Science 7th
Class and Homework Schedule
Month: May
05-09 de mayo:
Día
Lunes
Martes
Miércoles
Jueves
Viernes
Tema
Presentations
Quiz
Preventing Infectious Disease and Noninfectious Disease
Preventing Infectious Disease and Noninfectious Disease
Present Poster Information
Work in the Science Fair Project.
Present using Power Point Presentations.
Evaluate contents
Describe how the body acquires active immunity. Explain how passive immunity occurs. Identfy and explain the causes and effects of allergies, diabetes and cancer.
Describe how the body acquires active immunity. Explain how passive immunity occurs. Identfy and explain the causes and effects of allergies, diabetes and cancer
Present the information in the poster.
Actividades (motivacional, productiva y de aplicación)
Presentations about:
  1. 1. Understanding Infectious Disease, Kinds of Pathogens, How Pathogens are Spread
  2. 2. Barriers that Keep Pathogens Out, The Inflammatory Response
  3. 3. The Immune System, AIDS
Quiz about presentations.
*Observe changes in the Science Lab Experiment.
Divide the class in groups to elaborate posters about:
  1. 1. The Immune Response
  2. 2. Vaccination
  3. 3. When You Do Get Sick
  4. 4. Passive Immunity
  5. 5. Allergies
  6. 6. Diabetes
  7. 7. Cancer
* Observe changes in the Science Lab Experiment.
Divide the class in groups to elaborate posters about:
  1. 1. The Immune Response
  2. 2. Vaccination
  3. 3. Antibiotics
  4. 4. Passive Immunity
  5. 5. Allergies
  6. 6. Diabetes
  7. 7. Cancer
* Observe changes in the Science Lab Experiment.
Present the information in the posters about Diseases:
  1. 1. The Immune Response
  2. 2. Vaccination
  3. 3. Antibiotics
  4. 4. Passive Immunity
  5. 5. Allergies
  6. 6. Diabetes
  7. 7. Cancer
Evaluación
(asignación de nota del trabajo en clase)


Work on poster.
Work on poster
Presentations
Recursos



Ch. 18.3 and 18.4; Textbooks, notebooks, materials for poster
Ch. 18.3 and 18.4; Textbooks, notebooks, materials for poster
Ch. 18.3 and 18.4; Textbooks, notebooks, materials for poster
Tarea
Study for quiz (presentations)

Work on poster.
Finish poster.


12-16 de mayo:
Día
Lunes
Martes
Miércoles
Jueves
Viernes
Tema
How the Nervous System Works: Functions of the Nervous System
How the Nervous System Works: The Neuron and Nerve Impulses
Divisions of the Nervous System: Central Nervous System
Divisions of the Nervous System: Peripheral Nervous System
The Senses: Vision and Hearing
Objetivo
Identify the functions of the nervous system.
Describe the structure of a neuron, the kinds of neurons, and explain how nerve impulses travel from one neuron to another.
Describe the structures and functions of the central nervous system.
Describe the structures and functions of the peripheral nervous system.
Describe the how your senses work individually and with the same objective.

Actividades (motivacional, productiva y de aplicación)

Make a list and explain the functions of the nervous system, in the boards and notebooks.
Watch and discuss a video about the neuron and nerve impulses and the nervous system:
https://www.youtube.com/watch?v=dah-4mtAnsQ
https://www.youtube.com/watch?v=cUGuWh2UeMk
List and explain the 3 kinds of neurons found in the body.
Make a table to classify information about the central nervous system. Columns: Part, Description, Functions
Make a table to classify information about the peripheral nervous system. Columns: Part, Description, Functions
Watch and discuss a video about sight:
https://www.youtube.com/watch?v=ZH8L3i-qxuE
Watch and discuss a video about hearing:
https://www.youtube.com/watch?v=g_US0Qn_SZA
Learn how smell and taste work together, the odors that can be identified, the tastes sensations, and the skin receptors.
Evaluación
(asignación de nota del trabajo en clase)
Ch. 19 vocabulary
Draw the diagram of a neuron, pg. 628
Fill in table.
Fill in table.
Make a summary of the videos, using the book to complete annotations.
Recursos
(materiales, weblink, No. de página del libro)
Ch. 19.1, pg. 626-627; Textbooks, notebooks
Ch. 19.1, pg. 628-630; Textbooks, notebooks, AV Room 2
Ch. 19.2, pg. 632-634; Textbooks, notebooks
Ch. 19.2, pg. 636-639; Textbooks, notebooks
Ch. 19.3, pg. 642-650; Textbooks, notebooks, AV Room 2
Tarea

Section 1 Assessment pg. 630

Draw the diagram of the parts and functions of the brain, pg. 635

19-23 de mayo
Día
Lunes
Martes
Miércoles
Jueves
Viernes
Tema
Alcohol and Other Drugs
The Endocrine System
Male and Female Reproductive Systems: Sexual Reproduction, Male Reproductive System
Male and Female Reproductive Systems: Female Reproductive System, The Menstrual Cycle
The Human Life Cycle
Objetivo
Identify the immediate and long-term effects of drug abuse. Describe some commonly abused drugs and how each affects the body.
Describe how the endocrine system controls body processes. Identify endocrine glands.
Define sexual reproduction. Describe the structures and functions of the male reproductive system.
Describe the structures and functions of the female reproductive system. Sequence the events during the menstrual cycle.
List the stages of human development that occur before birth. Describe what happens during childhood and adulthood.
Actividades (motivacional, productiva y de aplicación)
Understand the terms: abuse, tolerance, addiction, and effects.
Make a list of the kinds of abused drugs and their effects.
Make a list of short and long term effects of alcohol.
Watch and discuss a video about the Endocrine System:
https://www.youtube.com/watch?v=lBWIkKfbW8U
List and describe the functions of the endocrine glands.
Watch and discuss a video about the male reproductive system:
https://www.youtube.com/watch?v=oFlUqgYqt1A
List the organs involved in male reproductive system and their function.
Watch and discuss a video about the female reproductive system:
https://www.youtube.com/watch?v=a8fgm-zEYjQ
List the organs involved in female reproductive system and their function.
Make a diagram of the menstrual cycle, while reading (pg. 681)
Make a diagram of the stages of humans that occur before birth. List their characteristics.
Watch and discuss a video about the human life cycle:
https://www.youtube.com/watch?v=HAymliKzdq0
https://www.youtube.com/watch?v=V7RVurAkTv0
Evaluación
(asignación de nota del trabajo en clase)

Draw the diagram of the endocrine system pg. 669
Draw the diagram of the male reproductive system in pg. 677
Draw the diagram of the female reproductive system in pg. 679

Recursos
(materiales, weblink, No. de página del libro)
Ch. 19.4, pg. 651-657; Textbooks, notebooks
Ch. 20.1, pg. 666-671; Textbooks, notebooks, AV Room 2
Ch. 20.2, pg. 674-677; Textbooks, notebooks, AV Room 2
Ch. 20.2, pg. 678-681; Textbooks, notebooks, AV Room 2
Ch. 20.3, pg. 682-690; Textbooks, notebooks, AV Room 2
Tarea
Copy table in pg. 655 about effects of commonly abused drugs; copy table in pg. 656 about effects of alcohol.
Pg. 669, Section 1 Assessment




26-30 de mayo:
EXAM WEEK


Month: April
31 marzo- 04 de abril
Día
Lunes
Martes
Miércoles
Jueves
Viernes
Tema
The Body’s Transport System: The Heart
The Body’s Transport System: Arteries, Capillaries, Veins, and Blood Pressure
SCIENCE LAB: Heart Beat, Health Beat
Blood and Lymph: Blood
Blood and Lymph: Blood Types
Work in the Science Fair Project.
Describe the function and structure of the heart. Sequence the path taken by blood trough the cardiovascular system.
Describe the functions and structures of arteries, capillaries and veins.
Interpret data on pulse rate.
Describe the components of blood.
Explain what determines the type of blood that a person can receive in a transfusion.
Actividades (motivacional, productiva y de aplicación)
Watch and discuss a video about the function and structure of the heart, and the overall pattern of blood through the body:
http://www.youtube.com/watch?v=H04d3rJCLCE
List the functions and structures of each, arteries, capillaries and veins.
Record and graph pulse rate under different conditions.
Draw conclusions about the relationship between physical activity and pulse rate.
Have students use a stethoscope to listen to their own heartbeat. Explain how the sounds refer to the closing of the valves between arteries and blood vessels.
Read the part of the section to clear doubts.
Make a table with the headings: blood component and description. Fill in the information while reading the section.
Make a table with the following headings: Blood type, marker molecules on red blood cells, clumping proteins, and bllod types that can be safely received in a transfusion. Fill in data while reading.
Evaluación
(asignación de nota del trabajo en clase)

Draw a schematic diagram of the interaction between arteries, capillaries, and veins.
Science lab procedures, following the scientific method.


