Homework+Assignments+7th+Science

**Class and Homework Schedule ** **Month: May** 05-09 de mayo: Divide the class in groups to elaborate posters about: Divide the class in groups to elaborate posters about: Present the information in the posters about Diseases: (asignación de nota del trabajo en clase)  ||   ||   || Work on poster. || Work on poster || Presentations || ||  ||   || 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 || 12-16 de mayo: ** 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: [] [] 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: [] Watch and discuss a video about hearing: [] Learn how smell and taste work together, the odors that can be identified, the tastes sensations, and the skin receptors. ||  (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. ||  (materiales, weblink, No. de p ágina 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 || 19-23 de mayo 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: [] List and describe the functions of the endocrine glands. || Watch and discuss a video about the male reproductive system: [] List the organs involved in male reproductive system and their function. || Watch and discuss a video about the female reproductive system: [] 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: [] [] || (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 ||  ||   (materiales, weblink, No. de p ágina 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 || 26-30 de mayo: EXAM WEEK **Month: April** 31 marzo- 04 de abril [] || 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. || (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. ||  ||   || 7-11 de abril [] 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: (asignación de nota del trabajo en clase) || Pg. 551, Section 2 Assessment || Pg. 556, Section 3 Assessment || Work in presentations || Work in presentations ||^  || (materiales, weblink, No. de p ágina 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 ||^  || 14-18 de abril (asignación de nota del trabajo en clase) ||  ||   ||   ||   ||   || (materiales, weblink, No. de p ágina del libro) ||   ||   ||   ||   ||   || 21-25 de abril [] Divide the students in groups to present: (asignación de nota del trabajo en clase) ||^  || Work in presentations || Presentations || Presentations || Quiz about presentations || 28 abril-02 de mayo Divide the class in groups to elaborate posters about: Divide the class in groups to elaborate posters about: Present the information in the posters about Diseases: (materiales, weblink, No. de p ágina 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 || **Month: March**
 * Science 7th**
 * ** 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.
 * 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.
 * 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.
 * 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 **
 * ** Recursos **
 * ** Tarea ** || Study for quiz (presentations) ||   || Work on poster. || Finish poster. ||   ||
 * ** 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. ||
 * ** Evaluación **
 * **Recursos**
 * ** Tarea ** ||   || Section 1 Assessment pg. 630 ||   || Draw the diagram of the parts and functions of the brain, pg. 635 ||   ||
 * ** 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.
 * ** Evaluación **
 * **Recursos**
 * ** 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 ||   ||   ||   ||
 * ** 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:
 * ** Evaluación **
 * ** 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. ||   ||
 * ** 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:
 * 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:
 * 8) 1. Respiratory System Functions, The Path of Air
 * 9) 2. Gas Exchange, How you Breath
 * 10) 3. Chemicals in Tobacco Smoke, Health Problems and Smoking
 * 11) 4. The Excretory System, Filtration of Wastes, Excretion and Homeostasis
 * 12) 5. Understanding Infectious Disease, Kinds of Pathogens, How Pathogens are Spread
 * 13) 6. Barriers that Keep Pathogens Out, The Inflammatory Response
 * 14) 7. The Immune System, AIDS ||^   ||
 * ** Evaluación **
 * **Recursos**
 * ** Tarea ** ||  || Pg. 554-555 Timeline about Advances in Cardiovascular Medicine (print images) ||   ||   ||^   ||
 * ** 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 **
 * **Recursos**
 * ** Tarea ** ||  ||   ||   ||   ||   ||
 * ** 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:
 * 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:
 * 8) 1. Respiratory System Functions, The Path of Air
 * 9) 2. Gas Exchange, How you Breath
 * 10) 3. Chemicals in Tobacco Smoke, Health Problems and Smoking
 * 11) 4. The Excretory System, Filtration of Wastes, Excretion and Homeostasis || Presentations about:
 * 12) 5. Understanding Infectious Disease, Kinds of Pathogens, How Pathogens are Spread
 * 13) 6. Barriers that Keep Pathogens Out, The Inflammatory Response
 * 14) 7. The Immune System, AIDS || Quiz about presentations. ||
 * ** Evaluación **
 * ** 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 ||
 * ** 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.
