Rudyard Kipling Elementary School

Moving Forward

Kipling Elementary School is a Chicago Public School educating students from Pre-Kindergarten through 8th grade.

Week 12-17-18 Science Explorations - 6-8

6th Room 118  SGI

G1  Determine the main idea.
Title: PBS Weather Factors
https://illinois.pbslearningmedia.org/resource/buac17-k2-sci-ess-illookweather/a-look-at-weather-factors#.WYRvCTO-Lxu


Title: PBS ML - Reconstructing a Storm Interactive
https://illinois.pbslearningmedia.org/resource/nvcl.sci.int.recst/reconstructing-a-storm/


G2 - Draw conclusions from IT.
Use notes, text, and discussions to answer all items.

Title: PBS Media Learning Kid Meteorologist

https://illinois.pbslearningmedia.org/resource/ess05.sci.ess.watcyc.kidmeteor/kid-meteorologist/


• What kind of data do meteorologists use to describe and predict the weather?
• Why is the weather likely to be clear and sunny when the air pressure is high, and wet and rainy when the air pressure is low?

G3 Compare and contrast claims
Severe Storms
https://illinois.pbslearningmedia.org/resource/nvcl.sci.earth.severe/clouds-and-severe-storms/


• How do clouds form?
• Name two types of severe storms.
• What three conditions do severe storms require?
• How does energy get transferred from Earth's surface into the atmosphere?
• What is “unstable air”? How does it contribute to the growth of a storm?

G4 Summarize IT

155C

Summarize the information.

Summarize how the Farmer’s Almanac forecasted the weather in years past.

Farmer’s Almanac – How is it used today versus years past.
https://www.almanac.com/content/2019-winter-weather-forecast


History of Farmer’s Almanac
https://www.almanac.com/content/history-old-farmers-almanac


Summarize how weather forecasting has changed over the years.

Science Exploration Projects - Week 12-18-18

6th Grade 12-18-18

Room 118  SGI
G1  Determine the main idea.
Title: Chasing Tornados

https://illinois.pbslearningmedia.org/resource/ess05.sci.ess.watcyc.chasing/chasing-tornadoes/


Title: PBS ML - Reconstructing a Storm Interactive
https://illinois.pbslearningmedia.org/resource/nvcl.sci.int.recst/reconstructing-a-storm/




G2 - Draw conclusions from IT.
Use notes, text, and discussions to answer all items.

Title: PBS Media Learning Kid Meteorologist

https://illinois.pbslearningmedia.org/resource/ess05.sci.ess.watcyc.kidmeteor/kid-meteorologist/


• What kind of data do meteorologists use to describe and predict the weather?
• Why is the weather likely to be clear and sunny when the air pressure is high, and wet and rainy when the air pressure is low?

G3 Compare and contrast claims
Severe Storms
https://illinois.pbslearningmedia.org/resource/nvcl.sci.earth.severe/clouds-and-severe-storms/


• How do clouds form?
• Name two types of severe storms.
• What three conditions do severe storms require?
• How does energy get transferred from Earth's surface into the atmosphere?
• What is “unstable air”? How does it contribute to the growth of a storm?

G4 Summarize IT

155C

Summarize the information.

Summarize how the Farmer’s Almanac forecasted the weather in years past.

Farmer’s Almanac – How is it used today versus years past.
https://www.almanac.com/content/2019-winter-weather-forecast


History of Farmer’s Almanac
https://www.almanac.com/content/history-old-farmers-almanac



Summarize how weather forecasting has changed over the years.



Directions - Read the article, take notes in your SN with the title, complete the writing prompt, and complete the quiz. Your SN will be checked and graded.


Newsela - Title: What is a tornado?

https://newsela.com/read/govt-NOAA-tornadoes/id/26804/?assignment=10015415&classroom=3509975

Newsela - Title: What is a hurricane?

https://newsela.com/read/lib-nasa-what-is-hurricane/id/22629/?assignment=10015399&classroom=3509975

Newsela - Title: Experiment Central: Thunderstorms and homemade "lightning

https://newsela.com/read/lib-experiment-storms-balloons/id/37027/

Newsela - Title: What causes lightning and thunder?   

https://newsela.com/read/lib-nasa-lightning-thunder/id/23268

NP - Directions - Include your responses in paragraph form a three paragraph summary titled, Storms - Newsela

1.Compare and contrast a tornado & hurricanes.

2.How are do these impact communities? 3.How can residents remain safe during these kinds of storms?

4. Why is it important to consider these storms serious?

5. Explain what happens during a lightning.




7th Grade / Ecology Project

12-13-18 Directions - Complete 1 and 2.

  1. Complete page 80 on your notebook paper titled, “Clothing that Fights Back”. Due 12-18-18

  2. Complete page 81 - Title: Trees Environmental Factories / Due 12-21-18

Topographical map of Chicago

http://en-us.topographic-map.com/places/Chicago-367594/

Aerial Photograph

http://www.aerialarchives.com/Aerial-Maps-of-Chicago.htm


  12-14-18 Homework due 12-17-18

   Title: NP Action Plan - Black Women Heart Disease

This weekend engage in discussions with the women in your family. You will share all you have learned about heart disease in black women. You may want to view the videos together and share your notes with your family. You will create a plan for excellent cardiovascular health. Discuss the factors that lead to heart disease and develop a plan of action to combat those things.

Title: YT- HD=    Heart Disease Black Women

https://www.youtube.com/watch?v=GGFKeSaceMw

Title: Black Women - HD

https://www.youtube.com/watch?v=UIgx4Fly5LU


    

8 th - The Cardiovascular System Project

 Possible Research Topics - You will become a cardiovascular expert for the topic you select.

Possible websites to assist you in your research are as follows:

https://kidshealth.org/

https://www.heart.org/en

https://medlineplus.gov/howtopreventheartdisease.html


https://www.mayoclinic.org/diseases-conditions/heart-disease/in-depth/heart-disease-prevention/art-20046502

Possible Topics: Cardiovascular Diseases:

·  Coronary artery disease (narrowing of the arteries)

·  Heart attack

·  Abnormal heart rhythms, or arrhythmias

·  Heart failure

·  Heart valve disease

·  Congenital heart disease

·  Heart muscle disease (cardiomyopathy)

·  Pericardial disease

·  Aorta disease and Marfan syndrome

·  Vascular disease (blood vessel disease)

Additional possible topics:

Heart attack symptoms Black Woman

Diet and Heart Disease

Heart Disease Prevention

Heart Attack Symptoms Black Men

The best finished products will be placed on display in the hall in Jan 2019. Your finished work will serve as literature to help others make better choices. You will work in groups of 2 or work alone. You will work on this project in class and for homework. You may use Goggle docs to keep track of your research remember to share with partner / can edit. Create a book or poster to share your research with family & friends

 Due date 12-19-18

Today students will complete Items 1-3 in class due today when the timer sounds you may turn it in on notebook paper or share your google doc with brgale@cps.edu.

Rubric :

1.  Title that grabs the reader's attention

2.  6 information links ( .org / .gov / .edu)

3.  Detailed one paragraph summary of each link and why it was selected on a separate sheet of notebook paper

4.  Illustrations with captions

5.  Use your SWR - All rules of writing apply

6.  Explanation of your subject with specific details 3 paragraph minimum

7.  Share the current research that has been done on your topic in the last 5-10 years

8.  Share the link where you gathered this information

9.  How does the heart perform under these circumstances?

10.        Why is this information important to the public?

 

Science Explorations Dec 3-14, 2018

6th Grade

MS-ESS2-5 Analyze data to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions.  CCSS.ELA-LITERACY.W.6.1.D Establish and maintain a formal style. Text – Water and Atmosphere

12-10-18 - Air Masses & Fronts

MS-ESS 2-5 6th Grade - Air Masses

GR = Grade Recovery - Students were given time in class to complete A and B.

A. Directions - Select one of the options below to explain air masses to fifth graders. Imagine all they will learn will come from your work. Read the rubric carefully to ensure you include all the items to earn an excellent grade. All students in grade recovery will have points deducted because it is late.

  1. Air Masses Poster

  2. Air Masses Summary

  3. Air Masses Book

Rubric 100% = A  / Students must include the following:

  • title that grabs the reader's attention

  • use of SWR - all rules of writing apply

  • colored illustrations with captions

  • detailed explanation of air masses that includes

  • 1. major air masses

  • 2. movement of air masses

  • 3. main types of fronts with explanations

  • 4. cyclones

  • 5. anticyclones


B. Title: GR- PPT - Air Masses and Fronts - View the link below, place notes in your SN, as you use this information to create questions for your peer to answer. Create an answer key on another sheet of paper.

https://lakeridgems.pwcs.edu/common/pages/UserFile.aspx?fileId=8116927

1.      Explain

2.      How

3.      When

4.      What

5.      Analyze the data

6.      Compare and Contrast

7.      Explain

8.      What

9.      Illustrate

10.  You get to decide how this question will begin.

C. SN- Title: Global Precipitation PBS ML - Directions - Access the link, view the video as you take notes in your SN, click support materials, read the background reading, and answer the discussion questions on notebook paper or write a two paragraph summary.

https://illinois.pbslearningmedia.org/resource/buac17-68-sci-ess-globalprecipitation/global-precipitation/

  1. Describe annual mean precipitation across the globe. Why is the rate of precipitation so much higher at the equator?

  2. Why do you think there are “curls” of precipitation that extend to the northeast in the northern hemisphere and to the southeast in the southern hemisphere?

  3. Pick a continent and describe the relationships between where precipitation most frequently falls and the relative amount of vegetation on land.

  4. Why do you think there is relatively high precipitation on one side of islands or mountains?

Homework - Due 12-5-18

View A-C, discuss with your family, engage in discussions, and take notes in your SN. On notebook paper create 10 questions from letter D on notebook paper titled, “Understanding Weather Fronts”. On a separate sheet of paper create an answer key with the slide number that provides evidence to support your correct response. Due 12-5-18

A. Title: Floods - Nat Geo

https://www.youtube.com/watch?v=4PXj7bOD7IY


B. Title: Hurricanes Nat Geo

https://www.youtube.com/watch?v=LlXVikDkyTg

C. Title: Causes & Impacts of Floods

https://www.youtube.com/watch?v=aep1SABtlO4


D. SN- Title: Understanding Weather Fronts PPT

Read the powerpoint carefully, take notes, and be prepared to share your understandings.

https://www.google.com/searchq=wearther+fronts+middle+school+ppt&rlz=1C1GGRV_enUS774US774&oq=wearther+fronts+middle+school+ppt&aqs=chrome..69i57.10359j0j7&sourceid=chrome&ie=UTF-8#


12-5-18 Wednesday -

SN- Title: Global Precipitation PBS ML - Directions - Access the link, view the video as you take notes in your SN, click support materials, read the background reading, and answer the discussion questions. Use the following words to begin your questions:

  1. Explain 2. How 3. When 4. What 5. Analyze the data 6. Compare and Contrast

    7. Explain 8. What 9. Illustrate 10. You get to decide how this question will begin.

https://illinois.pbslearningmedia.org/resource/buac17-68-sci-ess-globalprecipitation/global-precipitation/


Directions - View, take notes, and answer questions.

Weather Fronts

  1. Title: NP - Title: Weather Fronts / Directions - View the video, take notes, and be prepared to answer questions carefully.   

https://www.youtube.com/watch?v=G7Ewqm0YHUI

 

2. Tite: NP - Title: Weather Fronts Explanations

https://www.youtube.com/watch?v=tkK4_F0VKhM

Homework Due 12-7-18 NP -

Room 118 Due 12-10-18 or keep the zero you have earned.

Homework due 12-10-18 “Types of Weather Fronts”.

Directions - Read the document and create 6 questions on notebook paper for your peer to answer. Students have been given “Question Starters” to ensure great inquiry. Questions must be reflective of sensational sixth graders. All students are in GR= grade recovery. Students completed in class no one earned all 6 points. Please discuss with your student the importance of following directions and exhibiting an excellent work ethic. Each questions must follow the format below.

  1. What

  2. Explain

  3. Why

  4. Compare and Contrast

  5. Where

  6. How

Room 118 - Only 3 students turned in their homework. The rest of the class is in grade recovery and have lost points for the assignment being late. All late assignments must be turned in on Monday or students will keep the zero they have earned. Please be mindful progress reports are due to go home on 12-14-18.

Directions - Select one of the options below to explain air masses to fifth graders. Imagine all they will learn will come from your work. Read the rubric carefully to ensure you include all the items to earn an A.

  1. Title: Air Masses Poster

  2. Title: Air Masses Summary

  3. Title: Air Masses Book

Rubric 100% = A / Students must include the following:

  • title that grabs the readers attention

  • use of SWR - all rules of writing apply

  • colored illustrations with captions

  • detailed explanation of air masses that includes

    1. major air masses

    2. movement of air masses

    3. main types of fronts

    4. cyclones

    5. anticyclones

7th Grade

Science Standard MS- LS 2-2/ Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.


Room 120 - Homework Due 12-11-18 Numbers 1-5 of the rubric due Tuesday.

Room 120 - Develop a rubric for the “Ecosystem Expert”. You will work in a peer partnerships in class to complete the other items on the rubric.

