Rudyard Kipling Elementary School

Moving Forward

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

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

   


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

Read the article at the link and write a two 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”.


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.

Science Explorations Week of 4-9-18

4-9-18 6th Grade / Darwin's Theory of Evolution

 MS-LS4-4. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment. 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.WHST.6-8.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. Chapter 6 / Charles Darwin - Evidence of Evolution

SGI / Directions- You may write on the handout work with your team to unpack your section. You will serve as an expert for this section as you share out to your class use your Cornell Notes as your graphic organizer. Each team be prepared to share out 4-11-18.

T1 - Diversity & Fossils

T2- Galapagos Organisms

T3- Darwin’s Hypothesis

T4-  Overproduction, Variation, Competition, Selection

  1. Evolution is often considered a complex and controversial topic but it's actually a very simple. This video will combine things we’ve already learned and introduce new concepts.

9 min SN- Title: What is evolution?

https://www.youtube.com/watch?v=GhHOjC4oxh8

2. SN- 10 min Title: Darwin’s Theory of Evolution PPT Directions- View the ppt= powerpoint presentation, discuss, and take notes.

Darwin & Evolution by Natural Selection - Explore Biology

explorebiology.com/pptLE/2007/33evolution_Darwin2007.ppt

3. Directions- Use your chromebook as you work with your partner to explore Darwin’s Theory. You will place notes in your SN= science notebook.

SN- Title: Charles Darwin V - TT

http://www.teachertube.com/video/charles-darwin-132740

 

Mr. White / 6th 4-10-18 

Due Wednesday 4-11-18.

Bell Ringer - Read p.172 -175 NP Title: Natural Selection BR Number 1 on NP. Answer all items in the text. Your text books will be checked on 4-11-18 & science notebooks. 

  1. How might natural selection have led sea turtles to develop flippers instead of feet?

  2. Fig 5

Title: Selective Breeding-View and place notes in your SN for both videos. 

https://www.youtube.com/watch?v=W_CnR0Ak604

Title: Natural Selection

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

Room 115/117 Place the answers to the questions below in your SN. Place on the same paper as your BR titled, "SB and NS". 

  1. Explain adaptation.

  2. Explain why the necks of giraffes became longer over the years.

  3. Explain natural selection.

 

5th / Grade- Homework Respiratory Poster

                    Due Wednesday 4-11-18 

Title:RS Components 2 - This video will explain the functions and components of the RS. Place your responses on your NP. Stars select 3 items and answer on your NP.

https://www.youtube.com/watch?v=UTR1IsX55dc

Respiratory System Poster- Due Wednesday 4-11-18. You will begin in class, however; you will complete for homework. Follow the rubric and revisit the school website. 100%-A

  1. Illustrate all the major components of the RS

  2. Describe the job/function of each component

  3. Color your poster

  4. Explain how the circulatory and respiratory systems are connected

  5. “Did You Know” section - Include at least 8 interesting facts about the RS or 5 ways to maintain a healthy RS

 

5th Grade – Students viewed the link below as they took notes. I modeled for students as we identified key details.

4-9-18 Respiratory System= RS

A.   Functions of the RS

-      Transport air in and out of lungs

-      Protect against inhaled particles

-      Exchange of O2 and CO2

B. Components – RS

-      Nasal cavity

-      Nose

-      Oral cavity

-      Tongue

-      Pharynx (digestive sys, RS, & CS)

-      Larynx (voice box)

-      Trachea (wind pipe)

-      Bronchi

-      Bronchioles

-      Alveoli (air sacs)

-      Diaphragm

C. The Breathing Process

-      Conchae / warms the air as it enters the body & provides humidity

-      Epiglottis

-      Bronchioles

-      Alveoli (air sacs)

-      Diaphragm – lungs inhale and exhale

D.   Respiratory Issues

-      Common cold

-      Influenza

-      Acute bronchitis

-      Pneumonia

-      Chronic bronchitis

-      Emphysema

-      Lung cancer

E. Maintaining  Excellent RS Health

-      Healthy weight

-      Drink water

-      Healthy diet ( vegetables, fruits, & nuts)

-      Limit exposure to allergens

-      Maintain good hygiene

4-10-18 5th Grade  / Title: Respiratory System PPT -

http://www.kcsdschools.net/site/handlers/filedownload.ashx?moduleinstanceid=12676&dataid=6506&FileName=RESPIRATORY%20SYSTEM.ppt

4-10-18

View this power point with your partner using your inside whisper voice place notes in your SN titled, "RS 2 PPT". Place the answers to the questions on your NP. 

PPT]Cardiovascular and Respiratory System.ppt - Effinghamschools.com

https://www.effinghamschools.com/.../filedownload.ashx?...Cardiovascular%20and%2.

