The Lovett School Middle School Science Curriculum
6th Grade Earth Science Course Description This science course consists of an overview of Earth Science; students study the geosphere, hydrosphere, atmosphere, astronomy, robotics, and sustainability. An investigative approach toward the subject matter and cooperative learning strategies are complemented by independent reading, research skills, problem-solving techniques and experimental design with an emphasis being placed on how we interact with the world around us. Essential Questions 1. How does the sun that provides most of the energy that heats Earth’s atmosphere drive the water cycle and global winds? 2. What is the importance of the atmosphere and how are we affected by it? 3. How do the interaction of solar energy, Earth’s atmosphere, and Earth’s water combine to form dynamic weather systems? 4. What types of electromagnetic energy are used to explore the solar system and the rest of the universe? 5. What are the essentials of robotics and what role do they play in our lives? 6. How does the transfer of energy in Earth’s interior set up a massive convection current in the mantle, and how are these currents thought to be the driving forces that cause the Earth’s plates to move? 7. Earthquakes unleash tremendous amounts of energy inside Earth’s crust. HOw can that energy that reaches Earth’s surface be repurposed to create a positive change that affects both people and structures? 8. Why do the actions of just one make a difference with sustainability? 9. How does Earth Science impact the health of the planet? Skills Benchmarks 1. Students will be able to effectively read science text. 2. Students will be able to reflect on their observations. 3. Students will invent new ways to solve old problems. 4. Students will imagine life greater than themselves and strive to solve obstacles that confront them. Assessment 1. Formative Assessment 2. Summative Assessment 3. Homework checks 4. Projects 5. End of semester assessment
7th Grade Life Science Course Description Life science introduces students to the basic principles of experimental design as they study living things. Concepts related to the characteristics, structures, processes, and functions shared by living things will be examined. The first semester focuses on understanding the environment. Students investigate the interdependence of living and nonliving things in various ecosystems and how these roles are related and have changed over time. The second semester emphasizes the cell as the basic unit of life, cell processes, structure and function of DNA, and genetics. Lastly, sustainable processes and how/why they improve the well being of humanity are addressed over the course of the year. Essential Questions 1. How do the structures of organisms contribute to life’s functions? 2. How do organisms grow, develop, and reproduce? 3. How do organisms obtain and use matter and energy? 4. How do matter and energy move through an ecosystem? 5. How do organisms interact with other organisms in the physical environment to obtain matter and energy? 6. How does genetic variation among organisms in a species affect survival and reproduction? 7. How do factors in the environment influence genetic traits in populations over multiple generations? 8. In what ways can biomimicry affect our everyday lives? 9. What are human effects on the environment? How can these effects be shifted to be more sustainable? Skills Benchmarks 1. Students will be able to understand that all organisms are made of cells. 2. Students will be able to understand that special structures are responsible for particular functions in organisms. 3. Students will be able to explain how selected structures, functions, and behaviors of organisms change in predictable ways as they progress from birth to old age. 4. Students will be able to understand sustaining life requires energy and matter. 5. Students will be able to understand how organisms capture, transform, transport and release energy. 6. Students will be able to understand that organisms and populations are dependent upon their environmental interactions both with other living things and nonliving factors. 7. Students will be able to show an understanding of an adaptation and how this can create a product exhibiting biomimicry. 8. Students will be able to explain why sustainability within ecosystems is important. Units 1. Ecology 2. Cells to organisms structure and function 3. Genetics 4. Evolution Assessments 1. Unit tests 2. Collaborative labs, activities and projects 3. Interdisciplinary Sustainability Initiative 4. End of semester final exam
8th Grade Physical Science Course Description This course focuses on the composition and behavior of matter. Topics studied include force, motion, work, energy, properties of matter, physical and chemical changes, and atomic theory and structure. Emphasis is given throughout the course to the use of metric measurement, various methods of data collection and analysis, and the practices of science. The incorporation of technology, real world application, and interdisciplinary math/science units help deepen student understanding and creative problem solving skills, engage students in their own learning, and strengthen collaborative and communication skills. Essential Questions 1. Why do things happen? a. How can we use Newton’s Laws to understand and predict the movement of an object? b. How do we define and measure motion? c. What factors affect the motion of an object? 2. What is everything made of and how are things formed? a. How does the composition of the atom explain the role and behavior of the atom? b. How does the organization of the periodic table explain the relationships between elements? c. How do properties of an element determine its ability to combine? Skills Benchmarks 1. Students will be able to communicate and collaborate with each other throughout the year. 2. Students will be able to question, observe and seek explanations for everyday occurrences. 3. Students will be able to draw connections between topics covered in class. Units 1. 2. 3. 4. 5. 6. 7. 8.
