Hand Prosthesis
A prosthesis is an artificial device that replaces a human body part. Designing artificial replacements, such as prosthetic hands, can be a challenging task. This is because even a simple act, such s picking up a pen, involves a complex interaction of body parts.
YOUR GOAL
To design, build and test a replacement for a human hand.
More info...page 467 Science Book
Tuesday, December 1, 2009
8th Grade Project
Eighth graders, two rubrics will be applied to our next project. You are to keep both rubrics in your binder until you present your project. Research about the worst Volcanic Eruption and the Worst Earthquake, according to you! Support your decision and bring that information to class. Once you have presented that, you are ready to begin your double board/ oral presentation.
Wednesday, November 25, 2009
Tuesday, November 24, 2009
Monday, November 16, 2009
Tuesday, November 10, 2009
Monday, October 26, 2009
Friday, October 23, 2009
Sunday, September 27, 2009
Saturday, September 26, 2009
Thursday, September 3, 2009
Wednesday, September 2, 2009
The Cell
Cell Project:
Assigned September 2nd-Due September 18th
You will create a 3-D model of a plant or animal cell (your choice) using common materials. You will label the structures on the model with numbers, providing a typewritten key to identify the labels. Also on the key, you will identify the location of the structure in relation to other structures on your particular cell, as well as the function of each structure.
REQUIREMENTS AND LIMITS:
1) The cell can be no smaller than 4" x 6", and no larger than 9" x 12".
2) The cell must be 3-D. Therefore it cannot be a poster or only puffy paint.
3) The model MUST be delivered in a box (shoe box, shirt box, etc...)
4) Use clear drying glue. Avoid tape, pins, and staples. Ideas for materials include: yarn, beads, toothpicks, pipe cleaners, string, straws, Styrofoam, play-doh, etc... Use many types and your imagination, but be sure it will stay together.
5) You must identify all the organelles listed below for whichever cell you choose.
6) The type of cell, your name, and period must be identified somehow on the model and on the key.
7) DO NOT label the organelles on the model. Use ID numbers. The key will identify which organelle is represented by each ID number.
8) You must turn in the scoring sheet, your key, and model together in the box.
Organelles to be included in BOTH CELLS:
cell membrane
vacuole
rough endoplasmic reticulum
smooth endoplasmic reticulum
golgi apparatus
nucleolus
nucleus
ribosomes
mitochondria
Organelles to be included in PLANT CELLS ONLY:
cell wall
chloroplast
Organelles to be included in ANIMAL CELLS ONLY:
lysosomes
centrioles
REMEMBER
Plant and animal cells have different shapes, and this should be reflected in your model.
Assigned September 2nd-Due September 18th
You will create a 3-D model of a plant or animal cell (your choice) using common materials. You will label the structures on the model with numbers, providing a typewritten key to identify the labels. Also on the key, you will identify the location of the structure in relation to other structures on your particular cell, as well as the function of each structure.
REQUIREMENTS AND LIMITS:
1) The cell can be no smaller than 4" x 6", and no larger than 9" x 12".
2) The cell must be 3-D. Therefore it cannot be a poster or only puffy paint.
3) The model MUST be delivered in a box (shoe box, shirt box, etc...)
4) Use clear drying glue. Avoid tape, pins, and staples. Ideas for materials include: yarn, beads, toothpicks, pipe cleaners, string, straws, Styrofoam, play-doh, etc... Use many types and your imagination, but be sure it will stay together.
5) You must identify all the organelles listed below for whichever cell you choose.
6) The type of cell, your name, and period must be identified somehow on the model and on the key.
7) DO NOT label the organelles on the model. Use ID numbers. The key will identify which organelle is represented by each ID number.
8) You must turn in the scoring sheet, your key, and model together in the box.
Organelles to be included in BOTH CELLS:
cell membrane
vacuole
rough endoplasmic reticulum
smooth endoplasmic reticulum
golgi apparatus
nucleolus
nucleus
ribosomes
mitochondria
Organelles to be included in PLANT CELLS ONLY:
cell wall
chloroplast
Organelles to be included in ANIMAL CELLS ONLY:
lysosomes
centrioles
REMEMBER
Plant and animal cells have different shapes, and this should be reflected in your model.
Friday, August 28, 2009
Mighty Minerals
Report Requirements
Name: __________________________________
My mineral is ___________________________.
For this project you will need to:
1) Complete a Mighty Mineral information sheet.
