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Teacher: All 6th Grade Content: Earth Science 8/10/15Monday-First Day

Standard: N/AIntroduction to Middle School

What Are we Learning Today? (Learning Intentions)

We will learn about the middle school setting and how it is different from elementary schoolWe will learn about regulations and proper procedures

What I’m Looking For (Success Criteria)

Students will understand the differences of middle school and elementary school and the importance of following regulations and proper procedures

Warm-Up/ Do-Now (5 minutes)

List two examples of regulations that your parents have at your home. Examples include bedtime, chores, tv access, etc. Now share your answers with your fellow scientists.

Work Period (I do, we do, you do)(30 minutes) After reading and discussing the Student Handbook, Explain in your own words at least two important regulations and why you think they are in place. Be prepared to share your answers with your fellow scientists.

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Tier I Read and discuss the Student Handbook as a small group. Verbally express your findings.

Tier II Read the Student handbook individually. Take notes or highlight the regulations and be prepared to defend your answers as scientists do.

Tier III Draft a set of classroom regulations that you feel would make the learning environment safe and fun. Share your regulations and use the democratic process to determine which ones would best fit this science class.

Closing (Summary) (5 minutes)

EXIT TICKET:Using your internet resources, find some lists of regulations that help your life. Write down at least three and bring them to class with you tomorrow.

Reflection – What will I do tomorrow?Tomorrow, the students will present and discuss their regulations that they found on the Internet.

Teacher: All 6th Grade Content: Earth Science 8/11-12/15

Tuesday & WednesdaySecond & Third Day

Standard: Introduction to Middle School


We will learn about the middle school setting and how it is different from elementary schoolWe will learn about regulations and proper procedures


Students will understand the differences of middle school and elementary school and the importance of following regulations and proper procedures

Warm-Up/ Do-Now (5 minutes)

Look around the classroom. Find the list of regulations that your teacher has placed on display. Write them down in your journals. Be prepared to discuss them with your fellow scientists.

*Teachers:This is the perfect opportunity to go over your class policies and procedures. Make sure to include the school policies such as the Wildcat Way so that students are aware of them and can begin practicing them right away.

*Parents: Discuss the policies and procedures with your students at home so they are aware that you know them too. This will make for an easier transition into middle school.Work Period (I do, we do, you do) (30 minutes) *(Use this day and tomorrow to pass out any papers, letters, notices, and build your parent contact logs by requesting contact information from the students and parents. Assign seating, lockers, etc. Time for getting to know your students!)

Have the students to ask questions and even demonstrate different policies and procedures in action. Have them do things such as line up, walk through the classroom as if it were the main hallway on Code 0. Practice your group transitions and dismissal. Play the Team-builder Game…

1. Put laminated cut up policies on a bowl, basket or bag. (Make about 10 sets to be sure you have enough)2. Group the students and give them your directions on how to put the policies in order. (numerical, importance)3. You can give them a set amount of time to work together as a group to put the pieces together or give an

incentive to the first group to complete it successfully.4. Allow the winning group to then help the other groups.5. Go over the policies again, this time having the students fill in the blanks you leave.

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Tier I Tier II Tier III

Closing (Summary)(5 minutes)EXIT TICKET:

Reflection – What will I do tomorrow?Tomorrow, the students will be introduced to the Scientific method and the importance of following regulations will become real life applications.

Teacher: 6th Grade Content: Earth Science Date : 8/13-14/15Thursday & FridayFourth & Fifth Day

Standard: SMSCS1. Students will explore the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works.

What Are we Learning Today? (Learning Intentions) Honest, clear, and accurate records of experiments and observations must be kept.


Report experimental results in an honest, clear, and accurate manner.

Warm-Up/ Do-Now (5-8 minutes)

Think - Pair - Share - Think of an activity you participated in this summer. Tell your elbow partner about the experience. Discuss with the class what might happen if you included some exaggerations in your story. Opening (Hook/ Activating Strategy/Learning Intentions) (5-10 minutes)

Have students share some experiences during which they have learned the importance of being honest. Relate their experiences to the importance of reporting accurate results.

