MS. PETERS 6TH GRADE
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Direct Instruction Station (30 minutes)


THESE ARE THE COMMON CORE STATE STANDARDS WE ARE ADDRESSING DURING THIS UNIT:​
  • MS-LS1-5
    Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
  • SEP.MS.B.3
    Develop and/or use a model to predict and/or describe phenomena.
  • SEP.MS.G.1
    Construct, use, and/or present an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem.

​LEARNING OBJECTIVES: Write these learning objectives in your Science Notebook.
  • I will be able to determine how organisms adapt to their environment.
These are terms you will find in HMH Unit 3.  Please write these into your Science notebook. As we work through HMH, you will copy the definition into your notebook:​​
  • Adaptation
  • Natural Selection
DIRECT INSTRUCTION STATION:​
  • All students will have a seat, a computer monitor will call each student one-by-one to help me with attendance. 🚫Do NOT open computers, yet!🚫 INSTEAD:
  • Take out your Science Notebook and write today's Learning Objective.​

  • Go to Schoology and Answer the questions on the Denizens of the Deep Video while Ms. Peters play a video via Nearpod
​
  • Go to HMH and click on Unit 5 Lesson 3 - Explore/Explain 3 - Adaptations help organisms survive
    • POPCORN! Ms. Peters will have one student read the first sentence, and then that student will choose someone else to read.​
​

Collaborative Station Monday/Tuesday (30 minutes)


THESE ARE THE COMMON CORE STATE STANDARDS WE ARE ADDRESSING DURING THIS UNIT:
  • MS-LS1-5
    Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
  • SEP.MS.B.3
    Develop and/or use a model to predict and/or describe phenomena.
  • SEP.MS.G.1
    Construct, use, and/or present an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem.
​
LEARNING OBJECTIVES: Write these learning objectives in your Science Notebook.
  • I will be able to determine how organisms adapt to their environment.
COLLABORATIVE STATION:​​​​
  • Keep your Science Notebook out and your Chromebooks open to HMH, but place them to the side.
 
  • After transition 🤠
 
  • BUTTERFLY HUNT! 1 group will have 1 minute to find as many butterflies/chameleons as they can. DO NOT RUN. If you run, you're out! Try to be sneaky, when you find a butterfly/chameleon, to not help the other groups! 
    • You will have a paper and tally all the ones you found - NO CHEATING!

Independent Station for the week


THESE ARE THE COMMON CORE STATE STANDARDS WE ARE ADDRESSING DURING THIS UNIT:
  • MS-LS1-5
    Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
  • SEP.MS.B.3
    Develop and/or use a model to predict and/or describe phenomena.
  • SEP.MS.G.1
    Construct, use, and/or present an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem.
  • ​MS-LS3-1. Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism.

​LEARNING OBJECTIVES: Write these learning objectives in your Science Notebook.
I will be able to develop a model that shows an example of adaptation.

INDEPENDENT STATION:​​​
​  
  • After transition 🤠
 
 What you MUST do:
  • Go to Zingy​
    • Work on Unit 30 - all lessons
  • OR
    • Finish your Creature Feature
      • ​When finished, go to Google Classroom and click on Feature Creature Essay 
        • You will be writing a 3 paragraph informational essay on you species. You must have an introduction, explain where they live, how they survive and how they adapt to their environment.
          • WATCH VIDEO TO HELP YOU WITH YOUR ESSAY.
You SHOULD:
  • Work on any missing assignments you may have in class!
You MAY do:
  • Legends of Learning
  • Legends of Learning

Wednesday (50 minutes)


THESE ARE THE COMMON CORE STATE STANDARDS WE ARE ADDRESSING DURING THIS UNIT:
  • MS-LS1-5
    Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
  • SEP.MS.B.3
    Develop and/or use a model to predict and/or describe phenomena.
  • SEP.MS.G.1
    Construct, use, and/or present an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem.
​LEARNING OBJECTIVES: Write these learning objectives in your Science Notebook.
  • I will be able to determine how organisms adapt to their environment.

DIRECT INSTRUCTION STATION:​​​
  • All students will have a seat, A computer monitor will call each student one-by-one to help me with attendance. 🚫Do NOT open computers, yet!🚫 INSTEAD:
  • Take out your Science Notebook and write today's Learning Objective.
 
  • Go to Zingy and work on Unit 5 and Unit 30 - 20 minutes
  • We will Play Kahoot! 

Thursday/Friday


Direct Instruction Station  (30 minutes)


THESE ARE THE COMMON CORE STATE STANDARDS WE ARE ADDRESSING DURING THIS UNIT:
  • MS-LS1-5
    Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
  • SEP.MS.B.3
    Develop and/or use a model to predict and/or describe phenomena.
  • SEP.MS.G.1
    Construct, use, and/or present an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem.

​LEARNING OBJECTIVES: Write these learning objectives in your Science Notebook.
  • I will be able to determine how organisms adapt to their environment.

DIRECT INSTRUCTION STATION:​​​
  • All students will have a seat, A computer monitor will call each student one-by-one to help me with attendance. 🚫Do NOT open computers, yet!🚫 INSTEAD:​
  • Take out your Science Notebook and write today's Learning Objective.
  • ​No Schoology - Ms. Peters will play Animal Adaptations Video  
  • Go to HMH  and click on Unit  5 Lesson 3 - Explore/Explain 3: Adaptations Help Organisms Survive

​Collaborative Station Thursday/Friday (30 minutes)


THESE ARE THE COMMON CORE STATE STANDARDS WE ARE ADDRESSING DURING THIS UNIT:
  • MS-LS1-5
    Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
  • SEP.MS.B.3
    Develop and/or use a model to predict and/or describe phenomena.
  • SEP.MS.G.1
    Construct, use, and/or present an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem.

​​LEARNING OBJECTIVES: Write these learning objectives in your Science Notebook.
  • I will be able to determine how organisms adapt to their environment.
COLLABORATIVE STATION:​​​
  • Have Science Notebook ready. Ms. Peters will pass out Weather Map Worksheet while you close your Chromebooks and put them to the side. 
  • After transition 🤠

  • Play PBS Mission 1 Evolution Lab - ask me to send you the link! (https://ca.pbslearningmedia.org/resource/nvev-sci-mission1/nova-evolution-lab-interactive-lesson-mission-1/?student=true)
​

Independent Station for the week


THESE ARE THE COMMON CORE STATE STANDARDS WE ARE ADDRESSING DURING THIS UNIT:
  • MS-LS1-5
    Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
  • SEP.MS.B.3
    Develop and/or use a model to predict and/or describe phenomena.
  • SEP.MS.G.1
    Construct, use, and/or present an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem.


​LEARNING OBJECTIVES: Write these learning objectives in your Science Notebook.
  • I will be able to determine how organisms adapt to their environment.
INDEPENDENT STATION:​​​​​
  
  • After transition 🤠 
​
 What you MUST do:
  • Go to Zingy​
    • Work on Unit 30 - all lessons
  • OR
    • Finish your Creature Feature​
    • ​When finished, go to Google Classroom and click on Feature Creature Essay 
      • You will be writing a 3 paragraph informational essay on you species. You must have an introduction, explain where they live, how they survive and how they adapt to their environment.
      • WATCH VIDEO TO HELP YOU WITH YOUR ESSAY.
You SHOULD:
  • Work on any missing assignments you may have in class!
You MAY do:
  • Legends of Learning
  • Legends of Learning

HOMEWORK ASSIGNMENT:  🌍

 Direct Instruction Station Monday/Tuesday (30 minutes)


THESE ARE THE COMMON CORE STATE STANDARDS WE ARE ADDRESSING DURING THIS UNIT:
​
MS-PS3-3 Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.
MS-PS3-4 Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measure by the temperature of the sample.
MS-PS3-5 Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.
MS-PSS2-4 Develop a model to describe the cycling of water through Earth's systems driven by the energy from the sun and the force of gravity.