You may use a variety of reference sources, such as encyclopedias (book
or CD-Rom), science encyclopedias, science catalogs, magazines, and
Internet sites*. Information sheets must be neat, written in black ink, and
contain all the information requested. You also need to provide a list of your
sources on the back of your information sheet. A minimum of three sources
are required.
2) Create a cartoon for your element.
The advertisement must include the mineral’s name, chemical formula,
and a cartoon slogan that describes one or more of its important uses. You
must also include pictures or a cartoon character that relates to your slogan.
Advertisements must be neat and colorful. They may be done by hand or
computer printed.
Reports due on _____September 18_______________________
T. Trimpe 2000
A list of mineral sites is available on
The Science Spot at http://sciencespot.net/
Go to Kid Zone, then choose Earth Science Links.
Name ____________________________________
My mineral is ____________________________.
Sources:
Important Uses:
(1)
(2)
(3)
(4)
Mineral Group:
Streak:
Hardness:
Luster:
Specific Gravity:
Cleavage:
Transparency:
Fracture:
Chemical Formula:
Color(s):
Name: __________________________________
My mineral is ___________________________.
For this project you will need to:
1) Complete a Mighty Mineral information sheet.
You may use a variety of reference sources, such as encyclopedias (book
or CD-Rom), science encyclopedias, science catalogs, magazines, and
Internet sites*. Information sheets must be neat, written in black ink, and
contain all the information requested. You also need to provide a list of your
sources on the back of your information sheet. A minimum of three sources
are required.
2) Create a cartoon for your element.
The advertisement must include the mineral’s name, chemical formula,
and a cartoon slogan that describes one or more of its important uses. You
must also include pictures or a cartoon character that relates to your slogan.
Advertisements must be neat and colorful. They may be done by hand or
computer printed.
Reports due on _____September 18_______________________
T. Trimpe 2000
A list of mineral sites is available on
The Science Spot at http://sciencespot.net/
Go to Kid Zone, then choose Earth Science Links.
Name ____________________________________
My mineral is ____________________________.
Sources:
Important Uses:
(1)
(2)
(3)
(4)
Mineral Group:
Streak:
Hardness:
Luster:
Specific Gravity:
Cleavage:
Transparency:
Fracture:
Chemical Formula:
Color(s):
Cool mineral web sites!!!
8th Graders, check the following mineral sites before you make your choice. You should choose a mineral before September 3rd.
www.mineralatlas.com
www.webmineral.com
www.mineralatlas.com
www.webmineral.com
Monday, August 24, 2009
Wednesday, August 19, 2009
START STUDYING!!
8TH GRADE
We will have our first test Wednesday Aug. 26.
CONTENT: CHAPTER 1/ INTRODUCTION TO EARTH SCIENCE
7TH GRADE
We will have our first test Wednesday Aug. 26.
CONTENT: CHAPTER 1/ INTRODUCTION TO LIFE SCIENCE
We will have our first test Wednesday Aug. 26.
CONTENT: CHAPTER 1/ INTRODUCTION TO EARTH SCIENCE
7TH GRADE
We will have our first test Wednesday Aug. 26.
CONTENT: CHAPTER 1/ INTRODUCTION TO LIFE SCIENCE
Tuesday, August 18, 2009
HOW TO WRITE AN ABSTRACT
HOW TO WRITE AN ABSTRACT
Each student who does a science project must write an abstract that will be displayed with their project.
Some science project abstracts are placed on the table in a folder while others are attached to the display board. Follow the guidelines for each presentation.
What are science project abstracts?
An abstract is a brief, written discussion of your Science Project.
Each abstract consists of a brief statement of the essential, or most important, thoughts about your project. Abstracts should summarize, clearly and simply, the main points of the experiment and/or the main sections of the report. Syntax, spelling, grammar, and punctuation, neatness, and originality are important. (see details below)
What do you include when writing science fair project abstracts?
1. Project title
School
City, State
2. Purpose of your project / experiment
. An introductory statement of the reason for investigating the topic of the project.
. A statement of the problem or hypothesis being studied.
It also may include any possible research applications.
3. Procedures Used
. Summarization of the key points.
. Overview of the investigation that you conducted.
. Only include procedures that you, the student, did.
. Do not include work done by a mentor (such as surgical procedures), acknowledgements, work done by a university lab or work done prior to your involvement in your project.
