6th+Grade+Science

= Hello = = = To all my new, 6th Grade students. Welcome to the Middle School. You have finally made it! We've all been waiting for you to get here and just want you to know we all wish you to have a great year, and more important for me--I want you to have the best science experience ever!! A lot of work goes into making that happen. So I need you to ask yourself, what are you willing to do to make this your best year ever in science....how hard are you willing to work...what goals to you want to accomplish on a daily, weekly, monthly basis? =** My Committment to You Is To........ **= =Keep the class exciting, the work challenging, and the academic expectations high= =Create in you a mindset of success as I expect you to be successful= =Do all within my power to help you be successful= =Create a safe, secure learning environment= =Be approachable, and understanding of each student's situation and needs= =Create an environment of trust and mutual respect for the person and property of others Use learning strategies and methods that improve chances of success= =Incorporate use of technologies and concepts of a 21st Century Classroom=

Your Committment will be



media type="youtube" key="MBxFTzxc0Bo" height="310" width="362" = Grades: Student grades will be based upon a 8 point spread. = = A.........93-100 = = B.........85-92 = = C.........77-84 = = D.........69-76 = = = = Weights: = = 50% Tests: At least one test per week or next school day following the completion of a Chapter = = 10% Quizzes. Pop quizzes, daily warm ups, closure activities, = = 10% Homework: Nightly, expcept Friday's. Includes Weekly Current Events, including oral/ video presentations; Two Good Ideas/marking period = = 25% Classwork = = Labs Exercises/Notes: Lab reports = = Interactive Notebook: Study guides = = Poster Projects = = 5% Participation plus rewards: "shout outs," PBS, $day Activities, collaborative groups, = = student leadership = media type="youtube" key="zkXi-hIdYME" height="212" width="330"



How will the class run**? What follows is a outline of each days schedule with a brief discussion of each schedule.** =**NC Standard Course of Study Objectives:**= The NC SCOS Goals and Objectives, found at LearnNC.org, will be posted in the room and reviewed at the start of each lesson to ensure students understand what it is the state wants them to learn. This will be the standard goal and objective against which the days lesson will focus on meeting.
 * Bellringer/Warm up Activity: Initial Activity, five to 10 minutes in duration**


 * Review Prior Lesson Focus/Key Questions:**


 * Today's Lesson Focus/Key Questions or Essential Ideas**:

Materials/Resources Required
 * Lesson Segment 1:** A,B,C -- Lesson Segments are approximately a third the length of the class. Three differentiated activities focussed on the SCOS objective or Key question. Total time on task 15-20 minutes.

Transition: Energizers, Music, Video.
 * Lesson Segment 2:** A,B,C--Lesson Segments are approximately a third the length of the class. Three differentiated activities focussed on the SCOS objective or Key question. Total time on task 15-20 minutes. Materials/Resources Required:

Transition: Energizers, Music, Video.
 * Lesson Segment 3:** A,B,C--Lesson Segments are approximately a third the length of the class. Three differentiated activities focussed on the SCOS objective or Key question. Total time on task 15-20 minutes. Materials/Resources Required

Transition: Energizers, Music, Video.
 * Closure: A summary; a final Q&A, Writing activity**


 * Homework: Assigned nightly. Normally not on Friday's. Unless otherwise specified, homework is due the following school day. May consist of reading assignments, review or extensions of classwork.**


 * Behavior Behavior Support/Attitude**: Good behavior brings favorable and positive rewards from this teacher. (Shout Outs, Positive Calls Home,cash rewards!)


 * Timeliness: Be on time to class everyday. Be inplace, working on the warm up activity at the sound of the tardy bell. A lot of interesting activities have been planned and I want you to be involved in all activities from start to finish. This is a life characteristics that lets others know that they can depend on you, and lets them know that you care about your education.

Student Movement: Students will be organized into groups of 2-3, within which they will collaborate freely. Lab activities are important part of the science curriculum. You can expect 3 or more lab activities per week, including paper and pencil labs. Student movement is restricted to members working within the same group.

Dismissal: Students are dismissed by the teacher, me--not the bell. Remain in class and in your seats until given permission to leave.

Procedures: Passing in Papers: Assignments are expected to be turned on time. When turning in papers, use of a pencil is preferred. I prefer your work be turned done in pencil rather than pen. Its difficult to erase pen marks. In the upper right hand corner, the student should have his: First and Last Name (No nicknames), Date below name, and below date, subject and class period.

"Cueing:" Students will normally be given 15 seconds in advance to make the transitions between lesson segments--to complete one any remaining work, conversations, experiments before we move on to the next Lesson Segment.