​
LEARNING OBJECTIVES: Write these learning objectives in your Science Notebook.
 1. I will be able to model the transfers and transformations of energy that can happen when the kinetic energy of an object changes.
2. I will gather evidence to explain how the motion of a crank on a hand-powered flashlight produces light.
These are terms you will find in HMH Unit 3.  Please write these into your Science notebook. As we work through HMH, you will copy the definition into your notebook:

Energy Transfer
Energy Transformation
Collision
Pendulum
Electric Current
Conservation

DIRECT INSTRUCTION STATION:​
  • Open my Weebly and write down today's Learning Objective in your school planner or your Science notebook.  Be prepared to read aloud our Learning Objectives for today.
  • Login to HMH- Go to assignments for Unit 3: Explore/Explain 1: Identifying Different Forms of Energy​
  • In a new tab (hold down control and press "t") open Google Classroom for Science and open the Unit 3 Project. 
  • We will go over the example template that is in your Google Classroom. 
  • After, play Caine's Arcade Video 

Collaborative Station Monday/Tuesday (30 minutes)


THESE ARE THE COMMON CORE STATE STANDARDS WE ARE ADDRESSING DURING THIS UNIT:
​
MS-PS3-3 Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.
MS-PS3-4 Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measure by the temperature of the sample.
MS-PS3-5 Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.
MS-PSS2-4 Develop a model to describe the cycling of water through Earth's systems driven by the energy from the sun and the force of gravity.
​

LEARNING OBJECTIVES: Write these learning objectives in your Science Notebook.
 1. I will be able to model the transfers and transformations of energy that can happen when the kinetic energy of an object changes.
2. I will gather evidence to explain how the motion of a crank on a hand-powered flashlight produces light.

COLLABORATIVE STATION:​​
  • Your groups will design a toy that demonstrates different kinds of energy.
  • In your groups, go onto Google Classroom
    • Click on the Assignment called "Toy Making Challenge"
    • You and your group will design a toy through upcycled materials that changes the energy (energy transformation) 
      • First, we will go over some ideas on different types of toys that can be made (wind-up toys (elastic to mechanical), battery-powered toys that flash and make noise (chemical to electrical to sound/light), a Jack-in-the-Box (mechanical to elastic to mechanical), a Slinky (elastic to mechanical), etc.)
      • In your groups, you will design a drawing of your potential toy. Think of the items you will need in order to create your toy. Make sure you write down materials needed and a drawing in your notebook!


Independent Station for the week


THESE ARE THE COMMON CORE STATE STANDARDS WE ARE ADDRESSING DURING THIS UNIT:
PI.C.9 Expressing information and ideas in formal oral presentations on academic topics.
PII.B.4 Using nouns and noun phrases. 

​
LEARNING OBJECTIVES: Write these learning objectives in your Science Notebook.
1. I will master the definitions for my vocabulary with a 70% accuracy or higher.
2. I will earn an 80% or higher on my Vocabulary Quiz.

INDEPENDENT STATION:​​​
  • ​on HMH click on Assignments and Read Earth - The Water Planet 
    • Take notes in your Science Notebook on: The Water Cycle, Ground Water, Glaciers, Lakes, Rivers, Oceans, and Plants.
  • When finished with flowchart- Go to Zingy, DUE DATES, and begin Unit 38: Thermal Energy transfer, Lessons 1-4

*If finished early, on HMH, you may solve - How Can You Use the Sun's Energy?*

Wednesday (50 minutes)


THESE ARE THE COMMON CORE STATE STANDARDS WE ARE ADDRESSING DURING THIS UNIT:
PI.C.9 Expressing information and ideas in formal oral presentations on academic topics.
PII.B.4 Using nouns and noun phrases. 

​
LEARNING OBJECTIVES: Write these learning objectives in your Science Notebook.
 1. I will be able to express information and ideas in presentations on energy transfer.

DIRECT INSTRUCTION STATION:​​
  • Go to Unit 3 Project on Google Classroom 
  • In a separate tab (hold the control button and press "t" to create a new tab) go to HMH

Direct Instruction Station Thursday/Friday (30 minutes)


THESE ARE THE COMMON CORE STATE STANDARDS WE ARE ADDRESSING DURING THIS UNIT:
MS-PS3-5 Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from an object.
MP.2 (math) ​Reason abstractly and quantitatevily
WHST.6-8.1 (ELA) Write arguments focused on discipline content.

​LEARNING OBJECTIVES: Write these learning objectives in your Science Notebook.
 1. I will be able to model the transfers and transformations of energy that can happen when the kinetic energy of an object changes. 

DIRECT INSTRUCTION STATION:
  • Login to HMH : Unit 3 Lesson 1 - Energy Flows and Causes Change​​​​

​Collaborative Station Thursday/Friday (30 minutes)


THESE ARE THE COMMON CORE STATE STANDARDS WE ARE ADDRESSING DURING THIS UNIT:
MS-PS3-5 Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from an object.
MP.2 (math) ​Reason abstractly and quantitatevily
WHST.6-8.1 (ELA) Write arguments focused on discipline content.
​​
LEARNING OBJECTIVES: Write these learning objectives in your Science Notebook.
 1. I will be able to model the transfers and transformations of energy that can happen when the kinetic energy of an object changes. 

COLLABORATIVE STATION:
  • Your groups will design a toy that demonstrates different kinds of energy.
  • In your groups, go onto Google Classroom
    • Click on the Assignment called "Toy Making Challenge"
    • You and your group will design a toy through upcycled materials that changes the energy (energy transformation) 
      • In your groups, look over the drawing you've designed, create a model and test to see if there will need to be design changes. Take notes in your science notebook on what changes there will be. ​
​​​​

Independent Station for the week


THESE ARE THE COMMON CORE STATE STANDARDS WE ARE ADDRESSING DURING THIS UNIT:
PI.C.9 Expressing information and ideas in formal oral presentations on academic topics.
PII.B.4 Using nouns and noun phrases. 

​
LEARNING OBJECTIVES: Write these learning objectives in your Science Notebook.
1. I will master the definitions for my vocabulary with a 70% accuracy or higher.
2. I will earn an 80% or higher on my Vocabulary Quiz.

INDEPENDENT STATION:​​​
  • ​on HMH click on Assignments and Read Earth - The Water Planet --> Take headphones if you wish to listen to the book.
    • Take notes in your Science Notebook on: The Water Cycle, Ground Water, Glaciers, Lakes, Rivers, Oceans, and Plants.
  • When finished with flowchart- Go to Zingy, DUE DATES, and begin Unit 38: Thermal Energy transfer, Lessons 1-4

*If finished early, on HMH, you may solve - How Can You Use the Sun's Energy?*

HOMEWORK ASSIGNMENT:
Collecting up-cycled material for your toy by Thursday/Friday

1/18 - 1/21

Direct Instruction

You will...
Monday/Tuesday
​Together, watch SEP (LINK)
  • Interactive Notebook - Science and Engineering Practices (SEP) You will be using sticky notes to create a vocabulary list in your notebook. The sticky note will have either the vocabulary word or the definition on the front (this will depend on your learning style!)
Picture
Picture

Wednesday
  • ​Video: The Mystery of Earth's Core Explained (LINK)
    • Take this quiz while we watch the video: (LINK)
  • Video: Could Solar Storms Destroy Civilization? (LINK)
    • In groups answer the following questions:
      • What is CME?
      • What do Geomagnetic storms affect? How would this affect our society? How would you prevent it from affecting our society?