Recursos
Ch. 16.1, pg. 536-539; Textbooks, notebooks, MM Room
Ch. 16.1, pg. 540-543; Textbooks, notebooks
Ch. 16, pg. 544; Textbooks, notebooks, Science Lab
Ch. 16.2, pg. 545- 548; Textbooks, notebooks
Ch. 16.2, pg. 548- 550; Textbooks, notebooks
Tarea

Pg. 543, Section 1 Assessment
Pg. 544, Analyze and Conclude Questions, 1-5
Draw the pie graph in pg. 550. Answer questions in “Analyzing Data” in pg. 550.

7-11 de abril
Día
Lunes
Martes
Miércoles
Jueves
Viernes
Tema
Blood and Lymph: The Lymphatic System
Cardiovascular Diseases and Keeping Healthy
Prepare for Expositions
Prepare for Expositions
Trip to La Tigra
Objetivo
Name the structures and functions of the lymphatic system.
Identify some diseases of the cardiovascular system. Describe behaviors that can help maintain cardiovascular health.
Prepare presentations for expositions.
Prepare presentations for expositions.
Actividades (motivacional, productiva y de aplicación)
Watch and discuss a video about the lymphatic system:
https://www.youtube.com/watch?v=BX8fBlme9vQ
List the main functions and characteristics of the lymphatic system.
List some of the diseases of the cardiovascular system, how and why are they developed, their consequences and their treatments.
Make a list of the ways to maintain cardiovascular health.
Divide the students in groups to present:
  1. 1. Respiratory System Functions, The Path of Air
  2. 2. Gas Exchange, How you Breath
  3. 3. Chemicals in Tobacco Smoke, Health Problems and Smoking
  4. 4. The Excretory System, Filtration of Wastes, Excretion and Homeostasis
  5. 5. Understanding Infectious Disease, Kinds of Pathogens, How Pathogens are Spread
  6. 6. Barriers that Keep Pathogens Out, The Inflammatory Response
  7. 7. The Immune System, AIDS
Divide the students in groups to present:
  1. 1. Respiratory System Functions, The Path of Air
  2. 2. Gas Exchange, How you Breath
  3. 3. Chemicals in Tobacco Smoke, Health Problems and Smoking
  4. 4. The Excretory System, Filtration of Wastes, Excretion and Homeostasis
  5. 5. Understanding Infectious Disease, Kinds of Pathogens, How Pathogens are Spread
  6. 6. Barriers that Keep Pathogens Out, The Inflammatory Response
  7. 7. The Immune System, AIDS
Evaluación
(asignación de nota del trabajo en clase)
Pg. 551, Section 2 Assessment
Pg. 556, Section 3 Assessment
Work in presentations
Work in presentations
Recursos
(materiales, weblink, No. de página del libro)
Ch. 16.2, pg. 550- 551; Textbooks, notebooks
Ch. 16.3, pg. 552-556; Textbooks, notebooks
Ch. 17.1- Ch. 18.2, pg. 564- pg. 603; Textbooks, notebooks, Computer Lab
Ch. 17.1- Ch. 18.2, pg. 564- pg. 603; Textbooks, notebooks, Computer Lab
Tarea

Pg. 554-555 Timeline about Advances in Cardiovascular Medicine (print images)


14-18 de abril
Día
Lunes
Martes
Miércoles
Jueves
Viernes
Tema
Easter Week
Easter Week
Easter Week
Easter Week
Easter Week
Objetivo





Actividades (motivacional, productiva y de aplicación)
Easter Week
Easter Week
Easter Week
Easter Week
Easter Week
Evaluación
(asignación de nota del trabajo en clase)





Recursos
(materiales, weblink, No. de página del libro)





Tarea





21-25 de abril
Día
Lunes
Martes
Miércoles
Jueves
Viernes
Tema
Easter Week
Earth’s Day Activity; Work in presentations
Presentations
Presentations
Quiz
Objetivo
Prepare presentations for expositions.
Present using Power Point Presentations.
Present using Power Point Presentations.
Evaluate contents
Actividades (motivacional, productiva y de aplicación)
Watch and discuss a video for Earth’s Day:
https://www.youtube.com/watch?feature=player_embedded&v=lUtnas5ScSE
Divide the students in groups to present:
  1. 1. Respiratory System Functions, The Path of Air
  2. 2. Gas Exchange, How you Breath
  3. 3. Chemicals in Tobacco Smoke, Health Problems and Smoking
  4. 4. The Excretory System, Filtration of Wastes, Excretion and Homeostasis
  5. 5. Understanding Infectious Disease, Kinds of Pathogens, How Pathogens are Spread
  6. 6. Barriers that Keep Pathogens Out, The Inflammatory Response
  7. 7. The Immune System, AIDS
Presentations about:
  1. 1. Respiratory System Functions, The Path of Air
  2. 2. Gas Exchange, How you Breath
  3. 3. Chemicals in Tobacco Smoke, Health Problems and Smoking
  4. 4. The Excretory System, Filtration of Wastes, Excretion and Homeostasis
Presentations about:
  1. 5. Understanding Infectious Disease, Kinds of Pathogens, How Pathogens are Spread
  2. 6. Barriers that Keep Pathogens Out, The Inflammatory Response
  3. 7. The Immune System, AIDS
Quiz about presentations.
Evaluación
(asignación de nota del trabajo en clase)
Work in presentations
Presentations
Presentations
Quiz about presentations
Recursos
Ch. 17.1- Ch. 18.2, pg. 564- pg. 603; Textbooks, notebooks, Computer Lab
Multimedia Room, Students’ presentations
Multimedia Room, Students’ presentations
Quizzes, pen, pencil, eraser
Tarea
Finish presentations; Prepare to present, Upload Presentations
Presentations, Prepare presentations
Study for Quiz, Chapter 17
Bring materials for LAB, pg. 604
28 abril-02 de mayo
Día
Lunes
Martes
Miércoles
Jueves
Viernes
Tema
Science LAB
Preventing Infectious Disease and Noninfectious Disease
Preventing Infectious Disease and Noninfectious Disease
Labor Day
Present Poster Information
Objetivo
Understand how the skin acts as a barrier to pathogens.
Describe how the body acquires active immunity. Explain how passive immunity occurs. Identfy and explain the causes and effects of allergies, diabetes and cancer.
Describe how the body acquires active immunity. Explain how passive immunity occurs. Identfy and explain the causes and effects of allergies, diabetes and cancer
Present the information in the poster.
Actividades (motivacional, productiva y de aplicación)
Develop the steps in the Scientific Method in the science lab.
*Observe changes in the Science Lab Experiment.
Divide the class in groups to elaborate posters about:
  1. 1. The Immune Response
  2. 2. Vaccination
  3. 3. When You Do Get Sick
  4. 4. Passive Immunity
  5. 5. Allergies
  6. 6. Diabetes
  7. 7. Cancer
* Observe changes in the Science Lab Experiment.
Divide the class in groups to elaborate posters about:
  1. 1. The Immune Response
  2. 2. Vaccination
  3. 3. Antibiotics
  4. 4. Passive Immunity
  5. 5. Allergies
  6. 6. Diabetes
  7. 7. Cancer
* Observe changes in the Science Lab Experiment.
Present the information in the posters about Diseases:
  1. 1. The Immune Response
  2. 2. Vaccination
  3. 3. Antibiotics
  4. 4. Passive Immunity
  5. 5. Allergies
  6. 6. Diabetes
  7. 7. Cancer
Evaluación
Science Lab procedures.
Work on poster.
Work on poster
Presentations
Recursos
(materiales, weblink, No. de página del libro)
Pg. 604-605; Science Lab, Materials for Project, notebooks,
Ch. 18.3 and 18.4; Textbooks, notebooks, materials for poster
Ch. 18.3 and 18.4; Textbooks, notebooks, materials for poster
Ch. 18.3 and 18.4; Textbooks, notebooks, materials for poster
Tarea
Vocabulary Chapter 18; bring materials and information for a poster
Work on poster.
Finish poster.




