Science

Curriculum > Middle > 6th Grade
  • Syllabus
  • Sample Lesson Plan
Course Description
Science 6‐Earth Science focuses on the study of the Earth and the surrounding universe. This course is designed to offer students an overview of six major areas of Earth Science (geology, meteorology, astronomy, oceanography, energy sources, and human impact on Earth).Emphasis is placed on the understanding of scientific concepts and how these concepts can be used and related to everyday phenomenon. Students are challenged to look science as a way of knowing and understanding the things that happen in the world their lives and their environment.
Course Pre‐Requisites
Science 6‐Earth Science has no pre‐requisites. It is appropriate for 5th and 6th grade students.
Course Learning Objectives
In this course, we will cover the “Science” learning objectives defined in the Minnesota Academic Standards in Science (2009). A full copy of these objectives is available at: http://education.state.mn.us/MDE/.
At the end of the course, students will be able to:
· Monitor daily and seasonal changes in weather and summarize the changes.
· Group or classify rocks in terms of color, shape and size.
· Describe similarities and differences between soil and rocks
· Identify and describe large and small objects made of Earth materials.
· Measure, record and describe weather conditions using common tools.
· Recognize the pattern of apparent changes in the moon’s shape and position.
· Recognize that the Earth is one of several planets that orbit the sun, and that the moon orbits the Earth.
· Recognize that rocks may be uniform or made of mixture of different minerals.
· Describe and classify minerals based on their physical properties.
· Identify where water collects on Earth, atmosphere, ground and surface water, and describe how water moves through the Earth system using the processes of evaporation, condensation and precipitation.
· Explain how over time, rocks weather and combine with organic matter to form soil.
· Explain how slow processes, such as water erosion, and rapid processes, such as landslides and volcanic eruptions, form features of Earth’s surface.
· Recognize the Earth’s layers.
· Describe the properties of each layer.
Course Language Objectives
In addition to the learning objectives listed above, a primary goal of this course is to facilitate students’ development of scientific communication skills. Each lesson will contain a specific language objective designed to help students grow in their abilities to read, write, listen, and speak. By the end of this course, students will be able to:
· Read and discuss important science concepts
· Communicate experimental results in
  tables/diagrams/illustrations
· Draw conclusions from scientific procedures
Resources
Textbooks will be used in‐class only. Students will NOT be bringing a textbook at home.
We will be using Pearson Science The Diamond Edition: Grade 6
© 2006 (ISBN: 0‐328‐28962‐0 (SVE))
Pearson Science 6 Workbook
http://www.iteachbio.com/Earth_Science/Earth_Science/earth.htm http://www.classzone.com/books/earth_science/terc/navigation/visu alization.cfm www.nasa.gov
Units, Themes, and Course Organization

No. of Weeks       Chapter Page             Content

No. of Weeks
1.5 210‐215 Creating Landforms
1 234‐240 Convection Currents
1.5 242‐247 Minerals
1.5 254‐260 Soil
1 262‐264 Geologic Time line
1 266.270 Topographic Maps
2 271‐278 Changes on Earth’s surface
1 282‐288 Stalactites
2 290‐295 Earth’s natural resources
2 302‐306 Fossil fuels
1.5 314‐320 Water treatment plant
2 322‐325 Earth’s weather
2 326‐327 Earth’s atmosphere
2 332‐336 Clouds and Precipitation
2 337‐344 Climate change
2 345‐347 Weather under Pressure
3 348‐350 Solar System
2 351‐360 Wrap up and Unit Testing
Learning Activities and Methods
The teaching of Science is a dynamic practice. It must entail various instructional strategies that take into consideration cultural diversity, different learning modalities and student’s construction of reality. This course includes discussion, laboratory experiences, lectures, cooperative groups, presentations, and computer assisted instruction as tools to facilitate learning for all students. The instructional strategies utilized in this course are designed in this course are designed to challenge the highest levels of learning and creativity.
Assessment

Evaluation:

evaluation example
Individual/Group Projects and Presentations 25%
Performance 15%
Test / Exams 20%
Homework 10%
Quizzes 15%
Workbook 15%

Grading Scale:

Grading Scale
A+ 97 - 100 4.0
A 94 - 96.99 4.0
A- 90 - 93.99 3.7
B+ 87 - 89.99 3.3
B 84 - 86.99 3.0
B- 80 - 83.99 2.7
C+ 77 - 79.99 2.3
C 74 - 76.99 2.0
C- 70 - 73.99 1.7
D+ 67 - 69.99 1.3
D 64 - 66.99 1.0
D- 60 - 63.99 0.7
F 0 - 59.99 0
Classroom Policies
Individual/Group Projects and Presentations
Students need to fully participate both in individual or group efforts. No contribution at all means F grade. Rubrics will be given ahead of time. For researches, students should not forget to cite their sources on the last page or slide.
Performance
Since Science is an interactive class, students are encouraged to participate all the time. It will also help assess students’ understanding of the concepts/topics tackled. Educational games will be included from time to time.
Test/Exams
Exams
Composed of identification, true/false, short answer, diagrams, matching and essay questions. You will be given a study guide few days before the exam date. Exam dates will be announced in class.
Homework
Instructions for homework are given in detail. Students should follow accordingly.
Quizzes
Aside from announced quizzes, there will also be pop ones. This will most likely happen when students don’t listen/behave well in class. So, they should all work together to keep each other on listening mode.
Workbook
These books will be issued to students. They can only use pencils when answering questions. They shouldn’t bring them home as well.

Classroom expectations
1. Always be prepared for success. Please remember that the moment you walk into the classroom you are to be in “study‐mode.”
2. Care for your classmates and their right to an uninterrupted learning environment. If it is necessary for you to leave the classroom, raise your hand and approach me quietly when I acknowledge you. Likewise, if it is necessary for you to enter the classroom after class has started, please do so silently. These courtesies apply to tardiness, excused or otherwise.
3. Communicate appropriately. Always maintain positive eye contact and positive body language when speaking to each other. Use the proper vocabulary with each other. Never interrupt when someone is speaking, even if they are not speaking to you directly. Listen attentively when someone is speaking (do not talk while someone else is addressing the class, especially me.)
4. Honesty is the best policy. Honesty is extremely important to me, as it should be to you. Copying other student’s answers (with or without their permission), cutting and pasting information from the internet and attempting to pass it off as your own and having another student complete an assignment for you are all examples of dishonesty. They will not be tolerated. This type of behavior will result in a zero.
5. We are all ladies and gentlemen and will behave accordingly. You are expected to respect the opinion offered in class although you may disagree with them. If you wish to share your perspective, make sure to do so in a respectful manner. As teacher and students, we will treat each other with respect and dignity.

Late work Policy
All assignments are expected on the due date. Late work will be accepted in the event of an excused absence only. You will be given two days for each day you were absent to complete all missed assignments. If it is not an excused absence, student will be given one school day to complete but would have 5 minus points.
** It is the student's responsibility to find out what was missed the day he/she returns to school.

Book Policy
1. You are responsible for your own textbook and workbook. Activities done without your book will result to a failing grade. Losing it means you have to pay for it plus detention.
2. You cannot make any marks on your book.
3. Inform the teacher immediately once you lost your book.

Subject and Homework notebook Policy
1. You are required to have a subject notebook that is solely for Science: Earth Science 6. This is for you to jot down notes during discussion and reminders for all your homework.
2. I discourage you to ask writing papers, pencils or erasers from your classmates. Please bring your own.
Any questions feel free to see me. I will be more than willing to help you. Have fun learning!
Supplies
Students need to bring the following daily:
Science Book
Science Notebook
Composition Paper
Pencil
Pencil Era
ser Ink pen
Questions?
Parents, guardians, and host parents: If you have any questions, comments, or concerns, please feel free to contact me. E‐mail is the best way to reach me. I am happy to answer questions via e‐mail, meet with you in person, or have a phone conversation.
If you have questions, are struggling with the course material, are concerned about your grade, or have any other concerns, please come talk to me sooner rather than later. I am happy to find a time to meet with you before school, after school, or during lunch.
Other

Important Note:

This Syllabus is intended to be a guideline. The description, requirement, and schedule are subject to revision and refinement by the teacher.