Work Period(I do, we do, you do)(30 minutes)

Demonstrate how to set up an interactive notebook and discuss how the notebook can be used as a tool to report honest, clear, and accurate results. Using an interactive notebook, demonstrate how to record data in a chart. Allow the students to set up the title page, table of contents, and first left page activity (i.e. data chart). Students collect data concerning from each other concerning the birth months of their peers.

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Tier IGive the students pre-made data charts (with the birth months filled in) to complete

Tier IIShow the students how to draw the data chart then allow them to collect their own data

Tier IIIAllow the students to create a bar graph depicting the number of peers with birthdays in each month

Closing(Summary)(5 minutes)Questions that link back to Success Criteria

Why must scientific data be reported accurately to be useful? What might happen if someone reported inaccurate results, on purpose?

Reflection– What will I do tomorrow?

Teacher: 6th Grade Content: Earth Science Date : 8/17/15Monday (Week 2)



Hypotheses are valuable if they lead to fruitful investigations, even if the hypotheses turn out not to be completely accurate descriptions.


Use a hypothesis to develop and perform an experiment to test the hypothesis.


Show students a picture of a mystery object (i.e. actual picture, internet picture, or actual object). Have the students "guess" what the object is and record their answers in their notebooks. Opening (Hook/ Activating Strategy/Learning Intentions) (5-10 minutes)

Remind students that we are keeping honest, accurate notes. Review the students' answers from the warm-up. Then introduce the concept of a hypothesis. Have students determine their own working definition for the term. Add the word to the word wall.


Introduce the components of the scientific method. Show the students the mystery object again and develop a class hypothesis for the object. Pair the students and have them develop hypotheses concerning how many drops of water will fit on the heads side of a penny. Have them repeat this exercise for the tails side of the penny. Students record information in interactive notebook.

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Tier IProvide students with fill-in-the-blank constructs to guide the development of their hypotheses

Tier IIStudents develop hypotheses using their own vocabulary terms

Tier IIIStudents include pictures or cartoons to illustrate their hypotheses

Closing(Summary)(5 minutes)

Have students share some of their hypotheses. Provide feedback (teacher and student).


Teacher: 6th Grade Content: Earth Science Date : 8/18/15

Standard: SMSCS2. Students will use standard safety practices for all classroom laboratory and field investigations.


Safety rules must be followed to have a safe lab environment.


Follow safety rules


In their notebooks, have students list 3-5 rules they think should be used in a science classroom. Have the students explain why these rules are important. Opening (Hook/ Activating Strategy/Learning Intentions) (5-10 minutes)

Review 3 -5 safety rules that apply to carrying out the water drops on a penny (hypotheses from yesterday).


Create a lab safety card or poster or show an example of one that has been created. Have class discussion and list on chart paper or type and project a list of safety rules to be followed in the class. Have students create individual safety cards or posters illustrating the safety rules discussed today.

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Tier I

Student created safety cards/posters

Tier II


Tier III



Have students sign a safety contract





Safety materials are located in designated areas of the lab


Locate and use safety materials


Students will "I Spy" the lab safety equipment in the classroom.

Opening (Hook/ Activating Strategy/Learning Intentions) (5-10 minutes)

Students will watch a Brain Pop or YouTube video regarding lab safety equipment (i.e. goggles, lab aprons, fire extinguisher, etc.)

Work Period(I do, we do, you do) (30 minutes)

Show the students where the lab safety equipment is stored. Use students to model and demonstrate the use of the safety equipment. Allow students to go on a gallery walk around the classroom to draw pictures and write directions for the lab safety equipment in their notebooks.

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Tier I

Allow students to use books, magazines, and pre-printed pictures in their notebooks and guided notes for lab equipment directions

Tier II

Provide extra time for the gallery walk and guided notes for lab equipment directions

Tier III

Students will write lab safety equipment directions without guided notes

Closing(Summary) (5 minutes)

3 Questions that link back to Success Criteria Why is it important to know the location of the lab safety equipment? When might safety goggles be important? Which lab safety equipment might be useful in the drops on a penny experiment?