Safety Procedures: When in the lab, you must wear closed toed shoes. Eating/Drinking: Exiting the Room: Horseplay:

Chapter 11 At a Glance--Populations and Communities**Section 1: Living Things and the Environment Section 2: Studying Populations Section 3: Interactions Among Living Things Section 4 Changes In Communities
 * Essential Idea #1 : Identify the needs that must be met by an organism's surroundings.
 * Essential Idea #2: Identify the biotic and abiotic parts of a habitat
 * Essential Idea #3: Describe the levels of organizations within an ecosystem
 * Essential Idea #1: Describe methods for determining the size of a population
 * Essential Idea #2: Explain the causes of changes in population size
 * Essential Idea #3: Identify factors that limit population growth
 * Essential Idea #1: Explain how an organisms's adaptations help it survive
 * Essential Idea #2: Describe the major kinds of interactions among organisms in an ecosystem
 * Essential Idea #3: Identify the three types of symbiotic relationships.
 * Essential Idea #1: Describe the differences between primary and secondary succession.

Today's** **Lesson Focus:** Ch 11. Populations/ Communities. Sec 1. Living Things and The Environment Population think the US is having a population explosion. is in a population Homework**: Thursday Oral Presentation: Current Event. Bring article along with you. We tape, so bring your best face organism depends on its habitat. Explain the difference between an need and a want. Abiotic Factors paragraph on habitats, make a foldable of three of the animal habitats specifically stated or implied. Folding your paper hot dog style, then cut it in sections to match the number of habitats selected. list the habitat on the outside, then on the back fold list the items that habitat provides to the organism. pencils, and card stock showing how organisms interact with biotic factors in its habitat. Show the relationship or these organisms. Lesson 3. Using a sheet of overhead slide tape, create an overlay to show how your organism interacts with the adiabiotic factors within your just created habitat. Homework: Closure: Write: Explain some of the threats to living things caused by abiotic factors. || Wednesday: Dec 10, 2008 it important to all animal life? Why is water such an important resource in a habitat? What is soil--is it living or dead? What does it mean? of your neighborhood. Create a second poster showing the population of a neighborhood in Shandong, China. You may use internet photos, newspapers, magazines to obtain your pics. Explain in two paragraphs how the term population differs with location. explain in two paragraphs why a community does not exist between Shandong and your neighborhood. Then when the site comes up, click on the PBS: Ecosystems link. Homework: Closure: Explain the importance of the term species. || Warm Up Quiz: What basic needs are provided by an organisms habitat? Explain why water and sunlight are two abiotic factors that are important to all organisms. Prior Days Focus: Levels of Organization. What does it mean. Today's Focus: Studying Populations (Populations Dynamics) (Direct Observation, Indirect, Sampling, Mark and Recapture Studies) (Birth and Death Rate; Population Statement; Immigration and Emigration; Graphing Changes in Population; Population Density Homework Closure: Section 1 Assessment, Pg 388, all questions, parts 1,b, 2a,b; 3a, b, c. || Friday: Dec 12, 2008 Warm Up Quiz: Test Sections 1 Prior Days Focus: Today's Focus: Limiting Factors. Survivability Curves Lesson 1: Food and Water Lesson 2: Space; Weather Lesson 3: Skills Lab, page 399. Homework: Test on Section 2, Monday// Begin Section 3. Interactions Among Living Things Closure: What are four methods of determining population size? Name two ways organisms join a population and two ways organisms leave a population. || Other Notes: Population Dynamics Survivability Curves || For Additonal Sources of Information Consult the following: http://www.emc.maricopa.edu/faculty/farabee/BIOBK/BioBookpopecol.html http://academic.evergreen.edu/curricular/generalbiologyecology/cemeterylab.pdf
 * Monday: Dec 8, 2008
 * Bell Ringer/Warm Up Quiz: Typed Handout
 * Lesson 1**: Reading Assignment: US
 * Lesson 2:** Writing Assignment: Explain why
 * Lesson 3: N/A
 * Closure:** || Tuesday: Dec 9, 2008
 * Warm Up Quiz:** Explain how an
 * Prior Day's Focus:**
 * Today's Lesson Focus:** Habitats: Biotic and
 * Lesson 1**: Foldable: After reviewing the
 * Lesson 2:** Draw a picture, using coloring
 * Warm Up Quiz:** What is photosynthesis, and why is
 * Prior Day's Lesson Focus:**Biotic and Abiotic Factors
 * Today's Lesson Focus:** Levels of Organization?
 * Lesson 1:** Create a poster showing the population
 * Lesson 2.** Using the poster you just created,
 * Lesson 3.** See the Emints logo below. Click on it.
 * Thursday: Dec 11, 2008
 * Lesson 1:** Determining Population Size
 * Lesson 2:** Changes In Population Size
 * Lesson 3:** Skills Activity, page 393. Math Skills, page 394;