 

4-10-18 Title: CS & RS PPT

1. Explain how the CS and RS are connected.

2. Which gases are being exchanged in your RS?

3. Which structure is also called air sacs?

4. What is structure that goes up when you breathe and goes down when you swallow? How does it work?

5. Explain the function of the diaphragm as it relates to your respiratory system.  

4-2-18 Science Explorations 5th / 6th Grade

5th 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.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.5.2  Write informative/explanatory texts to examine a topic and convey ideas and information clearly  Text – Science / Chapter 3

 

   5th 4/5/18 How to Take Your Heart Rate

Taking your pulse during physical activity allows you to measure how hard you are exercising. You should exercise to stay within your target heart range.

Place notes in your SN, discuss with your partner, as you complete the handout "Heart Investigation". 

https://www.move.va.gov/docs/NewHandouts/PhysicalActivity/P09_HowToTakeYourHeartRate.pdf

 

NP- Title: Walking is Important

Walking is a great way to be more physically active. It’s free, fun, and you can do it almost anywhere.

https://www.move.va.gov/docs/NewHandouts/PhysicalActivity/P15_Walk.pdf

 

5th Grade / 4-3-18 Directions - Work with your teams, explore each link, and take notes in your SN. 

Title: CS - Interactive Scholastic

http://studyjams.scholastic.com/studyjams/jams/science/human-body/circulatory-system.htm

CS and Heart - Interactive

http://www.kidport.com/RefLib/Science/HumanBody/Heart.htm

 

                                                  5th Grade SGI = Small Group Instruction - 

Group 1- Make predictions from informational text. Use information from your notes and text to predict the answers to the quiz at the link.

Circulatory System    Quiz V

https://www.youtube.com/watch?v=T2iVqTckmPQ

Group 2 -  Determine the main idea in a chart or ppt. Create questions using QAR.

CS= PPT

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

Group 3 - Make inferences from informational text. How do you infer the body’s circulatory system = CS work?  Create a study guide that your peers can use to review their understanding of the CS.

Circulatory Systems 11 min

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

Group 4 -Locate details in informational text. Create a book or poster that identifies details to explain the circulatory system.

Circulatory System-

https://www.youtube.com/watch?v=WuBeB7CI6Tc

 

 

 

6th Grade / MS LS3-1. Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. 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.WHST.6-8.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. Chapter 5

Explanation of genetic engineering.    Title: GE - 2 min

https://www.youtube.com/watch?v=3IsQ92KiBwM

Discover how genetic engineering works.    Title: Genetic Engineering

https://www.youtube.com/watch?v=nfC689ElUVk

Title: Cloning 101

https://www.youtube.com/watch?v=q0B9Bn1WW_4

 

 

4-3-18 6th Bell Ringer - Stars complete Fig 1 and Fig 2 in your textbook. NP Title: Advances in Genetics 2

Read pages 149-151 complete Fig 1.

  1. Explain genetic engineering.

  2. Why is hemophilia a good candidate for gene therapy?

  3. How has inserting human genes in cows helped people who have hemophilia?

  4. How has genetic engineering improved crop plants?

 

 Title: PPT - Genetics- View the powerpoint as you take notes in your SN. You will have a test Wednesday. Study this eve and discuss with your family. Identify the key details with bullets in your SN. 

www.kwcps.k12.va.us/userfiles/128/Classes/4586/Ch.13%20notes.ppt

ET- Title: GE & Cloning

Write a two paragraphs expository essay that explains genetic engineering and cloning. Use your text and notes give examples or create a poster that explains both with illustrations and captions.

Rubric - Essay use your SWR

Rubric - Poster A -100%

  1. Title that grabs the reader's attention

  2. Use your SWR

  3. Illustrations with captions that identify key details

  4. Provide examples from the text

  5. Provide examples from the video

  6. Imagine your poster will be shared with 4th grade. They will understand advances in genetics based only on the information on your poster.


 

 

 

                        6th Grade  Week 4-2-18 SGI = Small Group Instruction - Place your responses to the PBS Media Learning discussions questions in your SN with the title. 

Group 1- G1- MS-LS3.A.1 ( Middle School Life Sciences ): Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, which in turn affects the traits of the individual. Changes (mutations) to genes can result in changes to proteins, which can affect the structures and functions of the organism and thereby change traits.

Describe the process of DNA fingerprinting.

In what ways is it like actual fingerprinting and in what ways is it different?

How conclusive is the evidence of DNA fingerprinting?

Where is there possibility for error?

Create a DNA Fingerprint

https://illinois.pbslearningmedia.org/resource/tdc02.sci.life.gen.creatednafingerprint/create-a-dna-fingerprint/#.WrKiM4anEdU

Group 2 - G2- MS-LS3.B.1 ( Middle School Life Sciences ): In sexually reproducing organisms, each parent contributes half of the genes acquired (at random) by the offspring. Individuals have two of each chromosome and hence two alleles of each gene, one acquired from each parent. These versions may be identical or may differ from each other.

How many different breeds of cattle have humans created?

