==Lesson 67 AIM: To prepare for (Tuesday’s) Unit 3 DEPARTMENTAL ASSESSMENT Test BY reviewing sample questions. Day 2. CLASSWORK: Students will respond to examples on the chalkboard and also, answer the following questions from the textbook: Pages 338 and 339, #s 6, 9, 11, 13, and 19. Pages 340 and 341, #s 1, 2, 10, and 13. HOMEWORK: Read Section 1 from the handout of your text. Answer Section 1 Review, Self Check #4, page 319 in handout. VOCABULARY: VIDEOS: ----
Lesson 66 AIM: To prepare for (Tuesday’s) Unit 3 DEPARTMENTAL ASSESSMENT Test by reviewing sample questions. HOMEWORK: Read Section 1 from the handout of your text. Answer the following Questions: 1. What causes changing seasons? 2. Which direction does Earth spin on its axis? 3. What light do we see from the moon? VOCABULARY: VIDEOS: ----
Lesson 65 AIM: Everything you wanted to know about the moon but were afraid to ask part II. HOMEWORK: Review pages 149-156 in “Buckle Down.” On a separate piece of paper, answer the New York Science Practice questions on pages 157 & 158. Label it lesson 65. WORK TIME: Students will read 161 to 163 in “Reading Essentials.” Answer “Picture This, 1.,” in margin on Page 162, “Reading Checks, 2. and 3. In the margins on page 163, and “After You Read,” Question number 1., on page 164. You may use the Textbook, page 325, to help answer question 2. on page 163. VOCABULARY: Impact basin, prospector. VIDEOS: ----
Lesson 64 AIM: Everything you wanted to know about the moon but were afraid to ask. HOMEWORK: Read pages 153-154 in “Buckle Down.” Do the drawing of a LUNAR Eclipse as requested at the top of page 154. Draw on a separate piece of paper. Label it lesson 64. WORK TIME: Students will view the video, “Space Science: Moon,” and take notes on the appropriate sections of the video. VOCABULARY: Astronaught, L.E.M. VIDEOS: “Space Science: Moon” ----
Lesson 62 AIM: TO learn about LONGITUDE and LATITUDE BY practicing location on a world map. HOMEWORK: Label HW "Lesson 62" 1. Compare and contrast the terms longitude and latitude. 2. Where is the prime meridian? 3. Which compass direction do lines of latitude run? WORK TIME: Students will locate various sites on a world map by using lines of longitude. MATERIALS: Notebooks, pencils, world map, homework from previous night. VOCABULARY: Longitude, latitude, prime meridian. VIDEOS: ----
Lesson 61
==

Moon Survival Test

Your spaceship has just crash-landed on the moon. You are 200 miles (320 km) away from Moon Base 3. It is midday (remember the lunar day lasts 14 Earth days). Your crew's survival depends on reaching the base. Choose the five items most critical to your survival from the following 15 items salvaged from the wrecked ship:

• Box of matches • 50 feet (15m) of nylon rope • Two .45 caliber pistols • Self-inflating life raft
• Five gallons (19 l) of water • First Aid kit (containing spacesuit injection needles)
• Solar powered FM receiver-transmitter • Stellar map (to aid navigation) • Two 100-pound (45 kg) tanks of oxygen
• Solar powered portable heating unit
• Food concentrate
• Parachute silk
• One case of dehydrated milk
• Magnetic compass
• Signal flares
HOMEWORK: Read pages 151 and 152 in Buckle Down. Do the map exercise on page 151 and answer questions on page 152. Hand in this HW on looseleaf and mark it as Lesson 61.

Lesson 60 AIM: TO compare answers on the last test BY going over correct answers. To learn what an eclipse is BY view a video/animation of actual solar & Lunar eclipses.

HOMEWORK: Read Section 2 in Chapter 11 of the textbook handout. Answer Section Review, Question 4 on page 328.