Month: March


03-07 de marzo

Día
Lunes
Martes
Miércoles
Jueves
Viernes
Tema
Expositions
The Digestive Process: Functions of the Digestive System
The Digestive Process: The Mouth and Esophagus
The Digestive Process: The Stomach
Final Digestion and Absorption: The Small Intestine
Work in the Science Fair Project.
Explain why the body needs food and how nutrients are needed by the body to help carry out essential processes. Explain how the Food Guide Pyramid and food labels can help in planning a healthy diet.
Describe the functions carried out in the digestive system.
Explain the roles of the mouth and the esophagus in digestion.
Explain the role of the stomach in digestion.
Describe the digestive processes that occur in the small intestine and how other organs are involved.
Actividades (motivacional, productiva y de aplicación)
Students’ expositions.
After expositions, project an image about the Food Guide Pyramid and a food label of a product to explain the importance of a healthy diet.
Look at the section headings and visuals to see what the section is about. Then, write what you already know about the digestive system. At the end of the lesson, write what you learned, and compare your writings.
Make a table to describe the function of each part of the mouth.
Analyze the data of the graph in pg. 520.
In a table, write the headings: organ, description, and role. Write the detail for each organ involved in the final digestion process.
Evaluación
(asignación de nota del trabajo en clase)
Students’ expositions about:
  1. 5. Food and Energy: Proteins, Vitamins and Minerals, Water
Draw the Food Guide Pyramid.


Answer the questions in “Analyzing Data” in pg. 520

Recursos
(materiales, weblink, No. de página del libro)
Textbooks, notebooks, MM Room
Ch. 15.2, pg. 516-517; Textbooks, notebooks
Ch. 15.2, pg. 518-519; Textbooks, notebooks
Ch. 15.2, pg. 520-521; Textbooks, notebooks, AV Room 2
Ch. 15.3, pg. 524-526; Textbooks, notebooks
Tarea
Finish the Food Guide Pyramid, illustrate with examples of foods found in each division.
Vocabulary Chapter 15

Pg. 521, Section 2 Assessment


10-14 de marzo

Día
Lunes
Martes
Miércoles
Jueves
Viernes
Tema
Final Digestion and Absorption: The Large Intestine
The Body’s Transport System: The Cardiovascular System
The Body’s Transport System: The Heart
Poster Making
Review for Test
Objetivo
Explain the role of the large intestine in digestion.
Explain the functions of the cardiovascular system.
Describe the function and structure of the heart. Sequence the path taken by blood trough the cardiovascular system.
Understand the digestion process and transport systems.
Review contents for III Partial Test
Actividades (motivacional, productiva y de aplicación)
Complete the table started in the class before.
Watch and discuss a video about the digestive process: http://www.youtube.com/watch?v=eKaBQrFdNtw
List the functions of the cardiovascular system, and detail each one while reading.
Watch and discuss a video about the function and structure of the heart, and the overall pattern of blood through the body:
http://www.youtube.com/watch?v=H04d3rJCLCE
Have students use a stethoscope to listen to their own heartbeat. Explain how the sounds refer to the closing of the valves between arteries and blood vessels.
Read the part of the section to clear doubts.
In groups, draw a poster about the following:
  1. 1. The Digestive System (pg. 517, 3 persons)
  2. 2. The Mouth (pg. 518, 2 persons)
  3. 3. The stomach (pg. 521, 2 persons)
  4. 4. Final Digestion and Absorption (pg. 525, 3 persons)
  5. 5. The Food Guide Pyramid (pg. 512, 2 persons)
  6. 6. The Heart (pg. 536, 3 persons)
Review contents for III Partial Test.
Finish drawing of the digestive processes.
Evaluación
(asignación de nota del trabajo en clase)



Poster of the digestive processes.
Finish poster of the digestive processes.
Recursos
(materiales, weblink, No. de página del libro)
Ch. 15.3, pg. 524-526; Textbooks, notebooks
Ch. 16.1, pg. 534-535; Textbooks, notebooks, MM Room
Ch. 16.1, pg. 536-539; Textbooks, notebooks, MM Room
Ch. 15; Textbooks, notebooks

Tarea
Pg. 527, Section 3 Assessment
Rminder: bring materials for a poster (for Thursday)
Vocabulary Ch. 16, Bring a stethoscope.
Reminder: Materials for poster!
Work in poster
Materials for Father’s Day Project (for Monday)


17-21 de marzo

Día
Lunes
Martes
Miércoles
Jueves
Viernes
Tema
Partial Exams /Work in Father’s Day Project
Partial Exams / Work in Father’s Day Project
Partial Exams
Partial Exams
Partial Exams
Objetivo





Actividades (motivacional, productiva y de aplicación)





Evaluación
(asignación de nota del trabajo en clase)





Recursos
(materiales, weblink, No. de página del libro)





Tarea






24-28 de marzo

Día
Lunes
Martes
Miércoles
Jueves
Viernes
Tema
The Body’s Transport System: Arteries, Capillaries, Veins, and Blood Pressure
SCIENCE LAB: Heart Beat, Health Beat
Blood and Lymph: Blood
Blood and Lymph: Blood Types
Blood and Lymph: The Lymphatic System
Objetivo
Describe the functions and structures of arteries, capillaries and veins.
Interpret data on pulse rate.
Describe the components of blood.
Explain what determines the type of blood that a person can receive in a transfusion.
Name the structures and functions of the lymphatic system.
Actividades (motivacional, productiva y de aplicación)
List the functions and structures of each, arteries, capillaries and veins.
Record and graph pulse rate under different conditions.
Draw conclusions about the relationship between physical activity and pulse rate.
Make a table with the headings: blood component and description. Fill in the information while reading the section.
Make a table with the following headings: Blood type, marker molecules on red blood cells, clumping proteins, and bllod types that can be safely received in a transfusion. Fill in data while reading.
Watch and discuss a video about the lymphatic system:
List the main functions and characteristics of the lymphatic system.
Evaluación
(asignación de nota del trabajo en clase)
Draw a schematic diagram of the interaction between arteries, capillaries, and veins.
Science lab procedures, following the scientific method.


Pg. 551, Section 2 Assessment
Recursos
(materiales, weblink, No. de página del libro)
Ch. 16.1, pg. 540-543; Textbooks, notebooks
Ch. 16, pg. 544; Textbooks, notebooks, Science Lab
Ch. 16.2, pg. 545- 548; Textbooks, notebooks
Ch. 16.2, pg. 548- 550; Textbooks, notebooks
Ch. 16.2, pg. 550- 551; Textbooks, notebooks
Tarea
Pg. 543, Section 1 Assessment
Pg. 544, Analyze and Conclude Questions, 1-5

Draw the pie graph in pg. 550. Answer questions in “Analyzing Data” in pg. 550.






