• Dear Parents and Students:  May 27th-June 3rd

    As we finish up this school year over the next three and a half weeks, I want to thank you for all you are doing during this challenging time.  Feel free to reach out to me through e-mail with any questions or concerns you might have.

     

    My (optional) office hours are Monday & Wednesday from 10:00-10:30.  During this time I have a live google meet, and I check in with students and answer questions about science lessons.

     

    There are 2 google meets this Friday.  The first meet is 9-9:30am (for periods 1,2,3) and the second meet is 12-12:30pm (for periods 5,6). I will be checking in, giving instruction, and reviewing concepts for the week.

     

    The code for joining any of the above office hours/meets will always be: roselle27

    The link is in the Stream below the banner in the Science google classroom.

     

    Below is a general plan for the week, but is only meant as a guide:

     

    WEDNESDAY 5/27/20:

    Office Hour: 10:00-10:30am (Optional).  During this time I have a live google meet, and I check in with students and answer questions about science lessons.

     

    Finish up any remaining work from the past week.  (Assignments are usually due the following Wednesday.)

    NOTE: If you are done with all of your work, look at the CHALLENGE Resources in google classroom resources. 

     

    THURSDAY 5/28/20:

    Waves, Light & Sound: Chapter 14 (Frog Book)

    How do waves transfer energy through matter and through empty space?

    (Read Introduction on p. 444-445)

    Waves: Ch. 14, Lesson 1 (Frog Book):

    Preview Vocabulary: mechanical waves, electromagnetic wave, transverse wave, longitudinal wave.

    Learning Target: What are waves and how are they produced?

    LAUNCH LAB (optional): How do waves form? (p. 447)

    READ p. 447-450 and takes notes and drawings.

     

    FRIDAY 5/29/20:

    Google Meet: 9-9:30 (period 1,2,3) OR 12-12:30 (period 5,6)

    Preview Vocabulary: wavelength, frequency, amplitude, refraction

    Learning Targets: How can you describe waves by their properties? How do waves interact with matter?

    READ p. 451-454

    Lesson 1 Review (p. 455) and take 5-question online Quiz.

     

    MONDAY 6/1/20:

    Office Hour: 10:00-10:30am (Optional).  During this time I have a live google meet, and I check in with students and answer questions about science lessons.

    Complete any work from the previous week.

     

    TUESDAY 6/2/20: Complete any work from the previous week.  

     

    Thank you for all you do and please take good care. 

     

     

     

     

    Dear Parents and Students:

    Thank you for all you are doing to support your students at home, as we move into week three of “Continuous Learning”.  I know that students have been working very hard on projects and activities this past week.  The student rock collections are great. The geologic period projects (choice of either a visual scene or a 5-paragraph essay) are coming in, and there are some great innovations on how to make a particular time period “come alive”.  

    My Office Hours (optional)  are Monday and Wednesday from 10:00-10:30.  During this time, I will have a live google Meet, and I will answer questions you might have about Science assignments and concepts, and we can problem-solve together.  

    During a Meet on Friday from 12:00-12:30, I will be giving instruction and reviewing important concepts for the week.  (I will record the session, if a student misses this lesson).

    The code for joining any of the above Office Hours/ Meets will always be: roselle27

    The link is in the Sream below the banner in the Science google classroom.

    Below is the “Habits/Behavior Standards Rubric”.  This is the way students will be assessed in each of their online classes.  The scale is: 1,2,3,4. An overall score, based on this Rubric will be entered in Skyward weekly.  Please take a few moments to look over this.

