Day 1
12/03/18
Day 2
12/04/18
*See Station Chart for Names and Groups*
Day 3
12/05/18
Day 4
12/06/18
Day 5
12/07/18
5 th
Period
7 th
Grade
Life
Science
Standards: S7L4
Essential Question:
What are the common characteristics in most animals? How do animals meet their needs? How are invertebrates and vertebrates similar and different?
Objectives/I Can
Statements: I can identify the characteristics common to most animals. I can determine how animals meet their needs. I can distinguish between invertebrates and vertebrates.
Do Now: Picture
Response
Mini
Lesson/Opening:
Video Clip
Whole Group: KWL:
Students will fill in what they already
Standards: S7L4
Essential Question:
What are the common characteristics in most animals? How do animals meet their needs? How are invertebrates and vertebrates similar and different?
Objectives/I Can
Statements: I can identify the characteristics common to most animals. I can determine how animals meet their needs. I can distinguish between invertebrates and vertebrates.
Do Now: Warm-up
Question
Mini Lesson/Opening:
Video Clip
Whole Group: Lecture/
PPT/ Notes (5mins)
Centers/Stations:
 Explore It:
Teacher Led:
We will be using pictures of different
Standards: S7L4
Essential Question:
What are the common characteristics in most animals? How do animals meet their needs? How are invertebrates and vertebrates similar and different?
Objectives/I Can
Statements: I can identify the characteristics common to most animals. I can determine how animals meet their needs. I can distinguish between invertebrates and vertebrates.
Do Now: Warm-up
Question
Mini Lesson/Opening:
Video Clip
Whole Group: Lecture/
PPT/ Notes (5mins)
Centers/Stations:
 Explore It:
Teacher Led:
We will be using pictures of different
Standards: S7L4
Essential Question: What are the characteristics of sponges and cnidarians? How do sponges and cnidarians obtain food and oxygen?
What is the importance of living coral reefs?
Objectives/I Can Statements: I can describe the characteristics of sponges and cnidarians. I can explain how sponges and cnidarians obtain food and oxygen. I can determine the importance of living coral reefs.
Do Now: Picture Response
Mini Lesson/Opening: Video Clip
Whole Group: Lecture/ PPT/ Notes
(5mins)
Centers/Stations:
 Explore It: Teacher Led:
We will be inquiring about the water-holding capacity of different sponges. We will use 2 types of sponges, natural and artificial. We will first weight the sponges without water, then suck up as much water as the sponges will hold, then reweigh. We will discuss the difference between real and artificial sponges.
Standards: S7L4
Essential Question: What are the characteristics of sponges and cnidarians? How do sponges and cnidarians obtain food and oxygen?
What is the importance of living coral reefs?
Objectives/I Can Statements: I can describe the characteristics of sponges and cnidarians. I can explain how sponges and cnidarians obtain food and oxygen. I can determine the importance of living coral reefs.
Do Now: Picture Response
Mini Lesson/Opening: Video Clip
Whole Group: Lecture/ PPT/ Notes
(5mins)
Centers/Stations:
 Explore It: Teacher Led:
We will be inquiring about the water-holding capacity of different sponges. We will use 2 types of sponges, natural and artificial. We will first weight the sponges without water, then suck up as much water as the sponges will hold, then re-weigh. We will discuss the difference

know about animals and what they want to know about animals. We will be watching Bill Nye the Science Guy and The Magic
School Bus, students should be filling in their learned category of the KWL.
Homework: None
Accommodations:
See chart
*See Station Chart for Names and Groups* animals to classify them as carnivore, herbivore, and omnivore.
Questions will follow classification.
 Illustrate it:
Students will complete a worksheet about different types of symmetry in animals.
Students must use their knowledge of the types of symmetry in animals to classify different animals according to their type of symmetry.
 Write It:
Copying and defining the chapter vocabulary terms for study purposes.
 Apply It:
Students will use the IPads to research vertebrates and invertebrates to animals to classify them as carnivore, herbivore, and omnivore.