Thursday/Friday
  • Finish SEP in interactive notebook
  • When finished, we will play Kahoot! (LINK)
    • Game PIN: 01260842
LEARNING OUTCOME: WHAT THE STUDENT WILL PRODUCE TO DEMONSTRATE LEARNING
You will...
-Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.
-Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.
LEARNING MATERIAL:   ​
  • Interactive Notebook
  • Pencil
SUPPORTS (WHAT ASSISTANCE THE STUDENT WILL RECEIVE):
In the Direct Instruction Station, I will support you directly by:
  • providing guiding questions;
  • giving immediate feedback;
  • directing you;
  • explaining material;
  • etc.
SOCIAL INTERACTION: THE TYPE OF SOCIAL INTERACTION IS EXPECTED/ALLOWED
  • INDEPENDENT
  • COLLABORATIVE/PEER
  • ​TEACHER
LEARNING ENVIRONMENT: WHERE THE STUDENT WILL COMPLETE THE WORK
  • ​IN CLASS BEFORE LEAVING​

Collaborative

You will:​​
  • Watch Bill Nye Magnetism Video (LINK)
  • In interactive notebook, use the SEP (science and engineering practices) to make a hypothesis on how iron fillings will interact with a magnet- where do you think the iron fillings will be attracted to?
  • Draw what you think will happen in the interaction between fillings and magnet.
  • Thursday/Friday your group will test out the interaction, draw it, and form a conclusion in your interactive notebook.
LEARNING OUTCOME: WHAT THE STUDENT WILL PRODUCE TO DEMONSTRATE LEARNING
You will... Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.
​-Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.
-Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. 

LEARNING MATERIAL:  
  • Scientific Notebook
  • Video
  • Pencil​ ​
SUPPORTS (WHAT ASSISTANCE THE STUDENT WILLRECEIVE):
Check Three Then Me model:
  1. One:  √ Did you read all of the instructions
  2. Two:  √√ Did you follow the instructions step by step
  3. Three:  √√√ Ask your neighbor a clarifying question
  4. Me:  🙋🏻‍♀️ Ask me
SOCIAL INTERACTION: THE TYPE OF SOCIAL INTERACTION IS EXPECTED/ALLOWED
  • INDEPENDENT
  • COLLABORATIVE/PEER
  • ​TEACHER
LEARNING ENVIRONMENT: 
  • ​IN CLASS BEFORE LEAVING

Independent

You will:​ 
  • Zingy: Unit 49, lesson 1-6 Magnetic Fields CLICK ON DUE DATES TO FIND LESSONS
LEARNING OUTCOME: WHAT THE STUDENT WILL PRODUCE TO DEMONSTRATE LEARNING
You will...Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.
LEARNING MATERIAL:  ​
  • Zingy
SUPPORTS:
Check Three Then Me model:
  1. One:  √ Did you read all of the instructions
  2. Two:  √√ Did you follow the instructions step by step
  3. Three:  √√√ Ask your neighbor a clarifying question
  4. Me:  🙋🏻‍♀️ Ask me
SOCIAL INTERACTION: THE TYPE OF SOCIAL INTERACTION IS EXPECTED/ALLOWED
  • INDEPENDENT
LEARNING ENVIRONMENT: 
  • ​IN CLASS

Direct Instruction

LEARNING TASK (VERB IN BLOOM'S TAXONOMY):​
You will...
  • Review Rules and Routines
  • Create "Essential Agreement" for classroom Learning Guidelines
    • Students will write down what helps them learn and what hinders their learning on a piece of paper
    • Students will share their paper with their group and find any common ones and underline them on their separate piece of paper
    • In your groups, students will highlight the most important ones - EVERYONE HAS TO AGREE.
    • Wednesday - we will check over the papers and make sure everyone still agrees on their decisions 
    • Thurs/Fri - We will create a Word it Out that will show the common words most used for everyones helpful learning and hinder learning (LINK)​
LEARNING OUTCOME: WHAT THE STUDENT WILL PRODUCE TO DEMONSTRATE LEARNING
You will...
LEARNING MATERIAL:   ​
  • Piece of paper
  • Pencil
  • Highlighter
SUPPORTS (WHAT ASSISTANCE THE STUDENT WILL RECEIVE):
In the Direct Instruction Station, I will support you directly by:
  • providing guiding questions;
  • giving immediate feedback;
  • directing you;
  • explaining material;
  • etc.
SOCIAL INTERACTION: THE TYPE OF SOCIAL INTERACTION IS EXPECTED/ALLOWED
  • INDEPENDENT
  • COLLABORATIVE/PEER
  • ​TEACHER
LEARNING ENVIRONMENT: WHERE THE STUDENT WILL COMPLETE THE WORK
  • ​IN CLASS BEFORE LEAVING​

Collaborative

You will:​​
  • Play the Scientific Theories and Laws Game (Review)
    • Google Classroom Period 3 (LINK)
    • Google Classroom Period 4 (LINK)
    • Google Classroom Period 5 (LINK)
LEARNING OUTCOME: WHAT THE STUDENT WILL PRODUCE TO DEMONSTRATE LEARNING
You will... be able to apply scientific ideas, principles, and/or evidence to construct, revise and/or use an explanation for real-world phenomena, examples, or events
LEARNING MATERIAL:  
  • Scientific Theories and Laws Print-out
  • Word pieces 
  • Pencil​ ​
SUPPORTS (WHAT ASSISTANCE THE STUDENT WILLRECEIVE):
Check Three Then Me model:
  1. One:  √ Did you read all of the instructions
  2. Two:  √√ Did you follow the instructions step by step
  3. Three:  √√√ Ask your neighbor a clarifying question
  4. Me:  🙋🏻‍♀️ Ask me
SOCIAL INTERACTION: THE TYPE OF SOCIAL INTERACTION IS EXPECTED/ALLOWED
  • INDEPENDENT
  • COLLABORATIVE/PEER
  • ​TEACHER
LEARNING ENVIRONMENT: 
  • ​IN CLASS BEFORE LEAVING

Independent

You will:​ 
  • Go onto Nearpod and begin The Scientific Method (LINK)
LEARNING OUTCOME: WHAT THE STUDENT WILL PRODUCE TO DEMONSTRATE LEARNING
You will... be able to generate a hypothesis about how scientists learned about dinosaurs, then rewrite hypothesis after learning more information. 
LEARNING MATERIAL:  ​
  • ​Nearpod
SUPPORTS:
Check Three Then Me model:
  1. One:  √ Did you read all of the instructions
  2. Two:  √√ Did you follow the instructions step by step
  3. Three:  √√√ Ask your neighbor a clarifying question
  4. Me:  🙋🏻‍♀️ Ask me
SOCIAL INTERACTION: THE TYPE OF SOCIAL INTERACTION IS EXPECTED/ALLOWED
  • INDEPENDENT
LEARNING ENVIRONMENT: 
  • ​IN CLASS

11/15 - 11/ 19

indepdendent

You will:​ 
  1. Log onto Nearpod:​
    1. Grab headphones!
    2. Ms. Peters will pass out a worksheet on the plant and animal cells. Be sure to write down the definitions of each vocabulary word.
    3. Watch video on  introduction to plant and animal cells (LINK) BE SURE TO TAKE NOTES IN YOUR NOTEBOOK!
    4. Play interactive game on Animal Cell (LINK)
    5. Play interactive game on Plant Cell (LINK)
    6. Play Time to Climb! (LINK)
    7. Finished and don't know what to do?
      1. Play Legends of Learning - Cell Attack (LINK)
      2. Play Legends of Learning - Multicellular Organisms (LINK)
  2. Friday - There will be a short quiz before starting groups on Schoology
LEARNING OUTCOME:   WHAT THE STUDENT WILL PRODUCE TO DEMONSTRATE LEARNING
YOU WILL...
Students will be able to find that s
ystems interact with other systems; they may have sub-systems and be a part of larger complex systems.