     

    Habits/Behavior Standards Rubric

    Contributing Member of a Learning Community

    • I am prepared
        1. Use your school email to manage Google Classroom
        2. Be ready to learn
        3. Have class materials or reach out to teachers if you do not
    • I participate
        1. Utilize teacher office hours
        2. Ask questions when you do not understand the assignment
        3. Complete all assigned work and turn it in on time
        4. Put forth your best effort
    • I am respectful
      • 1. Manage your own behavior
      • 2. Work respectfully with staff and students during office hours
      • 3. Use appropriate language
    • I am determined
    1. Persevere when things are hard 
    2. Use feedback to improve
    3. Ask for assistance when needed
    4. Set and work toward goals
    5. Consistently do your best work

    1- Beginning (rarely)

    2- Approaching (sometimes)

    3- Proficient (usually and willingly)

    4- Distinguished (consistently and eagerly)

     

    Wednesday 4/29/20: 

    Office Hour: 10:00-10:30am, if students need help with assignments from the last two weeks.

    The Geologic Period Project is due today.  All assignments from the past week are due today.  Please let me know if your student needs an extension.  Thank you.

    Thursday 4/30/20 and Friday 5/1/20: Assignments for the week (Due by Wednesday 5/6/20)

    Learning Target: Create a Personal Timeline to help understand the concept of “Eras”.

    Personal Timeline assignment will be posted in google classroom.

    LearningTarget: How are adaptations evidence of natural selection?

    Online Textbook, Chaper 6, Lesson 2: “Theory of Evolution by Natural Selection.” Preview vocabulary.  Read pp. 202-209.  

    OPTIONAL: Do the Launch LAB (p. 203), and MiniLab (p. 209) with modifications for at home.

    Meet on Friday from 12:00-12:30, I will be giving instruction and reviewing important concepts for the week.  (I will record the session, if a student misses this lesson).

    Monday 4/4/20 and Tuesday 4/5/20:  Complete any work from last week.

     

    Link to my teacher website.  Go to “Weekly Update” 

    https://www.vashonsd.org/Domain/154

    Questions and concerns?  Don’t hesitate to e-mail me.

     

     

     

     

    Below is a general plan for the week, but is meant only as a guide:

    Wednesday 4/22/20:  

    Work on your Geologic Period Project.  Look under “Classwork” at the top of your google classroom page to find all the documents you need.  (My office hour is 10:00-11:00am today,  if you have questions or need help.)  It’s due one week from today on Wednesday, April 29th.

    Thursday 4/23/20:  Learning Target: How are fossils evidence of biological evolution?

    Find the online text: 1. go to “Clever” 2. go to “ConnectEd” icon (be sure to scroll all the way down until you find it.) 3. Select “Leopard book 4. Go to chapter 6, lesson 1: Fossil Evidence of Evolution”. (Note: make sure you go to the dark and light blue tabs to select the chapter and lesson, THEN go to eBook and Read p. 198-199.)

    OPTIONAL:  Do the Mini Lab “How do species change over time?” on p. 199. (You will need a picture of an animal, drawing paper and colored pencils or pens).

    Lesson 1 Review, p. 200, then take the Online Quiz Chapter 6, Lesson 1

    CHALLENGE: Research the 3 main types of rocks: Igneous, Metamorphic and Sedimentary. What are examples of each of these rock types?  Can you recognize any of them in the 5 rocks you found last week?  What do you observe about each one?  

    Friday 4/24/20:

    Read the “Time Walk”pdf assignment

    OPTIONAL: Do the “Time Walk” activity to learn about the scale and events throughout geologic time. (Friday is supposed to be a sunny day, and this is a chance to cover a lot of ground outside!)

    Google Meets: Friday: 9:00-9:30 (periods 1,2,3) & 12:00-12:30 (periods 5,6) Goal is to check-in, talk about the rocks you found, rock layers, geologic time, and answer questions.

    Monday 4/27/20: My office hour is 10:00-11:00am. Catch-up day. Enrichment available.

    Tuesday 4/28/20: Work on projects from the previous week due by tomorrow.



