6th Grade Science (Period 6) Assignments

Owl Pellet Dissection.  Nearpod PIN  ZDRHP

Guide to the Water Bears EDU game. 

Argubot Academy Challenge:  Earn 5 points for each achievement level. See the main page for details. 

Please complete this survey here.

Attached below are pdf guides for first two lessons. 

Class Codes for people absent on Tuesday: 

Per 1   T5Q8J

Per 2   8J3SU

Per 3   5812K

Per 5   BZLXF

Per 6   KNQZ1

River Cutters: Age or Slope?  Review lesson and diagrams (below) 

Discuss student experiments. 

Complete Chapter  16.1  Everything is Connected 

Nearpod PIN and quiz  HLIVR

River experiment planning.  Sample research questions below.

Neapod PIN  please answer questions at end. DLJTP

Complete Directed Reading for Ch 11.1 and 11.2 

Text sections included below.

We started our River Cutters unit. Here is the link to the Nearpod (not finished WEBFD or click this link.

 

Complete your scientific argument essay from the Reasoning Tool.

Here is an example of a GREAT essay:

I think the machine is making less liquid oxygen for two reasons. First, ice is forming in tank 2, blocking liquid oxygen from getting into tank 3. In addition, some liquid oxygen is evaporating in tank 3. We have evidence that both tank 1 and tank 3 were above their normal temperature. In tank 1, this could mean that some water is not condensing. Even though water has a high attraction between molecules, it might not be high enough to condense if the water molecules have too much kinetic energy. Water vapor could then pass through into tank 2. If this happens, the water would freeze into solid ice because tank 2 is cooled enough to condense oxygen, and this happens at a lower temperature than water freezes because oxygen has much lower attraction between molecules. 

Solid ice could block the pipe between tank 2 and tank 3 and prevent the flow of liquid oxygen, which could reduce the output. Then, in tank 3, because the temperature is higher than normal, some oxygen could evaporate. Liquid oxygen evaporates at only a slightly higher temperature than liquid nitrogen because they have similarly low attraction between molecules. This would mean less liquid oxygen is coming out of tank 3 because some of it is evaporating as a gas instead. Therefore, the evidence points to two causes for the machine malfunction: overheating in tank 1 and overheating in 3.

Argument "email" to Lead Chemist is due. Use the Reasoning Tool to write your argument. 

Review of Critical Juncture Assessment

Read and annotate this article, in Amplify is possible.

Lesson 2.3 Freezing and Evaporation Claims.

We will finish writing our arguments on p.31 for HW since it's a Tuesday.

Read "Absolute Zero" and make annotations.

Lesson 1.5 Modelling Freezing and Evaporation on Titan.

Our first use of the "Card Sort Tool"  - Phase Key Concepts.

Freedom of Movement Reflection (instructions below)

Modelling Freezing and Evaporation- volunteers to support each claim.

New Instructions for interns

Modeling Tool:  Titan Lake Freezing  and Titan Lake Evaporation (p19)

Today in class we will complete Chapter One Lesson 4  "Investigating 

Evaporation and Freezing". We'll be using the SIM and completing pages 16-18.

Review of Lesson 1.3 "How Do You Know When a Substance Has Changed Phase"

Continue to take notes in the table on p.10.

Notice the "Glacier Caves of Iceland" example (below)

Rubbing Alcohol activity and Model Tool

Reread Weird Water articles for evidence, and partner share. 

Revised Ideas Pt 2 and the Unit Assessment 3 are returned to you.

Below is a sample rubric. Your assignment was to choose one of the solutions discussed in class and explain how the solution will address effects of climate change. You were to use evidence from your cause and effect flow chart to explain your reasons why this solution will help. So, your solution should show how it will decrease the amount of heat-trapping gases in the atmosphere or remedy one of the effects of global temperature increases. 

Using the Modeling Tool: Rubbing Alcohol, how close were you to the expected results as detailed below?

Next use of the Modeling Tool with be for the Popsicle.

We started the Phase Change and Temperature unit. Below are the files for the slides shared in class and the entire student booklet.

