Dear Students and Parents,
Welcome to Griffin Middle school. My name is Mrs. Anastasia Anuforo. I am certified in all academic areas(math, language arts, science, and social studies) and Special education. Please bookmark this page as this will serve as a good communication tool for this school year. Here, our 7th grade Math standards, classwork, and homework assignments will be updated weekly. Please feel free to email me at Anastasia.Anuforo@cobbk12.org if you have any questions.
In order to help our students understand and enjoy math, I will be incorporating the following strategies in our daily lessons;
Audio – visuals
Concrete/semiconcrete aids
Models
Graphic organizers
Group projects
Chunking
Handson Activities
Higher Order Thinking Strategies (HOTS)
GRIFFIN MIDDLE SCHOOL FOUNDATION
WHO ARE WE?
The Griffin Foundation is a nonprofit organization formed for the sole purpose of raising funds beyond those currently provided by the Cobb County School District to fund elements of education such as technology enhancements, supplemental enriched curriculum, student services, additional faculty and capital improvements.
WHAT HAVE WE FUNDED THE PAST 4 YEARS?
 WHO ARE WE? The Griffin Foundation is a nonprofit organization formed for the sole purpose of raising funds beyond those currently provided by the Cobb County School District to fund elements of education such as technology enhancements, supplemental enriched curriculum, student services, additional faculty and capital improvements. WHAT HAVE WE FUNDED THE PAST 4 YEARS?
 Awarded over $30,000 in Teacher Grants, providing additional resources and tools in the classrooms, including this past year: iPads & Kindles, Media Cart & books in Learning Commons, tuners and metronomes for Band & Orchestra
 Repainting/refurbishing of the theater; printers for all computer labs
 Headphones for all computers; picnic tables in the Memorial Garden
 Created an annual Legacy Award for two students who have achieved personal growth through perseverance
WHAT DO WE PLAN TO FUND?
 Outdoor Learning: a GMS Nature Trail, and refurbishing of Outdoor Classroom
 Annual Teacher/Classroom Grant program

 Continue technology expansion: classroom sets of laptops with cart • Capital Campaign: Give 2 Griffin (Fall) • Student Lock – In (Winter) • Donate to the campaign
 • Volunteer to help with any of our events
 HOW CAN YOU HELP OR GET INVOLVED?
 • Haunted House (October)
 HOW DO WE RAISE MONEY?
 Sponsorship from your businessIf you would like to make a contribution to the Griffin Foundation, please click the yellow DONATE (Pay Pal) button on our GMS homepage: www.cobbk12.org/griffin/
 • Contact Kim Trumble at kim.Trumble1@gmail.com for more information
 Repainting/refurbishing of the theater; printers for all computer labs
 Headphones for all computers; picnic tables in the Memorial Garden
 Created an annual Legacy Award for two students who have achieved personal growth through perseverance
WHAT DO WE PLAN TO FUND?
 Outdoor Learning: a GMS Nature Trail, and refurbishing of Outdoor Classroom
 Annual Teacher/Classroom Grant program

 Continue technology expansion: classroom sets of laptops with cart • Capital Campaign: Give 2 Griffin (Fall) • Student Lock – In (Winter) • Donate to the campaign
 • Volunteer to help with any of our events
 HOW CAN YOU HELP OR GET INVOLVED?
 • Haunted House (October)
 HOW DO WE RAISE MONEY?
 Sponsorship from your businessIf you would like to make a contribution to the Griffin Foundation, please click the yellow DONATE (Pay Pal) button on our GMS homepage: www.cobbk12.org/griffin/
 • Contact Kim Trumble at kim.Trumble1@gmail.com for more information
If you would like to make a contribution to the Griffin Foundation, please click the Pay Pal button on our GMS homepage to access.
WEEK OF March 12 – March 24
MGSE7.SP.4 (1100Q) Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh‐grade science book are generally longer than the words in a chapter of a fourth‐grade science book.
MGSE7.SP.3 (1100Q) Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the medians by expressing it as a multiple of the interquartile range.
Measures of Central Tendency:
Mean
Median
Mode
Range
Box and Whiskers Plot:
Minimum datum
Maximum datum
First Quartile
Second Quartile (Median)
Third Quartile
Interquartile range
Double box plot
Double dot plot
WEEK OF March 5 – March 9
MGSE7.G.6 (1040Q) Solve realworld and mathematical problems involving area, volume and surface area of two and threedimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.
VOLUME OF 3DIMENSIONAL FIGURES:
Rectangular prism
Triangular prism
Pyramid
Cylinder
Halfcylinder
Composite figures
Test
WEEK OF FEBRUARY 26 – March 2
MGSE7.G.6 (1040Q) Solve realworld and mathematical problems involving area, volume and surface area of two and threedimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.
3Dimensional Figures:
Surface Areas
Volumes
Calculating surface areas and volumes of Composite figures
Quiz
WEEK OF FEBRUARY 5 – FEBRUARY 16
MGSE7.G.5 (1020Q) Use facts about supplementary, complementary, vertical, and adjacent angles in a multistep problem to write and solve simple equations for an unknown angle in a figure.
MGSE7.G.2 (1000Q) Explore various geometric shapes with given conditions. Focus on creating triangles from three measures of angles and/or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.
MGSE7.G.4 (1040Q) Given the formulas for the area and circumference of a circle, use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle.
Triangles:
 create triangles using lengths and angles
 classify triangles
 use simple equations to calculate unknown angle
 use the lengths of sides of a triangle to order size of angles
Test on angle relationships and triangles
Circle:
vocabulary and formula (radius, diameter, circumference, area, pi)
formula and calculation of circumference
formula and calculation of area of a circle
calculation of area of composite figures
Test on circles and composite figures
WEEK OF JANUARY 29 – FEBRUARY 2
MGSE7.G.5 (1020Q) Use facts about supplementary, complementary, vertical, and adjacent angles in a multistep problem to write and solve simple equations for an unknown angle in a figure.
MGSE7.G.2 (1000Q) Explore various geometric shapes with given conditions. Focus on creating triangles from three measures of angles and/or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.