     

     

     

     

    Dear Parents and Students (Week of Wednesday 4/15-Tuesday 4/21)

    As we move into “Continuous Learning” in all the 6th grade core classes, Wednesday will be the day I will be sharing the plans for science class for the next 5 school days with you. (Wednesday, Thursday, Friday, Monday and Tuesday).  Students are already engaging in google classroom, as I posted a fun science question and fun activity on Monday 4/13 to get students in the flow of our new way of learning and to set the stage for Geologic Time and Geology, our current Unit.  The fun science question and rock activity are due Friday.

    Wednesday 4/15/20:  I encourage you to ask your student to show you what they have been engaging with in Science Class on google classroom so far this week. 

    New Learning Target: “How do Fossils Form?” (Complete by next Tuesday)

           1. “Faking Fossils” activity posted on google classroom.

    OR

           2. Find the online text: 1) go to “Clever”  2) go to “ConnectEd” icon 3) select “Leopard” book (not “Frog” book) 4) go to Chapter 6, Lesson           1: “Fossil Evidence of Evolution”. Go to eBook and Read p. 192-195).

    Thursday 4/16/20: Continue working on activities in google classroom.

    New Learning Target:  “How do natural forces create rock layers?” (Complete by next Tuesday)

    1. “Sandwich Geology” activity posted in google classroom.

    NOTE:  You can substitute other ingredients to make your geology sandwich, such as playdough, modeling clay, etc. to make the layers.

    Friday 4/17/20Fun question of the week is due today.  5 rocks assignment is due today.

    1. Students can check in with me on a google meet at  9:00am (Science periods 1,2,3) and 12:00 noon (Science periods 5 and 6).  Invite to come soon :)
    2. Catch-up day.  Work on geologic period project. Information on google classroom. E-mail me with any questions or concerns.

    Monday 4/20/20: Goal: Access the online text, Leopard Book, Ch. 6, Lesson 1, pp 192-197.

    Tuesday 4/21/20: Activities from the past week due by today. 

     

     

    Week of March 30th-April 3rd:

    Wednesday April 1, 2020: The DUE date for the geologic period project has been extended to Friday, April 24th.  My mistake for assigning a a project a week before the shutdown!  We will revisit geologic time with a new lens when we return on April 13, after the Spring Break.

    Get outside today for at least 30 minutes!  Soak up that sun :)  What new signs of Spring do you see?  

    Thursday April 2nd, 2020: Students in all my 6th grade science classes will have access to google classroom by the end of the day today.  

    Friday April 3rd, 2020: Beginning of Spring Break! "See" you Monday April 13th.  Take good care.  

     

    Week of March 23rd-March 27th:

    Explore Geologic Time while it's raining!

    *Geologic Time Period Project Description Link:

    https://docs.google.com/document/d/1_HgNoeuT4ryBHmHiu2L55187Lvxtv-eBpbL5zQb-jwo/edit

    *Ms. Jaffe's websites to help you with your Geologic Period Project:

    https://docs.google.com/document/d/1yBNqi8-zQwdjNXvO2U7aeAUAVksQmisRSrDrlhh4E4g/edit

     Week of March 16th-March 20th (and any other sunny week!):

    *Get outside for at least 30 minutes per day

    (Being in nature will strengthen immune systems, reduce anxiety, and provide so many other benefits!)

    Here are some ideas, all using the 6 foot social distancing safety protocol:

    *hike 10/25/50 etc. trails of Vashon (use phone record or map info).

    *record in photos or drawings native plants blooming along trails (Develop a description of habitat, etc.)

    *organize your own beach cleanup; photograph results and team members.

     

     Week of March 9th-March 12th:

    This week we finished up our Unit on Chemistry with an Acids and Bases Cabbage Juice Indicator LAB!  We also started our Unit on Geologic Time by going to the Library on Wednesday.  Please find a copy of the Project notes under "Helpful Resources".

    Week of January 28th-31st:

    On Tuesday 1/28 began the first week of Semester 2.  Students have been rearranged with different students in different Science Classes.  We also have 11 students in 6th grade who are new to Science Class this Semester.