Would the qualities that make good beef cattle help them survive in the wild?

Besides milk and meat production, what other traits might humans wish to breed in cattle?

Desirable Breeding Traits in Cattle

https://illinois.pbslearningmedia.org/resource/nat08.living.gen.geneng.traits/desirable-breeding-traits-in-cattle/?#.WrKgv4anEdU

Group 3 - G3- MS-LS4.B.3 ( Middle School Life Sciences In artificial selection, humans have the capacity to influence certain characteristics of organisms by selective breeding. One can choose desired parental traits determined by genes, which are then passed on to offspring.

What might indicate that a cattle breed is adapted to cold climates like Scotland?

What do the different breed names refer to?

Why might “adaptability” be a desirable trait in a specific breed?

Nature | Holy Cow: Different Breeds of Cattle

https://illinois.pbslearningmedia.org/resource/nat08.living.gen.geneng.breeds/nature-holy-cow-different-breeds-of-cattle/#.WrKgPoanEdU


Group 4 - G4- MS-LS3.A.1 ( Middle School Life Sciences ): Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, which in turn affects the traits of the individual. Changes (mutations) to genes can result in changes to proteins, which can affect the structures and functions of the organism and thereby change traits.

What are the similarities and differences in the process of DNA replication and protein synthesis?

Describe the roles of mRNA and tRNA in protein synthesis.

DNA Workshop

https://illinois.pbslearningmedia.org/resource/tdc02.sci.life.gen.dnaworkshop/dna-workshop/?#.WrKikYanEdU

Science Explorations March 12-23, 2018 5th/6th Graders

 

 

3-23-18 

5th / Memory Match- Cells

https://www.cellsalive.com/puzzles/matchPix/index.htm

 

3-22-18  5th Grade MS LS1-3/ PBS Media - All Systems are Go

Directions - Work with your partner as you explore the site, ask each other questions, take notes, and answer the discussions question on your NP title: PBS - All Systems Go

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

 

3-23-18 6th Grade / Directions- Explore the sites below to check out your knowledge about blood and the human body. 

The Blood Typing Game

https://www.nobelprize.org/educational/medicine/bloodtypinggame/gamev2/index.html

 

Heredity - Scholastic News

http://studyjams.scholastic.com/studyjams/jams/science/human-body/heredity.htm

 

3-21-18 / Room 119 6th Grade Homework

Homework- Title: Blood - Heart - Pulse

Select a family member, have them take 3 cleansing breaths, allow them to sit & rest for 5 min as you leave the room. You will return to the room and take their pulse. Remember to count the number of beats for 20 seconds then multiply that number by 3. This will be their resting pulse. You and your family must engage in some physical activity to increase their heart rate for 3-5 min. Once you have stopped take their pulse. Complete the following:

  1. Family member selected: _____________

  2. Resting pulse ____________________

  3. Activity you both engaged in ________________

  4. Pulse after activity __________________

  5. Explain to your family member how the blood moving is related to your pulse and heart rate.

 

6th- Title: ck12 - Blood Types - You will work with your team or individually follow the directions and happy exploration. 

Ck12.org - Title: ck12- Blood Types

https://www.ck12.org/book/CK-12-Life-Science-Concepts-For-Middle-School/section/11.26/

 

 

Week 3-19-18 5th & 6th Graders - Use the links below to discuss your understandings with your family. This is your science homework each evening. You will use your notes as you engage your family in discussions. Families ask your student to share their science notebook. 

5th : 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.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.5.2  Write informative/explanatory texts to examine a topic and convey ideas and information clearly            Text – Science / Chapter 2

All About Cells and Cell Structure: Parts of the Cell for Kids

https://www.youtube.com/watch?v=3nBtY6LR030

Cell organelles & their functions

https://www.youtube.com/watch?v=hRvh26xu-SE

 Title: ET - Intro to Cells

https://www.youtube.com/watch?v=8IlzKri08kk

 

6th Grade MS LS3-1. Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. 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.WHST.6-8.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

Text – Interactive Science / Chapter 5 Human Genetics and Genetic Technology

Title: Blood Types/ Groups -V

https://www.youtube.com/watch?v=NJHgZhbn87Q

Title: What are blood types? - V

https://www.youtube.com/watch?v=ttjn1jVACk8

Title: Alleles and Genes- V

https://www.youtube.com/watch?v=pv3Kj0UjiLE

Title: Multiple Alleles (ABO Blood Types) and Punnett Squares - V

https://www.youtube.com/watch?v=9O5JQqlngFY

Interactive - Blood Types

https://www.nobelprize.org/educational/medicine/bloodtypinggame/gamev2/index.html

 

6th Human Genetics Week 3-19-18

SGI= Small Group Instruction

Team 1 - Draws conclusion from informational text. Explain the conclusions you made about genetic disorders based on the informational text.

The Basics on Genes and Genetic Disorders

Teens Health

https://kidshealth.org/en/teens/genes-genetic-disorders.html

Team 2 - Summarize informational text. Summarize in a brochure your understandings.

