Daily Agenda
Every day ...
... complete the "Trek" of the day (warm-up)
... take complete notes in your spiral
... actively participate in the day's lesson
... turn in any work that is due that day
Textbook online: http://www.mhln.com , Enter this for the class code: elliott777
6 Weeks Agendas
First 6 weeks Agenda: What causes seasons and changes in length of day? Why do we see phases of the Moon? How do these things affect us? Students will identify, illustrate and relate Earth’s place in the solar system and its movement, hemispheres, seasons, tides, length of daylight, rotation, revolution, phases of the moon, solar eclipses, and lunar eclipses.
Natural events and human activity can alter Earth systems. Students will analyze, describe, predict, make inferences and draw conclusions while studying the effects of erosion, weathering (chemical and mechanical), volcanic eruptions and other Catastrophic events and maintaining equilibrium.
Second 6 weeks Agenda: Substances have physical and chemical properties. Students will describe physical properties of elements and identify how they lead to placement of the elements on the periodic table. They will examine the properties of density, phases of matter, boiling point, melting point, and how elements are classified as metals, nonmetals and metalloids.
Studies will include identifying and demonstrating phenomena such as the rusting and tarnishing of metals (oxidation), burning of wood, and the Law of Conservation of mass and energy. Students will recognize elements, compounds (composed of elements), and mixtures (homogeneous and heterogeneous) in everyday life.
Third 6 weeks Agenda: Interactions occur between matter and energy and that there is a relationship between force and motion.. Students will illustrate examples of potential and kinetic energy and unbalanced forces in every day life.
Newton's 1st Law of Motion along with the law of conservation of energy are important concepts that will be illustrated. Students will then demonstrate these principles by building a "Rube Goldberg" type of invention using simple machines.
Fourth 6 weeks Agenda: Students will learn and know that there is a relationship between structure and function in living systems. They will identify and describe them in the following human systems: circulatory, immune, respiratory, excretory, digestive, skeletal, muscular, nervous, reproduction and regulatory. They will also relate force and motion within human systems.
Fifth 6 weeks Agenda: The student knows that species can change through generations and that the instructions for traits are contained in the genetic material of the organisms. They will compare types of reproduction and dominant and recessive traits that enhance survival.
The student also knows that interactions occur between matter and energy and that there is a relationship between organisms and the environment. In observing and describing these concepts, we will study heredity, cell reproduction, photosynthesis, the components of an ecosystem, producers, consumers, decomposers, and the roll of succession in ecosystems.
Sixth 6 weeks Agenda: How do different environments support different varieties of organisms? How do organisms respond to internal and external changes? Students will describe different biomes, animal and plant adaptations, forces in seedlings, animal and plant responses, and homeostasis.
This six weeks students will also make inferences and draw conclusions about the effects of human activity on Earth’s renewable, non-renewable, and inexhaustible resources.
