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Welcome to Science with Ms. Quimby
Units of Study
Measuring Time
Students engage in active and scientific inquiry as they construct water clocks; assemble, troubleshoot, and improve a working clock escapement and engage in activities related to measuring time. Students learn that time can be measured by observing the cycles of the sun and moon, and that mechanical devices can be constructed to measure intervals of time. The process of technological design are addressed as students design, implement, evaluate, and communicate the processes of designing a water clock, pendulum, clock escapement, and a one-minute timer. Classroom investigations enable them to appreciate that the accuracy of such instruments depends on appropriate design.
Magnets and Motors
Students explore systems, organization, form and function through their investigations of electric motors. These investigations encourage students to develop an appreciation for technology. The processes of technological design are addressed as students build and test a working generator. Physical science concepts include motions and forces, and transfer of energy. This unit mirrors the historical development of our understanding and use of magnetism, electricity, and electromagnetism and progresses through these phenomena in the same order that people discovered them-magnets and compasses, electricity from batteries, and electromagnetism.
Ecosystems
This unit provides the student opportunity to understand the relationships between plants and animals and the interdependence of living things within an environment. By modeling complex systems, students investigate the relationships between life and earth sciences while simultaneously exploring science in social and personal prospective. As students observe the structure and function of model ecosystems, they grapple with the effects of pollutants, overpopulation, and natural hazards on these systems.
Astronomy
Students explore our solar system. Models are used to show the movement of the planets around the sun, the movement of the Moon around Earth. Also, students will understand the relationships between night and day, seasons, and year by observing the position of the Earth as it travels around the sun. Lastly, students will study asteroids, comets, and meteoroids.
Classroom Expectations
Materials
- 1 inch science binder and 3 divider tabs
- 1 subject spiral notebook
- Pencil
- Planner
Work Presentation
- Legible and complete
- All written work will have first and last name on it, and be written in complete sentences unless otherwise specified
Learning Strategies
- Students will record daily homework and projects in planners
- Students will complete assignments on time
- Students will keep materials organized
- Students will work collaboratively with a science lab partner or in a group
- Students will follow oral and written directions
- Students will develop proper laboratory techniques including the use, care and safety of material
Homework
- I cannot stress enough how important it is for homework to be done on time.
- Homework ensures that students come to class ready to learn.
- Homework will be assigned at the beginning of class so each student has the opportunity to write down the assignment in their planner and to ask questions.
- Homework assignments will always be posted in the same spot on the board, and put on the team web page.
- If homework is not completed or brought to class, the student’s planner will be stamped with a no homework today stamp.
- Student may obtain half credit for work turned in one day late.
- Choosing not to complete homework will negatively impact the ability to be successful in this class.
Grading
-Tests/quizzes -Homework completion
-Science binder -Science lab work
-Projects/presentations
-Participation in classroom activities
- A parent/guardian signature will be required for any test score or major project grade below 70%.
Please do not hesitate to contact me if you have any questions or concerns about your child.
Thank you,
Raven Quimby
SCIENCE GRADE SPAN EXPECTATION (GSE) TARGETS COVERED IN GRADE 6
LIFE SCIENCE 1- INQUIRY+SYSTEMS & ENERGY-1 (LS1-1) Using data and observations about the biodiversity of an ecosystem make predictions or draw conclusions about how the diversity contributes to the stability of the ecosystem.
LIFE SCIENCE 2-INQUIRY+SYSTEMS & ENERGY-5 (LS2-5) Using data and observations, predict outcomes when abiotic/biotic factors are changed in an ecosystem.
LIFE SCIENCE 2-SYSTEMS & ENERGY-6 (LS2-6) Given a scenario trace the flow of energy through an ecosystem, beginning with the sun, through organisms in the food web, and into the environment (includes photosynthesis and respiration).
LIFE SCIENCE 2-SYSTEMS & ENERGY -7 (LS2-7) Given an ecosystem, trace how matter cycles among and between organisms and the physical environment (includes water, oxygen, food web, decomposition).
EARTH AND SPACE SCIENCE 1-SYSTEMS & ENERGY-2 (ESS1-2) Explain the processes that cause the cycling of water into and out of the atmosphere and their connections to our planet’s weather.
EARTH AND SPACE SCIENCE 1-MODELS & SCALES-6 (ESS1-6) Compare and contrast planets based on data provided about size, composition, location, orbital movement, atmosphere, or surface features (includes moons).
EARTH AND SPACE SCIENCE 1-NATURE OF SCIENCE-7 (ESS1-7) Explain how technological advances have allowed scientists to re-evaluate or extend existing ideas about the solar system.
EARTH AND SPACE SCIENCE 1-SYSTEMS & ENERGY + PATTERNS OF CHANGE-8 (ESS1-8) Explain temporal or positional relationships between or among the Earth, sun and moon (e.g. night/day, seasons, year, tides) or how gravitational force affects objects in the solar system (e.g. moons, tides, orbits satellites).
PHYSICAL SCIENCE-SYSTEMS & ENERGY + PATTERNS OF CHANGE-6 Given a real world example, show that within a system, energy transforms from one form to another (ie. chemical, heat, electrical, gravitational, light, sound, mechanical).
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