LEARNING MATERIAL:  ​
  • Nearpod
  • Headphones
  • Notebook
  • Pencil
SUPPORTS (WHAT ASSISTANCE THE STUDENT WILLRECEIVE):
Check Three Then Me model:
  1. One:  √ Did you read all of the instructions
  2. Two:  √√ Did you follow the instructions step by step
  3. Three:  √√√ Ask your neighbor a clarifying question
  4. Me:  🙋🏻‍♀️ Ask me
SOCIAL INTERACTION: THE TYPE OF SOCIAL INTERACTION IS EXPECTED/ALLOWED
  • INDEPENDENT
LEARNING ENVIRONMENT: 
  • ​IN CLASS

collaborative

You will:​
  1. Ms. Peters will pass out the Plant and Animal Wheel Foldable.
    1. Read Directions CAREFULLY.
    2. Choose 1 - plant OR animal cell to work on.
Picture
Picture
Google Slides: Directions (LINK)
  1. Finished and don't know what to do?
    1. Play Legends of Learning - Cell Attack (LINK)
    2. Play Legends of Learning - Multicellular Organisms (LINK)
  2. Friday - There will be a short quiz before starting groups on Schoology
Picture
Plant Cell
Picture
Animal Cell
LEARNING OUTCOME:   WHAT THE STUDENT WILL PRODUCE TO DEMONSTRATE LEARNING
YOU WILL...
Students will be able to find that systems interact with other systems; they may have sub-systems and be a part of larger complex systems.
LEARNING MATERIAL:
  • Book Creator
  • Notebook
  • Pencil
SUPPORTS (WHAT ASSISTANCE THE STUDENT WILLRECEIVE):
Check Three Then Me model:
  1. One:  √ Did you read all of the instructions
  2. Two:  √√ Did you follow the instructions step by step
  3. Three:  √√√ Ask your neighbor a clarifying question
  4. Me:  🙋🏻‍♀️ Ask me
SOCIAL INTERACTION: THE TYPE OF SOCIAL INTERACTION IS EXPECTED/ALLOWED
  • INDEPENDENT
  • COLLABORATIVE/PEER
LEARNING ENVIRONMENT: 
  • ​IN CLASS BEFORE LEAVING

Direct Instruction

LEARNING TASK (VERB IN BLOOM'S TAXONOMY):
  1. Login to HMH:
    1. ​Take out notebook and take notes while reading Unit 2:
      1. Explore/Explain 3
      2. Explore/Explain 4​
    2. ​You will read along with Ms. Peters and go over questions and answers together in a whole group.
  2. Friday - There will be a short quiz before starting groups on Schoology
Login to Google Classroom:
Period 1 (LINK)
Period 3 (LINK)
Period 4 (LINK)
Period 6 (LINK)
​----------------------------------------
Click on Writing Assignment in Classwork
  • You will be creating a paragraph that includes a Topic Sentence, Citing Sources (evidence), Elaboration and a Closing Sentence.​
Project an example which includes a topic sentence, at least two supporting sentences that properly quote from a given source, and a concluding sentence.
Give two sources from students to take from. 
They can reference previous cited sources and the proper form. 
This way they can refer to previous paragraphs to help them write each time. 
Give students a list of sentence starters to include in their paragraph.  1st time will be very I do, you do.  2nd attempt will be more independent.  They can use prior paragraphs as a resource of support in writing future paragraphs
​
Have the assignment on Google Classroom attached to a Google Doc that they add to every time we give write a new paragraph.  
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LEARNING OUTCOME:   WHAT THE STUDENT WILL PRODUCE TO DEMONSTRATE LEARNING
YOU WILL...
Students will be able to find that s
ystems interact with other systems; they may have sub-systems and be a part of larger complex systems.
LEARNING MATERIAL:  
  • HMH​
  • Notebook
  • ​Pencil
SUPPORTS (WHAT ASSISTANCE THE STUDENT WILL RECEIVE):
In the Direct Instruction Station, I will support you directly by:
  • providing guiding questions;
  • giving immediate feedback;
  • directing you;
  • explaining material;
  • etc.
SOCIAL INTERACTION: THE TYPE OF SOCIAL INTERACTION IS EXPECTED/ALLOWED
  • INDEPENDENT
  • COLLABORATIVE/PEER
  • ​TEACHER
LEARNING ENVIRONMENT: WHERE THE STUDENT WILL COMPLETE THE WORK
  • ​IN CLASS BEFORE LEAVING​

indepdendent

You will:​ 
  1. Log onto Zingy:​
    1. Unit 17 Lesson 2 - Take quiz at end
    2. Unit 18 Lesson 1 - Take quiz at end
    3. Unit 23 Lesson 1 - Take quiz at end
  2. Be sure to take notes during the lessons!
LEARNING OUTCOME:   WHAT THE STUDENT WILL PRODUCE TO DEMONSTRATE LEARNING
YOU WILL...
Students will be able to find that s
ystems interact with other systems; they may have sub-systems and be a part of larger complex systems.

LEARNING MATERIAL:  ​
  • ​Zingy
  • Notebook
  • Pencil
SUPPORTS (WHAT ASSISTANCE THE STUDENT WILLRECEIVE):
Check Three Then Me model:
  1. One:  √ Did you read all of the instructions
  2. Two:  √√ Did you follow the instructions step by step
  3. Three:  √√√ Ask your neighbor a clarifying question
  4. Me:  🙋🏻‍♀️ Ask me
SOCIAL INTERACTION: THE TYPE OF SOCIAL INTERACTION IS EXPECTED/ALLOWED
  • INDEPENDENT
LEARNING ENVIRONMENT: 
  • ​IN CLASS

collaborative

You will:​
  1. Create an account for Book Creator Invite code: ​YMVVPRF
    1. You and your group will choose ONE system (solar system, coral reef system or respiratory system) and create a 3-4 page book on Book Creator.
    2. Click a book on the system your group will want to work on.
      1. Read the questions CAREFULLY
    3. Each page will answer a question on how the system works.
    4. You will work on the book together and may add pictures, videos or drawings that help describe/show the system your group has chosen.
    5. Make sure to take your time on researching your system! 
      1. DO NOT use wikipedia!!
(Next week students will share and read the other groups books, so make sure they are appropriate and answer the questions in COMPLETE SENTENCES)
LEARNING OUTCOME:   WHAT THE STUDENT WILL PRODUCE TO DEMONSTRATE LEARNING
YOU WILL...
Students will be able to find that systems interact with other systems; they may have sub-systems and be a part of larger complex systems.
LEARNING MATERIAL:
  • Book Creator
  • Notebook
  • Pencil
SUPPORTS (WHAT ASSISTANCE THE STUDENT WILLRECEIVE):
Check Three Then Me model:
  1. One:  √ Did you read all of the instructions
  2. Two:  √√ Did you follow the instructions step by step
  3. Three:  √√√ Ask your neighbor a clarifying question
  4. Me:  🙋🏻‍♀️ Ask me
SOCIAL INTERACTION: THE TYPE OF SOCIAL INTERACTION IS EXPECTED/ALLOWED
  • INDEPENDENT
  • COLLABORATIVE/PEER
LEARNING ENVIRONMENT: 
  • ​IN CLASS BEFORE LEAVING

