Mrs. Wish's 7th Grade Science

• New Learning Targets

Week of August 22-26 2011

I   can:

• work at stations to review for summative assessment: layers of the Earth, plate tectonics, and plate movement
• differentiate between the 3 types of sedimentary rocks
• describe how the 3 major types of rocks are formed
• explain the processes that drive the rock cycle

Week of August 15-19 2011

I can:

• identify the layers of the Earth
• describe the composition of each layer
• sequence the layers of the Earth from the inside out and from the outside in
• differentiate between the layers
• identify the major plates of the Earth
• label the plates on a map
• describe what happens at the boundaries of plates

Formative:  draw and label the layers; label the plates; classroom discussion, exit cards, boggle

Summative:   Layers and Plates Friday 8-19 or Monday 8-22.

___________________________________________________________________________-

May 31-June 3

I can:

• make up any missing assignments
• clean out my locker
• turn in all of my academic books
• turn in all of my library books
• get along with my classmates
• survive
• look forward to 8th grade and being leaders of my school

May 23-26

I can

• prepare for final assessment!!!
• get notes in order!!
• use my TCAP practice book to answer questions!!!
• correct assessments taken this 9 weeks!!

Summative assessment May 25!!!

16-20

I can:  

• write the safety rules for dissecting
• describe what each rule means
• dissect a frog and label the organs

Formative assessment:   writing the rules

Summative assessment:   Safety assessment, Frog dissection

May 9-15

Learning targets:

I can:  

• label the anatomy of a frog
• describe the anatomy and function of organs in the frog
• describe animal classification: kingdom, phylum, class, order, family, genus, species
• determine the scientific name of a species based on its classification

Formative assessment:   completion of Frog Sandwich

Summative assessment:   Amphibian and Frog notes-Wednesday

Frog anatomy:   Thursday

May 2-6

I can:  

• describe the 3 types of amphibians
• sequence the steps of metamorphosis
• describe anatomy and function organs in the frog
• label the anatomy of a frog

Formative:   SQR3 on Chapter 9, Section 3 - amphibians; completion of notes and frog sandwich

April 25-29

I can:

• distinguish between elements, compounds, and mixtures
• adopt an elemetn
• create a "baby" element story
• draw a Bohr model of my element
• locate and describe the parts of an atom: protons, neutrons, and electrons
• calculate atomic mass using the Periodic Table

Formative:

Summative:   Periodic Table, Elements, compounds, and mixtures:   Friday

April 18-22

I can:

• define element, compound, and mixture
• use the Periodic Table to answer questions pertaining to its components
• compare and contraste compounds and mixtures

Formative: develop a foldable about elements, compounds, and mixtures

April 4-8

I can:

• identify the properties of minerals(hardness, luster, cleavage, density, transparency)
• describe the properties of minerals
• use Mohs hardness scale to identify what minerals and common household items are harder than other
• REVIEW FOR TCAP!!!!

Formative:   completion of TCAP practice with notetaking; mineral foldable

Summative: Mineral assessment on 4-8-11

March 28-April 1

I  can:

• explain how the 3 major types of rocks are formed
• describe how the rock cycle forms these rocks
• describe the physical properties of rock:hardness, crystals type, etc.
• differentiate between rocks and minerals

Formative assessment process:   drawings of rock cycle showing understanding of how each type is formed; ompletion of practice work; Tree Map showing distinguishing the different rock types

Summative Assessment:   Wednesday

February 28-March 4

I can

• Identify the layers of the earth
• Describe the compostion and special characteristics of each layer
• Identify the major plate tectonics
• Describe how the plates move and the results
• Identify the 3 major types of rocks and how they are form
• Describe the rock cycle
• Describe the physical properties of minerals

February 22-25

I Can:

• Define waves and medium
• Differentiate between transverse and longitudinal waves
• Label the parts of both types of waves
• Distinguish between compression and rarefaction on a longitudinal wave
• I  can identify and explain wavelengths on both types of waves
• I can identify amplitude on a transverse wave as compared to the resting point.

