This will be very exciting year as we prepare for your high school science career. The units that we will be covering this year are:
Becoming A Scientist 103
Fall Stream Watch
Circle of Life
Microscopic Life to Macroscopic Life:
Cells R Us·
The Human Body-The Ultimate Machine
(review endocrine and nervous systems)
Continuity of Life
Genes R Us
Change Over Time
Earth and It’s Neighbors
Planet Earth: The Physical Side
Our Chemical World
Spring Stream Watch
The Many Sides of Energy
Review/Final Exam
It is very important that you keep your MST checklist in your folder that I gave you the first week of school so that you can check off items as we cover them. This is a checklist of what NYS requires us to cover in 6th grade and we will be keeping track of our progress. Parents were also offered this sheet at open house.
I will be posting information that we cover daily in class on schoolnotes as well as homework assignments. Please check back daily to see our progress.
September 10-14
We learned skills that scientists use thru a powerpoint presentation. The skills students are responsible to know are:
1. Observing
2. Communicating
3. Classifying
4. Measuring/estimating
5. Inferring
6. Predicting
7. Operational definitions
8. Making models
9. Formulating Questions and Hypothesis
10. Collecting and Interpreting Data
11. Identify variables and controls
12. Experimenting
Students were given the explanations for each skill and are expected to know them. We do an activity called KISS. This means keep it simple stuff. We read the explanation, discuss it, process what it means then write it in our own words. By the time this process is complete, students already understand the concept instead of simply copying the notes without thinking.
We also started learning the Scientific Method and the 8 steps that are involved in the process. These are very important and the student’s must know them. These are the 8 steps.
B. 8-step Method
1. State the Problem: The problem is the question you want to answer. State your problem in the form of a question. Curiosity and inquiry have resulted in many scientific discoveries.
2. Research the problem: tell what the problem is and already-known facts. Collect information and make observations.
3. Formulate your Hypothesis: Your hypothesis is a possible answer to your problem. Your hypothesis should take the form of a statement. It is a prediction that can be tested by an experiment.
Ex. If a person’s normal heartbeat is approx. 70 beats per minute, then a person’s heartbeat will increase when they watch a scary movie.
4. Write out materials and procedure: List the materials you will need. Make sure the experiment fits the hypothesis. Write it out so other people can repeat it. For a fair test, you must select which variable to change and which to control. Choose one variable to change when you test your hypothesis. Control the other variables so they do not change.
5. Test your Hypothesis: Follow the written format to perform your experiment. You may need to repeat experiments to make sure your results remain the same. Sometimes you conduct a scientific survey to test a hypothesis.
6. Collect your Data: As you test your hypothesis, you will collect data about the problem you want to solve. You may need to record measurements. You might make drawings or diagrams. Or you may write lists or descriptions. Collect as much data as you can while testing your hypothesis. Keep it neat and organized. Don’t make the data fit your hypothesis; be honest!
7. Interpret your Data: Organize your data into charts, tables, diagrams, or graphs. That way you can see patterns in the data. Then you can decide what the information from your data means. Decide if hypothesis is rejected or accepted.
8. State your Conclusion: Your conclusion is a decision you make based on evidence. Write out your results and compare to each other and other facts (see step 2). Then communicate your results by stating if your hypothesis is correct or incorrect.
9. Inquire Further: Use what you learned to solve other problems or to answer other questions you might have. You may decide to repeat your experiment or to change it based on what you learned.
September 17-21
We completed our first Experimental Design Lab using a form called the Experimental Design Matrix. This is the same version that the students will be using in future science classes. The terms are extremely important to know so that the forms can be completed accurately. Please work with your child and make sure they know the terms. They have them in their notes on the paper with the title Experimental Design Matrix Guide Acid Rain.
We reviewed the test, and took it home to get it signed. I will ask that parents sign all tests--that way I know that you are aware of how your child is doing in class. Please look for tests and sign and return them to me.
September 24
Reviewed conclusion and what’s next for the Acid Rain lab part A. Students were assigned the terms to learn for a quiz.
September 25
6th grade was on a field trip
September 26, 2007
We had Ben from the Catskill Center here to talk about water, the watershed and the water cycle. He will be here for the rest of the week and we will conclude with a stream study on Friday weather permitting. Please have your child bring in extra clothes on Friday in case they get wet in the stream. Please sign and return the permission slip.
