspring. - Mitosis and
meiosis.
Friday
7/2
Objective: 1) TSW demonstrate knowledge of
the order of the steps of the cell cycle and
mitosis by creating a circular graphical
organizer.
8-2a Identify patterns found in chemical
symbols, formulas, reactions, and equations that
apply to the law of conservation of mass – mass
of reactants before a change and products after a
change
Objective: 1) TSW recall the definition of the
law of conservation of mass. 2) TSW correctly
categorize chemical equations as conforming to
or violating the law of conservation of mass.
Review and Assess (8-2d)
WEEK DAY &
DATE
OBJECTIVE
8-2a Identify patterns found in chemical
symbols, formulas, reactions, and equations that
apply to the law of conservation of mass – mass
of reactants before a change and products after a
change
Objective: 1) TSW apply the law of
conservation of mass by determining the mass
of compounds when given the mass of the other
molecules in a chemical equation.
Monday
7/5
5
7-2e. Distinguish how various types of
longitudinal and transverse waves (e.g., water,
light, sound, seismic) transfer energy. (DOK 2)Frequency, Wavelength, Speed, Amplitude
Objective: 1) TSW define a longitudinal wave
and give real-life examples of the wave. 2) TSW
draw, label and memorize the parts of a
longitudinal wave.
7-3d. Compare and contrast reproduction in
terms of the passing of genetic information
(DNA) from parent to offspring. - Mitosis and
meiosis.
Tuesday
7/6
Objective: 1) TSW demonstrate knowledge of
the steps of mitosis by creating a three
dimensional model of the cell at various steps of
mitosis.
7-3d. Compare and contrast reproduction in
terms of the passing of genetic information
(DNA) from parent to offspring. - Mitosis and
meiosis.
Objective: 1) TSW demonstrate knowledge of
TEACHER
the order of the steps of meiosis by creating a
circular graphical organizer.
8-2b Predict the properties and interactions of
given elements using the periodic table of the
elements – acids and bases.
Objective: TSW compare and contrast the
properties of acids and bases.
7-2e. Distinguish how various types of
longitudinal and transverse waves (e.g., water,
light, sound, seismic) transfer energy. (DOK 2)Frequency, Wavelength, Speed, Amplitude
Objective: 1) TSW describe how pitch and
frequency are related in sound (longitudinal
waves). 2) TSW describe how loudness and
amplitude are related in sound (longitudinal
waves).
7-2e. Distinguish how various types of
longitudinal and transverse waves (e.g., water,
light, sound, seismic) transfer energy. (DOK 2)Frequency, Wavelength, Speed, Amplitude
Objective: 1) TSW define transverse wave and
give examples of their daily use. 2) TSW draw,
label and memorize the parts of a transverse
wave
Wednesday 7-3d. Compare and contrast reproduction in
terms of the passing of genetic information
7/7
(DNA) from parent to offspring. - Mitosis and
meiosis.
Objective: 1) TSW demonstrate knowledge of
the steps of mitosis by creating a three
dimensional model of the cell at various steps of
mitosis.
8-2b Predict the properties and interactions of
given elements using the periodic table of the
elements – acids and bases
Objective: 1) TSW recognize the role of
indicators in determining the acidity or basicity
of a solution. 2) TSW correctly correlate
various indicator colors with acidity and
basicity for the cabbage juice indicator.
8-2b Predict the properties and interactions of
given elements using the periodic table of the
elements – acids and bases
Objective: 1) TSW demonstrate knowledge of
indicators by properly using the cabbage juice
indicator in a laboratory setting.
8-2e Contrast various components of the
electromagnetic spectrum (eg infrared, visible
light, ultraviolet) and predict their impacts on
living things.
Thursday
7/8
Objective: 1) TSW relate transverse waves to
electromagnetic waves. 2) TSW explain how
frequency and wavelength change the function
of electromagnetic waves.
7-3d. Compare and contrast reproduction in
terms of the passing of genetic information
(DNA) from parent to offspring. - Mitosis and
meiosis.
Objective: 1) TSW differentiate between mitosis
and meiosis using a Venn Diagram or other
graphic organizer.
Review and Assess (7-3d)
Friday
Objective: TSW be tested on mastery of the
biology unit.
Review and Assess (8-2a, 8-2b)
7/9
Objective: TSW be tested on mastery of the
(last day for chemistry unit.
2nd years if no Review and Assess (7-2e, 8-2e)
3rd year
teacher) Objective: TSW be tested on mastery of the
physics unit.