Teacher: 6th Grade Content: Earth Science Date : 8/20-21/15



Names of relevant scientific equipment and their uses


Identify and use lab equipment


Lab safety review question in notebook


Teacher wears safety goggles and apron, while using charades to act out the use of different lab equipment (i.e. glassware, triple beam balance, dropper, etc.). Students try to guess the name of the apparatus.


Explicitly teach the names of the pieces of lab equipment. Students take notes in notebook.Students take a gallery walk/practicum with the different pieces of equipment. Students create a lab equipment brochure (draw/paste pictures of 5 pieces of equipment and explain their function or use in their own words).

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Tier I

Student created brochure

Tier II


Tier III



3 Questions that link back to Success Criteria How might you use a dropper in the drops on a penny experiment? Which piece of glassware is most useful for measuring liquids? Which piece of lab equipment is most useful for measuring mass?




What Are we Learning Today? (Learning Intentions) Hypotheses are valuable if they lead to fruitful investigations, even if the hypotheses turn out not to be completely accurate descriptions.


Use a hypothesis to develop and perform an experiment to test the hypothesis.


Hypothesis: How many drops of water can fit on one side of a penny? _____


Pass out the lab materials and safety goggles. Discuss the directions and safety rules that relate to this experiment (see attached teacher notes). Students must first perform a control test with the plain penny before coating the penny in the testing liquid (soap). Make sure the students understand that they are to put drops of water on the pennies that have been dipped in soap. They should not put drops of soap on the pennies!


Review the components of the scientific method and a data chart. Review lab safety rules and proper use of a dropper. Have students review their hypotheses concerning how many drops of water will fit on the heads side of a penny. Allow students to perform the drops of water on a penny experiment and record their results in a data table. (See student lab sheet and teacher note sheet for additional information)

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Tier I

Lab results will vary

Tier II


Tier III


Closing(Summary)(5 minutes)Questions that link back to Success Criteria

How did your hypothesis relate to the actual results?



Standard: SMSCS3. Students will have the computation and estimation skills necessary for analyzing data ad following scientific explanations.


That mean is the average of the numbers.


Analyze data using mean


Students will complete two math problems where they are asked to add three integers. Students will complete two math problems where they are asked to divide a double-digit number by three. Opening (Hook/ Activating Strategy/Learning Intentions) (5-10 minutes)

Review process and answers for warm up questions. Introduce concept of calculating the mean/average of a set of numbers (i.e. add, then divide by total number of integers added).


Demonstrate how to calculate mean using step-by-step format. Class will practice calculating the mean number of summer birthdays (use data from 8/24/15)Students will analyze the data by computing the mean of the three trials for the part A and part B of the Drops on a Penny lab. (See student lab sheet) Students should attach lab sheet in their notebooks.

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Tier II


Tier III



How do your results compare to the other groups in your class? Provide at least 2 possible reasons for any similarities and differences you identified.



Standard: SMSCS6. Students will communicate scientific ideas and activities clearly.


Data can be interpreted through graphs and tables


Create and organize data into graphs and tables


Activate prior knowledge: What do you know about tables and graphs? How are they used in the world of science?


Explain to students that tables and graphs communicate information in an organized systematic manner. Show students some examples of different types of graphs.


Demonstrate how to create a bar graph with the data from Drops on a Penny lab on Excel or using graph paper. Explain the x and y axes in terms of dependent and independent variables. Have students create or complete the bar graph using data from their class period or another class period. Students should print and/or attach their graphs in their notebooks.

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Tier IStudents create graphs using Excel

Tier IIStudents create graphs using Excel

Tier IIIStudents create graphs using graph paper


Why is it important to have written communication of information?