September 27
Today in class we prepared to go into the stream tomorrow. We looked at slides of the macroinvertebrates that we may encounter there so that we can identify them We learned how to tell the difference between mayflies and stoneflies. What gill look like on larvae and where to find them. We will be prepared to identify them tomorrow.
September 28
Students who had permission and extra clothes were among those chosen to go into the stream. Unfortunately because of time constraints, not everyone had the opportunity to go into the stream. Everyone who had permission, participated in the identification of the macroinvertebrates that we found by using the kicknets. They also participated in the chemical testing that we did on the Batavia Kill.
10/1/07
Today we reviewed what we had completed so far on our Experimental Design Lab part 2 Radish seeds and pH levels . We are working in groups and each group is responsible to test a different level of pH with radish seeds. I gave the students a study guide that has all of the vocabulary that they must know. The directions say to study nightly and use these notes to complete any missing in their notebooks from when I gave them in class. Notebooks should be complete for a future notebook check.. They are also to use the notes to complete the homework. Students should be ready for a quiz on this vocabulary at any time. It is vital that they understand and know the words so that we can complete labs in a timely manner instead of getting stuck on the meaning of the words and not being able to fill in the boxes. I have added a copy of the study guide that I gave students to use while completing their homework and studying.
Name ___________________________ Date __________________________
EDM vocabulary Grade _________________________
This is a study guide with the vocabulary terms for the Experimental Design Matrix that you will be using in science. Please study the words so that you know and understand the meanings. We will be using this vocabulary consistently in grades 4-7. If you know and understand the words, labs will make sense to you and you will be able to complete the Matrix easily and quickly.
This vocabulary list will supplement the notes that you have taken in class. If you are missing this information in your notes, please take the time to fill it in using this as a guide.
Please take this information and make the corrections to your homework and bring it back to class tomorrow.
Independent variable -- What are you testing or changing in your experiment? What are your units of measurement? This is where you write what you are changing (the variable) and the unit of measurement that you will be using.
Dependent Variable-- What results will you measure? What are your units of measurement? The variable that is measured as the result of the experiment and the units in which this variable is measured. This is the data that you want to collect by doing the experiment.
Number of Repeated Trials -- How many times you will repeat the very same experiment. You must be able to repeat the experiment and get the same results multiple times in order to accept your hypothesis.
Hypothesis-- What do you predict will happen during the experiment? “If you do this , then this will happen “.
A prediction about the relationship between the variables that can be tested. Your hypothesis should be expressed in the form of an “If…then” statement. This is not a guess.
Title of Experiment-- What are you trying to find out? “The Effect of (independent variable) on (dependent variable) in (organism studies)
A statement of what is being investigated that should include the independent variable, the dependent variable and the organism being studied.
Constant Factors—the factors in your experiment that you do not change. You will have to list at least 4 per experiment.
Control-- The group that is used as a standard for comparison in the experiment. Usually the group that received no treatment. What is the control in your experiment or why do you think that your experiment is a controlled experiment?
Experimental Design Matrix—This is the title of the report that we use to write out labs.
10/2
We reviewed the homework and students were asked to make corrections. They should be studying the terms nightly so that they are very familiar with them and understand the meanings. We then reviewed the radish lab part b using the Experimental Design Matrix and completed the lab. We will need to check our petri dishes every day for 3 days and describe what we see. For homework, students had to complete the materials list and a description of what they did in the lab so far in the lab sections of their science notebooks. These will be collected and graded.
10/2
We checked the growth of our radish seeds today and communicated out observations in our notebooks. Students have learned the many ways to communicate. We wrote a materials list and a complete description. I will be collecting notebooks to grade the labs.
10/3
We checked out radish seeds and documented our observations--Day 2. We also took the vocabulary quiz. We wil complete the lab tomorrow and begin the write-up. Next week we will begin our first unit-Cells R Us.
10/5
Today we went over the quizzes, anyone with less than a 990 was given a worksheet to continue to study the terms and will retake the quiz in class next week. We completed our labs and turned them in to be graded using the rubric students were given the first week of school.
