5th hour Angileri 6th grade science-5th hour Assignments

MS-LS2-3: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
I can demonstrate comprehension of the cycling of matter and flow of energy among living and nonliving parts of an ecosystem by identifying thetropic level in the images
I can write to present the cycling of matter and flow of energy among living and nonliving parts of an ecosystem using modeling and content specific vocabulary.

#1 Crazy Kingdom

#2  Tower od Doom

Log into stemscopes.  
1.  Have the computer read the article to you
2.  Read the article to yourself
3.  Participate in the discussion
4.  Carefully answer the five questions that follow the article. (You only have 1 chance)

We will watch the video together.  If you need to re-watch the video, please log into Stemscopes.  It will be listed under assignments.
Answer the four questions with as much detail as possible.  Complete sentences are expected.

Explain your reasoning based on the Materials Matter Experiment.

Make a prediction for each example.  I am looking for how you think so make sure you decribe your though process.

1. Tower of Defense
2. Tower of Doom

MS-PS3-3 Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.
CO: I can demonstrate application of thermal energy transfer by completing the Blooket Review
L.O.: I can write to answer questions about the three types of Thermal Energy Transfer using the Blooket Review

MS-PS3-3 Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.
CO: I can demonstrate comprehension of thermal energy transfer by paraphrasing information from the my Thermal Energy CLASSWORK
L.O.: I can write to explain the three types of Thermal Energy Transfer using the Thermal Energy CLASSWORK

MS-PS3-3 Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.
CO: I can demonstrate application of thermal energy transfer by completing the study guide
L.O.: I can write to answer questions about the three types of Thermal Energy Transfer using the Study Guide.

MS-PS3-3 Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.
CO: I can demonstrate comprehension of thermal energy transfer by paraphrasing information from the Scopepedia Article.
L.O.: I can write to explain the three types of Thermal Energy Transfer using the Graphic Organizer

Use the document to list all of the ways you feel heat on a daily basis.
This is a quick write

Use information from the investigation to help you answer this. To receive full credit, I need you to explain why you think that material is a better conductor.

Make a prediction

MS-PS3-3 Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.
C.O. I can demonstrate knowledge of designs that either minimizes or maximizes thermal energy transfer by identifying objects that transfer Thermal energy faster than others.
L.O. I can write to explain how designs either minimizes or maximizes thermal energy transfer using sentence frames.

Use the slide to build a model of a solid and a model of a liquid

MS-PS3-1: Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.
C.O.: I can demonstrate application to describe the relationships of kinetic energy to the mass of an object and to the speed of an object by carrying out the calculations in the presentation.
L.O.: I can write to make connections among the relationships of kinetic energy to the mass of an object and to the speed of an object using the tools provided.

MS-PS3-1: Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.
C.O.: I can demonstrate application to describe the relationships of Kinetic and Potential Energy and the factors that influence the amount of energy present by completing the study guide.
L.O.: I can write to make connections among the relationships of Kinetic and Potential Energy and the factors that influence the amount of energy present using the sentence frames.

MS-PS3-1: Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.
C.O.: I can demonstrate application to describe the relationships of kinetic energy to the mass of an object and to the speed of an object by carrying out the calculations in the presentation.
L.O.: I can write to make connections among the relationships of kinetic energy to the mass of an object and to the speed of an object using the tools provided.

In this question, you will likely have to go back to the teacher presentation to see what we did. You will need to make sure that you set the correct units. For Mass, POUNDS is represented as (lb) and for Velocity, which you know as speed, we would use MILES PER HOUR which is represented as (m/h). If you are confused, ask for help!

MS-PS3-1: Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.
C.O.: I can demonstrate application to describe the relationships of kinetic energy to the mass of an object and to the speed of an object by carrying out the calculations in the presentation.
L.O.: I can write to make connections among the relationships of kinetic energy to the mass of an object and to the speed of an object using the tools provided.

MS-PS3-1: Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.
C.O.: I can demonstrate comprehension of the relationships of kinetic energy and potential energy by defining the terms using Energy picture sort .
L.O.: I can write to describe the relationships of kinetic energy and potential energy using picture sort.

MS-PS3-1: Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.
C.O.: I can demonstrate knowledge of relationships of kinetic energy and potential energy by defining the terms and giving an example.
L.O.: I can write to describe the relationships of kinetic energy and potential energy using sentence stems.

MS-PS3-1: Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.
C.O.: I can demonstrate knowledge of relationships of kinetic energy and potential energy by defining the terms and giving an example.
L.O.: I can write to describe the relationships of kinetic energy and potential energy using sentence stems.

MS-LS1-3: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
L.O.: I can demonstrate application of how the body is a system of interacting subsystems composed of groups of cells by carrying out the debate activity for the study guide.
C.O.: I can "write" to respond to questions about how the body is a system of interacting subsystems composed of groups of cells using the study guide.

