Unit 1: Classification of Living Things
QUIZ: 8/30
TEST: 9/14
standards:
S5L1. Students will classify organisms into groups and relate how they determined the groups with how and why scientists use classification.
a. Demonstrate how animals are sorted into groups (vertebrate and invertebrate) and how vertebrates are sorted into groups (fish, amphibian,
reptile, bird, and mammal).
b. Demonstrate how plants are sorted into groups.
TEST: 9/14
standards:
S5L1. Students will classify organisms into groups and relate how they determined the groups with how and why scientists use classification.
a. Demonstrate how animals are sorted into groups (vertebrate and invertebrate) and how vertebrates are sorted into groups (fish, amphibian,
reptile, bird, and mammal).
b. Demonstrate how plants are sorted into groups.
Unit 2: Plant & Animal Cells & Microorganisms
QUIZ: 10/1 (revised date)
QUIZ: 11/1 (revised date) TEST: 11/5 (revised date) {informational CELLS books are also due on this date} S5L3. Students will diagram and label parts of various cells (plant, animal, single-celled, multi-celled). a. Use magnifiers such as microscopes or hand lenses to observe cells and their structure. b. Identify parts of a plant cell (membrane, wall, cytoplasm, nucleus, chloroplasts) and of an animal cell (membrane, cytoplasm, and nucleus) and determine the function of the parts. c. Explain how cells in multi-celled organisms are similar and different in structure and function to single-celled organisms. Vocabulary Quizlet: https://quizlet.com/98537113/plant-and-animal-cells-flash-cards/?new Jeopardy Review for Test https://jeopardylabs.com/play/chapter-5-cells-to-microorganisms Quizlet for Vocabulary Quiz http://quizlet.com/51414786/plant-and-animal-cell-quizlet-flash-cards/ |
UNIT 3 - HEREDITY
QUIZ: 11/28 (inherited & acquired physical traits AND instinctive & learned behaviors)
NO TEST FOR THIS UNIT
Standards:
S5L2. Students will recognize that offspring can resemble parents in inherited traits and learned behaviors.
a. Compare and contrast the characteristics of learned behaviors and of inherited traits.
b. Discuss what a gene is and the role genes play in the transfer of traits.
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UNIT 4 - CONSTRUCTIVE & DESTRUCTIVE FORCES
QUIZ: 1/11
TEST: 1/18
Standards:
S5E1. Students will identify surface features of the Earth caused by constructive and
destructive processes.
a. Identify surface features caused by constructive processes.
• Deposition (Deltas, sand dunes, etc.)
• Earthquakes
• Volcanoes
• Faults
b. Identify and find examples of surface features caused by destructive processes.
• Erosion (water—rivers and oceans, wind)
• Weathering
• Impact of organisms
• Earthquake
• Volcano
c. Relate the role of technology and human intervention in the control of constructive
and destructive processes.
Examples include, but are not limited to
• Seismological studies,
• Flood control, (dams, levees, storm drain management, etc.)
• Beach reclamation (Georgia coastal islands)
Vocabulary Words:
landform, topography, sand dune, canyon, mesa, weathering, erosion, delta, sinkhole, deposition, plate, earthquake, epicenter, fault, magma, lava, volcano, Richter scale, molten, hot spot, reverse fault, normal fault, jetty, seismologist, seismograph
The BIG IDEAS from the unit:
What are constructive processes?Constructive forces affect the earth's surface by building it up while forming new crust and landforms like mountains, islands, deltas, and sand dunes.
What are destructive processes?
Destructive forces affect the earth's surface by breaking down landforms to form new ones through the processes of weathering and erosion.
How do constructive and destructive processes affect the surface features of the Earth?
Earth’s crust is forever changing. The continents and ocean floors are part of Earth’s crust, which is broken into big pieces called plates. These giant plates float and move on top of the mantle. The areas where the plates meet are called boundaries. As the plates of the crust move, they can collide and form mountain chains. They can pull away from each other and form new crust along the ocean floor. They can also slide past each other and cause earthquakes. Earthquakes and volcanoes are often found along these boundaries, as are mountain chains that formed when the boundaries collided.
Even as constructive forces are creating landforms on Earth, destructive forces are wearing them down. Weathering and erosion are two forces that are constantly acting to reshape the land. Weathering is the breaking down of the materials of Earth’s crust into smaller pieces. Erosion is the picking up and carrying away of the pieces. However, as these eroded pieces of rocks are carried along by wind, moving ice, or moving water, they eventually stop and are dropped to the bottom of the stream, lake, or ocean. The dropping off of bits of eroded rock is called deposition. This process helps to build up Earth’s surface by filling in depressions, or basins. Deposition also causes new sedimentary rocks to form, as well as new landforms including sand dunes and deltas.
QUIZLET REVIEW FOR VOCABULARY
http://quizlet.com/65196827/constructive-and-destructive-vocabulary-words-flash-cards/
Resources:
http://www.symbaloo.com/mix/constructive-destructive1
TEST: 1/18
Standards:
S5E1. Students will identify surface features of the Earth caused by constructive and
destructive processes.
a. Identify surface features caused by constructive processes.
• Deposition (Deltas, sand dunes, etc.)
• Earthquakes
• Volcanoes
• Faults
b. Identify and find examples of surface features caused by destructive processes.
• Erosion (water—rivers and oceans, wind)
• Weathering
• Impact of organisms
• Earthquake
• Volcano
c. Relate the role of technology and human intervention in the control of constructive
and destructive processes.
Examples include, but are not limited to
• Seismological studies,
• Flood control, (dams, levees, storm drain management, etc.)