Rubric 100 - A

  1. Select the ecosystem you will research & explore

  2. Select the venue to show your understandings (5 paragraph summary, 5 page book, or 2 page copy paper poster)

  3. Title that grabs the reader’s attention

  4. 6 links that you used as a resource (.org/.edu/gov)

  5. Colored illustrations with captions

  6. Share the climate of your ecosystem

  7. Share the location of your ecosystem

  8. Share the animals that would be found in your ecosystem

  9. . Explain how the interactions among organisms in your ecosystem work together.

   10. Establish and maintain a formal style. All rules of writing apply.

   11. Create 10 questions that a 6th grader could answer from your work. Remember to begin questions with the following: How, Why, Explain, What, Where, Compare and contrast, and What would happen if / You may use the one’s underlined more than once.

  12. Create an answer key for your questions on notebook paper that you will attach to your work.


Homework Due 12-7-18 NP- Title: Hurricane Damage Summary

Do not number your paper the items below are to be answered in the body of your paragraphs. Write a two paragraph summary include the following:

  1. How does a hurricane affect an ecosystem?

  2. Why is it beneficial to fly through a hurricane?

  3. What can researchers learn flying through a hurricane?

  4. Why are animals moved before a hurricane strikes?

  5. How does this protect an ecosystem?

  6. Explain the importance of NASA engineers on the ground.

  7. How does NASA assist during a hurricane?

8th Grade

Science Standard - Science Standard= LS1 Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Writing 8.1 - Establish and maintain a formal style.

Bell Ringer - Title: Composition of Blood /  Revist pages 114-123, make certain all items are answered in the text, and improve or take notes in your SN following the format on the anchor chart.

  1. What does blood contain?

  1. Plasma

  2. Red Blood Cells

  3. White Blood Cells

  4. Platelets

   2. What is the role of Blood Types in transfusion?

  1. Marker Molecules

  2. Safe transfusions

  3. RH factor

  4. The Lymphatic System

WCI- Directions - View, take notes, and be prepared to answer questions in your SN title: Circulation - Answer each question in your SN.

1. Explain the function of valves.

2. How do arteries differ from capillaries?

3. Explain the components of plasma.


Directions - View, take notes on NP, and be prepared to answer questions and/or write a summary.

A. NP - Title: Blood Prt 1 - V

https://www.youtube.com/watch?v=HQWlcSp9Sls

B.NP - Title: Components of Blood V

https://www.youtube.com/watch?v=Lsz2oEWbNmQ

C. NP - Title: Lymphatic System

https://www.youtube.com/watch?v=I7orwMgTQ5I

  1. Title: Composition of Blood  

Directions - Discuss your notes with your peer. Use all the information from your notes = Pre Write to develop your  3 paragraph draft. You will then use a different color ink to revise and edit. Homework - Write your final work = published piece due in the am during breakfast. Womack and Thompson will collect and bring to me 12-4-18 during breakfast all homework is due at that time. No late assignments will be accepted. Remember a 6th grader should understand the “Composition of Blood” from reading your summary.

12-5-18 8th Newsela


1.Title: Newsela - Explainer: What’s actually in our blood?

https://newsela.com/read/lib-convo-what-is-in-human-blood/id/35704/

Directions- Read the article carefully, place notes in your SN, and be prepared to write a two paragraph summary. You will complete the quiz and writing prompt below using your SWR.

Writing Prompt - What is the main science concept or process discussed in this article? Name the concept or process and explain it using three key details from the article. Conclude by giving an example of how this concept or process relates to your life.

2. Title: Newsela - Issue Overview: What to eat

https://newsela.com/read/overview-what-to-eat/id/20986/?assignment=9547714&classroom=3465177

Writing Prompt:

a)Pick a detail from this article. Explain how it helps you understand the bigger ideas in the article. Write out your answer.

b) Write a three paragraph summary of the article using all the steps in the writing process. You will turn in two sheets of notebook paper. Follow the format below which serves as your rubric.

  1. Page 1 - Prewrite / What to Eat - Use bullets to identify key details in the text. Remember these are phrases or fragments.

  2. Page 2  the back of page 1 - Draft - Take the prewrite develop your sentences for your paragraphs.

  3. Revise and edit using a red pen or red pencil directly on the draft

  4. Published work= Place this on a seperate sheet of paper remember this has no errors use your SWR and your writing process notes to ensure great work.

Title: Kid’s Health - Spleen & Lymphatic System

Directions- Read the article, place notes in your SN, create 10 questions and place them on NP. Your peer will answer the questions you have created.

https://kidshealth.org/en/parents/spleen-lymphatic.html


Week Nov 19-30, 2018 Science Explorations Middle School

Week of 11-26-18

6th Grade

MS-ESS2-5 Analyze data to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions.  CCSS.ELA-LITERACY.W.6.1.D Establish and maintain a formal style. Text – Water and Atmosphere

Homework- Clouds due 11-27-18 / Quiz on Clouds 11-28-18 notes only no text. Please encourage your student to begin studying today.

Students have learned the writing process and all the steps that are included. In class students engaged in discussion, viewed a video, answered questions, and took notes. Students will turn in the items numbered 1-4 in the am during breakfast or they have earned zeros. Please have your student share their earned score for numbers 1 and 2 below many students played and wasted time in class. Please remind your student of the rules for school. Poor behavior often leads to poor grades because students are not focused on the lessons or paying attention.

Homework - Clouds Essay - The Writing Process

Room 118 - Collect during breakfast the following:

  1. Part 1 and Part 2 notes (Completed in class)

  2. Draft (Completed in class)

  3. Draft with revisions and edit in a different color (Homework)

  4. Published 3 paragraph essay no errors (Homework)

During the first part of the video/discussion I molded for students note taking. The notes I took to model for students are below your student should have all these items listed in their part 1 of their notes which is also they pre-write.

Title: SM- Clouds – Notes Part 1

-     Clouds come in different sizes and shapes

-     Clouds inform us about the weather

-     Water droplets increase the size of clouds

-     19th century clouds were named

-     Clouds were given names based on size, shape, & location

-     Latin words were used to describe & name clouds

-     Names of 3 main types of clouds =

1.           Cirrus – highest clouds white a

nd wispy = A nice weather day

2.         Stratus- low in the sky & gray as they cover sky like a blanket= rain & snow weather (Latin= spread out)

3.         Cumulus- puffy clouds= cotton candy

(Latin= heap or pile) = nice weather

-     Alto in Latin= High

-     Clouds are a combination of different clouds

-     Clouds = water containers in the sky

-     A. What are the rarest and strangest clouds of all?  

Newsela - Title:From cloud nine to climate change, here's why you should look up

Directions - Log into your Newsela account, read the article and take notes in your SN titled, Cloud Climate Change. You will complete the power words activity and raise your hand with one finger in the air to represent you are ready for your grade to be recorded. You will then create 10 questions on NP titled, Cloud Climate Change for your peer to answer on a seperate sheet of paper. You will then complete the quiz holding 2 fingers in the air when you are ready to have your score recorded. You will then take the notes that serve as your pre-write to develop your draft.   

Did you complete the assigned Newsela article?

You must complete the following:

  1. Read the article carefully

  2. Place notes with title in your SN

  3. Complete the power words activity show score to Mrs. Gale

  4. Create 10 student questions on NP titled, Cloud Climate Change

  5. Complete the quiz show score to Mrs. Gale

  6. Writing - Write a 2 paragraph summary of the article. Explain events, procedures, ideas, or concepts in a text, including what happened and why, based on specific information in the text.

7th Grade

Science Standard MS- LS 2-2/ Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.

11-29-18  7th Grade Room 122/120

NP- Title:Deciduous Forest Summary

https://www.slideshare.net/guesta54b2da/deciduous-forest-1115837

Directions -

1. Visit the school website access the link. You will take notes titled, Deciduous Forest PPT on your NP using bullets to identify key details.  

2. Use all your notes and your SWR to develop your 3 paragraph draft.

3. You will then use a different color to revise and edit your 3 paragraph draft in the same sheet of notebook paper.

4. Rewrite the 3 paragraph draft on a different sheet of paper this is your published work remember no errors no mistakes.

5. You will turn in the prewrite, draft, revise, edit, and published work. Please remember you are turning in two sheets of notebook paper.

Rubric - 100% A

  1. Use your SWR.

  2. Visit the link improve your notes use bullets to identify key details this is your prewrite.

  3. Use the key details the prewrite to write your draft.

  4. Use a different color ink to revise and edit.

  5. Use a different sheet of notebook paper to write your published work remember this has no errors. Do your best.

Writing W. 7.1 D – Establish and maintain a formal style.

A. Title: Newsela - The role of wildland fires in an ecosystem

https://newsela.com/read/govt-science-wildfires/id/24569/

Directions-

  1. Writing Prompt - NP

Observe: Examine the images in the article. What are three important details you observe in the images in the article? Elaborate by explaining why these details are important using evidence from the article to support your thinking.

    2. Explain the role of fire in different ecosystems.

    3. List any unknown words

    4. Use the link to Merriam-Webster to help you understand unknown words and place that information in your SN

https://www.merriam-webster.com/

B.Title: Newsela - Life Cycles: What is an ecosystem?

https://newsela.com/read/elem-sci-ecosystems/id/29113/

Directions - Read the article place notes in your SN and and complete the quiz raise your hand to share with me your score.

C. NP- Title: Comparative Analysis Ecosystems

Compare and contrast the two articles. Write a comparative analysis of both articles remember to share how they are similar and how they are different. Explain how patterns of interactions among organisms in an ecosystem are necessary.


D. Title: Newsela - Biosphere and Nutrient Cycle

https://newsela.com/read/lib-biosphere-nutrient-cycles/id/40139/?assignment=9828503&classroom=3509548


Directions - SN- Carefully read the article, place notes in your SN with the title, and complete the quiz. Create a hard copy document that would inform a 5th grader about the Nitrogen Cycle, Carbon Cycle, and Phosphorus Cycle. You may create a poster or brochure. Place notes for 8-10 in your SN with the title.

Rubric - 100%= A

  1. Title that grabs the reader's attention

  2. Detailed explanation of each cycle (Nitrogen, Carbon, Phosphorus)

  3. Colored illustrations

  4. Captions

  5. Explain why all three cycles are important among organisms across ecosystems.

  6. Explain how ecosystems might be different if one of these cycles did not exist.

  7. Create a “Did You Know” section with 10 fun facts about each cycle.

  8. Visit the link to increase your knowledge & improve your document - Nitrogen Cycle

https://www.ducksters.com/science/ecosystems/nitrogen_cycle.php

9. Visit the link to increase your knowledge & improve your document - Carbon Cycle

https://www.ducksters.com/science/ecosystems/carbon_cycle.php

10. Visit the link to increase your knowledge & improve your document - Freshwater Ecosystems

https://www.ducksters.com/science/ecosystems/freshwater_biome.php




SGI= Small Group Instruction

G1 - Summarize informational text
Title: "Populations & Ecosystems - Create an anchor chart that serves as a visual teaching aid. This must have illustrations, captions, vocabulary, and detailed explanations.
https://slideplayer.com/slide/4328824/


Title: Wolves: The Ecology of Fear PBS ML - Read the article, answer the questions, and create 12 questions for your peers to answer. Remember to create a key for the questions that include the PP (page and paragraph).

https://illinois.pbslearningmedia.org/resource/20c3b7fd-080b-4c70-a9fa-72c35899d815/wolves-the-ecology-of-fear/


G2 - Make inferences  

Title: Levels of organization in an ecosystem - C
http://eschooltoday.com/ecosystems/levels-of-organisation-in-an-ecosystem.html


Create an anchor chart that serves as a visual teaching aid. This must have illustrations, captions, vocabulary, and detailed explanations.
Title: PBS ML –Creek Ecology
https://illinois.pbslearningmedia.org/resource/stn15.sci.life.creekeco/creek-ecology/

  1. What does the author want the reader to infer from this information?

  2. What are some of the different aspects of creek ecology that were discussed in the video?

  3. What are some ways the creek changes as it gets closer to the city?

  4. Why weren't the students finding many macroinvertebrates?

  5. What are some factors that affect the species that can survive in the water?

  6. Name two natural causes of water pollution that were mentioned in the video.

    G3 - Determine the main idea / Creating a matching game for each link for your peers to complete. You must be prepared to explain to Mrs. Gale the format you will use for your match game.


    Title: Cool Facts Ecosystem
    http://eschooltoday.com/ecosystems/what-is-an-ecosystem.html
    Title: What is a biome?
    http://eschooltoday.com/ecosystems/what-is-a-biome.html

Title:The Basic Needs Of Living Things

http://eschooltoday.com/science/needs-of-living-organisms/five-things-living-things-need-to-survive.html

G4 -Compare and contrast ideas in informational text

Directions- Create a poster that shares all the information has to offer about scales of ecosystems and trophic levels of food chains. Create a rubric for the poster and be prepared to share with Mrs. Gale.
Title: Scales of Ecosystems
http://eschooltoday.com/ecosystems/scales-of-an-ecosystem.html


Title: Trophic levels of food chains
http://eschooltoday.com/ecosystems/ecosystem-trophic-levels.html




8th Grade -

Extra Credit- Title: ET - Circulatory System Due 11-30-18 no late work will be accepted.