Standard:

SMSCS6. Students will communicate scientific ideas and activities clearly.6-8WHST2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processesWhat Are we Learning Today? (Learning Intentions)

Step-by-step instructions allow for consistent conducting of investigations, operating equipment, and following procedures


Write step-by-step instructions


“Imagine that you have been asked to teach someone how to make a turkey and cheese sandwich. Write all of the steps the person would need to follow in order to complete the task. Be thorough and do not leave out any steps including those you may consider obvious.” Source: Jennifer Rittner, The New York Times Learning Network & Javaid Khan, The Bank Street College of Education in New York CityOpening (Hook/ Activating Strategy/Learning Intentions) (5-10 minutes)

Once students have finished, ask for three volunteers to read their directions aloud as you make the sandwich – follow the directions. Introduce the caveat that they cannot fill in the blanks – you have to follow the instructions exactly as written. See what happens. Demo can be done with real ingredients or as a simulation with toys or drawings.


Now, discuss what happened. Were the directions you received clear and easy to follow? What assumptions did the writer make that led to difficulty in executing the directions exactly as written? What would have made the instructions easier to follow? Move the discussion to the use of written instructions in life: Where do you tend to encounter and need directions, directions and explanations of procedures? Why are they useful? When are written or verbal instructions enough, and when might illustrations or demonstrations be crucial? What are some of the qualities of good directions? Explain to students that written communication allows others to view important data.*Source: Jennifer Rittner, The New York Times Learning Network & Javaid Khan, The Bank Street College of Education in New York City

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Student created directions and list of demonstration they can conduct

Tier II


Tier III



Then give the students a few minutes to brainstorm and write in their notebooks three things they are good at that they might be able to demonstrate. Prompt them to consider any skills or talents, including those as seemingly simple as folding a t-shirt or making a perfect pony tail. Encourage them to also consider skills they have taught their parents or friends, including any related to their personal devices (phones or MP3 players).Source: Jennifer Rittner, The New York Times Learning Network & Javaid Khan, The Bank Street College of Education in New York City



Standard:

SMSCS6. Students will communicate scientific ideas and activities clearly.6-8WHST2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processesWhat Are we Learning Today? (Learning Intentions)

Step-by-step instructions allow for consistent conducting of investigations, operating equipment, and following procedures


Write step-by-step instructions


Review the talents you recorded in your notebooks yesterday. Which of these might make an interesting demonstration for an instructional video or instruction manual?Opening (Hook/ Activating Strategy/Learning Intentions) (5-10 minutes)

Explain to students that they will write their own step-by-step instructions to present to the class. Invite students to call out their ideas from the warm-up or brainstorm new ones and write them on the board. If necessary, prompt students to consider additional topics such as skills they learned in school (a short science experiment or teaching key phrases in a foreign language), as well as personal skills. Work with students to select the topics or talents for which each will prepare a how-to demonstration. If there are overlapping topics or skills, invite students to pair up. *Source: Jennifer Rittner, The New York Times Learning Network & Javaid Khan, The Bank Street College of Education in New York City


Have students work independently or in their pairs to prepare an outline or script for their instructional video or manuals, using the outline below (prepared as a handout) as a guide. *Title your instructional video or manual:*Determine the goal of the video or manual: What should people be able to do after watching or reading your instructions? *Content / Script: How will you clearly outline the key steps? How might you use verbal or non-verbal language to convey the main ideas? How much or little do viewers need to know or see? *Tools or Ingredients: Be thorough in preparing the tools you need in advance of the demonstration.*Estimated length: How much time do you need to present your ideas thoroughly? *Source: Jennifer Rittner, The New York Times Learning Network & Javaid Khan, The Bank Street College of Education in New York City

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Tier IStudents will work individually or in pairs; Students will produce a video (i.e. goanimate.com) or a manual; Students will choose the skill or talent they want to present

Tier IIStudents will work individually or in pairs; Students will produce a video (i.e. goanimate.com) or a manual; Students will choose the skill or talent they want to present

Tier IIIStudents will work individually or in pairs; Students will produce a video (i.e. goanimate.com) or a manual; Students will choose the skill or talent they want to present


Have three students present their outline/scripts to the class. Provide feedback.



Standards: S6E5. Students will investigate the scientific view of how the earth’s surface is formed.

b. Investigate the contribution of minerals to rock composition.


We are learning today about the minerals in the earth and how they are used in our everyday lives.