Direct Instruction

LEARNING TASK (VERB IN BLOOM'S TAXONOMY):
  1. Login to HMH:
    1. ​Take out notebook and take notes while reading Unit 2:
      1. ​Lesson Opener
      2. Explore/Explain 2
      3. Explore/Explain 3
      4. Explore/Explain 4
    2. ​You will read along with Ms. Peters and go over questions and answers together in a whole group.
LEARNING OUTCOME:   WHAT THE STUDENT WILL PRODUCE TO DEMONSTRATE LEARNING
YOU WILL...
Students will be able to find that s
ystems interact with other systems; they may have sub-systems and be a part of larger complex systems.
LEARNING MATERIAL:  
  • HMH​
  • Notebook
  • ​Pencil
SUPPORTS (WHAT ASSISTANCE THE STUDENT WILL RECEIVE):
In the Direct Instruction Station, I will support you directly by:
  • providing guiding questions;
  • giving immediate feedback;
  • directing you;
  • explaining material;
  • etc.
SOCIAL INTERACTION: THE TYPE OF SOCIAL INTERACTION IS EXPECTED/ALLOWED
  • INDEPENDENT
  • COLLABORATIVE/PEER
  • ​TEACHER
LEARNING ENVIRONMENT: WHERE THE STUDENT WILL COMPLETE THE WORK
  • ​IN CLASS BEFORE LEAVING​

indepdendent

You will:
  1. Read article on Julius Caesar and Rhine Bridge (LINK)
  2. On HMH Finish your overdue assignments
  3. On HMH begin Explore/Explain: Assessing the impact of Technology on Society 
  4. On HMH begin Student eBook: Take it Further
    1. Choose between Designing an Efficient Lunch Line, People in Science and Careers in Engineering
  5. Finished? Try to do all 3 Take it Further
  6. Wow! You did that too? Play Legends of Learning
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LEARNING OUTCOME:   WHAT THE STUDENT WILL PRODUCE TO DEMONSTRATE LEARNING
YOU WILL...
  • Assess the Impact of Technology on Society
LEARNING MATERIAL:  
  • Julius Caesar Rhine Bridge
  • HMH 
SUPPORTS (WHAT ASSISTANCE THE STUDENT WILLRECEIVE):
Check Three Then Me model:
  1. One:  √ Did you read all of the instructions
  2. Two:  √√ Did you follow the instructions step by step
  3. Three:  √√√ Ask your neighbor a clarifying question
  4. Me:  🙋🏻‍♀️ Ask me
SOCIAL INTERACTION: THE TYPE OF SOCIAL INTERACTION IS EXPECTED/ALLOWED
  • INDEPENDENT
LEARNING ENVIRONMENT: 
  • ​IN CLASS

collaborative

You will:
  1. Watch Youtube video (LINK) on Julius Caesar's Bridge Across the Rhine
  2. Look at slides (scroll down) observe the 3 main types of bridges (beam, arched and suspension)
    1. Think - How are the designs specific to the environment? How might water and wind affect the way a bridge is designed?
  3. Read the first page of Build a Bridge worksheet and collaborate with group on how you would design a bridge  (Engineering design process) using the material provided.
  4. On second page, begin drawing out a possible design for bridge - You will try out the different designs from your group and determine which is the most durable and effective.  
  5. Create your bridge using the materials provided. Finish working on last page of worksheet
SUPPORTS (WHAT ASSISTANCE THE STUDENT WILLRECEIVE):
Check Three Then Me model:
  1. One:  √ Did you read all of the instructions
  2. Two:  √√ Did you follow the instructions step by step
  3. Three:  √√√ Ask your neighbor a clarifying question
  4. Me:  🙋🏻‍♀️ Ask me
LEARNING OUTCOME:   WHAT THE STUDENT WILL PRODUCE TO DEMONSTRATE LEARNING
YOU WILL...
  • Design a paper bridge by analyzing and interpreting data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
SOCIAL INTERACTION: THE TYPE OF SOCIAL INTERACTION IS EXPECTED/ALLOWED
  • INDEPENDENT
  • COLLABORATIVE/PEER
  • ​TEACHER
LEARNING MATERIAL:  
  • Bridge Across the Rhine - Julias Caesar video
  • Worksheet - Build a Bridge
  • Two Blocks 
  • One sheet of printer paper
  • ​?
LEARNING ENVIRONMENT: 
  • ​IN CLASS BEFORE LEAVING

Direct Instruction

LEARNING TASK (VERB IN BLOOM'S TAXONOMY):
SUPPORTS (WHAT ASSISTANCE THE STUDENT WILL RECEIVE):
In the Direct Instruction Station, I will support you directly by:
  • providing guiding questions;
  • giving immediate feedback;
  • directing you;
  • explaining material;
  • etc.
LEARNING OUTCOME:   WHAT THE STUDENT WILL PRODUCE TO DEMONSTRATE LEARNING
YOU WILL...
SOCIAL INTERACTION: THE TYPE OF SOCIAL INTERACTION IS EXPECTED/ALLOWED
  • INDEPENDENT
  • COLLABORATIVE/PEER
  • ​TEACHER
LEARNING MATERIAL:   WHAT THE STUDENT WILL USE, EITHER IN CLASS OR ONLINE, TO COMPLETE THE LEARNING TASK FOR THIS STATION
LEARNING ENVIRONMENT: WHERE THE STUDENT WILL COMPLETE THE WORK
  • ​IN CLASS BEFORE LEAVING​
Monday & Tuesday | 10/4 & 10/5
Today you will:
  1.  Have a seat with a disinfectant wipe and clean your desk and Chromebook CORRECTLY (wringing out wipe to get rid of excess). 
  2.  Ms. Peters will take attendance while Computer Monitors pass out Chromebooks. [5 minutes]
  3. Open Schoology (linked in resources) and begin your DO NOW question on the Discussion board while the rest of the class is getting their Chromebooks.
    1. Read the question carefully.
    2. Consider the following - If you could engineer a new object to help your community what would it be and why? (example: I would engineer an anti-gravity room and a jetpack that allows people with physical disabilities to move around freely, giving them a better sense of independence.)
When finished with Do Now, turn and talk to your neighbor to get their ideas on the question you just answered.
Whole group Discussion on Do Now. [15 minutes]​​

4. Groups who are finished with their Google Slides Presentation on the term they were given (Science, Engineering, or Community) will give a 3 minute presentation on their term. 
  • Students will be given an oral presentation rubric to grade their comrades. 
​
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  • Make sure you are providing appropriate and meaningful feedback. 
  • These will be given back to the students groups to help them grow as public speakers :) 
  • In the comments section do NOT write, "Great job!" explain what they did well on or what they can improve.
5. Students will finish up their Google Slides Presentation
  • The students who are finished will go onto Nearpod via Clever and do lesson on the Scientific Method (LINK), making connections (LINK), and play the periodic table game (LINK)
6. The last groups will present their Google Slides Presentation.
7. Go to Schoology and do the Exit Ticket before leaving class.
Wednesday | 10/6
​Today you will:
  1.  Have a seat with a disinfectant wipe and clean your desk and Chromebook CORRECTLY (wringing out wipe to get rid of excess). 
  2.  Ms. Peters will take attendance while Computer Monitors pass out Chromebooks. [5 minutes]
  3. Open Schoology (linked in resources) and begin your DO NOW question on the Discussion board while the rest of the class is getting their Chromebooks.
    1. Read the question carefully.
    2. Consider the following - What do you think you would have done differently during your presentation? Why?
When finished with Do Now, turn and talk to your neighbor to get their ideas on the question you just answered.
Whole group Discussion on Do Now. [15 minutes]​​

4. Login to HMH and go to: 
Explore/Explain 3: Analyzing Influences on Technology we will work in whole group.
​
Thursday & Friday | 10/7 & 10/8
Today you will:
  1.  Have a seat with a disinfectant wipe and clean your desk and Chromebook CORRECTLY (wringing out wipe to get rid of excess). 
  2.  Ms. Peters will take attendance while Computer Monitors pass out Chromebooks. [5 minutes]
  3. Open Schoology (linked in resources) and begin your DO NOW question on the Discussion board while the rest of the class is getting their Chromebooks.
    1. Read the question carefully.
    2. Consider the following - How does technology help the needs of the people? 
When finished with Do Now, turn and talk to your neighbor to get their ideas on the question you just answered.
Whole group Discussion on Do Now. [15 minutes]​​

​4. Together, we will finish 
Explore/Explain 3: Analyzing Influences on Technology via HMH.
  • Students in Collaborative Groups will begin Language SmArts: Identify Influences on Technology
  • Independent Group will go to PBS via Clever and begin interactive lesson on Solving a Public Health Problem (LINK)
5. When Collaborative Groups are done, students will switch to Independent Group and visa versa. 