10/9
Today we reviewed 2 different types of graphs-bar and line graphs. We decided that a bar graph was what we needed to complete our Similated Rain labs. We each created a bar graph to show that data we collected on the Simulated Rain Lab part B. We then ordered our folder papers according to the numbers that I asked them to put on the top when I handed them out. I collected the papers and will grade them on a scale of 1-5. If you have questions, please refer to the grading policy that I gave out at Open House. Tomorrow we will start our second unit--
Circle of Life.
10/10
We took another quiz today on the vocabulary. Students need to study!!! Only a few are mastering the words. We began the new unit with listing 6 possible living and nonliving things in an ecosystem. They will play BINGO tomorrow that will review and reinforce the vocabulary they have learned so far.
10/15
Today we reviewed our notes on food webs and food chains. We reinforced the meanings with an activity called the Chaparral Web. This should all be review so far for the 6th graders.
10/16
We completed the ending of the Chaparral lab today. We made lists in our notebooks of what we need to study of the vocab we have been reviewing for the quiz tomorrow.
As a reminder--all homework should be done in notebooks. Students should be using the notebooks nightly for review. If they are left in school and homework is done on loose-leaf--it is defeating the purpose of taking the notebooks home for nightly study as well as homework. Thank your or your cooperation.
10/17
Today we had a quiz on the 5 parts of a food chain that we reviewed yesterday and on Monday. We covered the terms biotic which means a living organism and abiotic which is non-living. For homework, students had to write 3 adaptations that a living organism may have to use in order to survive. They should be written in the classnotes section where we were taking notes about this in class.
10/22
Today we reviewed the meaning of abiotic and biotic, direct and indirect interactions and took some MVP notes in our notebooks. For homework, students have a worksheet with questions that must completed in their notebooks in order to get credit for it. They should be using their notes to complete the work. The should only complete numbers 1-4. We did not cover 5 today.
10/23
We continued our MVP notes today. We learned that there are thermal plumes on the ocean floor that has caused bacteria to adapt to being producers so they can carry out a photosynthesis-like process. We have talked about matter, energy in food chains and how it passes along and why it is necessary.
10/24
Today we looked at a diagram of an energy pyramid and completed questions about it. We worked on the following questions:
1. Where is the most energy found? Why?
2. Where is the least amount of energy found? Why?
3. Why does the amount of energy at each level change?
Students were given a handout with questions to complete for homework in notebooks. They should only answer questions 1-4. We did not cover #5 today.
10/29
Today we continued our work on the water cycle. We labeled and colored a model of the water cycle. Students should know the terms precipitation, evaporation, condensation, transpiration, run off, ground water, aquifer, water vapor, infiltration. They should be reviewing these terms nightly. Those who have not yet mastered the terms for the Experimental Design Matrix should also be studying and completing the homework they are given.
10/30
we reviewed the watercycle today along with food chains, food webs and the energy pyramid. Students were given a workshhet on the water cycle to complete for homework and to study for a quiz on the watercycle for tomorrow.
10/31
Today we had a quiz on the water cycle. We reviewed the quiz, highlighting the incorrect answers so that they could be studied and reviewed tonight.
11/1
Today we began the oxygen-carbon dioxide cycle. We took notes on what it is and facts that you need to know about it. Tomorrow will be a quiz on the oxygen-carbon dioxide cycle and the energy pyramid.
11/5
I am presenting at the STANYS conference on both Monday and Tuesday and will not be in school. The following will be covered in class. ^th grade will watch a movie on the water cycle and complete a 3-2-1 and questions on the movie.
11/6
The class will complete a packet on the energy pyramid.
I have attached a copy of the rubric that students should be following to write up their labs. Please remind them to use it.
Rubric for Experimental Design Matrix
Title of Experiment ---statement explains what you want to find out
---includes dependent variable
---includes independent variable
---states organism being studied
Hypothesis ---includes “If…then” statement
---prediction includes the relationship between variables being tested
Independent variable ---included unit of measurement being used
---states what is being changed/tested in experiment
Number of repeated trials ---includes an appropriate amount of repeated trials for experiment to be successful/accurate
Dependent variable ---states unit of measurement
---states the results being measured
Constant factor ---lists at least 4 constants
Control/explanation ---states the control used in experiment
Data table ---title for data table
---necessary information included in table
Conclusion ---accept/reject hypothesis
---explanation of acceptance/rejection
---states 1 error
---states 1 recommendation to improve
---includes a “What’s next” statement
11/8
Today we reviewed the quiz we had last week, organized our papers and reviewed the oxygen-carbon dioxide cycle.