    On Tuesday 1/28 we went over Science Expectations and the need to build a community within the classroom where everyone feels included and respected.  We played a "corners activity" in which we had four students act as recorders.  Four teams travelled around to each of the 4 corners in the room and brainstormed examples of what it means to 1) Respect for Self  2) Respect for Others  3) Respect for Learning  and 4) Respect for the Environment.  We also met in a circle to discuss ground rules for class meetings, build community and introduce new students to Science Class.  Now is the time to "Reset" Expectations and practice them.  Thank you for your support at home to help instill Citizenship Skills in your student.

    Please check out the google photo library under "CLASSROOM PHOTOS" to see some visuals of our Stream Quality Bug Program with Vashon Nature Center (VNC).  Scroll all the way down to see all the photos from the Judd Creek Field trip and from the classroom LAB experiences with the Expert Scientists from VNC.

    On Wednesday 1/29 we explored "Science Phenomenon".  The first phenomenon involved observing/ questioning and hypothesizing what is happening with a jar of colored water and vegetable oil;  Students took notes and drawings in their Science Notebooks.  The second phenomenon involved two unnown clear liquids and predicting and observing whether an egg would sink or float.  Students were challenged to think of a way to test their hypothesis.  Students came up with the concepts of density and buoyancy to help explain what was going on.  Students suggested that the two eggs be switched to determine if the density was different between the two liquids or the two eggs.   We began Chapter 11:  Matter and Atoms (p. 350) in the "Frog Books".   Students then read Ch. 11, Lesson 1 (pages 353-357) and defined and illustrated the terms atom (p. 353), element (p. 355), molecule (p. 355) and compound (p. 356).  As a "Ticket out the Door" students where asked to answer the Learning Targets: 1) What is a phenomenon?  and 2) What is the relationship among atoms, elements and compounds?

    On Thursday 1/30 (PDD/ Late Arrival), we will explore another phenomenon (yet to be unveiled!)

    On Friday 1/31 we will complete the LAB Report (if not completed), from last Friday's "Using Density" LAB, and teach to others the procedure for using the measuring tools, safety procedures and density calculation (Density=Mass/ Volume).  Then students will complete a Claim, Evidence and Reasoning (CER) :  How Can You Find the Identity of an Unknown Material (Using Density)?

     

    Week of November 25th-27th:

    On Monday 11/25, Each Student Team will present their STREAM QUALITY POSTER PROJECT to the Scientists they have worked with and learned from during the Field Trip to Judd Creek, and back in the Classroom Lab, where students learned to sort and count the different types of stream bugs to determine the health of our local Shinglemill Creek.  Students learned to access the "Puget Sound Stream Benthos Database" to explore the data to see how the health of Shinglemill Creek has faired over the years. 

    The Team Poster is the Final Project for our Macroinvertebrate Citizen Scientist partnership with the Vashon Nature Center.  Students have been working with their teams to make a Stream Quality Team Poster.

    Goal : "How can you educate others about how the health of Shinglemill Creek has changed over time? 

    Task:  Create a poster project with your team, which uses the work you all have done on the Benthic Stream Macroinvertebrates Unit.  This is your final Project, and you will be graded on teamwork, as well as your finished poster.

    The students have worked hard on this project, on many levels, and the posters look great!  

    The posters will  be displayed in the Hallway by the 6th Grade Science Room and the Band Room after Thanksgiving.  Come by and take a look! 

     

     

    Week of April 29th-May 3rd:

    On Monday 4/29, We worked on the Geologic Period Project in class.  Students took notes on notecards, based on the outline questions on the back of their Geologic Period Project Requirements Handout (Please see link below) Students are required to use at least 3 sources, with at least one being a book.  Ms. Jaffe, our Librarian has provided us with several excellent websites (located on the VISD website under McMurray, then "About Us", then McMurray Library, then "6th Grade Science".  Ms. Jaffe also provided us with a cart of Library Books on Geologic Time Periods.  Students are to record their Bibliography sources on "Noodle Tools".   Students are assigned a Time Period or Epoch in which they become an expert through their research.  Notecards are DUE on Thursday, May 2nd.  I will not collect them, as students will need to use them, but I will have them verbally share their info with another student.  Students will have the majority of each class period on 4/30 and 5/1 to work on their research and notecards.

