Science Charts - 6th Anstey

Science Charts Grade 6
Stephanie Anstey and Carlishia Elligan

Week 3
Day 11 Day 12 Day 13 Day 14 Day 15
SACE SCI 6.10 SACE SCI 6.10 SACE SCI 6.10 SACE SCI 6.10 SACE SCI 6.10
Living and Living and Living and Living and Living and
Nonliving Things Nonliving Things Nonliving Things Nonliving Things Nonliving Things
T: The teacher will T: The teacher will T: The teacher will T: The teacher will T: The teacher will
teach a lesson on use pictorial explain why and discuss the separate students
the structure of representation to how things are characteristics of into groups and
cells, including the show and explain classified into the final 2 give each group a
major components the differences separate kingdoms kingdoms, Plantae living thing, which
of the cell such as between plant and and what those 5 and Animalia they will have to
membrane, animal cells. kingdoms are. The (Have the students classify. Allow
mitochondria, teacher will go finish the kingdom them almost the
nucleus, over the bulletin board entire class period.
cytoplasm, characteristics of before continuing).
chromosomes, the first three The teacher will
vacuole, cell wall, kingdoms: Fungi, then introduce the
and more. Protista, and 7 levels of
Monera. classification. (The
teacher should
have a poster or
chart depicting the
7 levels). Use the
example of the
postal
classification
system as an
example.
St: The student St: The student St: After being St: The students St: The students
will look at slides will choose which taught the lesson, will repeat for the will research their
cells. They will cell they would the students will kingdoms Plantae specific living
then participate in like to model, and give the teacher and Animalia what organism in the
a group activity, will build a model the characteristics they did for the classroom, using
where each person out of a Styrofoam of the 3 kingdoms former 3 the computer, their
in the group is sphere (cut in they learned, who kingdoms. The science books, and
assigned a cell half), play-dough will in turn student will also other books that
component, and (for the cell write/pin the learn the are available to
must come up with membrane), and an characteristics to a mnemonic for them. Once they
one action that array of materials bulletin board that remembering the 7 are finished, they
displays a job of that they can use will show the 5 levels: King will turn in a paper
that component. for the other cell kingdoms. Phillip Came Over that tells of the
(Eg: the student components. The For Great seven
with mitochondria students will use S, VA Spaghetti. They classifications of
can run in place to toothpicks and will also develop a their living
show the releasing sticky labels to DA: Gifted class mnemonic. organism and the
of energy) label each of the learners can each characteristics for
components. choose a kingdom each classification.
and make a more
in depth poster of
S, Mvmt S, VA, A a kingdom of their S, E, VA S, E, T
choosing.
Week 4
Investigation, Investigation, Investigation, Investigation, Investigation,
Reasoning, and Reasoning, and Reasoning, and Reasoning, and Reasoning, and
Logic Logic Logic Logic Logic
emphasize the instruct the teach the lesson on give the students a set up experiments
importance of students on scale gathering data and scenario and ask (found in the book
classifying similar measurements organizing it into a them what they Science
objects, using the involving distance, pictorial think will happen Experiments and
living kingdoms as volume, and representation, and why. The Projects for
a base for the quantity. Examples such as a graph. teacher will then Students) around
student’s can be things such The teacher should discuss that the the room for the
knowledge of as maps, with prompt the class just students to visit in
classification. The measurements students to hypothesized, and groups (parental
teacher will ask the such as 1 inch = 1 discover what kind will then go into a cooperation).
students if they can mile. The teacher of scientific lesson about English class will
think of any will use information would observation, end early so as to
characteristics that ingredients at the be useful to hypothesizing, and accommodate for
would be good to front of the room display as a graph. experimenting. the extra time
use as classifiers and either scale up The teacher will needed for the
for different or scale down a set up plant experiments.
objects. recipe. Have the samples in the
students figure out room (each with a
with the new different variable).
measurements
S: The students should be based on St: The students St: The students St: The student
will each be given the scale. will work in will hypothesize will, each
a bag of beans, groups wherein which plant they hypothesize about
poster board, and St: The students they will collect, think will grow the outcome and
glue, and will will choose a organize, and better, and will variables of each