Month: February
3-7 de febrero

Día
Lunes
Martes
Miércoles
Jueves
Viernes
Tema
Holiday- Día de la Virgen de Suyapa
Darwin’s Theory: Darwin’s Observations
Science Fair Work, Step 5: Conclusion
Darwin’s Theory: Evolution and Natural Selection
Science Fair Work, Step 5: Conclusion
Work in the Science Fair Project.
Describe important observations made by Darwin in his voyage..
Work in the Science Fair Project.
State Darwin’s hypothesis to explain the differences between similar species. Explain how natural selection leads to evolution.
Work in the Science Fair Project.
Actividades (motivacional, productiva y de aplicación)
Guided reading pg. 172-175. Explain students that in Darwin’s day, most people believed that all living things were created at the same time and that they never changed.
In the Science Lab, work in the Science Fair Project.
Watch and discuss the videos about Evolution and Natural Selection:
http://www.youtube.com/watch?v=GhHOjC4oxh8
http://www.youtube.com/watch?v=aTftyFboC_M
Have students read the passages on Evolution and Natural Selection, pg. 176-179
In the Science Lab, work in the Science Fair Project.
Evaluación
(asignación de nota del trabajo en clase)

In the Science Lab, work in the Science Fair Project.
Have students describe similarities and differences between selective breeding and natural selection.
In the Science Lab, work in the Science Fair Project.
Recursos
(materiales, weblink, No. de página del libro)
Textbooks, notebooks
Textbooks, notebooks, Science Fair booklet
Textbooks, notebooks, AV Room 2
Textbooks, notebooks, Science Fair booklet
Tarea
Investigation: Biography and main works of Charles Darwin; Work in Report and Display
Work in Report and Display
Pg. 179, Ch. 6, Section 1 Assessment; Work in Report and Display
Work in Report and Display

10-14 de febrero

Día
Lunes
Martes
Miércoles
Jueves
Viernes
Tema
Science Fair Work, Step 5: Conclusion
Science Fair Work, Step 5: Conclusion
Science Fair
Evidence of Evolution: Interpreting the Evidence and Inferring Species Relationships
Evidence of Evolution: How do New Species Form?
Objetivo
Work in the Science Fair Project.
Work in the Science Fair Project.
State evidence that supports the theory of evolution. Explain how scientists infer evolutionary relationships among organisms.
Describe how new species form.
Actividades (motivacional, productiva y de aplicación)
In the Science Lab, work in the Science Fair Project.
In the Science Lab, work in the Science Fair Project.
Guided reading pg. 182-185.
Have students analyze the homologous structure in pg. 183, and ask them to infer why the structures evolved differently.
Guided reading pg. 186-187.
Tell students: if the Grand Canyon were suddenly filled of water, would animals living there continue to evolve differently?
Evaluación
(asignación de nota del trabajo en clase)
In the Science Lab, work in the Science Fair Project.
In the Science Lab, work in the Science Fair Project.

Ch. 6, Section 2 Assessment
Recursos
(materiales, weblink, No. de página del libro)
Textbooks, notebooks, Science Fair booklet
Textbooks, notebooks, Science Fair booklet
Textbooks, notebooks
Textbooks, notebooks
Tarea
Work in Report and Display
Work in Report and Display
In the internet, look for a drawing of the evolution of any species, showing its ancestor and all the branches it has developed. Print it or draw it.



17-21 de febrero


Día
Lunes
Martes
Miércoles
Jueves
Viernes
Tema
Prepare Expositions
Prepare Expositions
Prepare Expositions
Expositions
Expositions
Objetivo
Prepare expositions about the body structure.
Prepare expositions about the body structure.
Prepare expositions about the body structure.
Identify the levels of organization. Define homeostasis.
Identify the functions of the skeleton. Explain the role of joints in the body. Describe the characteristics of bone and how to keep bones strong and healthy.
Actividades (motivacional, productiva y de aplicación)
Start preparing expositions about the body structure.
Start preparing expositions about the body structure.
Start preparing expositions about the body structure.
Students’ expositions.
Students’ expositions.
Evaluación
(asignación de nota del trabajo en clase)
Start working in expositions, using Power Point:
  1. 1. Body organization
  2. 2. Homeostasis
  3. 3. The Skeletal System: Functions and Joints
  4. 4. The Skeletal System: Bones and Care
  5. 5. The Muscular System
  6. 6. Food and Energy: Nutrients, Energy, and Carbohydrates, Fats
  7. 7. Food and Energy: Proteins, Vitamins and Minerals, Water
Start working in expositions, using Power Point:
  1. 1. Body organization
  2. 2. Homeostasis
  3. 3. The Skeletal System: Functions and Joints
  4. 4. The Skeletal System: Bones and Care
  5. 5. The Muscular System
  6. 6. Food and Energy: Nutrients, Energy, and Carbohydrates, Fats
  7. 7. Food and Energy: Proteins, Vitamins and Minerals, Water
Start working in expositions, using Power Point:
  1. 1. Body organization
  2. 2. Homeostasis
  3. 3. The Skeletal System: Functions and Joints
  4. 4. The Skeletal System: Bones and Care
  5. 5. The Muscular System
  6. 6. Food and Energy: Nutrients, Energy, and Carbohydrates, Fats
  7. 7. Food and Energy: Proteins, Vitamins and Minerals, Water
Students’ expositions about:
  1. 1. Body organization
  2. 2. Homeostasis
Students’ expositions about:
  1. 3. The Skeletal System: Functions and Joints
  2. 4. The Skeletal System: Bones and Care
Recursos
(materiales, weblink, No. de página del libro)
Textbooks, notebooks, Computer Lab
Textbooks, notebooks, Computer Lab
Textbooks, notebooks, Computer Lab
Textbooks, notebooks, MM Room
Textbooks, notebooks, MM Room
Tarea
Prepare Expositions
Prepare Expositions
Expositions
Expositions
Expositions


24-28 de febrero


Día
Lunes
Martes
Miércoles
Jueves
Viernes
Tema
Expositions
Expositions
Spring Break
Spring Break
Spring Break
Objetivo
Identify the types of muscles found in the body. Explain why skeletal muscles work in pairs. Explain why the body needs food and how nutrients are needed by the body to help carry out essential processes.
Explain why the body needs food and how nutrients are needed by the body to help carry out essential processes. Explain how the Food Guide Pyramid and food labels can help in planning a healthy diet.
Actividades (motivacional, productiva y de aplicación)
Students’ expositions.
Students’ expositions.
After expositions, project an image about the Food Guide Pyramid and a food label of a product to explain the importance of a healthy diet.
Evaluación
(asignación de nota del trabajo en clase)
Students’ expositions about:
  1. 5. The Muscular System
  2. 6. Food and Energy: Nutrients, Energy, and Carbohydrates, Fats
Students’ expositions about:
  1. 7. Food and Energy: Proteins, Vitamins and Minerals, Water
Draw the Food Guide Pyramid.
Recursos
(materiales, weblink, No. de página del libro)
Textbooks, notebooks, MM Room
Textbooks, notebooks, MM Room
Tarea
Expositions
Finish the Food Guide Pyramid, illustrate with examples of foods found in each division.