Collaborative

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Independent

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6. Go to Schoology and do the Exit Ticket before leaving class.
Monday & Tuesday | 9/27 & 9/28
Today you will:
  1.  Have a seat with a disinfectant wipe and clean your desk and Chromebook CORRECTLY (wringing out wipe to get rid of excess). 
  2.  Ms. Peters will take attendance while Computer Monitors pass out Chromebooks. [5 minutes]
  3. Open Schoology (linked in resources) and begin your DO NOW question on the Discussion board while the rest of the class is getting their Chromebooks.
    1. Read the question carefully.
    2. Consider the following - Why do Scientists and Engineers need models that represent a system or object to find a solution?
When finished with Do Now, turn and talk to your neighbor to get their ideas on the question you just answered.
Whole group Discussion on Do Now. [15 minutes]​​
  1. Ms. Peters will play a video on how search engines work (LINK)
  2. Students will work in their groups and research the terms: Science (Group 1 & 2), Engineering (Group 3 & 4) and Community (Group 4 & 5).
  3. 10 minutes before class ends: open Schoology and complete the EXIT TICKET. This must be completed before leaving class! 
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Instructions

In groups on Google Slides, students will create:
  • Introduction Slide - Name of term, class period, names of each student
  • Slide 2 - Definition of term 
  • Slide 3 - Provide an example  
  • Slide 4 - Explain how their term interacts with the other 2 terms
  • Slide 5 - Drawing or visual(s) of term (example: collage of what creates a community)
  • Slide 6 - Sources cited
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Read carefully:

  1. One Student will be responsible for one slide. In groups, you will decide which slide you will like to do (If students finish early, they will work together on works cited, intro. slide, and design of the google slides)
  2. In your groups, look over pictures provided of How to Google, How to Evaluate Websites and Citing Sources
  3. As a group, you will have 10 minutes to look up the definition of the term provided by Ms. Peters
    1. Discuss your definitions with your group and decide which definition is the most appropriate (remember to keep tabs open and save links that will be used on your cited sources page!)
  4. Independently, design your separate slides
  5. Make sure to work together if you aren't sure how to design your slides!
  6. Check your spelling and make sure you're writing in complete sentences.

Students will have until Wednesday to design and create an appropriate Google Slides Presentation that will be PRESENTED to the whole class on Thursday and Friday (9/30 & 10/1). This presentation should be about 2 minutes long.

Example of Google slides presentation

Rubric

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Wednesday | 9/29
Today you will:
  1.  Have a seat with a disinfectant wipe and clean your desk and Chromebook CORRECTLY (wringing out wipe to get rid of excess). 
  2.  Ms. Peters will take attendance while Computer Monitors pass out Chromebooks. [5 minutes]
  3. Open Schoology (linked in resources) and begin your DO NOW question on the Discussion board while the rest of the class is getting their Chromebooks.
    1. Read the question carefully.
    2. Consider the following - How do you create a Google Slides Presentation that is easy to follow?
When finished with Do Now, turn and talk to your neighbor to get their ideas on the question you just answered.
Whole group Discussion on Do Now. [15 minutes]​​
  1. Ms. Peters will play a video on how search engines work (LINK)
  2. Students will work in their groups and research the terms: Science (Group 1 & 2), Engineering (Group 3 & 4) and Community (Group 4 & 5).
 
  1. Students will return to their groups and finish their Google Slides Presentation - Presentation Slides DUE TODAY
    1. ​Be sure to check the rubric and example presentation slides to make sure yours are done correctly
  2. When slides are finished, in a whole group, Ms. Peters will play a video on public speaking (LINK)
    1. ​Each person from the group will practice speaking what is on their slides to the rest of their group so they are ready to present on Thursday or Friday 
  3. Make sure your presentation is 3-5 minutes long-- so practice presenting as a whole group! (you may use notes when presenting)
  4. 10 minutes before class ends: open Schoology and complete the EXIT TICKET. This must be completed before leaving class! ​
Thursday & Friday | 9/30 & 10/1
Today you will:
  1.  Have a seat with a disinfectant wipe and clean your desk and Chromebook CORRECTLY (wringing out wipe to get rid of excess). 
  2.  Ms. Peters will take attendance while Computer Monitors pass out Chromebooks. [5 minutes]
  3. Open Schoology (linked in resources) and begin your DO NOW question on the Discussion board while the rest of the class is getting their Chromebooks.
    1. Read the question carefully.
    2. Consider the following - What are you excited to share during your presentation?
When finished with Do Now, turn and talk to your neighbor to get their ideas on the question you just answered.
Whole group Discussion on Do Now. [15 minutes]​​
  1. Ms. Peters will play a video on how search engines work (LINK)
  2. Students will work in their groups and research the terms: Science (Group 1 & 2), Engineering (Group 3 & 4) and Community (Group 4 & 5).
 
  1. If students are not finished with their slides, they will have 10 minutes to complete as Ms. Peters writes down which order the groups will go to present. 
    1. ​Ms. Peters will play a video on what an audience is supposed to do when students are presenting (LINK)
  2. Before students present, Ms. Peters will have students take out a piece of paper and write down one question for each group. They will get extra credit if they ask the question at the end of the presentation (1 point extra per question. You can ask up to 3 questions.)
  3. Students will have 3-5 minutes to present their Google Slides Presentation (you may use notes when presenting). REMEMBER TO ASK IF STUDENTS HAVE ANY QUESTIONS SO THEY ARE ABLE TO GET EXTRA CREDIT POINTS!
  4. ​10 minutes before class ends: open Schoology and complete the EXIT TICKET. This must be completed before leaving class! 

Week 8: 9/27 - 10/1

Week 7: 9/20 - 9/24

Monday & Tuesday | 9/20 & 9/21
Today you will
  1. Have a seat with a disinfectant wipe and clean your desk and Chromebook CORRECTLY (wringing out wipe to get rid of excess). 
  2.  Ms. Peters will take attendance while Computer Monitors pass out Chromebooks. [5 minutes]
  3.  Open Schoology (linked in resources) and begin your DO NOW question on the Discussion board while the rest of the class is getting their Chromebooks.
    1. Read the question carefully.
    2. Consider the following - How do engineers rely on science in order to create objects that are beneficial and helpful to society?
  4. Login to HMH and finish responses to questions from the Lesson 1 Opener and Exploration 1 (10 minutes) ​
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5. As a whole group, students will go over how engineers rely on science to solve practical problems.
6. In a group of 2-3, students will discuss the designs of food cans and how those designs are better adapted for practical use and type their answers in the box provided.
7. As a whole group, we will discuss why the change in cans is important and how something that may seem insignificant, better helps the practicality of the object.
9. Ms. Peters will begin instruction on Exploration 2 - Analyzing Systems and Models. We will watch a short video on a lock and dam system and students will get into groups of 2 and answer the questions provided on the HMH page. 