PBS Media Learning / A Mutation Story

https://illinois.pbslearningmedia.org/resource/tdc02.sci.life.gen.mutationstory/a-mutation-story/#.WqljnoanEdU

Team 3 - Locates details in informational text.

Create a poster as you explain how one wrong letter can change the genetic code.

PBS Media Learning /One Wrong Letter

https://illinois.pbslearningmedia.org/resource/tdc02.sci.life.gen.onewrong/one-wrong-letter/?#.WqlkCYanEdU

Team 4 - Compares and contrast viewpoints in multiple informational text. Create a chart that compares and contrast genetic disorders from the link and those in the text.

PBS Media Learning / Double Immunity

https://illinois.pbslearningmedia.org/resource/tdc02.sci.life.gen.doubleimmunity/double-immunity/?#.WqlkQYanEdU

 

 

-------------------------------------------------------------------------------------------------------------------

Week of 3-12-18

5th Grade / LS 2-1 Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. ELA Literacy 5.3 B - Provide logically ordered reasons that are supported by fact and details. RI - 5.7 - Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question.

SGI = Small Group Instruction- Directions- Work in partnerships in your SGI only 1 chromebook for two students. Place your responses to the questions and writings in your science notebooks. Use your inside whisper voice only your partner should hear your voice. Remember to place the title in your SN and your team number.

 

Team 1 - Make predictions from the informational text.

Title: Behavioral Adaptations: The Gray Jay

https://illinois.pbslearningmedia.org/resource/nat15.sci.lisci.grayjay/behavioral-adaptations-the-gray-jay/?#.WqfUpoanEdU

Team 2 - Determine the main idea in informational text.

Title: Beavers: Nature’s Architects

https://illinois.pbslearningmedia.org/resource/99e51280-e782-4182-920b-0b8187ff9951/beavers-natures-architects/?#.WqfT3IanEdU

Team 3 - Summarize informational text.

Title: Hardworking Builders | Nature

https://illinois.pbslearningmedia.org/resource/nat14.sci.lifsci.builders/hardworking-builders/?#.WqfUToanEdU

Team 4 - Locate details in informational text.

Title: Habitat: Animal Homes

https://illinois.pbslearningmedia.org/resource/nat15.sci.lisci.anihome/habitat-animal-homes/#.WqfSy4anEdU

 

 

6th Grade /  MS-LS3-1. Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. CCSS.ELA-LITERACY.RI.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

CCSS.ELA-LITERACY.WHST.6-8.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

SGI= Small Group Instruction

Directions - Work in partnerships of two using one chromebook. You will place your information in your SN remember to write the title. You will also prepare to share out to the class your findings as you will be the expert for your sections. Rubric =100% - You will present on Friday to your peers with your completed anchor chart. You will not just read the information on the chart. 

1. Engage your audience as you present

2. All students in team play an active role in the presentations

3. Ask your peers questions allow them to ask you questions

4. Use Cornell notes to create an anchor chart

5. Anchor chart is neat, colorful, well written following the SWR (Science Writing Rubric)

Text: Cells and Heredity / Chapter 3 Genetics: The Science of Heredity

Team 1 - Draws conclusions from IT = informational text

Title: What is heredity?

https://illinois.pbslearningmedia.org/resource/lsps07.sci.life.gen.heredity/what-is-heredity/#.WpmeH4anEdU

Team 2 - Summarize informational text

Title: What is a trait?

https://illinois.pbslearningmedia.org/resource/lsps07.sci.life.gen.trait/what-is-a-trait/?#.Wpmoq4anEdU

Tam 3 - Summarize informational text

Title: Some Genes are Dominate

https://illinois.pbslearningmedia.org/resource/hew06.sci.life.gen.dominantgene/some-genes-are-dominant/?#.Wpmo64anEdU

Team 4 - Compares and contrast viewpoints in multiple IT (informational text)

Title: Mendel’s Laws of Genetic Inheritance

  https://illinois.pbslearningmedia.org/resource/hew06.sci.life.gen.mendelinherit/mendels-laws-of-genetic-inheritance/?#.WpmoaYanEdU

 

 

Science Explorations 5th/6th 3-5-18

LS2-1 Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. CCSS.ELA-LITERACY.RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. SWBAT understand how changes in the environment affect organisms.

 

6th Grade Homework Due Thursday 3-9-18. MS LS 3-1 /Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Explain dominant and recessive allele. Identify different kinds of traits.  

Traits to locate with family. This evening engage your family in discussions about the traits identified in class in the list. Create a chart that list the traits follow the example below. Your chart should have three columns. Column one list the trait, column two give a description of your trait then locate that same trait in a family member, and column three - Who is the family member that shares the trait?

Example 

Hair Color and Texture         My hair color is reddish brown                My mom and I share this

                                               and the texture is kinky.                              trait. 