WORK TIME: Students will: View a 2 minute video about the Eclipses, and review vocabulary words from the text. MATERIALS: Notebooks, pencils, text handouts. VOCABULARY: Eclipse, rotation, revolution, umbra, penumbra

VIDEOS: “A Total Eclipse of the Sun”

Lesson 59 TEST TOMORROW!

AIM: TO prepare for Tuesday’s exam BY reviewing material covered in class and in the text.
HOMEWORK: Read Section 1 in Chapter 11 of the textbook handout.
WORK TIME: Students will:
View a 2 minute video about the Earth’s season, and review vocabulary words from the text.
MATERIALS: Notebooks, pencils, text handouts.
VOCABULARY: Sphere, axis, ellipse, rotation, revolution, solstice, equinox.
VIDEOS: “What Causes Earth’s Seasons?”


Lesson 58
AIM: TO learn about the Properties of Earth BY reading information in the text and sharing answers.
HOMEWORK: In BUCKLE DOWN, Review 15, read pages 152. Answer questions on that page on a separate piece of paper. Answers only; don’t copy questions! Label this HW Lesson 58
WORK TIME: Students will:
Read pages 314 to 319.
Write a definition or explanation for the VOCABULARY Words listed below.
MATERIALS: Notebooks, pencils
VOCABULARY: Sphere, axis, ellipse, rotation, revolution, solstice, equinox.
VIDEOS:



esson 57
AIM: TO learn how seasons change BY analyzing the movement of the Earth around the sun.
HOMEWORK: In BUCKLE DOWN, Review 15, read pages 149 & 150. Answer 4 questions on page 150. Label homework as Lesson 57.
WORK TIME: Students will:
View the video clip and identify the reasons seasons change.
MATERIALS: Notebooks, pencils, video
VOCABULARY: Axis, axial tilt, orbit, rotation, revolution.
VIDEOS: “What Causes Seasons?”


Lesson 56
AIM: Can a meteor be blasted away from colliding into Earth?
HOMEWORK:
WORK TIME: Students will:
View the video clip, discuss and explain if the scenario is possible.
MATERIALS: Notebooks, pencils
VOCABULARY: Meteor
VIDEOS: Meteor Storm

Lesson 55
AIM -1: TO identify which of Newton’s Laws applies BY analyzing an old video clip.
AIM -2: To review the steps in the Scientific Method BY reading the steps in the IS 73 Science Handbook
HOMEWORK: Explain how you used the Scientific Method in your Science Fair Project.
WORK TIME: Students will:
View the video clip and identify which of Newton’s Laws applies
Read pages 2 and 3 in the handbook and outline the steps in the Scientific Method
MATERIALS: Notebooks, pencils, handbooks
VOCABULARY: Scientific Method, observation, hypothesis, data.
VIDEOS: Milk and Cookies (Johnny Carson & Dom Deluise)


Lesson 54AIM: TO understand Newton's 3rd Law BY comparing forces on two objectsHOMEWORK:Explain how a rocket taking off is an example of Newton's Third Law.Big Idea:For Every Action There is an Equal and Opposite ReactionWORK TIME/CHALLENGE:Warmup/intro:
  • Students will answer the 1st of 3 practice examples from older Science Exams.Students will view 2 short videosStudents will "Turn and Talk," and discuss (in pairs) how the videos apply to Newton's Third Law
MATERIALS: Notebooks, video, worksheets.VOCABULARY: Action, reaction, equal, oppositeVIDEOS:"How to Demonstrate Newton's Third Law of Motion," "The Science of Firing a Cannon."