Angle calculations using simple equations:
find value of x
use the value of x to calculate real angles
Triangles:
types (scalene, equilateral, right, isosceles, obtuse, acute)
calculate angles of a triangle using simple equations
Test
WEEK OF JANUARY 16 – JANUARY 26
Due to inclement weather and school closing for three days (1/171/19) in a fourday week, we will continue to work on current standards.
MGSE7.G.1 Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.
MGSE7.G.5 (1020Q) Use facts about supplementary, complementary, vertical, and adjacent angles in a multistep problem to write and solve simple equations for an unknown angle in a figure.
Scales:
Scale Drawing
Use of proportion in calculating scale and actual measurement/distance
Angle Relationships:
Right
Acute
Obtuse
Straight
Vertical
Adjacent
Complementary
Supplementary
WEEK OF JANUARY 8 – JANUARY 12
MCC7.RP.3 Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error.
MGSE7.G.1 Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.
Percent:
Markup
Markdown
Scales:
Scale Drawing
Use of proportion in calculating scale and actual measurement/distance
WEEK OF JANUARY 4 – JANUARY 5
MGSE7.RP.1 Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction (1/2)/(1/4) miles per hour, equivalently 2 miles per hour.
MCC7.RP.3 Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error.
We will review – Complex fractions, unit rates, proportional and nonproportional relationships
Introduction of Percent
WEEK OF DECEMBER 11 – DECEMBER 15
MGSE7.RP.1 Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction (1/2)/(1/4) miles per hour, equivalently 2 miles per hour.
Complex Fraction and unit rates
Proportional and nonproportional relationships
WEEK OF NOVEMBER 27 – DECEMBER 8
MCC7.EE.4 Use variables to represent quantities in a real‐world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.
MGSE7.RP.1 Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction (1/2)/(1/4) miles per hour, equivalently 2 miles per hour.
Inequalities – Review
Translating Verbal Expressions
Writing and Comparing Rates
Ratio
Unit Rates
WEEK OF NOVEMBER 13 – NOVEMBER 17
MCC7.EE.4 Use variables to represent quantities in a real‐world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.
MCC7.EE.4b Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example, as a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions.
Inequalities
symbols
vocabulary
computation
graphing on number line
error analysis
word problems on inequalities
WEEK OF OCTOBER 30 – NOVEMBER 10
MCC7.EE.2 Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.”
MCC7.EE.3 Solve multi‐step real‐life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations as strategies to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies.
Error Analysis
Writing word problems from equations
Multiplication and Division Equations
Multistep equations
Inequalities
WEEK OF OCTOBER 23 – OCTOBER 27
MCC7.EE.1 Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.
MCC7.EE.2 Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.”
Factoring Linear Expressions involving fractions
One Step Equations:
Addition and Subtraction Equations
Multiplication and Division Equations
WEEK OF OCTOBER 16 – OCTOBER 20
MGSE7.EE.1 Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.
MGSE7.EE.2 Understand that rewriting an expression in different forms in a problem context can clarify the problem and how the quantities in it are related. For example a + 0.05a = 1.05a means that adding a 5% tax to a total is the same as multiplying the total by 1.05.
Writing areas and perimeters in terms of multiplying and simplifying expressions continued
Factoring Linear Expressions
WEEK OF OCTOBER 9 – OCTOBER 13
MGSE7.EE.1 Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.
MGSE7.EE.2 Understand that rewriting an expression in different forms in a problem context can clarify the problem and how the quantities in it are related. For example a + 0.05a = 1.05a means that adding a 5% tax to a total is the same as multiplying the total by 1.05.
MONDAY and TUESDAY
Commutative, associative properties of operations
Identity and multiplicative property of zero
WEDNESDAY:
Evaluating Expressions
THURSDAY and FRIDAY:
Writing areas and perimeters in terms of multiplying and simplifying expressions
WEEK OF OCTOBER 2 – OCTOBER 6
MGSE7.EE.1 Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.
MGSE7.EE.2 Understand that rewriting an expression in different forms in a problem context can clarify the problem and how the quantities in it are related. For example a + 0.05a = 1.05a means that adding a 5% tax to a total is the same as multiplying the total by 1.05.
MONDAY:
Preassessment on Expressions, Equations, and Inequalities
Parts of an expression: term, variable, coefficient, constant.
Types of expression – algebraic expression and numeric expression
TUESDAY:
Combining like terms
WEDNESDAY:
Properties: Distributive property of operations
THURSDAY:
Today, we had more practice on distributive property and combining like terms
Students took the first Formative on unit 2.
Order of operations review
FRIDAY:
Week’s lesson review and quiz
WEEK OF SEPTEMBER 18 – SEPTEMBER 22
MGSE7.NS.2 Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.
MGSE7.NS.2d Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats.
MGSE7.NS.3 Solve real‐world and mathematical problems involving the four operations with rational numbers.
Monday and Tuesday – IOWA Testing
Wednesday and Thursday
Vocabulary review with examples (fractions, decimals, prime numbers, prime factorization, repeating decimals, terminating decimals)
Converting fractions to decimals
Friday
Review and Test
WEEK OF SEPTEMBER 11 – SEPTEMBER 15
Due to inclement weather on Monday and Tuesday, and IOWA testing we will continue with last week’s activities on adding and subtracting fractions.
WEEK OF SEPTEMBER 5 – SEPTEMBER 8
Standards:
MGSE7.NS.2 Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.
MGSE7.NS.2a Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as ( 1)(– 1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real‐world contexts.
MGSE7.NS.2b Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non‐zero divisor) is a rational number. If p and q are integers then – (p/q) = (– p)/q = p/(–q). Interpret quotients of rational numbers by describing real‐world contexts.
TUESDAY and WEDNESDAY: Students will work on multiplication and division of fractions. This includes simple fractions, mixed numbers, and fractions with exponents
THURSDAY:
Adding fractions
with common denominators
with different denominators – finding the least common denominator.
Use number line to add fractions
FRIDAY:
Subtracting fractions – simple fractions and mixed numbers
Students were not able to get to this due to CogAT testing.
WEEK OF AUGUST 28 – SEPTEMBER 1
Standards:
MGSE7.NS.2 Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.
MGSE7.NS.2a Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as ( 1)(– 1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real‐world contexts.
MGSE7.NS.2b Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non‐zero divisor) is a rational number. If p and q are integers then – (p/q) = (– p)/q = p/(–q). Interpret quotients of rational numbers by describing real‐world contexts.