After watching the intro video (posted on my video page) complete pages 2, 3 and 4.   To access the SIM, go to learning.amplify.com and log-in using your Google ID (LAUSD email and password).  Navigate to Chapter 1 Lesson 1. Play with the Phase Change SIM to do page 5. 

Notice the functionality of the SIM:

• Adding and removing energy
• Changing the substance
• Restarting the sim
• Turning and bumping the container

You may also notice:

• Tracing molecules by tapping on them.
• Show and hide kinetic energy
• How to change gravity
• Adding a temperature marker

Following my return from the Computer Using Educators Conference in Palm Springs, we will kick off our field test of the new curriculum 

"Phase Change and Temperature" 

All students should be sure they know their username and passwords for their Google Drive accounts as this will be required to access the curriculum in class.

3.12  Thinking Critically About Climate Change   PIN  ERDSO

Following the lesson will be the Unit 3 Post-Assessment, by completing Revised Ideas Pt 2 carefully, you will be ready for the assessment with no need for extra studying.

Please complete the form here   and look at the responses here. 

3.11 Solutions to Climate Change Part 2     PIN  JXYRP

3.10 Solutions to Climate Change Part 1     PIN  MPDJI

3.9 Climate Change: Organism     PIN GUAHP

Review of lessons taught on Thursday and Friday 

Lesson 3.7  Climate Change: Ocean Currents   PIN CDYFL

Lesson 3.8 Connecting Climate and Ocean Currents   PIN  SORWF

This lesson requires active reading.

Review the class flow charts, which ones have the most evidence?

Lesson 3.6  Causes and Effects   PIN: VEHOM

 

3.5 Evidence for Climate Change   Pin SLKQJ 

We will make model glaciers and investigate evidence stations in class.  There will be 3 stations to visit:

Changing Sea Level

Changing Sea Ice

Changing Glaciers

Science Fair revisions for grading should be completed and submitted by March 9.

Thank you to those who are making the effort to learn and use scientific methods as well as plan for next years project.

 

PIN    KPYBU

Study and complete the rest of 3.4 after writing revised ides. Watch the video as well.

Optional nearpod on Atomic Theory origins for students who are interested:

PIN  ZKFHP

optional  Greenhouse Effect simulation program can be downloaded from file below, you can try your idea before we do it in class tomorrow!

Lessons 1 and 2 Nearpod PINS for review and preview 

 

UWXNA     and  SABXF

Classes visit Millikan Science Fair today. Review the Project Quiz questions written by student scientists on the main page. Some questions from each class will be assigned as a quiz to complete during the fair. To learn more about any project, you can view a report from the same folder.

 

Parent night and awards presentations are 6 pm on Thursday Feb 26. 

 

Preview Lesson 3.1 in Nearpod 

PIN     FYLOT

UNIT 3 Causes and Solutions to Climate Change 

Student Booklet attached below if you are missing pages.

Today is a workshop day to work on the display board and/or practice the oral report.  BRING YOUR DISPLAY BOARD and materials so you can work on them in class Friday. Project displays are due on Tuesday, Feb 17

We set up our trial accounts to use ExploreLearning Gizmos. 

Below are links to the Gizmos most appropriate for 6th Grade Science.

You have access to to all of the Gizmos in the Gizmos app. 

To understand how each one works, however, you will need directions. From your Web Browser log-in on explorelearning.com and you can access the directions and assessment. Open the Student Exploration Guide in Google Docs so you can edit and keep your work in your Google Drive.

Extra Credit for Students: 

Use this form to sign-up to present one of the Gizmos to the class. 

Select the Teacher Guide for the Gizmo you selected and Open it in Google Docs. 

This will make a copy of the Worksheet for yourself in Google Drive. (These are shared with you in your Incoming tab).

Show the class how to use the Gizmo using the SmartBoard.

Building Topographical Maps

Ocean Mapping

Reading Topographical Maps

Rock Classification

Rock Cycle

Water Cycle

Weather Maps

Rock Classification

Plate Tectonics

Earthquake - Determination of Epicenter

Porosity

Ocean Mapping

Tides

Greenhouse Effect

Coastal Winds and Clouds

Hurricane Motion

Relative Humidity

Seasons: Earth, Moon, and Sun

Seasons: Why do we have them?