    Click here for the Handout:

    Week of April 22nd-April 26th:  Happy Earth Day!  

    On Monday 4/22We visited the McMurray Library today for an introduction to the Geologic Period Project, DUE:  May 10th.  Julie Jaffe, our amazing Librarian, has researched the best resources, in books and on the McMurray Library Website under "6th Grade Science".  Ask your student to show you the sites they began using today, as well as the Project Requirements.

    On Tuesday, 4/23,  Personal Timeline assignment is DUE today.  Students recorded 1-2 memories or events that happened in each of the following ERAs:  Baby, Toddler, Elementary School, and Middle School.  Events might include learning to ride a bike, first word or phrase, joining the band, to name just a few ;-)   Students may share some of their stories of these Events (Students may also "Pass" on sharing.  The goal here is to be active listeners, and learn more about fellow classmates, and reflect on different ERA's in our lives. 

    Students are to complete the graphic organizer that corresponds to The Leopard Book, Course 2, Chapter 6, Lesson 1.  The back side on "Extinctions" is to be completed in class, and what isn't completed is Homework, DUE by Friday 4/26.

    On Wednesday 4/24, We will return to the Library to work on Geologic Period Projects.  A "level one' voice (whispaler) is the only level of talking expected in the Library.  Thank you!  Students research and take notes on 3 sets of notecards: 1) Climate and Landforms (or seas)  2) Animals  and  3) Plants (or plankton and bacteria in the early Paleozoic Era).

    On Thursday 4/25, We will view "Australia's first 4 billion years" DVD, an introduction to the geology and lifeforms throughout the History of Earth.

    On Friday 4/26, Students will work on Geologic Period Projects in the classroom, utilizing a book cart from the Library and chromebooks for accessing McMurray Library Resources. 

     

     

    Week of February 25th-March 1st:  Its been a long time since we've had a "normal" week of school!  Welcome back!

     

         On Monday, 2/25,  Students will complete the online CEE Survey in all the 6th grade Science classes.  We are also wrapping up our "Foundations of Chemistry" Unit over the next week and a half.  There is a Homework assignment to find examples of Acids and Bases at home (the kitchen is a good place to start), which is DUE Thursday, 2/28.  We will also prepare for a pH Indicator LAB tomorrow.

         Monday Homeroom:  RTI/Go Day/Binder check, Then Reading

     

         On Tuesday, 2/26, Students will complete a pH Indicator LAB using purple cabbage juice to test the relative pH (showing color change) of different Acids and Bases.  As always, SAFETY FIRST is expected and required during a LAB.  Failure to follow basic protocol will result in a discipline referral and removal from the classroom for the remainder of the class period.  If a student is absent from a LAB day, they are required to make-up the LAB afterschool on a Wednesday from 2:45-3:30, or another day if prearranged.

         Tuesday Homeroom: RTI/ Reading

     

         On Wednesday, 2/27, Students will create a color scale showing relative pH change, based on the range of color results from yesterday's LAB.  This is an opportunity to practice the intersection of Science and Art to create a pH scale!  Students will have some time to work on this project in class, and it is DUE Tuesday, 3/5.

         Wednesday Homeroom: No RTI, Second Step "Setting Goals": *Practice breaking down big goals into small, simple steps, and *Create an IF-THEN PLAN for taking a small, simple step.

     

         On Thursday, 2/28 (PDD/ Late Arrival): Acid/Base Homework is DUE, and we will share/record results found as a team and a class.

         Thursday Homeroom: No RTI, Second Step "Setting Goals": *Decision-Making *Planning Ahead

    .  

