sixth grade science 2014/2015 welcome go 6b! it’s going to be a banner year!
TRANSCRIPT
Science Curriculum
Sixth Grade Science2014/2015
WELCOME
Go 6B! It’s going to be a banner year!
Continuum of Complexity
Harder tasks fatigue the brain; more complex tasks engage the brain. Ways a task may be adjusted for complexity: Level 1: Confirmation Inquiry
The teacher has taught a particular science theme or topic. The teacher then develops questions and a procedure that guides students through an activity where the results are already known. This method is great to reinforce concepts taught and to introduce students into learning to follow procedures, collect and record data correctly and to confirm and deepen understandings.
Level 2: Structured InquiryThe teacher provides the initial question and an outline of the procedure. Students are to formulate explanations of their findings through evaluating and analyzing the data that they collect.
Level 3: Guided InquiryThe teacher only provides the research question for the students. The students are responsible for designing and following their own procedures to test that question and then communicate their results and findings.
Level 4: Open/True InquiryStudents formulate their own research question(s), design and follow through with a developed procedure, and communicate their findings and results. This type of inquiry is often seen in science fair contexts where students drive their own investigative questions.
Project Based Learning
PBL is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to a complex question, problem or challenge. Includes: Differentiation, technology, driving questions, collaboration, challenge, rigor, choices, responsibility and assessment.
MY EXPERIENCE
I’ve been teaching for 17 years.
I taught 6th grade science, 6th grade social studies, 7th grade math and multimedia.
MY BACKGROUND
I grew up in Denver, Colorado.
I attended Lakenheath Elementary School in England, Northglenn High School in Colorado, University of Northern Colorado Greeley and University of Phoenix.
Get to Know Me
It’s important to check the whiteboard everyday. Class assignments will be written in blue,
homework assignments will be written in green, and tests will be written in red.
ConcernsOne of our goals this year is to try to instill a sense of responsibility in our students. One way to do this is to encourage them to speak to us if they have questions or concerns about an assignment, grade, test, etc. If their concerns are not answered, then please feel free to contact us.
If there are issues at home, please share them with us because it often impacts the student’s academics.
Printer Problems
If your child is unable to print their homework, etc., they can always email it to us and we can print it at school.
ABSENCES
The student is responsible for missing assignments and turning them in the required amount of time.
• check website• check planner• check Red Folders by the Exit Door• ask me• ask a student
Students are expected to complete all assignments and tests missed during an absence.
For every excused absence, the student is given TWO days to complete the missing work.
1st Quarter
•Scientific Inquiry•Lab Safety•Measurement•Cells•Microlife
Students use scientific processes to:
Question Plan and conduct
investigations Use appropriate
tools and techniques to gather data
Think critically and logically about relationships between evidence and explanations
Communicate results
Structure and Function in Living Systems
Explain the importance of water to organisms
Describe the basic structure of a cell
Describe the function of cell parts
Differentiate between plant and animal cells
MicroLife
Explain how the human body contracts and fights illnesses and diseases.
2nd Quarter
•Body Systems
•Plants
Animals: Relate and describe the following
structures of living organisms to their functions:
Respiration – gills, lungs
Digestion – stomach, intestines
Circulation – heart, veins, arteries, capillaries
Locomotion – muscles, skeleton
Animals
Plants: Relate and describe the following structures of living organisms to their functions
Transpiration – stomata, roots, xylem, phloem
Absorption – roots, xylem, phloem
Response to stimulus (phototropism, hydrotropism, geotropism) – roots, xylem, phloem
3rd Quarter
RenewableNonrenewableTransfer of energy
Energy & Science and It’s Impact on Society
Physical Science
EnergyRenewable and
nonrenewable resources
Ways energy can be stored and transformed
How thermal energy can be transferred
Energy Continued
Compare the pros and cons of alternate energy sources and the technology behind them.
Explain why all energy sources should be conserved.
4th Quarter
Describe layers of the atmosphereStructures of lakes, rivers, oceansWater cycleWeather
Earth’s Processes and Systems
Science in Personal and Social Perspectives
Describe the interactions between human populations, natural hazards, and the environment.
Understand the impact of technology.
Grades
80% Assessment Tests & Quizzes Projects Lab Reports
20% Class Work, Homework & Practice
Our partnership this year means:
I will do my part when your child is here by:
Providing structure and procedures so that he or she is confident and comfortable with daily happenings
Maintain high but reasonable expectations
Communicate with you whenever necessary or upon request from you
Provide valuable practice through homework
Strongly protect your child’s right to a challenging learning environment free from distractions and misbehavior
I will need your help when your child is home by:
Supporting the classroom procedures and providing structure at home.
Monitoring the neatness, accuracy and level of difficulty of their homework.
Communicating ANYTHING about your child that might interfere with their learning.