Monday:
Many students are still struggling with subtraction of integers, especially the double negative. So we will revisit this.
We will continue with multiplication of integers including exponents.
Today we had a lot of practice with subtraction of integers. We will continue with multiplying integers on Tuesday.
Tuesday:
We will continue with multiplication of integers including substitution
Division of integers ( students will watch video on this, and compare the rules of multiplication and division)
Today, students worked on multiplying integers(including exponents). We had lots of practice.
Wednesday:
Review and Test
Thursday:
Problem Solving – Real world situations involving addition and subtraction of integers.
Friday:
Problem Solving – Real world situations involving multiplication and division of integers.
Homework:
Page 55 of the math workbook, numbers 24 – 32.
WEEK OF AUGUST 21 – AUGUST 25
Monday:
Review of Quiz
Students scoring below 80 may retake the test
Tuesday:
Adding Integers
using Tchart
Wednesday:
Subtracting Integers
students will watch video on this
students work with partners to solve subtraction problems on page 30 of the workbook
Wednesday:
Multiplication of Integers
students watch video on this
students write notes on rules of multiplication( x + = , – x – = +)
Thursday & Friday:
Multiplication and Division of Integers
students apply same multiplication rules to division of integers
solve problems on pages 37 and 38 0f the workbook
WEEK OF AUGUST 14 – AUGUST 18
Monday:
Adding integers
– using counters.
zero pairs/additive inverse
students add integers using counters (applying zero pairs concept), page 17 of the workbook
Tuesday & Wednesday:
Adding Integers
using number line
students use vertical and horizontal number lines to solve addition problems
Students solve real world problems using number line. For example, increase in temperature from low to high
Thursday:
Review on real numbers, absolute value, number line, and addition of integers
Friday:
Quiz on adding integers
WEEK OF AUGUST 7 – AUGUST 11
Monday:
Students take Scholastic Math Inventory (SMI) Test
Tuesday/Wednesday:
Real Numbers
natural numbers
whole numbers
integers
rational numbers
irrational numbers
Students use graphic organizer to group these numbers, give similarities and differences between them
Thursday:
Absolute Value
Students learn the concept of absolute value.
Students work on page 10 of the math workbook
Solve problems involving absolute value in terms of real world situations.
Friday:
Number line
Students graph integers on number line
students use number line to graph absolute value
WEEK OF July 31 – August 4
Monday :
– Welcome Back.
Getting to know you activities
Folders and agenda given out to students. Information included in the folders (clinic forms, performing arts forms, etc.) are to be completed, signed by parents and returned as soon as possible.
Tuesday:
Positive Behavior and Intervention Strategies (PBIS)
Classroom Procedures
Rules and Rewards
Math syllabus sent home to be signed and returned next day.
Wednesday:
Positive Behavior and Intervention Strategies (PBIS)
Hallway procedure
Cafeteria procedure
Thursday:
Positive Behavior and Intervention Strategies (PBIS)
Restroom procedure
Mental Math – Multiplication drill/chart
Students get their math workbooks
Friday:
Review of PBIS procedures
Students get division chart(Drill)
Students practice coordinate graphing on page 6 of the workbook
2016/1017 SCHOOL YEAR; 6th Grade Earth Science.
Week of May 1 – May 12
S8CS1. Students will explore the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works.
a. Understand the importance of – and keep – honest, clear, and accurate records in science
b. Understand that hypotheses can be valuable even if they turn out not to be completely accurate.
Scientific Method:
Questions
Observations
Hypotheses
Experiments
Conclusion
Week of April 17 – April 28: Review
S8P3. Students will investigate relationship between force, mass, and the motion of objects.
a. Determine the relationship between velocity and acceleration
b. Demonstrate the effect of balanced and unbalanced forces on an object in terms of gravity, inertia, and friction
c. Demonstrate the effect of simple machines (lever, inclined plane, pulley, wedge, screw, and wheel and axle) on work.
S8P4. Students will explore the wave nature of sound and electromagnetic radiation.
Milestone testing starts 4/19/17
Week of April 10 – April 14: REVIEW
S8P1. Students will examine the scientific view of the nature of matter.
a. Distinguish between atoms and molecules.
b. Describe the difference between pure substances (elements and compounds) and mixtures.(Focus on elements)
c. Describe the movement of particles in solids, liquids, gases, and plasmas states.
d. Distinguish between physical and chemical properties of matter as physical (i.e., density, melting point, boiling point) or chemical (i.e., reactivity, combustibility).
e. Distinguish between changes in matter as physical (i.e., physical change) or chemical (development of a gas, formation of precipitate, and change in color).
f. Recognize that there are more than 100 elements and some have similar properties as shown on the Periodic Table of Elements.
g. Identify and demonstrate the Law of Conservation of Matter.
S8P2. Students will be familiar with the forms and transformations of energy.
a. Explain energy transformation in terms of the Law of Conservation of Energy
b. Explain the relationship between potential and kinetic energy.
c. Compare and contrast the different forms of energy (heat, light, electricity, mechanical motion, and sound) and their characteristics.
Week of March 27 – March 31
S8P5. Students will recognize characteristics of gravity, electricity, and magnetism as major kinds of forces acting in nature.
b. Demonstrate the advantages and disadvantages of series and parallel circuits and how they transfer energy.
Circuits:
Parts – load, conductors, energy source, switch
Types – series circuits, parallel circuits
Compare and contrast series and parallel circuits
Students will build circuit of their choice
UNIT VOCABULARY:
Resistance – opposition presented to the current by a material or device
series circuit – circuit in which the parts are joined one after another such that the current in each part is the same
parallel circuit – circuit in which the parts are joined in branches so that the potential difference across each part is the same
magnetic field – space near a magnet where a magnetic force acts on objects
magnetic field lines
electromagnetism – interaction between electricity and magnetism
electromagnet – coil with a soft iron core that acts as a magnet while an electric current is in the coil
Week of March 13 – March 24
S8P5. Students will recognize characteristics of gravity, electricity, and magnetism as major kinds of forces acting in nature.
b. Demonstrate the advantages and disadvantages of series and parallel circuits and how they transfer energy.
c. Investigate and explain that electric currents and magnets can exert force on each other.
