Mod 1 Science

Mod 4 Science

Mod 8 Science

Mod 9 Science

As we return from our spring vacation, we begin the most popular unit in sixth grade science- Forensic Science. We begin our study of Forensic Science with a discussion about the similarities between forensics and all science disciplines. Hopefully, students will realize that a forensic scientists use the scientific method as they try to solve crimes. Like all scientists, forensic scientist begin with a problem, predict possible solutions, gather facts (evidence), and draw conclusions. During our first week of study, we’ll introduce the discipline of forensic science, work on sharpening observation skills, and then break into forensic teams to use deductive reasoning to complete data tables. Our young forensic scientists will attempt to solve the Case of the Missing Computer Chip and The Stolen Baseball Bat. We will follow observation and reasoning skills with a variety of other forensic science skills over the next several weeks. These will include fingerprinting, forensic document examination, fiber and hair analysis, chromatography, and blood analysis.

In an attempt to complete our study of the cell before we break for spring vacation, we will move quite rapidly though the Cell Process and Energy chapter. Topics include: Photosynthesis, Cellular Respiration, Cell Division, and a brief introduction to Cancer. In addition to textbook readings, videos, quizzes, vocabulary word mastery, and in-class activities, students will be using the scientific method to carry out laboratory experiences. For a more detailed look at this unit, please refer to the Table of Contents below.

Cellular Processes Table of Contents

-Class Notes
-Key Terms

Section 2-1: Photosynthesis
-Plant Life in Action: Video Quiz
-Wks 2.1 Photosynthesis
-Photosynthesis Handouts
-BrainPop: Photosynthesis

Section 2-2: Cellular Respiration
-Wks 2.2 Respiration
-Yeast Fermentation Lab
-Brain Pop Quizzes: Metabolism & Respiration
-Photosynthesis vs. Respiration Lab
-Open book/Take Home Quiz: Photosynthesis vs. Respiration

Section 2-3: Cell Division
-Wks 2.3 Cell Division
-Cell Division Activity
-BrainPop: Mitosis

Section 2-4: Cancer
-Wks 2.4 Cancer
-Reading Tables: Deaths from Cancer Assignment

Review Materials
-Key Terms/Connecting Concepts
-Study Guide

Unit Test (Wenesdayday, March 21)

During the next few weeks, you will be learning about cell structures and functions as well as important cell processes.  To reinforce and enrich your level of understanding, you will be required to complete a cell project.  Read through all of the various levels of the project description before you decide which grade you are willing to work towards earning.

No matter which option you select, all projects should be completed to the best of your ability.  You should not feel comfortable turning in a project that you are not proud of completing!  All written components of your project should be typed, well-written, and carefully edited.  Your diagrams or models should be colorful, neat, and accurate.  Although your textbook has a wealth of information, you will need to find other resources such as books available in the libraries, articles in encyclopedias, and suggested internet sites.

To obtain a maximum grade of “B” (80-89%), you must complete the following two tasks:

1)    Write a report describing the structure and function of each of the following cell organelles:

cell membrane,
nucleus,
nucleolus,
chromatin (chromosomes),
cytoplasm,
mitochondrion,
endoplasmic reticulum,
ribosomes,
Golgi bodies,
and vacuoles.

For an animal cell, include lysosomes and for plant cells include a cell wall and chloroplasts.

The report should include a brief opening and closing paragraphs.  Topics for the opening could include information about the cell theory, the importance of cells, the history of cell discovery, cell size, cell specialization, or other related ideas.

2)    Create an original diagram of a plant or animal cell with the various organelles identified.

The diagram should be in color and may be done on the computer, if you are skilled in this area.

To obtain a maximum grade of “A” (90-100%), you must complete the following two tasks:

1)  Write a report, as described above.

2)  Create a 3 dimensional model of a plant or animal cell with the various organelles identified. Remember, there are a variety of methods, including flags or keys, which can be used for identifying the numerous organelles.  You may want to look at the example models I have for ideas.  The organelles should be accurately recreated and done to scale.

—– or —-

1)  Write a report, as described above.

2)  Use your computer’s multi-media capabilities to develop a slide show about plant or animal cells that describes the structure and function of the numerous cell organelles outlined under the requirements.  The presentation should include an introduction and brief written information about the structure and function or each organelle.  This slide show will not be presented to the entire class but could be used as a tutorial aide by someone. The slide show will also include numerous graphics or diagrams of cells and cell organelles.  These diagrams do not need to be original.