. Do not give details about the materials used unless it greatly influenced the procedure or had to be developed to do the investigation.
4. Observation/Data/Results
. State the key results that lead directly to the conclusions you have drawn.
. Do not give too many details about the results nor include tables or graphs.
5. Conclusions
. Describe briefly conclusions that you derived from your investigation.
. In the summary paragraph, reflect on the process and possibly state some applications and extensions of the investigation.
. An abstract does not include a bibliography unless specifically required by your teacher.
More Tips When Writing Science Fair Project Abstracts
• The abstract is printed on one page and is usually between 100 to 250 words long for grades 4 through 12, and between 50 to 250 for grades K through 3
• Judges and the public must have an accurate idea of the project after reading the abstract.
• The abstract must focus on the current year's research and give only minimal reference to previous work. Do not include details and discussions in the abstract, but they may be put in the longer, written research paper (if required), or given on the display board.
Each student who does a science project must write an abstract that will be displayed with their project.
Some science project abstracts are placed on the table in a folder while others are attached to the display board. Follow the guidelines for each presentation.
What are science project abstracts?
An abstract is a brief, written discussion of your Science Project.
Each abstract consists of a brief statement of the essential, or most important, thoughts about your project. Abstracts should summarize, clearly and simply, the main points of the experiment and/or the main sections of the report. Syntax, spelling, grammar, and punctuation, neatness, and originality are important. (see details below)
What do you include when writing science fair project abstracts?
1. Project title
School
City, State
2. Purpose of your project / experiment
. An introductory statement of the reason for investigating the topic of the project.
. A statement of the problem or hypothesis being studied.
It also may include any possible research applications.
3. Procedures Used
. Summarization of the key points.
. Overview of the investigation that you conducted.
. Only include procedures that you, the student, did.
. Do not include work done by a mentor (such as surgical procedures), acknowledgements, work done by a university lab or work done prior to your involvement in your project.
. Do not give details about the materials used unless it greatly influenced the procedure or had to be developed to do the investigation.
4. Observation/Data/Results
. State the key results that lead directly to the conclusions you have drawn.
. Do not give too many details about the results nor include tables or graphs.
5. Conclusions
. Describe briefly conclusions that you derived from your investigation.
. In the summary paragraph, reflect on the process and possibly state some applications and extensions of the investigation.
. An abstract does not include a bibliography unless specifically required by your teacher.
More Tips When Writing Science Fair Project Abstracts
• The abstract is printed on one page and is usually between 100 to 250 words long for grades 4 through 12, and between 50 to 250 for grades K through 3
• Judges and the public must have an accurate idea of the project after reading the abstract.
• The abstract must focus on the current year's research and give only minimal reference to previous work. Do not include details and discussions in the abstract, but they may be put in the longer, written research paper (if required), or given on the display board.
Monday, August 17, 2009
August 17
Dear Students:
As we begin our second week of school, please don't forget to bring the required materials to class:
1 Binder
2 Notebook
3 Two Folders
4 Plastic Protectors
5 Book (covered)
We will be covering Chapter 1 and we will have our first Lab Activity. As stated in my Course Compliance segment, Labs are worth 30% of the final grade, so I cannot stress enough the fact that you need to be ready and alert while performing the laboratory Activities.
I wiil be posting the instructions on How to write an abstract for you to apply to your reports.
As we begin our second week of school, please don't forget to bring the required materials to class:
1 Binder
2 Notebook
3 Two Folders
4 Plastic Protectors
5 Book (covered)
We will be covering Chapter 1 and we will have our first Lab Activity. As stated in my Course Compliance segment, Labs are worth 30% of the final grade, so I cannot stress enough the fact that you need to be ready and alert while performing the laboratory Activities.
I wiil be posting the instructions on How to write an abstract for you to apply to your reports.
Friday, August 7, 2009
Annual Plan 2009-2010 LIFE SCIENCE
American School
Life Science
Annual Plan
2009-2010
Teacher: Mrs. Giron
QUARTER 1
Unit I
Chapter 1: Introduction to Life Science
Section 1: What Is Science?
Section 2: Human Genetic Disorders
Section 3: Understanding Technology
Section 4: Safety in the Science Laboratory
Standards: 1a,1b
Two weeks
Chapter 2: Living Things
Section 1: What is Life?