Directions - View the videos, use bullets as you take notes identifying the key details, and develop your 3 paragraph draft. Use a different color ink to revise and edit. On a separate sheet of paper write your 3 paragraph published piece. You must turn in all items to earn the 10 points.

Title: The Circulatory System YT

https://www.youtube.com/watch?v=f9ONXd_-anM



Title: Circulatory System - Human Body YT

https://www.youtube.com/watch?v=KKJ0FFd8bGo


Quiz 11-28-18 The Transport System

Directions - Revisit the links below as you improve your notes for Wednesday’s quiz. You can use your notes during the quiz.

NP- Title: 1. The Heart & Circulatory System

https://www.youtube.com/watch?v=CWFyxn0qDEU&t=102s

SN- Title: 2. THe Heart - Under Pressure

https://www.youtube.com/watch?v=X9ZZ6tcxArI&t=65s

  1. Explain the 4 major valves of the heart with details.

  2. Why does the heart make the Lub Dub sound? What is going on in the body when you hear that noise?

  3. How do arteries and veins differ?

  4. Explain what the red and blue colors represent when shown in text or medical literature.

  5. Share three new things you learned today about the circulatory system.

Extra Credit 8th Graders - View the video below and write a two paragraph summary.

Title:

_______________________________________________________________________________

Week of 11-19-18 7th Grade /

Science Standard MS- LS 2-2/ Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.

Homework Due 11-27-18 Complete A and be prepared to discuss in class followed with a writing assignment.

Writing W. 7.1 D – Establish and maintain a formal style.

A. Title: Newsela - The role of wildland fires in an ecosystem

https://newsela.com/read/govt-science-wildfires/id/24569/

Directions-

  1. Writing Prompt - NP

Observe: Examine the images in the article. What are three important details you observe in the images in the article? Elaborate by explaining why these details are important using evidence from the article to support your thinking.

    2. Explain the role of fire in different ecosystems.

    3. List any unknown words

    4. Use the link to Merriam-Webster to help you understand unknown words and place that information in your SN.

https://www.merriam-webster.com/

B. Title: Newsela - Life Cycles: What is an ecosystem?

https://newsela.com/read/elem-sci-ecosystems/id/29113/

Directions - Read the article place notes in your SN, complete the power words activity, and complete the quiz raise your hand to share with me your score.

C. NP- Title: Comparative Analysis Ecosystems

Compare and contrast the two articles. Write a comparative analysis of both articles remember to share how they are similar and how they are different. Explain how patterns of interactions among organisms in an ecosystem are necessary.

8th Grade /

Science Standard - Science Standard= LS1 Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

Writing 8.1 - Establish and maintain a formal style. Chapter 3 Digestion System

1.Title: Newsela - Explainer: What’s actually in our blood?

https://newsela.com/read/lib-convo-what-is-in-human-blood/id/35704/

Directions- Read the article carefully, place notes in your SN, and be prepared to write a two paragraph summary. You will complete the quiz, raise your hand, and when called bring me your Chromebook.

Writing Prompt - Remember:

1.What is the main science concept or process discussed in this article?

2. Name the concept or process and explain it using three key details from the article.

3. Conclude by giving an example of how this concept or process relates to your life.

2. Title: Newsela - Issue Overview: What to eat

https://newsela.com/read/overview-what-to-eat/id/20986/?assignment=9547714&classroom=3465177

Writing Prompt:

Write a three paragraph summary of the article using all the steps in the writing process. You will turn in two sheets of notebook paper. Follow the format below which serves as your rubric.

  1. Page 1 - Prewrite / What to Eat - Use bullets to identify key details in the text. Remember these are phrases or fragments.

  2. Page 2  the back of page 1 - Draft - Take the prewrite develop your sentences for your paragraphs.

  3. Revise and edit using a red pen or red pencil directly on the draft

  4. Published work= Place this on a seperate sheet of paper remember this has no errors use your SWR and your writing process notes to ensure great work.


Science Explorations Nov 5 - 16, 2018

Science Homework for all 6-8 - Science-Writing homework is due 11-16-18 all students are turning in their 3 paragraph draft with revisions, and edit marks in red ink or colored red pencil.

This is worth 10 points. The published work is due 11-19-18 Monday morning please be mindful a published piece has no errors. I will send a student to each class to collect the published piece during breakfast. Possible scores 100% or zero. Review the video and links below to refresh yourself with the writing process. Please be mindful a published piece has no errors this is why it is called a published work.

Room 122 will complete for homework worth 10 points. Students will exchange papers with their partner during the bell ringer in the am. This serves as a study guide to assist students in unpacking the chapter information. Please ask your child questions about each lesson in chapter one to help them prepare for Friday’s test 11-16-18.

B. Title: Study Guide / Create 6 questions for each title on one sheet and create an answer key on another sheet.

You must develop 6 questions for each:

  1. Living Things and the Environment

  2. Populations

  3. Interactions Among Living Things

  4. Changes in Communities

Provide yourself with the page and paragraph to support your response. Stars create 3 questions for each section.

Examples for how to begin questions:

  1. Explain

  2. How

  3. Why

  4. Determine

  5. Compare and contrast

  6. Define and give an example


All students received the ClassDoJo parent sign up document today. Please have your student give you this form, sign up, take a look at their progress, and return the quarter sheet to me on 11-7-18.

Title: The Writing Process

https://www.youtube.com/watch?v=Tmzi09GsLvw


Directions- View the video, discuss with family, and place notes on NP with the title. All student in science class revisited this information to assist with their “Science/Writing Self-Reflection & Second Quarter Action Plan”.

All students should have completed page 1 titled, “Self-Reflection”. Please ask your student to share their completed work with you over the weekend.

Science 6-8 / Writing Self-Reflection & Second Quarter Action Plan  

Five Steps of the Writing Process: 1. Pre-Write (Brainstorming) 2. Draft (Writing) 3. Revision

4. (Edit-fix all errors) 5. Publish (final copy has no errors)

Directions- Page 1 Title: Self-Reflections

This page you will self-reflect on your academic practices for the first quarter from September to today. Use bullets to share your key details that identify all you have done to ensure great grades. Use the following questions to get your mind moving:

1. How did you prepare for your test and quizzes?

2. Where did you complete homework at home? Did this place work well for you? Explain

3. What is your family’s expectations for your grades? Did you meet the family expectation? Explain

4. Did you give 100% each day you entered the Kipling building? Explain

5. Why is it important to do your best daily versus end up in grade recovery?

6. How will you change or improve your current academic practices? Give at least 5 specific things you will do.

7. Share 3 things that you think worked well and your grades were A’s or B’s.

8. Share 3 things you think did not work well and your grades were D’s or F’s.


6th Grade

MS-ESS2-5 Analyze data to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions.  CCSS.ELA-LITERACY.W.6.1.D Establish and maintain a formal style. Text – Water and Atmosphere Chapter 3- 4

6th Homework - Vocabulary due 11-6-18 during breakfast.

  1. NP - Title: Winds Vocabulary /

Students had time in class to complete this assignment. Students who did not complete in class will complete for homework. It is due 11-6-18 during breakfast. Most students wasted time and did not finish in the time that was allotted in class.

Word - Illustration with captions tells the reader the meaning of the word

Part of Speech identified = noun, verb, adjective, adverb

Sentence containing word. The sentence must show you understand the word.

Synonym and antonym for the word

2. Science Winds Review and Reinforce handout - Students were given time in class to complete this assignment, peer edit, and make improvements.

3. Air Pressure and Wind - Science Notes - The class viewed, took notes, and answered questions. I modeled note taking for them using a word document. Students must improve those notes as they revisit the website. Notebooks will be given to Mrs. Gale during breakfast 11-6-18. Science notebooks will be placed in the blue chair open to today’s entry.

https://www.youtube.com/watch?v=ZwDp3LY6izM



SGI- ClassDoJo will be used to monitor your group activities.

Group 1

Determine the main idea.   Determine the main idea

Title: Clean Air

Write an advertisement that encourages others to take care of the planet specifically the air. Each group member will discuss and collaborate together. Each student will make their own poster on chart paper. All the poster will be placed together to form one large poster. The one large poster should be inclusive of all you have learned with one title written on the sentence strip.

https://www.pbs.org/newshour/politics/states-industry-groups-reliant-fossil-fuels-sue-government-new-clean-air-rules

Group 2

Draw conclusions from informational text - Read as you complete the activity. In your SN write a summary of all you have read and learned from this activity. Create an anchor chart that explains the importance of clean air and all you have learned. Each student will place their contributions for the anchor chart on copy paper.

Title: Will the Air Be Clean Enough to Breath

http://authoring.concord.org/activities/440/pages/2797/d60a251b-89b7-4573-9696-ee3364cf9c67

Group 3 /

Summarize IT.    G3 Summarize IFT = Informational text

Title: Movement of Pollutants - Read as you answer each item, discuss, and be prepared to write a summary in your SN and make a poster that informs the public about air pollutants.

http://authoring.concord.org/sequences/99/activities/441

Group 4

Compare and contrast claims

Title:    Visible and invisible pollutants

Explore data about the sources and consequences of different types of pollutant emissions. Write a news article that shares with the public the visible and invisible pollutants.  

http://authoring.concord.org/sequences/99/activities/442



7th Grade Quiz on Thursday 11-15-18 Chapter 1 Test Friday 11-9-18.

MS- LS 2-2/ Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.

Writing W. 7.1 D – Establish and maintain a formal style. Text – Interactive Science – Ecology and the Environment

Newsela - 11-9-18

Directions- You will need two sheets of notebook. The information for one article goes on one sheet and the information for other article goes on the second sheet with the titles. You will face the window, only accessing the school website, reading the directions, and off to www.newsela.com

Remember to follow the directions carefully this can count as a science, writing, and listening grade. You will work in silence. Student that venture from the Newsela site will receive a zero on both articles.

Directions-

NP- Title: Many animals are shifting from day to night to avoid people

NP- Title: Mammals were probably night owls when dinosaurs ruled the land

You will take notes on NP, answer the quiz on Newsela, and complete the writing prompt on your NP.

  1. Place notes on your notebook paper using bullets that identify key details

  2. Writing Prompt- Write a short paragraph that explain the central idea of the article. Use at least two details from the article to support your response.

  3. Remember no quiz will be reset, return to the text to locate evidence to support, and then select your answer.


SGI

  SGI- Small Group Instruction

Group 1- Design a poster illustrating how natural selection drives evolutionary adaptation in living things, using an example of your choice (e.g. a predator/prey relationship).

Group 2- Write a short story about how you would genetically modify yourself using characteristics of other organisms, in an attempt to survive dramatic climate change.

Group 3- Write out a script. Discuss, design and act out a role-play based around the evolutionary adaptations of modern humans over the past 150,000 years. Include the three major types of variations (morphological, physiological and behavioural). Define each term with an example that helps your peers make connections.

Group 4- In small groups, design your own games of ‘hangman’ based on words related to natural selection and play it with the rest of the class. Create a study guide also that ask questions to help your peer deepen their understanding of natural selection. Students will include information for the entire chapter.


Room 122 Homework - Due 11-7-18 during breakfast.

The questions below will assist your student in preparing for Thursday’s quiz and Friday’s Chapter 1 test.
Room 122 / Directions - Use the same paper as your notes from the SM video “Natural Selection”.

  1. How do adaptation help an organism survive?

  2. What are competition and predation?

  3. Explain the three types of symbiosis?

  4. How do populations change in size?

  5. Explain the factors that limit population growth.

  6. Explain how primary and secondary succession differ?

  7. Write a three paragraph summary titled, “Populations and Communities”.

11-13-18 Room 120/122 Homework

Titled: Energy Flow in Ecosystems - Directions read pages 42-49, answer all items in the text, as you prepare for the quiz on Thursday, and test on Friday. Place notes in your SN for the video placed below with the title:

Room 122 & 120 - Title: Ecosystems Populations and Habitats

https://www.youtube.com/watch?v=hLFMMNp3kHQ

Directions- Place notes in your SN study as you prepare for Thursday’s quiz and Friday’s Test. Chapter 2 lesson 1. You will be answer question 1 using prior knowledge or making an educated inference. You will answer questions 2-3 once you have viewed the video and took excellent notes in y our science notebook.

1. How can scientist divide the areas of the Earth to study living things?

2. What are the nine land and water biomes?

3. Which biome best describes where you live?

Homework - Revisit the link room 122, improve your notes, and answer each question in your SN correctly. notebook check Thursday. Room 120 will complete for homework placing notes in the science notebook with the title.

Room 122 - Mrs. Gale modeled note taking on a word document as students viewed and discussed in class. These notes will assist students with this week’s assessments.

Title: Ecosystems Populations and Habitats

1.  Students answered question

-        50 million species of organisms live on Earth

-        Scientist look from the broadest level to most specific (largest to smallest)

-        Biosphere is the broadest level = Largest

-        Biomes come under the large Biosphere

-        Biomes are major ecological systems

-        Each have a specific climate = certain organisms living there

-        Biomes = 3 water, 6 land,

-        Water biomes (salt water, freshwater, wetlands)

-        1. How can scientist divide the areas of the Earth to study living things?

-        2. What are the nine land and water biomes?

-        3. Which biome best describes where you live?