Use Class Link to log into Brain Pop. ( You may need to log in through Class Link)
We are going to use the Body Systems vide and quiz along with related reading activities to increase your neural connections using electromagnetic input to activate your brain with further information about body systems.
MS-LS1-3: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
L.O.: I can demonstrate comprehension of how the body is a system of interacting subsystems composed of groups of cells by paraphrasing information from the related reading
C.O.: I can answer questions questions about how the body is a system of interacting subsystems composed of groups of cells using content specific vocabulary.

Mir. Campbell's class may need to use the second link that is listed.

MS-LS1-3: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
L.O.: I can demonstrate comprehension of how the body is a system of interacting subsystems composed of groups of cells by explaining the vocabulary and giving an example.
C.O.: I can "write" to define how the body is a system of interacting subsystems composed of groups of cells using the graphic organizer.

Think about the question and do your best to give a well thought out answer based on what you know right now. ( It is ok to get it wrong but I want you to think hard about your answer.)

MS-LS1-3: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
L.O.: I can demonstrate knowledge of how the body is a system of interacting subsystems composed of groups of cells by identifying the organization.
C.O.: I can "write" to describe how the body is a system of interacting subsystems composed of groups of cells using the graphic organizer.

We will spend the first half hour of class reviewing for the test.
Then, You will take the test on Cell Theory and Cells.
After the test, I would like you to check your science grade and see if there are any assignments listed as missing for this unit.
Each Student needs to check with Mrs. Angileri before leaving class for the day,
MS-LS1-1 Conduct an investigation to provide evidence that living things are made of cells–either one cell or many different numbers and types of cells.
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.
C.O.: I can demonstrate evaluation of cell theory, cells, and use a model to describe the function of a cell as a whole by testing.
L.O. : I can write to answer questions about cell theory, cells, and use a model to describe the function of a cell as a whole using the common assessment.

MS-LS1-1 Conduct an investigation to provide evidence that living things are made of cells–either one cell or many different numbers and types of cells.
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.
C.O.: I can demonstrate comprehension of cell theory, cells, and use a model to describe the function of a cell as a whole by summarizing information on the study Guide.
L.O. : I can write to answer questions about cell theory, cells, and use a model to describe the function of a cell as a whole using the study guide.

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.
C.O.: I can demonstrate comprehension of using a model to describe the function of a cell and the parts that help it to function by paraphrasing information in notes.
L.O.: I can write to describe a model to describe the function of a cell and the parts that help it to function using note taking strategies.

If you need help, The answer is in the Scopepedia Article that is located below.
When you have finished the question, skim and scan the Scopepedia article to gather information about today's lesson.

There are 5 small tasks to be completed in the extra credit assignment. You must complete a minimum of two tasks to receive any points however, you may complete all five to receive all 5 points. This is due Friday, December 4th before 3 pm.
If the link does not work, you can log in through classlink.
Mrs. Campbell's students should use the second link

What is the smallest thing that can be considered living?
MS-LS1-1 Conduct an investigation to provide evidence that living things are made of cells–either one cell or many different numbers and types of cells.
C.O. I can demonstrate comprehension of the fact that living things are made of eithere one cell or many different numbers and types of cells.
L.O. I can write to answer questions about evidence that living things are made of cells–either one cell or many different numbers and types of cells.

What is the smallest thing that can be considered living?
MS-LS1-1 Conduct an investigation to provide evidence that living things are made of cells–either one cell or many different numbers and types of cells.
C.O. I can demonstrate comprehension of the fact that living things are made of eithere one cell or many different numbers and types of cells.
L.O. I can write to answer questions about evidence that living things are made of cells–either one cell or many different numbers and types of cells.

Please answer the question: What does it mean to be living?

What is the smallest thing that can be considered living?
MS-LS1-1 Conduct an investigation to provide evidence that living things are made of cells–either one cell or many different numbers and types of cells.
C.O. I can demonstrate knowledge of living verses non living items by recalling past experiences.
L.O. I can write to explain my understanding of living and non living items using sentence frames.

Living verses nonliving
While I take attendance, Please create a list of living things and non living things. After today's lesson, I will ask you to go back and put a mark if the item is composed ( made) out of cells.

Log into stemscopes through classlink.
Watch the Content Connections Video: Weathering, Erosion, and Deposition.
After watching the video, answer the questions that follow on the Google document attached. If you need help, rewatch the video.

MS-ESS2-2: Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.
L.O.
I can demonstrate knowledge of how geoscience processes have changed Earth’s surface by identifying items related to changes.
C.O.
I can write to answer questions about how geoscience processes have changed Earth’s surface using marks to identify my choices.