I will not be in school tomorrow as I have a field trip with Green Connections. The students will complete a student designer lab using the experimental design matrix. What is not completed in class will need to be completed at home for Tuesday.
11/13
Today we watched a movie on Biomes and adaptations of organisms. The students were asked to take notes on the movie and answer 9 questions that were given to them before they saw the movie. They could listen for the answers as they watched to movie. At the end of the movie, they were to complete a 3-2-1 which consists of 3 facts from the movie, 2 things you learned and 1 question that you still have. I asked them to them complete 2 puzzles based on the movie and their prior knowledge of biomes and ecosystems.
11/14
Today we learned about the nitrogen cycle. The atmosphere is 78% nitrogen and 21% oxygen. There must be a constant balance between the two. Lightening mixed with them, causes nitrates to rain down, they in turn are absorbed into the soil, plants absorb them into their roots, and when eaten by an animals, are passed on. Nitrogen is crucial to make proteins--one of the building blocks for survival.
11/15
We are working on our Biome in a Box projects. We have 6 groups each working on a different biome of the worlds. The students will have Friday, Monday and Tuesday to complete the research for the project. Mrs. Quinn has offered to help them complete the "box" during their next art class. They must have all of the research completed by the end of class on Tuesday.
11/29
We started a new unit on cells today. We have notes on what cells are and how they work that should be reviewed nightly. The cell theory is very important and the students are responsible to know it. It consists of 3 parts:
All living things are made from cells
Cells are the basic units of structure and function in living things
Living cells come only from other living cells
Homework: Read the pamphlet on Discovery of cells and complete the questions at the end.
12/3
We had a special guest today. Julia Goren cane from the Catskill Center and spoke to us about how our water gets to New York.
12/4
Today we continued learning about cells. We have to know the following: Single- celled organisms must carry out the same functions as many-celled organisms
Vorticella- live in ponds and are attached to solid objects like twigs. It has a funnel-like shape and has cilia (small, hair-like structure) around it that creates a whirlpool and attracts food
Ameobas- live on the bottom of bodies of water, has no definite shape, moves by using pseudopods or “false feet” , uses the pseudopods to surround and capture its food
Volvox- lives in fresh water and form hollow balls, each ball contains 500 – 500,000 cells , has a whiplike-structure called a flagella; when all the cells move their flagella, the ball of cells moves
We have to know the differences between a plant and an animal cells. They are both eukaryotic cells (an organism composed of one or more cells with defined intracellular components including a nucleus and cytosol.)
They have similar organelles such as the nucleus, mitochondria, endoplasmic reticulum, golgi bodies, and lysosomes.
They also contain similar membranes and cytosol.
Cell-the basic unit of a living organism
Organism-anything that is living
Bacteria-single celled organisms
Organelle-part of a cell that does a special job
Lipid-one of the basic building blocks of a cell, made of oil or fat
Protein-another basic building block of a cell, they do work inside the cell
Enzyme-a specialized protein that does a specific job
The students were given a "Cell Theory" rap song. They are to find a way in which they are comfortable to present it to the class on Monday. They can work in groups of 1 or the entire class-what ever they want. They are not to change the song but to become familiar enough with it that they can preform it in some way. If they can do that, they will understand the cell theory.
12/5
We watched a great movie today on cells, their parts and how they work. We then played a matching game with the cell parts. We will take more notes on the parts tomorrow.
12/6
Because of concert rehearsal today we did not have the quiz. We would like to have it tomorrow but we will have to see because there is a rehearsal again for the concert tomorrow night. We played the envelop game to continue to learn the parts of a cell and what they do.
Homework: The Cell Theory Rap is due on Monday
12/7
Mrs. Varelas' class missed science today because of the concernt rehearsal.
Ms Stokes class watched a movie called Inside a Cell! The movie explained the orgnanelles found in a cell and what their jobs are.
QUIZ ON MONDAY.
12/10
snow day
12/11
Guest Julia Goren from the Catskill Center talked about
how we are connected to NY City through our water.