8th Grade

Homework 11-5-18 / Essay- NP- Title: Chap 3 - Digestion Essay

You will select 2 of the items below, write in paragraph form, using your SWR. This will count as a science & writing grade. Students that didn’t turn in their homework are in GR= grade recovery. Students have lost 10 points and were given time in class to complete and turn in to teacher.

Write an answer for each of the following questions on a separate sheet of paper.

  1. Explain why people who eat only plants must eat a variety of plants in order to obtain all the nutrients they need.

  2. Explain what My Plate is and how it can help people plan a healthy diet.

  3. Explain how your mouth helps to digest food.

SGI= Small Group Instruction

Group 1-  91 C / Summarize    Title: The Human Heart PBS ML- Create a summary or poster that shares all you have learned. Each student must work with their team, take notes on NP, and develop questions for your peers to answer. The questions will go on one sheet a minimum of 10 questions with an answer key.

https://illinois.pbslearningmedia.org/resource/tdc02.sci.life.stru.heartmap/map-of-the-human-heart/

Group 2 - 91 D / Determine the main idea   Title: Drinking Water HK (Healthy Kids) Create an advertisement that encourages all to drink water. Include the importance of drinking water on all body systems.

https://kidshealth.org/en/kids/water.html

Group 3 -  91 D / Differentiate the functions of different parts of the heart. Your group can create a 12 frame comic strip with illustrations, poster, or anchor chart. You will decide and pick only one.

Title: Heart Facts

https://illinois.pbslearningmedia.org/resource/tdc02.sci.life.stru.amazingheart/amazing-heart-facts/

Group 4-  Analyze Claims   PBS – ML – Title: Heart Disease / Create a three paragraph summary, poster, or advertisement about each topic. Each student must work with their team, take notes on NP, and develop questions for your peers to answer. The questions will go on one sheet a minimum of 10 questions with an answer key.

https://illinois.pbslearningmedia.org/resource/envh10.health.heartdisease/heart-disease-americas-leading-cause-of-death/

Title: Are Your Bowels Moving

https://kidshealth.org/en/kids/bowel.html?WT.ac=k-ra


Science Homework Grades 6-8 10-26-18

10-26-18 Room 118 - Homework

All science homework is due 10-29-18.

Due Monday morning during breakfast. This serves as a science and writing grade.

Title: First Man Movie Trailer - Students went on a field trip to view the film “First Man”. Students will complete the Science/Writing activity.

https://www.youtube.com/watch?v=PSoRx87OO6k

Title: The Five Essential Elements Of A Story

http://www.katiekazoo.com/pdf/KK_FiveEssentialElements.pdf

Part A - Room 118

NP- Title: Elements of a Story Notes / Place notes from the pdf on your notebook paper using bullets for each element.

  1. Main Characters

  2. Setting

  3. Plot

  4. Conflict

  5. Resolution

You will place a minimum of 4 bullets key details/main ideas under each numbered element.

Part B - Room 118

Directions- Review the movie trailer and “The Five Essential Elements of a Story”. Use your SWR to ensure great writing. Ask your parent to read your draft before you begin the final published work you will give me on Monday. You will write a three paragraph summary that includes all five elements of a story.

Paragraph 1 = Main Characters and Setting

Paragraph 2= Plot

Paragraph 3 = Conflict and Resolution

Part C -

Science Homework Grades 6-8

Due 10-29-18

Students have received time in class, were told to do for homework last weekend, and this week.

Complete all Newsela assignments. All are due Monday this is the last GR= grade recovery offered for these assignments for all science students. Read the directions carefully for each article and do all the things you have been assigned. Students may revisit the school website for the titles or just login to www.newsela.com and get going. Have a great weekend.



Science Explorations - Week of October 22,2018 - Nov 2, 2018

Important Info -

This is week 8 and the quarter ends week 10. Please check out your student’s academics at CPS Parent Portal. Please return the blue slip for report card pick up asap.

6th Grade

6th Grade Science Standard - Analyze data to provide evidence for how the motions and complex interactions of air masses result in changes and weather conditions. Writing Standard  6.1 Establish and maintain a formal style.

Homework - Writing - Subject / Predicate

Writing - Subject & Predicate / Place your notes in your SN.   Revisit the links below and improve your notes. You may be able to improve your score from today. Dear Parents,

Room 118 is constantly having challenges listening and following directions. Today’s writing score will go in impact. They may be able to improve this score if they have notes for subject/predicate in their SN. The poor behavior is impacting students grades.

Title: Subject-Predicate V - Directions - Place notes in your SN.

https://www.youtube.com/watch?v=fdUXxdmhIsw

  1. Mr. Morton sat and typed a letter to his friends.

  2. Mr. Morton has a trip he takes to Florida.

Title: KA- Subject / Predicate

https://www.khanacademy.org/humanities/grammar/syntax-sentences-and-clauses/subjects-and-predicates/v/subjects-and-predicates-syntax-khan-academy

Directions- Place your name, date, homeroom number, and grade on your paper top right hand corner.
Title: Heat Transfer V - Students will have a science notebook check for this information. Students will read, underline key details, and answer all items in the text. Students will have a test on Wednesday.

Title: Heat Transfer / SN- Place notes in your SN you will have an assignment for today’s lesson on heat transfer.

https://www.youtube.com/watch?v=U3ee3rSg7xs


SGI

SGI - Small Group Instruction - Directions- Access the link, read the directions, and work with your group to complete the assignments.

G1    Determine the main idea
Title: Clean Air
Write an advertisement that encourages others to take care of the planet specifically the air.

https://www.pbs.org/newshour/politics/states-industry-groups-reliant-fossil-fuels-sue-government-new-clean-air-rules

G2 Draw conclusions from informational text - Read as you complete the activity. In your SN write a summary of all you have read and learned from this activity.
Title: Will the Air Be Clean Enough to Breath
http://authoring.concord.org/activities/440/pages/2797/d60a251b-89b7-4573-9696-ee3364cf9c67

G3 Summarize IFT = Informational text
Title: Movement of Pollutants - Read as you answer each item, discuss, and be prepared to write a summary in your SN or make a poster that informs the public about air pollutants.
http://authoring.concord.org/sequences/99/activities/441

G4 Compare and contrast claims
Title:Visible and invisible pollutants
Explore data about the sources and consequences of different types of pollutant emissions. Write a news article that shares with the public the visible and invisible pollutants.  
http://authoring.concord.org/sequences/99/activities/442


WCI & PP

(Whole Class Instruction & Peer Partnership)

WCI- Whole Class Instruction - Peer Partnership

NP - Students at rows A- C will access the first link, read with your partner, and develop 5 questions for your peer to answer. You will also create an answer key.

  1. Title: Air Pollution & Asthma

https://kidshealth.org/en/kids/ozone-asthma.html?ref=search

NP - Students at rows D-F will access the second link, read with your partner, and develop 5 questions for your peer to answer. You will also create an answer key.

2. Title: Can the weather affect asthma? HK

https://kidshealth.org/en/kids/weather-asthma.html?WT.ac=k-ra




7th Grade

MS-LS2-2.  Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.

CCSS.ELA-LITERACY.W.7.1.D   Establish and maintain a formal style.   Text – Interactive Science – Ecology and the Environment / Chap 1

10-23-18 Dear Families,

The title of the new textbook is “Ecology and the Environment”. Students will share this text, therefore; this book will not go home. The students shall use their notes and access all items at the school website weekly. Remember to share all you are learning with your family each evening. Please check your students CPS Parental Portal to remain informed of their academics in all classes. This is week 8 and report cards are distributed soon. Please read, complete, and return the blue form for report card pick up. Thanks so much B. Gale

Independent - SN- Title: Living Things & The Environment

Read pages 4-9, place answers to all items in your SN, place notes in your SN.

You will have a quiz on Thursday.


Homework- You will use SWR and draft, revisit the links, and notes to improve your 2 paragraph summary. You will turn in both items as you enter the class on Thursday placing the final work = published piece on top of the draft. You will make certain it is free of errors and your best work.

Quiz 10-25-18

Title: Ecology Prt 1 PPT - View, place notes in your SN, and discuss with your family.

http://www.boyertownasd.org/cms/lib07/PA01916192/Centricity/Domain/743/1b.%20Ecology--PART%20I.ppt


Ecosystems: Background Information

Title: LESSON 3: HABITATS & COMMUNITIES


ESSENTIAL QUESTIONS
1. What are the needs of all living things?
2. How are human and animal habitats similar?
3. How do living things depend on each other and on nonliving parts of the environment?


CONCEPTS TO DISCOVER
Living things all need food, water, shelter, and a suitable place to live.
Living things are interconnected.
Different habitats may have different plant and animal communities.


BACKGROUND INFORMATION

The biosphere is the area of Earth where living things exist. The biosphere is divided into regions known as biomes. In general, biomes are areas with a particular type of climate and similar plant and animal species. Biomes can be further subdivided into dynamic, interrelated systems of plants and animals, nonliving matter, and the energy of the system. These are called ecosystems. Ecosystems vary in size. They can be as small as a puddle or as large as Earth itself. Any group of living and nonliving things interacting with each other can be considered as an ecosystem.

Within each ecosystem, there are habitats which may also vary in size. A habitat is a place where plants and animals normally live. Some habitats have lots of plants and animals, some do not. Some habitats are near water, some are on top of mountains. Each habitat has a different mixture of species living there. A habitat is the place where a population lives. A population is a group of living organisms of the same kind living in the same place at the same time. All of the plant and animal populations living in a habitat interact and form a community.

The community of living (biotic) things interacts with the nonliving (abiotic) world around it to form the ecosystem. The habitat must supply the needs of organisms, such as food, water, air, and space to grow. If the population’s needs are not met, it will move to a better habitat or die.

No organism on Earth is an isolated individual. Every form of life is part of an ecosystem. In reality, the entire planet is one ecosystem. The study of ecosystems is a branch of biology known as ecology.

A change and/or interruption of an interrelationship in an ecosystem can cause large-scale changes in the ecosystem. Human actions or their results are often the cause of these changes.



VOCABULARY

  • biosphere: the part of the world in which life can exist

  • biome: regions of the biosphere with a particular type of climate and similar plant and animal species

  • ecosystem: a system made up of an ecological community of living things interacting with their environment, especially under natural conditions

  • habitat: the place or type of place where a plant or animal naturally or normally lives or grows

  • species: a class of things of the same kind and with the same name

  • population: a group of one or more species of organisms living in a particular area or habitat

  • community: a group of living things that belongs to one or more species, interact ecologically, and are located in one place (such as a bog or pond)

  • biotic: living things

  • abiotic: nonliving things

  • food chain/ food web: a series of organisms where each uses the next usually lower member of the series as a food source




8th Grade -

Science Standard= LS1 Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Writing 8.1 - Establish and maintain a formal style. Chapter 3 / Digestion System

Newsela - All articles must be completed by 10-29-18. This places all students in GR = grade recovery because they didn’t complete by the due dates.

Directions - Use your login information, follow the directions and complete all articles assigned.

Assigned 10-24-18 Title: Issue Overview What to Eat / Directions carefully read the article, highlight the main idea or thesis statement in each paragraph, take 1 note for each paragraph, complete the quiz, writing prompt, and lesson sparks. This is due Friday 10-26-18. Students were given time in class to complete all Newsela articles.

https://newsela.com/

SGI -

SGI - Title: The Digestive System

Group 1

Summarize- Summarize the information in the article. You may create a poster or news article. Remember the reader will gather all their knowledge from your completed product.
Title: Your Liver
https://kidshealth.org/en/kids/liver.html

91 C

Title: Indigestion KH

https://kidshealth.org/en/kids/indigestion.html?WT.ac=k-ra


Group 2

91 D / Determine the main idea- How does drinking water influence the digestive system to function properly. You may create a study guide with questions for your peers to answer. This must have a answer key on a separate sheet of paper. Use the following to create your questions:

  1. Describe what happens…

  2. How does the ____ add in ____

  3. Explain

  4. Identify the difference …

  5. Elaborate on

  6. Explain the diffeence

  7. Give examples of

  8. Why

  9. When

  10. Write an example

Title: Drinking Water  HK (Healthy Kids)

https://kidshealth.org/en/kids/water.html

Title: Belly Pain - KH

https://kidshealth.org/en/kids/abdominal-pain.html?WT.ac=k-ra


Group 3

91 D / Differentiate the functions of the liver, small intestine, and large intestine. Create a poster or pamphlet that shares the functions of all listed above.

Title- Your Digestive System –HK

https://kidshealth.org/en/kids/digestive-system.html

Title: Digestive System - Work / HK -

https://kidshealth.org/en/teens/digestive-system.html?ref=search



Group 4

Analyze Claims- Create a news article as if you all are reporters. You are reporting on the digestive system.