Wednesday | 9/22
Today you will:​
  1. Have a seat with a disinfectant wipe and clean your desk and Chromebook CORRECTLY (wringing out wipe to get rid of excess). 
  2.  Ms. Peters will take attendance while Computer Monitors pass out Chromebooks.
  3.  Open Schoology (linked in resources) and begin your DO NOW question on the Discussion board while the rest of the class is getting their Chromebooks.
    1. Read the question carefully.
    2. Consider the following - Scientists and engineers work with systems. What is a system? Provide and example.
  4. When finished with Do Now, turn and talk to your neighbor to get their ideas on the question you just answered.
  5. Whole group Discussion on the relations between the 3. [15 minutes]
  6. Go to HMH via Clever and go to Exploration 2 ​- Analyzing Systems and Models
    1. As a whole group, Ms. Peters will play a video on test crashing cars (LINK)
    2. After, we will discuss the importance of crash testing and how to helps protect the people in the car.​
    3. We will watch a video on HMH about the costs of crash testing and students will get into groups of 2-3 and discuss alternatives to crash testing that are more cost efficient. 
    4. Students will type their answers in the box provided and we will go over it in a whole group.

​Thursday & Friday | 9/23 & 9/24
Today you will:​
  1. Have a seat with a disinfectant wipe and clean your desk and Chromebook CORRECTLY (wringing out wipe to get rid of excess). 
  2.  Ms. Peters will take attendance while Computer Monitors pass out Chromebooks.
  3.  Open Schoology (linked in resources) and begin your DO NOW question on the Discussion board while the rest of the class is getting their Chromebooks.
    1. Read the question carefully.
    2. Consider the following - How do you think technology helps people to meet needs such as food, shelter, and clothing?

  4. When finished with Do Now, turn and talk to your neighbor to get their ideas on the question you just answered.
  5. Whole group Discussion on the relations between the 3. [15 minutes]
  6. Ms. Peters will play a video on Engineers and societal needs (LINK)
 
First, Finish Exploration 2 on HMH in whole groups.
  1. Login to HMH and go to Exploration 3
    1. Students will get into groups of 2 and discuss the influences on Bike Design and figure if a design meets societal or individual needs.
    2. As a whole group, we will read how scientific understanding influences technology.
    3.  Small group: Language SmArts - Identify influences on technology
      1. ​Students will read about the evolution of roadway design and discuss, in groups, What factor do you think likely had the greatest influence? Would you describe it as a social, scientific, or environmental factor?​ ​
GOOGLE CLASSROOM LINK - Classroom code: tjct6xx (period 4)
Youtube: earthquakes and housing security (link)
​Youtube: footbridge design fails (link)

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tips for writing response to roadway:

Cite your evidence! When you are asked to analyze a scientific text and give evidence to support your conclusions, remember these tips: 
  • Think about what you have read, including the central idea and supporting details. You may want to reread the text to refresh your memory.
  • Determine which details in the text support your conclusions. Remember that opinions are not scientific evidence.
  • Be sure the evidence you cite is relevant and supports your conclusions. Do not include unrelated details. 
  • Include any statistics, data, or examples that would be needed to support your conclusions.
Condense your ideas! When writing an argument to support a claim, condense ideas to make them more understandable by using the following techniques:
          - Connect ideas to make your sentences easy to read and understand.
          - You can add details to make your sentences better.
          - You can put sentences together to connect ideas that go together.
          - Take out words that don’t add new meaning to your sentences.
EXIT TICKET: on Schoology - MUST BE COMPLETED BEFORE YOU LEAVE CLASS.

Objectives: Students will be able to...
During Exploration 1 "Relating Science, Engineering, and Technology," students will:

  • Discover the relationship among science, engineering, and technology.
  • Define a design problem that can be solved through the development of an object, tool, process, or system.
MS-ETS1-1 Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
MS-ETS1-2 Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
MS-ETS1-3 Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
MS-ETS1-4 Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

Week 6: 9/13 - 9/17

Monday & Tuesday | 9/13 & 9/14 
Today you will:
  1. Have a seat with a disinfectant wipe and clean your desk and Chromebook CORRECTLY (wringing out wipe to get rid of excess). 
  2.  Ms. Peters will take attendance while Computer Monitors pass out Chromebooks. [5 minutes]
  3.  Open Schoology (linked in resources) and begin your DO NOW question on the Discussion board while the rest of the class is getting their Chromebooks.
    1. Read the question carefully.
    2. Consider the following - What are atoms and molecules and why DO YOU think they are so important? 
  4. When finished with Do Now, turn and talk to your neighbor to get their ideas on the question you just answered.
  5. Whole group Discussion on the importance of atoms and molecules [15 minutes]
  6. Ms. Peters will go over any other questions before the Unit 1 - Water Cycle Test
  7. Open Google Classroom and find Unit 1 test under Classwork to begin test. [20 - 30 minutes]
    1. Period 3 Google Classroom Code: Link ncua5wp
    2. Period 4 Google Classroom Code: Link tjct6xx
    3. Period 5 Google Classroom Code: Link 6bz7ud2
  8. Finished so soon?!
    1. Take a quick mental break!! Through Clever, go to GoNoodle and play the breathing exercise game called Airtime Space (LINK). Make sure you grab some headphones before getting started.
    2. ​​Go to Zingy and complete any missing or uncompleted quizzes - THESE ARE GRADED (Please come to me and tell me when you've finished ALL quizzes)
    3. Once you've finished, you can play a game of Prodigy (LINK) - Make sure you login with CLEVER and choose 6th grade [20 - 30 minutes]
  9. When everyone is finished we will play a brain break game (3 minutes) of Would You Rather (LINK)
  10. After, students will have a seat and we will go over the test as a whole group. [15 minutes]
  11. Reflection - What are some ways to help you study and get organized before the next Unit Test (having a specific notebook for class, taking notes online, quick assessments before class ends?)

Wednesday | 9/15
Today you will:​
  1. Have a seat with a disinfectant wipe and clean your desk and Chromebook CORRECTLY (wringing out wipe to get rid of excess). 
  2.  Ms. Peters will take attendance while Computer Monitors pass out Chromebooks.
  3.  Open Schoology (linked in resources) and begin your DO NOW question on the Discussion board while the rest of the class is getting their Chromebooks.
    1. Read the question carefully.
    2. Consider the following - How do you think science, engineering and your community are related?
  4. When finished with Do Now, turn and talk to your neighbor to get their ideas on the question you just answered.
  5. Whole group Discussion on the relations between the 3. [15 minutes]
  6. Go to HMH via Clever and go to Unit Opener: Anchoring Phenomenon 
    1. ​Ms. Peters will pass out a Unit Project Worksheet and a Language Development Worksheet that will be used throughout this unit. 
    2. Students will read and discuss the wooden tracks and how they relate to racing cars. Students will do this as a whole group and with a shoulder partner. [20 minutes]
    3. Together, we will design a ship to carry cargo. [10 minutes]
  7. After, submit your notes on the cargo ship. 