separate their measurement analyze data, and document the plant experiment in the
beans according to (distance, volume, represent it on a growth each day in classroom before
whatever or quantity) and graph. a plant journal. any experiments
characteristics they use their Plant journals will are performed.
see and decide knowledge of be turned in on They will then
upon. Label the ratios to decide Day 31 discuss the
characteristic scale outcome of the
under the glued measurements. The S, VA, M experiments and
beans. Students will then draw a see whether or not
should be ready to map, make a DA: ESL students their hypotheses
explain their model, etc. can make the were correct and
characteristics to graph in their why or why not.
the class. original language Students will
as well as the participate orally
English one that so as to incorporate
the teacher will what they are
put up in the learning in
classroom with the English.
others..
S, VA, E S, Mvmt, M S, Mvmt, E S, Mvmt, E, Col
Week 7
Basic Concepts of Basic Concepts of Basic Concepts of Basic Concepts of Basic Concepts of
Energy Energy Energy Energy Energy
introduce energy discuss energy discuss the review the introduce the idea
after the short conversions and transformations of different energy of energy
activity, and then how energy can energy, including transformations resources, and
introduce kinetic change from heat and light into (eg: sound, discuss main
and potential kinetic to potential mechanical, nuclear, etc.). Have nonrenewable
energy and their and back again. thermal, chemical, different things resources and their
characteristics. Ask students what electrical, sound, around the room uses. Introduce
Discuss the other conversions light, and nuclear. that are examples renewable
differences there are. Use the The teacher will of different kinds resources so that
between the two. example of discuss electrical of energy students can
photosynthesis. energy in relation transformations choose between
Ask the students to history as well. (listed on Day 33). both types of
since only plants After the activity, After completing resources for their
go through ask the students the activity, show project.
photosynthesis, questions like the students the
does that mean that “What form of website
we only get energy energy is coming www.scilinks.org.
from the sun when from the drum?” Explore the site for
we eat plants? and “What the rest of the class
Have them happens when you period.
explain. ____?” etc.
St: The students
St: The students St: The students St: The students will play “I Spy” St: The students
will divide into will complete a will be divided with different will choose a
groups. Each Directed Reading into groups, and forms of energy renewable or
group receives a Worksheet about each group will be transformations nonrenewable
piece of string and the transfer of given an empty around the room. resource to do a
a specific weight. energy (Holt and coffee can, wax Students will see short project about
The students take Science paper, a rubber an object (such as (eg: paper,
turns letting the Technology: band, and a pencil. an apple) and will diagram, etc).
pendulum swing Forces, Motion, The students will identify the type of
from different and Energy, pg hit the wax paper energy
heights, and will 113c) in different ways transformation it
record their and with different could go through
observations. forces, and will (apple goes
record and discuss through chemical
their findings. energy
transformation)
S, VA
S, Mvmt, E S, E, CT S, E, Mu, SS S, Div, E, VA
DA: Allow
kinesthetic
learners or those
with difficulties
collect the items
around the room.
Week 8
Basic Concepts of Basic Concepts of Basic Concepts of Basic Concepts of Basic Concepts of
Energy Energy Energy Energy Energy
T: The teacher will T: The teacher will T: The teacher will T: Review of T: TESTING
review introduce the teach energy as it SOL’s 6.1 and 6.2.
nonrenewable conservation of relates to The teacher will
resources, and then energy, including machines. Explain hand out a list of
begin the lesson on terms like friction, how machines are possible science
renewable closed system, and also energy fair projects having
resources and their the law of the converters, and to do with SOL 6.3
uses. Introduce the conservation of why energy – theories of
students to the energy. Discuss conversions are matter, the
advantages and how energy is important. atmosphere,
disadvantages of always being clouds, oceans, and
renewable converted into energy as it relates
resources. Present other forms, and to weather,
the scenario that remind them about radiation, and the
the classroom is a the example of earth’s energy
country that must photosynthesis. budget. Due on
decide on 3 or 4 Discuss the idea of Day 60.
resources to run perpetual motion.
our country on.
Give the students a St: The students
few minutes to will participate in
read over the pros the game known as