Magnets:
magnetic force
magnetic field
electricity and magnetism
magnetic force and electric current
Week of March 6 – March 10
S8P4. Students will explore the wave nature of sound and electromagnetic radiation.
c. Explain how the human eye sees objects and colors in terms of wavelengths.
d. Describe how the behavior of waves is affected by medium (such as air, water, solids).
e. Relate the properties of sound to everyday experiences.
Vision and electromagnetic waves:
how the eye sees and interprets objects
electromagnetic spectrum
Sound:
effect of sound pitch on frequency, wavelength and amplitude of the wave.
Doppler Effect
Review and Quiz
Week of February 27 – March 3
S8P4. Students will explore the wave nature of sound and electromagnetic radiation.
a. Identify the characteristics of electromagnetic and mechanical waves.
b. Describe how the behavior of light waves is manipulated causing reflection, refraction diffraction, and absorption.
f. Diagram the parts of the wave and explain how the parts are affected by changes in amplitude and pitch.
Waves:
Electromagnetic waves
Mechanical waves
Transverse waves
Longitudinal waves
Compare and contrast transverse and longitudinal waves
Wave properties: crest, trough, amplitude, wave length, frequency.
Unit Vocabulary:
frequency – number of waves produced in a certain amount of time
amplitude – maximum distance from trough to crest in a wave
mechanical wave – wave that must have a medium to travel through
wave a disturbance in solid, liquid or gas as energy is transmitted through it
wavelength distance from any point on a wave to the identical point on the next wave
wave speed – how fast a wave travels through a medium
reflection bouncing back of a ray/wave when it hits a surface it does not pass through
refraction – bending of a wave as it passes between 2 substances, the speed of the wave differs
diffraction change in direction of a wave when it finds an obstacle
absorption transfer of light energy to matter
color – quality of an object or substance with respect to light reflected by the object, usually determined visually by measurement of hue, saturation, and brightness of the reflected light
light– electromagnetic radiation that is visible to the human eye; wavelength in the range of about 380 nanometers (nm) to about 740 nanometers (nm)
medium physical environment that a wave travels through
ultraviolet corresponding with light, wavelengths shorter than 4000 au
infrared waves you cannot see
sound – longitudinal wave caused by vibrations, must have medium
pitch measure of how high or low a sound is perceived, depends on frequency
resonance when 2 objects naturally vibrate at same frequency
Week of February 6 – February 18
S8P3. Students will investigate relationship between force, mass, and the motion of objects.
c. Demonstrate the effect of simple machines (lever, inclined plane, pulley, wedge, screw, and wheel and axle) on work.
Simple Machines continued.
Flip book
Computer game: Students locate simple machines in each room of the house (kitchen, living room, bathroom, bedroom etc.)
Students locate different simple machines in a complex machine.
Quiz on Simple machines
Week of January 23 – February 3
S8P3. Students will investigate relationship between force, mass, and the motion of objects.
b. Demonstrate the effect of balanced and unbalanced forces on an object in terms of gravity, inertia, and friction.
c. Demonstrate the effect of simple machines (lever, inclined plane, pulley, wedge, screw, and wheel and axle) on work.
Newton’s Laws of Motion
Real life examples
Preteach Vocabulary on simple machines;
lever, inclined plane, pulley, wedge, screw, wheel and axle
UNIT VOCBULARY:
wheel and axle – simple machine consisting of 2 circular objects of different sizes
inclined plane – simple machine with straight slanted surface, facilitates raising loads
lever simple machine consisting of a bar that pivots at a fixed point called fulcrum
pulley – simple machine consists of a wheel over which a rope, chain or wire pass
screw – simple machine consists of an inclined plane wrapped around a cylinder
wedge – simple machine made of 2 inclined planes and moves
work – transfer of energy to an object using a force that causes the object to move in the direction of the force
Week of January 17 – January 20
S8P3. Students will investigate relationship between force, mass, and the motion of objects.
a. Determine the relationship between velocity and acceleration
b. Demonstrate the effect of balanced and unbalanced forces on an object in terms of gravity, inertia, and friction.
Review
balanced and unbalanced forces
net force
Inertia
Friction
Gravity
Week of January 9 – January 13
S8P3. Students will investigate relationship between force, mass, and the motion of objects.
a. Determine the relationship between velocity and acceleration
b. Demonstrate the effect of balanced and unbalanced forces on an object in terms of gravity, inertia, and friction.
Review:
Motion graphs
Forces
net force
balanced and unbalanced forces
inertia
friction
Week of January 5 – January 6
S8P3. Students will investigate relationship between force, mass, and the motion of objects.
S8P2. Students will be familiar with the forms and transformations of energy.
S8P1. Students will examine the scientific view of the nature of matter.
Review of the above standards
Week of December 12 – December 21
S8P3. Students will investigate relationship between force, mass, and the motion of objects.
a. Determine the relationship between velocity and acceleration
b. Demonstrate the effect of balanced and unbalanced forces on an object in terms of gravity, inertia, and friction.
more practice on motion graphs
Forces
net force
balanced and unbalanced forces
inertia
friction
Week of November 28 – December 9
S8P3. Students will investigate relationship between force, mass, and the motion of objects.
a. Determine the relationship between velocity and acceleration.
Force and motion Pretest
Speed, Velocity, and Acceleration
definitions
calculations
Use charts, tables to plot and interpret graphs on
constant speed
positive acceleration
negative acceleration
Unit Vocabulary:
Friction – a force that opposes motion between two surfaces that are in contact
Force – push or pull exerted on an object in order to change the motion
Gravity – force of attraction between 2 objects because of their masses
Inertia tendency of an object to remain in motion or at rest unless acted upon by outside force
net force – combination of all the forces acting on a n object
acceleration rate at which a velocity changes over time
displacement – total distance traveled by an object
motion – objects change in position relative to a reference point
velocity – speed of an object in a particular direction
wheel and axle – simple machine consisting of 2 circular objects of different sizes
inclined plane – simple machine with straight slanted surface, facilitates raising loads
lever simple machine consisting of a bar that pivots at a fixed point called fulcrum
pulley – simple machine consists of a wheel over which a rope, chain or wire pass
screw – simple machine consists of an inclined plane wrapped around a cylinder
wedge – simple machine made of 2 inclined planes and moves
work – transfer of energy to an object using a force that causes the object to move in the direction of the force
Week of November 14 – November 18
S8P3. Students will investigate relationship between force, mass, and the motion of objects.
a. Determine the relationship between velocity and acceleration.