Thursday & Friday | 9/16 & 9/17
Today you will:​
  1. Have a seat with a disinfectant wipe and clean your desk and Chromebook CORRECTLY (wringing out wipe to get rid of excess). 
  2.  Ms. Peters will take attendance while Computer Monitors pass out Chromebooks.
  3.  Open Schoology (linked in resources) and begin your DO NOW question on the Discussion board while the rest of the class is getting their Chromebooks.
    1. Read the question carefully.
    2. Consider the following - How do you think science, engineering and your community are related after what we learned from yesterday?
  4. When finished with Do Now, turn and talk to your neighbor to get their ideas on the question you just answered.
  5. Whole group Discussion on the relations between the 3. [15 minutes]
  6. Ms. Peters will play a video on Ancient Engineering - The Great Human Odyssey | Early Boat Technology (LINK) [4 minutes]
  7. Together, students will discuss why this technology may have not changed when making a boat and whether or not this technology should evolve. [5 minutes]
  8. Go to HMH via Clever and open Engage: Lesson Opener
    1. ​As a whole group, we will discuss the development of mosquito nets and how they help the community. [10 - 15 minutes]
  9. After, go to Explore/Explain 1: Relating Science, Engineering and Technology 
    1. ​With a partner, students will review and go over real life situations that involve and depend on technology
    2. In a whole group, Ms. Peters will ask questions on items scientists use and the purposes of said items
    3. We will discuss whether new technology is worse, better or the same when helping a community [30 minutes]
    4. Solve a Food Storage Problem - will be done independently [10 minutes]
    5. Group discussion on how to resolve a food storage problem [15 minutes]



Objectives: Students will be able to...
During Exploration 1 "Relating Science, Engineering, and Technology," students will:
  • Discover the relationship among science, engineering, and technology.
  • Define a design problem that can be solved through the development of an object, tool, process, or system.
MS-ETS1-1 Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
MS-ETS1-2 Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
MS-ETS1-3 Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
MS-ETS1-4 Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
Picture
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Essential questions: 
  • How do plant systems respond to water?
  • How do the 4 Spheres interact with one another?
Vocabulary for the past two weeks: 
  • Hydrogen; Oxygen; Carbon; Atoms; Solid, Liquid, and Gas states; Evaporation; Transpiration; Geosphere, Atmosphere, Hydrosphere, and Biosphere; Humidity; Stomata

Monday, 8/30/2021
  • Login to HMH (icon above) - Do Growth Measure Science Assessment
  • Ms. Peters will play a video on how the geosphere affects the atmosphere (LINK)
  • After, students will login to Zingy and work on Lesson 7 - Mountains whole class
  • Towards the end of class Ms. Peters will review all of Unit 1 (atoms, bodies of water, states of matter, changes of state, transpiration, air and mountains) STUDY GUIDE (LINK)
THERE WILL BE A TEST THIS THURSDAY 

Tuesday, 8/31/2021
  • Login to HMH (icon above) - Do Growth Measure Science Assessment
  • Ms. Peters will play a video on how the geosphere affects the atmosphere (LINK)
  • After, students will login to Zingy and work on Lesson 7 - Mountains whole class
  • Towards the end of class Ms. Peters will review all of Unit 1 (atoms, bodies of water, states of matter, changes of state, transpiration, air and mountains). STUDY GUIDE (LINK)
THERE WILL BE A TEST THIS FRIDAY

Wednesday, 9/1/2021
  • Ms. Peters will go over any questions and the study guide for Unit 1 Test 
    • UNIT TEST HAS BEEN POSTPONED TO MONDAY AND TUESDAY. Please write in Agendas the change of date

Thursday, 9/2/2021
  • Start HMH Growth Measure Science Assessment - Login through Clever
  • Final review for test Unit 1: The Water Cycle

Friday, 9/3/2021
  • Start HMH Growth Measure Science Assessment - Login through Clever
  • Final review for test on Unit 1: The Water Cycle

Monday, 8/23/2021

Ms. Peters will show 1 minute 47 seconds of a video describing the Transpiration experiment (LINK)

Ms. Peters will set up the experiment.
Transpiration -
  1. Ms. Peters will have a plant.  This plant will be in a "pot" and have a "plate" under it. 
  2. Ms. Peters will water the plant, generously
  3. She will put a plastic bag over the plant 
  4. She will tie the bag around the stem.
  5. Students will have an opportunity to observe the plant in the bag by rows
  6. She will put it on the window ledge.

Students will then do Lesson 5, Transpiration, on Zingy by clicking the above (make sure to click on the correct period).
​
Tuesday, 8/24/2021

Ms. Peters will show 1 minute 47 seconds of a video describing the Transpiration experiment (LINK)

Ms. Peters will set up the experiment.
Transpiration -
  1. Ms. Peters will have a plant.  This plant will be in a "pot" and have a "plate" under it. 
  2. Ms. Peters will generously water the plant 
  3. She will put a plastic bag over the plant 
  4. She will tie the bag around the stem.
  5. Students will have an opportunity to observe the plant in the bag by rows
  6. She will put it on the window ledge.

Students will then do Lesson 5, Transpiration, on Zingy by clicking the above (make sure to click on the correct period).

Wednesday, 8/25/2021

Students will observe the plant in the bag and make observations on Google Classroom
  1. Ms. Peters will bring the plant to the front of the room.
  2. Each row will be allowed to come look at the water vapor in the bag.
    1. Students will not touch the bag.
    2. They are to make observations only
  3. They will go back to their desk and write down their observations.
    1. Click on Google Classroom link above 
      1. open Transpiration assignment
      2. write down your observations using sentence starters.
  4. Ms. Peters will play video from 1:45 to 2:25 about Stomata.
​
​Thursday, 8/26/2021

​Ms. Peters will share a 1.42 video on Earth's 4 Spheres (LINK)
Click on the Zingy icon above.

Sign into Zingy
Go to Earth Science - The Water Cycle - LESSON 6 "Air"
First, go through the lesson
Second, Take quiz at the end of Lesson 6

Friday, 8/27/2021

​Ms. Peters will share a 1.42 video on Earth's 4 Spheres (LINK)
Click on the Zingy icon above.

Sign into Zingy
Go to Earth Science - The Water Cycle - LESSON 6 "Air"
First, go through the lesson
Second, Take quiz at the end of Lesson 6

Monday 8/16
  • ​Zingy - What are Atoms? (LINK)
    • Class code: EVRBU2RTG
      • ​Set up Zingy Account to Earth Science 6th Grade - Use google accounts
Tuesday 8/17
  • Zingy - Bodies of water (LINK)

Wednesday 8/18
  • Zingy - Bodies of water (LINK) 

Thursday 8/19
Period 3 & 5
  • ​Mystery Mud Video (LINK)
    • ​Many of us have seen water change from a solid to a liquid and from a liquid to a gas, and we know that other substances undergo similar transformations. These changes are usually a result of either heating or cooling.​ In this video, students visit a lab at the Massachusetts Institute of Technology where scientists study a substance that changes state without a change of temperature. The video provides a good view of how primary scientific research can inform choices for engineers. 
  • Changes of State - Zingy (LINK)

Friday 8/20
Period 4
  • Mystery Mud Video
    • Many of us have seen water change from a solid to a liquid and from a liquid to a gas, and we know that other substances undergo similar transformations. These changes are usually a result of either heating or cooling.​ In this video, students visit a lab at the Massachusetts Institute of Technology where scientists study a substance that changes state without a change of temperature. The video provides a good view of how primary scientific research can inform choices for engineers. ​
  • Changes of State - Zingy (LINK)
OR
  • Generation Genius Properties of Matter (LINK)

Monday 8/9
  • Scientific method
Tuesday 8/10
  • Apply Method to Inquiry (HMH) or next gen
Wednesday 8/11
  • Applying Scientific Method (LINK)
Thursday 8/12
  • Apply Method to Inquiry (LINK) Khan Academy - Use Clever Login
​Friday 8/13
  • Apply Method to Inquiry (LINK) PBS: Sloth Sleep Study Sleep Scientific Method Document
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