 

  1. Hair Color and Texture

  2. Eye Color

  3. Widow’s Peak

  4. Height

  5. Body Type

  6. Teeth alignment

  7. Freckles

  8. Dimples

  9. Cleft Chin

  10. Rolling Tongue

  11. Ear Lobe ( attached or detached)

  12. Vulcan or Earthling

  13. Hikers Thumb

  14. Fold your hands ( Left or right thumb on top)

  15. Allegeires

  16. Second toe longer than the first toe

  17. Color blind

 

Write a two paragraph summary sharing the experience and the findings of locating traits with your family. All rules of writing apply use your SWR as you develop your paragraphs. Include the answers to these questions in your paragraphs. How many traits do you share with your family from the list of 17? What new discoveries did you make with this activity? What have you learned about genetics that you can share with your family?

Review the information below, your notes, and text. You will have a quiz on 3-8-18 make sure you engage your family in discussions about all you are learning. Families ask your student to share their notes with you this evening. 

Gregor Mendel's Punnett Squares

https://www.youtube.com/watch?v=d4izVAkhMPQ

Learn Biology: How to Draw a Punnett Square

www.youtube.com/watch?v=prkHKjfUmMs

Place notes on the next blank page in your SN.

Title: Alleles vs Genes - https://www.youtube.com/watch?v=X750TxeGEH4&index=4&list=PLurjkZV1ykGZh3Y0r-QwEbBiBnRSXgmJv

Interactive Lab - Heredity

http://www.glencoe.com/sites/common_assets/science/virtual_labs/E09/E09.html

 

Science Explorations 2-26-18 5th/6th Grade

5th/6th Grade Science Extra Credit / Students will work within your teams, open a google document, share with all in your team can edit, and work together. Captains ensure that all are participating in your research. Due Wednesday 3-7-18 by 12:00 noon. Only send your response via CPS gmail. Students must use their CPS gmail accounts not personal email accounts. Once all are done, checked your responses, and asked your family to check your answers email me your responses to brgale@cps.edu. Your points will be shared with your homeroom teacher as a research grade.  

Black History Month / Extra Credit Points for Teams = Rubric = 10 points

Share the importance of each African American to the world. How did they impact the nation? Why should you remember who they are in history? What can you learn from the lives of each individual.

Do you know the names of the persons below? Write the full name of each person.

  1. Speak like Frederick

  2. Lead like Harriet

  3. Think like Garvey

  4. Educate like W.E.B.

  5. Believe like Thurgood

  6. Write like Maya

  7. Fight like Malcolm

  8. Dream like Martin

  9. Challenge like Rosa

  10. Build like Oprah

  11. Change like Obama

 

5th MS-LS2-2. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. RI 5.7 Draw information from multiple print or digital sources, demonstrating the ability to locate an answer to a question.

Students are exploring Food Chains and the Nitrogen Cycle. 

Nitrogen Cycle- View, discuss, and place notes in your SN.

https://www.youtube.com/watch?v=HOpRT8BRGtk

Nitrogen Cycle

https://www.youtube.com/watch?v=kTviZlQ0GUQ

 

5th SGI= Small Group Instruction Digital Book – Ecology      

 http://www.b-g.k12.ky.us/userfiles/1241/P5_Ch04.pdf

Directions- You will work with your team as you explore at the link above focusing on the skill assigned. Students will determine the venue in which they will share with their peers. Captains will manage their groups using the peer edit rubric. This will be used to maintain an excellent atmosphere of learning.

T1/ Compare and contrast ideas described in informational text /Cycles in Ecosystems

T2/ Determine the main idea in informational text / Changes in Ecosystems

T3/Make inferences from informational text. / Biomes

T4/ Draws conclusions from informational text./ Water Ecosystems

 

6th MS-LS1-2. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Define/ explain elements and compounds. Identify the main compounds.  

CCSS.ELA-LITERACY.RI.6.1

Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Use your SWR all rules of writing apply.

Chemical Compounds in Cells – 5min / Directions- View the video, discuss with your team, and compare notes.

https://www.youtube.com/watch?v=d0tQo3n--2E

Review Vocabulary- Chemical Compounds in Cells

 

 

 

                                         3-2-18 SGI Day Room 114 and Room 119

5th SGI= Small Group Instruction Digital Book – Ecology      - Tech specialist students will pass out Chromebooks and shut them down at 10:00 and return them to the chart.  Students will begin at the school website www.kiplingtigers.org. This site will allow them to read and access the SGI = small group instruction assignments.

Room 114 is 5th grade they will be with you from 8:00-9:00 and pass to their next resource class at 9:00 am. This is your prep no students from 9:00-10:00 am. At 10:00 pick up class and have students return Chromebooks to the chart. Students leave and pass to next class at 10:15 am.

Directions- You will work with your team as you explore at the link above focusing on the skill assigned. Students will determine the venue in which they will share with their peers. Captains will manage their groups using the peer edit rubric. This will be used to maintain an excellent atmosphere of learning.