and cons, and then “Around The
open up the floor World,” where one
for debate. student starts by
standing and
St: The students competing against
will each read over St: Students will St: Due: Project on the student sitting St: TESTING,
the advantages and create their own resources. Students behind them. They pencil and paper
disadvantages of thermal energy by will have time to are asked a
the resources. Each rubbing their move around the question, and the
will decide on their hands together for classroom and see first to answer
3 top resources, 30 seconds. The other people’s correctly is
and then will give will feel the projects. allowed to move
their reasons for friction and heat on. When the
choosing those produced by their person standing is
resources. hands, but will beaten, they sit in
also see that the place of the
S, E processes person that beat
involving work them while the
DA: Gifted and energy are not victor tries to get
learners will each 100% efficient, around the
choose a different because of the “world.” The point
country and friction created. is to beat everyone
choose resources in the room in a
dependent on that row.
country’s
economical S, Mvmt S, Mvmt S, Mvmt S
abilities.
Week 11
Energy and the Energy and the Energy and the Energy and the Energy and the
Earth Earth Earth Earth Earth
introduce matter go over the 3 instruct the discuss the amount present the two
and its common states of students on of energy the earth terms convection
characteristics matter – gas, changing the state receives from the and radiation. The
(volume, mass, liquid, and solid – of matter, and the sun and the teacher will give
density). Discuss and their difference between conversion of that examples of each,
the differences properties, and will a change of state energy into and will ask the
between mass and also discuss the 4th and a simple different forms. students why they
weight and the state of matter, change of Explain the role of think each occurs.
measurements of plasma. The temperature, and solar energy in Once the correct
both. Discuss teacher will also the role of energy today’s society. answer has been
density as well. talk about Boyle’s in these changes. procured, the
Law and Charles Important terms teacher will talk
Law in relation to include melting, about the effect of
gas. freezing, radiation in
condensation, relation to the
vaporization, and greenhouse effect
sublimation. and its causes.
Have the students
discuss what
would happen if
there was no
greenhouse effect,
or if the
greenhouse effect
were to worsen.
St: The students St: The students St: The students St: The students
will separate into will participate in a will participate in a will research solar St: The students
groups and use demonstration to “Hot and Cool” energy and find will get to watch
liquids of different show the moving Lab, which deals one article dealing boiling water with
densities (with particles in the 3 with whether or with its history, little aluminum
different food main states of not a substances progress being balls in it to
colors) to create a matter. Have temperature will made in that area, example
“rainbow of students volunteer; go up if you add or some other convection.
liquids” in a jar. tape some students energy, or go down aspect of solar Students will also
Students will then together (solid), if you remove energy. The brainstorm about
be asked questions have some others energy. These students will write what they could do
concerning the in a group questions will be a short summary of for the community
experiment. surrounded by a answered through the article which to help the
jump rope (liquid), manipulation of they will hand in environment in
and the last group water. (Holt the next day. relation to the
have moving Science and greenhouse effect.
freely (gas). Technology: S, E
Introduction to
Matter) DA: An extra
article may be
S, Mvmt turned in for extra
S, Mvmt, VA S, Mvmt credit by gifted
learners. S, Mvmt, Col
Week 12
Energy and the Energy and the Energy and the Energy and the Energy and the
Earth Earth Earth Earth Earth
T: The teacher will T: The teacher will T: The teacher will T: The teacher will T: SCIENCE
discuss the talk about winds: go over what give the lesson on PROJECTS DUE
characteristics of why air moves, causes clouds, the the movement of Allow the students
the atmosphere, how it moves, and different types of the ocean in to quickly tell the
including what happens clouds, and their relation to energy class what the
temperature, when it moves. characteristics. and the subject of their
pressure, and the Include atmosphere. project is.
layers of the discussions on the Discuss waves,
atmosphere. The relation of energy their causes, and
teacher will also in the atmosphere the properties of
discuss the role of to weather related waves (eg: crest,
energy in the phenomena. trough, etc.)
heating of the
atmosphere, and
will further discuss
the greenhouse
effect.