I am looking for understanding of minerals and their characteristics. I will be able to master the standard by expressing this understanding.


Write three or four sentences describing what a mineral is and how you know that a substance is a mineral.


PowerPoint on minerals and their characteristics.


I Do: I will review the instructions for the Mineral Identification Activity.

We Do: We will answer any outstanding questions about the activity and assign students to groups.

You Do: The students will complete the Minerals Identification Activity. They will summarize their work in their journals.

Mineral Identification Activity:

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Tier I Tier II Tier III

Closing(Summary)(5 minutes)3…2…1 Ticket out the Door – Students will write 3 things they learned today; 2 things they already knew; and 1 thing they want to know more about relating to minerals and their characteristics.

Reflection– What will I do tomorrow?Tomorrow will be a continuation of the minerals identification process. I will use technology to show the students a video about minerals and have them build their vocabulary skills.


Standard: S6E5. Students will investigate the scientific view of how the earth’s surface is formed.a. Compare and contrast the Earth’s crust, mantle, and core including temperature, density and composition.b. Investigate the composition of rocks in terms of minerals.c. Classify rocks by their process of formation.d. Describe the processes that change rocks and the surface of the earth.e. Recognize that lithospheric plates constantly move and cause major geological events on the earth’s surfacef. Explain the effects of physical processes (plate tectonics, erosion, deposition, volcanic eruption, gravity) on geological features including oceans (composition, currents, and tides).g. Describe how fossils show evidence of the changing surface and climate of the Earth.h. Describe soil as consisting of weathered rocks and decomposed organic material.i. Explain the effects of human activity on the erosion of the earth’s surface.j. Describe methods for conserving natural resources such as water, soil and airWhat Are we Learning Today? (Learning Intentions)

Investigate the scientific view of how the earth's surface is formed


Knowledge about how the earth's surface formed demonstrated on pre-test


What are some test-taking strategies that you use to help you succeed on tests, quizzes, or other assessments?


Review test- taking strategies with students. Advise students that they will be taking a pre-test today to determine what they know about rocks, minerals, and earth's composition.


Students will take, grade, and analyze the pre-test.

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Tier I

n/a

Tier II

n/a

Tier III

n/a


Student goal-setting based on test results



Standard: Standard: S6E5. Students will investigate the scientific view of how the earth’s surface is formed.

a. Compare and contrast the Earth’s crust, mantle, and core including temperature, density and composition.


Molecule states at various forms—solid, liquid, gas


Describe the difference between a solid, liquid, and a gas

Warm-Up/ Do-Now (5-8 minutes)K-W-L chart about solids, liquids, and gases

Opening (Hook/ Activating Strategy/Learning Intentions) (5-10 minutes)Brain Pop video on solids, liquid, gas. Intro/preview—molecule and solid, liquid, gas, and idea of density http://www.brainpop.com/science/matterandchemistry/statesofmatter/


Inquiry lab on solid, liquid, gas molecule structure and motion—use cheese (balls) and Tupperware containers to have students show density of solid, liquid, gas molecules. (Handout)Guided activity packet with questions/thinking components—what is a solid? What characteristics do the molecules have to make it a solid? How dense is a solid?—really dense, kind of dense, not dense—explain

http://www.brainpop.com/science/matterandchemistry/statesofmatter/

Cheese Ball/Popcorn States of Matter

Directions: Use the materials that are on your desks to construct a solid, liquid, and a gas. Use the questions below to guide you. You have 5 minutes for each state of matter. You will be timed! Answer these questions on the left side of your notebook page next to the notes you have already started taking.

1. What does a cheese ball/popcorn represent?

2. Construct a solid with your Tupperware container and your cheese balls/popcorn.a. How are the molecules structured in a solid?

b. Shake the container. What do you notice about the amount of movement? Is there any movement in a solid? If so, how much?

c. How dense are solids?

d. Draw an example of a solid.

3. Construct a liquid with your Tupperware container and your cheese balls/popcorn.a. How are the molecules structured in a liquid?

b. Shake the container. What do you notice about the amount of movement? Is there any movement in a liquid? If so, how much?

c. How dense are liquids?

d. Draw an example of a liquid.