Lesson 53
AIM: TO understand Newton’s 3rd Law of Motion BY doing practice examples from the workbook.
WORK TIME/CHALLENGE:
· Read “Force and Motion,” TOP OF PAGE ONLY, Soccer story, page 185
· Read “Newton’s Third Law,” and “Simple Machines, on pages 191-192.
· Answer the question at the top of page 192, and do the “Work,” problem in the “Simple Machines, SECTION.
MATERIALS: Workbooks, notebooks
HOMEWORK: New York Science Practice page 196 in Workbook, Questions 1, 2, 3, and 4. Answer on looseleaf paper. Number the assignment Lesson 53.
VOCABULARY: Action, reaction, work.
VIDEOS:–

Lesson 52
AIM: TO prepare for the Core Unit Assessment Test BY reviewing concepts and vocabulary learned in previous lessons
WORK TIME/CHALLENGE: Students will work from the Study Guide and practice examples of the concepts.
MATERIALS: Handouts, notebooks
HOMEWORK: Study problems & concepts reviewed in class
VOCABULARY: Genetics, evolution, reproduction, environment, chromosomes, genes
VIDEOS:



Lesson 51
AIM
: TO determine the relationship between mass, acceleration and MOMENTUM BY doing practice examples from the text, and viewing related videos.
WORK TIME/CHALLENGE:
· REVIEW: Students will do “Applying Math” problems on page 448 of text handout.
· CHALLENGE: Read pages 451 and 452 of text handout and answer “Applying Math” problems on page 452
MATERIALS: Workbooks, notebooks, videos
HOMEWORK: Reading Check Question, middle of Page 452
VOCABULARY: Momentum, inerti, other.
VIDEOS: Bill Nye and more


Lesson 51
AIM: TO check our answers on the test for accuracy BY comparing them to the correct answers.
TO learn the relation between Force, mass and acceleration BY working with problems in the workbooks.
WORK TIME/CHALLENGE: Students read pages 189 to 191 in workbook and complete the practice examples.
MATERIALS: Workbooks, notebooks.
HOMEWORK:
VOCABULARY:
VIDEOS:


Lesson 49
AIM
: TO learn how Force, Mass, and Acceleration are related BY seeing examples in videos.
WORK TIME/CHALLENGE: Students view videos and then go over practice examples. MATERIALS: Videos, notebooks.
HOMEWORK: Label HW #49 Explain the relationship between Force, Mass, and Acceleration
VOCABULARY: Force, mass, G-Force
VIDEOS: NASA jet G-Forces, et al.




Lesson 48 AIM: TO learn about Motion, Velocity, and Acceleration BY Measuring viewing the PowerPoint and seeing examples of Motion in class.
WORK TIME:
• Students will go over the Practice Problems from the Speed Lab on Friday.
• Students will discuss Motion by discussing references points.
• Velocity and Acceleration will be viewed in the PowerePoint.
MATERIALS: Practice Problem sheet, notebooks, PowerePoint.
HOMEWORK:
VOCABULARY: Reference point, velocity, acceleration, negative acceleration
VIDEOS: BMW accelerating.

Lesson 47 (Lesson 45 continued)
AIM: TO learn about Speed and Inertia BY Measuring an object’s rate of travel over a certain distance.
WORK TIME/CHALLENGE: Students will use a stopwatch, or wristwatch with a timer, to measure the speed of an object in class. Teams of three students will work together. One student will push the car/truck through a 2-meter course. Another student will use the timer to record the times that the car goes over the first line, and stop the timer when it goes over the last line. A ½ meter distance will be left in order for the student timing to be able to start and stop the timers. The total DISTANCE is 2 meters. The TIME depends on how fast the car/truck is pushed. The SPEED will be calculated by using the formula, s=d/t.
Teams waiting their turn will do the practice examples given.
MATERIALS: Toy cars, stopwatches, paper, pen/pencil.
HOMEWORK:
VOCABULARY: Speed, velocity, inertia
VIDEOS


Lesson 46 (SUB PLAN FOR PD)
AIM: TO learn about Speed and Inertia BY using practice examples from the "Buckle Down" workbook.
WORK TIME: Students will read pages 185 to 187, but NOT including Acceleration, and answer the corresponding questions IN THEIR WORKBOOK.
MATERIALS: Pen/pencil,
"Buckle Down" workbook.
HOMEWORK: 1. How would you change the formula speed = distance/time to solve for time?
2. If you were in an airplane traveling 600 miles/hour (or mph,) how long would it take you to fly from New York to Los Angeles, 2400 miles away?
VOCABULARY: Time, speed, distance, inertia, motion.
VIDEOS:


Lesson 45
AIM: TO learn about Speed and Inertia BY Measuring an object’s rate of travel over a certain distance.
WORK TIME: Students will use a stopwatch, or wristwatch with a timer, to measure the speed of an object in class.
MATERIALS: Toy cars, stopwatches, paper, pen/pencil.
HOMEWORK: What do you think INERTIA means?
VOCABULARY: Speed, velocity, inertia
VIDEOS: Crash Test Videos



Lesson 9

AIM: How can we understand that cell division is important by reviewing a diagram and cell division videos?

WORK TIME: Students will view several short videos on MITOSIS and MEIOSIS and complete the following: explain the reasons cell division is important in a paragraph, cartoon, or illustration.

MATERIALS: videos, paper, pen, colored pencils

VOCABULARY: CELL, EUKARYOTIC, PROKARYOTIC


Lesson 10

AIM: What are the 4 Phases of Mitosis?

WORK TIME: Students will a short video on MITOSIS and draw the 4 Phases of Mitosis in a cartoon, or illustration.

MATERIALS: videos, paper, pencil, colored pencils

VOCABULARY: PROPHASE, MESOPHASE, ANAPHASE, TELOPHASE

Notes: Prefixes, suffixes and roots.

  • PRO=First (ex: Prologue)

  • META=MIDDLE (medium)

  • ANA=Upward, back, again (cell reverting to an immature form =

  • TELO=End



Lesson 11

AIM: What is SEXUAL REPRODUCTION?

What are the Phases of Meiosis?

WORK TIME: Students will view the PowerPoint on MEIOSIS (from McGraw-Hill) and complete the following: explain the reasons cell division is important in a paragraph, cartoon, or illustration.

MATERIALS: videos, paper/pen, Notebook



VOCABULARY: Sperm, Egg, Fertilization, Zygote, Diploid Cell, Haploid Cell


Lesson 12

AIM: What is DNA?

WORK TIME: Students will view several short videos on DNA from NOVA. (http://www.pbs.org/wgbh/nova/genome/program_adv.html)


MATERIALS: videos notebook

VOCABULARY: Tay-Sachs Disease, Helix, Double-Helix

DO IT AT HOME ACTIVITY: Extract your OWN DNA

These websites will give you instructions for extracting your own DNA, or DNA from any living thing, with caution:
X
You can also see some YouTube videos, not available in class, by typing in "See your own DNA video," or something similar.


From You Tube
Extracting Your Own DNA In Your Kitchen





Extracting DNA From a Bananna




CBS News Clip Cancer and DNA

Watch CBS News Videos Online


Lesson 13 (10/5 - 10/6)

AIM: What is RNA, Mutations, and Cancer?

WORK TIME: After a discussion of RNA, and mutations, students will brainstorm to define what they think is cancer.


MATERIALS:

VOCABULARY: RNA, Dominant, Recessive, Mutation, Cancer


WEB RESOURCES:


RNA EXPLANATION
MUTATION
CANCER
GENES and CANCER
DOMINANT
RECESSIVE
DOMINANT and RECESSIVE CHARACTERISTICS

  • Good website listing common dominant & recessive human characteristics



Lesson 14 (10/7) (Substitute Plan)

AIM: What Are Traits, and Who Was Gregor Mendel?

WORK TIME: Students will rea

d from the Reading Essentials Workbook, pages 62 to 66


DO NOT WRITE IN THE WORKBOOK!


MATERIALS: "Reading Essentials Workbook for New York Science"

VOCABULARY: Alleles, genetics, genotype, Punnett Square,


Lesson 15 (10/8) (Substitute Plan)

AIM: How Can We Prepare For The NY State Science Test?

