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                Welcome to Science

Teacher: Mrs. Hartley

Room: 100 

7^th Grade Earth Science

Learning Targets help you to focus on what you should be accomplishing throughout the year. These targets also help to prepare you for the State of Washington learning assessment. The targets below have been identified by the Bethel School District Secondary Science Leadership Cadre and aligned with the WA Science Standards.

All grade levels: Inquiry is a process of asking and answering questions about the world that forms the bedrock of science. This includes conducting analyses and thinking logically to expand and refine skill and abilities of inquiry to gain a deeper understanding of natural phenomena. It also includes questioning and investigating an answerable question through valid experimental techniques. Conclusions are based on evidence and are repeatable. Several learning targets have been out lined to help students accomplish these goals.

Five of the big ideas identified for 7^th are;

1. Force and Motion: Balanced and unbalanced forces.
2. Energy: Transformation and conservation.
3. Earth in Space: The Solar System.
4. Earth Systems: Structures, and processes, Cycles in Earth systems.
5. Earth History: Evidence of change.

The learning targets for this course include:

• I can explain the relative positions of the Earth-Sun-Mo0on phases and eclipses.
• I can identify parts of the solar system.
• I can explain solar system objects in regular, predicable motion.
• I understand that gravitational force dictates orbits and holds objects at the Earth's surface.
• I recognize that there are hundreds of billions of galaxies and stars in each.
• I can explain the composition of our atmosphere and the composition at different altitudes.
• I can explain that the Sun is a major energy input for the Earth and drives water and wind motion.
• I can explain the water cycle.
• I can explain the properties of water.
• I can identify solid Earth layers.
• I can explain the Earth's crust is made of crustal plates pushed by convection currents in the mantle.
• I can explain how landforms are affected by weathering and erosion.
• I can explain the rock cycle.
• I can explain the assumption that historical events on Earth are similar to those we can observe today.
• I can explain how sedimentary rock layers provide evidence for fossil dating and changed on the Earth's surface.
• I can explain how catastrophic events have shaped the Earth: earthquakes, volcanoes, glaciers, floods, asteroids.......
• I can explain how organisms and ecosystems have shaped landforms.
• I can explain how objects in motion are affected by balanced and unbalanced forces.
• I can measure and graph average speed.
• I can show how friction slow motion.
• I can explain how energy and matter interact resulting in energy transfer and transformation.
• I can list multiple forms of energy; i.e. Heat, wave, electrical, light, thermal.....
  
                     9th Grade Physical Science
  
  Learning Targets help you to focus on what you should be accomplishing throughout the year. These targets also help to prepare you for the State of Washington learning assessment. The targets below have been identified by the Bethel School District Secondary Science Leadership Cadre and aligned with the WA Science Standards.
  
  All grade levels: Inquiry is a process of asking and answering questions about the world that forms the bedrock of science. This includes conducting analyses and thinking logically to expand and refine skill and abilities of inquiry to gain a deeper understanding of natural phenomena. It also includes questioning and investigating an answerable question through valid experimental techniques. Conclusions are based on evidence and are repeatable. Several learning targets have been out lined to help students accomplish these goals.
  
  Three of the big ideas identified for 9th are;
  
  PS1: Force and Motion, Multiple forces affect an objects motion in predictable ways. These affects are explained by Newton’s Laws.
  
  PS2: Matter, Atomic structure accounts for atoms ability to combine to produce compounds. These changes maybe physical, chemical, or nuclear.
  
  PS3: Energy: Transfer, Transformation, and Conservation. Energy can take many forms and be transferred and transformed. Within a closed system the total energy is conserved.
  
  The learning targets for this course include:
  
  
  I can perform a lab following all safety guidelines and gathering the required data to successfully complete the lab.
  
  I can identify the size of metric units and use them to measure.
  
