Sixth-eighth Grade SCIENCE - S.T.E.M.

“Curiosity is the wick in the candle of learning.” - William Arthur Ward, Author

Tennessee's standards reflect the latest research and advances in modern science. In order to equip our students to think critically, analyze information, and solve complex problems, the standards are arranged such that—from elementary through high school—students have multiple opportunities to build on the knowledge and skills gained during each grade, by revisiting important concepts and expanding their understanding of connections across scientific domains.  The science department at C.M.S. strives  to get to know the students, their strengths and what they need to learn to be successful in the future.  

These science standards complement our English/Language Arts and mathematics standards, enabling classroom instruction to reflect a clearer picture of the real world, where solving problems often requires skills and knowledge from multiple disciplines. 

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S.T.E.M. ACTION PLAN
ANNUAL "EGG DROP" EXPERIMENT

The Classic "Egg-Drop" experiment has been a standard in science instruction for many years. Essentially, students are asked to construct some type of container that will keep a raw egg from cracking when dropped from ever-increasing elevations. The objective of the egg drop experiment is to keep the egg from breaking as it decelerates. It becomes clear from Newton's Laws that in order to minimize the force experienced by the egg at impact, students designing the egg carriers must increase the time over which the egg is brought to rest or decrease the egg's velocity at the time of the crash.  

WATER STUDY SCAVENGER HUNT AROUND THE SCHOOL

Sixth Grade students who are primarily Kinesthetic Learners enjoyed moving around to answer their comprehension and vocabulary study guide questions.  Moving from one posted fact sheet to another, the students were able to find and seek the knowledge they needed to understand this unit Study of Water.

INVESTIGATING WHAT IS INSIDE A PUMPKIN MICROSCOPICALLY

This was an enticing STEM lab for seventh grade students on Halloween. Students looked at three different parts of a pumpkin under a microscope. They looked at a seed membrane, the “meat” of the pumpkin, and the “guts” Of the pumpkin. They picked out different parts of the cell and compared and contrast did how all of the different parts of the pumpkin plant looked different. 

PROJECT-BASED LEARNING...

Project Based Learning (PBL) is a constructivist instructional approach where students are engaged in meaningful inquiry of personal interest to them and where collaboration and personalized learning are emphasized. Research confirms that PBL is an effective and enjoyable way to learn and develop deeper learning competencies required for success in college, career and civic life.

SEVENTH GRADE SCIENCE

EIGHTH GRADE SCIENCE

SIXTH GRADE SCIENCE

In this unit of study students choose which one of the following biomes to include in their research project:  Tundra, Taiga, Deciduous Forest, Desert, Grasslands, Rainforest, Marine or Freshwater.  They were task to then create in the form of a poster, Microsoft powerpoint, or Google slide presentation a comprehensive exploration of their subject, following this rubric.
 

Students in 7th grade science were tasked with creating a website that compiled all standards covered throughout the year. In their website, they were required to list each chapter, the standards covered in that chapter, include at least three pictures, all scientific vocabulary, a general summary of the chapter, and at least one outside resource that would cover that chapter in more detail for anyone wanting more information about that standard. 

Each year in 7th grade students are tasked with creating a 3-D model of a cell. We spend a few weeks in class working through the different parts of a cell, then students demonstrate their knowledge by using every day materials to create their own model. Here are some examples of the completed project, as well as the rubric that goes along with the project. After students learn the inner workings of a cell, they are challenged to justify a comparison of each cell organelle to a part of a coffee shop. Example: "The door is like the cell membrane because it allows things into and out of the coffee shop, just like a cell membrane allows things into and out of the cell".

SUPPORTIVE EVIDENCE & ARTIFACTS