Weekly Informational Knowledge Overview - (Students will know...)
Introduction-expectations, weightings, requirements in Math class
Scientific Method
Common Laboratory Apparatus
Lab safety rules
Weekly Procedural Knowledge Overview - (Students will be able to...)
Through various learning experiences, students will be able to:
· Understand the expectations, criteria and requirements of the teacher for the subject
· Be familiar with scientific method for scientific inquiry
· Label laboratory equipment
· Apply safety procedures in the laboratory and in field studies
Monday
Tuesday
Wednesday
Thursday
Friday
***FIRST DAY OF CLASS***
Learning Objective:
Get to Know Students
Language Objective:
Express expectations of students and teacher
Main Activity:
Have back-to-school activities. Go over classroom policies
Evaluation:
Be able to have fun and feel they belong
Vocabulary:
expect, respect, policy
Homework:
Learning Objective:
Define, recognize and show step-by-step scientific inquiry
Language Objective:
State the steps to follow for scientific method.
Main Activity:
Have the students be involve in a simple solution and egg experiment to show buoyancy and apply scientific method.
Evaluation:
Have the class write down their observation
Vocabulary:
scientific, method, hypothesis, variables, data, interpret
Homework:
Learning Objective:
Describe the laboratory equipment.
Language Objective:
Label science apparatus
Main Activity:
List down commonly used science tools and their uses
Evaluation:
Have the class answer a sheet of paper with pictures of equipment
Vocabulary:
function, tool, apparatus, equipment, common
Homework:
Learning Objective:
Recognize potential hazards. Manipulate materials and equipment. Conduct appropriate procedures
Language Objective:
Identify potential hazards and implement appropriate safety procedures when conducting scientific investigations.
Main Activity:
Have the class elaborate each rule and let them give examples
Evaluation:
Ask the class to spot the disaster in a laboratory cartoon
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Weekly Informational Knowledge Overview - (Students will know...)
Introduction to Earth’s Layer
Landforms
Weekly Procedural Knowledge Overview - (Students will be able to...)
Know the composition of the Earth’s layers
Be familiar with Earth’s continents and the different landforms
Relate to landform visuals
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Know features of mantle, crust and core
Language Objective:
Be familiar while listening and watching layers of Earth
Main Activity:
Ask the students to copy a short lecture about layers of Earth from the board. Afterwards, discuss then have the class will watch a 3-minute video and answer questions regarding it
Evaluation:
Randomly ask questions about the layers of the Earth. Have them compare it to an egg
Vocabulary:
mantle, crust, core
Homework:
Learning Objective:
Know that landforms comprises the Earth’s crust
Language Objective:
more terms to learn for the students concerning early man.Know that landforms comprises the Earth’s crust
Main Activity:
Show pictures of landforms and waterforms of the Earth. Focus on 11 of the landforms
Evaluation:
Give each student a whiteboard marker, each one will pick random names of landforms, they will have to describe and draw them
Vocabulary:
island, archipelago, desert, mountain, canyon, valley, plain, hill, volcano
Homework:
Learning Objective:
Apply previous lesson
Language Objective:
Make labels for landforms then paste them on tiny sticks
Main Activity:
Assign students to print all 11 labels of landforms then cut and tape on toothpicks. If there is more time, they can start forming their landforms on different colors of clay prepared for them.
Evaluation:
Form their clays with no notes, just how they remember the landform after discussion.
Vocabulary:
Homework:
Learning Objective:
Find ways to mold landforms according to their understanding
Language Objective:
Use clay to form landforms.
Main Activity:
Let them proceed with forming landforms using clay
Evaluation:
Watch each one closely and if there’s anyone needing help
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Scott Foresman Science 6
Scott Foresman Science 6 Workbook
Pencil and eraser
Weekly Informational Knowledge Overview - (Students will know...)
Theory of Plate Tectonics
Moving plates of earth
Earthquakes and volcanoes cause and effects
Weekly Procedural Knowledge Overview - (Students will be able to...)
Understand that the Earth’s crust is made up of moving plates Know the reason behind earthquakes and volcanic activities
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Know that the Earth is composed of several layers, including crust, mantle and core
Language Objective:
Justify how layers of earth differ from one another
Main Activity:
Read about the structure of the Earth on pages 215-217. Tell them to look for the differences among earth’s layers. Show a model using oil, water and honey
Evaluation:
Ask the class why oil and water and honey positioned on different layers and how is the idea the same as the layers of the Earth
Vocabulary:
Homework:
Learning Objective:
Model the Earth’s layers
Language Objective:
Listen to instructions carefully to make excellent model of Earth’s layers
Main Activity:
Give them styrofoam balls, poster paints and cutter each. Tell the class that each should show the earth’s layers
Evaluation:
Cut through the styrofoam balls, show the layers by painting them well and each will be graded and displayed in the classroom
Vocabulary:
Homework:
Define drawing conclusion
Learning Objective:
Comprehend how science concepts are related to each other
Language Objective:
Write correct conclusions
Main Activity:
Focus students’ on the target reading skill. Discuss drawing conclusions
Evaluation:
Have the class answer page 74-75 of their workbook
Vocabulary:
Homework:
Learning Objective:
Know that the Earth’s entire crust is moving
Language Objective:
Read and understand the movements and position of moving plates
Main Activity:
Tackle the plates of the Earth on pages 218-219 of their book. Show them pieces of plates
Evaluation:
Have them put the plates close together by pasting them on a bigger paper
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Scott Foresman Science 6
Scott Foresman Science 6 Workbook
Pencil and eraser
Weekly Informational Knowledge Overview - (Students will know...)
Drawing conclusion
Earth’s plates
Seafloor spreading model
Reteach of convection current and subduction
Weekly Procedural Knowledge Overview - (Students will be able to...)
Use facts from a science article to draw conclusions
Know about the plates of the Earth
Understand the force behind the expanding of the seafloor
Explain convection current and subduction of Earth’s crusts
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Make sensible decisions after facts are presented
Language Objective:
Read facts and write justifications to arrive in correct conclusion
Main Activity:
Discuss drawing conclusion reading skill.
Evaluation:
Have the students answer page 74-75 of workbook
Vocabulary:
Homework:
Learning Objective:
Know the lithosphere and asthenosphere and the plates floating on it.
Language Objective:
List the major tectonic plates.
Main Activity:
Tackle pages 218-219 of the Science book then have the class answer Lesson checkpoint on a composition paper
Evaluation:
Have the class complete a jigsaw puzzle of the tectonic plates.
Vocabulary:
Homework:
Learning Objective:
Understand spreading of oceanic crust.
Language Objective:
Explain how Atlantic Ocean is expanding through a model
Main Activity:
Ask them to make a clay model of the seafloor spreading
Evaluation:
They will have to show the class their finished work then explain to the class how oceanic crust expands. Also they have to emphasize ridges and trenches.
Vocabulary:
They will have to show the class their finished work then explain to the class how oceanic crust expands. Also they have to emphasize ridges and trenches.
Homework:
Know the concept of convection current and subduction
Learning Objective:
Define and discuss convection currents and subduction
Language Objective:
Main Activity:
Tackle two important processes that happens on the mantle-convection current and subduction
Evaluation:
Show them a picture of both on projector then have them explain the processes in their own words
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Scott Foreman Science 6
Science Workbook 6
Projector
Colored sets of clay
Weekly Informational Knowledge Overview - (Students will know...)
Theory of Continental Drift
Alfred Wegener’s evidences
Convection Current experiment
Chapter quiz
Weekly Procedural Knowledge Overview - (Students will be able to...)
Know that the evidence of continental drift is derived from the fit of the continents and distribution of fossil
Learn about Alfred Wegener’s background as a meteorologist
Understand convection current
Explain the seafloor spreading in relation to the theory of continental drift.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Learn about Wegener and his theory
Language Objective:
Compose idea of continental drift
Main Activity:
Have them watch a video about Alfred Wegener and evidences
Evaluation:
Get correct responses on questions about the video
Vocabulary:
Homework:
Learning Objective:
Discover what a theory says the Earth is like millions of years ago
Language Objective:
Explain how Pangaea happened and why it isn’t the same today
Main Activity:
Have them watch the video about the Pangaea and the theory of continental drift
Evaluation:
Get correct responses on questions about the video
Vocabulary:
Homework:
Learning Objective:
Assess if they comprehend lessons well
Language Objective:
Determine if they understand the concepts discussed
Main Activity:
Quiz proper. Distribute quiz papers then discuss instructions for each part
Evaluation:
Evaluate and record scores
Vocabulary:
Homework:
Learning Objective:
Makes and observes convection currents in water
Language Objective:
Write connections from the horizontal motion of convection currents through a fluid to help them understand how convection currents move tectonic plates