WORK TIME: "Buckle Down," (New York, 2nd Edition)

Read in Review 4: Unicellular and Multicellular Organisms on pages 42 & 43. Answer the 3 related questions on page 43.
Read in Review 7: Reproduction and Heredity on pages 67 & 68. Answer all the questions on page 68.

WRITE IN THE WORKBOOK, but DO NOT TEAR PAGES OUT!

MATERIALS: "Buckle Down," New York, 2nd Edition

VOCABULARY: Unicellular, extracellular, heredity


Lesson 28 (Thursday)

AIM: How and Why Do We Classify Animals?

WORK TIME: Students will view and discuss BrainPop video on Animal Classification.

MATERIALS: Video, notebooks

VOCABULARY: Mammal, scales, gills

HOMEWORK:


Lesson 27 (Thursday)

AIM: What is an Invertebrate Animal?

WORK TIME:

Students will read page...


MATERIALS:

VOCABULARY:

HOMEWORK:



Note: This Lesson Plan is a continuation of the lesson plan from Lesson 25 using the same handout!

Lesson 26 (Grade 8 Substitute Plan for Wednesday, November 4) (Thursday)

AIM: What is an Invertebrate Animal? (Continued)

WORK TIME:

Students will read page 101 to 108 from the handout (Chapter 4, Section 2)

On a blank piece of paper, answer the following questions:
Make sure the student's name and class are at the top.

Section 2 questions:

  1. What do the "repeating rings" on a segmented worm do?
  2. Why are earthworms important?
  3. How many body openings do earthworms have?
  4. The term, ARTHROPOD comes from the Greek words "arthros," and "pod." What does arthropod mean?
  5. Name an arthropod.
  6. Explain what the term "metamorphosis" means.
  7. Explain the difference between "complete metamorphosis" and "incomplete metamorphosis?
  8. What stages are common to both?



Lesson 19

AIM: What Are The Parts of a Flower?

WORK TIME: Students will identify the different parts of a flower (See below under Materials) and label and color drawings of it.

MATERIALS: Handout from Glencoe Textbook. Pollination Animation

VOCABULARY: PISTIL, stigma, style, ovary, ovules; STAMEN; pollen, anther, filament; petal, sepal.


HOMEWORK: Answer "Section 1 Review,""Applying Skills" question on page 71 of the handout.



Lesson 20

AIM: What are The Types of Plant Reproduction?

WORK TIME: Students will read the handout (distributed in Lesson 19) and do Question 1 and 2 in "Section 1 Review," "Self Check"

MATERIALS: Handout from Glencoe Textbook.

VOCABULARY: Gametophyte, Sporophyte


HOMEWORK:

"Section 1 Review," "Self Check" Questions 3 and 4.


Lesson 21

AIM: How can we prepare for our test on Tuesday?

WORK TIME: Students will view the GRADE 8 Study Guide and go over the material in class.

MATERIALS: Study Guide, handout on parts of a flower.

VOCABULARY: PISTIL, stigma, style, ovary, ovules; STAMEN; pollen, anther, filament; petal, sepal.


Lesson 22

AIM: What are The Patterns of Development in Plants?

WORK TIME: Students will read page 79 and 80 in "Buckle Down." Answer the question at the bottom of page 79. Answer the 2 questions on page 80.

MATERIALS: "Buckle Down."

VOCABULARY: Angiosperms, gymnosperms


HOMEWORK:

"Section 1 Review," "Self Check" Questions 3 and 4.


Lesson 23 (Thursday)

AIM: What are The Parts of a Flower (review)?

WORK TIME:

Students will read page 81 and 82 in "Buckle Down." and do "Explore It Yourself" on page 81, AND answer "What Does It Mean?" on page 82


MATERIALS: "Buckle Down."

VOCABULARY: Carpel, pistil, stamen

HOMEWORK: Using your notes from class and handouts, explain what cross-pollination is and give at least one example.


Lesson 24 (Thursday)

AIM: What is an Animal?

WORK TIME:

Students will read page 98 to 100 From the handout for Chapter 4, Section 1. They will discuss Animal Characteristics from page 98.


