Week 06B, Monday
Time
Lesson/Activity
8:15
8:50
9:00
9:20
9:20
10:20
Elective: LEGO Robotics
10:20
11:20
Science 7: Diversity of Life, Investigation 4, The Cell.
Part 2, Day 3 of 4
Materials
Morning Meeting:
Math 7: Transformation and Area, 2.1.2. How can I
predict the result?, Day 2 of 2
1. Homework Due: 26-30
2. Objective: Adding and Subtracting Integers
3. Homework: 31-34
Objective:
Content 01. A major subdivision in cells is whether they
have a nucleus (eukaryote) or not (prokaryote).
Content 02. Bacteria have prokaryotic cells; all other
life forms have eukaryotic cells.
2.1.2. Resource Page
Class:
Resources:
a. Resource Book, pg. 27
b. www.Biology4kids.org


Plant and animal handouts
Crayons
Content 03. Cells have defining structures, such as
membranes, cell walls, nuclei, chloroplasts, ribosomes,
mitochondria, and cytoplasm.
Content 04. Cells are the basic unit of life
Content 05. All life is aquatic at the cellular level.
Investigate. From the cells PP and Cell: The Basic Unit
of Life, to differentiate between prokaryotic and
eukaryotic cells.
Explain. Students will label and review a eukaryotic and
prokaryotic cell with labels of major structures found
within.
11:20
12:10
12:10
1:00
Recess/Lunch
Math 8: Variables and Proportions, 2.1.7. How can I
write it?
1. Homework Due: None
2. Objective: Simplifying and Recording Work
3. Homework: 68-71
Expression Comparison Mat
Algebra Tiles
1:00
2:00
Science 8: Plate Tectonics, Day 6 of 7
Objective:
Content 01. Plate Tectonics provides a unifying picture
of the dynamic features of Earth’s lithosphere,
accounting for the distributions of plants and animals,
volcanoes, earthquakes, mid-ocean ridges, and the
three basic kinds of faults.
Content 02. Distribution of fossils and glacial deposits
form coherent patterns if landmasses are reassembled
to form Gondwanaland.
Content 03. Magma from partial melting of oceanic
crust rises to form a volcanic arc parallel to a
subduction zone
Content 04. Mirror-image striping of normal and
reversed rock magnetism on the two sides of a midocean ridge reflects episodic reversals of Earth’s
magnetic field.
Content 05. Radiometric dating of volcanoes formed by
a stationary hot spot can reveal the rate of movement
of a oceanic plate.
Content 06: Each of the three basic kinds of faults is
characteristic of one of the three types of plate
boundaries. Earthquakes result from movements along
these faults.
Investigate. Before PP presentation, collect evidence
from the internet to support The Theory of Plate
Tectonics. Each group will be given a sheet of topics to
begin their investigation. Each student will place their
collected research in their science binder.
2:00
2:50
2:50
3:00
Explain. In groups, students will work in groups of four
to create posters presenting the evidence for Plate
Tectonics Theory.
Special
MS Door
Group:
Laptop, internet access
Poster paper
Markers/pencils
Tape
Research items sheet
Class:
Plate Tectonic PP, Day 4 Handout
Plate Tectonic PP
Science Binder
Tuesday
Time
8:15
9:00
9:00
9:20
9:20
10:20
Lesson/Activity
Elective: LEGO Robotics
10:20
11:20
Science 7: Diversity of Life, Investigation 4, The Cell.
Part 2, Day 4 of 4
Morning Meeting
Math 7: Transformation and Area, 2.1.3. How Can I
predict the result?
1. Homework Due: 29-34
2. Objective: More Integer Operations
3. Homework: 40-44
Objective:
Content 01. A major subdivision in cells is whether they
have a nucleus (eukaryote) or not (prokaryote).
Content 02. Bacteria have prokaryotic cells; all other
life forms have eukaryotic cells.
Content 03. Cells have defining structures, such as
membranes, cell walls, nuclei, chloroplasts, ribosomes,
mitochondria, and cytoplasm.
Content 04. Cells are the basic unit of life
Content 05. All life is aquatic at the cellular level.
Investigate. From the cells PP and Cell: The Basic Unit
of Life, to differentiate between prokaryotic and
eukaryotic cells.
Explain. Students will create a 3-dimensional model of
a eukaryotic animal cell with major structures found
within.
11:20
12:10
12:10
1:00
Materials
Recess/Lunch
Math 8: Variables and Proportions, 2.1.8. What if both
sides are equal?
1. Homework Due: 68-72
2.1.1. Resource Page
Class:
c. Resource Book, pg. 27
d. www.Biology4kids.org
Cell Supplies:
Gelatin, either a light-colored
Jello (like lemon) or
unflavored gelatin with sugar
or juice added
b. Water
c. Spoon (to stir the gelatin)
d. Microwave or stove (used to
heat the water)
e. A small but sturdy plastic bag
to make the gelatin in (we
used 1-gallon ziplock bags)
f. Various fruits and candies
used to represent the parts of
the cell: raisins, gummy
worms (plain and sour),
gumdrops, gum ball, jelly
beans, grapes, mandarin
orange sections, sprinkles,
M&M's, jaw breakers, a small
stone fruit (like a plum), dried
fruit, and/or hard candy.
a.
Algebra Tiles
2.1.8 Resource Page
2. Objective: Using Algebra Tiles to Solve for x
3. Homework: 77-81
1:00
2:00
Science 8: Plate Tectonics, Day 7 of 7
Objective:
Content 01. Plate Tectonics provides a unifying picture
of the dynamic features of Earth’s lithosphere,
accounting for the distributions of plants and animals,
volcanoes, earthquakes, mid-ocean ridges, and the
three basic kinds of faults.
Content 02. Distribution of fossils and glacial deposits
form coherent patterns if landmasses are reassembled
to form Gondwanaland.
Content 03. Magma from partial melting of oceanic
crust rises to form a volcanic arc parallel to a
subduction zone
Content 04. Mirror-image striping of normal and
reversed rock magnetism on the two sides of a midocean ridge reflects episodic reversals of Earth’s
magnetic field.
Content 05. Radiometric dating of volcanoes formed by
a stationary hot spot can reveal the rate of movement
of a oceanic plate.
Content 06: Each of the three basic kinds of faults is
characteristic of one of the three types of plate
boundaries. Earthquakes result from movements along
these faults.
Investigate. Before PP presentation, collect evidence
from the internet to support The Theory of Plate
Tectonics. Each group will be given a sheet of topics to
begin their investigation. Each student will place their
collected research in their science binder.
2:0
2:50
3:00
Explain. In groups, students will work in groups of four
to create posters presenting the evidence for Plate
Tectonics Theory.
Special
MS Door
Group:
Laptop, internet access
Poster paper
Markers/pencils
Tape
Research items sheet
Class:
Plate Tectonic PP, Day 4 Handout
Plate Tectonic PP
Science Binder
Wednesday
Time
Lesson/Activity
Materials
8:15
9:00
9:00
9:20
9:20
10:20
Elective: LEGO Robotics
Math 7: Transformation and Area, 2.2.1. How Can I
move a shape on a grid?
1. Homework Due: 40-44
2. Objective: Rigid Transformations
3. Homework: 46-50
2.2.1 Resource Page
10:20
11:20
Science 7: Diversity of Life, Investigation 5, Seeds of
Life, Part 1
Group:
Lima Beans
Paper Towels
Hand Lenses
Lab Notebook, 30
Jumbo Paperclip
Morning Meeting
Objective:
Content 01. Seeds contain the dormant, living embryo
of a plant.
Content 02. The cotyledon is the primary source of
energy for seed germination
Class:
-plastic cups
Investigate. Dissect seeds to discover their structures
Explain.
11:20
12:10
Recess/Lunch
12:10
1:00
Math 8: Variables and Proportions, 2.1.9. What is x?
1. Homework Due: 77-81
2. Objective: More Solving Equations
3. Homework: 86-90
Algebra Tiles
2.1.8 Comparison Mat
1:00
2:00
Science 8: Earthquake, Day 1 of 4
Class:
Earthquakes PP
PP Handout
Slinky
Objective:
Content 01. Earthquakes are a sudden motion or
trembling in Earth caused by the abrupt release of
slowly accumulated strain.
Content 02. Epicenter is the point on the surface of
Earth directly above the focus of an earthquake; often
where the most damage from an earthquake occurs.
Liquefaction Activity
 Metal or heavy plastic pan
 Sand
 Water
 A smooth brick
 A rubber mallet
Content 03. Primary waves and secondary waves are
generated from this suddenly released energy.
Content 04. Primary Waves are longitudinal seismic
waves that can travel through solids, liquids, or gases
and are the fastest types of seismic waves.
Content 05. S (secondary) wave are transverse seismic
waves that can travel only through solids and are
slower than P waves.
Content 06. Seismic Waves (Earthquake Waves) are a
general term for waves produced by earthquakes.
Content 07. Surface Waves are seismic waves that
travel along the surface of the Earth.
Content 08. Fault is a crack in on of Earth’s plates that
results when enough force is applied to break the rock
of Earth’s crust.
Content 09. Focus is the point where part of the crust
breaks loose and moves suddenly, causing an
earthquake.
Content 10. Tsunami is a series of huge ocean waves
often triggered by an underwater earthquake.
Investigate. Observing a slinky, students will
differentiate between secondary and primary waves.
Explain. Students will predict which wave is observed
based off of the slinky observation and the PP
presentation.
2:00
2:50
2:50
3:00
Special
MS Door
Thursday
Time
Lesson/Activity
Materials
8:15
9:00
9:00
9:20
9:00
9:20
Elective: LEGO Robotics
Math 7: Transformation and Area, 2.2.2. How Can I
move a shape on a grid?
1. Homework Due: 46-50
2. Objective: Rigid Transformations on a
Coordinate Grid
3. Homework: 54-58
2.2.2 Resource Page
Graph Paper
Rulers
9:20
10:20
Science 7: Diversity of Life, Investigation 5, Seeds of
Life, Part 2
Group:
Petri dishes
Watering bottle
Radish seeds
Rye grass seeds
Labels
Hand lenses
Black construction paper
Morning Meeting
Objective:
Content. Germination is the onset of growth and
differentiation in plant seeds
Investigate. Observe germinating seeds to determine
the sequence of developments. Use good lab
procedures and data recording to investigate the early
development of two groups of complex plants,
monocots and dicots
Explain. Explain the role of cotyledons in early plant
growth
10:20
11:20
Class:
Sprouter chambers
Plastic bottles
Petri dish
scissors
Recess/Lunch
11:20
12:10
Math 8: Variables and Proportions, 2.2.1. How Can I
Solve It?
4. Homework Due: 86-90
5. Objective: Solving Problems with Proportional
Intuition
6. Homework: 93-98
None
12:10
1:00
Science 8: Earthquake, Day 2 of 4
Group:
Earthquake Slip Classroom Exercise
 A piece of 2x4 wood, cut
approximately 13 cm long.
 10 thin rubber bands (looped
together for a total length of
Objective:
Content 01. Earthquakes are a sudden motion or
trembling in Earth caused by the abrupt release of
slowly accumulated strain.
Content 02. Epicenter is the point on the surface of
Earth directly above the focus of an earthquake; often
where the most damage from an earthquake occurs.
Content 03. Primary waves and secondary waves are
generated from this suddenly released energy.
Content 04. Primary Waves are longitudinal seismic
waves that can travel through solids, liquids, or gases
and are the fastest types of seismic waves.
Content 05. S (secondary) wave are transverse seismic
waves that can travel only through solids and are
slower than P waves.
Content 06. Seismic Waves (Earthquake Waves) are a
general term for waves produced by earthquakes.
Content 07. Surface Waves are seismic waves that
travel along the surface of the Earth.
Content 08. Fault is a crack in on of Earth’s plates that
results when enough force is applied to break the rock
of Earth’s crust.
Content 09. Focus is the point where part of the crust
breaks loose and moves suddenly, causing an
earthquake.
Investigate. The process of faulting called stick-slip
elastic rebound. Students will record data based or off
of this type of faulting. This data will be recorded on an
Excel chart.
http://www.jclahr.com/science/earth_science/tabletop
/earthshaking/index.html#In-class inquiry
Explain. Using the graphed data from the investigation,
student will make a correlation between tectonic plate
movement and earthquakes.
2:00
2:50
2:50
3:00
Special
MS Door


about 16 cm)
A meter stick
Laptop
Class:
Earthquakes PP
PP Handout
Friday
Time
Lesson/Activity
Materials
8:15
9:00
9:00
9:20
9:20
10:10
Elective: LEGO Robotics
Math 7: Transformation and Area, 2.2.3. How Can I
Describe It?
1. Homework Due: 54-58
2. Objective: Describing Transformations
3. Homework: 67-71
Graph Paper
Tracing Paper
10:10
11:15
Science 7: Diversity of Life, Investigation 5, Seeds of
Life, Part 3, Day 1 of 2
Group:
Mini sprouters
Microscopes
Microscope kit
Plastic cups
Lab notebook, 35
Resource Book, 31
Morning Meeting
Objective:
Content 01. Growing roots typically have a root tip
where cell division takes place, a zone of elongation,
and a zone of differentiation where root hairs develop
Investigate. Investigate the effect of light on
germinated seeds
Explain. Discuss the development and function of roots
in early plant growth
11:15
11:40
12:00
12:10
1:00
1:00
2:00
Class:
Vials
Methylene blue
Toothpicks
Plastic cup with lid
Recess/Lunch
Math 8: Variables and Proportions, 2.2.2. How Can I
organize my Work?
1. Homework Due: 93-98
2. Objective: Sharing Proportion-Organizing my
Work
3. Homework: 102-107
None
Science 8: Earthquake, Day 3 of 4
Class:
Earthquake Vocab Quiz
Objective:
Content 01. Societies prepare in various ways to
earthquakes depending on proximity to tectonic
activity
Content 02. Societies have various ways to determine
intensity of earthquakes and their location
Individual Investigation:
Quake Catcher Network, Activity #3
 Figure 1 and Table 1: 3
seismograms and Data Chart
 Figure 2
 Colored Pencils

Content 03. Body Waves are seismic waves that travel
through Earth.
Content 04. Magnitude (earthquake) is a measure of
the strength of an earthquake or the energy released
during an earthquake.
Content 05. Modified Mercalli Intensity Scale is a scale
used to measure earthquake intensity; it takes into
account amount of destruction, ground motion, and
impact on humans resulting from an earthquake
Content 06. Richter Scale is a numerical scale used to
measure the magnitude of an earthquake.
Content 07. Seismogram is the line recorded on paper
by a seismograph, representing ground motion.
Content 08. Seismograph is an instrument used to
detect and record seismic waves.
Content 09. Seismology is the study of earthquakes and
the structure of Earth, using information from seismic
waves.
Content 10. Triangulation is the process of finding and
unknown location using its relationship to known
locations, such as the distance of the unknown location
from known locations.
Investigate. Students will find the epicenter of an
earthquake using triangulation of data collected from
three seismograms.
http://qcn.stanford.edu/learning/lessons.php
Explain. Students will explain how technology can help
societies where an earthquake has occurred using
triangulation.
2:00
2:50
2:50
3:00
Special
MS Door
Drawing Compass