Saint Paul American Schools
Science
Curriculum > Middle > 6th Grade- 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
| 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:
| Individual/Group Projects and Presentations | 25% |
| Performance | 15% |
| Test / Exams | 20% |
| Homework | 10% |
| Quizzes | 15% |
| Workbook | 15% |
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
- 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
- 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:
- 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:
- 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:
- 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:
- 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
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- 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
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- 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:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- 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
- 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:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- 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:
- 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:
- 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
- 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
- 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:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- 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
-