  I can explain and model all parts of the scientific method. I can ask questions, predict, plan, conduct and evaluate a scientific investigation. I can decide on logical scientific explanations and communicate conclusions about scientific investigations.
  
  I can identify problems and use appropriate means to test an alternative to that problem and communicate how that alternative could be accomplished.
  
  I can explain how the periodic table is structured, use it to describe characteristics of elements and use that information to put together and name compounds.
  
  I can model an atom and explain how it can combine with other atoms.
  
  I can demonstrate many forms of energy and how energy exists and changes in common situations.
  
  I can identify four common states of matter and how matter can be transformed.
  
  I can demonstrate that matter and energy are conserved by understanding chemical and nuclear changes.
  
  I can identify various forces and magnitudes and explain how forces interact with us everyday.
  
  I can describe speed, direction of motion and acceleration of objects.
  
  I can explain amplitude and frequency and how it affects sound and light waves.
  
  I can evaluate how humans effect their environment and can analyze and debate possible solutions to problems.
  
  .

A,B,C,I, Grading Policy
        

Students will be scored on their individual achievement toward the relevant Washington state science standards. These summative grades will not be affected by issues such as effort, attitude, and participation. These factors will be reported separately. Even though there will be many opportunities for cooperative learning, students will not be assigned group grades.

1. Formative assessments that are used to monitor student progress and/or adjust teaching include practice assignments, laboratories, discussions, bookwork, reading assignments, and other forms of structured learning assignments will not be factored into the final grade. However, a record of these will be kept to indicate student progress toward the intended target. Should a student fail to meet a standard these formative assessments will be used as a guide indicating which assignments will need to be repeated prior to retaking the summative assessment.

2. New information showing additional learning about any given standard will replace old information. Grades will reflect the most recent learning and old scores relating to the standard will be discarded.

3. Report card grades will be assigned based on achievement of standards. I will use the median (or middle score) as a general indicator of the overall quarter and semester grade. If unusual circumstances exist I will consider the relative importance of the learning goals achieved and recency of scores to help determine final grades.

4. Students may re-attempt a summative assessment provided they have documented an effort to engage in additional learning through tutorial or study groups. In addition, an alternative assessment may be accepted if the work is pre-contracted between student and teacher. Although scores of zero will not be assigned until the end of the term, “incomplete” also indicate a lack of learning on the part of the student. Credit for the course cannot be awarded without sufficient evidence of learning. In general, there will be a two week period for retakes of an incomplete summative assessment.

5. It is the student's responsibility to meet with the teacher for any assignments given during an absence. Students will have one day for each day absent to make up the missed assignments. Being absent the day before a summative test does not excuse the student from participating in the assessment upon return.

6. Students must perform at Level Three and/or Four on all power standards evaluated during the reporting period in order to earn credit for the class. Grades of A-C will be assigned based on the following criteria:

   • The number of power standards a student meets at a Level Three vs Four.
   • The number of additional standards a student meets at Level Two, Three, or Four.
   • The consistency of the performance (mastery vs a few times).
     
     Redo Policy for Frontier Junior High

 Realizing that some students learn at different speeds, and that our goal is to get each student to standard, we believe that a student should have more than one opportunity to demonstrate what they have learned in a unit. With this in mind we have established the following policy for redoing assessments.

1. Students not meeting the Basic level of achievement must redo the assessment.

2. Any student who wishes to improve their assessment grade may retake all, or portions, of a unit assessment or be given an alternative assessment. The teacher will determine the appropriate assessment and when the assessment will occur (normally within 2 weeks).

3. An assessment can only be redone during the current semester grading period. Special arrangements are possible after the grading period.

4. A higher grade on the redo assessment will replace the previous assessment grade.

5. Students will need to review the standards assessed and may need to complete any missed assignments leading up to the assessment. This can be done in the following ways:

   a. With your teacher or advisor outside of class, before or after school.

   b. During Tutorial periods.

   c. Another arrangement approved by your teacher ahead of time.