MATERIALS: Handout of copies of Chapter 4 from text.

VOCABULARY: Vertebrate, invertebrate

HOMEWORK: Section Review, Self-Check, Question 1.


Lesson 25 (Grade 8 Substitute Plan for Monday, November 2)

AIM: What is an Invertebrate Animal?

WORK TIME:

Students will read page 101 to 108 from the handout (Chapter 4, Section 2)


On a blank piece of paper, answer the following questions:
Make sure the student's name and class are at the top.

Section 2 questions:

  1. How do sponges reproduce?
  2. Why don't many animals eat sponges?
  3. How many species of sponges have been identified?
  4. What is a species?
  5. What is an appendage? Name an appendage.
  6. What is an exoskeleton? Name an animal with an exoskeleton.
  7. What do Cnidarians have use to capture food? How does this work?
  8. Why can cnidarians locate food floating by from all directions?
  9. What can a heartworm infection cause in a dog? Why?
  10. Compare an open circulatory system to a closed circulatory system. Which type of circulatory system do humans have?
  11. What does a gill do?

MATERIALS: Handout of copies of Chapter 4, section 2 from text.

VOCABULARY: Vertebrate, invertebrate

HOMEWORK: Section 2 Review, Self-Check, Question 4. (From handout)


Lesson 18 "The Pollination Game"

AIM: What are Pollination Mechanisms (What are the different ways plants can be pollinated?)

WORK TIME: Students will identify the different pollination methods from the website. The class will participate in the "Pollination Game" from the Pollination Animation Website. (See below under Materials)

MATERIALS: Pollination Animation

VOCABULARY:

MATERIALS: Handout of copies of Chapter 4, section 2 from text.

VOCABULARY: Arthropod, metamorphosis, egg, larva, pupa, adult, nymph.

HOMEWORK: Section 2 Review, Self-Check, Questions 1, 6, and (Applying Math) 7. (From handout)


Lesson 17

AIM: How Can We Understand Why Pollen is So Important?


MATERIALS: "Reading Essentials Workbook for New York Science," Page 79 to 80

VOCABULARY: Pollen, pollination (animation), angiosperms, gymnosperms, ovules. (Flower Parts)




Lesson 16

AIM: What are the Types of Plant Reproduction?

WORK TIME: Students will view PowerPoint and draw the "Life Cycle of a Plant"

MATERIALS: PowerPoint from Glencoe Materials


VOCABULARY: Spore, gametophyte stage, sporophyte

stage.



Lesson 44
AIM: TO learn about fossils and their characteristics BY examining and analyzing actual fossil samples.
WORK TIME: Students will read Activity 90, page F-11 to F -13, in Science and Life Issues. They will then do the CHALLENGE starting on page F-11. Follow the Procedure for the challenge, on page F-12. When finished, doe the ANALYSIS on page F-13, on the back of the Fossil Observation sheet.
MATERIALS: Fossils, hand lenses, S & L I workbooks, Fossil Observation sheet.
HOMEWORK: Which fossils do you think were the actual (real) remains of an ancient organism?
VOCABULARY: Fossil
VIDEOS:


Lesson 43
AIM: TO learn the meanings of terms related to evolution BY viewing the PowerPoint that accompanies the text.
HOMEWORK: Explain the concept of Gradualism
WORK TIME: Students will view and discuss the PowerPoint
MATERIALS: PowerPoint, notebooks
VOCABULARY:. Gradualism, punctuated equilibrium
VIDEOS:


Lesson 42 (Differentiated Instruction PD Plan)
AIM: TO prepare for an actual test BY taking a Pre-Test
HOMEWORK:
WORK TIME: Students will complete the Pre-test
MATERIALS: Pre-Test.
VOCABULARY:.
VIDEOS:



Lesson 41
AIM: TO re-discover Evolution and Natural Selection BY using the “Buckle Down workbook.
WORK TIME: Students will read “REVIEW 11,” Pages 103 to 106 (up to Speciation)
HOMEWORK: Due December 15: In your own words, explain what you think a fossil is.
VOCABULARY: Fossil record, genetic engineering, mutation
VIDEOS:

Lesson 40
(12/10)
AIM: TO understand the difference between Endangered and Extinct BY Comparing and Contrasting the (Wooly) Mammoth and the Modern Elephant
HOMEWORK: Complete the "Respond" questions, 1 to 6, from Menu Board ruled paper provided.
Answer the following question:
Some scientists would like to try to re-create a living mammoth by removing the DNA from a fertilized elephant egg and replacing it with mammoth DNA (think about Jurassic Park.)
Do you think scientists should try to re-create a living mammoth? Explain.
LINK: Article on "Resurrecting the Mammoth?"

1
WORK TIME: Students will read from the SEPUP workbook selection, pages F4 to F8, and choose one item from the Menu Board to complete the class assignment
MATERIALS: Workbook (handouts,) notebooks
VOCABULARY: Extinct, endangered.
MENU BOARD:


WRITEWrite, with some detail, 4 interesting facts that you didn’t know about mammoths and/or elephants T-CHART
Create a T-Chart showing similarities between the extinction of the mammoth and possible extinction (endangerment) of the Asian elephant



T-CHART
Create a T-Chart showing similarities between the extinction of the mammoth and possible extinction (endangerment) of the Asian elephant

SLIDE SHOW Prepare a Story Board for a PowerPoint presentation outlining how the mammoth became extinct, and the Asian elephant has become endangered. Use the information from the workbook to support this.
Extra Credit…prepare the actual PowerPoint at home

ROLE-PLAY DEBATEImagine you are a scientist studying the extinction and endangerment of different species. Divide your group into those FOR allowing the Asian elephant to become extinct, and AGAINST its extinction.
RESPONDRespond to the following questions. Use the workbook as reference:
1. What does extinct mean?
2. Other than the mammoth, name an extinct species.
3. What is an endangered species?
4. Other than the Asian elephant, name an endangered species.
5. What are some similarities and differences between the extinction of mammoths and the possible extinction of Asian elephants?
6. What do you think, should we allow Asian elephant to become extinct?



Lesson 39 (December 7)
AIM: TO learn the Principles of Natural Selection BY using the “Applying Science” exercise on page 193
HOMEWORK: Page 197, “Section 1 Review” Question # 5
WORK TIME: Students will match Alejandro’s Fish Tank Observation table to Table 1 “The Principles of Natural Selection.”
MATERIALS: Handout pages from text (Chapter 7, Section 1)
VOCABULARY: Variation


Lesson 38
AIM: TO learn about the concept of Natural Selection BY viewing and discussing the Powerpoint Presentation.
HOMEWORK: Read pages 192 from "Natural Selection" to, and including, Variation and Adaptation, on page 194. Answer Question Number 2 on page 197.

WORK TIME: Part II, Nature Series Video, "Becoming Human," Birth of Humanity. Discussion of the concepts of Natural Selection, Charles Darwin, Survival of the Fittest.

MATERIALS: Notebooks, handouts from the textbook, video

VOCABULARY: Natural selection, survival of the fittest





Lesson 37 (Thursday)

AIM: TO learn about the concept of Adaptation and Evolution BY viewing and discussing the Powerpoint presentation.

HOMEWORK: Read pages 190 up to "Natural Selection" on page 192. Imagine an organism about the size of a small dog. This organism has always lived in an arid (dry) environment. Their environment becomes very wet with streams, rivers, lakes, and oceans over a period of several million years. What adaptations might this species have during this time?

WORK TIME: Chapter 7 Powerpoint

MATERIALS: Notebooks, powerpoint, handouts (chapter 7)

VOCABULARY:


Lesson 36 (Thursday)

AIM: (Continuation) TO preview the concept of Evolution BY viewing and discussing the NOVA VIDEO series

HOMEWORK: Find the definition of adaptation and evolution. What does the word adaptation mean in relation to animals and plants in nature?