MS-ESS2-2: Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.
L.O.
I can demonstrate Evaluation of how geoscience processes have changed Earth’s surface by Testing.
C.O.
I can write to answer questions about how geoscience processes have changed Earth’s surface content specific vocabulary.

Question:
Explain based on evidence for how weathering and erosion have changed Earth’s surface by comparing and contrasting the Appalachian Mountains and the Rocky Mountains.
Make a claim:
Evidence: Back the claim using evidence from your notes
Reasoning: How does your evidence support your claim

MS-ESS2-2: Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.
C.O.
I can demonstrate comprehension of how geoscience processes have changed Earth’s surface at varying time and spatial scales by summarizing information on a study guide.
L.O.
I can write to answer questions about how geoscience processes have changed Earth’s surface at varying time and spatial scales using sentence frames

Use the slide presentation to gather information/ evidence to support the claim that Weathering and Erosion work together to change the shape of Earth's surface

how geoscience processes have changed Earth’s surface

MS-ESS2-2: Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.
L.O.
I can demonstrate Comprehension of how geoscience processes have changed Earth’s surface by explaining how various types of weathering changes Earth's surface
C.O.
I can write to explain how geoscience processes have changed Earth’s surface using sentence frames.

Take a moment to watch the video Mrs. Angileri will be sharing.
Answer the question:
What processes shaped Earth’s surface?

Facilitation
Distribute copies of Weathering and Erosion to each pair of students.
Instruct students to think about the picture on the page.
Ask students to read the arguments and choose one they agree with the most.
Have students complete the journal page explaining their choice.

Observe the video.
Be ready to answer the following questions.
What different ways can you think of that ice might be able to erode solid rock?
What do you observe about the cup?
Why do you think the cup is cracked?
What would happen if water flowed into a crack in a rock and then froze?
What would happen if the water stayed in the crack, and each night the water froze again after thawing each day?

IInvestigating Phenomena After Instruction
Review A trip through the Rock Cycle ( It is due NOW)
Turn in your study Guide ( Now)
1 round of Quizizz
Test
LO: Students will demonstrate evaluation of how Earth's materials cycle to from various rock types by testing
CO: Students will answer questions about the processes of how Earth materials cycle to for various rock types using the test.

Use the word bank at the bottom of each slide to fill in the correct terms describing what happens in the rock cycle.

This is on your own and must be completed the night before you take the Rock Cycle test.

Review information from Rock Cycle Lab Processes and results
Rock Cycle Study Guide (20 minutes)
Correct Study Guide
Quizizz
LO: Students will demonstrate comprehension of how Earth's materials cycle to from various rock types by summarizing information in a graphic organizer.
CO: Students will write to describe the processes of how Earth materials cycle to for various rock types using sentence frames.

Rock formation Igneous and Metamorphic
1. Log into Stemscopes to read the Igneous and Metamorphic sections of the Scopepedia Article to gather information about how the rocks form.
2. We will discuss this further using the slide presentation.
3. Fill out the graphic Organizer with each rock type forms and listing the process words. ( Do not turn this in, We need to finish it next week)

LO: Students will demonstrate comprehension of how Earth's materials cycle to from various rock types by summarizing information in a graphic organizer.
CO: Students will write to describe the processes of how Earth materials cycle to for various rock types using sentence frames.

Discuss Rock Sort
Read Scopepedia Earth's Materials and Vocabulary Slides
Complete the Assignment

CO: I can demonstrate comprehension of how Earth's materials are cycled using Earth's systems by summarizing information.
LO: I can orally answer questions about how Earth's materials are cycled using Earth's systems using sentence frames.

We are going to do this activity instead of using the 10 rocks that you were asked to collect. Feel free to keep a few of the rocks handy to study as we continue the unit

Mrs. Campbell's students should use the second link listed.

While Mrs. Angileri takes attendance and class housekeeping tasks, pre read the article for today's lesson.

We will discuss the article together in class and you will have the opportunity and answer the questions in Google Forms.

C.O.
Students will demonstrate comprehension of the Scientific Method processes by summarizing information from the Dr. Wright article.
L.O.
Students will write to make connections between the Scientific Method Processes and the Dr. Wright article using sentence frames.

C.O.
Students will demonstrate knowledge of the scientific method by defining the steps in the processes.
L.O.
Students will write to describe the scientific processes in the scientific method using content specific vocabulary.

Mrs. Campbell's students only ( Use the second Link to access Brain Pop)

C.O.
Students will demonstrate knowledge of the scientific method by defining the steps in the processes.
L.O.
Students will write to describe the scientific processes in the scientific method using content specific vocabulary.

C.O.
Students will demonstrate knowledge of the scientific method by defining the steps in the processes.
L.O.
Students will write to describe the scientific processes in the scientific method using content specific vocabulary.