 * 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.
 * 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.
 * 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 **
 * ** Tarea ** || Vocabulary Chapter 18; bring materials and information for a poster || Work on poster. || Finish poster. ||^  ||   ||

03-07 de marzo 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. || (asignación de nota del trabajo en clase) || Students’ expositions about: Draw the Food Guide Pyramid. ||  ||   || Answer the questions in “Analyzing Data” in pg. 520 ||  ||  (materiales, weblink, No. de p ágina 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 || 10-14 de marzo Watch and discuss a video about the digestive process: [] || 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: [] 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: Finish drawing of the digestive processes. || (asignación de nota del trabajo en clase) ||  ||   ||   || Poster of the digestive processes. || Finish poster of the digestive processes. || (materiales, weblink, No. de p ágina 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 ||  || 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 (asignación de nota del trabajo en clase) ||  ||   ||   ||   ||   || (materiales, weblink, No. de p ágina del libro) ||   ||   ||   ||   ||   || 24-28 de marzo 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. || (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 || (materiales, weblink, No. de p ágina 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 || **Month: February** 3-7 de febrero [] [] Have students read the passages on Evolution and Natural Selection, pg. 176-179 || In the Science Lab, work in the Science Fair Project. || (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. || (materiales, weblink, No. de p ágina del libro)  ||^   || Textbooks, notebooks || Textbooks, notebooks, Science Fair booklet || Textbooks, notebooks, AV Room 2 || Textbooks, notebooks, Science Fair booklet || 10-14 de febrero 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? || (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 || (materiales, weblink, No. de p ágina del libro) || Textbooks, notebooks, Science Fair booklet || Textbooks, notebooks, Science Fair booklet ||^   || Textbooks, notebooks || Textbooks, notebooks || 17-21 de febrero (asignación de nota del trabajo en clase) || Start working in expositions, using Power Point: (materiales, weblink, No. de p ágina del libro) || Textbooks, notebooks, Computer Lab || Textbooks, notebooks, Computer Lab || Textbooks, notebooks, Computer Lab || Textbooks, notebooks, MM Room || Textbooks, notebooks, MM Room ||
 * ** 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.
 * ** Evaluación **
 * 1) 5. Food and Energy: Proteins, Vitamins and Minerals, Water
 * ** Recursos **
 * ** Tarea ** || Finish the Food Guide Pyramid, illustrate with examples of foods found in each division. || Vocabulary Chapter 15 ||  || Pg. 521, Section 2 Assessment ||   ||
 * ** 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.
 * 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.
 * ** Evaluación **
 * **Recursos**
 * ** Tarea ** || Pg. 527, Section 3 Assessment
 * ** 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 **
 * **Recursos**
 * ** Tarea ** ||  ||   ||   ||   ||   ||
 * ** 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.
 * ** Evaluación **
 * ** Recursos **
 * ** 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. ||   ||
 * ** 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:
 * ** Evaluación **
 * ** Recursos **
 * ** 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 ||
 * ** 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.
 * ** Evaluación **
 * **Recursos**
 * ** 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. ||   ||
 * ** 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 **
 * 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:
 * 8) 1. Body organization
 * 9) 2. Homeostasis
 * 10) 3. The Skeletal System: Functions and Joints
 * 11) 4. The Skeletal System: Bones and Care
 * 12) 5. The Muscular System
 * 13) 6. Food and Energy: Nutrients, Energy, and Carbohydrates, Fats
 * 14) 7. Food and Energy: Proteins, Vitamins and Minerals, Water || Start working in expositions, using Power Point:
 * 15) 1. Body organization
 * 16) 2. Homeostasis
 * 17) 3. The Skeletal System: Functions and Joints
 * 18) 4. The Skeletal System: Bones and Care
 * 19) 5. The Muscular System
 * 20) 6. Food and Energy: Nutrients, Energy, and Carbohydrates, Fats
 * 21) 7. Food and Energy: Proteins, Vitamins and Minerals, Water || Students’ expositions about:
 * 22) 1. Body organization
 * 23) 2. Homeostasis || Students’ expositions about:
 * 24) 3. The Skeletal System: Functions and Joints
 * 25) 4. The Skeletal System: Bones and Care ||
 * **Recursos**
 * ** Tarea ** || Prepare Expositions || Prepare Expositions || Expositions || Expositions || Expositions ||

24-28 de febrero 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. ||^  ||^   ||^   || (asignación de nota del trabajo en clase) || Students’ expositions about: Draw the Food Guide Pyramid. ||^  ||^   ||^   ||  (materiales, weblink, No. de p ágina del libro)  || Textbooks, notebooks, MM Room || Textbooks, notebooks, MM Room ||^   ||^   ||^   ||
 * ** 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.