• Beach reclamation (Georgia coastal islands)
Vocabulary Words:
landform, topography, sand dune, canyon, mesa, weathering, erosion, delta, sinkhole, deposition, plate, earthquake, epicenter, fault, magma, lava, volcano, Richter scale, molten, hot spot, reverse fault, normal fault, jetty, seismologist, seismograph
The BIG IDEAS from the unit:
What are constructive processes?Constructive forces affect the earth's surface by building it up while forming new crust and landforms like mountains, islands, deltas, and sand dunes.
What are destructive processes?
Destructive forces affect the earth's surface by breaking down landforms to form new ones through the processes of weathering and erosion.
How do constructive and destructive processes affect the surface features of the Earth?
Earth’s crust is forever changing. The continents and ocean floors are part of Earth’s crust, which is broken into big pieces called plates. These giant plates float and move on top of the mantle. The areas where the plates meet are called boundaries. As the plates of the crust move, they can collide and form mountain chains. They can pull away from each other and form new crust along the ocean floor. They can also slide past each other and cause earthquakes. Earthquakes and volcanoes are often found along these boundaries, as are mountain chains that formed when the boundaries collided.
Even as constructive forces are creating landforms on Earth, destructive forces are wearing them down. Weathering and erosion are two forces that are constantly acting to reshape the land. Weathering is the breaking down of the materials of Earth’s crust into smaller pieces. Erosion is the picking up and carrying away of the pieces. However, as these eroded pieces of rocks are carried along by wind, moving ice, or moving water, they eventually stop and are dropped to the bottom of the stream, lake, or ocean. The dropping off of bits of eroded rock is called deposition. This process helps to build up Earth’s surface by filling in depressions, or basins. Deposition also causes new sedimentary rocks to form, as well as new landforms including sand dunes and deltas.
QUIZLET REVIEW FOR VOCABULARY
http://quizlet.com/65196827/constructive-and-destructive-vocabulary-words-flash-cards/
Resources:
http://www.symbaloo.com/mix/constructive-destructive1
Unit PowerPoints:
storm_drains_levees___dams.ppt | |
File Size: | 2852 kb |
File Type: | ppt |
constructive_and_destructive_forces_powerpoint.ppt | |
File Size: | 2386 kb |
File Type: | ppt |
weathering_and_erosion.ppt | |
File Size: | 3899 kb |
File Type: | ppt |
Unit 5 - Physical and Chemical Changes
QUIZ:
TEST:
TEST:
Standards:
S5P1. Students will verify that an object is the sum of its parts. a. Demonstrate that the mass of an object is equal to the sum of its parts by manipulating and measuring different objects made of various parts. b. Investigate how common items have parts that are too small to be seen without magnification.
S5P2. Students will explain the difference between a physical change and a chemical change.
a. Investigate physical changes by separating mixtures and manipulating (cutting, tearing, folding) paper to demonstrate examples of physical change.
b. Recognize that the changes in state of water (water vapor/steam, liquid, ice) are due to temperature differences and are examples of physical change. c. Investigate the properties of a substance before, during, and after a chemical reaction to find evidence of change.
S5P1. Students will verify that an object is the sum of its parts. a. Demonstrate that the mass of an object is equal to the sum of its parts by manipulating and measuring different objects made of various parts. b. Investigate how common items have parts that are too small to be seen without magnification.
S5P2. Students will explain the difference between a physical change and a chemical change.
a. Investigate physical changes by separating mixtures and manipulating (cutting, tearing, folding) paper to demonstrate examples of physical change.
b. Recognize that the changes in state of water (water vapor/steam, liquid, ice) are due to temperature differences and are examples of physical change. c. Investigate the properties of a substance before, during, and after a chemical reaction to find evidence of change.
Unit 6: Electricity and Magnetism
QUIZ: 3/26
TEST:
Standards:
S5P3. Students will investigate the electricity, magnetism, and their relationship. a. Investigate static electricity. b. Determine the necessary components for completing an electric circuit. c. Investigate common materials to determine if they are insulators or conductors of electricity. d. Compare a bar magnet to an electromagnet.
Vocabulary: electric charge, static electricity, electric field, electric current, electric circuit, series circuit, parallel circuit, resistance, short circuit, conductor, insulator, electromagnet
Vocabulary QUIZ:
Quizlet for the vocabulary quiz: https://quizlet.com/78632908/chapter-4-vocab-flash-cards/
Games for Practice:
http://www.sciencekids.co.nz/gamesactivities/circuitsconductors.html
http://www.bbc.co.uk/schools/scienceclips/ages/8_9/circuits_conductors_fs.shtml
http://resources.woodlands-junior.kent.sch.uk/revision/science/electricity.htm
TEST:
Standards:
S5P3. Students will investigate the electricity, magnetism, and their relationship. a. Investigate static electricity. b. Determine the necessary components for completing an electric circuit. c. Investigate common materials to determine if they are insulators or conductors of electricity. d. Compare a bar magnet to an electromagnet.
Vocabulary: electric charge, static electricity, electric field, electric current, electric circuit, series circuit, parallel circuit, resistance, short circuit, conductor, insulator, electromagnet
Vocabulary QUIZ:
Quizlet for the vocabulary quiz: https://quizlet.com/78632908/chapter-4-vocab-flash-cards/
Games for Practice:
http://www.sciencekids.co.nz/gamesactivities/circuitsconductors.html
http://www.bbc.co.uk/schools/scienceclips/ages/8_9/circuits_conductors_fs.shtml
http://resources.woodlands-junior.kent.sch.uk/revision/science/electricity.htm
E L E C T R I C I T Y S I M U L A T I O N S
charges and fieldsballoons and static electricity
circuit construction
Magnets and Electromagnets
Electromagnetic Lab
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electric field hockeystatic electricity
circuit construction
Radio Waves & Electromagnetic Fields
Signal Circuit
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