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8TH GRADE SCIENCE
October 5-9, 2026
Monday-
Topic:
Continental Drift and Plate Tectonics
Objective:
Students will review the concepts of plate tectonics and continental drift with a scavenger hunt activity.
Standards:
8-MS-ESS2-2
8-MS-ESS2-3
Bell Ringer:
What type of movement from tectonic plates do you think would create these landforms or features?
Direct Instruction:
NA
Guided Practice:
NA
Independent Practice:
Students will be paired with another student. Students will rotate around the room answering questions about plate tectonics and continental drift.
Exit ticket:
Identify a landform created at divergent boundaries.
Homework:
NA
Upcoming events:
Unit Test (Thursday)
Tuesday-
Topic:
Continental Drift and Plate Tectonics
Objective:
Students will review continental drift and plate tectonics with a stations activity.
Standards:
8-MS-ESS2-2
8-MS-ESS2-3
Bell Ringer:
What landform is found in this picture?
At which point would you find the most recently made “youngest” rock?
Direct Instruction:
NA
Guided Practice:
NA
Independent Practice:
Students will rotate around the room completeing station activities and answering questions about continental drift or plate tectonics. They will be in a group of 2-4 students.
Exit ticket:
Identify landforms created at convergent boundaries.
Homework:
NA
Upcoming events:
Unit Test (Thursday)
Wednesday-
Topic:
Continental Drift and Plate Tectonics
Objective:
Students will complete and review a unit study guide.
Standards:
8-MS-ESS2-2
8-MS-ESS2-3
Bell Ringer:
What type of boundary/movement is occurring here?
What landforms or features have been created?
What is causing the tectonic plates to move?
Direct Instruction:
NA
Guided Practice:
NA
Independent Practice:
Students will be paired with another student. They will answer questions and complete their unit study guide. They will study this content to prepare for their unit test tomorrow.
Exit ticket:
At what type of boundaries will volcanoes be found?
Homework:
NA
Upcoming events:
Unit Test (Thursday)
Thursday-
Topic:
Continental Drift and Plate Tectonics
Objective:
Students will take their unit test.
Standards:
8-MS-ESS2-2
8-MS-ESS2-3
Bell Ringer:
Look through your notes/study guide and prepare for the unit test.
Direct Instruction:
NA
Guided Practice:
NA
Independent Practice:
Students will take their unit test to test their knowledge of continental drift and plate tectonics.
Exit ticket:
Put up and plug in the chromebooks.
Homework:
NA
Upcoming events:
Unit Test Today
Friday-
Topic:
Continental Drift and Plate Tectonics
Objective:
Students will complete any missing or make up work.
Standards:
8-MS-ESS2-2
8-MS-ESS2-3
Bell Ringer:
Are there any intrusions? How do you know?
Which of the following layers contains the oldest fossils?
What type of dating is this?
Direct Instruction:
NA
Guided Practice:
NA
Independent Practice:
Students will finish any missing or make up work for the nine weeks.
Exit ticket:
Where do earthquakes occur?
Homework:
NA
Upcoming events:
NA
7TH GRADE SCIENCE
Monday-
Topic:
Cellular Respiration and Photosynthesis
Objective:
Students will create a diagram that shows the processes of cellular respiration and photosynthesis in organisms.
Standards:
7-MS-LS1-6
7-MS-LS1-7
Bell Ringer:
Where in the cell does metabolism/cellular respiration take place?
What enters the cell?
What leaves the cell?
Why does this process take place?
Direct Instruction:
NA
Guided Practice:
NA
Independent Practice:
Cellular Respiration/Photosynthesis Diagram- Today, students will complete the diagram by adding water, glucose, sunlight, carbon dioxide, and oxygen to their poster. They must show the flow of these molecules throughout these two processes.
Exit ticket:
What type of organisms undergo cellular respiration?
Homework:
NA
Upcoming events:
Unit Test (Friday)
Tuesday-
Topic:
Cellular Respiration/Photosynthesis
Objective:
Students will review cellular respiration and photosynthesis with a scavenger hunt activity.
Standards:
7-MS-LS1-6
7-MS-LS1-7
Bell Ringer:
Complete the diagram below.
Direct Instruction:
NA
Guided Practice:
Students will be paired. They will rotate around the room answering questions about cellular respiration and photosynthesis.
Independent Practice:
NA
Exit ticket:
Where does cellular respiration take place?
Homework:
NA
Upcoming events:
Unit Test (Friday)
Wednesday-
Topic:
Cellular Respiration/Photosynthesis
Objective:
Students will review for their unit test with a game of jeopardy.
Standards:
7-MS-LS1-6
7-MS-LS1-7
Bell Ringer:
What is the difference in how plants and animals get food and energy?