Month: January

6-10 de enero

Día
Lunes
Martes
Miércoles
Jueves
Viernes
Tema
Christmas Vacations
Welcome to the New Year/ Value of the Month
Human Inheritance: Patterns of Human Inheritance
Human Inheritance: The Sex Chromosomes
Science Fair Work, Step 1: State problem/ question.
Objetivo
Give a hearty welcome to students. Talk about the value of the month
Identify some patterns of inheritance in humans.
Describe the functions of the sex chromosomes.
Identify the object, system of process that is to be studied and state a problem or question to be studied specifically.
Actividades (motivacional, productiva y de aplicación)
Make a list of New Year’s Resolutions.
Define the value of the month (perseverance).
Link the value of the month with the fulfillment of each personal goal established at the beginning of the year.
Guided reading pg. 144-146.
Write the main idea of each concept in a graphic organizer, and then write three supporting details that further explain that main idea, in the board and notebooks.
Guided reading pg. 147-148.
Explain the probability of inheriting the male or female sex trait by drawing a Punnet square.
Divide the class into groups of 2 or 3 to work in the Science Fair Project.
In the Science Lab, explain the difference between an experiment and a demonstration.
Students have to choose the project for the group from the various options.
Evaluación
(asignación de nota del trabajo en clase)

Define the vocabulary words Ch.5, S1

Develop the questionnaire in pg. 2-3 of the Science Booklet.
Recursos
(materiales, weblink, No. de página del libro)
Notebooks
Textbooks, notebooks
Textbooks, notebooks,
Textbooks, notebooks, Science Fair booklet
Tarea
Search for a Science Fair Porject
Search for a Science Fair Project
Print pg. 2-3 in Science Fair booklet about stating the problem or question.


13-17 de enero


Día
Lunes
Martes
Miércoles
Jueves
Viernes
Tema
Human Inheritance: The Effect of the Environment
Human Genetic Disorders: Causes of Genetic Disorders
Science Fair Work, Step 2: Hypothesis
Human Genetic Disorders: Pedigrees and Managing Genetic Disorders
Science Fair Work, Step 3: Procedure
Objetivo
Explain the relationship between genes and the environment.
Identify two major causes of genetic disorders in humans.
Develop the hypothesis for the experiment, state the variables.
Explain how geneticists trace the inheritance of traits. Describe how genetic disorders are diagnosed and treated.
State the materials that are going to be needed and define a procedure.
Actividades (motivacional, productiva y de aplicación)
Guided reading pg. 149- 150.
Tell this example to students: there are two plants, one receiving more sunlight than the other, and grows taller and fuller. If the two have the same genes, what is the difference in how they grow?
Explain the four types of diseases that result from a mutation in the DNA or a gene, or a change in the structure or number of chromosomes.
Review the question/ problem stated in the class before.
Depending on the information investigated, establish a hypothesis for the experiment.
State the independent and dependent variables for the experiments.
To explain the pedigree, in the board and notebooks, copy the diagram in pg. 153, about a “family tree” of a trait about albinism.
List the various options people have in case a genetic disorder is present, especially when producing offspring.
Review the experiment and state the necessary materials. State and detail each step to develop the experiment.
Evaluación
(asignación de nota del trabajo en clase)

Make a table containing the following headings: disorder, description, and cause. Detail the information requested, with the information found in the book about the disorder.
Develop the questionnaire in pg.5-6 of the Science Booklet.
Ch. 5, Section 2 Assessment
Develop the questionnaire in pg. 8 of the Science Fair booklet.
Recursos
(materiales, weblink, No. de página del libro)
Textbooks, notebooks, mirrors.
Textbooks, notebooks
Textbooks, notebooks, Science Fair booklet, Information about the experiment.
Textbooks, notebooks
Textbooks, notebooks
Tarea
Pg. 150, Ch.5, Section 1 Assessment; research information about the Science Fair experiment.
Ch. 5, Section 2 Vocabulary; print pg. 4-6 of the Science Fair Booklet
From the investigation, select the information that will go in the display.
Finish Ch. 5, Section 2 Assessment; print pg. 7-8 from Science Fair booklet.
Buy and take pictures of the materials.

20-24 de enero


Día
Lunes
Martes
Miércoles
Jueves
Viernes
Tema
Advances in Genetics: Selective Breeding, Cloning, and Genetic Engineering
Science Fair Work, Step 4: Data Collection
Advances in Genetics: Learning about Human Genetics
Darwin’s Theory: Darwin’s Observations
Science Fair Work, Step 4: Data Collection
Objetivo
Describe three ways of producing organisms with desired traits.
Prepare a table to record information and start working in the Science Fair Project.
State the goal of the Human Genome Project.
Describe important observations made by Darwin in his voyage..
Work in the Science Fair Project.
Actividades (motivacional, productiva y de aplicación)
Guided reading pg. 157-160.
Have students conclude what type of method is best to use depending on the desired traits.
Depending in the objectives of the experiment, develop a table to record the information necessary to explain the project.
List the purpose and benefits of the Human Genome Project.
Guided reading pg. 172-175. Explain students that in Darwin’s day, most people believed that all living things were created at the same time and that they never changed.
In the Science Lab, work in the Science Fair Project.
Evaluación
(asignación de nota del trabajo en clase)

In the Science Lab, start working in the Science Fair Project.
Ch. 5, Section 3 Assessment.

In the Science Lab, work in the Science Fair Project.
Recursos
(materiales, weblink, No. de página del libro)
Textbooks, notebooks, mirrors.
Textbooks, notebooks, Science Fair Booklet
Textbooks, notebooks
Textbooks, notebooks
Textbooks, notebooks, Science Fair booklet
Tarea
Vocabulary Ch. 5, Section 3; print pg. 9-10 of the Science Fair booklet, bring materials for Science Fair project.
Record the advances of the Science Fair Project.
Finish Ch. 5, Section 3 Assessment
Investigation: Biography and main works of Charles Darwin.
Record data of Science Fair project

27-31 de enero


Día
Lunes
Martes
Miércoles
Jueves
Viernes
Tema
Darwin’s Theory: Evolution and Natural Selection
Science Fair Work, Step 4: Data Collection
Evidence of Evolution: Interpreting the Evidence and Inferring Species Relationships
Science Fair Work, Step 4: Data Collection
Evidence of Evolution: How do New Species Form?
Objetivo
State Darwin’s hypothesis to explain the differences between similar species. Explain how natural selection leads to evolution.
Work in the Science Fair Project.
State evidence that supports the theory of evolution. Explain how scientists infer evolutionary relationships among organisms.
Work in the Science Fair Project.
Describe how new species form.
Actividades (motivacional, productiva y de aplicación)
Watch and discuss the videos about Evolution and Natural Selection:
http://www.youtube.com/watch?v=GhHOjC4oxh8
http://www.youtube.com/watch?v=aTftyFboC_M
Have students read the passages on Evolution and Natural Selection, pg. 176-179
In the Science Lab, work in the Science Fair Project.
Guided reading pg. 182-185.
Have students analyze the homologous structure in pg. 183, and ask them to infer why the structures evolved differently.
In the Science Lab, work in the Science Fair Project.
Guided reading pg. 186-187.
Tell students: if the Grand Canyon were suddenly filled of water, would animals living there continue to evolve differently?
Evaluación
(asignación de nota del trabajo en clase)
Have students describe similarities and differences between selective breeding and natural selection.
In the Science Lab, work in the Science Fair Project.

In the Science Lab, work in the Science Fair Project.
Ch. 6, Section 2 Assessment
Recursos
(materiales, weblink, No. de página del libro)
Textbooks, notebooks
Textbooks, notebooks, Science Fair booklet

Textbooks, notebooks, Science Fair booklet
Textbooks, notebooks
Tarea
Pg. 179, Ch. 6, Section 1 Assessment.
Record data of Science Fair project
In the internet, look for a drawing of the evolution of any species, showing its ancestor and all the branches it has developed. Print it or draw it.
Record data of Science Fair project






Month: December

2-6 de diciembre:

Día
Lunes
Martes
Miércoles
Jueves
Viernes
Tema
LAB
Probability and Heredity
Probability and Heredity
The DNA Connection
Review for Test
Objetivo
Develop a hypothesis about whether traits controlled by dominant alleles are more common than traits controlled by recessive alleles.
Define probability and describe how it helps explain the results of genetic crosses.
Explain what is meant by genotype and phenotype and tell what codominance is.
Explain what forms the genetic code.
Review contents for II Quarter Test
Actividades (motivacional, productiva y de aplicación)
Develop the Skills Lab in pg. 116-117, following the scientific method.
1) Guided Reading pg. 118-121
2) Remind and explain students that a percentage can be expressed as a fraction.
3) Show students how to use a Punnett Square to understand probability.
4) Use a Punnett Square to explain the cross between two hybrid green tobacco plants (Gg and Gg)
1) Guided reading pg. 122-123
1) Guided Reading pg. 131-132
2) Describe mental pictures of the order of the bases, and sketch them on the board.
Review contents for II Quarter Test
Evaluación
(asignación de nota del trabajo en clase)
Answer the questions of the Lab Zone in pg. 116-117

Copy figure 10 in pg. 123 to understand how codominance works.

Review contents for II Quarter Test
Recursos
(materiales, weblink, No. de página del libro)
Textbooks, notebooks, mirrors.
Textbooks, notebooks

Textbooks, notebooks
Textbooks, notebooks
Tarea
Finish answering the Analyze and Conclude questions in og. 116-117

Ch. 4, Section 2 Assessment, pg. 123



9-13 de diciembre
Día
Lunes
Martes
Miércoles
Jueves
Viernes
Tema
No class- Partial Week
Partial Test Application
No class- Partial Week
No class- Partial Week
No class- Partial Week


16-20 de diciembre


Día
Lunes
Martes
Miércoles
Jueves
Viernes
Tema
Exam Revision
Reinforcement of Misunderstood Concepts
Practice for X-Mas Act
X-Mas Celebration
X-Mas Act
Parent-Teacher Conference





Month: November
4-8 de noviembre


Día
Lunes
Martes
Miércoles
Jueves
Viernes
Tema
The cell in its environment
Photosynthesis
Photosynthesis
Respiration
Respiration


Objetivo
Explain why osmosis is important to cells. Tell the difference between passive transport and active transport.
Explain how the sun supplies living things with the energy they need.
Describe what happens during the process of photosynthesis.
Describe the events that occur during respiration.
Tell what fermentation is.


Actividades (motivacional, productiva y de aplicación)


1) Teach how active and passive transport bring molecules in and out of the cell.
1) Guided reading pg. 86-87
2) State the difference between an autotroph’s ways of getting energy, with heterotroph’s own way of getting it.
1) Guided reading pg. 88-90.
2) Copy the 2 stages of photosynthesis and their characteristics on the board.
3) State the photosynthesis equation.
1) Guided Reading pg. 91-93.
2) Copy the two stages of respiration and their characteristics on the board.
3) State the respiration equation.
1)Guided reading pg. 93-94
Evaluación
(asignación de nota del trabajo en clase)
Draw the diagram in pg. 84 about active and passive transport.
Make a diagram of how plants and animals get their energy from the sun, even on the food chain sytem.
Make a diagram of the stages of photosynthesis.
Make a diagram of the stages of respiration.
Make a table comparing and contrasting fermentation and respiration.
Recursos
(materiales, weblink, No. de página del libro)
Textbooks, notebooks, colors, drawing paper
Textbooks, notebooks
Textbooks, notebooks
Textbooks, notebooks
Textbooks, notebooks


Tarea
Ch. 3, Section 2 Assessment, pg. 85
Pg. 90, Ch. 3, Section 3 Assessment

Pg. 94, Ch.3, Section 4 Assessment


11-15 de noviembre


Día
Lunes
Martes
Miércoles
Jueves
Viernes
Tema
Cell Division
Quiz
Cell Division
Cell Division
Mendel’s Work
Objetivo
Identify the events that take place during the three stages of the cell cycle.
Evaluate Contents
Explain how the structure of DNA helps account for the way in which DNA copies itself.
Explain how the structure of DNA helps account for the way in which DNA copies itself.
Describe the results of Mendel’s Experiment.
Actividades (motivacional, productiva y de aplicación)
List and describe the stages of the cell cycle in the board and notebooks.
Quiz- Chapter 2 Section 4 and Chapter 3 Sections 1,2
Make a diagram of the structure and replicatin process of the DNA.
Make a diagram of the structure and replicatin process of the DNA.
Invite students to share observations they have made about the physical similarities and differences among family members. Make an outline about Mendel’s experiments to understand genetics.
Evaluación
(asignación de nota del trabajo en clase)
Make a cycle diagram to show the events in the cell cycle, each event in a separate circle Make a cycle diagram to show the events in the cell cycle, each event in a separate circle
Evaluate contents.
Make a model of the DNA with the materials brought: white and miniature marshmellows (1 bolsita), palillos para pinchos, 4 limpiapipas de un solo tipo, silicón líquido o resistol blanco, 1 botecito de témpera de cualquier color, 1 pedazo de cartón de 20x20cm
Finish making the model of the DNA with the materials brought.
Draw the diagram in pg. 112 about Mendel’s experiment with plants.
Recursos
(materiales, weblink, No. de página del libro)
Textbooks, notebooks
Paper, pen and liquid paper
Textbooks, notebooks, materials brought.
Textbooks, notebooks, materials brought.
Textbooks, notebooks, pencil, colors.
Tarea
Complete the diagram started in class.
Bring materials.

Ch. 3, S5 Assessment


18-22 de noviembre


Día
Lunes
Martes
Miércoles
Jueves
Viernes
Tema
Mendel’s Work
LAB
Probability and Heredity
Probability and Heredity
The DNA Connection
Objetivo
Identify what controls the inheritance of traits in organisms.
Develop a hypothesis about whether traits controlled by dominant alleles are more common than traits controlled by recessive alleles.
Define probability and describe how it helps explain the results of genetic crosses.
Explain what is meant by genotype and phenotype and tell what codominance is.
Explain what forms the genetic code.
Actividades (motivacional, productiva y de aplicación)
1) Guided reading pg. 113-115
2) Teach how alleles work and their symbols.
Develop the Skills Lab in pg. 116-117, following the scientific method.
1) Guided Reading pg. 118-121
2) Remind and explain students that a percentage can be expressed as a fraction.
3) Show students how to use a Punnett Square to understand probability.
4) Use a Punnett Square to explain the cross between two hybrid green tobacco plants (Gg and Gg)
1) Guided reading pg. 122-123
1) Guided Reading pg. 131-132
2) Describe mental pictures of the order of the bases, and sketch them on the board.
Evaluación
(asignación de nota del trabajo en clase)
Have students summarize Mendel’s experiments and his conclusions about the inheritance of traits.
Answer the questions of the Lab Zone in pg. 116-117

Copy figure 10 in pg. 123 to understand how codominance works.

Recursos
Textbooks, notebooks
Textbooks, notebooks, mirrors.
Textbooks, notebooks

Textbooks, notebooks
Tarea
Ch. 4, S1 Assessment pg. 115, bring a mirror!
Finish answering the Analyze and Conclude questions in og. 116-117

Ch. 4, Section 2 Assessment, pg. 123


25-29 de noviembre


Día
Lunes
Martes
Miércoles
Jueves
Viernes
Tema
The DNA Connection
Visita Solidaria 7-A
The DNA Connection
Thanksgiving Holiday
Thanksgiving Holiday
Objetivo
Describe how cells produce proteins.
Identify how mutations can affect an organism.


Actividades (motivacional, productiva y de aplicación)
1) Make a list to describe the role and the types of RNA.
2) Recall the same things about DNA and compare it to the RNA.
In the board, make a list of the types of mutations and the effects of mutation.
Evaluación
(asignación de nota del trabajo en clase)
Draw the protein synthesis in pg. 134-135



Recursos
(materiales, weblink, No. de página del libro)


Textbooks, notebooks
Textbooks, notebooks


Tarea
Finish drawing and coloring the drawing.
Ch. 4, Section 4 Assessment








Month: October
30 de septiembre- 04 de octubre


Día
Lunes
Martes
Miércoles
Jueves
Viernes
Tema
Discovering cells
Discovering cells
Trabajar para Festival de Países Centroamericanos
Trabajar para Festival de Países Centroamericanos
Festival de Países Centroamericanos


Objetivo
State the cell theory.
Learn how to use the microscope.
Trabajar para Festival de Países Centroamericanos
Trabajar para Festival de Países Centroamericanos


Actividades (motivacional, productiva y de aplicación)


1) Guided reading, pg. 54-55; 2) List each one of the 3 statements of the Cell Theory.
Teach students the most important parts of a microscope and how they work.
Trabajar para Festival de Países Centroamericanos
Trabajar para Festival de Países Centroamericanos
Evaluación
(asignación de nota del trabajo en clase)
Students will make page-sized posters listing the 3 statements of The Cell Theory.
Draw diagrams from the images sawn in the microscope and the microscope worksheet complete.




Recursos
(materiales, weblink, No. de página del libro)


Textbooks, white paper
Microscopes, microscopes slides, worksheets.




Tarea

Ch. 2 Section 3 Assessment

Materials for Project: Model of plant and animal cell. Bring materials: 1 packet colorless gelatin, hot water, rectangular or round pan, 3 colored foam paper or clay, construction paper, markers, scissors, toothpicks (for next thursday)

7-11 de octubre


Día
Lunes
Martes
Miércoles
Jueves
Viernes
Tema
Holiday
Looking inside cells
Looking inside cells
Looking inside cells
Looking inside cells


Objetivo
Explain how cells are organized in many-celled organisms. Identify the role of the cell membrane and the cell wall.
Describe the functions of cell organelles.
Lab zone: make your own model of the cell
Lab zone: make your own model of the cell
Review for partial exam.


Actividades (motivacional, productiva y de aplicación)
Teach the organization in multicellular organisms.
Watch and discuss some videos about cellular organization:
http://www.youtube.com/watch?v=gFuEo2ccTPA
http://www.youtube.com/watch?v=o1GQyciJaTA
Watch and discuss a video about the functions of cell organelles:
http://www.youtube.com/watch?v=-zafJKbMPA8
Show and tell: explain as they elaborate their models and the differences found b/w the 2 types of cells.
Show and tell: explain as they elaborate their models and the differences found b/w the 2 types of cells.
Evaluación
(asignación de nota del trabajo en clase)
Draw and color the structure of a plant and animal cell.
Chapter 2 Section 4 Assessment
Construct Models of Cells
Models and oral presentations
Recursos
(materiales, weblink, No. de página del libro)
Textbooks, notebooks, MM Room
Textbooks, notebooks, MM Room
Student´s materials for models
Student´s models


Tarea

Materials for Project: Model of plant and animal cell. Bring materials: 1 packet colorless gelatin, hot water, rectangular or round pan, 3 colored foam paper or clay, construction paper, markers, scissors, toothpicks
Finish models of the cell.


14-18 de octubre


Día
Lunes
Martes
Miércoles
Jueves
Viernes
Tema
No class- Partial Week- Hour taken to apply tests
No class- Partial Week- Hour taken to apply tests
No class- Partial Week- Hour taken to apply tests
No class- Partial Week- Hour taken to apply tests
No class- Partial Week- Hour taken to apply tests


Objetivo







Actividades (motivacional, productiva y de aplicación)





Evaluación
(asignación de nota del trabajo en clase)







Recursos
(materiales, weblink, No. de página del libro)









Tarea






21-25 de octubre


Día
Lunes
Martes
Miércoles
Jueves
Viernes
Tema
Holiday
Chemical compounds in cells
Chemical compounds in cells
The cell in its environment
Quiz


Objetivo
Explain how water is important to the function of cells.
Identify the four main kinds of organic compounds.
Describe how small molecules cross the cell membrane.
Evaluate Contents


Actividades (motivacional, productiva y de aplicación)
1 )Guided reading, pg. 74-75; 2) State the difference between elements and compounds.
3) Make a list of the different types of compounds we may find.
1)Guided reading, pg. 76-78
1) Guided reading pg. 80-82
2) Make a diagram in the board about how molecules move with diffusion and state why.
Quiz- Chapter 2 Section 4 and Chapter 3 Section 1
Evaluación
(asignación de nota del trabajo en clase)

While reading, make a chart of the types of compounds, comparing their elements and functions.




Recursos
(materiales, weblink, No. de página del libro)


Textbooks, notebooks
Textbooks, notebooks
Textbooks, notebooks
Paper, pen and liquid paper


Tarea

Pg. 78, Ch. 3 Section 1 Assessment



28 de octubre- 01 de noviembre


Día
Lunes
Martes
Miércoles
Jueves
Viernes
Tema
The cell in its environment
Photosynthesis
Photosynthesis
Respiration
Respiration


Objetivo
Explain why osmosis is important to cells. Tell the difference between passive transport and active transport.
Explain how the sun supplies living things with the energy they need.
Describe what happens during the process of photosynthesis.
Describe the events that occur during respiration.
Tell what fermentation is.


Actividades (motivacional, productiva y de aplicación)
1) Teach how active and passive transport bring molecules in and out of the cell.
1) Guided reading pg. 86-87
2) State the difference between an autotroph’s ways of getting energy, with heterotroph’s own way of getting it.
1) Guided reading pg. 88-90.
2) Copy the 2 stages of photosynthesis and their characteristics on the board.
3) State the photosynthesis equation.
1) Guided Reading pg. 91-93.
2) Copy the two stages of respiration and their characteristics on the board.
3) State the respiration equation.
1)Guided reading pg. 93-94
Evaluación
(asignación de nota del trabajo en clase)
Draw the diagram in pg. 84 about active and passive transport.
Make a diagram of how plants and animals get their energy from the sun, even on the food chain sytem.
Make a diagram of the stages of photosynthesis.
Make a diagram of the stages of respiration.
Make a table comparing and contrasting fermentation and respiration.


Recursos
(materiales, weblink, No. de página del libro)
Textbooks, notebooks, colors, drawing paper
Textbooks, notebooks
Textbooks, notebooks
Textbooks, notebooks
Textbooks, notebooks


Tarea
Ch. 3, Section 2 Assessment, pg. 85

Pg. 90, Ch. 3, Section 3 Assessment

Pg. 94, Ch.3, Section 4 Assessment





Month: September
2-27 de septiembre


Día
Lunes 02
Martes 03
Miércoles 04
Jueves 05
Viernes 06
Tema
What is life?
What is life?
Lab: What is life?
Classifying organisms
Classifying organisms


Objetivo
Explain where living things come from.
Identify what all living things need to survive.
Develop the following skills: teamwork, scientific attitudes.
Explain why biologists classify organisms.
List characteristics used to classify organisms into groups, including domains and kingdoms.


Actividades (motivacional, productiva y de aplicación)


Teach Redi’s & Pasteur’s experiments and take notes.
Brainstorm the things living things need to live. 2)Guided reading, pg. 38-40 and take notes.
Review: The main characteristics of life, Redi´s and Pasteur´s experiments
1)In their own words, explain how they use classification skills every day. 2)Teach the binomial system and the three levels in which organisms are classified.
Teach the main characteristics of each major group of living things..
Evaluación
(asignación de nota del trabajo en clase)
Explain in their own words the Spontaneous Generation Theory
Answer Math Analyzing Data, pg. 39
Follow steps from Lab zone pg. 41
Orally, students will answer all the questions asked by their teacher.
Students will make a poster, using the materials brought.


Recursos
(materiales, weblink, No. de página del libro)


Textbook, notebook
Textbook, notebook
Textbook, notebook, 2 slices of bread, 2 zip lock bags, permanent marker
Textbook, notebook
A picture of a member of the 3 domains and the 6 kingdoms, cardboard, glue, markers, construction paper.


Tarea
1)Answer assessment, pg 40
2)Bring materials for lab (2 slices of bread, 2 zip lock bags, permanent marker)

Make a poster of 5 Honduran animals and specify their common and scientific names.
Bring a picture of a member of the 3 domains and the 6 kingdoms, cardboard, glue, markers, and construction paper.
Quiz tomorrow.



Día
Lunes 09
Martes 10
Miércoles 11
Jueves 12
Viernes 13
Tema
Discovering cells
Children’s Day Celebration
Discovering cells
Discovering cells
Desfile Patrio


Objetivo
Tell what cells are.
Explain how the invention of the microscope contributed to scientist’s understanding of living things.
State the cell theory.


Actividades (motivacional, productiva y de aplicación)
1)Brainstorm on the meaning and importance of cells. 2) Guided reading, pg. 51
1)Brainstorm on importance of the microscope. 2)Take notes.
1) Guided reading, pg. 54-55; 2)List each one of the 3 statements of the Cell Theory.
Evaluación
(asignación de nota del trabajo en clase)
Answer key questions from reading in their notebook.
Students will list 5 things that establish the importance of microscopes to our life.
Students will make page-sized posters listing the 3 statements of The Cell Theory.


Recursos
(materiales, weblink, No. de página del libro)


Textbook, notebook
Textbook, notebook
Textbooks, white paper


Tarea


Project: Model of plant and animal cell. (Tuesday 24)



Día
Lunes 16
Martes 17
Miércoles 18
Jueves 19
Viernes 20
Tema
Holiday




Holiday
Lab: Discovering cells
Looking inside cells
Looking inside cells


Objetivo
Learn how to use the microscope.
Identify the role of the cell membrane and the cell wall. Describe the functions of cell organelles.
Describe the functions of cell organelles.


Actividades (motivacional, productiva y de aplicación)
Teach students the most important parts of a microscope and how they work.
Watch and listen to teacher´s PPT presentation.
Watch and listen to teacher´s PPT presentation
Evaluación
(asignación de nota del trabajo en clase)
Draw diagrams from the images sawn in the microscope and the microscope worksheet complete.




Recursos
(materiales, weblink, No. de página del libro)


Microscopes, microscopes slides, worksheets.
AV resources, notebooks
AV resources, notebooks


Tarea






Día
Lunes 16
Martes 17
Miércoles 18
Jueves 19
Viernes 20
Tema
Holiday




Holiday
Lab: Discovering cells
Looking inside cells
Looking inside cells


Objetivo
Learn how to use the microscope.
Identify the role of the cell membrane and the cell wall. Describe the functions of cell organelles.
Describe the functions of cell organelles.


Actividades (motivacional, productiva y de aplicación)
Teach students the most important parts of a microscope and how they work.
Watch and listen to teacher´s PPT presentation.
Watch and listen to teacher´s PPT presentation
Evaluación
(asignación de nota del trabajo en clase)
Draw diagrams from the images sawn in the microscope and the microscope worksheet complete.




Recursos
(materiales, weblink, No. de página del libro)


Microscopes, microscopes slides, worksheets.
AV resources, notebooks
AV resources, notebooks


Tarea









Month: August
14-30 de agosto



Día
Lunes
Martes
Miércoles
Jueves
Viernes
Tema


First class Day
Diagnostic Evaluation
Introduction to Life Science


Objetivo


Get to know students.
Try to identify students’ strengths and weaknesses on Science class.
Get to an agreement with students on the development of the class.


Actividades (motivacional, productiva y de aplicación)




Students will introduce themselves, as well as myself.
We will play “breaking the ice” dynamic.
Students will join into 3 teams. They will all instructions to answer the questions asked, they way suggested.
1)Students will brainstorm on class content and teaching techniques they enjoy during science class
2)I will explain students the class´ evaluation, including the partial portfolio.
Evaluación
(asignación de nota del trabajo en clase)



Students will perform all exercises demanded from them.



Recursos
(materiales, weblink, No. de página del libro)





Scrappaper, scissors.
Board, markers


Tarea


Cover your science textbook
Cover your science textbooks
Cover your science textbooks and start working on the environmental portfolio.

Día
Lunes
Martes
Miércoles
Jueves
Viernes
Tema
Introduction to Life Science
What is science?
Scientific Inquiry
Understanding Technology
Safety in the Science lab


Objetivo
Enrich their technical vocabulary.
Identify the skills scientists use to learn about the world.
List and describe the steps in the scientific method.
Explain how technology affects people, in both positive and negative ways.
Explain the importance of preparation during scientific investigation.
Describe what should be done in case of an accident.


Actividades (motivacional, productiva y de aplicación)
Students will try to provide definitions in their own words, to some vocabulary words.
Guided reading. Teach these skills and bring up examples of the importance of them.
1)Watch video from youtube.
2)Teach each one of the steps and provide an example.
Guided reading.
Students will comment on their experience with technology.
Follow target reading skills instructions.
Evaluación
(asignación de nota del trabajo en clase)
Look up definitions from pages 6,14,19
Solve math analyzing data pg 9 (1-4)
Work in pairs. Think and write down an example of an experiment they could be interested in performing.
Write a paragraph describing how technology has affected humans (+,-)
Make an outline expressing: the most important reason to prepare for a lab and some advices of what should be done in case of an accident.


Recursos
(materiales, weblink, No. de página del libro)


Textbook, notebooks
Textbooks, notebooks
Textbook, notebook, pagina:
http://www.youtube.com/ watch?v=wlb7tLJy5AI
Textbook, notebook.
Textbook, notebook.


Tarea

Answer assessment 1 pg 13.
Solve assessment 2, pg 18
Answer labzone pg 20
On notebook: Explain each safety symbol. Also bring white pages, colored pencils, markers, glue


Día
Lunes
Martes
Miércoles
Jueves
Viernes
Tema
Safety in the Lab
Safety in the Lab
Safety in the Lab
What is life?
What is life?


Objetivo
Identify the most common types of safety symbols.
Develop a testable hypothesis and a controlled experiment.
Help develop their oral skills.
Be able to list the main characteristics of living things.
Explain the experiments that lead to the discovery of the ori


Actividades (motivacional, productiva y de aplicación)
Orally, we will go over the most common safety symbols, explaining
1)What they represent
2)Why we need to be careful with them
Instruction will be read an discussed.
Teams will start working on the lab.
Students will be organized in two teams, according to the reason for safety measures:
1)Human safety
2)Lab equipment safety
1)Ask students to list living and non-living things, and why they say they are so.
2)On the board, make a list of the characteristics mentioned, and teach the ones that weren’t
Read about Pasteurs and Redi’s experiments.
Evaluación
(asignación de nota del trabajo en clase)
Students will use the material brought, to make a page-size poster of one safety symbol and hang it on the wall.
Students will turn in a small lab report including: a testable hypothesis and the design of their experiment.
1)A debate will take place. Each team will defend their assigned point of view.
1) List the main characteristics of living things.
2)List 5 living things, and the characteristics that make them live.
Draw diagrams showing the main events on both experiments.


Recursos
(materiales, weblink, No. de página del libro)


Textbook, white pages, colored pencils, markers, glue
Textbook, notebook, fresh cut flowers, 1 cup of sugar, 2 glass jars, spoon
Classroom, desks.
Textbook, notebook, board, board markers.
Textbooks, notebooks, colored pencils


Tarea
Bring materials for the lab pg 27 (fresh cut flowers, 1 cup of sugar, 2 glass jars, spoon)
Review lab safety measures and their importance
Look up definitions from pages 34,42,50,60
Are viruses living things? Why or why not?
No homework