Section 2: Classifying Organisms
Section 3: Discovering Cells
Section 4: Looking Inside Cells
Standards: 1a,1b,2,3a,3b
Two weeks
Chapter 3: Cell Processes and Energy
Section 1: Chemical Compounds in Cells
Section 2: The Cell in Its Environment
Section 3: Photosynthesis
Section 4: The DNA Connection
Section 5: Cell Division
Standards: 3a,3b
Two weeks
Chapter 4: The Science of Heredity
Section 1: Mendel's Work
Section 2: Probability and Heredity
Section 3: The Fossil Record
Section 4: The DNA Connection
Standards: 3a,3b
Two weeks
Chapter 5: Modern Genetics
Section 1: Human Inheritance
Section 2: Human Genetic Disorders
Section 3: Advances in Genetics
Standards: 1a,1b,3a,3b,5a,6c
One week
QUARTER 2
Unit III
Chapter 6: Changes over Time
Section 1: Darwin’s Theory
Section 2: Evidence of Evolution
Section 3: The Fossil Record
Standards:1b,3a,3b,5a
Two weeks
Chapter 14: Bones, Muscles and Skin
Section 1: Homeostasis
Section 2: The Skeletal System
Section 3: The Muscular System
Standards: 1a,1b,3a,3b
Two weeks
Chapter 15: Food and Digestion
Section 1: Food and Energy
Section 2: The Digestive Process Begins
Section 3: Final Digestion and Absorption
Standards: 1a,1b,3a,3b,5a
Two weeks
Chapter 16: Circulation
Section 1: The Body's Transport System
Section 2: Blood and Lymph
Section 3: Cardiovascular Health
Standards: 1a,1b,3a,3b,5a
Two weeks
QUARTER 3
Unit III
Chapter 17: Respiration and Excretion
Section 1: The Respiratory System
Section 2: Smoking and Your Health
Section 3: The Excretory System
Standards: 1a,1b,3a,3b,5a,6a,6b,6c
Two weeks
Chapter 18: Fighting a Disease
Section 1: Infectious Disease
Section 2: The Body's Defenses
Section 3: Preventing Infectious Disease
Section 4: Noninfectious Disease
Standards: 1a,1b,3c,5a,5b,6a,6b,6c
Two weeks
Chapter 19: The Nervous System
Section 1: How the Nervous System Work
Section 2: Divisions of the Nervous System
Section 3: The Senses
Section 4: Alcohol and Other Drugs
Standards: 1a,1b,5a,6a
Two weeks
Chapter 20: The Endocrine System and Reproduction
Section 1: The Endocrine System
Section 2: The Male and Female Reproductive Systems
Section 3: The Human Life Cycle
Standards: 1a,1b,3a,3b
Two weeks
QUARTER 4
Unit IV
Chapter 21: Populations and Communities
Section 1: Living Things and the Environment
Section 2: Studying Populations
Section 3: Interactions Among Living Things
Section 4: Changes in Communities
Standards: 1a,1b,3a,3b,3c,6a
Two weeks
Chapter 22: Ecosystems and Biomes
Section 1: Energy Flow in Ecosystems
Section 2: Cycles of Matter
Section 3: Biogeography
Standards: 1a,1b,2a,3a,3c,4a,6a
Two weeks
Chapter 23: Living Resources
Section 1: Environmental Issues
Section 2: Forests and Fisheries
Section 3: Biodiversity
Standards: 1a,1b,3a,3c,4a,6a
Two weeks
Life Science
Annual Plan
2009-2010
Teacher: Mrs. Giron
QUARTER 1
Unit I
Chapter 1: Introduction to Life Science
Section 1: What Is Science?
Section 2: Human Genetic Disorders
Section 3: Understanding Technology
Section 4: Safety in the Science Laboratory
Standards: 1a,1b
Two weeks
Chapter 2: Living Things
Section 1: What is Life?