Main Activity:
Perform experiment of convection current on water
Evaluation:
Have them individually answer questions about experiment of convection current in the mantle Vocabulary:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Scott Foresman Science 6
Overhead projector
Foam cups, hot and cold water, red and blue food coloring, clear tub (lunch box size)
Weekly Informational Knowledge Overview - (Students will know...)
Fossil and chain mountain evidence coloring and explanation
Theory of Plate Tectonics video
Forming of Earth’s features
Weekly Procedural Knowledge Overview - (Students will be able to...)
Explore about the fossil and mountain evidence of Wegener
Learn what theory of plate tectonics is
Know about causes of Earth’s features
Monday
Tuesday
Wednesday
Thursday
Friday
***NO CLASS, Holiday***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Complete a puzzle from the evidences by Wegener and form the supercontinent
Language Objective:
Color the fossil and mountain connections to form the Pangaea
Main Activity:
Give the class instructions on the coloring/connecting worksheet. Have them answer few questions to see if they understand the concept of the previous lesson
Evaluation:
Evaluate and record papers
Vocabulary:
Homework:
Learning Objective:
Understand the theory of moving plates by Harry Hess
Language Objective:
Carefully watch the plate tectonic video
Main Activity:
Have the class watch a video about the moving plates of the Earth
Evaluation:
Ask questions about the video
Vocabulary:
Homework:
Learning Objective:
Compare theory of continental drift and plate tectonics
Language Objective:
Explain the theory of plate tectonics
Main Activity:
Discuss the causes of Earth’s features on pages 224-225 of the book
Evaluation:
Have the class answer the comprehension questions on their notes including the comparison of continental drift and the current lesson
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
No class due to block schedule
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Scott Foresman Science 6
Science 6 notebook
Clay for volcano
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Plate Boundaries video
Book discussion
Volcano experiment and writing discussion
Weekly Procedural Knowledge Overview - (Students will be able to...)
Visualize boundaries through video
Learn plate boundaries
Make volcano through clay
Make clay volcano erupt by using baking soda, vinegar and food coloring
Monday
Tuesday
Wednesday
Thursday
Friday
***NO CLASS-Holiday***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Watch plate boundaries through video
Language Objective:
Explain spreading, fracture and colliding boundaries
Main Activity:
Have the class explain what they learned from the video
Evaluation:
Ask questions related to video
Vocabulary:
Homework:
Learning Objective:
Understand different boundaries
Language Objective:
Discuss divergent, convergent and transform boundaries
Main Activity:
Explain boundaries according to book
Evaluation:
Have the class randomly answer book questions
Vocabulary:
Homework:
Learning Objective:
Mold own volcano and use vinegar and baking soda materials for its magma
Language Objective:
Express their opinion about volcano experiment
Main Activity:
Form own volcano using clay and have them choose correct procedure to make magma erupt
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
No class due to block schedule
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Plate boundaries video
Volcano worksheet
Scott Foresman Science 6
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Earthquake Video/Most Active Volcanoes
Causes of Earthquake
Earthquake safety cartoon
Building earthquake safety building
Weekly Procedural Knowledge Overview - (Students will be able to...)
Widen understanding of earthquakes and volcanoes through videos
Know the main force behind the movement of the Earth’s crust
Make a poster on what to do during an earthquake
Think like engineers while building structure using marshmallows and toothpicks
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Watch videos about earthquakes and active volcanoes from USGS
Language Objective:
Discuss what they think of the videos
Main Activity:
Have the class be more interested and raise more amazing questions about earthquakes and volcanoes
Evaluation:
Ask them to write their questions on a piece of paper and let them research for answers
Vocabulary:
Homework:
Learning Objective:
Understand the reason why the Earth’s crust is moving
Language Objective:
Explain the main force that produces tremors on earth’s crust
Main Activity:
Discuss Earthquake topic from the book
Evaluation:
Have the class answer Lesson checkpoint
Vocabulary:
Homework:
Learning Objective:
Make an earthquake safety tip poster
Language Objective:
Draw, design and write safety tips on earthquake
Main Activity:
Give the class poster materials and have them design their earthquake poster and use colored markers to write safety tips taken from fema.gov
Evaluation:
Evaluate and record posters
Vocabulary:
Homework:
Learning Objective:
Learn to construct a model of earthquake-free building using marshmallow and toothpicks
Language Objective:
Think of ways to build a strong, crumble-free structure
Main Activity:
Have the class get enough marshmallows and toothpicks to build free standing structure
Evaluation:
Shake marshmallow structure to test its strength
Vocabulary:
Homework:
***NO CLASS, Holiday***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Scott Foresman Science 6
Marshmallow and toothpicks
Earthquake and volcano videos
Construction papers and colored markers
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Volcanoes
Types and Parts of Volcano
Preparing for Earthquakes
Pacific Ring of Fire
Weekly Procedural Knowledge Overview - (Students will be able to...)
Understand cause of volcanic eruptions
Know the types of volcano
Be familiar with the parts of a volcano
Learn how to prepare for earthquakes and volcanoes
Locate the Pacific Ring of Fire
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Understand the cause of volcanic eruptions
Language Objective:
Know the main force that causes pressure along faults
Main Activity:
Watch videos and have them carefully observe the different eruptions and lave flow
Evaluation:
Ask the class lesson checkpoint questions from their books
Vocabulary:
Homework:
Learning Objective:
Explain the types and parts of a volcano
Language Objective:
Label parts of a volcano and enumerate its types
Main Activity:
Ask the class to copy parts of volcano and types flashed on the white background. Prodceed to discussion
Evaluation:
Have the class draw a volcano and label its parts
Vocabulary:
Homework:
Learning Objective:
Understand how to prepare when there are disasters
Language Objective:
Read preparations needed during earthquakes and volcanic eruptions
Main Activity:
Discuss safety precautions during earthquakes and volcanic eruptions
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Be familiar with the Pacific Ring of Fire
Language Objective:
Learn why the Pacific Ring of Fire has most volcanoes on Earth
Main Activity:
Have them view the Pacific Ocean and tell them about the Ring of Fire. Tell them to copy important notes about it
Evaluation:
Ask the students to locate active volcanoes around the world
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
No class due to block schedule
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Scott Foresman Science 6
Parts of a volcano picture
Types of volcanoes picture
Location Map
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Chapter lesson worksheet
Midterm exam review of concepts
Jeopardy game about lessons tackled
GP1 midterm
Weekly Procedural Knowledge Overview - (Students will be able to...)
Evaluate what they have learned from previous lessons
Know what they are missing and focus on those
Earn extra points from a review jeopardy game
Assess themselves by answering GP1 questions
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Evaluate what they remember from chapter lessons
Language Objective:
Write the correct answer according to what they remember
Main Activity:
Have the class answer a chapter worksheet
Evaluation:
Check and record scores
Vocabulary:
Homework:
Learning Objective:
Learn from jeopardy game
Language Objective:
Express correct answers when asked
Main Activity:
Ask the class to prepare for a jeopardy game
Evaluation:
Let the class play jeopardy game which is all about the lessons tackled
Vocabulary:
Homework:
***END OF GRADING PERIOD 1***
Learning Objective:
Test oneself from previous lessons discussed
Language Objective:
Respond to key questions from lessons tackled
Main Activity:
Have the class pick questions from easy, average and difficult questions and let them answer. Answers will be graded.
Evaluation:
Vocabulary:
Homework:
***START OF GRADING PERIOD 2***
Learning Objective:
Determine students’ understanding of key concepts from GP1 lessons
Language Objective:
Write stock knowledge and concepts from lessons tackled
Main Activity:
Have the class listen to instructions and let them quietly answer all the given questions on their test papers
Evaluation:
Proceed to test proper
Vocabulary:
Check and grade papers
Homework:
Learning Objective:
Language Objective:
Main Activity:
No class due to block schedule
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Easy, Average and Difficult science questions from lessons
Jeopardy game template
Chapter worksheet from Science 6 workbook
Earth Science Exam paper
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Test review and re-teach
Maps and kinds of
Tennis ball globe
Latitude and Longitude
Weekly Procedural Knowledge Overview - (Students will be able to...)
Know their mistakes from exam answers
Be familiar with different kinds of maps
Make their own model of globe
Understand latitude and longitude
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Identify reasons/points of errors
Language Objective:
Find out their mistakes
Main Activity:
Distribute test papers to the class then proceed on each item and have them find out why they made mistakes
Evaluation:
Ask them why they placed wrong answers on their papers
Vocabulary:
Homework:
Learning Objective:
Know which maps are used in different ways
Language Objective:
Distinguish different kinds of maps
Main Activity:
Have the class copy power point slides then proceed to discussion
Evaluation:
Ask random questions about lesson tackled
Vocabulary:
Homework:
Learning Objective:
Refresh the kinds of maps discussed yesterday
Language Objective:
Show map pictures, continents and oceans of the world
Main Activity:
Browse the net by showing different kinds of maps then have them show each kind of map mentioned
Evaluation:
Give extra points to students who correctly show the map asked
Vocabulary:
Homework:
Learning Objective:
Take notes about latitude and longitude. Make own globe using used and crumpled papers
Language Objective:
Write important things to know about latitude and longitude
Main Activity:
Have the class gather their materials then cut their cutout and form their globe. Once done, have them take notes about lines found on the globe
Evaluation:
Collect finished globes and post them on ES wall
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
No class due to block schedule
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Computers and internet
Map power point
Double sided tape, crumpled used papers, globe cut-out, clear tape
Unlabeled world map
Latitude and Longitude pdf
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Latitude Longitude and Time Zone
Exploring NASA
Rocks and mineral ppt
Weekly Procedural Knowledge Overview - (Students will be able to...)
Be familiar with latitude, longitude and time zones
Try exploring a picture from space
Compare and contrast rocks and minerals
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Distinguish latitude from longitude
Language Objective:
Explain difference of parallel and meridian and related words
Main Activity:
Show video of latitude and longitude then tackle reason why time zones aren’t the same
Evaluation:
Vocabulary:
degrees, north south, east, west, paraallel
Homework:
Learning Objective:
Learn how to mark a specific location on the map using degrees
Language Objective:
Plot latitude and longitude. Give details about different time zones
Main Activity:
Have the class understand directions about calculation of latitude and longitude of a place
Evaluation:
Ask them to use the map for reference when answering questions given
Vocabulary:
Homework:
Learning Objective:
Go through a physical map to give details
Language Objective:
Use visual skills to answer given questions
Main Activity:
Provide NASA picture that identifies specific land features from space
Evaluation:
Have the class answer worksheet about the image given
Vocabulary:
Homework:
Learning Objective:
Get to know rocks and mineral differences
Language Objective:
Give examples and describe rocks and minerals they know
Main Activity:
Tackle rocks and minerals power point
Evaluation:
Ask random questions
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
No class due to block schedule
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Minerals and rocks ppt
NASA San Jose California picture
Latitude and Longitude worksheet
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Minerals Power point
Mineral report
Rock Making
How Minerals Form
Weekly Procedural Knowledge Overview - (Students will be able to...)
Understand minerals
Report minerals
Make a rock
Know how minerals form
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Research about the most common minerals on Earth
Language Objective:
Compose a power point
Main Activity:
Have the class go to the IT lab then make a research about the minerals given then make a power point presentation about them
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Tackle the common minerals researched by each student
Language Objective:
Discuss power point presentation made
Main Activity:
Ask each student to talk about the visual presentation they made
Evaluation:
They have to be prepared with random questions
Vocabulary:
Homework:
Bring glue and rocks tomorrow
Learning Objective:
Learn to make a rock
Language Objective:
Listen carefully to instruction while making hardened rock
Main Activity:
Tell the class to put out their homework tomorrow then show them how to make a rock
Evaluation:
Have them make their own
Vocabulary:
Homework:
***AMERICAN THANKSGIVING***
Learning Objective:
Show them how to make rock crystal
Language Objective:
Make prediction how sugar can be rock crystal in a stick
Main Activity:
Show detailed video how to make the rock crystal experiment
Evaluation:
Ask the procedure again. Try asking each one if they remember
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
No class due to block schedule
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Sugar crystal video from youtube.com
IT lab computers
glue, sand, pebbles, paper cup
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Rock Candy Experiment Demonstration
Mineral Discussion
Word hunt minerals and rocks
Research about minerals
Weekly Procedural Knowledge Overview - (Students will be able to...)
Understand procedure of sugar crystal experiment
Learn more about minerals according to book
Have fun while hunting words about minerals and rocks
Know more about minerals properties
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Follow directions carefully
Language Objective:
Answer questions about their tasks
Main Activity:
Bring materials of sugar crystal experiment to the class. Disseminate tasks to involve them in the experiment. Ask random questions and have them make conclusions about what will happen next
Evaluation:
Let them carefully pour the solution into the bottle and check if they follow instructions well
Vocabulary:
sugar solution
Homework:
Learning Objective:
Be familiar with minerals and its properties
Language Objective:
Compare and contrast minerals
Main Activity:
Discuss minerals from the book
Evaluation:
Tell them to answer lesson checkpoint from their books
Vocabulary:
Homework:
Learning Objective:
Use visual skills to search for mineral words
Language Objective:
Look for minerals that are on the list
Main Activity:
Have the class answer a mineral word search game
Evaluation:
Time pressure them and see how many can they find
Vocabulary:
Homework:
Learning Objective:
Collect/Gather data from the internet about a mineral
Language Objective:
Use internet to get information needed
Main Activity:
Have them make a research about the mineral they chose. They have to include the properties, reasons why they like the mineral and some fun facts about their favorite mineral
Evaluation:
Ask them to compose their research on MS word and follow the instructions given
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
No class due to block schedule
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Scott Foresman Science Grade 6
Sugar, skewers sticks, hot plate
word hunt mineral kworksheet
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Mineral research
Mineral quiz
Weekly Procedural Knowledge Overview - (Students will be able to...)
Laminate their favorite mineral research
Assess their understanding of the mineral lesson
Monday
Tuesday
Wednesday
Thursday
Friday
***NO CLASS- Holiday***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
***NO CLASS- Holiday***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Understand the beauty of laminating important papers
Language Objective:
Listen to directions then laminate
Main Activity:
Proofread mineral research then laminate
Evaluation:
Ask each one to carefully check on the lamination process, have them do the second and third time
Vocabulary:
Homework:
Learning Objective:
Evaluate lessons learned and check if rock experiment is a fail or not
Language Objective:
Answer quiz questions about minerals
Main Activity:
Mineral quiz and rock experiment checking
Evaluation:
Check work and record scores
Vocabulary:
Homework:
Learning Objective:
No class due to block schedule
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Laminating paper, laminator
Rock experiment
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Kinds of Rocks video
Igneous, Metamorphic and Sedimentary Rocks
Rock cycle
Weekly Procedural Knowledge Overview - (Students will be able to...)
Know the difference of rocks
Be familiar with properties of each kind of rock
Understand the rock cycle
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Learn three kinds or rocks
Language Objective:
Compare and contrast three kinds of rocks
Main Activity:
Have the class watch the video about three kinds of rocks
Evaluation:
Ask random questions about the meaning of rocks and how they came to be
Vocabulary:
Homework:
Learning Objective:
Understand igneous and metamorphic
Language Objective:
Compare Igneous and metamorphic formation
Main Activity:
Discuss Igneous and Metamorphic rocks
Evaluation:
Search for examples of the three kinds of rocks
Vocabulary:
Homework:
Learning Objective:
Understand where sediments come from
Language Objective:
Be familiar with formation of sedimentary
Main Activity:
Discuss Sedimentary rocks and tackle book
Evaluation:
Have the students go outside and look for three kinds of rocks
Vocabulary:
Homework:
Learning Objective:
Learn the rocks change
Language Objective:
Explain how rock cycle happens over time
Main Activity:
Show video then discuss rock cycle
Evaluation:
Have board game quiz
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
No class due to block schedule
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Scott Foresman Science Grade 6
Rock Cycle video
3 Kinds of Rocks video
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Types of Rocks review
Rock Cycle interactive online http://www.learner.org/interactives/rockcycle/
Soil Formation pages 254-255 of book
Soil Profile
Weekly Procedural Knowledge Overview - (Students will be able to...)
Refresh types of rocks
Remember rock cycle
Know how soil form
Be familiar with soil profile
Monday
Tuesday
Wednesday
Thursday
Friday
***NO CLASS- Holiday***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
***NO CLASS- Holiday***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Bring ruler, glue stick and colored markers
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Answer lesson checkpoint on page 255 (bottom part)
