Mr. Adams - Science 8
Daily Schedule: Hex 1
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Science 8 Syllabus | |
File Size: | 29 kb |
File Type: | doc |
Convection Currents in the Mantle Quiz on Friday, February 26
All students have a handout to review this information
All students have a handout to review this information
Friday, Jan. 22 - Ongoing: Group work designing a lesson presentation on a concept of plate tectonics.
- Continental Drift
- Sea floor spreading
- Theory of plate tectonics
Group presentations will begin Monday, Feb. 1
- Continental Drift
- Sea floor spreading
- Theory of plate tectonics
Group presentations will begin Monday, Feb. 1
convection_in_the_mantle.pdf | |
File Size: | 198 kb |
File Type: |
Assignment: Jan. 21: Use pg 16-17 in text for assistance
Assignment: Jan. 19 -- Due Jan. 20
Read about Earth's interior and layers out of the text, pg. 6-13
Answer assessment questions on pg. 13.
Student notes are optional
Read about Earth's interior and layers out of the text, pg. 6-13
Answer assessment questions on pg. 13.
Student notes are optional
Assignments for 2nd Semester are listed above this point
Assignments for 1st Semester are listed below this point
Assignments for 1st Semester are listed below this point
August 31 - September 4: Review pages 6 - 11 in text.
Review characteristics of living things (organisms) and the needs to sustain life.
Focus on abiotic and biotic factors - included citing examples in an outdoor photo of the student's choice.
Key concepts:
1. What needs are met by an organism's environment?
2. What are the two parts of an organism's environment (habitat) with which it interacts?
3. What are the levels of organization within an ecosystem?
Key terms: organism, population, community, ecosystem, habitat, biotic factor, abiotic factor, and species.
Assignment for Tuesday, September 8:
Review characteristics of living things (organisms) and the needs to sustain life.
Focus on abiotic and biotic factors - included citing examples in an outdoor photo of the student's choice.
Key concepts:
1. What needs are met by an organism's environment?
2. What are the two parts of an organism's environment (habitat) with which it interacts?
3. What are the levels of organization within an ecosystem?
Key terms: organism, population, community, ecosystem, habitat, biotic factor, abiotic factor, and species.
Assignment for Tuesday, September 8:
levels_in_ecosystems.pdf | |
File Size: | 93 kb |
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levels_of_ecosystem_directions.pdf | |
File Size: | 140 kb |
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** Quiz Friday, Sept. 18** -- Levels of organization in an ecosystem
Studying Populations - pg 13 - 20 in text
Assignment for Tuesday, Sept. 15:
Assignment for Tuesday, Sept. 15:
studying_populations_ws.pdf | |
File Size: | 246 kb |
File Type: |
PRETEST on interactions of organisms: Sept. 21.
Competition and Predation - pg 24-29 in text
take notes in science notebooks by Wednesday, Sept. 23
take notes in science notebooks by Wednesday, Sept. 23
Thursday, Sept. 23
Sketch an example of predation and competition
with one sketch per side of paper.
Define interactions in own words - Due Monday, Sept. 28
Sketch an example of predation and competition
with one sketch per side of paper.
Define interactions in own words - Due Monday, Sept. 28
interaction_ws.pdf | |
File Size: | 248 kb |
File Type: |
Tuesday, Sept. 29
Create 3 sketches illustrating the 3
symbiotic relationships: Sketch an example, define each interaction in your own words, and describe how each organism is affected by the other organism
Due Thursday, Oct. 1
Create 3 sketches illustrating the 3
symbiotic relationships: Sketch an example, define each interaction in your own words, and describe how each organism is affected by the other organism
Due Thursday, Oct. 1
MID CHAPTER QUIZ on interactions of organisms: Friday, Oct. 2
Interactions Quiz for Practice Wednesday, Oct. 14
Interactions and Adaptations Test, Friday, October 16
chernobyl_wildlife.docx | |
File Size: | 264 kb |
File Type: | docx |
Read the article about wildlife in the Chernobyl area
and identify five adaptations within the article.