Week of October 31 – November 11
S8P2. Students will be familiar with the forms and transformations of energy.
a. Explain energy transformation in terms of the Law of Conservation of Energy
b. Explain the relationship between potential and kinetic energy.
c. Compare and contrast the different forms of energy (heat, light, electricity, mechanical motion, and sound) and their characteristics.
Students will;
Carry out a scientific investigation
Write a scientific explanation on The Effect of Potential Energy on Kinetic Energy using the C. E. R. format (Claim, Evidence, Reasoning)
Energy transformation
Compare and contrast different forms of energy
Vocabulary:
energy – capacity to do work
potential energy – energy an object has because of position, shape or conditional; energy at rest
kinetic energy – energy of an object due to the objects motion
energy transformation – process of changing one form of energy to another
conduction – transfer of energy from one object to another by direct contact
radiation – transfer of energy as electromagnetic waves
temperature – measure of how hot or cold something is; measure of the average kinetic energy of the particles in the object
heat – energy transferred between objects that are different temperatures
Week of October 17 – October 28
S8P1. Students will examine the scientific view of the nature of matter.
f. Recognize that there are more than 100 elements and some have similar properties as shown on the Periodic Table of Elements.
atomic structure (protons, neutrons, nucleus, electrons, atomic number, atomic mass)
arrangement of elements on the periodic table.
practice with blank periodic table
answer various questions on periodic table
atoms, molecules, compounds, pure substances, mixtures review
periodic table of elements review
test
Week of October 3 – October 14
S8P1. Students will examine the scientific view of the nature of matter.
a. Distinguish between atoms and molecules.
b. Describe the difference between pure substances (elements and compounds) and mixtures.(Focus on elements)
Students will take a pretest on atoms, molecules, compounds, pure substances and mixtures
Illustrate and explain the structure of an atom
Illustrate and explain how molecules are formed
Distinguish between atoms and molecules
Introduction to Periodic Table
Unit Vocabulary:
Atom – the smallest unit of an element that maintains the chemical properties of that element
Proton – positively charged particle in the center of the atom
Neutron – neutrally charged particle in the center of the atom
Nucleus – center of the atom, contains protons and neutrons
Electron – negatively charged particle that lives outside of the nucleus
Element – a substance that cannot be separated or broken down into simpler substances by physical or chemical means
Molecule – the smallest part of a substance that keeps the chemical properties of that substance
Compound – a substance made of two or more atoms chemically combined
Mixtures combination of 2 or more substances not chemically combined
Periodic Table of the Elements – table that organizes all elements based on specific properties and characteristics
Period – horizontal row of elements
Atomic mass – mass of an atom, in atomic mass units, located under element symbol
Atomic number – number of protons in the nucleus
Week of September 12 – September 23
S8P2. Students will be familiar with the forms and transformations of energy.
d. Describe how heat can be transferred through matter by the collisions of atoms (conduction) or through space (radiation). In a liquid or gas, currents will facilitate the transfer of heat (convection).
This week students will learn different ways heat is transferred through
Radiation
Conduction
Convection
Students will relate each method of heat transfer to every day life.
Demonstrations on different methods of heat transfer in cooking and around us.
boiling spaghetti, rice, etc
cooking bacon
grilling steak etc
Food Menu Project
Test
Week of September 6 – September 9
S8P1. Students will examine the scientific view of the nature of matter.
c. Describe the movement of particles in solids, liquids, gases, and plasmas states.
g. Identify and demonstrate the Law of Conservation of Matter.
Students will compare the different phases of matter using appropriate terms
freezing point/melting point
boiling point/condensation
Law of Conservation of Matter: Demonstrations using
 cookie
 baking soda and vinegar
Week of August 29 – September 2
S8P1. Students will examine the scientific view of the nature of matter.
c. Describe the movement of particles in solids, liquids, gases, and plasmas states.
d. Distinguish between physical and chemical properties of matter as physical (i.e., density, melting point, boiling point) or chemical (i.e., reactivity, combustibility).
e. Distinguish between changes in matter as physical (i.e., physical change) or chemical (development of a gas, formation of precipitate, and change in color).
This week students will learn/demonstrate movement of particles in:
Solid
Liquid
Gas
Plasma
Unit Vocabulary:
Matter – anything that has mass and takes up space
Volume – the amount of space an object takes up
Mass – measure of the amount of matter in an object
Weight measure of the gravitational pull on an object
Density – measure of the amount mass in a given volume
Week of August 22 – August 26
S8P1. Students will examine the scientific view of the nature of matter.
d. Distinguish between physical and chemical properties of matter as physical (i.e., density, melting point, boiling point) or chemical (i.e., reactivity, combustibility).
e. Distinguish between changes in matter as physical (i.e., physical change) or chemical (development of a gas, formation of precipitate, and change in color).
Test on Physical and Chemical properties
Physical and Chemical changes
real life examples
differences between them
test on physical and chemical change
Week of August 8 – August 19
S8P1. Students will examine the scientific view of the nature of matter.
d. Distinguish between physical and chemical properties of matter as physical (i.e., density, melting point, boiling point) or chemical (i.e., reactivity, combustibility).
 Matter
 Measuring mass and volume
 Density lab and calculations
 Properties of Matter – Physical and chemical properties of matter
 Physical and Chemical changes – Differences
Week of August 1 – August 5 (2016/2017)
Puff Mobil Activities
School, Classroom, Restroom and Cafeteria Procedures
Week of April 25 – April 29
Standard:
S6E5. Students will investigate the scientific view of how the earth’s surface is formed.
Element: e
Recognize that lithospheric plates constantly move and cause major geological events on the earth’s surface.