Where does a plant and animal’s energy originate from?
Direct Instruction:
NA
Guided Practice:
NA
Independent Practice:
Students will play a game of cellular respiration/photosynthesis jeopardy. They will answer questions as a team to earn points. The team with the highest points wins.
Exit Ticket:
Which type of respiration includes breathing and taking in oxygen? Aerobic or Anerobic?
Homework:
NA
Upcoming events:
Unit Test (Friday)
Thursday-
Topic:
Cellular Respiration/Photosynthesis
Objective:
Students will complete a unit study guide.
Standards:
7-MS-LS1-6
7-MS-LS1-7
Bell Ringer:
In your own words describe the process of photosynthesis and cellular respiration. One sentence each.
Direct Instruction:
NA
Guided Practice:
NA
Independent Practice:
Students will complete and review their study guide to prepare for their unit test.
Exit ticket:
What is created in cellular respiration?
Homework:
NA
Upcoming events:
Unit Test (Friday)
Friday-
Topic:
Cellular Respiration/Photosynthesis
Objective:
Students will take their unit test.
Standards:
7-MS-LS1-6
7-MS-LS1-7
Bell Ringer:
Look through your notes/study guide and prepare for your unit test.
Direct Instruction:
NA
Guided Practice:
NA
Independent Practice:
Students will take their unit test and check their understanding of photosynthesis and cellular respiration.
Exit ticket:
Put up and plug in your chromebooks.
Homework:
NA
Upcoming events:
Unit Test (Today)
6TH GRADE SCIENCE
Monday-
Topic:
Populations/Ecosystems
Objective:
Students will learn about biotic and abiotic factors and how they affect populations of organisms within an ecosystem. Afterwards, students will check their understanding with a wayground assignment.
Standards:
7-MS-LS2-1
7-MS-LS2-2
Bell Ringer:
Identify the Carnivore, Herbivore, and Omnivore. What does this mean about each animal?
Direct Instruction:
Students will take notes on abiotic and biotic factors and how these factors affect populations of organisms.
Guided Practice:
NA
Independent Practice:
Students will check their understanding of populations with a wayground assignment.
Exit ticket:
What is the difference between biotic and abiotic factors?
Homework:
NA
Upcoming events:
NA
Tuesday-
Topic:
Populations
Objective:
Students will further their understanding of how resources can affect populations of organisms within an ecosystem with a stations activity.
Standards:
7-MS-LS2-1
7-MS-LS2-2
Bell ringer:
A tall tree has fallen down in a forest. What will the smaller trees and other plants in the area most likely compete for? Why?
Direct Instruction:
NA
Guided Practice:
Students will be grouped together. They will rotate around the room answering questions about populations and the effects of limiting factors on a population.
Independent Practice:
NA
Exit Ticket:
Identify a limiting factor.
Homework:
NA
Upcoming events:
NA
Wednesday-
Topic:
Populations
Objective:
Students will construct a poster to show a symbiotic relationship between two specific organisms.
Standards:
7-MS-LS2-1
7-MS-LS2-2
Bell Ringer:
What is parasitism, commensalism, and mutalism? Use a sentence to describe each.
Direct Instruction:
NA
Guided Practice:
NA
Independent Practice:
Students will design and present a poster that shows a symbiotic relationship between organisms. The symbiotic relationships include mutualism, commensalism, and parasitism. Today students will choose their symbiotic relationship and start their poster.
Exit ticket:
What symbiotic relationship did you choose?
Homework:
NA
Upcoming events:
Thursday-
Topic:
Populations
Objective:
Students will construct a poster to show a symbiotic relationship between two specific organisms.
Standards:
7-MS-LS2-1
7-MS-LS2-2
Bell Ringer:
Which symbiotic relationship did you choose? What is something you learned from your research?
Direct Instruction:
NA
Guided Practice:
NA
Independent Practice:
Students will design and present a poster that shows a symbiotic relationship between organisms. The symbiotic relationships include mutualism, commensalism, and parasitism. Today students will continue working on their poster.
Exit ticket:
Identify something you learned about your symbiotic relationship today.
Homework:
NA
Upcoming events:
NA
Friday-
Topic:
Symbiotic Relationships
Objective:
Students will construct a poster to show a symbiotic relationship between two specific organisms.
Standards:
7-MS-LS2-1
7-MS-LS2-2
Bell Ringer:
Get your poster and notecard. Prepare yourself for your presentations.
Direct Instruction:
NA
Guided Practice:
NA
Independent Practice:
Students will design and present a poster that shows a symbiotic relationship between organisms. The symbiotic relationships include mutualism, commensalism, and parasitism. Today students will start presenting their posters.
Exit ticket:
Put up and plug in the chromebooks.
Homework:
NA
Upcoming events:
NA
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