St: The students St: The students St: The students St: The students St: The students
will watch a will first watch a will make posters will each make will walk around
demonstration of demonstration of depicting the their own waves and look at other
atmospheric how water different types of using a pan filled students’ projects.
pressure and air movement is a clouds using with water and a
movement good example of cotton balls. The piece of cardboard.
involving hot air flow (Holt students will work They should blow
water and ice and a Science and the cotton balls so across the
smoking match Technology: that they have the cardboard to make
(Holt Science and Weather and characteristics of the waves, and
Technology: Climate Quick the cloud they are then experiment
Weather and Lab, pg 16). Then depicting. with different
Climate pg. 14) the students will variables, such as
get into groups and making islands in
model sea and land the pan, blowing
breezes using harder, etc.
baking pans filled S. VA
with sand and ice
and smoke
(teacher DA: Students
supervision having difficulties
necessary). will be paired with
other more gifted
students, and they
can work on the
S, VA project together, S, Mvmt S, Mvmt
S, Mvmt with the gifted
student teaching
the one having
trouble.
Week 15
Matter and Matter and Matter and Matter and Matter and Atoms
Atoms Atoms Atoms Atoms
T: The teacher will T: The teacher will T: The teacher will T: The teacher will T: The topic of this
introduce atoms instruct the teach about the introduce the lesson is the
and the beginning students on the forces at work in students to the grouping of the
atomic theories: properties of the atoms, isotopes, periodic table of elements within
Thompson, atoms themselves: and calculating the the elements, both the periodic table.
Rutherford, Bohr, size, makeup mass of an atom. to its history and The teacher will
and the Electron (protons, electrons, what can be found instruct the
Cloud Models. and neutrons and on the table. students on the
their different groups of
characteristics), elements.
and what makes
atoms different
from each other.
St: The students St: As the students St: The students St: The student St: Students will
will each choose a learn about the will calculate the will complete the be put into groups,
type of atom particles inside an masses of some Direct Reading and each group
model to draw. The atom, have them given atoms and Worksheet 1, will be given pre
student will draw create and label will also so a found on page cut squares of
and color the diagrams of Reinforcement 101c of Holt different colors
picture, label the several different worksheet called Science and (the colors are
model, and then atoms in their “Atomic Timeline” Technology: according to
put its creator and Science Log. found on pg 77c Introduction to groups of
the characteristics Students can use on of Holt Science Matter. elements). Each
of the model that the figures as and Technology: group will be
make it different guidelines. The Introduction to assigned an
from other models. diagrams should Matter. elemental group (if
show the different it is large, it will be
particles, where split) and the
S, VA they are located, students will copy
and other the elements onto
DA: Have the information, such the squares so as to
gifted students as mass and make a huge
research the charge. classroom periodic
Japanese table.
physicists such as
Nagaoka, Hideki S, E, VA S, M S, E S, VA
Yukawa, and
Kenjiro
Takayanagi and
share what they
contributed to
modern science.
Week 16
Matter and Matter and Matter and Matter and Matter and Atoms
Atoms Atoms Atoms Atoms
T: The teacher will T: The teacher will T: Chemical T: Review for the T: TESTING
review some teach about equations are to be test. If students
common elements, chemical reactions introduced in this need help with
and will introduce and chemical lesson. Discuss in chemical
the class to formulas. depth how to equations, the
compounds, both balance equations teacher will work
the types of and and include many with them at the
their guided and board.
characteristics and independent
the names of some practices.
common
compounds.
St: Every student St: Examples will St: Other than the St: If no help is St: TESTING
is given a rubber be demonstrated guided and needed with Paper and pencil
ball, and the class from the Figure independent chemical
is divided into two “Some Clues to practicing of equations, than the
groups. Partners Chemical balancing students may work
must stand face to Reactions.” As equations, the in pairs to
face. The 2 groups each clue is students will create complete the
represent ionic and discussed, the a concept map that review sheet that
covalent bonding. teacher will includes the the teacher will
demonstrate an different have already
actual example. components of a prepared for them.
Students will take chemical equation.
notes of their
observations.
S, Mvmt S, E S, E, M S, E, Col S
DA: Allow visual