PBS – ML – Digestive Treck
https://illinois.pbslearningmedia.org/resource/3ffc6955-3012-4169-9587-ddbb8ad1c49a/digestive-system-science-trek/


Title: Are Your Bowels Moving
https://kidshealth.org/en/kids/bowel.html?WT.ac=k-ra


Title: Digestive System HK - Article

https://kidshealth.org/en/kids/digestive-system.html


Title: Digestive System HK - Video

https://kidshealth.org/en/kids/dsmovie.html?WT.ac=en-k-htbw-main-page-b


Title: Digestive System HK - Quiz

https://kidshealth.org/en/kids/dsquiz.html


10-29-18 Science/Writing

Five Steps of the Writing Process: 1. Pre-Write (Brainstorming) 2. Draft (Writing) 3. Revision (Edit-fix all errors) 5. Publish (final copy has no errors)

Directions- Page 1 Title: Self-Reflections

This page you will self-reflect on your academic practices for the first quarter from September to today. Use bullets to share your key details that identify all you have done to ensure great grades. Use the following questions to get your mind moving:

1.     How did you prepare for your test and quizzes?

2.     Where did you complete homework at home? Did this place work well for you? Explain

3.     What is your family’s expectations for your grades? Did you meet the family expectation? Explain

4.     Did you give 100% each day you entered the Kipling building? Explain

5.     Why is it important to do your best daily versus end up in grade recovery?

6.     How will you change or improve your current academic practices? Give at least 5 specific things you will do.

7.     Share 3 things that you think worked well and your grades were A’s or B’s.

8.     Share 3 things you think did not work well and your grades were D’s or F’s.

 

Page 2 Title: Second Quarter Action Plan

You will use your information from page one where you shared your thoughts as you wrote your responses for items 1-8. You will now enter part 2 of the writing process as you develop your draft. You may skip a line to go back and add when you edit this document. You will then use a different colored writing utensil as you edit all mistakes this is step 4. This is where you will make improvements to the structure of your sentences and make grammar corrections. The last item is step five, rewrite what you have neatly, using your SWR, remember this has no errors at all. This serves as a Science and Writing grade.

 

Title: The Writing Process

https://www.liferichpublishing.com/AuthorResources/General/5-Step-Writing-Process.aspx

Title: The Writing Process 12 slides

https://www.bcsdschools.net/cms/lib/SC01916775/Centricity/Domain/4155/Writing%20Process%20.pdf

Title: The Writing Process Video 1.6 min

https://www.youtube.com/watch?v=Tmzi09GsLvw

 


Science Explorations Week October 9-19, 2018

6th Grade

MS- ESS2-6 / MS-ESS2-6. Describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.  CCSS.ELA-LITERACY.W.6.1.D Establish and maintain a formal style. Chapter 3

SGI - Small Group Instruction -

Directions- Access the link, read the directions carefully.

G1    Determine the main idea
Title: Clean Air
Write an advertisement that encourages others to take care of the planet specifically the air.

https://www.pbs.org/newshour/politics/states-industry-groups-reliant-fossil-fuels-sue-government-new-clean-air-rules


G2 Draw conclusions from informational text - Read as you complete the activity. In your SN write a summary of all you have read and learned from this activity.
Title: Will the Air Be Clean Enough to Breath
http://authoring.concord.org/activities/440/pages/2797/d60a251b-89b7-4573-9696-ee3364cf9c67

G3 Summarize IFT = Informational text
Title: Movement of Pollutants - Read as you answer each item, discuss, and be prepared to write a summary in your SN or make a poster that informs the public about air pollutants.
http://authoring.concord.org/sequences/99/activities/441

G4 Compare and contrast claims
Title:Visible and invisible pollutants
Explore data about the sources and consequences of different types of pollutant emissions. Write a news article that shares with the public the visible and invisible pollutants.  
http://authoring.concord.org/sequences/99/activities/442


Newsela -

Due 10-17-18

Newsela / Directions - Access the website, login, read the directions, and complete all items. All articles must be completed by 10-17-18. Remember you are striving for 100%. The articles were assigned last week. Students were given time in class and given time today to complete. All articles must be completed by 11:59 pm today 10-17-18. All students were placed in grade recovery to improve scores on 10-17-18.

  1. Title: Science & Math -Earth's Atmosphere: A jacket for the planet

  2. Title: Science & Math - What's the difference between weather and climate?

  3. Title: The effects of air pollution

  4. Title: Law -Trump and EPA to pull the plug on Obama's Clean Power Plan


7th Grade

Explore how engineering advances have led to important discoveries in virtually every field of science and scientific discoveries have led to the development of entire industries and engineered systems.APPENDIX J – Science, Technology, Society and the Environment Text – Science & Technology

http://static.nsta.org/ngss/20130509/AppendixJ-ScienceTechnologySocietyAndTheEnvironment_0.pdf

Writing- CCSS.ELA-LITERACY.W.7.1.D   Establish and maintain a formal style.


SN-Title: Spaghetti Bridges Directions- View and take notes.

https://www.youtube.com/watch?v=Pp9U6lyoIqg

SN- Title:12 Most Amazing Bridges Ever Built

https://www.youtube.com/watch?v=hz6ghvVbKpY

Homework

Due 10-11-18

Title: Bridges HW

Directions - Read both articles, place notes in your SN using dashes or bullets to identify key details. Use your notes and engage in discussions with your family. Write a three paragraph summary using your SWR all rules of writing apply.

Title: Types of Bridges

http://www.historyofbridges.com/facts-about-bridges/types-of-bridges/


Title: Four Stresses on Bridges  

http://bsmsengineering.weebly.com/uploads/3/3/2/6/33260

74/four_stresses_on_bridges.pdf


SGI= Small Group Instruction


SGI

Group 1 -Compare and contrast ideas in IF>

Build a Bridge

https://illinois.pbslearningmedia.org/resource/phy03.sci.phys.mfw.buildbridge/build-a-bridge/

Group 2 - Determine the main idea.

Grass Bridge

https://illinois.pbslearningmedia.org/resource/eng06.sci.en

gin.materials.incabridge/grass-bridge/

Group 3 - Draw conclusions.

Design Squad | Truss Bridge

https://illinois.pbslearningmedia.org/resource/lsps07.sci.phys.maf.dstruss/design-squad-truss-bridge/

Group 4 - Make inferences from IF.

NOVA scienceNOW: Smart Bridges

https://illinois.pbslearningmedia.org/resource/nsn08.sci.engin.systems.smartbridge/smart-bridges/


Homework Due 10-15-18

Room 120 - Each student was given two pieces of copy paper for their poster today in class. Create a poster with illustrations that explains the Engineering Design process. Use your notes from last week. All poster must have the following:

  1. Title that grabs the reader’s attention

  2. Explanation of the importance of the design process

  3. Identify each step in the process

  4. Provide an example for each

  5. Colored illustrations

  6. Explain at least 4 different kinds of engineers and the jobs they perform

  7. All rules of writing apply

  8. Use your SWR

    Room 122- 10-18-18

    Today students were given time in class to complete their posters using the rubric. Please ask your student to share the steps in the engineering process.

Room 120 10-18-19 Room 120   

SN- Title: Paper Bridge Comparative Analysis

Directions- Include the items below in your essay.

  1. Write a two paragraph summary sharing how the paper bridge compared to the cardstock bridge.

  2. Differentiate between the weight of both bridges.

  3. Explain the construction of both bridges. Did you construct the bridges differently? Why?

  4. Which bridge accommodates more weight? Why?

  5. Imagine you were constructing your bridges again for a second time as an engineer. What did you learn from the first set of test? How can this add in improving your bridges for a second set of test?



8th Grade

Science Standard= LS1 Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. CCSS.ELA-LITERACY.W.8.1.B Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.


Directions- Read the article, place notes in your SN, and add a second paragraph to your bell ringer summary with the new information you have learned.

Title: Structure and Function of the Skin

https://www.derm-hokudai.jp/shimizu-dermatology/pdf/01-01.pdf


NEWSELA - Please remember you are expected to earn a 100%= A. The writing prompt can serve as a science and writing score. You must complete all activities for each article. The articles which are titled, “What is inflammation and how does it cause disease?” and “Learning how the bones and muscles work together.” both are due no later than 10-11-18 at the latest. Student were given time in class to complete both articles.

Newsela - Homework Due

10-16-18 by 8:00 am.

All articles are due Tuesday.

Directions- Access the site, login, read the directions, and complete all activities. Remember to strive for 100%. All Newsela assignments are due 10-16-18. Read the carefully and follow all directions. Students had 80% of the period to work on this in class 10-12-18.

https://newsela.com/

  1. Title:Explainer: What is inflammation and how does it cause disease? Lexile 1160 / Stars 1100

  2. Title: Learning how the bones and muscles work together. Lexile 960

  3. Title: Long-awaited makeover coming for food nutrition labels.

Science Explorations Week of October 1, 2018

6th Grade - Layers of the Atmosphere

MS-ESS2-6. Describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. 

CCSS.ELA-LITERACY.W.6.1.D   Establish and maintain a formal style. 

Test Wednesday - Improve your notes, engage in discussion with your family, and answer all items in the text 84-89.

SN- Title: YT- Earth’s Atmosphere

https://www.youtube.com/watch?v=BbwEF6xvlVg&t=47s


Homework - Due Wednesday by 2:45 pm. Newsela - Title: Earth's Atmosphere: A jacket for the planet

Directions - Read the directions carefully all students must obtain a 100%. This can count as a science and writing grade. You will work on this Wednesday in the computer lab if you do not have access to a device and internet at home.

SGI - Title: Characteristics of the Atmosphere

Directions - Read with your SGI.

T1- Determine the main idea for each page. Use each of the following terms on NP to create a poster: air pressure, atmosphere, troposphere, stratosphere, mesosphere, and thermosphere. Rubric - 100%= A

  1. Title that grabs the reader's attention

  2. All terms are used and explained correctly

  3. Colored illustrations and captions

  4. Use your SWR

T2- Draw conclusions from informational text

  1. Why does air pressure decrease as altitude increases?

  2. How can the thermosphere have high temperatures but not feel hot?

T3- Summarize informational text

  1. Summarize the ozone layer

  2. Summarize the middle layer

T4- Compare and contrast the atmosphere’s layers

  1. Create a chart that differentiates the layers of the atmosphere

Title: PDF / Characteristics of the Atmosphere

http://douglasms.ss13.sharpschool.com/UserFiles/Servers/Server_133136/File/Grade%208/GravesonPayne/Characteristics%20of%20the%20Atmosphere.pdf


7th Grade - Science & Technology

xplore how engineering advances have led to important discoveries in virtually every field of science and scientific discoveries have led to the development of entire industries and engineered systems.APPENDIX J – Science, Technology, Society and the Environment Text – Science & Technology

http://static.nsta.org/ngss/20130509/AppendixJ-ScienceTechnologySocietyAndTheEnvironment_0.pdf

Writing- CCSS.ELA-LITERACY.W.7.1.D   Establish and maintain a formal style.   Chapter 4

Room 122 Homework due 10-4-18

Title: CC - What is engineering

https://www.youtube.com/watch?v=btGYcizV0iI&t=21s

Directions - NP- Write a two paragraph summary of the video. Include the origin of engineering, the history, and the various kinds of engineering   with an explanation. Remember to use your SWR this counts for two grades one in science and one in writing.



WCI-  Title:  The Engineering Process: Crash Course Kids

https://www.youtube.com/watch?v=fxJWin195kU

Directions- View, engage in discussions, and take notes.

SGI-

G1 – Compare and contrast ideas in IF

Engineering Branches – pages 1-4

https://media.nationalgeographic.org/assets/file/Lockheed_MS_Brochure.pdf

G2 –Determine the main idea / Engineering and Design Process Handouts

PBS ML – Civil Engineer

https://illinois.pbslearningmedia.org/resource/wpsu09-stemcareers.civileng/stem-careers-civil-engineer

G3 - Draw conclusions from IT / Introducing the Engineering Process Handouts

Engineering Branches – pages 5-8

https://media.nationalgeographic.org/assets/file/Lockheed_MS_Brochure.pdf

G4 – Make inferences from informational text

PBS ML – Technology and Agriculture

https://illinois.pbslearningmedia.org/resource/9183e382-fc72-4455-a64b-ee1010da8be3/georgia-stories-agriculture-and-technology





8th Grade - Muscular System

LS1 Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. CCSS.ELA-LITERACY.W.8.1.B Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

Title: SF- MS System 2 / Directions - Use your SWR and notes as you restate each response refer back to your notes to provide evidence. Stars complete 4 of the items below.

View the video and place notes in your

SN- Titled: S & M System SF

  1. Explain the difference between voluntary and involuntary muscles.

  2. Give an example of each.

  3. Explain a flexor muscle. Give one example.

  4. Explain the function of the different kinds of bone marrow.

  5. How does the cardiac muscle work? Give an example of this muscle.

  6. How does exercise help muscles?

  7. How many muscles make your face smile?

  8. How many muscles make your face frown?



Science Explorations Week 9-24-18

Newsela Science Grades 6-8 Information:

Newsela – Today all students were signed up for newsela. We shall use leveled informational text articles to enhance science discoveries this 2018-2019 school year. Students will read the assigned articles, highlight key details, explore vocabulary, and answer critical questions.

Please ask your student each day about all that is being learned in middle school science grades 6-8. Your support is greatly appreciated. Please check CPS impact to remain informed of your student’s academic progress in all their classes. Have a wonderful day.

Mrs. Gale Science 6-8

Newsela

Room 123 8th Graders (Freshmen)

·         Class Link: Students navigate to https://newsela.com/quickjoin/#/AHDDNP

·         Class Code: Enter the class code AHDDNP

Room 120 6th/7th Graders

Room 122 6th / 7th

Room 118 6th

8th Grade Homework Due 10-1-18

NEWSELA / Homework -Directions- Newsela - Access the website, sign in, and complete “Bodies Cannot Move Without Them” all activities. This is due Monday 10-1-18.  