Plate boundaries ad their effect on earth and society
Causes and effects of earthquakes
Recent earthquakes in Japan and Ecuador
Week of April 11 – April 22
Units 1 – 6 Review
EOG Tests
Week of March 28 – April 1
Unit Review and Test
Rocks and Minerals
Plate Tectonics
Weathering and Erosion
The Solar System and Earth in the Universe: Week of March 14 – March 25
S6E1. Students will explore current scientific views of the universe and how those views evolved.
a. Relate the Nature of Science to the progression of basic historical scientific models (geocentric, heliocentric) as they describe our solar system, and the Big Bang as it describes the formation of the universe.
b. Describe the position of the solar system in the Milky Way galaxy and the universe.
c. Compare and contrast the planets in terms of
 Size relative to the earth
 Surface and atmospheric features
 Relative distance from the sun
 Ability to support life
e. Explain that gravity is the force that governs the motion in the solar system.
f. Describe the characteristics of comets, asteroids, and meteors.
The planets and their relative distance from the sun.
inner and outer planets and their characteristics
compare the planets relative sizes to the sun, and ability to support life
comets, asteroids, and meteors
The Big Bang Theory
Theories of the Solar system
Effect of Gravity and Inertia on movement of planets
UNIT VOCABULARY:
Heliocentric– Copernicus theory that Sun is the center of the universe.
GeocentricPtolemy theory that Earth is the center of the universe.
Solar system– The Sun and the planets orbiting the Sun
UniverseAll the seen and unseen material in space.
GalaxyLarge groups of stars, dust, and gas.
Big Bang TheoryThe theory that the universe began with a tremendous explosion.
Milky Way galaxyThe galaxy in which our solar system is located, spiral galaxy.
Cometsmall body of ice, rock, and cosmic dust that follows an elliptical orbit around the sun and that gives off gas and dust in the form of a tail as it passes close to the sun
Meteora bright streak of light that results when a meteoroid burns up in Earth’s atmosphere.
Meteoroid– a relatively small, rocky body that travels through space
Asteroidsmall, rocky object that orbits the sun
Gravity– Force that holds the planets in orbit. The force that holds the universe together
Seasons and Phases of the Moon: Week of March 7 – March 11
S6E2. Students will understand the effects of the relative positions of the earth, moon and sun.
 Demonstrate the phases of the moon by showing the alignment of the earth, moon, and sun.
 Explain the alignment of the earth, moon, and sun during solar and lunar eclipses.
 Relate the tilt of the earth to the distribution of sunlight throughout the year and its effect on climate.
Rotation and Revolution
Tilt of the earth and the seasons
Phases of the Moon
Unit Vocabulary
Moon Phases– caused by the changing positions of the Earth, the sun, and the moon.
First quarter– about one week after a new moon, when right half of the moon is illuminated by the sun.
Full moon– The entire half of the moon facing the Earth is illuminated by the sun.
The earth is between the moon and the sun
New moonThe entire half of the moon facing the Earth is unlit by the sun.
The moon is between the earth and the sun
Third quarter moon– When half of the left side of the moon is lit.
High tide– the tide at its highest level
Low tide– the tide at its lowest level
Spring tide– Occurs when the Sun, Earth, and Moon are in straight alignment.
Causes the highest and the lowest tides
Neap tide– Occurs when the Sun, Earth, and Moon are at right angles to each other.
Tilt of the Earth– 23.5 degrees. Reason for the seasons.
Solar eclipse– the passing of the moon between Earth and the sun; during a solar eclipse, the shadow of the moon falls on Earth.
Lunar eclipse– the passing of the moon through the Earth’s shadow at full moon
Earth’s axisThe imaginary line on which the Earth spins. Tilted 23.5 degrees.
Climate and Weather: Week of February 22 – March 4
S6E4. Students will understand how the distribution of land and oceans affects climate and weather.
a. Demonstrate that land and water absorb and lose heat at different rates and explain the resulting effects on weather patterns.
b. Relate unequal heating of land and water surfaces to form large global wind systems and weather events such as tornados and thunderstorms.
c. Relate how moisture evaporating from the oceans affects the weather patterns and weather events such as hurricanes.
Global Winds
Local Winds
Land and Sea Breezes
Mountain and Valley Breezes
Layers of the Atmosphere and their characteristics
Air masses, Fronts and associated weather
Severe Weather
Lightening
Thunderstorm
Tornado
Hurricane
Review
Unit test
Please refer to unit vocabulary below
Climate and Weather: Week of February 1 – February 12
S6E4. Students will understand how the distribution of land and oceans affects climate and weather.
 Demonstrate that land and water absorb and lose heat at different rates and explain the resulting effects on weather patterns.
 Relate unequal heating of land and water surfaces to form large global wind systems and weather events such as tornados and thunderstorms.
 Relate how moisture evaporating from the oceans affects the weather patterns and weather events such as hurricanes.
Unit Vocabulary:
Atmosphere– mixture of gases that surrounds Earth
Air pressure – the force of air molecules pushing on a surface
Wind – movement of air caused by differences in air pressure
Global winds– Predictable air mass movement at every 30 degrees of latitude.
Land breeze– Breeze flowing from land to the sea (night time)
Sea breeze– Breeze flowing from sea to land (day time)
Coriolis effect– Curving of the winds and ocean currents due to the Earth’s rotation.
Air mass– large body of air where temperature and moisture are similar throughout.
Continental– air mass that forms over land, dry.
Maritime– Air mass that forms over oceans.
Tropical– air mass that forms over the Tropics.
Polar– Air mass that forms over the polar regions, cold.
Warm front– A warm front forms where warm air moves over cold, denser air.
Cold front– A cold front forms where cold air moves under warm air
Occluded front– Warm air mass is caught between two colder air masses.
Stationary front – Cold air mass meets a warm air mass and move very little
Hurricane– A severe storm formed over tropical oceans and with winds greater than 120 km/h (74mph)
Thunderstorm– Intense weather systems that produce strong winds, heavy rain, lightning, and thunder.
Tornado– A destructive, rotating column of air that has very high wind speeds and that may be visible as a funnelshaped cloud.
Lightning– An electric discharge that occurs between a positively charged area and a negatively charged area.