Section 2: Classifying Organisms
Section 3: Discovering Cells
Section 4: Looking Inside Cells
Standards: 1a,1b,2,3a,3b
Two weeks
Chapter 3: Cell Processes and Energy
Section 1: Chemical Compounds in Cells
Section 2: The Cell in Its Environment
Section 3: Photosynthesis
Section 4: The DNA Connection
Section 5: Cell Division
Standards: 3a,3b
Two weeks
Chapter 4: The Science of Heredity
Section 1: Mendel's Work
Section 2: Probability and Heredity
Section 3: The Fossil Record
Section 4: The DNA Connection
Standards: 3a,3b
Two weeks
Chapter 5: Modern Genetics
Section 1: Human Inheritance
Section 2: Human Genetic Disorders
Section 3: Advances in Genetics
Standards: 1a,1b,3a,3b,5a,6c
One week
QUARTER 2
Unit III
Chapter 6: Changes over Time
Section 1: Darwin’s Theory
Section 2: Evidence of Evolution
Section 3: The Fossil Record
Standards:1b,3a,3b,5a
Two weeks
Chapter 14: Bones, Muscles and Skin
Section 1: Homeostasis
Section 2: The Skeletal System
Section 3: The Muscular System
Standards: 1a,1b,3a,3b
Two weeks
Chapter 15: Food and Digestion
Section 1: Food and Energy
Section 2: The Digestive Process Begins
Section 3: Final Digestion and Absorption
Standards: 1a,1b,3a,3b,5a
Two weeks
Chapter 16: Circulation
Section 1: The Body's Transport System
Section 2: Blood and Lymph
Section 3: Cardiovascular Health
Standards: 1a,1b,3a,3b,5a
Two weeks
QUARTER 3
Unit III
Chapter 17: Respiration and Excretion
Section 1: The Respiratory System
Section 2: Smoking and Your Health
Section 3: The Excretory System
Standards: 1a,1b,3a,3b,5a,6a,6b,6c
Two weeks
Chapter 18: Fighting a Disease
Section 1: Infectious Disease
Section 2: The Body's Defenses
Section 3: Preventing Infectious Disease
Section 4: Noninfectious Disease
Standards: 1a,1b,3c,5a,5b,6a,6b,6c
Two weeks
Chapter 19: The Nervous System
Section 1: How the Nervous System Work
Section 2: Divisions of the Nervous System
Section 3: The Senses
Section 4: Alcohol and Other Drugs
Standards: 1a,1b,5a,6a
Two weeks
Chapter 20: The Endocrine System and Reproduction
Section 1: The Endocrine System
Section 2: The Male and Female Reproductive Systems
Section 3: The Human Life Cycle
Standards: 1a,1b,3a,3b
Two weeks
QUARTER 4
Unit IV
Chapter 21: Populations and Communities
Section 1: Living Things and the Environment
Section 2: Studying Populations
Section 3: Interactions Among Living Things
Section 4: Changes in Communities
Standards: 1a,1b,3a,3b,3c,6a
Two weeks
Chapter 22: Ecosystems and Biomes
Section 1: Energy Flow in Ecosystems
Section 2: Cycles of Matter
Section 3: Biogeography
Standards: 1a,1b,2a,3a,3c,4a,6a
Two weeks
Chapter 23: Living Resources
Section 1: Environmental Issues
Section 2: Forests and Fisheries
Section 3: Biodiversity
Standards: 1a,1b,3a,3c,4a,6a
Two weeks
Annual Plan 2009-2010 EARTH SCIENCE
American School
Earth Science
Annual Plan 2000-2010
Teacher: Mrs. Giron
FIRST QUATER
Unit I
Chapter 1: Introduction to Earth Science
Section 1: What Is Science?