 * ** Evaluación **
 * 1) 5. The Muscular System
 * 2) 6. Food and Energy: Nutrients, Energy, and Carbohydrates, Fats || Students’ expositions about:
 * 3) 7. Food and Energy: Proteins, Vitamins and Minerals, Water
 * ** Recursos **
 * ** Tarea ** || Expositions || Finish the Food Guide Pyramid, illustrate with examples of foods found in each division. ||^  ||^   ||^   ||

**Month: January** 6-10 de enero 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. || (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. || (materiales, weblink, No. de p ágina del libro)  ||^   || Notebooks || Textbooks, notebooks || Textbooks, notebooks, || Textbooks, notebooks, Science Fair booklet || 13-17 de enero 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. || (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. || (materiales, weblink, No. de p <span style="font-family: Arial,sans-serif; font-size: 7pt;">ágina del libro)  || Textbooks, notebooks, mirrors. || Textbooks, notebooks || Textbooks, notebooks, Science Fair booklet, Information about the experiment. || Textbooks, notebooks || Textbooks, notebooks || 20-24 de enero 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. || (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. || (materiales, weblink, No. de p <span style="font-family: Arial,sans-serif; font-size: 8pt;">ágina del libro)  || Textbooks, notebooks, mirrors. || Textbooks, notebooks, Science Fair Booklet || Textbooks, notebooks || Textbooks, notebooks || Textbooks, notebooks, Science Fair booklet || 27-31 de enero [] [] 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? || (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 || (materiales, weblink, No. de p <span style="font-family: Arial,sans-serif; font-size: 8pt;">ágina del libro) || Textbooks, notebooks || Textbooks, notebooks, Science Fair booklet ||   || Textbooks, notebooks, Science Fair booklet || Textbooks, notebooks || **Month: December** 2-6 de diciembre: 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 || (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 || (materiales, weblink, No. de p <span style="font-family: Arial,sans-serif; font-size: 8pt;">ágina del libro) || Textbooks, notebooks, mirrors. || Textbooks, notebooks ||  || Textbooks, notebooks || Textbooks, notebooks || 9-13 de diciembre 16-20 de diciembre **Month: November** 4-8 de noviembre ** 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 || (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. ||  (materiales, weblink, No. de p <span style="font-family: Arial,sans-serif; font-size: 8pt;">ágina 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 (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. ||  (materiales, weblink, No. de p <span style="font-family: Arial,sans-serif; font-size: 8pt;">ágina del libro)   || Textbooks, notebooks || Paper, pen and liquid paper || Textbooks, notebooks, materials brought. || Textbooks, notebooks, materials brought. || Textbooks, notebooks, pencil, colors. || 18-22 de noviembre 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. || (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. ||  || 25-29 de noviembre ** 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. ||^  ||^   ||  (asignación de nota del trabajo en clase)  || Draw the protein synthesis in pg. 134-135 ||^  ||   ||^   ||^   ||  ** Recursos ** (materiales, weblink, No. de p <span style="font-family: Arial,sans-serif; font-size: 8pt;">ágina del libro) || Textbooks, notebooks ||^  || Textbooks, notebooks ||^   ||^   || ** Tarea ** || Finish drawing and coloring the drawing. ||^  || Ch. 4, Section 4 Assessment ||^  ||^   || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">**Month: October** <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">**30 de septiembre- 04 de octubre** ** 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 ||^  || (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 p <span style="font-family: Arial,sans-serif; font-size: 8pt;">ágina 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) ||^  ||
 * ** 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 || <span style="font-family: Arial,sans-serif; font-size: 9pt;">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.