 

http://www.b-g.k12.ky.us/userfiles/1241/P5_Ch04.pdf

T1/ Compare ideas described in informational text /Cycles in Ecosystems

T2/ Determine the main idea in informational text / Changes in Ecosystems

T3/Make inferences from informational text. / Biomes

T4/ Draws conclusions from informational text. / Water Ecosystems

 

Room 119 6th Grade will be with you from 10:15 – 11:30 am.

Title: Cell Structure and Cell Function SGI

Students will work in their SGI as they take notes in your SN, create questions, and discuss their understandings. Students will access all items under Cell Structure and Cell Function. Scroll to the bottom as you complete the assessment on the right. Discuss and provide evidence as you work together. If the answer is wrong discuss and read the screen carefully. At 11:10 -11:15 am Teach specialist will put Chromebooks back on charge.

 

http://www.biology4kids.com/map.html

Please watch students to ensure Chromebooks are put back correctly.

 

Science Explorations 2-19-18 5th/6th Graders

Dear Families, Remember students nightly homework is to share all they have learned in class. Please ask your child to share their SN = Science Notebook with you. You can review all they are learning in class, pose questions to your student, and have your student ask you questions. Engage in rich discussions this week. Thank you for your continued support. 

2-20-18 5th / 6th  Title: Cornell Notes

  1. How do you take notes for science class?

  2. How do you use these notes to increase your understanding of science material?

  3. Why is it important for you to take notes in class?

  4. What do you use your notes for outside of school?

  5. Does this improve your grades in my class and other classes?

Avid - Cornell Notes 12 min Video- 6th

https://www.youtube.com/watch?v=j2cXrTt0Rcw

Introduction to Cornell Notes 5 min

https://www.youtube.com/watch?v=ZTgi_Jt5IWs

5th SGI - Determine the way in which you want to show your understandings. 5th Title: Ecosystem Energy

T1- Energy From Food - Compare and contrast the different kinds of consumers.

T2- Food Chains and Webs - Determine the main idea. Answer 1-2.

T3- Energy Pyramids- Make inferences from informational text. Explain how an energy pyramid shows the flow of energy in a food chain or food web.

T4- Systems Ecosystems / pages 198-202  Draw conclusions from informational text

https://www.wiley.com/legacy/Australia/PageProofs/SQ9_AC_VIC/c05EcosystemsFlowOfEnergyAndMatter_WEB.pdf

5th Grade Standard - MS-LS2-2. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. 

 

6th Grade Standard-  MS-LS1-2. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Text - Cells and Heredity pages 20-33. 

Instructional Resources: Technology is used to offer students additional resources in school and outside of school. It also serves as communication between myself and families. Students have opportunities to revisit information to increase understandings or check for clarity.

Cell Membrane – ck 12. Org   https://www.ck12.org/biology/cell-membrane/

Animals Cells Structure & Functions Animation

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

Vocabulary Link

https://www.quia.com/jg/542952list.html

Chemical Compounds in Cells PPT

http://wwpms.sharpschool.com/common/pages/DisplayFile.aspx?itemId=19727140

Elements and Compounds

https://www.youtube.com/watch?v=avgFqlNML5o

Diffusion and Osmosis

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

 

2-22-18    MS-LS1-2. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Define/ explain elements and compounds. CCSS.ELA-LITERACY.RI.6.1

Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Use your SWR all rules of writing apply.


 

SN-  Title: CC in Cells PPT =

Chemical Compounds in Cells

Directions- In your SN identify the key details and write them using a dash or bullet. You will find these key details will be helpful as you work on your anchor charts using Cornell Notes.

PPT]Chemical Compounds in Cells - Directions-

http://wwpms.sharpschool.com/common/pages/DisplayFile.aspx?itemId=19727140

 

 

 

 

Science Explorations 2-12-18 5th/6th Grade

Students in room 117 and 115 will explore Black History Scientist in the classroom. Students will not complete a home project. 

5th MS-LS2-2. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. 

NP= Notebook Paper / Title: Ecosystems BR2 / Stars read pages 136-138 as you take notes on your notebook paper.Explain water ecosystems.  Give one difference between a swamp and an everglade. Read pages 136-138.

Directions- p. 136-138 Discuss as you provide evidence with your team. Remember you must provide page and paragraph to support your responses.

  1. Where are estuaries found?

  2. Visual Text - Look carefully at the pictures as you share what the author wants you to know from the pictures. Where can one find wetlands?

  3. Explain why jellyfish are not actually fish.

  4. Explain C.E.R. If you do not remember look around the room to refresh your memory.

 

 

6th Grade / MS-LS1-2. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.