6th Grade - The Atmosphere

MS-ESS2-6. Describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.

Text = Water and the Atmosphere

CCSS.ELA-LITERACY.W.6.1.B Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.

Due 9-26-18

Homework -

Title: ET- Composition of EA

Directions- Using your SWR, text, and key details that you underlined explain the composition of Earth’s atmosphere. Write a two - three paragraph summary explaining the composition of earth’s atmosphere. This is due when you enter class Wednesday afternoon. Remember all rules of writing apply no late assignments will be accepted. Failure to turn in homework equals a zero.


7th Grade

Explore how engineering advances have led to important discoveries in virtually every field of science and scientific discoveries have led to the development of entire industries and engineered systems.APPENDIX J – Science, Technology, Society and the Environment Text – Science & Technology

http://static.nsta.org/ngss/20130509/AppendixJ-ScienceTechnologySocietyAndTheEnvironment_0.pdf

CCSS.ELA-LITERACY.W.7.1.B Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.


Title: Scientists and Society - Students are exploring the science contributions of the following scientist:

  1. Galileo Galilei

  2. Ignaz Semmelweis

  3. Rachel Carson

NP-Title: Scientist and Society

  1. Explain the different societies that you are a part of today.

  2. Explain ways in which science has advanced our society.

Why is he important to science?

  1. Identify his contributions.

  2. Do we the society still believe his model? Explain

  3. How did society during his life accept his science discoveries? Explain

    SGI-

8th Grade - Skeletal System

LS1 Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. CCSS.ELA-LITERACY.W.8.1.B Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Homework - Review each video, improve your notes, engage your family in discussions. This dialogue will prepare you for Wednesday’s activities.

1. SN- Title: The Skeletal System- Boz

https://www.youtube.com/watch?v=UPrxQkjjExI&list=PLOTLkiqazjQdwGmZV1oLKoczpi7mSCBP

2. SN- Title: CC - Skeletal System

https://www.youtube.com/watch?v=rDGqkMHPDqE
SGI - Differentiate between the many functions and characteristics of the Skeletal System.

3. Title: Skeletal System PPT

The Skeletal System (A) -

https://www.imperial.eduC%205%20-%20 Skeletal%20 System.ppt

Directions- Copy and paste the above site to Google, press Enter, and then click the first website in the list - The Skeletal System (A) - Imperial

If you encounter any problems please hold up 4 fingers and a TS= Tech Specialist shall assist you.

Directions- Read the assigned slides, discuss, compare/contrast, and place notes in your SN.

Team 1 - Numbers 1-18

Team 2 - Numbers 19-36

Team 3 - Numbers 37-55

Team 4 - Numbers 56-75


Science Explorations Week 9-17-18

6th Grade

MS-ESS2-6. Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.

Text = Water and the Atmosphere

CCSS.ELA-LITERACY.W.6.1.B Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.

Title: Weather and Climate

https://www.youtube.com/watch?v=YbAWny7FV3w

   

Wave Action = SGI -

Think about how your team will show their understanding of the material. Each team must share what they will do to showcase their understandings.

Team 1= Characteristics of Waves - Compare and contrast ideas

http://mathxscience.com/wave_travel.html

Team 2 - Characteristics of Waves - Locate details

http://schoolwires.henry.k12.ga.us/cms/lib08/GA01000549/Centricity/Domain/4759/Wave_Characteristics_PPT.ppt

Team 3 - Wave like motions- Explore wave like motions and the nature of waves.- Summarize the text

https://www.physicsclassroom.com/class/waves/Lesson-1/Waves-and-Wavelike-Motion

Team 4 - Properties of a Wave - Identify key details that support the main idea

https://www.physicsclassroom.com/class/waves/Lesson-2/The-Anatomy-of-a-Wave






7th Grade

Explore how engineering advances have led to important discoveries in virtually every field of science and scientific discoveries have led to the development of entire industries and engineered systems.APPENDIX J – Science, Technology, Society and the Environment Text – Science & Technology

http://static.nsta.org/ngss/20130509/AppendixJ-ScienceTechnologySocietyAndTheEnvironment_0.pdf

CCSS.ELA-LITERACY.W.7.1.B Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

Science - Technology - Society

Will and Jaden Smith

http://www.chicagotribune.com/business/ct-biz-will-jaden-smith-eco-friendly-water-company-just-20180221-story.html

Water - Smith

https://www.youtube.com/watch?v=6tRBtp3RAec

  1. Why is Just key to STEM?

  2. How could you use your problem solving skills to improve a product?

  3. Think of one product that you thought to yourself, “This would be better if….”

Title: TedED- The Story behind your glasses

https://ed.ted.com/lessons/the-story-behind-your-glasses-eva-timothy

7th Grade Homework - Directions - Title: Wash your hands- Remember to use your SWR= Science Writing Rubric. Due 9-21-18

https://www.pbs.org/newshour/health/ignaz-semmelweis-doctor-prescribed-hand-washing

https://www.npr.org/sections/health-shots/2015/01/12/375663920/the-doctor-who-championed-hand-washing-and-saved-women-s-lives


Read the article at the links and write a three paragraph summary or create a poster. All items must include the following:

  1. How did he improve the lives of our society?

  2. Why did his three words impact the community?

  3. How might the lives of people been different without his discoveries?

  4. Why did it take the medical community so long to accept his way of thinking?

  5. Differentiate between the health of women before versus after “Wash Your Hands”.

7th SGI- Small Group Instruction

Directions - Select the venue in which you and your group/team will showcase your understandings. Groups/teams may create a google doc, poster, advertisement, etc. Each team must place all the names of each student in your team, title, and the venue to share your understanding.

G1 Summarize informational text Title: Rachel Carson

Explore her importance to science/society.

http://www.scholastic.com/browse/article.jsp?id=4964

Title: Rachel Carson http://www.rachelcarson.org/

G2- Identify details that support main  idea.

Title: Trace Evidence

http://www2.oakwood.k12.oh.us/~wargacki_melinda/Site/CSI_powerpoints.html

Title: When is it OK to replace a limb?

https://learning.blogs.nytimes.com/2012/05/16/when-is-it-okay-to-replace-human-limbs-with-technology/

G3- Draw conclusions Title: Title: Serology

http://www2.oakwood.k12.oh.us/~wargacki_melinda/Site/CSI_powerpoints_files/Serology.pdf


Title: The Internet and Society

http://www.worldtrek.org/odyssey/teachers/internet.html

G4- Locate information in charts/graphs. Title: Introduction to Forensic Science

http://www2.oakwood.k12.oh.us/~wargacki_melinda/Site/CSI_powerpoints.html

Title: Impression Evidence

http://www2.oakwood.k12.oh.us/~wargacki_melinda/Site/CSI_powerpoints.html




8th Grade

MS – LS1 Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
CCSS.ELA-LITERACY.W.8.1.B
Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.


SGI= Title: System Expert - Monday you will have 30 min to complete your projects as you prepare for oral presentations. Wednesday all teams will have 10 min prepare once you have complete your first test. Remember to study and be prepared.

You will research, gather data, and create one of the following to teach to your peers:

1. Poster

2. Study guide

3. Power point

Google Slides Rubric 100% = A

 1.Minimum 10 slides

2.Explanation of each system

3.Explanation of the parts of the system

4. Illustrations showing the workings of the system

5. SWR all rules of writing apply

6. Title that engages the reader

7. Fonts size 18

8. Colors that are easily seen by your peers

9. Reference slide-Last slide includes the link & description

Oral Presentations Rubric 100%= A

  1. Face the audience

  2. Speak clear and concise

  3. Engage the audience (ask questions of your class)

  4. All students in the team must talk

  5. Speak in complete sentences


System Expert SGI= Small Group

Team 1 C-Delwin\ Roberts

Jaylen Womack

Timothy Bey

Juan Moore

Christian

Allen

Google Slides

Muscular System

Team 2 C- Kristion Collins

Khristien Childs

Malik Elzy

Charles Rowe

Anthony Williams

Google Slides

Digestive System

Team 3 C-Andriana Daniel

Sharniece Harris

Angel Benson Conner

Azaril Bonner

Tina Brooks

Power Point

Nervous System

Team 4 C- Simone Tyler

Vikya Williams

Queen Hayes

Shamaria McClellan

Mekahi Cearo

Google Slides

Circulatory System

Team 5 C- Hannah Thompson

Damari Robertson

Mercedes Singleton

Dorrianna Bolton

Valentina Moncrieffe

Google Slides

Excretory System



Week 9-10-18 Science Explorations

6th Grade

MS-ESS2-1. Describe the cycling of Earth's materials and the flow of energy that drives this process. Text = Water and the Atmosphere

CCSS.ELA-LITERACY.W.6.1.B Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text

SN- BN- The Water Cycle

https://www.youtube.com/watch?v=nr5nOrzbC-Y

Title: NBC Water Cycle

https://www.youtube.com/watch?v=al-do-HGuIk

Gonoodle - Water Cycle

https://www.youtube.com/watch?v=KM-59ljA4Bs

7th Grade

Explore how engineering advances have led to important discoveries in virtually every field of science and scientific discoveries have led to the development of entire industries and engineered systems.

http://static.nsta.org/ngss/20130509/AppendixJ-ScienceTechnologySocietyAndTheEnvironment_0.pdf

APPENDIX J – Science, Technology, Society and the Environment Text – Science & Technology

CCSS.ELA-LITERACY.W.7.1.B
Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

Fact vs. Theory vs. Hypothesis vs. Law…

https://www.youtube.com/watch?v=lqk3TKuGNBA

What’s the difference between a scientific law and theory?

https://ed.ted.com/lessons/what-s-the-difference-between-a-scientific-law-and-theory-matt-anticole

Differentiate between qualitative and quantitative data

https://www.youtube.com/watch?v=EcKrT_IegoU


Group 1 -Explain the skills scientist need. Why are these important?

1.a.7 ( Grades: 6-8 ): Ask questions that challenge the premise(s) of an argument or the interpretation of a data set.

https://illinois.pbslearningmedia.org/resource/769e4698-4c08-4eab-9a3b-eddc05017ca6/inside-science-turn-your-smartphone-into-a-science-lab/#.W4mt0jpKjcs

Group 2 - Science & Technology related / Ck12. org

https://www.ck12.org/chemistry/technology-and-science/lesson/Technology-and-Science-MS-PS/?referrer=concept_details

Group 3 - History of Science – Read, reflect, and summarize.

http://www.pbs.org/weta/roughscience/discover/briefhistory.html

Group 4 - Ck 12- Technology and Science

Illustrates how inventions made using scientific knowledge support new scientific exploration.

https://www.ck12.org/chemistry/technology-and-science/rwa/Smart-Concrete/?referrer=concept_details

 


8th Grade

MS – LS1 Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. MS-LS1 Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.  CCSS.ELA-LITERACY.W.8.1.B

Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

Title: Importance of homeostasis

https://www.youtube.com/watch?v=PJU  6OwexI3E

Title: Body Organization

https://www.youtube.com/watch?v=mn-ceaCrIpI


Title: System Expert Each team will become an expert on the body system you select. You will work in groups of 5. Fold the white paper in half like a book. On the inside left write the names of each person in your group on the right write the system your team will research. On the back list 5 items you think should be included in the rubric. Your team will orally present to the class Monday 9-17-18. Remember you were told to use your cps. gmail account to share information with one another in your team. Students began this activity this week in class as they worked in their SGI= Small Group Instruction

You will research, gather data, and create one of the following to teach to your peers:

1. Poster

2. Study guide

3. Power point

Team 1  C-Delwin Roberts/ Google Slides = Muscular System

Jaylen Womack

Timothy Bey

Juan Moore

Christian

Allen

Team 2 C- Kristion Collins / Google Slides = Digestive System

Khristien Childs

Malik Elzy

Charles Rowe

Anthony Williams

Team 3 C-Andriana Daniel / Power Point = Circulatory System

Sharniece Harris

Angel Benson Conner

Azaril Bonner

Tina Brooks

Team 4 C- Simone Tyler / Google Slides = Excretory System

Vikya Williams

Queen Hayes

Shamaria McClellan

Mekahi Cearo


C- Hannah Thompson

Damari Robertson

Mercedes Singleton

Dorrianna Bolton

Valentina Moncrieffe


Week of 5-21-18 / Science Explorations - 5th/6th Graders

 

Week of 5-21-18 MS-LS1-3 Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. CCSS.ELA-LITERACY.RI.6.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. CCSS.ELA-LITERACY.WHST.6-8.1.D Establish and maintain a formal style.

Homework- Healthy Diet 2 due 5/25/18

 Students are using the text titled, "Human Body Systems". Please ask them questions about all they are learning in class. Ask them to share their Food Diary Log. This is a homework assignment due Friday. Students must take their completed log, discuss with family healthy food choices, and analyze their current eating habits. Students will use the Healthy Diet Guidelines found in their textbook. Students must use this to determine if they made healthy food choices. Students will summarize the information that includes the following:

Rubric 100% = A/Students must use their SWR =( Science Writing Rubric). 