 * ** Evaluación **
 * ** Recursos **
 * ** 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. ||   ||
 * ** 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.
 * ** Evaluación **
 * **Recursos**
 * ** 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. ||
 * ** 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. || <span style="font-family: Arial,sans-serif; font-size: 9pt;">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.
 * ** Evaluación **
 * **Recursos**
 * ** 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 ||
 * ** 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. || <span style="font-family: Arial,sans-serif; font-size: 9pt;">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:
 * ** Evaluación **
 * ** Recursos **
 * ** 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 ||  ||
 * ** 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. || <span style="font-family: Arial,sans-serif; font-size: 9pt;">Explain what is meant by genotype and phenotype and tell what codominance is <span style="font-family: Arial,sans-serif; font-size: 9pt;">. || 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
 * ** Evaluación **
 * ** Recursos **
 * ** Tarea ** || Finish answering the Analyze and Conclude questions in og. 116-117 ||  || Ch. 4, Section 2 Assessment, pg. 123 ||   ||   ||
 * ** 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 ** ||
 * ** 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 ** ||
 * ** Día ** ||  ** Lunes **  ||  ** Martes **  ||  ** Miércoles **  ||  ** Jueves **  ||  ** Viernes **  ||
 * ** Tema ** || ** The cell in its environment ** || ** Photosynthesis ** || ** Photosynthesis ** || ** Respiration ** || **Respiration** ||
 * ** Evaluación **
 * ** Recursos **
 * ** 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 || <span style="font-family: Arial,sans-serif; font-size: 9pt;">Explain how the structure of DNA helps account for the way in which DNA copies itself. || <span style="font-family: Arial,sans-serif; font-size: 9pt;">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 **
 * ** Recursos **
 * ** Tarea ** || Complete the diagram started in class. || Bring materials. ||   || Ch. 3, S5 Assessment ||   ||
 * ** 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. || <span style="font-family: Arial,sans-serif; font-size: 9pt;">Explain what is meant by genotype and phenotype and tell what codominance is <span style="font-family: Arial,sans-serif; font-size: 9pt;">. || Explain what forms the genetic code. ||
 * ** Actividades ** (motivacional, productiva y de aplicación)  || 1) Guided reading pg. 113-115
 * ** Evaluación **
 * ** 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 ||   ||
 * ** 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. ||^   ||^   ||
 * ** Evaluación **
 * ** 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 **  ||
 * ** Evaluación **

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">**7-11 de octubre** ** 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: [] [] || Watch and discuss a video about the functions of cell organelles: [] || 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. || (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 || (materiales, weblink, No. de p <span style="font-family: Arial,sans-serif; font-size: 8pt;">ágina 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. ||  ||
 * ** Día ** ||  ** Lunes **  ||  ** Martes **  ||  ** Miércoles **  ||  ** Jueves **  ||  ** Viernes **  ||
 * ** Tema ** ||  ** Holiday **  || ** Looking inside cells ** || ** Looking inside cells ** || ** Looking inside cells ** || ** Looking inside cells ** ||
 * ** Evaluación **
 * ** Recursos **

14-18 de octubre ** Objetivo ** ||   ||   ||   ||   ||   || ** Actividades ** (motivacional, productiva y de aplicación)  ||   ||   ||   ||   ||   || (asignación de nota del trabajo en clase) ||   ||   ||   ||   ||   || ** Recursos ** (materiales, weblink, No. de p <span style="font-family: Arial,sans-serif; font-size: 8pt;">ágina del libro) ||  ||   ||   ||   ||   ||  ** Tarea **  ||   ||   ||   ||   ||   || 21-25 de octubre ** 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 || (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 p <span style="font-family: Arial,sans-serif; font-size: 8pt;">ágina 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 ** 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 || (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 p <span style="font-family: Arial,sans-serif; font-size: 8pt;">ágina 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 || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">**Month:** September 2-27 de septiembre ** 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.. || (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 p <span style="font-family: Arial,sans-serif; font-size: 8pt;">ágina 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. ||  ** 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. ||^  ||  (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 p <span style="font-family: Arial,sans-serif; font-size: 8pt;">ágina del libro)    || Textbook, notebook ||^   || Textbook, notebook || Textbooks, white paper ||^   ||  ** Tarea **  ||   ||^   ||   || Project: Model of plant and animal cell. (Tuesday 24) ||^   ||  ** 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 || (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 p <span style="font-family: Arial,sans-serif; font-size: 8pt;">ágina del libro) ||^  ||^   || Microscopes, microscopes slides, worksheets. || AV resources, notebooks || AV resources, notebooks || ** Tarea ** ||^   ||^   ||   ||   ||   || ** 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 || (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 p <span style="font-family: Arial,sans-serif; font-size: 8pt;">ágina del libro) ||^  ||^   || Microscopes, microscopes slides, worksheets. || AV resources, notebooks || AV resources, notebooks || ** Tarea ** ||^   ||^   ||   ||   ||   || 14-30 de agosto ** 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. || (asignación de nota del trabajo en clase)  ||   ||   ||   || Students will perform all exercises demanded from them. ||  ||  ** Recursos ** (materiales, weblink, No. de p <span style="font-family: Arial,sans-serif; font-size: 8pt;">ágina 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 ** || ** 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 ** ||
 * ** Evaluación **
 * ** Día ** ||  ** Lunes **  ||  ** Martes **  ||  ** Miércoles **  ||  ** Jueves **  ||  ** Viernes **  ||
 * ** Tema ** ||  ** Holiday **  || ** Chemical compounds in cells ** || ** Chemical compounds in cells ** || ** The cell in its environment ** || ** Quiz ** ||
 * ** Evaluación **
 * ** Día ** ||  ** Lunes **  ||  ** Martes **  ||  ** Miércoles **  ||  ** Jueves **  ||  ** Viernes **  ||
 * ** Tema ** || ** The cell in its environment ** || ** Photosynthesis ** || ** Photosynthesis ** || ** Respiration ** || **Respiration** ||
 * ** Evaluación **
 * ** 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 ** ||
 * ** Evaluación **
 * ** Día ** ||  ** Lunes 09 **  ||  ** Martes 10 **  ||  ** Miércoles 11 **  ||  ** Jueves 12 **  ||  ** Viernes 13 **  ||
 * ** Tema ** || ** Discovering cells ** ||  ** Children’s Day Celebration **  || ** Discovering cells ** || ** Discovering cells ** ||  ** Desfile Patrio **  ||
 * ** Evaluación **
 * ** Día ** ||  ** Lunes 16 **  ||  ** Martes 17 **  ||  ** Miércoles 18 **  ||  ** Jueves 19 **  ||  ** Viernes 20 **  ||
 * ** Tema ** ||  ** Holiday **  ||
 * ** Evaluación **
 * ** Día ** ||  ** Lunes 16 **  ||  ** Martes 17 **  ||  ** Miércoles 18 **  ||  ** Jueves 19 **  ||  ** Viernes 20 **  ||
 * ** Tema ** ||  ** Holiday **  ||
 * ** Evaluación **
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 14px; text-align: center;">Month: August **
 * ** Día ** ||  ** Lunes **  ||  ** Martes **  ||  ** Miércoles **  ||  ** Jueves **  ||  ** Viernes **  ||
 * ** Tema ** ||   ||   || First class Day || Diagnostic Evaluation || Introduction to Life Science ||
 * ** Evaluación **

** 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. || (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 p <span style="font-family: Arial,sans-serif; font-size: 8pt;">ágina 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 ** || **Introduction to Life Science** || **What is science?** || **Scientific Inquiry** || **Understanding Technology** || **Safety in the Science lab** ||
 * ** Evaluación **

** 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. || (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 p <span style="font-family: Arial,sans-serif; font-size: 8pt;">ágina 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 ||
 * ** 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?** ||
 * ** Evaluación **