6th Grade Advanced Science 2013-2014 Syllabus
School: Bowling Green Junior High Phone: 746-2290 (Hurt- ext. 2161; Ballard- ext. 2156)
Teacher: Mrs. Gerrie Hurt Email:
Mrs. Rachel Ballard
Welcome to 6th grade science! Your child will be involved in many engaging educational activities this year that will enhance the learning process. The overall goal is to see growth in academics, personal communication, and reflection which will allow students to achieve at the highest level possible. For the maximum amount of learning to take place, students should be able to understand what they are learning, communicate appropriately with teachers and peers, and be able to reflect on past experiences to guide goal setting for the future.
Advanced science classes move at a faster pace through the same content as the general science classes. Advanced students will be expected to keep up with the pace of the class by completing assignments on time and notifying the teacher if they need extra help. Advanced science classes are able to learn the content on a deeper level, and complete more laboratory activities in order to expand upon the required curriculum.
***Exciting News***
We are proud to announce that we are the first district in Kentucky to use the latest technology: online science text books. This exciting technology is state of the art and is updated everyday to include the latest science discoveries! It will allow students to access at home, save personal classroom notes, and much more. We will be using Discovery Education Science techbooks; look for more information to be coming home in the next few weeks.
All of our classroom procedures are based on the 7 Habits of Highly Effective Teens designed to set your child up to become respectful and responsible 21st century learners and leaders.
Extra Practice and Grading:
1. We work in mini-units that last about 2 weeks. At the beginning of the unit, students will be given most of the assignments, labs, extra practice, project directions, etc. in packet form. There will only be ONE packet given per student. Copies will be available on our web page.
2. Expect extra practice at home at least 2-3 times per week. Working at home is essential in obtaining the appropriate amount of practice to learn all the content required.
3. Students will not be assigned a textbook. However, students may check out the ScienceSaurus reference book if they choose. There will be a sign-out sheet in the classroom where the students can check out the book. The ScienceSaurus reference book costs $17.25 to replace if lost or stolen.
4. When you are absent, it is your responsibility to find out what you missed**. If a test is missed, it is the student’s responsibility to arrange for a time before or after the exam is given to make up the test. Students who need to make-up a test can do so after school, usually Tuesdays and Thursdays (please see teacher to make appointment). Since we move on to new content immediately following tests, making up tests during class time would mean missing out on new content. We expect tests to be made up within one week upon returning to school.
5. Students will be expected to come to class prepared each day with paper, pencil and science binder. Don’t ask to return to your locker to get your materials. PLAN AHEAD!!!! Students not prepared on a regular or consistent basis may result in a call home to request delivery of appropriate materials, conferencing about preparedness issues, enforcement of school procedures (write-ups, etc.)
6. The majority of your child’s grade will come from test and quiz scores. Since this is a large percentage it is very important for your child to perform well on these assessments. While the extra practice will not be recorded as a major grade, it will impact their performance on tests and quizzes. Please do not disregard these assignments as they are designed to help reinforce concepts taught within the classroom and build a deeper understanding of the content.
Academics:
The following is general list of the units of study covered in 6th grade 1st quarter. This list is subject to change as units may be added or omitted at teacher discretion or units may be rearranged due to schedule conflicts.
1st Quarter Fall 2013
Characteristics of Life
Adaptations
Fossils and change over time
Energy Flow through the Ecosystem
Cells
The following is a list of the units, unit goals, vocabulary and tentative test dates for the 1st quarter of the 2013-2014 school year.
*Please Note: Unit goals and vocabulary are subject to change. The vocabulary listed below is a general list of terms but is not a complete list of the terms that will be learned this year.
Characteristics of Life (week of Aug. 12-16)
Core Content:
This unit is an overview of the characteristics of living things. Standards are focused on within each characteristic unit
Unit Goals:
Students will describe what humans have in common with every living organism on Earth
I Can Statements:
Students will describe what humans have in common with every living organism on Earth
Vocabulary:
Unicellular Multicellular Autotrophic
Heterotrophic Living Nonliving
Dead Homeostasis
Adaptations & Fossils (week of Aug 19-30)
Core Content:
MS-LS4-1. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past.