Section 2: The Study of Earth Science
Section 3: The Nature of Technology
Section 4: Safety in the Science Laboratory
Standards: 1a,1b
Two weeks
Chapter 3: Minerals
Section 1: Properties of Minerals
Section 2: How Minerals Form
Section 3: Using Mineral Resources
Standards: 1a,1b,2a,4a,5a,5b
Two weeks
Chapter 4: Rocks
Section 1: Classifying Rocks
Section 2: Igneouse Rocks
Section 3: Sedimentary Rocks
Section 4: Rocks From Reefs
Section 5: Metamorphic Rocks
Section 6: The Rock Cycle
Standards: 1a,1b,4a
Two weeks
Unit II
Chapter 8: Weathering and Soil Formation
Section 1: Rocks and Weathering
Section 2: How Soil FOrms
Section 3: Soil Conservation
Standards: 1a,1b,2a,4a
Two weeks
Chapter 9: Erosion and Deposition
Section 1: Changing Earth's Surface
Section 2: Water Erosion
Section 3: Final Digestion and Absorption
Standards: 1a,1b,4a
One week
SECOND QUARTER
Chapter 10: A Trip Through Geologic Time
Section 1: Fossils
Section 2: The Relative Age of Rocks
Section 3: Radioactive Dating
Section 4: The Geologic Time Scale
Section 5: Early Earth
Section 6: Eras of Earth's History
Standards: 1a,1b,3a,3b,3c,5a,5b
Two weeks
Chapter 11: Energy Resources
Section 1: Fossil Fuels
Section 2: Renewable Sources of Energy
Section 3: Nuclear Energy
Section 4: Energy Conservation
Standards: 1a,1b,2a,4ยช
Two weeks
Unit III
Chapter 12: Fresh Water
Section 1: Water on Earth
Section 2: Surface Water
Section 3: Water Underground
Section 4: Using Freshwater Resources
Standards: 1a,1b,3c,4a,5a
Two weeks
Chapter 13: Ocean Motions
Section 1: Wave Action
Section 2: Tides
Section 3: Ocean Water Chemistry
Section 4: Currents and Climate
Standards: 1a,1b,2a,3c,4a,5a
Two weeks
THIRD QUARTER
Chapter 14: Ocean Zones
Section 1: Exploring the Ocean
Section 2: Ocean Habitats
Section 3: Resources from the Ocean
Section 4: Changes in Communities
Standards: 1a,1b,3b,3c,5a,5b
Two weeks
Unit IV
Chapter 15: The Atmosphere
Section 1: The Air Around You
Section 2: Air Pressure
Section 3: Layers of the Atmospjere
Section 4: Air Quality
Standards: 1a,1b,3a,3c,4a
Two weeks
Chapter 16: Weather Factors
Section 1: Energy in Earth's Atmosphere
Section 2: Heat Transfer
Section 3: Winds
Section 4: Water in the Atmosphere
Section 5: Precipitation
Standards: 1a,1b,2a,4a,4b,5a
Two weeks
Chapter 17: Weather Patterns
Section 1: Air Masses and Fronts
Section 2: Storms
Section 3: Predicting the Weather
Standards: 1a,1b,2a,4a,4b,5a
Two weeks
FOURTH QUARTER
Chapter 18: Climate and Climate Change
Section 1: What Causes Climate?
Section 2: Climate Regions
Section 3: Long-Term Changes in Climate
Section 4: Global Changes in the Atmosphere
Standards: 1a,1b,2a,3c,4a,4b,5a
Three weeks
Unit V
Chapter 19: Earth, Moon, and Sun
Section 1: Earth in Space
Section 2: Gravity and Motion
Section 3: Phases, Eclipses, and Tides
Section 4: Earth's Moon
Section 5: Traveling Into Space
Standards: 1a,1b,2a,4a,4b,5a
Two weeks
Chapter 20: The Solar System
Section 1: Observing the Solar System
Section 2: The Sun
Section 3: The Inner Planets
Section 4: The Outer Planets
Section 5: Comets, Asteroids, and Meteors
Section 6: Is There Life Beyond Earth?
Standards: 1a,1b,2a,4a,4b,5a,5b
Two weeks
Earth Science
Annual Plan 2000-2010
Teacher: Mrs. Giron
FIRST QUATER
Unit I
Chapter 1: Introduction to Earth Science
Section 1: What Is Science?