Formative:   foldable, string and yarn activity including measuring wavelength and amplitude; Study Island-Blue Ribbons for TCAP countdown

Summative:   February 24

February 14-18

I can:  

• Explain the meaning of work from the prospective of science
• Calculate work using the formula:   work = force x distance and using the proper SI   unit of measurement
• Explain how simple machines are used to make work easier
• Describe effort, resistance or load, input and output force as they relate to simple machines

Formative assessment:   completion of assignments

Summative assessment: February 17

February 7-12

I can:  

• differentiate between balanced and unbalanced forces and relate to the 1st Law of motion
• calculate net force using the proper SI units of measurement
• determine the direction of movement based on the force
• identify the 6 simple machines

Formative assessement: forces: exit cards; completion of internet activity

Summative assessment: postponed until February 14

January 31-February 4

I can:

• differentiate between Newton's 3 Laws of Motion
• make predictions about 4 labs
• make observations and record results of the labs
• explain everday uses of the laws based on the laws themselves
• explain force and net force

Formative assessment: completion of labs, foldable

Summaive assessment: Friday February 4th

January 24-28

I can:  

• create a graph using the data from all group's flight distances
• draw conclusions about the air trolley experiment based on evidence
• communicate to others my team's results
• discuss what may have made the experiment invalid
• differentiate between speed, velocity, and acceleration
• calculate average speed using the formula:   speed = distance / time
• describe Newton's 3 Laws of Motion
• draw and explain examples of each of the Law

Formative:   the graph and documentation in scienctific notebook; Bubble Gum activity; 3 Law's organizer

Summative: Friday, January 28th

January 19-21 (off Friday for snow)

I   can:

• construct my air trolley with my team
• make observations and record information based on the independent variables given
• calculate distance using initial and final position

Formative assessment:   record information into scientific notebook using the steps of the scientific method

January 12-14 continued from last week

January 5,6,7

I can:  

• define variable, independent variable, and dependent variable
• differentiate between the variables given an experiment and results

Before the experiment, in your own words explain or describe:

motion, speed, velocity, acceleration,time, distance

• conduct a simple experiment with an identified control and appropriate variables
• use appropriate tools needed to conduct the experiment
• make observations and conclusions and record the information in a table, chart, or graph
• review the experiment to see if there could have been bias or error
• draw a conclusion that establishes a cause and effect relationship based on the evidence gathered in you experiment

Formative assessment:   completion of variable activities, completion of experiment including documentation

Summative assessment:   Thursday, January 13(did not happen) Test:  Friday, January 21st

December 13-17

I can:

• complete my 2nd Nine Weeks Study Guide ( SG given Friday, the 10th; complete by the 13th)
• ask questions
• participate in class discussion during review
• try hard on my test to make at least 80%

Formative assessment: completion of study guide

Summative assessment: 2nd Nine Weeks Assessment

December 6-10

I can:

• identify male and female parts of the flower
• differentiate between the male and female reproductive parts of the flower
• draw and label organs of the flower
• describe the process of pollination and fertilization of flowers
• identify different methods of pollination
• create and describe a method of pollination
• explain why reproduction is the main purpose of flowers
• explain what different parts of the flower mature into

Formative assessments: United streaming questions, drawing, tree map, matching, cause and effect activity

Summative assessment:   Thursday, December 9

November 29 through December 3

I  can:

• predict genotypical outcomes of offspring using a Punnett Square
• Use fractions and percentages to express the predictions
• draw a phenotypically smiley face based on various characteristics; use of genotypes as well
• Label the female and male parts of a flower

Formative assessement: Smiley Face activity; completion of Punnett squares; vocabulary activity

Summative assessement:   Thursday, December 2

November 22nd and 23rd

Continuation of Genetics I   can statements.

Formative assessments:   Genotypes and Phenotypes with Sponge Bob Genetics

Week of November 15, 2010

I can:

• define sexual and asexual reproduction
• distinguish between sexual and asexual reproduction given examples of each
• categorize examples of reproductin as sexual or asexual
• define words associated with the study of genetics:   heredity, traits, dominant and recessive traits, genotype and phenotype, Punnett Square
• Explain the difference between dominant and recessive traits using capital and lower case letters
• distinguish between genotype and phenotype
• predict the probable genotypes of offspring using a Punnett Square (given scenarios)
• describe the appearance of offspring based on the genotypes
• draw a phenotypically smiley face based on a flip of a coin for several characteristics (Smiley Face)

Formative assessment:   completion of graphic organizer using PowerPoint and notes; brainpop; Tree Map for categorizing;

Summative assessment:   Wednesday, November 17

Week of November 8, 2010

I can:

• define chromosome, DNA, and gene
• draw and describe the relationship that exists between chromosomes, DNA molecule, and genes
• draw and label a model of the DNA molecule showing the nitrogen bases and the sugar and phosphate molecules that make up the sides of the molecule
• define sexual and asexual reproduction
• distinguish between sexual and asexual reproduction
• categorize different examples of reproduction as sexual or asexual

Formative assessment:   completion of DNA molecule model; Tree Map for categorizing sexual and asexual reproduction scenarios, Brainpop; Study Island

Summative Assessment:   Tuesday, November 9, Cell Cycle; Thursday, November 11, Chromosomes, DNA, and genes

Week of November 1, 2010

I can:

• draw the steps of the cell cycle
• model the steps of the cell cycle with pipe cleaners and yarn
• draw the steps of mitosis
• sequence the steps of mitosis
• describe what happens in each step of the cell cycle
• differentiate between plant and animal cell mitosis
• can label the parts of a chromosome
• show the relationship between chromosomes, DNA molecule, and genes with a drawing

Formative assessment:   Cell Cycle Booklet, formative quiz over booklet, Plant Cell Mitosis foldable; model mitosis with hand movements and with manipulatives; brainpop

Summative assessment:   Tuesday, November 9th

Week of 10-25

I can:

• define endocytosis and exocytosis
• draw and describe the processes of endocytosis and exocytosis
• relate the above processes to the cell membrane
• draw and describe the crossing membrane demonstration:   iodine and cornstarch
• predict the outcomes of the crossing membrane demonstration
• make conclusions of the crossing membrane demonstration
• differentiate between a control and experimental group in an experiment
• predict outcomes of the Great Pumpkin Demise
• observe the three pumpkins and record

Formative assessment:   joggle your brain activity-independently and then with partner; drawings and descriptions; recordings of the demo; recordings of the Pumpkin Demise; review activity

Summative assessment:   Cell membrane functions and Oxygen-Carbon Dioxide Cycle

Week of 10-18

I can:

• Review photosynthesis equation
• Write and explain the chemical equation for cellular respiration
• Identify the organelle where cellular respiration occurs(mitochondria)
• Compare and contrast cellular respiration and photosynthesis
• Explain the Oxygen-Carbon Dioxide Cycle
• Explain the function of the cell membrane; oxygen, water, carbon dioxide; endocytosis and exocytosis; active and passive transport
• Make predictions on demonstration of crossing membranes(did not do)
• Explain diffusion and osmosis

Formative assessment:   completion of foldable; notetaking on demonstration, including predictions and drawings of demo.

Summative assessment:   10-20:   photosynthesis and cellular respiration

Week of 9-27

I can:

• Identify the food-making process of plants and in what organelle it occurs.
• Write and explain the chemical equation for photosynthesis.
• Identify the products and reactants of photosynthesis.
• Write and explain the chemical equation for cellular respiration.
• Identify the organelle where this process occurs.

Formative assessment:   completion of foldable we began last week, exit card on the equation for photosynthesis; completion of chart that shows reactants and products for each process.

Summative assessment: photosynthesis on Tuesday, 9-28.

Week of 9-21 (no school Monday 9-21 Parent Teacher Conference)

I can:

• Explain the function of the organ systems and how each is dependent upon the other.
• Identify organs found in each system: names and diagram

Addition:

• Create a foldable showing the organelles where photosynthesis and cellular respiration occur.
• Explain the process of photosynthesis and cellular respiration using pictures, words, and the chemical occasion for each.

Formative assessment:   Clock appointments to check computer work, completing independent notes; working cooperatively with classmates; completion of foldable, exit card

Summative assessment: Thursday

Week of 9-13 (no school Friday 9-18 Fair Day)

I can;

• describe the function of the organelles found in plant and animal cells.
• describe the major organ systems and organs found in each system.
• explain the processes that occur in the mitochondria and chloroplasts.(cellular respiration and photosynthesis, respectively)

DID NOT DO THE LEARNING TARGETS BELOW-complete 2nd Nine weeks

• explain how cells divide
• describe the steps of mitosis; what happens to the cell in each step
• sequence the steps of mitosis

Formative assessment: completion of review; computer assignment on systems; exit cards

Summative assessment: 9-13 Label the organelles in the cell; 9-14 organelle function and prokaryote and eukaryote cells

Should anyone need a copy of past learning targets, please ask!! I have changed to a different type of page to better accommodate you!!!!!!!!!!!