Motion Newton’s Laws Dimensional Analysis and Significant Figures Atomic Structure Periodic Table Chemical Bonding Chemical Reactions Acids & Bases
Assessments 1. 2. 3. 4. 5. 6. 7. 8.
Tests Activities and Labs Quizzes Written lab reports Presentations Project–Based Learning Units Written final exams at fall and spring semester ends Example assessment: Experimental Design Students are given select materials and asked to create their own controlled experiment, thereby assessing their understanding of experimental design. Students work in groups to design the experiment, run trials, and collect data. Students must decide the best way in which to represent and communicate the data they have collected. Finally, students are responsible for submitting a full lab-write up that follows APA guidelines and guidelines given in class. With the exception of the lab conclusion, the lab write-up can be completed collaboratively; the conclusion is completed individually to assess each student’s analytical and critical thinking skills.
8th Grade Advanced Physical Science Course Description This course is designed for students who are interested in a more challenging and fast-paced physical science course. This course focuses on chemical concepts, composition of matter, and physical laws concerning the behavior of matter in addition to a yearlong research project. Emphasis is given throughout the course to the use of metric measurement, various methods of data collection and analysis, and the practices of science. The incorporation of technology, real world application, and interdisciplinary math/science units help deepen student understanding and creative problem solving skills, engage students in their own learning, and strengthen collaborative and communication skills. The yearlong project helps deepen and promote student interest and passion in various fields of science. Essential Questions 1. 2. 3. 4. 5. 6.
How do forces and scientific laws influence motion of an object? What is energy and how can it be transferred and conserved? How does the composition of the atom explain the role and behavior of the atom? How does the organization of the periodic table explain the relationships between elements? How do properties of an element determine its ability to combine? How is what we are studying in physical science directly related to the current events happening throughout our world?
Skills Benchmarks 1. Students will be able to question, observe and seek explanations for everyday occurrences. 2. Students will be able to draw connections between topics covered in class and current events. 3. Students will be able to communicate and collaborate in order to identify and accomplish common goals. 4. Students will be able to identify and discuss how current scientific topics are directly related to various aspects of our society and government. 5. Students will be able to defend their opinions about their yearlong project topics and understand some of the complexities around writing a scientific research paper. 6. Students will be able to model chemical reactions through coding. Units 1. 2. 3. 4. 5. 6. 7. 8. 9.
Year-long interactive journal project Motion Forces and Motion Energy Phase Changes/Matter Atomic Theory/Periodic Table Chemical Bonding Chemical Reactions Acids/Bases
Assessment 1. 2. 3. 4. 5. 6. 7.
Tests Activities Quizzes Interactive journal with annotated bibliography entries (Fall/Spring) Lab write-ups Written final exams (Fall/Spring) Example assessment: Outrageous Acts of Science Challenge a. Students are shown a video clip of an outrageous act of science from the show with the same name. Only the feat, the outrageous act, will be shown. Working in groups, students discuss how the feat was accomplished scientifically. Discussion includes any diagrams, equations, or scientific laws related to the feat. A hypothesis in the correct form must also be included, with the dependent and independent variables identified. The constant and control should also be identified. A peer review of all theories will be conducted. Comments will be given in the I like . . . , I wonder . . . format. After the review, students will share their thoughts, and the true explanation (from the show) will be revealed.