Please share this project description with your parents.  Be sure to use your time management skills.  This will not be your only homework assignment for the next several weeks.  Although your homework load in science has been quite light recently, you will have other science assignments in addition to your other subject assignments while you are working on this project.  Therefore, it is important that you work on this project on an ongoing basis.

—REPORT CHECKLIST—

• Opening paragraph(s)
• Cell membrane
• Nucleus
• Nucleolus
• Chromosomes (Chromatin)
• Cytoplasm
• Mitochondrion
• Endoplasmic reticulum
• Ribosomes
• Golgi bodies (Golgi apparatus)
• Vacuoles
• Lysosomes?
• Cell wall?
• Chloroplast?
• Closing paragraph(s)

Due Date:  Wednesday, February 22, 2012

After completing the three weather units, sixth grade science students begin their study of life science. During the month of February, we will focus on the Cell Structure and Function. Students will first learn about the Cell Theory which is the basis for our understanding of cells. Next, we will learn about the structure and function of the numerous organelles contained in most cells. Each student will work independently to conduct research, write a report, and build a model or develop a mutimedia presentation about either a typical plant or animal cell. Students will also learn about cellular chemicals and the movement of materials into and out of a cell. While studying cells, students will have an opportunity to learn how to use a compound microscope.

Chapter 3: Weather Patterns is a rather short chapter so we will move through this chapter fairly quick. On Tuesday, January 3, we’ll begin learning about air masses and fronts. We’ll work through an Internet activity to help students gain a better understanding. Next, students will complete an activity that requires them to use their prior knowledge to develop and plot a weather map. During the week of January 9, we’ll read about different types of extreme weather.  We will learn about the causes, formation, effects, and safety precautions for thunderstorms, tornadoes, hurricanes, and blizzards. During the week of January 16, students will learn about weather forecasting, weather technology, and how to read various types of weather maps.Tentative test date is Monday, January 23.

On Monday and Tuesday, we will focus on the science behind thermometers. Students will construct simple liquid thermometers and use them to measure hot and cold. We’ll also take a look at the workings of gas and solid thermometers. Later in the week, we’ll read section 2.3 in the textbook and learn about winds. Since we live so close to Lake Michigan and because our weather is so strongly influenced by the Great Lakes, we’ll spend some time learning about lake and land breezes as well as lake-effect snow. On Thursday, we will investigate wind-chill during one of our lab investigations. As you can tell, we are completing lots of lab activities recently. Most students have been doing fairly well, but I am always available in the morning or after school to help students that may need some extra support. If, after looking through your child’s lab grades on PowerSchool or in their binder, you feel that he/she would benefit from some extra help, please send them to see me. We’ll close the week with a short quiz on winds.

During the week of October 10, students begin their study of weather by reading section 1.1: The Air Around You in their digital textbook titled, “Weather and Climate.” Students can access the textbook from their laptop and do not need an internet connection. They simply find the “Science Textbooks” folder in their “Applications” folder. In addition students carry out a laboratory investigation to learn more about the composition of the gases in our atmosphere and explore important properties of air. Working with an inflated balloon, students investigate the concepts of mass, volume, and density.

From there, we will continue our study of Earth’s atmosphere by learning more about air pressure. On Monday, October 17, we read parts of textbook section 1.2 focusing on air pressure and the weather instruments used to measure air pressure- barometers.  We’ll explore a variety of lab demonstrations designed to help students better understand air pressure and other related concepts.  Students are then required to use their best reasoning skills to write-up and explain the “science” behind each lab demonstration.

When we return from parent-teacher conferences, students work in their lab groups to build aneroid barometers. Later in the week, we’ll focus on atmospheric layers.  Students will investigate the atmospheric layers by creating a line graph that compares the temperatures and altitudes of the atmospheric layers. Hopefully, students will understand that the atmosphere is broken into various layers because of temperature changes at different altitudes.

The final topic for our study of atmosphere will be Air Quality. We’ll read and discuss air pollution, photochemical smog, and acid rain. A lot of what we will be learning will help us understand global warming issues in our next unit.

On November 3, students will begin reviewing the atmosphere unit. A study guide is due on Monday, November 7 and our unit test will be on November 8.