 * |||||||| [[image:http://www.npg.org/header.jpg width="339" height="127" caption="Historical and Projected US Population Growth 1790-2050" link="http://www.ask.com/bar?q=population+growth&page=1&qsrc=121&ab=1&u=http%3A%2F%2Fwww.npg.org%2Fpopfacts.htm"]] ||  ||

types of survivorability curves and the organisms characteristics to each type curve. ||
 * [[image:http://www.bioedonline.org/slides/slideimgs/talk008__s006_t.gif width="196" height="146" caption="Type I, II, III Survivability Curves" link="http://www.bioedonline.org/slides/slide01.cfm?q=survivorship+curves&dpg=1"]] || Click on the ICON to the left for a slide presentation of the three


 * [[image:http://www.emints.org/images/emintsbanner01.jpg width="263" height="44" align="right" caption="Ecosystem Issues Site" link="http://http//www.emints.org/ethemes/"]] || This site provides overview information about different types of ecosystems. Case studies and exercises are included. ||


 * [[image:http://www.fairus.org/fairdebate.org/images/hp-slide-00.jpg width="259" height="198" caption="Overpopulation or Over Immigration" link="http://www.fairus.org/site/PageServer?pagename=fairdebate_faq"]] || Is the issue of overpopulation a result of growth in the

number of citizens births in the U.S. or has immigration

played a significant role in it? ||


 * [[image:http://knowledge.allianz.com/nopi_downloads/images/crowd_train_dhaka_t_1.jpg width="304" height="193" align="left" caption="Are There Too Many Of Us" link="http://knowledge.allianz.com/en/globalissues/demographic_change/population_growth/population_growth_positive_negative.html"]] || By 2050 the world’s population will have grown by

another 3.5 billion, the same number as lived on the

entire planet in 1950. Can a depleted planet support

population growth? We look at both sides of the

debate. ||


 * Picture of Ray Showing off his work. 12/10/08 || Habitat: Its importance and how organisms interact. ||

Warm Up Quiz: Prior Lesson Focus Today's Lesson Focus: Section 3/Interactions Among Living Things Lesson 1: Adapting to the Environment: Why The Development of Unique Characteristics {Natural Selection and Niche} What is an adaptation. Illus- trate 5 specific ways that humans have adapted. Lesson 2: Competition: Three manor types of interactions (Competition, predation, and symbiosis Lesson 3: Predation: Its effect on Population Size; Predator Adaptations; Prey Adaptations Homework Closure || Tuesday: Dec 16, 08 Warm Up Quiz: Prior Lesson Focus: Today's Lesson Focus Lesson 1 Lesson 2 Lesson 3 Homework Closure || Warm Up Quiz Prior Lesson Focus Today's Lesson Focus Lesson 1 Lesson 2 Lesson 3 Homework Closure || Thursday: Dec 18, 08 Warm Up Quiz Prior Lesson Focus Today's Lesson Focus Lesson 1 Lesson 2 Lesson 3 Homework Closure || Warm Up Quiz Prior Lesson Focus Today's Lesson Focus Lesson 1 Lesson 2 Lesson 3 Homework Closure || Other Notes ||
 * Monday: Dec15, 08
 * Wednesday: Dec 17, 08
 * Friday: Dec 19


 * [[image:http://www.nationalgeographic.com/ngkids/0112/images/WS-Main.jpg width="170" height="252" caption=""Bear" Adaptations" link="http://http://kids.nationalgeographic.com/"]] || http://kids.nationalgeographic.com/ ||


 * [[image:http://fen.com/studentactivities/images/lion.GIF width="126" height="133" align="bottom" caption="Animal Adaptations" link="http://http//fen.com/studentactivities/images/lion.GIF"]] || To see some of the many animal adaptations, click on the icon at the left. ||


 * || [[image:http://ecokids.earthday.ca/pub/assets/images/spacer.gif width="1" height="55"]] ||
 * [[image:http://ecokids.earthday.ca/pub/assets/images/lndg_but_login.gif align="absMiddle" caption="Submit Query" link="javascript:document.forms[0].submit;void(0);"]] [[image:http://ecokids.earthday.ca/pub/assets/images/lndg_but_learn_h.gif width="108" height="89" caption="Eco Friendly Games/Adaptations" link="http://ecokids.earthday.ca/pub/learn_more.cfm"]][[image:http://ecokids.earthday.ca/pub/assets/images/lndg_but_signup.gif width="66" height="89" caption="Sign Up!" link="http://ecokids.earthday.ca/pub/registration.cfm"]] || [[image:http://ecokids.earthday.ca/pub/assets/images/spacer.gif width="5" height="1"]] ||  ||   ||