Greenhouse effect– Process by which gases in the atmosphere, such as water vapor and carbon dioxide, absorb thermal energy and radiate it back to Earth
Hydrology: Week of January 19 – January 29
S6E3 Students will recognize the significant role of water in earth processes
a. Explain that a large portion of the Earth’s surface is water, consisting of oceans, rivers, lakes, underground water, and ice
b. Relate various atmospheric conditions to stages of the water cycle.
d. Explain the causes of waves, currents, and tides.
Unit Vocabulary:
Water cycle– Water moving continuously from the ocean/land to the sky and back
Evaporation– Liquid water changing to water vapor and rising to the atmosphere
Condensation– Water vapor changing to liquid and forming clouds.
Precipitation– Rain, Sleet, Snow, or Hail falling down
Transpiration– Evaporation from plants
Runoff– Water flowing on the ground due to gravity
Infiltration– Water sinking into the ground
Fresh water– Water in lakes, rivers, underground, and glaciers
Salt water– Ocean water
Aquifer– Water stored under ground
Groundwater– Water held in soil and rock crevices
Surface currents– Ocean surface water movement
Tides– The rise and fall of the ocean water due to moon’s gravity and partly by the sun
Continental shelf– Gentle sloping seabed near the land
Continental slope– Outer edge of the continental shelf to the ocean floor
Continental rise– Ocean floor between the continental slope and the abyssal plain.
Midocean ridges– Ocean floor mountain system form by plate tectonics
Seamounts– Mountains under the ocean
Volcanic island– Island above the ocean surface form from seamounts
Ocean trench– Deepest parts of the ocean floor at a subduction zone
Renewable resources– Resources that can be continually replaced.
Nonrenewable resources– Resources that are used faster than it is made
Hydrology: Week of January 4 – January 15
S6E3 Students will recognize the significant role of water in earth processes
a. Explain that a large portion of the Earth’s surface is water, consisting of oceans, rivers, lakes, underground water, and ice
c. Describe the composition, location, and subsurface topography of oceans of the world .
Composition of World’s oceans
Earth’s Water Distribution
salt water
fresh water
underground water
usable water
Water Cycle
evaporation, condensation, precipitation, transpiration, run off, infiltration
Water Pollution and Conservation
Hydrology: Week of December 7 – December 18
S6E3 Students will recognize the significant role of water in earth processes
a. Explain that a large portion of the Earth’s surface is water, consisting of oceans, rivers, lakes, underground water, and ice
b. Relate various atmospheric conditions to stages of the water cycle.
c. Describe the composition, location, and subsurface topography of oceans of the world .
Unit 3 : Reteach and Retest
Unit 4: Pretest
Ocean floor topography
Location and composition of world’s oceans
UNIT 4 VOCABULARY
Water cycle– Water moving continuously from the ocean/land to the sky and back
Evaporation– Liquid water changing to water vapor and rising to the atmosphere
Condensation– Water vapor changing to liquid and forming clouds.
Precipitation– Rain, Sleet, Snow, or Hail falling down
Transpiration– Evaporation from plants
Runoff– Water flowing on the ground due to gravity
Infiltration– Water sinking into the ground
Fresh water– Water in lakes, rivers, underground, and glaciers
Salt water– Ocean water
Aquifer– Water stored under ground
Groundwater– Water held in soil and rock crevices
Surface currents– Ocean surface water movement
Tides– The rise and fall of the ocean water due to moon’s gravity and partly by the sun
Continental shelf– Gentle sloping seabed near the land
Continental slope– Outer edge of the continental shelf to the ocean floor
Continental rise– Ocean floor between the continental slope and the abyssal plain.
Midocean ridges– Ocean floor mountain system form by plate tectonics
Seamounts– Mountains under the ocean
Volcanic island– Island above the ocean surface form from seamounts
Ocean trench– Deepest parts of the ocean floor at a subduction zone
Renewable resources– Resources that can be continually replaced.
Nonrenewable resources– Resources that are used faster than it is made
Week of November 30 – December 4
S6E5. Students will investigate the scientific view of how the earth’s surface is formed.
e. Recognize that lithospheric plates constantly move and cause major geological events on the earth’s surface.
f. Explain the effects of physical processes (plate tectonics, erosion, deposition, volcanic eruption, gravity) on geological features including oceans.
Theory of Plate Tectonics
Types of Plate boundaries
Convergent boundaries
Divergent boundaries
Transform boundaries
Plate boundaries and resulting geologic features
Convergent boundaries:
 oceanic – continental
 oceanic – oceanic
 continental – continental
Divergent boundaries
 oceanic oceanic
 continental – continental
Transform boundaries
Unit Review
Unit Test
Week of November 9 – November 20
S6E5. Students will investigate the scientific view of how the earth’s surface is formed.
a. Compare and contrast the Earth’s crust, mantle, and core including temperature, density, and composition.
e. Recognize that lithospheric plates constantly move and cause major geological events on the earth’s surface.
f. Explain the effects of physical processes (plate tectonics, erosion, deposition, volcanic eruption, gravity) on geological features including oceans.
g. Describe how fossils show evidence of the changing surface and climate of the Earth.
Fossils:
Types
Why they are important
Plate Tectonics and Continental Drift Theory:
Alfred Wegener and Pangaea
Evidence of Continental Drift
Week of November 2 – November 6
S6E5. Students will investigate the scientific view of how the Earth’s surface is formed.
Element a. Compare and contrast the Earth’s crust, mantle, and core including temperature, density, and composition.
e. Recognize that lithospheric plates constantly move and cause major geological events on the Earth’s surface.
Unit Pretest
Layers of the earth
– compare layers in terms of temperature, density, composisition
density lab
UNIT 3 VOCABULARY
Crust – The outermost layer of the Earth
Mantle – The layer of the Earth between the crust and the outer core
Core – The earth layer that extends from below the mantle to the center of the Earth.
Outer core– liquid part of core, made of molten iron and nickel
Inner core – solid part of core, mostly made of solid iron
Asthenosphere – a plastic layer of the mantle on which pieces of the lithosphere move
Lithosphere– the crust and the rigid upper part of
Seismic waves– earthquake waves that travel out from the earthquake in all directions.
Convection currents– Fluid movement due to differences in temperature and density
Sea floor spreading – Ocean floor separating as magma rises and solidifies.