1. Food Dairy Log specific information good days versus poor days of eating

2. Chart the food eaten under each food group

3. Share in detail how you will improve your selections over the weekend

4. Share how the sugar receptors in your brain contribute to your food choices

 

This week students will use information from Ted Ed talks to explore and Newsela.

Title: Sugar & The Brain / ted  

https://ed.ted.com/lessons/how-sugar-affects-the-brain-nicole-avena#watch

Title: Food - Gut / ted

https://ed.ted.com/lessons/how-the-food-you-eat-affects-your-gut-shilpa-ravella#watch

 

 Title: Newsela- What should students have for lunch?

Title: Newsela - Why does sugar taste so good?

Title: Newsela - Big Questions: How does food get from your mouth to your stomach?

 

Title: BN- Nutrition

https://www.youtube.com/watch?v=c3vwTdBJEiY&t=26s

Title: Choose My Plate

https://www.youtube.com/watch?v=-J1hmmy1OB4

5th/6th Social Science Room 115

 

Thurgood Marshall / Board of Education / Social Science

 

NP- Title: BR - Thurgood Marshall

  1. Who is Thurgood Marshall?

  2. Why are his contributions important to African American history?

  3. How does this affect your educational experiences today?

  4. Would school be the way it is today without Thurgood Marshall? Explain

View the video, take notes, as you prepare to answer questions.

Title: Thurgood Marshall Essay- BOE W - Directions- Write a two paragraph essay sharing the accomplishments of Thurgood Marshall and Brown vs Board of Education.

Title: TM/ Separate is not Equal

https://www.youtube.com/watch?v=aX9Dmo24_cc

 

                                             Homework- Research

Locate additional information about Thurgood Marshall and the Brown versus Board of Education case. Share what you learned in paragraph form as you list the websites you viewed.

May 14, 2018 Science Explorations 5th/6th

5th Grade

MS-ESS1-2. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.
CCSS.ELA-LITERACY.RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.CCSS.ELA-LITERACY.W.5.8   Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. Chapter 16 / Stars and Galaxies

 

5th/6th Grade Homework Due 5-21-18

5th/6th Science Homework- 5-21-18

Title: Food Diary Log

Recreate the food diary log used in class Friday. Use the log as a format to share all you eat Friday, Saturday, and Sunday. Ask your family what kind of doctor provides their medical services. Share what you learned about a DO.

Doctors of Osteopathic Medicine  - What is their focus?

http://www.osteopathic.org/osteopathic-health/about-dos/what-is-a-do/Pages/default.aspx

Title: Processed Food vs. Nutritional Needs
https://www.youtube.com/watch?v=guxledYcXcE

_______________________________________________________________________________

 

Title: Solar Eclipse Nat Geo

https://www.youtube.com/watch?v=cxrLRbkOwKs

Title: Lunar Eclipse Nat Geo

https://www.youtube.com/watch?v=VW2xRR75lKE

 

6th Grade

MS-LS1-3 Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. CCSS.ELA-LITERACY.RI.6.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. CCSS.ELA-LITERACY.WHST.6-8.1.D Establish and maintain a formal style.

 

5-14-18  Homework- Title: HW- Research Food

Due 5-15-18

  1. Research foods that we eat in the United States that are banned or not allowed into other countries.

  2. Share the websites you used to locate this information.

  3. Why do you think these foods are banned or not allowed into other countries?

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Science Explorations May 7-11, 2018

Science Poster Rubric 5th/ 6th

Science Poster Rubric – Imagine your poster will be given to 4th graders they should be able to read your poster and have a clear understanding of the topic.

Coverage of the Topic -Details on the poster capture the important information about the topic and increase the audience’s understanding.

Use of Graphics -All graphics are related to the topic and make it easier to understand.

Organization - Information is very organized with clear titles and subheadings.

Layout and Design - All information on the poster is in focus and can be easily viewed and identified from 2 ft. away.

Sources - All sources (information and graphics) are accurately documented.

Mechanics -No grammatical, spelling or punctuation errors.

 

6th Grade MS-LS1-3 Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. CCSS.ELA-LITERACY.RI.6.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. CCSS.ELA-LITERACY.WHST.6-8.1.D Establish and maintain a formal style. Chapter 2 – Bones-Muscles-Skin

 

Title: The Skeletal System, its Structure and Function

https://www.youtube.com/watch?v=Fq1UzyH_rwU

Directions - Use your notes as you answer the questions on notebook paper.

Title: 5 Functions of the Skeletal System

https://www.youtube.com/watch?v=LIqNcdL40bg

Homework - Discuss with your family the functions of the skeletal system. Review your notes and study for Wednesday's test. 

 

6th Grade - SGI

Small Group Instruction

6th Grade 5-8-18 SGI= Small Group Instruction- Directions - View each link for your team, determine the venue your team will use to share your understandings to your peers, and write it on the half sheet. The half sheet must have the team number, all names of students in the team, and what your team will do to show your understanding of the material. Possible options are as follows: poster, brochure, slide share using your CPS gmail account, book with illustrations, etc. 

Team 1-  Determines the topic in informational text / Skeletal System

https://www.slideshare.net/moojean/hilary-irvine-skeletal-system?qid=12a128f4-cfd1-4412-96cf-60fa027290c5&v=&b=&from_search=4

Team 2 - Determines the cause in informational text.  / Bones and the skeletal system

https://www.slideshare.net/sweet_maitreyi/bones-and-the-skeletal-system-maitreyi-imp-school-wrk?qid=12a128f4-cfd1-4412-96cf-60fa027290c5&v=&b=&from_search=3

Team 3 - Make inferences form informational text. / Skeletal system slide show

https://www.slideshare.net/moojean/brooke-bowe-the-skeletal-system-slide-show?qid=12a128f4-cfd1-4412-96cf-60fa027290c5&v=&b=&from_search=1

Team 4 - Summarizes similarities and / or differences in multiple informational text. / Skeletal System

https://www.slideshare.net/ruthalmario/skeletal-system-77239316?qid=12a128f4-cfd1-4412-96cf-60fa027290c5&v=&b=&from_search=15

 

5th Grade Science

 

MS-ESS2-5. Collect data to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions. CCSS.ELA-LITERACY.RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. CCSS.ELA-LITERACY.W.5.8   Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. Chapter 8 - Weather Patterns

  1. Title: Earth's atmosphere- YT- A small animation about the layers of Earth's atmosphere.

https://www.youtube.com/watch?v=BbwEF6xvlVg

 

2. Title: Convection Currents - YT -

https://www.youtube.com/watch?v=yt_K_bfKxTc


 

3. Title: Convection Demonstration

https://www.youtube.com/watch?v=1LMjscj17pc

 

 

Severe Weather

Title: Tornadoes - Nat Geo

https://www.youtube.com/watch?v=iMWoYPaQx0Q

Title: Inside a Tornado - Nat Geo

https://www.youtube.com/watch?v=-K-z-mZ9Va4

Title: Hurricanes - Nat Geo

https://www.youtube.com/watch?v=zP4rgvu4xDE

Title: Earthquakes - Nat Geo

https://www.youtube.com/watch?v=VSgB1IWr6O4

Title: Tsunamis - Nat Geo

https://www.youtube.com/watch?v=_oPb_9gOdn4


 

 

Science Explorations May 1, 2018

5th Grade   

5-ESS2-2. Describe and graph the amounts of saltwater and fresh water in various reservoirs to provide evidence about the distribution of water on Earth. CCSS.ELA-LITERACY.RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.CCSS.ELA-LITERACY.W.5.8   Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. Chapter 7

Instructional Resources: The links below allow you to gather additional information for the topics discussed in class this week. 

Learn about Tides, Ocean Currents and Waves -Water is an important part of our life. The biggest source of water is Ocean. There are a lot of things we can see in an ocean.

https://www.youtube.com/watch?v=l1WF8b6HZLM

Characteristics of Ocean Water - ppt

https://www.slideshare.net/perikanankelautanunila/002-characteristics-of-ocean-water?qid=9e9762e7-4e2e-4647-8eb4-d8fa6fc8751d&v=&b=&from_search=1

Freshwater – V / In this episode of Crash Course Kids, Sabrina talks about the difference between freshwater and saltwater and why freshwater is so important.

https://www.youtube.com/watch?v=oaQCiwzjnCM

The Water Cycle V / This video uses animation, graphics, and video clips to illustrate and explain each of the "flow" and "storage" processes in the Hydrologic Cycle, more commonly known as the Water Cycle.

https://www.youtube.com/watch?v=al-do-HGuIk

 

5-2-18 / 5th Grade - Title: Freshwater Ecosystems

Directions- You will work in teams of 2 read, discuss, and develop 5 questions for the slides you have been assigned. Use the "Higher Order Thinking" questions assist as you develop your questions. 

https://www.lcps.org/cms/lib4/VA01000195/Centricity/Domain/2540/Freshwater%20Ecosystems%20notes.pdf

Team 1 - Slides 1-12

Team 2 - Slides 13-24

Team 3 - Slides 25-36

Team 4 - Sides 36-48

Higher Order Questioning - 

Level 4 Questioning

Discuss the pros and cons of __________.

How can you classify ________ according to _________?

How can you compare the different parts of _________?

How can you sort the parts of _________?

How is _________ connected to _________?

Level 5 Questioning

What facts can you gather_________?

What would happen if _________?

How would you elaborate on the reason_________?

Predict the outcome if _________?

Level 6 Questioning

What criteria would you use to assess_________?

What data was used to evaluate_________?

What information would you use to prioritize_________?

What is your opinion of _________? Support your response.

What choice would you have made_________? Explain your reasoning.

 

 

 

 

5th - SGI - Water on Earth

Team 1- Make predictions from informational text. What is the water cycle? Directions - You and your team will make 5 predictions about the water cycle and write them down on paper. The predictions go on one sheet with all team members names. Visit the link below, read, discuss, and take notes in your SN. Revisit your predictions discuss your findings. 

https://www.slideshare.net/allsaintsscience/5th-grade-ch-7-lesson-3-what-is-the-water-cycle-6477986?qid=64927ded-1081-45cd-9028-d9cfae01a666&v=&b=&from_search=1

Team 2 - Determine the main idea in informational text. How Can Oceans Be Described? PPT Directions- Read the slideshare, discuss, and identify the main idea of each slide. You will list the main idea for each slide. You will create 10 questions that can be answered by your peers. Create an answer key for your questions. Use the leveled questions we discussed. 

https://www.slideshare.net/allsaintsscience/5th-grade-ch-7-lesson-1-how-can-the-oceans-be-described-6477985?qid=64927ded-1081-45cd-9028-d9cfae01a666&v=&b=&from_search=4

Team 3 - Summarize informational text.  Water Cycle PPT  Directions- Read the slidshare, discuss, and take notes, You will use bullets to identify the key details each student will work with their team, however; all are responsible for your own key details. Review the key details you all have determine the items you will include in your 3 paragraph summary. The SWR should be used as you write the summary together. You will turn in one 3 paragraphs summary with all team member's names. 

https://www.slideshare.net/Steven_iannuccilli/6th-grade-chapter-16?qid=59b58e86-ba08-4fcc-b89f-2712fb24e8eb&v=&b=&from_search=1

Team 4 - Makes inferences from informational text. Water Cycle – PPT - Read and discuss each slide. You will infer in your own words what each slide is sharing. Think about these questions as you work together.

1. What did that slide teach me and my peers? How is this related to the water cycle?

2. What can I infer about the water cycle from this slide? How did I come to this conclusion?

3. Create a poster that shares all you have learned from the slide share. 

https://www.slideshare.net/kramerk7/water-cycle-presentation-2287805

 

 

 

6th Grade

6th Grade / MS-LS1-3 Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. CCSS.ELA-LITERACY.RI.6.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. CCSS.ELA-LITERACY.WHST.6-8.1.D  Establish and maintain a formal style.

Organization of Organisms

This video is for middle school students. It goes over the basics of the human body organization, cell theory, and characteristics of life.

https://www.youtube.com/watch?v=ioB0rdPFhWw

An Introduction to the Human Body Systems

This video gives an introduction of body systems.

https://www.youtube.com/watch?v=9j1PWhOnlmk

Human Body Systems Functions Overview

This is the updated Amoeba Sisters human organ systems video, which provides a brief function introduction to each of the 11 human organ systems.

https://www.youtube.com/watch?v=gEUu-A2wfSE

Homeostasis and Negative/Positive Feedback

https://www.youtube.com/watch?v=Iz0Q9nTZCw4

Explore homeostasis with the Amoeba Sisters and learn how homeostasis relates to feedback in the human body. This video gives examples of negative feedback (temperature and blood glucose regulation) and positive feedback (events in childbirth).

5-1-18 Homework - Title: HW - ____ System

Directions - You will use your draft from today's bell ringer, share it with your family, use the SWR, and comments from your peers as you rewrite the draft. You will rewrite the draft so it is a piece of writing ready for publication no mistakes. This will be shared with your writing teacher so you will receive a science/writing grade. This assignment is Due 5-2-18 as you enter place on the desk under the clock. 

 

6th SGI = Small Group Instruction

Team 1 - Locates details in informational text. PBS-Media Learning -All Systems Are Go / Directions - Launch and view any video. Read the background essay, discuss with your team, complete the background questions with your team place them in your SN. 