Learning Objective:
Language Objective:
Main Activity:
No class due to block schedule
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Soil as filter experiment,
Soil fractions workbook page 88
Intro of timeline-how to
timeline
Weekly Procedural Knowledge Overview - (Students will be able to...)
Understand that among soil, sand and pebbles, soil is the best filter
Know soil fractions
Use timeline
Make a timeline
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Understand that soil can filter dirty water
Language Objective:
Write down and make conclusions about experiment
Main Activity:
Proceed to experiment
Evaluation:
Have the class answer questions about the soil filter experiment
Vocabulary:
Homework:
Learning Objective:
Know what nutrients/mineral found in soil
Language Objective:
Draw soil fractions
Main Activity:
Tackle Soil Fractions
Evaluation:
Have the class answer questions on page 88
Vocabulary:
Homework:
Learning Objective:
Define what timeline is and what information can it give us
Language Objective:
Read about timeline and its use
Main Activity:
Introduce timeline and its use
Evaluation:
Vocabulary:
Homework:
Bring colored markers or pencils
Learning Objective:
Show Earth’s history by using a timeline
Language Objective:
Calculate, draw and label importance events in Earth’s history
Main Activity:
Make a timeline according to book activity on page 90 of their book
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
No class due to block schedule
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Scott Foresman Science 6
cash register rolls
pencils
crayons
ruler
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Jeopardy game about past lessons
Easy, average and difficult questions covering past lessons
Weekly Procedural Knowledge Overview - (Students will be able to...)
Assess their understanding of concepts learned
Read directions and take exam
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Assess understanding of lessons
Language Objective:
Express and discuss their answers about lessons/concepts learned
Main Activity:
Have each student pick a question which covers all that they have learned for the past 3 months
Evaluation:
Each question brings them to the next level
Vocabulary:
Homework:
Learning Objective:
Assess understanding of lessons
Language Objective:
Express and discuss their answers about lessons/concepts learned
Main Activity:
Answer jeopardy game questions
Evaluation:
For each question are a corresponding number of points
Vocabulary:
Homework:
***SEMESTER 1 EXAMS***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
***SEMESTER 1 EXAMS***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
***SEMESTER 1 EXAMS, END OF 1ST SEMESTER***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Jeopardy Game packed with questions
Questions written in small pieces of paper, rolled and categorized to easy, average and difficult
Exam papers
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Rocks painting
Discuss book
Weathering and erosion video
Weathering and erosion worksheet
Weekly Procedural Knowledge Overview - (Students will be able to...)
paint rocks and present as paper weight gifts
Learn weathering and erosion
Watch weathering and erosion video
Answer weathering and erosion worksheet
Monday
Tuesday
Wednesday
Thursday
Friday
***START OF 2nd SEMESTER***
Learning Objective:
Make and give useful gifts using rocks as paper weights
Language Objective:
Design rocks using poster paints
Main Activity:
Let the class go out and get their own fist-size rock. Use poster paint to design their rock while thinking of the person they wish to give it to.
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Compare and contrast erosion and weathering
Language Objective:
Understand weathering and erosion
Main Activity:
Tackle weathering and erosion from the book
Evaluation:
Have the class answer lesson checkpoint
Vocabulary:
Homework:
Learning Objective:
Look for the difference and similarity of mechanical and chemical weathering
Language Objective:
Watch and pay attention to video about 2 kinds of weathering
Main Activity:
Show video to class. Ask them to listen carefully
Evaluation:
Let them identify the agents of mechanical and chemical weathering
Vocabulary:
Homework:
Learning Objective:
Collect rocks that are chemically or mechanically weathered
Language Objective:
Find rocks that are weathered
Main Activity:
Have the class answer a worksheet about weathering and erosion. Have the students look for rocks that have been weathered chemically or mechanically
Evaluation:
Bring those to class or they can take a picture of the rocks
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
No class due to block schedule
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Weathering and erosion video
Scott Foresman Science book
poster paints
rocks
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Erosion and agents
Soil Erosion
Dust Bowl research
Weekly Procedural Knowledge Overview - (Students will be able to...)
Learn more about erosion and its agents
Understand soil erosion
Know more about history of Dust Bowl
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Distinguish different agents of erosion
Language Objective:
Read more about erosion and its agents
Main Activity:
Tackle erosion and the factors that cause it
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Define soil erosion, its causes and effects
Language Objective:
Write what they know about soil erosion
Main Activity:
Discuss soil erosion
Evaluation:
Ask the class what they have learned about soil erosion
Vocabulary:
Homework:
Learning Objective:
Know what Dust Bowl tragedy is
Language Objective:
Listen to the effects of the tragedy in the US called Dust Bowl
Main Activity:
Introduce Dust Bowl and its effect to United States from their books
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Conduct research on causes and effects of Dust Bowl in the United States
Language Objective:
Watch video and read dust bowl information on history.com
Main Activity:
Have the class go to the IT lab. Ask them to open their computers and go to http://www.history.com/topics/dust-bowl
Evaluation:
Let them answer questions posted on the white board while doing their research
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
No class due to block schedule
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
http://www.history.com/topics/dust-bowl
Scott Foresman Science 6
computers and internet
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
water cycle discussion
balloon precipitation project
Weekly Procedural Knowledge Overview - (Students will be able to...)
Recall the water cycle process
Make precipitation project using balloons and blue paper droplets
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Refresh their knowledge about water cycle
Language Objective:
Listen and watch water cycle video from NASA site
Main Activity:
Discuss water cycle according to NASA.gov
Evaluation:
Have the class mention the processes mentioned in the discussion
Vocabulary:
Homework:
Learning Objective:
Create class version of precipitation process
Language Objective:
Make precipitation process using white & gray inflated balloons and blue construction papers
Main Activity:
Have the class start inflating balloons then show them the idea of precipitation.
Evaluation:
Ask them to show precipitation process using balloons and cutout blue papers as water droplets
Vocabulary:
Homework:
***NO CLASS- Holiday***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
***NO CLASS- CHINESE NEW YEAR***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
***NO CLASS- Holiday***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
white and gray inflated balloons
duct tape
light blue construction paper
water cycle picture and video from NASA.gov
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Poster Making water Cycle
Cloud Formation Experiment
Weekly Procedural Knowledge Overview - (Students will be able to...)
Recall and draw on illustration board
Make a cloud and observe coke bottle
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Understand the processes involve in the water cycle
Language Objective:
Make a water cycle poster
Main Activity:
Ask the class to put out materials for their water cycle poster making
Evaluation:
Vocabulary:
Homework:
precipitation, transpiration, run off and condensation
Learning Objective:
Appreciate their own work
Language Objective:
Explain the water cycle they have made on illustration board
Main Activity:
Tell the class to continue their water cycle poster making
Evaluation:
Water Cycle boards will be collected and graded
Vocabulary:
Homework:
***NO CLASS- Holiday***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Learn the concept of water vapor
Language Objective:
Make own cloud from a bottle using teaspoon of water and a lighted matchstick
Main Activity:
Show the class the materials needed to make a cloud inside an empty bottle with a teaspoon of water and a lighted matchstick
Evaluation:
Ask each one from the class to do the demonstration they have seen. Make their own cloud from the materials they have
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
No class due to block schedule
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
illustration boards
crayons
label for the processes
empty plastic bottle
matchsticks
half cup of water
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
How water changes earth surface by Cindy Grigg
Bulletin Board Water Cycle
Liquid evaporation experiment
Weekly Procedural Knowledge Overview - (Students will be able to...)
Understand more on how water makes changes
Make a 3D model of water cycle on my bulletin board
Learn more about evaporation
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Know how water is changing the surface of the earth
Language Objective:
Read and comprehend that water changes the Earth’s surface
Main Activity:
Have each from the class have a copy of Cindy Grigg’s How Water Changes Earth’s Surface from EdHelper.com. Discuss to the class