learners the
opportunity to
perform one of
more chemical
reactions
described. Write
the name of each
clue on index
cards, and make
sure the students
can match the
correct clue with
each example.
Week 19
Properties of Properties of Properties of Properties of Properties of
Water Water Water Water Water
show the explain the discuss the discuss the origin instruct students on
differences differences and importance of of water. why water is so
between the 3 importance of water resources important in
states of water chemical and after the student society.
through physical activity.
demonstration and weathering.
build on the
students’
knowledge of
solids, liquids, and
gases.
St: The students St: The students St: The students St: In their science St: The students
will pictorially will participate in a will brainstorm journals, students will cut out
represent each spin off of family and list reasons will write down pictures from
state of water and feud with why maintaining where they believe magazines,
give 3 questions on water resources is water originated newspapers, etc.
characteristics of weathering. beneficial to life. from. that represent
each state. water and its
relationship to
power and
agriculture and
will use those
S, VA pictures to make a
collage.
DA: To cater to S, Mvmt S, E S, E S, VA

kinesthetic
learners, there can
be a quick
scavenger hunt of
the properties of
water. Ask the
students where to
find the properties,
and if possible, go
find them!
Week 20
Watershed Watershed Watershed Watershed Watershed
System System System System System
T: The teacher will T: The teacher will T: The teacher will T: The teacher will T: TESTING over
instruct students instruct the discuss with the present a video on river and
on group of students on what a class some ways river systems and watershed system
systems and parts watershed is and why it might be watersheds. The
that are related to what the effects on important for teacher will place
them. the watershed are. watersheds to be pictures of river
The teacher will conserved, system and
provide a historic monitored, and watershed
and current map of analyzed. The components
VA. teacher will also around the room.
discuss safety The teacher will
issues associated also have
with watersheds. laminated
The teacher will component names
lay out a large on a table.
replica of a basic
stream and assign
different colors of
paint to some
St: The students St: The students potentially harmful St: After watching St: TESTING
will pair up, using will write an essay things. the video, students
a map or atlas of predicting the will be timed to
VA, and create a future of the land St: The students see how fast they
poster that surrounding a local will smudge the can correctly
illustrates the river river. After being paint over the match the name
systems of VA. put into groups, replica of the with the
They will the students will stream. They will component picture.
complete the find possible then describe how
“Power of Moving reasons for the river looks.
Water” worksheet changes in the two They will then be
and will maps given them told the correlation
demonstrate the by the teacher. between the
answers by using a Students will trace harmful substances
meter stick. streams that have and the water
changed on one system.
S, VA, M sheet using
different color
DA: Students markers so that
having difficulties patterns of change
can use play-doh can be examined.
or clay to
illustrate the river
systems of Virginia
S, E, VA S, VA S, Tech S
Week 23
SACE SCI 6.6 Air SACE SCI 6.6 Air SACE SCI 6.6 Air SACE SCI 6.6 Air SACE SCI 6.6
and Atmosphere and Atmosphere and Atmosphere and Atmosphere Air and
Atmosphere
T: The teacher will T: The teacher T: Teacher will T: Teacher will T: Teacher will
instruct students will discuss layers demonstrate instruct on how air review chapter
on what the of the atmosphere. atmospheric temperature learned throughout
atmosphere is and pressure with altitudes and the week.
what it is exactly paper cup filled humidity are
and what it is St: Students will with the water and related to
made of. write poem that cardboard placed atmosphere.
creatively yet over opening and Teacher gives set
accurately inverting. of data-
describes one layer Cardboard should temperature and
of earth’s stay in place. amount of water
atmosphere. Teacher will vapor. Students
Present or display instruct students create line graph
for other on what using set of data.
classmates to hear atmospheric Teacher will
or read for pressure is and explain what is on
themselves. how temperature is the graph shows
Students will play related to it. what the humidity
four corners with is all about
the layers of the
St: The students atmosphere as the St: Students will St: In groups St: Students will
will complete four corners. The gather in groups students will recreate layers of
worksheet pg 1 teacher will read given supply discuss whether or atmosphere with
Holt and Science the characteristics buckets of semi not air becomes paint and poster
and Technology of corresponding hot water and cold more or less dense board. Students
weather and layer and students water. Place water as you climb a will fill out
climate. must go to the bottle in hot water, mountain. mapping overview
The students will correct screw on cap, then Teacher will of what was
research corresponding place in cold water discuss results learned T26
composition of corner. for two minutes. with students
atmosphere on Those having Remove bottle cap
internet difficulty with slowly, twist and S
www.sclinks.org terms can use listen as you open
dictionary to learn the bottle cap.
prefixes for the Writing student DA: Kinesthetic:
names of the journals in science Two identical
atmosphere. notebooks about sponges and
what was observed beaker of water
S, E and heard dry- warm dry air
conclusions holds molecules S, VA
DA: Students reached. less but can
S having difficulties Teacher will absorb more
with terms can use collect journals. space.
dictionary to learn 2nd sponge dipped
prefixes or the in beaker set on
names of the S, Mvmt, E tube lead to
layers of the conclusion
atmosphere. represents
saturated air, no
room for water.
Week 24
SACE SCI 6.6 Air SACE SCI 6.6 Air SACE SCI 6.6 Air SACE SCI 6.6 Air SACE SCI 6.6
and Atmosphere and Atmosphere and Atmosphere and Atmosphere Air and
Atmosphere
T: Teacher will T: Teacher will T: Teacher will T: Teacher will T: Teacher will
discuss air mass instruct students instruct students have local instruct students on
Teacher passes out on weather fronts. on how weather is meteorologist characteristics of
copies of graphic measured, and will come and talk to what the air is
organizes students then give them class about made up of.
to fill out section 1 yesterday’s weather. Teacher puts on
and section 2 with weather conditions filtering mask and
teacher. for the activity. asks students to list
on paper why one
would wear such a
mask.
Teacher will
review components
of air and instruct
students that air is
a mixture of
elements and
compounds.
St: Students will St: Students will St: Students will St: Students will
color in their maps write a compare record current write a haiku on St: The students
of the U.S. and contrast essay weather conditions their favorite type will draw some
according to air on cold and warm including temp and of weather. things that cause
masses to the color fronts, and will air pressure and Students will write air pollution, and
code. also solve continue one more data on board from will also act out
problems on cold day in science weather conditions the effects of bad
front and journal. Students collected from past air quality.
temperature. also will fill out two days and
math worksheet on today. Students use
measuring data. data to make
Let students prediction on what S, VA, Mvmt
handle some tomorrow’s
examples of weather will be
weather like.
instruments DA: Students
brought in by S, E, Col having difficulties
teacher. with hand motor
DA: Gifted skills can use
students can keep precut materials
an extended showing air
S, VA S, E, M S, M journal and keep pollution
track of whether
or not their
predictions were
correct. They will
then write a
summary of why
their predictions
were correct or
why they weren’t.
Week 27
Solar Systems Solar Systems Solar Systems Solar Systems Solar Systems
T: The teacher will T: Teacher will T: Teacher will T: Teacher will ask T: Teacher will
show a video about give snow a table instruct students students to instruct students on
the solar system. of planetary on the structure of calculate distance characteristics of
Teacher will information on the the solar system. from east coast to the earth.
instruct students overhead. Teacher will west coast in miles
on the parts of the discuss how there and centimeters.
solar system. used to be 9 Teacher will
planets instead of instruct students
8. that large
measurements are
needed to
represent the
distances in our
solar system.
St: The students St: Students will St: Students will St: Students will
will make a mobile copy the table copy down St: Students will think and write
of the solar system down in the definitions of fill out the down some
using the supplies science journals. asteroid, matching characteristics that
given by the They will then meteoroid, and worksheet on exist on earth only.
teacher. decide how much comet might look distances of plants The students will
to make 1 cm for like. from sun and stars also write about
their drawing to from earth using the landscape on
represent how their books. earth and the
many kilometers. landscape on
The students will another planet of
calculate diameter their choosing.
in centimeters for Students will do a
S, VA each model. review page.
The students will Workbook pg
also draw planets WB217, Harcourt
and then paint or Science D.
color their
DA: Students drawing.
having difficulties They will then
will have pre- write a scale on
gathered materials their drawing and
for the mobile label planets.
S, M, VA S S, E
S
Week 28
Solar Systems Solar Systems Solar Systems Solar Systems Solar Systems
have student list define and explain take students instruct students on review the chapter
differences on revelation outside and drop the history of space by playing around
between day and rotation for the objects. exploration and the world with the
night students. Teacher will tech exploration key concepts from
Teacher will instruct students the chapter.
instruct students on role of gravity
on the importance on different sizes
of day and night in on planets.
relation to the sun Teacher will show
and the moon. actual
Teacher will show measurements of
the video on how gravitational pull
day and night are in relation to size
made. of planets
www.Sci.edu overhead.
St: Using the St: Students will St: Students will St: Students will St: Students will
computer program pair up and cut out play Magic School create a timeline of complete the
students will magazine pictures Bus computer space exploration. chapter assessment
create digital flip of trays that spin game on solar They will also pp. 145-146SCott
book of the on an axis or system. make a diorama of foresman science
rotation the earth revolve around a technology used C107
goes through and another object. in space exploration
the associated Students paste of their choosing