In this interactive activity from Kinetic City, Arnold is missing all of his organ systems. 

https://illinois.pbslearningmedia.org/resource/lsps07.sci.life.stru.bodysystems/all-systems-are-go/#.WuHkZ4anEdU

Team 2- Summarize informational text. PBS- Media Learning Body Control Center

Homeostasis—the monitoring and adjusting that goes on in the human body at any given time—is astounding. Your body continually makes adjustments to the body systems you use during everyday activities. Directions - Launch and view any video. Read the background essay, discuss with your team, complete the background questions with your team place them in your SN. 

https://illinois.pbslearningmedia.org/resource/tdc02.sci.life.reg.bodycontrol/body-control-center/#.WuHl04anEdU

Team 3 - Determines two or more main ideas in a text.  Use Cornell Notes to unpack this section titled, System Interactions.   Body Systems PPT Slideshare

https://www.slideshare.net/FJHScience/human-body-systems-ppt

This ppt allows students an introduction to all body systems.

Team 4 - Determines details that support a prediction or conclusion in informational text. Human body organization ppt Slideshare

https://www.slideshare.net/jhaver/human-body-organization

Identify how organ systems work together to maintain homeostasis. View the video, discuss with your team, and create poster. Use your SWR as your create your poster include the following: A-100% -  1. Title that grabs the reader's attention. 2. Define key terms. 3. Explain the location and functions of the systems. 

 

 

Science Explorations 4-23-18 5th & 6th Grade

Week of 4-23-18

Mr. White's Class

5th Bell Ringer - Read pages 297-302.NP - Title: Nonrenewable ER - Directions -

1.  Explain orally what you already know about renewable and nonrenewable resources give examples for each with your team 3 min.

2.  Complete the chart below place an x if it is a renewable resource. Place an x if it will cause pollution. In the last column place a 3= I completely understand this resource. 2= I somewhat understand this resource. 1= I do not understand this resource at all.

 

6th                      Mr. White’s Class /Grade Science /  Due 4-24-18

Directions – Use a Chromebook access the link below. View the PowerPoint and take notes on NP titled, M- Solar System PPT. Read pages 78-87 complete all items in the text.

Bell Ringer-Read pages 74-79 complete MPD, apply it, and assess your understanding place all responses in your textbook.

NP- Title: M- Solar System -

  1. Why could the ancient Greeks see only five planets?

    2. How do Earth and the other planets move in a geocentric model?

What is the difference between geocentric and heliocentric theories? Place notes on the same paper as your BR. You will have a quiz on Wednesday on Lesson 1 and 2.

https://www.bcsdk12.net/cms/lib/GA01000598/Centricity/Domain/107/what%20is%20the%20difference%20between%20geocentric%20and%20heliocentric.ppt

 

 

5th Grade

5-ESS3-1.    Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. CCSS.ELA-LITERACY.RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. CCSS.ELA-LITERACY.W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. Chapter 10

 

4-23-18   Title: Natural Resources

1. What are the Earth's Natural Resources? Mineral Resources; Energy Resources; Living Resources; Air; Water; Sunlight; Soil. 2. Resources are limited and are either Renewable or Non renewable. View the ppt with your team, discuss, and take notes in your SN. You will create 10 questions as a team on one sheet of paper develop an answer sheet on another page. You will switch with your peers. Remember to use the guide below as you create your questions.

Powerpoint Presentation / Natural Resources

staff.harrisonburg.k12.va.us/~esutliff/forms/Natural_ResourcesCh7_1322780121.ppt.

Level 4 Questioning

Discuss the pros and cons of __________.

How can you classify ________ according to _________?

How can you compare the different parts of _________?

How can you sort the parts of _________?

How is _________ connected to _________?

 

Level 5 Questioning

What facts can you gather_________?

What would happen if _________?

How would you elaborate on the reason_________?

Predict the outcome if _________?

 

Level 6 Questioning

What criteria would you use to assess_________?

What data was used to evaluate_________?

What information would you use to prioritize_________?

What is your opinion of _________? Support your response.

What choice would you have made_________? Explain your reasoning.

 

 

 

 

SM- Natural Resources- Explore /Natural resources are created by the Earth's processes and used as a source of energy for all life on Earth.

http://safari.cps.k12.il.us/SAFARI/montage/play.php?keyindex=164502&location=local&filetypeid=65

SM- In Energy Resources: Use & Conservation - Students learn that we can harvest the power of nature from a variety of sources all around us: the sun, wind and water, the atom, energy stored in fossil fuels and the very heat of the planet itself!

http://safari.cps.k12.il.us/SAFARI/montage/play.php?keyindex=157046&location=local&filetypeid=65

PBS- ML – Power of Wind Energy- Discuss /One of the most important alternative energy resources can’t be seen or touched, but its power is obvious to anyone who’s ever weathered a hurricane, a tornado, or even a strong storm: wind.

https://illinois.pbslearningmedia.org/resource/d5be1ebd-a2a4-4194-9443-e7eef1276ad0/wind-power-explore-more-the-future-of-energy/#.WteVm4anEdU

V- How do hydro-power dams work? Explore – How do hydropower dams work?

https://www.youtube.com/watch?v=dmjsZ2CUZS4

SGI = Small Group Instruction 5th Grade

Directions- Launch and view if your link has a link. Read and discuss the background essay. Create questions using your "Higher Order Questioning" form on NP the title reflects your team title. Complete the discussion questions with your team place your responses in your SN with the title for SGI. 

Level 4 Questioning

Discuss the pros and cons of __________.

How can you classify ________ according to _________?

How can you compare the different parts of _________?

How can you sort the parts of _________?

How is _________ connected to _________?

 

Level 5 Questioning

What facts can you gather_________?

What would happen if _________?

How would you elaborate on the reason_________?

Predict the outcome if _________?

 

Level 6 Questioning

What criteria would you use to assess_________?

What data was used to evaluate_________?

What information would you use to prioritize_________?

What is your opinion of _________? Support your response.

What choice would you have made_________? Explain your reasoning.

T1- Locates information in a set of directions. 

PBS – ML / Making Recycled Paper / Discuss-Recent Environmental Protection Agency studies have shown that 0.9 metric tons of recycled paper saves 17 trees, 26,500 liters of water, 27 kilograms of pollution, 2.5 cubic meters of landfill space, and enough energy to power the average American home for six months.

https://illinois.pbslearningmedia.org/resource/ess05.sci.ess.earthsys.recycledpaper/making-recycled-paper/#.WteTJoanEdU

T2- Paraphrase text. PBS Media Learning / Visit a recycling plant

Understand-About half of the paper we use in our daily lives has been recycled. The process begins when paper is picked up from a recycling bin and taken to a sorting facility, where items are separated and baled.

https://illinois.pbslearningmedia.org/resource/ess05.sci.ess.earthsys.recycleplant/visiting-a-recycling-plant/?#.WteQhYanEdU

T3- Summarize informational text.  PBS ML – The Future of Energy – Explore- Wind Power

One of the most important alternative energy resources can’t be seen or touched, but its power is obvious to anyone who’s ever weathered a hurricane, a tornado, or even a strong storm: wind.

https://illinois.pbslearningmedia.org/resource/d5be1ebd-a2a4-4194-9443-e7eef1276ad0/wind-power-explore-more-the-future-of-energy/#.WteSr4anEdU

T4- Draws conclusions from informational text. PBS ML / Hoover Dam and Hydroelectric Power

Explore-Since its completion, Hoover Dam has wowed visitors with its sheer massiveness and its ability to create and hold back a reservoir that covers nearly 650 square kilometers (250 square miles).

https://illinois.pbslearningmedia.org/resource/phy03.sci.phys.energy.hooverelec/hoover-dam-and-hydroelectric-power/#.WteTq4anEdU

 

5th / 4-24-18  NP- Title: Renewable Energy Nat Geo - V

Directions- View the video, answer questions, and identify key details using bullets as you take notes. There are many benefits to using renewable energy resources, but what is it exactly? From solar to wind, find out more about alternative energy, the fastest-growing source of energy in the world—and how we can use it to combat climate change.

https://www.youtube.com/watch?v=1kUE0BZtTRc

 

 

6th Grade-

The Solar System-ESS1-3  / MS-ESS1-3. Analyze and interpret data to determine scale properties of objects in the solar system. CCSS.ELA-LITERACY.RI.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. CCSS.ELA-LITERACY.W.6.9   Draw evidence from informational texts to support analysis, reflection, and research.

Title: Geocentric - Heliocentric -V - Students viewed in class, engaged in discussion, & took notes. This evening share your understandings with your family. Remember to mention the astronomers for each. 

https://www.youtube.com/watch?v=UtOEnTiAZlU

SGI= Small Group Instructions 6th Graders

Directions- Launch and view if your team has a link. Read and discuss the background essay. Create 10 questions using your "Higher Order Questioning" form on NP the title reflects your team title. Complete the discussion questions with your team place your responses in your SN with the title for SGI. 

Level 4 Questioning

Discuss the pros and cons of __________.

How can you classify ________ according to _________?

How can you compare the different parts of _________?

How can you sort the parts of _________?

How is _________ connected to _________?

Level 5 Questioning

What facts can you gather_________?

What would happen if _________?

How would you elaborate on the reason_________?

Predict the outcome if _________?

Level 6 Questioning

What criteria would you use to assess_________?

What data was used to evaluate_________?

What information would you use to prioritize_________?

What is your opinion of _________? Support your response.

What choice would you have made_________? Explain your reasoning.

T1- Focus= make predictions from informational text

Solar System PPT -Slide 1-10

https://www.slideshare.net/MakeMegenius/best-ppt-on-solar-system

What are the inner planets? PPT - Slide share

https://www.slideshare.net/allsaintsscience/4th-grade-ch-18-lesson-2-what-are-the-inner-planets?qid=b850d76e-9b0f-412c-8ebf-9befe8f72367&v=&b=&from_search=8

T2- Focus= summarize informational text

Solar System PPT -Slide 11-21

https://www.slideshare.net/MakeMegenius/best-ppt-on-solar-system

PPT- Inner Planets & Jupiter

https://www.slideshare.net/ImYakultGirl/the-inner-planets-and-the-jupiter?qid=b850d76e-9b0f-412c-8ebf-9befe8f72367&v=&b=&from_search=9


T3- Focus = make inferences from informational text

Solar System PPT -Slide 22-32

https://www.slideshare.net/MakeMegenius/best-ppt-on-solar-system

PPT- Inner/Outer Planets

Infer the differences between inner and outer planets.

https://www.slideshare.net/smiley407a/inner-and-outer-planets?qid=7a0cfe96-4325-4f33-a745-0909cdbd69bb&v=&b=&from_search=3

T4- Focus = Draw conclusions from informational text

Solar System PPT -Slide 33-41

https://www.slideshare.net/MakeMegenius/best-ppt-on-solar-system

PPT- Inner Planets/ Slideshare

https://www.slideshare.net/allsaintsscience/8th-grade-ch-3-sec-3-inner-planets-5368002?qid=b850d76e-9b0f-412c-8ebf-9befe8f72367&v=&b=&from_search=10

 4-24-18 Intro to the Solar System

https://www.youtube.com/watch?v=TKM0P3XlMNA

 

4-24-18 / 6th Grade HW- Planet Poster Rubric – 100% A -

Due 4-25-18

Directions – Imagine your planet will be shared with 4th grade to increase their understanding of a planet. All posters must have the following:

1. a title that grabs the reader’s attention

2. description  of the planet and its relationship to the sun

3. characteristics of the planet minimum of 5

4. colored illustrations with captions

5. do not use light colors to write text

6. “Did You Know” section of interesting facts that others may not know

7. History of the solar system (geocentric model, an heliocentric model)

8.Astronomers discussed in class and their importance to the understanding of the solar system

9. Use your SWR

10. All rules of writing apply  Due 4-25-18

Week of April 16, 2018 Science Explorations

6th Grade

SGI Directions- Read carefully and follow. View both links, access all information, read the background essay, and answer the discussion questions on NP make certain you write the title.

Team 1 -Title: PBS- Why Seasons

Explore what causes seasons on Earth in this interactive produced by WGBH and adapted from NASA materials.

https://illinois.pbslearningmedia.org/resource/npls13.sci.ess.seasons/why-seasons/?#.WteIn4anEdU

Team 2 - Title: PBS Seasons

This video animation illustrates how the combination of the tilt of earth's spin axis and the orbit of the earth about the sun creates the geometry responsible for earth’s seasons. There is no sound.

https://illinois.pbslearningmedia.org/resource/psu10phy.sci.seasons/seasons/?#.Wte3woanEdU

Team 3 - Title: BPS Global View of Seasons

By measuring subtle differences in light that result from varying concentrations of plant life around the world, scientists are able to better understand Earth.

https://illinois.pbslearningmedia.org/resource/ess05.sci.ess.eiu.seawifs/global-view-of-the-seasons/?#.Wte5boanEdU

Team 4 - Title: What causes seasons on earth.

https://www.slideshare.net/nmsouthern/what-causes-seasons-on-earth

Title: Reasons for Seasons

https://www.slideshare.net/nairamode/reasons-for-seasons-90770129?qid=8e124d37-ac28-4e58-8ca3-5cd62b147bab&v=&b=&from_search=6

 

Students today you will receive your News ELA username and password. You must place this inside your science notebook. It is your responsibility to keep up with this information.