Evaluation:
Ask random questions about the article
Vocabulary:
Homework:
Tell the class that there will be a quiz tomorrow about discussion today
Learning Objective:
Understand water cycle concept to make a 3D model using clay, paint, cotton and colored papers
Language Objective:
Form 3D water cycle model for bulletin board
Main Activity:
Have the class gather all materials for 3D model of water cycle for bulletin board
Evaluation:
Assign each one task that they will have to complete until tomorrow
Vocabulary:
Homework:
Learning Objective:
Appreciate and exert effort for bulletin board water cycle activity
Language Objective:
Work on art skills
Main Activity:
Continue activity yesterday then have each compose a call out about how awesome water cycle is for them
Evaluation:
Each will be graded for their effort and output of work
Vocabulary:
Homework:
Assign each student to bring their own liquid tomorrow
Learning Objective:
Discover how evaporation happens in a day
Language Objective:
Observe how different liquids evaporate
Main Activity:
Tell the class to fill a clear plastic cup with the liquid that they have brought with them
Evaluation:
Ask them to measure the amount of liquid then write down their observations until the end of the day
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
No class due to block schedule
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
different liquids
Cindy Grigg’s How Water Changes Earth’s Surface from EdHelper.com
clay, paint, cotton and colored papers
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Experiment questionnaire
Word search about water lessons
Book discussion
Weekly Procedural Knowledge Overview - (Students will be able to...)
Understand the concept behind the liquid experiment
Search for words about vocabulary words tackled
Tackle book about water changes
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Apply the concept of water evaporation
Language Objective:
Jot down what they have observed
Main Activity:
Have the class write questionnaire on an A4 size paper
Evaluation:
Have them answer according to their observation about their liquid evaporation experiment
Vocabulary:
Homework:
Learning Objective:
Search for words in a word hunt
Language Objective:
Find vocabulary words
Main Activity:
Review all the vocabulary words they had about the water lesson
Evaluation:
Give each student a word search paper
Vocabulary:
Homework:
Learning Objective:
Understand the new lesson
Language Objective:
Read and listen to discussion
Main Activity:
Tackle book about new lesson
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Evaluate lesson learned through a quiz
Language Objective:
Answer questions about lesson
Main Activity:
Continue new lesson then proceed to quiz
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
No class due to block schedule
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Scott Foresman Science
word search
A4 size paper
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Causes of climate
2 Types of Climate: Tropical and Moderate
Weekly Procedural Knowledge Overview - (Students will be able to...)
Through various learning experiences, students will be able to:
- Understand the reason why there are changes on Earth’s climate
- Know the first 2 types of climate
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Research about types of climate
Language Objective:
Compose own presentation about types of climate
Main Activity:
Students will be asked to go to the IT Lab and search for the type of climate assigned to them
Evaluation:
Make their own power point presentation about the type of climate assigned to them
Vocabulary:
Homework:
Learning Objective:
Compare and contrast tropical wet and dry
Language Objective:
Explain Tropical climates
Main Activity:
Report the first types of climate, Tropical :Tropical Wet and Tropical Wet/Dry
Evaluation:
Student will be graded according to their presentation and explanation of the type
Vocabulary:
Homework:
Learning Objective:
Know the countries with moderate climates
Language Objective:
Explain Moderate climates
Main Activity:
Report the second types of climate, Moderate: Humid Subtropical, Mediterranean and Marine West Coast
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Know facts behind climate
Language Objective:
Elaborate causes of climate in own words
Main Activity:
Discuss the causes of types of climate
Evaluation:
Have the class ask questions to clear confusions
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
No class due to block schedule
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
https://sites.google.com/site/climatetypes/home
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Report climate & weather
Board games about climate
Layers of atmosphere
Weekly Procedural Knowledge Overview - (Students will be able to...)
Through various learning experiences, students will be able to:
- Discover what factors can affect climate
- Understand characteristics of Earth’s atmosphere
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Know the different factors that cause climates to shift and change
Language Objective:
Compare and contrast climate and weather
Main Activity:
Have the class go to nasa.gov. Ask them to research about the difference of climate and weather and the types of climate
Evaluation:
Vocabulary:
tropical, moderate, continental, polar, dry, highland, arid, tundra
Homework:
Learning Objective:
Know the different factors that cause climates to shift and change
Language Objective:
Explain the causes of climate
Main Activity:
Report to the class the result of their research
Evaluation:
Vocabulary:
latitude, elevation, currents, terrain
Homework:
Learning Objective:
Remember vocabulary words about climate
Language Objective:
Fun with climate vocabulary
Main Activity:
Prepare boards and markers for the game
Evaluation:
Correct answers will be given extra points
Vocabulary:
Homework:
Learning Objective:
Identify the layers of atmosphere
Language Objective:
Explain what each layer is made of
Main Activity:
Tackle Atmosphere and its layers air pressure and gas
Evaluation:
Vocabulary:
troposphere, stratosphere, mesosphere, thermosphere, air pressure, nitrogen, oxygen
Homework:
Learning Objective:
Language Objective:
Main Activity:
No class due to block schedule
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
nasa.gov
https://sites.google.com/site/climatetypes/
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Layers of Atmosphere-Video
Exosphere
Heterosphere
Ionosphere
Mesopause
Stratopause
Tropopause
Weekly Procedural Knowledge Overview - (Students will be able to...)
Through various learning experiences, students will be able to:
- Widen knowledge on the difference of each layer of the atmosphere
- Understand what mesopause, stratopause, tropopause are
- See a video on atmosphere’s layers to wrap up the lesson
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Know more about each division of the atmosphere
Language Objective:
Describe how mesopause, stratopause, tropopause are related to the mesosphere, stratosphere and troposphere layers
Main Activity:
Discuss mesopause, stratopause, tropopause
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Be familiar with the extended layers of the atmosphere
Language Objective:
Add more layers to the atmosphere
Main Activity:
Tackle exosphere, ionosphere and heterosphere
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Assess understanding of the layers according to video
Language Objective:
Answer comprehension questions about the video
Main Activity:
Ask the class to watch the video about Layers of atmosphere to wrap up the lessons
Evaluation:
Have questions prepared for them to answer
Vocabulary:
Homework:
***NO CLASS- Holiday***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
No class due to block schedule
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Major layers of atmosphere photo
Layers of Atmosphere video
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Middle East countries
Southeast Asian countries
worlatlas.com
Weekly Procedural Knowledge Overview - (Students will be able to...)
Through various learning experiences, students will be able to:
Explore the countries’ location from the world atlas
Be familiar with composition of Middle East
Get to know countries of Southeast Asia
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Remember locations of countries on the atlas
Language Objective:
Point out the name of countries in Middle East