She had the students tell the capacity and land size of
each of the 6 reservoirs West of the Hudson and how
they would help the water to flow from us to New York
City for their drinking water. Students used a card
With the name of the reservoir along with the land size
And capacity, rope to represent the connected rivers, streamers to represent the tunnels and aqueducts and pitchers of water to represent the capacity. This was an excellent activity to demonstrate the relationships
between the land size and the water capacity of each of
the reservoirs.
12/12
Mrs. Varelas’s class missed today because of morning program.
Ms Stokes class presented their Cell Theory Rap and
did a great job!
Study for quiz on Monday.
12/17
Mrs. Varelas class did not meet today because of delay
Ms Stokes played envelope game to review vocab with
cells and played BINGO to review Scientific Method
12/18
We watched 2 movies about types of microscopes and how to use microscopes. Students were told to take notes so
They will know what types of microscopes there are and how to use them.
HOMEWORK: take home quiz due tomorrow
12/19
Collected the take home quizzes. Mrs Varelas’ class got them back to take home and get signed. If your child does not bring one home, they chose not to complete the take home quiz and received a zero.
We labeled the organelles of an animal and a plant cell. The 6th graders labeled one, took 4 minutes to study the
corrected answers then relabeled the same cell. They jumped up in success rate each time. They realized just how much they could improve with only 4 minutes of study
time!
1/2/08
We reviewed cells, their organelle and their jobs, and microscopes today using a review packet. We have to complete the study of the microscope then there will be a unit test.
Homework: complete packet for tomorrow
Unit study guide is to be completed by Monday.
1/3
We went over the packet in class and then started the microscope. Students are responsible for knowing the names of the parts of a microscope.
Homework: Label diagram of microscope and color each part a different color.
1/4
We continued our notes today on the microscope. I gave the class a small packet on plant and animals cells that will help them to answer question #4 in the study guide. When the packet is complete, they will only have to answer the second part of #4, the first part is completed with packet.
Homework: study guide due Monday
1/7
We went over the study guide. We did not complete it and will continue on Tuesday. Students should be studying nightly for the test on Friday.
1/8
Continued to review the study guide.
Homework: Study for test on Friday
1/9
We began a microscope lab today and will complete it tomorrow.
Homework: study for unit test on Friday
1/10
Completed Microscope Mania today and students were to turn in labs to ge graded.
Homework: Study for unit test tomorrow.
1/11
6th grade completed the unit test today on cells and microscopes.
1/14
We went over the unit test. Students were asked to make the corrections as we went over the test.
Homework: students were to get the test signed by a parent and return to me.
1/15
We started the interest survey for the Science Fair projects.
1/16
Worked on choosing a Science Fair topic again today with the surveys. By the end of class tomorrow, everyone must have a topic.
1/17
Today we complete the surveys for the Science Fair. Anyone who does not have a topic needs to make time to stay after school with me to pick a topic. All topics must be chosen by the time contracts are due on 2/1/08
1/18
6th graders played a safety game today to review safety procedures in science.
1/22
Today we started to go over the Science Fair packets together. Students should wait until we are finished to
begin their projects.
Homework: Students were given a science article to
read and complete an attached 3-2-1. This is due on
Friday. This will be a weekly assignment from now on.
1/23
Completed Science Fair packet
1/24
Began new unit: Nervous System
Students must complete the experimental design matrix,
A materials list and the numbered steps of the procedure for lab on page D6 for homework. If this homework is not complete, students will complete in class and complete lab after school next week on make up day.
1/25
Those who completed the home did the lab in class. Make up lab will be January 30 for those who did not do homework or were absent
1/28
Started nervous system Students take notes on what is
the nervous system, how does it work? There are 2 parts,
How they function and what they are “made of”
1/29
Completed notes on the Central Nervous System, the parts and how it functions.
Started notes on the Peripheral Nervous System, it’s components and how it functions.
1/30
Completed notes on the Central Nervous System and the Peripheral Nervous System.
Homework: Read pages D8-D13
Answer questions of page D13 in the homework section of your notebook.
Homework not done in notebook will not be accepted
-NO STAPLING HOMEWORK IN NOTEBOOK!
Quiz tomorrow
1/31
Students worked on creating questions for board game
on the central and peripheral nervous systems. Creating the questions will aide in studying the material for quiz
2/4
completed work on game boards
2/5
Took quiz on nervous system
Worked on game boards when quizzes were completed
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