4. Construct a gas with your Tupperware container and your cheese balls/popcorna. How are the molecules structured in a gas?

b. Shake the container. What do you notice about the amount of movement? Is there any movement in a gas? If so, how much?

c. How dense are gas?

d. Draw an example of a gas.

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Tier I

Inquiry lab - student led discovery of density

Tier II


Tier III



Students will draw an example of a solid, liquid, and gas in K-W-L chart.



Standard: Standard:

S6E5. Students will investigate the scientific view of how the earth’s surface is formed.a. Compare and contrast the Earth’s crust, mantle, and core including temperature, density and composition.SMSCS3. Students will have the computation and estimation skills necessary for analyzing data ad following scientific explanations.What Are we Learning Today? (Learning Intentions)

Identify/describe densities definition and math formula


Calculate density using the appropriate formula


Describe (draw or write) the densities and molecule structure of solid, liquid, and gas.


Re-demo the cheese containers for each state of matterMini-lesson: Now that we have seen what density looks like—here is how to calculate actual density (CALCULATORS??) Introduce the formula for density, D=M/V.


Finding Density! (Handout)

We are going to practice finding the density of materials by measuring their volume and mass and then using those numbers to calculate the density.

You will calculate the density of five objects. Follow these steps:Step 1: Choose an objectStep 2: Zero the scale, then put the object on the scale and find the mass of the object.Step 4: Fill half a graduated cylinder with water and measure the volume of the water. Step 5: Put the object in the water, measure the new height of the water.Step 6: Subtract the first volume from the second volume for the volume of your object.Step 7: Plug the mass and volume you found into the equation to find the density.

Name: Period: Date:

Finding Density!

We are going to practice finding the density of materials by measuring their volume and mass and then using those numbers to calculate the density. You will calculate the density of five objects. Follow these steps:

Step 1: Choose an objectStep 2: Zero the scale, then put the object on the scale and find the mass of the object.Step 4: Fill half a graduated cylinder with water and measure the volume of the water. Step 5: Put the object in the water, measure the new height of the water.Step 6: Subtract the first volume from the second volume for the volume of your object.Step 7: Plug the mass and volume you found into the equation to find the density.

Object:_________________________________

Mass: _________________________________

Volume of water without object: ____________________________

Volume of water with object: ______________________________

(Volume with object) – (Volume without object) = _________________________

Density = Mass/Volume Density = _________ / _______________

Object:_________________________________

Mass: _________________________________





Object:_________________________________

Mass: _________________________________





QuestionsHow could density help you find out if candy was pure chocolate?

What can you conclude about the change in water color after calculating the density of the different candies? How would this conclusion possibly affect the density calculation?

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Tier I

May use calculators

Tier II

Calculations by hand, check answers with calculator

Tier III

Calculations by hand


Questions How could density help you find out if aluminum foil was pure aluminum? Imagine the staples and the foil had the same density. What could you conclude about the composition of these

two objects?



Standard: Standard: S6E5. Students will investigate the scientific view of how the earth’s surface is formed.a. Compare and contrast the Earth’s crust, mantle, and core including temperature, density and composition.


Molecules structure and temperature impact density


Explain how molecules structure and temperature impact density

Warm-Up/ Do-Now (5-8 minutes) 3-5 Density calculation problems


Mini-lesson: Review density and density calculations. (Presentation slides 1-2). Sink or float demo with Coke and Diet Coke (presentation slides 3-10).


Introduce the effects of temperature on density. Temperature impacts density because it changes how the molecules move which changes volume which makes density change. Students take notes (presentation slides 11-15). Watch BrainPop video: http://www.brainpop.com/science/energy/temperature/

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Students may complete guided notes

Tier II

Students may receive teacher prompts when taking notes

Tier III

Students will decide which information is important and take notes from the presentation


Exit Ticket: 3-2-1 Summary of today’s lesson


http://www.brainpop.com/science/energy/temperature/

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