Check with the teacher for approval.
and identify five adaptations within the article.
Check with the teacher for approval.
Energy Flow in Ecosystems
pg. 42-47: Section Assessment Questions
Tuesday, Oct. 20: Energy Flow Handout: Due Oct. 21
pg. 42-47: Section Assessment Questions
Tuesday, Oct. 20: Energy Flow Handout: Due Oct. 21
energy_flow.pdf | |
File Size: | 189 kb |
File Type: |
Homework - Monday, Nov. 2: Problem: Explain how nitrogen is cycled through an ecosystem. Answer the questions generated during science class. Answers to the questions will help students explain the problem. Use the text or Internet for guidance in answering the questions.
Understanding the Carbon Cycle
Trace the pathway of carbon through the environment: Click on Carbon Cycle below
Carbon Cycle
Trace the pathway of carbon through the environment: Click on Carbon Cycle below
Carbon Cycle
TEST: November 17
Energy roles and how energy moves through an ecosystem
TEST: November 18
How carbon and nitrogen cycle through the environment
Energy roles and how energy moves through an ecosystem
TEST: November 18
How carbon and nitrogen cycle through the environment
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December 14
Read Deforestation Articles and preview the slideshow on the Brazilian rainforest (scroll up to November 19) In science notebook: Identify problems caused by deforestation. What are possible solutions to the problems identified, or to deforestation? Also record any personal questions you have. |
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December 17
Formative Assessment on current understanding of our human impact on the environment Handout can serve as a study guide for later assessment (test). |
December 18- Assignment
Investigating human impact on biodiversity
Students can explain:
- how are we impacting biodiversity?
- Specifically how are we impacting either a single species (Siberian Tiger) or ecosystem (Coral Reef): Students choose their topic
(meaning: What are humans doing to impact daily activities of the species, or ecosystem, in a particular way?)
- What are humans doing to reduce their impact on the chosen topic
- Cite scientific evidence that we are impacting the topic (i.e. research, illustrations, graphs, etc.)
- Present information in a variety of formats. Either write in student's notebook, Pages, Keynote, Google Docs, etc. Present the information in a
manner that can be turned in to the teacher.
DUE MONDAY, DECEMBER 21
Investigating human impact on biodiversity
Students can explain:
- how are we impacting biodiversity?
- Specifically how are we impacting either a single species (Siberian Tiger) or ecosystem (Coral Reef): Students choose their topic
(meaning: What are humans doing to impact daily activities of the species, or ecosystem, in a particular way?)
- What are humans doing to reduce their impact on the chosen topic
- Cite scientific evidence that we are impacting the topic (i.e. research, illustrations, graphs, etc.)
- Present information in a variety of formats. Either write in student's notebook, Pages, Keynote, Google Docs, etc. Present the information in a
manner that can be turned in to the teacher.
DUE MONDAY, DECEMBER 21
January 4-6: Assignment
Construct an argument (persuasive) on an environmental issue (local, state, national, or global)
1. Your argument will be heard by a legislative body (city council, house representative, etc.)
2. Identify a position on an environmental issue and formulate why this your concern.
3. Develop at least 3 points of evidence to help support your position and persuade others support to your position.
4. Propose a solution to the change needed for your environmental solution. (What needs to be done? or What needs to be done differently?
5. Be prepared to be able to answer critics to your argument. Research the other side to your argument to help prepare yourself for questioning.
Due Thursday, Jan 7.
Construct an argument (persuasive) on an environmental issue (local, state, national, or global)
1. Your argument will be heard by a legislative body (city council, house representative, etc.)
2. Identify a position on an environmental issue and formulate why this your concern.
3. Develop at least 3 points of evidence to help support your position and persuade others support to your position.
4. Propose a solution to the change needed for your environmental solution. (What needs to be done? or What needs to be done differently?
5. Be prepared to be able to answer critics to your argument. Research the other side to your argument to help prepare yourself for questioning.
Due Thursday, Jan 7.