Section 2: The Study of Earth Science
Section 3: The Nature of Technology
Section 4: Safety in the Science Laboratory
Standards: 1a,1b
Two weeks
Chapter 3: Minerals
Section 1: Properties of Minerals
Section 2: How Minerals Form
Section 3: Using Mineral Resources
Standards: 1a,1b,2a,4a,5a,5b
Two weeks
Chapter 4: Rocks
Section 1: Classifying Rocks
Section 2: Igneouse Rocks
Section 3: Sedimentary Rocks
Section 4: Rocks From Reefs
Section 5: Metamorphic Rocks
Section 6: The Rock Cycle
Standards: 1a,1b,4a
Two weeks
Unit II
Chapter 8: Weathering and Soil Formation
Section 1: Rocks and Weathering
Section 2: How Soil FOrms
Section 3: Soil Conservation
Standards: 1a,1b,2a,4a
Two weeks
Chapter 9: Erosion and Deposition
Section 1: Changing Earth's Surface
Section 2: Water Erosion
Section 3: Final Digestion and Absorption
Standards: 1a,1b,4a
One week
SECOND QUARTER
Chapter 10: A Trip Through Geologic Time
Section 1: Fossils
Section 2: The Relative Age of Rocks
Section 3: Radioactive Dating
Section 4: The Geologic Time Scale
Section 5: Early Earth
Section 6: Eras of Earth's History
Standards: 1a,1b,3a,3b,3c,5a,5b
Two weeks
Chapter 11: Energy Resources
Section 1: Fossil Fuels
Section 2: Renewable Sources of Energy
Section 3: Nuclear Energy
Section 4: Energy Conservation
Standards: 1a,1b,2a,4ยช
Two weeks
Unit III
Chapter 12: Fresh Water
Section 1: Water on Earth
Section 2: Surface Water
Section 3: Water Underground
Section 4: Using Freshwater Resources
Standards: 1a,1b,3c,4a,5a
Two weeks
Chapter 13: Ocean Motions
Section 1: Wave Action
Section 2: Tides
Section 3: Ocean Water Chemistry
Section 4: Currents and Climate
Standards: 1a,1b,2a,3c,4a,5a
Two weeks
THIRD QUARTER
Chapter 14: Ocean Zones
Section 1: Exploring the Ocean
Section 2: Ocean Habitats
Section 3: Resources from the Ocean
Section 4: Changes in Communities
Standards: 1a,1b,3b,3c,5a,5b
Two weeks
Unit IV
Chapter 15: The Atmosphere
Section 1: The Air Around You
Section 2: Air Pressure
Section 3: Layers of the Atmospjere
Section 4: Air Quality
Standards: 1a,1b,3a,3c,4a
Two weeks
Chapter 16: Weather Factors
Section 1: Energy in Earth's Atmosphere
Section 2: Heat Transfer
Section 3: Winds
Section 4: Water in the Atmosphere
Section 5: Precipitation
Standards: 1a,1b,2a,4a,4b,5a
Two weeks
Chapter 17: Weather Patterns
Section 1: Air Masses and Fronts
Section 2: Storms
Section 3: Predicting the Weather
Standards: 1a,1b,2a,4a,4b,5a
Two weeks
FOURTH QUARTER
Chapter 18: Climate and Climate Change
Section 1: What Causes Climate?
Section 2: Climate Regions
Section 3: Long-Term Changes in Climate
Section 4: Global Changes in the Atmosphere
Standards: 1a,1b,2a,3c,4a,4b,5a
Three weeks
Unit V
Chapter 19: Earth, Moon, and Sun
Section 1: Earth in Space
Section 2: Gravity and Motion
Section 3: Phases, Eclipses, and Tides
Section 4: Earth's Moon
Section 5: Traveling Into Space
Standards: 1a,1b,2a,4a,4b,5a
Two weeks
Chapter 20: The Solar System
Section 1: Observing the Solar System
Section 2: The Sun
Section 3: The Inner Planets
Section 4: The Outer Planets
Section 5: Comets, Asteroids, and Meteors
Section 6: Is There Life Beyond Earth?
Standards: 1a,1b,2a,4a,4b,5a,5b
Two weeks
Welcome to Earth Science
Welcome to the Wonderful World of Science through the Earth Science Course for eighth grade. This course is widely described as a journey through Planet Earth and beyond our atmospheric boundaries. However, since the American School now offers the unique opportunity of preparing the students for International Baccalaureate studies through the Middle Years Program, it is also the foundation of a successful career in science. Let’s work together to excel in setting the right knowledge and attitude towards study in the students. Please take a few minutes to examine this short introduction and the classroom textbook to get acquainted with this course.
Welcome to Life Science
Dear Life Science Students/Parents:
Welcome to the Wonderful World of Science through the Life Science Course for seventh grade. This course is widely described as an in-depth study of the five kingdoms and human biology. However, since the American School now offers the unique opportunity of preparing the students for International Baccalaureate studies through the Middle Years Program, it is also the foundation of a successful career in science. Let’s work together to excel in setting the right knowledge and attitude towards study in the students. Please take a few minutes to examine this short introduction and the classroom textbook to get acquainted with this course.
Welcome to the Wonderful World of Science through the Life Science Course for seventh grade. This course is widely described as an in-depth study of the five kingdoms and human biology. However, since the American School now offers the unique opportunity of preparing the students for International Baccalaureate studies through the Middle Years Program, it is also the foundation of a successful career in science. Let’s work together to excel in setting the right knowledge and attitude towards study in the students. Please take a few minutes to examine this short introduction and the classroom textbook to get acquainted with this course.
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