MS-LS4-2. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships.
The collection of fossils and their placement in chronological order (e.g., through the location of the sedimentary layers in which they are found or through radioactive dating) is known as the fossil record. It documents the existence, diversity, extinction, and change of many life forms throughout the history of life on Earth. (MS-LS4-1)
Anatomical similarities and differences between various organisms living today and between them and organisms in the fossil record, enable the reconstruction of evolutionary history and the inference of lines of evolutionary descent. (MS-LS4-2)
Unit Goals:
1. Students will be able to explain how adaptations include changes in structures, behaviors or physiology that enhance the survival of a species.
2. Students will be able to explain that biological change over time accounts for the diversity of species on Earth.
I CAN statements:
I can explain how mutations can occur in a species and how they can be helpful to an organism.
I can define structural and behavioral adaptations and give examples of each.
I can discuss how structural and behavior adaptations are beneficial to the survival of an animal.
I can predict or justify what types of adaptations an animal might have based on climate, food source, reproduction, locomotion, or predator/prey relationship.
I can discuss how structural and behavioral adaptations are beneficial to the survival of plants.
I can describe the types of seed dispersal a plant would use based on its environment and adaptations.
I can predict or justify what types of adaptations a plant might have based on climate, reproduction, or predator/prey relationship.
I can construct an organism that is well adapted to a specific environment.
I can use data to determine which adaptations are not best suited for an environment.
I can use historical evidence to rationalize the extinction of a species.
Vocabulary:
Adaptation behavioral adaptation physical adaptation
Population natural selection evolution
Mimicry camouflage phototropism
Gravitropism
Energy Flow through the Ecosystem (week of Sept. 3-13)
Core Content:
MS-LS2-3. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
Food webs are models that demonstrate how matter and energy is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. Decomposers recycle nutrients from dead plant or animal matter back to the soil in terrestrial environments or to the water in aquatic environments. The atoms that make up the organisms in an ecosystem are cycled repeatedly between the living and nonliving parts of the ecosystem. (MS-LS2-3)
Unit Goals:
Students will be able to use data to draw conclusions about the role of organisms in an ecosystem and describe the flow of energy in ecosystems.
I CAN statements:
I can describe the functions of producers, consumers and decomposers in an ecosystem.
I can distinguish between a food chain, food web and energy pyramid.
I can trace a path of solar energy through a simple food chain.
I can construct food webs.
I can describe how the amount of energy decreases as energy flows through an ecosystem.
Vocabulary:
Producer Consumer Decomposer
Scavenger Food chain Food web
Energy Pyramid
Cells (week of Sept. 16-27)
Core Content:
MS-LS1-1. Conduct an investigation to provide evidence that living things are made of cells, either one cell or many different numbers and types of cells.
MS-LS1-2. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
All living things are made up of cells, which is the smallest unit that can be said to be alive. An organism may consist of one single cell (unicellular) or many different numbers and types of cells (multicellular). (MS-LS1-1)
Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. (MS-LS1-2)
Unit Goals:
1. Students will be able to explain how all organisms are composed of the same basic cell parts.
2. Students will be able to compare and contrast the organelles of plant and animal cells.
I CAN statements:
I can explain the three parts of the Cell Theory.
I can identify and describe the functions of organelles with in a cell.
I can distinguish the difference between an animal cell and a plant cell.
Vocabulary:
Cell Cell membrane Mitochondria
Cytoplasm organelle Chloroplasts
Cell wall Ribosomes Vacuole
Nucleus
1st QUARTER FINALS---Week of Sept 30
**STUDENTS: If you are absent, it is YOUR responsibility to:
1. Check the Absent Work Calendar à Located on the front cork board
2. Ask 1-2 classmates to explain or show you which assignments you missed (listed on the calendar). Please see your teacher if you have any questions.
3. Turn in any missed work within 5 days of your absence
Remember…
§ If you are absent the day before a test or quiz, you still have to take it!!!
§ If you are absent when an assignment is due, you MUST remember to turn it in the day you return to receive credit!
§ Use your agenda DAILY