phases of the day. pictures into 2 using the given S, Mvmt
columns tilted supplies.
things that rotate Students will learn
and trays that about new
revolve. technologies to DA: Students
Using dodge ball launch space crafts having difficulties
students will pair www.sfscinece.com can have copies of
up and show the assessment
revolution and already filled-out
rotation given to them after
class
S, Tech S, VA, Mvmt S, Tech S, VA
Week 31
Environmental Environmental Environmental Environmental Environmental
Policies Policies Policies Policies Policies
T: Teacher will T: Teacher will T: Teacher will T: Teacher will T: Teacher
review what instruct students show video on instruct students instructs students
renewable and non on policies in place environmental on policies on potential
renewable to help manage policies. concerning land hazards on land.
resources are. renewable and non use.
Teacher will also renewable
instruct students resources.
on some ways to
manage renewable
and not renewable
resources.
St: Students will St: Students will St: Students will St: Students will St: Students look
select a project that brainstorm and present project be split up into 2 around the room
will show come up with their proposals before sides -one side for and make a list of
management of own laws on the the class. mitigation of land all the objects
either renewable or management of use and the other made out of wood.
non renewable renewable and non against mitigation In groups, students
resources. Students renewable of land use. discuss how if laws
will also write a resources. Students will write concerning land
proposal on their Students present one page on what weren’t in place
selected topic. their laws before the opposing main how different the
the class, and the points or argument earth would be.
class votes on were on the topic.
factual reasoning
as to whether or
not the law could
actually be used.
S, E S, Col S, E S, E, Mvmt S, E
DA: Students
having trouble can
put together a
PowerPoint on
their selected topic
Week 32
Environmental Environmental Environmental Environmental Environmental
Policies Policies Policies Policies Policies
T: Teacher will T: Teacher will T: Teacher will T: The teacher will T: Teacher will
discuss with discuss ways to review pass out dry erase review
students the prevent environmental boards. The environmental
reasons why it is environmental policies that have teacher will then policies.
environmentally hazards. been learned so read conservation
hazardous to not Teacher will far. policies and have
have preventive provide students students write how
measures in place. with a list of things much they think
they can do to the policy cost.
prevent hazard in She will give
the environment. handout on
conservation
policies and
information about
them.
St: In groups, St: Students will St: Students will St: Students when St: Students will
students make a make posters about split up into groups prompted will name one
list of things that prevention of and create “Test write how much environmental
can happen in environmental your they think each policy and a fact
forests. hazard to put up Environmental IQ” policies costs and associated with it.
Students complete around the school. quiz. P87 Holt write it on their Students split into
a math skills Science and dry erase boards. groups. When
worksheet entitled Technology, Students will prompted and
“Rain forest Math” Environmental brainstorm and given a scenario,
p79 Holt Science Science. write in their students will act
and Technology, Students will give science journals out how they
Environmental a student who is what they think would fix the
Science. not in the class the some benefits are hazardous
quiz and score the for the environmental
quiz as well. corresponding situation.
conservation
policies.
S, E, M S, VA S, E, Col S, VA S, Mvmt
DA: Students
having difficulties
will be given a
pre-made quiz to
administer to other
people
Week 34
Reflection and Reflection and Reflection and Reflection and Reflection and
Refraction Refraction Refraction Refraction Refraction
pass prism around review how prism show examples of show differences instruct students on
the classroom. works and will mirrors. between plane, refraction on
Teacher will show show example of Teacher will show concave, and lenses.
example of light light shining images in mirror. convex lenses. Teacher will pass
shining through through prism Teacher will Teacher will around examples
prism. again. explain what explain results of of lenses.
Teacher will Teacher will teach reflection is. activity. Teacher will go
instruct students students a over answers to
on how light is pneumonic ROY G activity with the
filtered through a BIV. class.
prism.
St: Students will St: Students will St: On worksheets, St: Students will St: Students will
observe and record come to the board students will list some items that complete activity
observations of and write colors calculate the angle use the types of 5-2 pg. 118 Merrill
what was seen that are seen when of incidence and lenses talked Students will make
when light was light is shined the angle of about. a list of objects
filtered through the through the prism. reflection and Students will make that use convex
prism. Students will compare the two. a pictorial chart of and concave
Students will fill recreate artistically the different lenses.
out worksheet on what was seen (i.e. mirrors and lenses.
prisms. shape of prism and Students will do
colors seen) activity 5-1 pg.
116 Merrill
Students will come
up with mnemonic
devices or
movements to
remember convex S
and concave lenses
and mirrors.
DA: Students with