SN = Science Notebook/  Title:  ML - Inferences - I.T. - Directions- View the video and ppt as you take notes. Tuesday you will have a quiz. Read pages 12-21, discuss with your family, and answer all items in the text. 

http://www.teachertube.com/video/making-inferences-428220

http://www.warrencountyschools.org/userfiles/3264/Classes/131540/Inference%20Powerpoint.ppt?id=436614

 

5th Grade SGI = February 12-23, 2018   Informational Text reading skills

Team 1    Title:  PBS Media/  Analyzing an Ecosystem / Determines the main idea in informational text- Read the text, identify the main idea of each paragraph in the background essay, share with your team, & write in your SN. 

https://www.pbslearningmedia.org/resource/lsps07.sci.life.oate.ecosystem/analyzing-an-ecosystem/?#.WnJZuKinHIU

Stars will read, discuss, and answer 2 of the questions.

Team 2   Title: PBS Media/ Coral Reef Connections /  Determines details that support a prediction or conclusion in informational text. Read the text, identify details that support your prediction or conclusion in the background essay, and write it out in your SN. 

https://www.pbslearningmedia.org/resource/tdc02.sci.life.eco.coralreefconnections/coral-reef-connections/?#.WnJaTainHIU

Stars will read, discuss, and answer 2 of the questions.

Team 3  Title: PBS Media/ Desert Biome / Identifies topic sentence in informational text. Read the background essay, share the topic sentence in informational text orally, and list them in your SN. 

https://www.pbslearningmedia.org/resource/tdc02.sci.life.eco.desert/desert-biome/?#.WnJaqKinHIU

Stars will read, discuss, and answer 2 of the questions.

Team 4  Title:  PBS Media/ Biomes / Paraphrases text. Read the background essay, answer the questions, share your findings providing textual evidence, and paraphase the text in your SN. 

https://www.pbslearningmedia.org/resource/ess05.sci.ess.watcyc.biomemap/biomes/?#.WnJbB6inHIU

Stars will read, discuss, and answer 2 of the questions.

Science Explorations Feb 1-9, 2018 5th & 6th Graders

5th Grade / MS-LS2-2. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.

  CCSS. ELA/Literacy - RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.  Chapter 5 / Interactions in Ecosystems pages 126- 143

1. Slide Share Title – Water Ecosystems

https://www.slideshare.net/allsaintsscience/5th-grade-ch-5-lesson-3-what-are-water-ecosystems

2. ck12- LS 2-2

https://www.ck12.org/ngss/middle-school-life-sciences/ecosystems:-interactions,-energy,-and-dynamics

3. Video – Ecosystem Ecology

https://www.youtube.com/watch?v=v6ubvEJ3KGM

4. Digital Book – Ecology

https://www.nps.gov/cave/learn/education/upload/ecology_ms_biosphere.pdf

 

6th Grade / MS-LS1-2. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. 

CCSS.ELA-LITERACY.RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

1. Cell Membrane – ck 12. Org   https://www.ck12.org/biology/cell-membrane/

2. Animals Cells Structure & Functions Animation

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

3. Title: SN - Bill Nye - Cells - View the video, take notes, and identify the importance of cells. Discuss with your team parts of cells and their functions.

https://www.youtube.com/watch?v=7bDpYZsC8mQ

4. Title: Cell Theory PPT - View, discuss, and take notes.  

http://www.shellyssciencespot.com/worksheets/cell/a1.1pp.pdf

5. Title: Looking Inside a Cell - Access the link below via the school website. Complete numbers 1-7 with your team.

https://ronaldreaganms.pwcs.edu/common/pages/DisplayFile.aspx?itemId=4965158

Homework- Black History Scientist Project 1

Due 2-7-18

10 points Rubric

  • Name of person & their field of science

  • Person must be alive

  • 4 websites different websites that include:

                     .org   /  .edu /  .com

  • Place all names of students in your partnership or team on notebook paper

  • Share the mode in which you will present this information (comic strip using technology, slide share, movie, summary, book)

 6th Grade - Review the links below, engage your family in discussions about cells, and study your notes. 2-8-18 MS-LS1-2. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.

Bell Ringer - Stars- Read pages 12-13, complete number one, and underline key details in your text. SN - Title: Inside Cells - Read pages 12-13 answer the following:

  1. My planet diary in your text

  2. P. 13 Fig 1 - Complete in text book

  3. Explain the function of the cell wall and cell membrane in your science notebook

Title: The Cell

https://www.youtube.com/watch?v=Tfy1mOT-gEQ

Title: Introduction to Cell Theory View, discuss, and place notes in your SN.

https://www.youtube.com/watch?v=N29Itq8gs3Q

Title: Cell Theory 1 V - View, discuss, and place notes in your SN.

https://www.youtube.com/watch?v=4OpBylwH9DU

Title: Parts of a Cell

https://www.youtube.com/watch?v=3nBtY6LR030

5th Week 12-4-17 Science Explorations 5th Grade

 5th Grade / LS1-1 / Support an argument that plants get the materials they need for growth chiefly from air and water.