Questions will follow classification.
 Illustrate it:
Students will complete a worksheet about different types of symmetry in animals.
Students must use their knowledge of the types of symmetry in animals to classify different animals according to their type of symmetry.
 Write It:
Copying and defining the chapter vocabulary terms for study purposes.
 Apply It:
Students will use the IPads to research
Questions will follow experiment.
 Research it: Students will use IPads and the textbook to fill in a foldable about the types of invertebrates.
Students should include pictures and color in their foldable.
 Write It: Copying and defining the chapter vocabulary terms for study purposes. A vocabulary crossword puzzle will be provided for early finishers.
 Apply It: Students will be completing a cut and paste activity, matching invertebrates with their characteristics.
Closure/Review: Pair and Share
Homework: Study for Test
Accommodations:
See chart between real and artificial sponges. Questions will follow experiment.
 Research it: Students will use IPads and the textbook to fill in a foldable about the types of invertebrates.
Students should include pictures and color in their foldable.
 Write It: Copying and defining the chapter vocabulary terms for study purposes. A vocabulary crossword puzzle will be provided for early finishers.
 Apply It: Students will be completing a cut and paste activity, matching invertebrates with their characteristics.
Closure/Review: Pair and Share
Homework: Study for Test
Accommodations:
See chart

1 st , 2 nd , and 3 rd
Periods
8 th
Grade
Physical
Science
Standards:
S8P3.a.b.c.
Essential Question:
What must happen for work to be done? How does doing work on an object change its energy? How are work and power related?
Objectives/I Can
Statements: I can explain and model how work and energy are related.
Do Now: Character
Activity
*See Station Chart for Names and Groups* answer the questions given to them.
Closure/Review: Table
Talk
Homework: Finish Work not finished in class
Accommodations:
See chart
Standards: S8P3.a.b.c.
Essential Question:
What must happen for work to be done? How does doing work on an object change its energy? How are work and power related?
Objectives/I Can
Statements: I can explain and model how work and energy are related.
Do Now: Character
Brainstorm question
Mini Lesson/Opening:
Opening Video vertebrates and invertebrates to answer the questions given to them.
Closure/Review: Table
Talk
Homework: Finish
Work not finished in class
Accommodations:
See chart
Standards: S8P3.a.b.c.
Essential Question:
What must happen for work to be done? How does doing work on an object change its energy? How are work and power related?
Objectives/I Can
Statements: I can explain and model how work and energy are related.
Do Now: Character
Brainstorm question
Mini Lesson/Opening:
Opening Video
Standards: S8P3.a.b.c.
Essential Question: What is a simple machine? How is the ideal mechanical advantage of simple machines calculated? How are simple machines and compound machines different?
Objectives/I Can Statements: I can explain and model the 6 different types of simple machines and how simple machines work.
Do Now: Character Warmup
Mini Lesson/Opening: Directions
Centers/Stations (Two stations
Friday, two stations Tuesday):
 Explore I
Teacher Led: A demonstration of how a
Standards: S8P3.a.b.c.
Essential Question: What is a simple machine? How is the ideal mechanical advantage of simple machines calculated? How are simple machines and compound machines different?
Objectives/I Can Statements: I can explain and model the 6 different types of simple machines and how simple machines work.
Do Now: Character Warmup
Mini Lesson/Opening: Directions
Centers/Stations (Two stations
Friday, two stations Tuesday):
 Explore I
Teacher Led: A demonstration of how a

Mini
Lesson/Opening:
Opening video
Whole Group: KWL on the new chapter
(Work and Simple
Machines).
Students will be creating a KWL chart filling in the know and the want to know portions before the introductory videos.
The first video shows how ancient civilizations used simple machines to build large structures. The second video is Bill
Nye the Science
Guy, giving introductory information on work and simple machines. Students are to fill in the learned portion of the chart while watching both videos.
Closure/Review:
KWL turned in
Homework: Finish working on science
Whole Group: Lecture/
PPT/ Notes (5mins)
Centers/Stations (Two stations Wednesday, two stations Thursday):
 Explore It:
Teacher Led:
Working through word problems on calculating work, power, and mechanical advantage.
 Watch It: Work and Simple machines
Internet scavenger hunt.
 Illustrate It:
Types of simple machines foldable.
 Write It: Write and define vocabulary words for chapter 5, pages
161-181.
Closure/Review: Verbal
Questions
Homework: Finish Work not finished in class
Accommodations: see chart
*See Station Chart for Names and Groups*
Whole Group: Lecture/
PPT/ Notes (5mins)
Centers/Stations (Two stations Wednesday, two stations Thursday):
 Explore It:
Teacher Led:
Working through word problems on calculating work, power, and mechanical advantage.
 Watch It:
Work and
Simple machines
Internet scavenger hunt.
 Illustrate It:
Types of simple machines foldable.
 Write It:
Write and define vocabulary words for chapter 5, pages 161-181.
Closure/Review: Verbal
Questions
Homework: Finish Work not finished in class lever works. Using a ruler and a pink eraser we will create a lever to lift a small book. Students will experiment with the placement of the pink eraser changing the fulcrum of the lever. A picture of the lever with different fulcrum placement will be made. Students will also explain what happened at each fulcrum.
 Watch It: Students will watch a video about simple and compound machines.
Students will then complete a brace-thinking map of a compound machine of their choice, showing how the compound machine can be broken down into multiple simple machines.
 Illustrate It: Students will complete the at home simple machines scavenger hunt.
Students are to find as many objects either at school or at home that are considered a simple machine.
 Write It: Write and define vocabulary words for chapter 5, pages 161-181. If finished with vocab words from last stations, students can complete the simple machines matching worksheet. lever works. Using a ruler and a pink eraser we will create a lever to lift a small book. Students will experiment with the placement of the pink eraser changing the fulcrum of the lever. A picture of the lever with different fulcrum placement will be made.
Students will also explain what happened at each fulcrum.
 Watch It: Students will watch a video about simple and compound machines.
Students will then complete a brace-thinking map of a compound machine of their choice, showing how the compound machine can be broken down into multiple simple machines.
 Illustrate It: Students will complete the at home simple machines scavenger hunt. Students are to find as many objects either at school or at home that are considered a simple machine.
 Write It: Write and define vocabulary words for chapter 5, pages 161-181.
If finished with vocab words from last stations, students can complete the simple machines matching worksheet.

fair final report and display board
Accommodations: see chart
*See Station Chart for Names and Groups*
Accommodations: see chart
Closure/Review: station work folders turned in
Homework: Finish Work not finished in class
Accommodations: see chart
Closure/Review: station work folders turned in
Homework: Finish Work not finished in class
Accommodations: see chart
Day 6
12/10/18
Day 7
12/11/18
Day 8
12/12/18
Day 9
12/13/18
Day 10
12/14/18
5 th
7
Perio d th
Grad e Life
Scien ce
Standards: S7L4
Essential Question: What are the characteristics of flatworms and roundworms?
What is the difference between free-living and parasitic organisms? What are disease-causing flat-worms and roundworms?
Objectives/I Can Statements:
I can list the characteristics of flatworms and roundworms.
I can distinguish between freeliving and parasitic organisms. I can identify disease-causing flat-worms and roundworms.
Do Now: Picture Response
Mini Lesson/Opening: Video clip
Whole Group: Lecture/ PPT/
Notes (5mins)
Centers/Stations:
Standards: S7L4
Essential Question: What are the characteristics of flatworms and roundworms?
What is the difference between free-living and parasitic organisms? What are disease-causing flat-worms and roundworms?
Objectives/I Can Statements:
I can list the characteristics of flatworms and roundworms.
I can distinguish between freeliving and parasitic organisms. I can identify disease-causing flat-worms and roundworms.
Do Now: Picture Response
Mini Lesson/Opening: Video clip
Whole Group: Lecture/ PPT/
Notes (5mins)
Centers/Stations:
Standards: S7L4
Essential Question: What are the common characteristics in most animals? How do animals meet their needs? How are invertebrates and vertebrates similar and different? What are the characteristics of sponges and cnidarians? How do sponges and cnidarians obtain food and oxygen?
What is the importance of living coral reefs? What are the characteristics of flatworms and roundworms? What is the difference between freeliving and parasitic organisms? What are disease-causing flat-worms and roundworms?
Objectives/I Can
Statements: I can identify
Standards: S7L4
Essential Question: What are the common characteristics in most animals? How do animals meet their needs? How are invertebrates and vertebrates similar and different? What are the characteristics of sponges and cnidarians? How do sponges and cnidarians obtain food and oxygen?
What is the importance of living coral reefs? What are the characteristics of flatworms and roundworms?
What is the difference between free-living and parasitic organisms? What are disease-causing flatworms and roundworms?
Objectives/I Can
Statements: I can identify the characteristics common
Standards: S7L4
Essential Question:
What are the common characteristics in most animals? How do animals meet their needs? How are invertebrates and vertebrates similar and different? What are the characteristics of sponges and cnidarians? How do sponges and cnidarians obtain food and oxygen? What is the importance of living coral reefs? What are the characteristics of flatworms and roundworms? What is the difference between free-living and parasitic organisms? What are

 Explore It: Teacher
Led: We will be modeling each type of worm with clay/ play doe to show understanding of each worm types characteristics.
Questions will follow modeling.
 Play it: Students will see how much they remember about vertebrates and invertebrates by playing a matching card game. Different characteristics of vertebrates and invertebrates are on each of the cards.
Students must place them in the correct category. Student may play independently or racing against a partner.
 Write It: Vocabulary practice game will be given to students.
Flash cards with word, definitions, and pictures. Students make practice independently or as a game with a partner.
 Assess It: Students will choose an activity from a choice board to demonstrate their
 Explore It: Teacher
Led: We will be modeling each type of worm with clay/ play doe to show understanding of each worm types characteristics.
Questions will follow modeling.
 Play it: Students will see how much they remember about vertebrates and invertebrates by playing a matching card game. Different characteristics of vertebrates and invertebrates are on each of the cards.
Students must place them in the correct category. Student may play independently or racing against a partner.
 Write It: Vocabulary practice game will be given to students.
Flash cards with word, definitions, and pictures. Students make practice independently or as a game with a partner.
 Assess It: Students will choose an activity from a choice board to demonstrate their
*See Station Chart for Names and Groups* the characteristics common to most animals. I can determine how animals meet their needs. I can distinguish between invertebrates and vertebrates. I can describe the characteristics of sponges and cnidarians. I can explain how sponges and cnidarians obtain food and oxygen. I can determine the importance of living coral reefs. I can list the characteristics of flatworms and roundworms.
I can distinguish between free-living and parasitic organisms. I can identify disease-causing flat-worms and roundworms.
Do Now: None
Mini Lesson/Opening:
Review game rules
Whole Group: Animals
Review Game
Closure/Review: Students turn in their answer sheets to be tallied for the chance to win bonus points.
Homework: Study for test
Accommodations:
K.D. Preferential Seating to most animals. I can determine how animals meet their needs. I can distinguish between invertebrates and vertebrates. I can describe the characteristics of sponges and cnidarians. I can explain how sponges and cnidarians obtain food and oxygen. I can determine the importance of living coral reefs. I can list the characteristics of flatworms and roundworms.
I can distinguish between free-living and parasitic organisms. I can identify disease-causing flat-worms and roundworms.
Do Now: None
Mini Lesson/Opening: Quote
Analysis
Whole Group: LAB DAY! We will be dissecting worms.
Closure/Review: Work is turned into the purple box.
Homework: Study for Test
Accommodations:
K.D. Extended Time
J.H. Chunking
M.H. Preferential Seating disease-causing flatworms and roundworms?
Objectives/I Can
Statements: I can identify the characteristics common to most animals. I can determine how animals meet their needs. I can distinguish between invertebrates and vertebrates. I can describe the characteristics of sponges and cnidarians. I can explain how sponges and cnidarians obtain food and oxygen. I can determine the importance of living coral reefs. I can list the characteristics of flatworms and roundworms. I can distinguish between free-living and parasitic organisms. I can identify diseasecausing flat-worms and roundworms.
Do Now: Review until bell

understanding of the chapter. There is a free space option if a student does not care for any of the choices; they may create their own choice (it must be approved).
Closure/Review: Group Review
Homework: Finish Work not finished in class
Accommodations:
K.D. Preferential Seating
J.H. Chunking
M.H. Small Group
I.S. Redirection
T.B. Preferential Seating
D.C. Rewording
M.A.H. Breaks as needed
1
2 st , nd , and
3 rd
Perio ds
8 th
Grad e
Physi cal
Scien ce
Standards: S8P3.a.b.c.
Essential Question: What is a simple machine? How is the ideal mechanical advantage of simple machines calculated?
How are simple machines and compound machines different?
Objectives/I Can Statements:
I can explain and model the 6 different types of simple machines and how simple machines work.
Do Now: Character Warmup
*See Station Chart for Names and Groups* understanding of the chapter. There is a free space option if a student does not care for any of the choices; they may create their own choice (it must be approved).
Closure/Review: Group Review
Homework: Finish Work not finished in class
Accommodations:
K.D. Preferential Seating
J.H. Chunking
M.H. Small Group
I.S. Redirection
T.B. Preferential Seating
D.C. Rewording
M.A.H. Breaks as needed
Standards: S8P3.a.b.c.
Essential Question: What is a simple machine? How is the ideal mechanical advantage of simple machines calculated?
How are simple machines and compound machines different?
Objectives/I Can Statements:
I can explain and model the 6 different types of simple machines and how simple machines work.
Do Now: Character Warmup
J.H. Study Guides
M.H. Study Guides
I.S. Preferential Seating
T.B. Chunking
D.C. Breaks as needed
M.A.H. Repetition of Directions
I.S. Redirection
T.B. Extended Time
D.C. Preferential Seating
M.A.H. Extended Time
Standards: S8P3.a.b.c.
Essential Question: What must happen for work to be done? How does doing work on an object change its energy? How are work and power related? What is a simple machine? How is the ideal mechanical advantage of simple machines calculated? How are simple machines and
Standards: S8P3.a.b.c.
Essential Question: What must happen for work to be done? How does doing work on an object change its energy? How are work and power related? What is a simple machine? How is the ideal mechanical advantage of simple machines calculated? How are simple machines and compound machines different?
Mini Lesson/Opening:
Review difficult topics as a class.
Whole Group: Animal
Test
Closure/Review:
Review of Test
Homework: None
Accommodations:
K.D. Small Group
J.H. Small Group
M.H. Small Group
I.S. Small Group if needed
T.B.
Small Group/ Extended
Time
D.C. Small Group/ Extended
Time
M.A.H. Small Group/
Extended Time
Standards: S8P3.a.b.c.
Essential Question:
What must happen for work to be done? How does doing work on an object change its energy? How are work and power related?
What is a simple machine? How is the ideal mechanical advantage of simple machines calculated?
How are simple

Mini Lesson/Opening:
Directions
Centers/Stations (Two stations
Friday, two stations Tuesday):
 Explore I
Teacher Led: We will be using a simple machine kit to demonstrate each type of simple machine.
Students will then record everyday items that are also considered simple machines.
 Watch It: Online Rube
Goldberg machine creator
 Illustrate It: Students will visit
( https://www.mos.org/ leonardo/ ) and create a bubble map about Da
Vinci and his relation to simple machines.
 Write It: Students will use the IPads to study their vocabulary words using quizlet.
Closure/Review: station work folders turned in
Homework: Finish Work not finished in class
Accommodations: see chart
*See Station Chart for Names and Groups*
Mini Lesson/Opening:
Directions
Centers/Stations (Two stations
Friday, two stations Tuesday):
 Explore I
Teacher Led: We will be using a simple machine kit to demonstrate each type of simple machine.
Students will then record everyday items that are also considered simple machines.
 Watch It: Online Rube
Goldberg machine creator
 Illustrate It: Students will visit
( https://www.mos.org/ leonardo/ ) and create a bubble map about Da
Vinci and his relation to simple machines.
 Write It: Students will use the IPads to study their vocabulary words using quizlet.
Closure/Review: station work folders turned in
Homework: Finish Work not finished in class
Accommodations: see chart compound machines different?
Objectives/I Can
Statements: I can explain and model how work and energy are related. I can explain and model the 6 different types of simple machines and how simple machines work.
Mini Lesson/Opening:
Opening Video
Whole Group: Work and
Simple Machines Review
Game
Closure/Review: Discussion of difficult questions on the review game, answer sheet are turned in.
Homework: Finish Work not finished in class AND study for upcoming test
Accommodations: see chart
Objectives/I Can
Statements: I can explain and model how work and energy are related. I can explain and model the 6 different types of simple machines and how simple machines work.
Do Now: Review Lab Safety
Whole Group: LAB DAY!
As a class we will watch a video about Rube Goldberg machines. Students will be working in small groups of
3-4. Each group of students will get a set of supplies that can be used to create a
Rube Goldberg machine.
Each group must use at least one of each type of simple machine in their Rube
Goldberg machine. A lab sheet will be filled in to show the steps of creation.
Closure/Review: Lab sheet is turned in and room is cleaned up
Homework: Finish Work not finished in class AND study for the test
Accommodations: see chart machines and compound machines different?
Objectives/I Can
Statements: I can explain and model how work and energy are related. I can explain and model the 6 different types of simple machines and how simple machines work.
Do Now: 10 minutes study buddy last minute study and question time.
Whole Group:
Work and Simple
Machines Test
Closure/Review:
Review of difficult questions on the test
Homework: None
Accommodations: see testing accommodation folder

Day 11
12/17/18
*See Station Chart for Names and Groups*
Day 12
12/18/18
Day 13
12/19/18
Day 14
12/20/18
3
5
1
2 st , nd , rd , th
Perio ds
S8CS9. Students will understand the features of the process of scientific inquiry
Essential Question: What are the steps of a scientific inquiry?
Objectives/I Can Statements:
I can demonstrate the steps of a scientific inquiry by using the steps to successfully complete a science fair project.
Do Now: Science Fair discussion about what the next steps are to be done
Mini Lesson/Opening: None
Whole Group: Students will be working on various parts of their science fair projects. An emphasis will be placed on working on the research paper and the display board.
Students that are not able to bring in their display board to work on should be completing their research paper. I will be available for assistance as the students are working.
S8CS9. Students will understand the features of the process of scientific inquiry
Essential Question: What are the steps of a scientific inquiry?
Objectives/I Can Statements:
I can demonstrate the steps of a scientific inquiry by using the steps to successfully complete a science fair project.
Do Now: Science Fair discussion about what the next steps are to be done
Mini Lesson/Opening: None
Whole Group: Students will be working on various parts of their science fair projects. An emphasis will be placed on working on the research paper and the display board.
Students that are not able to bring in their display board to work on should be completing their research paper. I will be available for assistance as the students are working.
S8CS9. Students will understand the features of the process of scientific inquiry
Essential Question: What are the steps of a scientific inquiry?
Objectives/I Can Statements:
I can demonstrate the steps of a scientific inquiry by using the steps to successfully complete a science fair project.
Do Now: Science Fair discussion about what the next steps are to be done
Mini Lesson/Opening: None
Whole Group: Students will be working on various parts of their science fair projects. An emphasis will be placed on working on the research paper and the display board.
Students that are not able to bring in their display board to work on should be completing their research paper. I will be available for assistance as the students are working.
NO SCHOOL
WINTER BREAK
Day 15
12/21/18
NO SCHOOL
WINTER BREAK