difficulties will be
given a list of
pneumonic to
S S, Mvmt, VA S, M S, VA remember the
types of mirrors
Key for Letter Symbols
T What the teacher will do

St What the student will do
S Science
SS Social Studies
M Mathematics
E English
VA Visual Arts
Mvmt Movement
Mu Music
Col Collaboration
Div Diversity
Tech Technology
Works Citied:
Allen, K., Berg, L., Dusheck, J., & Taylor, M. (2002). Holt Science and Technology:
Enviornmental Science . Austin: Holt, Reinhart, & Winston.
Badders, W., Bethel, L., Fu, V., Peck, D., Sumners, C., & Valentino, C. (2003). Discovery
Works Unit E: Oceanography. Houghton Mifflin Company.
Berry, K., Fronk, R., Hemenway, M., Kaska, K., & Malin, P. (2002). Holt Science and
Technology: Weather and Climate. Austin: Holt, Reinhart, & Winston.
Borgford, C., Champagne, A., Cuevas, M., Dumas, L., & Lamb, W. (2002). Holt Science
and Technology: Forces, Motion, and Energy. Austin: Holt, Reinhart, & Winston.
Borgford, C., Champagne, A., Cuevas, M., Dumas, L., & Lamb, W.. (2002). Holt Science
and Technology: Interactions of Matter. Austin: Holt, Reinhart, & Winston.
Borgford, C., Champagne, A., Cuevas, M., Dumas, L., & Lamb, W. (2002). Holt Science
and Technology: Introduction to Matter. Austin: Holt, Reinhart, & Winston.
Cooney, T., DiSpezio, M., Foots, B., & Matamoros, A. (2003). Scott Foresman Science.
Glenview: Pearson Education: Scott Foresman.
Feather, R., Ortleb, E., Blume, S., & Aubrecht, G. (1990). Science Connections.
Columbus: Merrill Publishing Company.
(2002). Harcourt Science. Orlando, FL: Harcourt, INC.
SciLinks.com. Accessed 16 Oct 2007 from www.scilinks.com.
Scott Foresman Science. Accessed 17 Oct 2007 from www.sfscience.com.
Springfield College in Illinois. Accessed 17 Oct 2007 from www.sci.edu.

Science Charts - 6th Anstey

Загружено:

Сведения о документе

Исходное описание:

Оригинальное название

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

Science Charts - 6th Anstey

Загружено:

Авторское право:

Доступные форматы

Science Charts Grade 6

Stephanie Anstey and Carlishia Elligan

DA: Allow visual

DA: To cater to S, Mvmt S, E S, E S, VA

S, Tech S, VA, Mvmt S, Tech S, VA

DA: Students with

Key for Letter Symbols

T What the teacher will do

(2002). Harcourt Science. Orlando, FL: Harcourt, INC.

SciLinks.com. Accessed 16 Oct 2007 from www.scilinks.com.

Scott Foresman Science. Accessed 17 Oct 2007 from www.sfscience.com.

Springfield College in Illinois. Accessed 17 Oct 2007 from www.sci.edu.

Вам также может понравиться