Effect of Environment on New Life Form

Food Chain

Interdependence of Plants and Animals

Rabbit Population by Season

We will do the Pre-Assessment on Unit 3 today and explore a new Gizmo.

We will do the assessment on Unit 2 today.

Student who did not submit 'Revised Ideas " in class yesterday must submit today.

If you are submitting electronically, make sure the link shows up here.

And make sure you have set permissions to VIEWABLE with link.

Lesson 2.9 Finishing in class. 

Ocean Acidification reading below 

Nearpod PIN  KOPVG

In-class Lesson 2.9  Connecting Changes in Carbon Flow and the Ocean

Nearpod PIN   EFPTM 

Science Fair workshop time in class. Be prepared to work independently on your Written Report by bringing in your notes, data tables or other materials you need to include. It is suggested that you compose in Google Docs or upload your written materials to your Google Drive account so that you can access them on the class iPads. 

Lesson preview 2.8 Crunching the Numbers of the Carbon Cycle.

Nearpod  PIN   BJPKU

click on examples of Carbon Diagrams posted here to review and study, they were supposed to include several different types of flows including decomposition and limestone.

Students: please indicate if you are interested in participating in the LA County Science Fair by viewing and completing this form.

2.7 Review Carbon Cycle models lesson 

Nearpod PIN    WGXSM

 

Journals of Abstracts  books you can download to see student samples.

Written Report due no later than Wed, Feb 4.

Room 30 Science Fair Oral Reports: Week of Feb 9-Feb 13. 

Millikan School Science Fair: 2/24-2/26

 

In my classes, the project has three components and thus three rubrics:

a. Written Report (100 pts)  This report is NOT the logbook from Google Docs, but a separate document that can be done in any format. If the project is a collaboration, then a shared document is acceptable. It can be printed out or shared electronically. 

b. Tri-Fold Display (50 pts) Everyone uses the same size display board, we have them available for $5 for your convenience in Room 33. Students should assemble this AFTER the written report has been completed, start with a light glue stick for easy revisions. You don't want to buy more than one board! When the layout of the board is ready, a more permanent glue can be applied so that the project remains intact when on display in Burrill Hall. ONLY display boards go to Burrill Hall, no materials. For in-class presentations, materials and models are encouraged but cannot be stored in the classroom!

c. Oral Report (100 pts) The rubric and a script to write on index cards is included. Reading from the note cards script is strongly recommended, at least for the first few times the report is delivered. Each student needs to prepare and rehearse an oral report (solo,even if a group project). The oral report is delivered multiple times in small, non-stressful groups to build confidence. 

d. Videos and QR Code links: optional 

Your FINAL revised Carbon Cycle Diagram is due Tuesday at the beginning of class.

 

Lesson 2.6 Detecting Decaying or Buried Bodies.

On Nearpod...
To review this presentation at your own pace, input this PIN: IRTVS  on the Student Box or open this link. 
(If you are using a mobile device, you need to have the Nearpod App installed; download it for free here) 

 

Lesson 2.5  Carbon Flows in the Ocean

https://app.nearpod.com/#/ 

The PIN for the sessions are FYMXS  for lesson 2.5 

 

Lesson 2.5 Investigating Carbon in the Ocean.

Review lesson notes, worksheet, and be ready to write the 2.6 reflection in class, 

"What happens to CO2 from the atmosphere that is absorbed by the ocean?"

 

Continue your Carbon Cycle diagram by including at least 4 Carbon flows from different reservoirs. Complete page 15 of your notebook. 

Here is a link to the Carbon Tracker website we investigated in class. 

IN CLASS ACTIVITY

1. Browse through this list of Common Words that have specific meanings in a science context that are different from the everyday common meanings. 

2. Open this spreadsheet, go to your Period # tab and find the line with your name.

3. Choose words from the list.

4. Compose a MINIMUM OF 3  sentences using that word with the proper scientific meaning.

5. Copy your sentences into the spreadsheet on the appropriate lines for your name.

5. Study the scientific meaning of  all the words on the list, quiz on Wednesday.

 

Unit 2 How Does Carbon Flow through the Ocean, Land and Atmosphere?

posted below, for review, previous class notes from the unit we started last semester