Main Activity:
Have the class go to the IT lab then instruct them to go to worldatlas.com. Discuss how atlas is different from a map
Evaluation:
Have them list the countries to help them be familiar with the spelling
Vocabulary:
atlas, map
Homework:
Learning Objective:
Remember locations of countries on the atlas
Language Objective:
Point out the name of countries in Southeast Asia


Main Activity:
Have the class go to the IT lab then instruct them to go to worldatlas.com. Tell them to list the countries on their notes
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Apply lessons tackled
Language Objective:
Write correct names of countries on their locations
Main Activity:
Review the class on the locations of the countries. Prepare a map outline for them then ask them to label each country
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Remember locations of countries on the atlas
Language Objective:
Point out the name of countries in Southeast Asia


Main Activity:
Have the class go to the IT lab then instruct them to go to worldatlas.com. Tell them to list the countries on their notes
Evaluation:
Answer map outline given to them. They will have to label the countries on their locations
Vocabulary:
Homework:
Learning Objective:
Language Objective:
No class due to block schedule
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
http://www.worldatlas.com/webimage/countrys/me.htm
http://www.worldatlas.com/webimage/countrys/eu.htm
http://www.worldatlas.com/webimage/countrys/as.htm
Earth Science notebook
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Severe Weather Conditions
Tornado experiment
Weather Under Pressure pages 346-347
El Nino and the Big Belch pages 350-351
Weekly Procedural Knowledge Overview - (Students will be able to...)
Through various learning experiences, students will be able to:
- Be aware of severe weather
- Understand why severe weather happens
- How to be safe in severe weather
- Know what El Nino and the Big Belch are
- Study the pressures of the weather - Make and use a tornado model
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Get to know how to be safe from Thunderstorms, Tornadoes and Hurricanes
Language Objective:
Explain weather conditions correctly
Main Activity:
Tackle severe weather conditions from Scott Foresman book pages 338-339
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Know that changes in weather may give clues to what is happening with the weather
Language Objective:
Read to understand
Main Activity:
Read page 346 from the Scott Foresman book
Evaluation:
Ask comprehension questions to see how much they understand the article
Vocabulary:
Homework:
Learning Objective:
Identify what El Nino and Big Belch are
Language Objective:
Read then imagine how much El Nino affects the Earth
Main Activity:
Tackle El Nino and the Big Belch from page 350-351 of the Scott Foresman book
Evaluation:
Vocabulary:
Greenhouse gas
Homework:
Bring two 1L plastic bottles in class tomorrow
Learning Objective:
Understand the characteristics of a tornado
Language Objective:
Make a model of tornado to picture the winds in it
Main Activity:
Ask the class to prepare their materials for the tornado model activity
Evaluation:
Vocabulary:
Homework:
Learning Objective:
No class due to block schedule
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Plastic bottles, duct tape, food coloring
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Clouds- Humidity, Relative Humidity
Types of Clouds
Predicting Weather
Clouds Project
Weekly Procedural Knowledge Overview - (Students will be able to...)
Through various learning experiences, students will be able to:
- Discover how water vapor causes humidity and clouds
- Understand how scientists predict weather
- Identify the types of clouds
- Make a model of clouds
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Know how weather data are collected
Language Objective:
Read the information on pages 340-341 of Scott Foresman Science 6 book
Main Activity:
Tackle Predicting Weather: Tools that meteorologists use to gather weather data info
Evaluation:
Ask the class to answer Checkpoint activity on page 341
Vocabulary:
Homework:
Learning Objective:
Identify how clouds form
Language Objective:
Understand the role of water vapor and humidity in cloud formation
Main Activity:
Discuss page 332
Evaluation:
Vocabulary:
Humidity and Relative Humidity
Homework:
Learning Objective:
Know the characteristics of each type of cloud
Language Objective:
Describe each type of cloud
Main Activity:
Tackle types of clouds
Evaluation:
Vocabulary:
Cirrus, Cumulus and Stratus
Homework:
Tell the class to bring white or gray balloons tomorrow
Learning Objective:
Practice working as a group
Language Objective:
Make a model of a cloud
Main Activity:
Group The class then give each hand air pumps to fill balloons with air then ask some students to cut white threads, probably a yard long, some will cut adhesive tapes
Evaluation:
Instruct the class to put the balloons together forming like a cloud then let them hang their threads to look like some rain is falling. They can cut raindrops similar to teardrops shape and tape it as well to each strand
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
No class due to block schedule
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Scott Foresman Science Book 6
Adhesive tapes
white thread
gray or silvery white balloons
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Cloud actual pictures
Weather quiz
Sundial
Weekly Procedural Knowledge Overview - (Students will be able to...)
Through various learning experiences, students will be able to:
- Capture photos of types of clouds during the day
- Assess understanding of weather lesson
- Comprehend the history of clocks through sundial
- Make a traditional sundial
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Identify types of clouds
Language Objective:
Take photos of clouds
Main Activity:
Ask the class to put out their cameras and seize for different cloud types during the day. Have them print, describe and label the clouds
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Evaluate concepts about weather
Language Objective:
Answer questions about weather correctly
Main Activity:
Review the class about the weather topic then proceed to the quiz
Evaluation:
Check and record the scores
Vocabulary:
Homework:
Learning Objective:
Know the history of clocks through sundial
Language Objective:
Be knowledgeable about the origin of modern clocks
Main Activity:
Tackle history of clocks/early astronomy
Evaluation:
Vocabulary:
Homework:
Have the class bring scissors and glue tomorrow
Learning Objective:
Language Objective:
Main Activity:
No class due to block schedule
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Follow directions on sundial making
Language Objective:
Make a sundial
Main Activity:
Proceed to sundial making. Ask the class to follow instructions
Evaluation:
Let each sundial stand outside facing the north
Vocabulary:
Homework:
Materials / Resources (including technology)
Sundial pdf
camera
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Secrets of the Sun Video-Plasma and Photons
Quiz
Paper Plate Sun
Facts about the Sun
Weekly Procedural Knowledge Overview - (Students will be able to...)
Through various learning experiences, students will be able to:
- Watch the video: Secrets of the Sun
- Be familiar with the composition of the Sun
- Know what plasma and photons are
- Make a model of the sun using paper plate and hand marks
- Check understanding of the lesson tackled about clouds
- Know facts about the Sun
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Get to know photons and plasma
Language Objective:
Watch and understand the Secrets of the Sun video
Main Activity:
Show the class a video about the photons and plasma that comprises the Sun’s dynamic energy
Evaluation:
Vocabulary:
Homework:
Remind the class about their cloud quiz tomorrow
Learning Objective:
Evaluate concepts learned from the cloud topic
Language Objective:
Answer cloud questions correctly
Main Activity:
Distribute quiz papers
Evaluation:
Check and grade papers
Vocabulary:
Homework:
Learning Objective:
Widen knowledge about sun from nasa.gov
Language Objective:
Jot down notes about the Sun from NASA
Main Activity:
Tackle 10 facts about the Sun. Have students copy this for reference
Evaluation:
Vocabulary:
Homework:
Tell the class to bring used papers plates tomorrow, yellow and orange crayons
Learning Objective:
Model the sun using hand traces and paper plate
Language Objective:
Use disposition to get the sun ray’s onto the paper plates
Main Activity:
Have them put out their paper plates. Also, mark their hands on white cartolinas given to them Have the hands colored then cut
Evaluation:
Arrange the hand traces as sun’s rays, paste them at the side circling round the paper plate
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
No class due to block schedule
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
nasa.gov
paper plates
white cartolinas
yellow and orange crayons
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
NASA navigation
Stars
Star Life Cycle
Constellations
Weekly Procedural Knowledge Overview - (Students will be able to...)
Through various learning experiences, students will be able to:
- Experience NASA navigation
- Discover how stars are born, age and die
- Understand what constellations are
- Know what stars are, their distance and brightness
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Learn distances of planets and the scope of the sun in space
Language Objective:
Navigate through the installed NASA app
Main Activity:
Have the class go to the IT Lab. Ask them to go to NASA exploration site
Evaluation:
Tell everyone to follow instructions for them to be able to install the NASA app
Vocabulary:
Homework:
Learning Objective:
Know what stars are made up of
Language Objective:
Comprehend the readings from the book
Main Activity:
Tackle pages 564, 566 and 567 of the Science 6 book which is about the Life Cycle of Stars
Evaluation:
Have the class answer Checkpoint on page 567
Vocabulary:
lightyear, nuclear fusion, magnitude, supernova
Homework:
Learning Objective:
Understand group of stars
Language Objective:
Point out constellations on a night sky
Main Activity:
Discuss Constellations on page 568-569 of the Science book
Evaluation:
Vocabulary:
Homework:
Have each list down constellations they see during night time for the whole week. Remind the class about quiz tomorrow.
Learning Objective:
nderstand Ptolemy’s concept. Assess understanding about Constellation and stars lessons.
Language Objective:
Write correct answers on quiz paper. Read Ptolemy.
Main Activity:
Proceed to the quiz. Talk about Ptolemy on page 576.
Evaluation:
Check and grade quiz papers
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
No class due to block schedule
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
It Lab
nasa.gov
Scott Foresman Science 6 book
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Moon video
Moon facts from NASA
Rotation of moon and quiz
Oreo cookies representation of phases of moon project
Weekly Procedural Knowledge Overview - (Students will be able to...)
Through various learning experiences, students will be able to:
Watch Moon video
Know facts about moon from NASA
Understand rotation of moon
Assess concepts learned
Make phases of the moon model using Oreo cookies
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Be familiar with moon rotation and its characteristics
Language Objective:
Watch and understand video
Main Activity:
Have the class watch video about the moon, its rotation and phases
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Compare the moon and sun
Language Objective:
List down more details about the moon from NASAv
Main Activity:
Discuss amazing facts about the Moon
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Identify how moon rotates and what affects its rotation
Language Objective:
Write correct answers on quiz paper
Main Activity:
Discuss more about the rotation of moon then proceed to quiz
Evaluation:
Vocabulary:
Homework:
Ask the class to bring dark round cookies tomorrow with white vanilla filling, butter knife
Learning Objective:
Identify Moon phases
Language Objective:
Make a representation of the phases of the moon
Main Activity:
Discuss Phases of Moon. Tell the class to put out their butter knives, cookies.
Evaluation:
Have each one shape the cookie filling into the phases of the moon
Vocabulary:
waning, waxing gibbous
Homework:
Learning Objective:
Language Objective:
Main Activity:
No class due to block schedule
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
dark cookies with vanilla filling
butte knife
boards
Moon video
nasa.gov
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Earth-Moon and Sun System
Tilt and Season
Eclipses
quiz
Weekly Procedural Knowledge Overview - (Students will be able to...)
Through various learning experiences, students will be able to:
- Understand how Earth-Moon-Sun relationships relate to days, years and seasons
- Know what causes solar and lunar eclipses
- Study the tilt and seasons we have
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Discover what causes days, years and seasons on Earth
Language Objective:
Comprehend Lesson pages
Main Activity:
Discuss pages 538-539 of Science book about Effects of the movements of Earth and the Moon
Evaluation:
Have each answer Checkpoint on page 539
Vocabulary:
axis
Homework:
Learning Objective:
Get to know how axis affects seasons
Language Objective:
Identify seasons of the year and Earth’s tilt
Main Activity:
Tackle pages 540-541 of Science book about Tilt and Seasons
Evaluation:
Instruct the class to answer Checkpoint on page 541
Vocabulary:
orbit, ellipse, north and south pole
Homework:
Learning Objective:
Explain what causes eclipses
Language Objective:
Point out the difference of solar and lunar eclipse
Main Activity:
Discuss pages 542-543 of Science book about Solar and Lunar Eclipses
Evaluation:
tell the class to answer Checkpoint on page 543
Vocabulary:
Homework:
Learning Objective:
Apply concepts learned this week
Language Objective:
Jot down correct answers on quiz paper
Main Activity:
Review the class about lessons tackled particularly vocabulary words
Evaluation:
Distribute quiz papers and have each answer the questions given
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
No class due to block schedule
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Scott Foresman Science book 6
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Planets of the Solar System:
Mercury
Venus
earth
Mars
Jupiter
Saturn
Uranus
Neptune
Weekly Procedural Knowledge Overview - (Students will be able to...)
Through various learning experiences, students will be able to:
- Discover what Earth’s place is in the universe
- Know parts of our solar system
- Understand why planets differ.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Know what is the Earth’ s place in the universe
Language Objective:
Explain what astronomy and galaxy are
Main Activity:
Discuss page 559 of the Science book about The Universe and the Milky way Galaxy
Evaluation:
Tell them to answer Checkpoint on page 559 of their books
Vocabulary:
Homework:
Learning Objective:
Be familiar with each planet of the Solar System
Language Objective:
Identify unique characteristics of each planet
Main Activity:
Tackle the outer and inner planets
Evaluation:
Vocabulary:
solar system, astronomical unit
Homework:
Learning Objective:
Distinguish the difference of planets
Language Objective:
Update about planets of the Solar System
Main Activity:
Discuss why planets differ on page 563 of the Science book
Evaluation:
Have each student choose a planet then have them go to the IT lab and find the latest information that scientists have learned about it
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
No class due to block schedule
Evaluation:
Vocabulary:
Homework:
n/a
***NO CLASS, Holiday***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
It Lab
Scott Foresman Science 6
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Interesting facts about planets of the solar system from NASA
Make a model of the solar system
Weekly Procedural Knowledge Overview - (Students will be able to...)
Through various learning experiences, students will be able to:
- Make a model of the whole solar system
- Find interesting facts about each planet
Monday
Tuesday
Wednesday
Thursday
Friday
***NO CLASS, Holiday***
Learning Objective:
Learn to research and use presentations
Language Objective:
Make a power point presentation of the interesting facts about solar system planets
Main Activity:
Have the class group to two then ask them to go to IT Lab. Instruct the class that they will have to look for credible facts about the planets assigned to them
Evaluation:
Vocabulary:
Learning Objective:
Present report of facts not common about planet assigned
Language Objective:
Explain each fact presented
Main Activity:
Have each group report their work in front of the class
Evaluation:
Group grade will be given.
Vocabulary:
Homework:
Learning Objective:
Identify the size, description of each planet to paint and display correctly
Language Objective:
Use good judgement to come up with a correct model of the solar system
Main Activity:
The class will be given styrofoam balls, poster paints, pencil and skewer’s sticks. They will have to organize the solar system planets from Mercury to Neptune, paint them according to how they appear then mount them up to the room for display
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Identify the size, description of each planet to paint and display correctly
Language Objective:
Use good judgement to come up with a correct model of the solar system
Main Activity:
Continuation of making a model of the solar system using styro balls. Help the class mount them to the ceiling of the room for display
Evaluation:
Check and grade planets made from styro balls
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
No class due to block schedule
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Different sizes of styrofoam balls
poster paints
skewer sticks
pencil
IT Lab
Microsoft Power point.
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Grade 6 Science lessons tackled for Finals
Weekly Procedural Knowledge Overview - (Students will be able to...)
Enjoy the game and recitation about all the lessons tackled
Prepare reviewer for final exams
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Recall necessary concepts learned
Language Objective:
Evaluate and assess understanding of concepts and details from previous topics/lessons
Main Activity:
Have the class pick questions from easy to difficult
Evaluation:
They will have to answer to get extra points and a solid score
Vocabulary:
Homework:
Learning Objective:
Prepare notes to study before final exam
Language Objective:
Summarize and compose reviewer for finals
Main Activity:
Distribute A4 size papers. Have them get their notes and books
Evaluation:
Instruct the class to make reviewer for their final exam
Vocabulary:
Homework:
***FINAL EXAMS***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
***FINAL EXAMS***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
***FINAL EXAMS***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Health Book
Health notebook
A4 size paper
State of Minnesota Standards Covered
Copyrightⓒ Saint Paul American School. All Rights Reserved.