GREAT FOR WARM-UPS, EXIT TICKETS, OR QUICK FORMATIVE ASSESSMENTS!
This product includes 55 different quick Science Starters to be used at the beginning or end of each class period. (PLEASE SEE THE PREVIEW ABOVE FOR A CLOSER LOOK.) They are aligned with the middle school TEKS, so students are sure to be exposed to all content required in the middle grades and you can rest assured that they will be prepared for the state standardized assessment.
Each Science Starter student printable comes four to a page, saving you paper and ink. Each Starter also includes a teacher version that can be used to project the questions and/or answers for all students to see.
The last page of both the student printable and the teacher version includes an extra page for you to add your own Science Starter (editable PDF form). To edit the text you type into a box, select the text, then press Ctrl +e. You should see a pop-up box appear that will allow you to change the font, font size, alignment, etc...
Daily Science Starter TEKS Included:
6.10 Earth and space. The student understands the structure of Earth, the rock cycle, and plate tectonics. The student is expected to:
(A) build a model to illustrate the structural layers of Earth, including the inner core, outer core, mantle, crust, asthenosphere, and lithosphere;
(B) classify rocks as metamorphic, igneous, or sedimentary by the processes of their formation;
(C) identify the major tectonic plates, including Eurasian, African, Indo-Australian, Pacific, North American, and South American; and
(D) describe how plate tectonics causes major geological events such as ocean basins, earthquakes, volcanic eruptions, and mountain building.
6.11 Earth and space. The student understands the organization of our solar system and the relationships among the various bodies that comprise it. The student is expected to:
(A) describe the physical properties, locations, and movements of the Sun, planets, Galilean moons, meteors, asteroids, and comets;
(B) understand that gravity is the force that governs the motion of our solar system; and
(C) describe the history and future of space exploration, including the types of equipment and transportation needed for space travel.
7.8 Earth and space. The student knows that natural events and human activity can impact Earth systems. The student is expected to:
(A) predict and describe how different types of catastrophic events impact ecosystems such as floods, hurricanes, or tornadoes;
(B) analyze the effects of weathering, erosion, and deposition on the environment in ecoregions of Texas; and
(C) model the effects of human activity on groundwater and surface water in a watershed.
7.9 Earth and space. The student knows components of our solar system. The student is expected to:
(A) analyze the characteristics of objects in our solar system that allow life to exist such as the proximity of the Sun, presence of water, and composition of the atmosphere; and
(B) identify the accommodations, considering the characteristics of our solar system, that enabled manned space exploration.
8.7 Earth and space. The student knows the effects resulting from cyclical movements of the Sun, Earth, and Moon. The student is expected to:
(A) model and illustrate how the tilted Earth rotates on its axis, causing day and night, and revolves around the Sun causing changes in seasons;
(B) demonstrate and predict the sequence of events in the lunar cycle; and
(C) relate the position of the Moon and Sun to their effect on ocean tides.
8.8 Earth and space. The student knows characteristics of the universe. The student is expected to:
(A) describe components of the universe, including stars, nebulae, and galaxies, and use models such as the Herztsprung-Russell diagram for classification;
(B) recognize that the Sun is a medium-sized star near the edge of a disc-shaped galaxy of stars and that the Sun is many thousands of times closer to Earth than any other star;
(C) explore how different wavelengths of the electromagnetic spectrum such as light and radio waves are used to gain information about distances and properties of components in the universe;
(D) model and describe how light years are used to measure distances and sizes in the universe; and
(E) research how scientific data are used as evidence to develop scientific theories to describe the origin of the universe.
8.9 Earth and space. The student knows that natural events can impact Earth systems. The student is expected to:
(A) describe the historical development of evidence that supports plate tectonic theory;
(B) relate plate tectonics to the formation of crustal features; and
(C) interpret topographic maps and satellite views to identify land and erosional features and predict how these features may be reshaped by weathering.
8.10 Earth and space. The student knows that climatic interactions exist among Earth, ocean, and weather systems. The student is expected to:
(A) recognize that the Sun provides the energy that drives convection within the atmosphere and oceans, producing winds and ocean currents;
(B) identify how global patterns of atmospheric movement influence local weather using weather maps that show high and low pressures and fronts; and
(C) identify the role of the oceans in the formation of weather systems such as hurricanes.
To check out my Daily Science Starters "Matter and Energy," CLICK HERE
To check out my Daily Science Starters "Force, Motion, and Energy," CLICK HERE
To check out my Daily Science Starters "Organisms and Environments," CLICK HERE
WANT TO GET ALL 4 OF MY DAILY SCIENCE STARTER PRODUCTS IN A BUNDLE AND SAVE 20%? CLICK HERE for Daily Science Starters for Middle School - The WHOLE BUNDLE!