         On Friday, 3/1, Students will have time to work on their pH Color Scale Project (DUE: Tuesday, 3/5)   

              

     

     

     

    It has been a lively start-up of the school year in 6th grade science!  It's time to catch you up on what we have been doing!

     

         First, a big shout out to all the parents (from on and off-island) who volunteered for the Macroinvertebrates Stream Quality Trip on Wednesday 10/3 and Thursday 10/4.  Students took a school bus to the site, with just one science class for the time period of two classes.  Students began with a hike through the forest on Land Trust property and out onto an open field surrounded by huge firs, where they played "Macroinvertebrate Mayhem" with Maria Metler, an outdoor environmental educator with the Vashon Nature Center.  This is a game of tag to simulate the effects of environmental stressors on macroinvertebrates. Students were then divided into 2 groups.  One group went to join VNC Scientists at Judd Creek to sample freshwater benthic macroinvertebrates and examine the live specimens students collected with Scientists.  The other group went on a trail walk,taking time to observe the physical characteristics of the stream, and the Riparian plants and area surrounding the stream. Then the groups switched, so everyone had a chance to experience both settings.   

       This experience is part of an ongoing 6th grade Citizen Science Unit in Partnership with Vashon Nature Center and VISD.  Funding was provided by Vashon Schools Foundation, Partners in Education (P.I.E.), The Groundwater Protection Committee, and the Rose Foundation.So what is "Citizen Science"?  "The collection and analysis of data relating to the natural world by members of the generalpublic, typically as part of a collaborative project with professional scientists."  

     

    Week of October 8th - 11th:

         On Monday 10/8 Maria Metler (VNC) returned to the 6th grade science classroom to give an introduction to Citizen Science and why scientists study macroinvertebrates in streams.  Collecting and observing live bugs is a reliable way to determine water quality, because of their range of tolerance and the long life span of some.  Today students learned how to identify and classify the macroinvertebrates, learning which ones are tolerant, which are intolerant, as well as learning their feeding function, and behavior in the stream.

         On Tuesday 10/9 Bianca Perla and Maria of VNC, as well as several other scientists came into each science class with samples froma local creek, to work side by side with students to sort, classify and count the bugs in the samples.  Scientific Illustrator, Annie Brule worked with students on approaches and techniques for observing and drawing macroinvertebrates.

         On Wednesday 10/10 and Thursday 10/11 students learned how to use a dichotomous key on aquatic habitats, and completed it in their science journals.  A dichotomous key is an important classification tool used by scientists in many fields of study.

     

    Week of October 15th - 19th:

         On Monday 10/15 Annie Brule will be returning (yay!) and working with me to teach and guide students through nature illustration in theirscience journals.  We will start in the classroom and then proceed outdoors to observe closely and draw plants and other nature objects.

         On Tuesday 10/16 Students will be learning some Greek and Latin words as they pertain to aquatic organisms, and completing a pencil and paper activity as a "Ticket out the door".  This is also a "catch-up" day and a chance to complete interviews of student groups about the final poster project for the "Build a Boat" Challenge from our first unit "How do Scientists work together to solve problems?"

         On Wednesday 10/17 Students will be introduced to our new integrated science textbook.  Students will do a "scavenger hunt" of the different sections in the textbook.  They will be introduced to "Methods of Science", Nature of Science (Systems) and Measurement.

         On Thursday 10/18 Students will be introduced to the online textbook through our class set of chromebooks.  Students will take a 5question online Quiz to test their understanding, and explore Chapter 1: "Mapping Earth Lesson 2, and perform a "Launch Lab" and a "Mini-Lab" on topographic maps.

         On Friday 10/19/18 Students will choose a species of macroinvertebrate from the field guides or from an online key to draw, and find it's feeding function, tolerance and behavior.  These notes will be used to help students complete a team poster at the end of the Citizen Science Unit.