SGI - Read pages 102-105 in your text. 

Group 1 / Determine the main idea as you read pages 102-105 in your text. 

Cells – Vocab – View, discuss, and take notes in SN. Create a poster or vocabulary cards for your peers to use. Develop 10 questions using a digital format. (Google docs, or Google slides). 

https://quizlet.com/10915980/science-cells-grade-5-flash-cards/

Group 2 / Determine the main idea of a poster. 

Animals and Cell Vocab - View, discuss, and take notes in SN. Create a poster or vocabulary cards for your peers to use. Develop 10 questions using a digital format. (Google docs, or Google slides). 

https://quizlet.com/74311890/pearson-grade-5-animal-and-plant-cells-flash-cards/

Group 3 / Summarize informational text. 

Plant and Animal Cells- Create a rubric and share with Mrs. Gale before you begin. View, discuss, and create an anchor chart.

https://coast.noaa.gov/data/SEAMedia/Presentations/PDFs/Grade%204%20Unit%203%20Lesson%201%20Plant%20&%20Animal%20Cells.pdf

Group 4 / Determine 2 main ideas in a text. 

Plant Cells- Discuss, view, and create a digital book. You will log into your CPS gamil account use slides to create your book. Remember to use your SWR and all rules of grammar apply.

How are plant and animal cells different?

https://www.slideshare.net/HasanDK/differences-beyween-plant-and-animal-cells

 

5th Grade Homework - 12-6-17 Due Thursday

NP - Title: Plant Parts

Directions - Draw a plant, label all parts, as you explain the function for each part. You must include all words in the word bank. Stars include all items in red in your illustration and functions.

Word Bank

Root, stem, leaf, seed, xylem, phloem, stomata, oxygen, carbon dioxide, chloroplast, sunlight, water

Plant Parts and Functions - View, improve notes, and discuss with family.

https://www.slideshare.net/jeanielacob/powerpoint-plant-parts-for-science-gr-5

 

6th / 12-4-17 Science Explorations 6th Grade

6th Grade SGI    MS-ESS3-2/ Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. RI 6.1- Introduce claim(s) and organize the reasons and evidence clearly.

12-1-17 - Stars complete the underlined items with your SGI.

Group 1 - PBS Media Learning

https://illinois.pbslearningmedia.org/resource/idptv11.sci.ess.earthsys.d4kequ/earthquakes/?#.WiF-VdKnEdU

 

Discuss with your team the key details of the video and ppt. Paraphrase the information in your own words as you create a book titled: Earthquakes

https://www.slideshare.net/kishu1993/earthquake-ppt-27495945

Group 2

Discuss with your team the key details of the video and PowerPoint (ppt). Paraphrase the information in your own words as you create a commercial you will act out for your peers.

PPT- Earthquakes and Seismic Waves

https://www.slideshare.net/allsaintsscience/7th-grade-ch-2-sec-2-earthquakes-seismic-waves

Group 3

ck12.org / Man Made Earthquake  Read, discuss, and answer the questions.

https://www.ck12.org/earth-science/predicting-earthquakes/rwa/Man-Made-Earthquakes/?referrer=concept_details

Group 4

Haiti Earthquake   ck12.org   Read, discuss, and answer the questions.

https://www.ck12.org/earth-science/predicting-earthquakes/rwa/Haiti-Earthquake-2010/?referrer=concept_details


 

9351 South Lowe Avenue - Chicago IL 60620 - (773) 535-3151
Chicago Public Schools

Welcome to #119!

“A child’s life is like a piece of paper on which every person leaves a mark”

My name is Kaitlyn Doherty & I am excited to have joined the Kipling Tigers Team for the 2018-2019 school year! This school year begins my 6th year teaching in CPS, and my 4th year teaching Diverse Learners. In working closely with your middle schooler, I will assist him/her in accelerating their academic career, and instilling life-long learning skills along the way. I will assist your child in an Inclusion setting (within general education classrooms) on Tuesdays and Thursdays, 7:45am-2:45pm and Fridays, 7:45am-11:20am.

____________________________________________________________________________________________________________________

current classroom happenings

9/10/18-9/14/18

—ELA—

  • Individual introductions via PowerPoint presentations

  • Inferencing Activity

  • Measuring Up Test

  • No Red Ink

  • NewsELA

—MATH—

  • Math Stations focusing on Numbers and Operations

  • IXL

  • Measuring Up Test

  • Dreambox

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Homework

Your child’s general education teachers will assign homework that I will modify to meet their individual needs; therefore, all homework due will be listed under the pages of the below teachers, so please check daily:

Mrs. Gale

Ms. Steider

Mr. White

Mrs. Washington

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Remind

Because effective communication is at the forefront of everything in life, please communicate with me via the REMIND wesbite/app at:

https://www.remind.com/landing

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Thank you for your time,

Kaitlyn Doherty

Upper Grades Diverse Learner Specialist

kmdoherty@cps.edu