Convergent boundary– Boundary between tectonic plates that are colliding
Divergent boundaries– Boundary between two tectonic plates that are separating
Transform boundary– Boundary between tectonic plates that are sliding past each other horizontally
Continental drift– Hypothesis that states that the continents once formed a single landmass, broke up, and drifted to their present locations.
Tectonic plates– Pieces of the lithosphere that move top of the asthenosphere.
Pangaea – All of the present continents were once joined in a single, huge continent.
Fossil evidence – Similar fossils on different continents supporting continental drift
Mountain building– Mountains resulting from colliding convergent plates
Faults – Breaks in the Earth’s crust
Volcano – A place where hot liquid magma reaches the surface.
Week of October 19 – October 30
Standard: S6E5. Students will investigate the scientific view of how the Earth’s surface is formed.
Elements: h. Describe soil as consisting of weathered rocks and decomposed organic material.
i. Explain the effects of human activity on the erosion of the earth’s surface.
j. Describe methods for conserving natural resources such as water, soil, and air
Soil :
Formation
Profile
– Soil erosion and human effect
Soil conservation
Renewable and Nonrenewable Resources
Unit Review and Test
Week of October 5 – October 16
Standard: S6E5. Students will investigate the scientific view of how the Earth’s surface is formed.
Elements: d: Describe processes that change rocks and the surface of the earth
h. Describe soil as consisting of weathered rocks and decomposed organic material.
Chemical Weathering
Agents of chemical weathering: acid precipitation, air, water, plant action.
Erosion and Deposition:
agents
features
Soil Formation
Week of September 28 – October 2
Standard: S6E5. Students will investigate the scientific view of how the Earth’s surface is formed.
Elements: d: Describe processes that change rocks and the surface of the earth
Weathering:
Mechanical/Physical weathering
Agents of Mechanical weathering
Unit Vocabulary:
Weathering– Breaking down rocks into smaller pieces
Erosion– The process by which sediment is removed from its source
Chemical Weathering– Breaking down rocks through a chemical change
Mechanical Weathering– Breaking down rocks physically
Abrasion– Grinding and wearing down rock surfaces physically
Iron– Naturally occurring element that rust when exposed to oxygen
Gravity– An invisible force that causes objects to be pulled each other
Ice wedging– Breaking down rocks through repeated freezing and thawing
Acid rain– Rain that contains above normal acid
Renewable resources– Resources that can be continually replaced.
Nonrenewable resources– Resources that are used faster than it is made
Conservation– Protection, preservation, or restoration of the natural environment.
Organic matter– Biological material that is decaying or decomposing, such as humus.
Horizons Specific Layers of soil.
Week of September 14 – September 18
Standards: S6E5. Students will investigate the scientific view of how the Earth’s surface is formed
Element c. Classify rocks by their process of formation.
Metamorphic Rocks: Formation and classification
Rock Cycle
Almost There Test
Acceleration/Remediation
Unit 1 Test
Week of August 31 – September 11
Standards: S6E5. Students will investigate the scientific view of how the Earth’s surface is formed
Element c. Classify rocks by their process of formation.
Classification of rocks according to the way they are formed. Igneous, Sedimentary, metamorphic
Igneous rocks: Intrusive – formed inside the earth
Extrusive – formed on the surface of the earth
Features of intrusive and extrusive igneous rocks
Sedimentary rocks: formation and features
weathering, erosion, deposition, compaction, cementation
Types of sedimentary rocks: clastic, organic, chemical
Remember to refer to unit 1 vocabulary below.
Week of August 24 – 28
Standards: S6E5. Students will investigate the scientific view of how the Earth surface is formed.
Element b. Investigate the composition of rocks in terms of minerals.
Identifying Minerals in terms of:
color, streak, luster, density, hardness, cleavage/fracture, and special properties.
Why is color not a very good test for identifying Minerals?
Test on Minerals
Most Wanted Mineral Activities/Posters
Homework: Study for Mineral Test
– Complete Most Wanted Mineral Poster.
Week of August 17 – 21
Standards: Students will investigate the scientific view of how the Earth surface is formed.
Element b. Investigate the composition of rocks in terms of minerals.
Rocks and minerals Pretest
Characteristics Of Minerals
– What makes a substance a Mineral?
Home work: Read the highlighted handout and answer questions on the side of the pages.
Make your own song using the 5 characteristics of Minerals.
Unit Vocabulary:
Lab safety, goggles, aprons, safety symbols.
Mineral– Naturally formed inorganic solid with a crystal structure.
Rock– Naturally occurring solid mixture of one or more minerals and organic matter.
InorganicIs not alive, never has been alive.
Crystalline– A solid whose atoms, ions, or molecules are arranged in a definite pattern
Composition– The materials that an object is made from.
Texture– The size, shape, and positions of the grains that make up a rock.
Rock cycle– The continual process by which new rock forms from old rock material.
Weathering– The process in which water, wind, ice, and heat break down rock.
Erosion– The process by which sediment is removed from its source
Deposition– depositing or dropping sediment
Compaction– layers of sediment pressed together with pressure
Cementation– hardening layers of rock together
Igneous– Latin word that means “fire.” Forms when lava or magma, cools and solidifies.
Metamorphic– type of rock formed by heat and pressure
Sediment– tiny weathered rock particles
Sedimentary– type of rock formed by the deposition of sediment
Intrusive– rock formed as magma cools and solidifies beneath Earth’s surface.
Extrusive– rock that forms from the cooling and solidification of lava at Earth’s surface
Coarsegrained– rock with large mineral crystals, cooled slowly, intrusive
Finegrained– rock with small or no evident mineral crystals, cooled quickly, extrusive
Foliated (banded)– thin separate layers are evident in rock
Nonfoliated (nonbanded)– no separate layers are evident in the rock
Week of August 10 – August 15: Scientific Method
Standard: S6CS1 – Students will explore the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works.
Element a. Understand the importance of – and keep – honest, clear, and accurate records in science.
Element b. Understand that hypotheses are valuable if they lead to fruitful investigations, even if the hypotheses turn out not to be completely accurate descriptions.
Rocks and Minerals Pretest.
Week of August 3 – 7
– Getting to know you activities
School Rules and Procedures
Class Rules and Procedures
Lab Safety Rules
Homework: Get syllabus home for parent signature and bring back to Mrs. Anuforo.