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.
Week of April 22nd-April 26th: Happy Earth Day!
On Monday 4/22, We 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.