WORK TIME: NOVA VIDEO, "Becoming Human"

MATERIALS: Notebooks, video

VOCABULARY: Evolution 1, evolution 2, adaptation, variation.


Lesson 35 (Thursday)

AIM: TO preview the concept of Evolution BY viewing and discussing the NOVA VIDEO series

HOMEWORK: Handout from Science Department

WORK TIME: NOVA VIDEO, "Becoming Human"

MATERIALS: Notebooks, video

VOCABULARY: Evolution


Lesson 34 (Monday. November 23rd) (Thursday)

AIM: To reinforce what we learned about Density BY reviewing and solving sample problems

HOMEWORK: How would you describe one cubic centimeter? (Not a definition!)

WORK TIME: The class will read and answer questions from pages 164 and 165 of "Buckle Down."

MATERIALS: Notebooks, "Buckle Down."

VOCABULARY:


Lesson 33 (Friday. November 20th)

AIM: TO Determine if An Object Will Float BY Finding its Density and Comparing It To The Density of Water.

WORK TIME: Students will determine the density of a block (advanced students will determine the density of a different object by using the "displacement method" of measuring volume.

MATERIALS: Rulers (metric,) triple-beam balances, graduated cylinders and beakers, class notes

VOCABULARY: Mass, density, volume, displacement.

HOMEWORK: Using the formulas shown, solve problems 1 and 2. Due Tuesday!
Density=Mass/Volume, or D=M/V, Volume = length x width x height or V=L x W x H:
Problem 1. The mass of a block is 29.7 grams. Its dimensions are L=3 cm W=3 cm H=3 cm. What is the density of this object? Will it sink or float?

Problem 2. The dimensions of a block of a material are L=5 cm x W=4 cm H=3cm. Its mass is 45 grams. What is the density of the object? Will it sink or float?


Lesson 32 (Thursday)

AIM: To Determine The Density of Water BY Calculating Its Mass and Volume

HOMEWORK: How would you describe one cubic centimeter? (Not a definition!)

WORK TIME: Class Demonstration using the triple-beam balance and a graduated cylinder. Students will calculate the density of water.

Formula for DENSITY is Density= Mass/Volume

MATERIALS: Graduated cylinder, triple-beam balance.

VOCABULARY: Density, tare


Lesson 31 (Thursday)

AIM: To Determine The Volume of an Irregular Object BY Using the Displacement Method.

WORK TIME: Students will observe displacement demonstration and then practice measuring volume on selected objects

MATERIALS: Video, graduated cylinders, sample objects

VOCABULARY: Meniscus, displacement

HOMEWORK:


Lesson 30(Thursday)

AIM: TO Determine The Mass of an Object BY Using a Triple Beam Balance.

WORK TIME: Students will view the Ohaus Website on Triple-Beam Balance Practice and determine the unknown masses displayed on the balance.

MATERIALS: Triple-beam balance, various objects to measure.

VOCABULARY: Triple-beam balance

HOMEWORK: Answer the following questions: Where have you seen a device similar to a triple-beam balance? What was it used for?



Lesson 29(Thursday)

AIM: TO Determine if an Object Will Float BY Analyzing Its Characteristics.

WORK TIME: view Students will view several "Will It Float?" clips and try to guess if an the object will float.

They will also view an explanatory Hila Science Video on Buoyancy

MATERIALS: Video, notebooks

VOCABULARY: Buoyancy.

HOMEWORK: Explain the difference between Mass and Volume. Explain the difference between Mass and Weight.



Lesson 34 (Monday. November 23rd) (Thursday)

AIM: To reinforce what we learned about Density BY reviewing and solving sample problems

HOMEWORK: How would you describe one cubic centimeter? (Not a definition!)

WORK TIME: The class will read and answer questions from pages 164 and 165 of "Buckle Down."

MATERIALS: Notebooks, "Buckle Down."

VOCABULARY:


Lesson (Date) (Thursday)

AIM: TO BY

HOMEWORK: