6th Grade

June 9-13 Summary

Learning Targets

1. Know that heat is transferred from hot matter to cold.

2. Understand that calories are a unit for the amount of heat matter contains.

 * I can measure the temperature of cold and hot water before and after it is mixed to find that the resulting temp is the exact average of the two initial temps.

* I can burn a marshmallow and a walnut, calculate the calories they contained, and compare which is a higher-energy snack.

 

Assignment

1. Complete your calorie calculations in the calorimetry lab packet:

a. Write out your equation using your temp change and food mass data from the previous page.

b.Use a calculator, enter your mass of food sample (0.2 g) x 0.004184 x temp change data

c.Write your answer in the box to the nearest tenth.


Chemistry Assessment 1 Review
All you need to know for the Assessment 1 Quiz

Chem Quiz 1 Review Hints

1. Identify elements from their abbreviations (you get to use a periodic table).

 

2. Name elements in a chemical formula

 

3. Define element

 

4. Define substance

 

5. Know that there are 3 ways to name a substance: chemical name, chemical formula, common name (sodium bicarbonate, NaHCO3, baking soda).

 

6. Know how Mendeleyev organized the periodic table (using mass of each element and similar characteristics)

 

7. Know why Mendeleyev left gaps in the periodic table.

 

8. Define chemical reaction

 

9. Know the characteristics of particle motion, compression, and expansion.

 

May 12-16 Summary

Learning Targets

1. Know that gas particles move in a straight line until they collide with another object, including other gas particles.

* I can observe (and duck out of the way of) dozens of superballs modeling the movement of gas particles, bouncing around the classroom.

 

2. Understand that the collisions of these particles causes friction and this is the source of heat in gas (air), liquid, and solids.

* I can rub my hands together and feel the heat generated by friction.

 

3. Know that applying pressure to trapped air will compress the air and objects inside.

* I can observe a bubble being compressed and expanded using the air pressure inside a sealed, 30mL syringe.

* I can observe the difference in the effect of air pressure on open and closed cell foam cubes inside a sealed syringe.

 

Assignments

1. Discuss Air as Particles packet-all 4 pages.

 2. Solar Hot Air Balloon Investigation report and diagram.



Apr 7-11 Summary

Learning Targets

1) Know that an element is a pure substance, where certain elements are found in products, in the earth, oceans, and even the sun, and how elements are arranged in the periodic table.

* I can present my element advertisement.

* I can become an element detective and find elements in the labels on household products and food and write them into a table in my Science Notebook.

* I can read about elements and the history of their discovery in the Chemical Interactions Resource Book.

 

Assignments

1. Create a table in your Science Notebook with the headings: Product I Elements and list each product that you analyzed and the elements you discovered.

 

2. Complete the reading on pp 1-13 in the Chemical Interactions Resource Book and answer questions 1-4 on p. 8 and p. 13 IN COMPLETE SENTENCES on the same page as the Product/Element table in your Science Notebook.

 

3. Complete both sides of the worksheet entitled RESPONSE SHEET--ELEMENTS and MYSTERY MIXTURE-ELEMENTS.

 

4. Turn in the final draft of your Meadow Creek Water Quality Report



Mar 24-28 Summary

Learning Targets

1) Understand that a QCEE form (Question, Claim, Evidence, Explanation) translates directly into a conclusion for our scientific report.

* I can transfer the sentences from my QCEE form onto the Conclusion section of my Meadow Creek Water Quality Investigation report and turn it in!

 

Congratulations for conducting real science on a real stream for real salmon! Your data will be shared with Washington Department of Fish and Wildlife, Samish Department of Natural Resources, and the Skagit Fisheries Enhancement Group scientists. Truly a job well done.

 Your work must be accurate, as I have seen your salmon fry schooling in the stream!

 

Assignments

1) Meadow Creek Water Quality Investigation Report

2) Last chance to turn in Element Advertisement (see Feb 3-7 summary post...that's a loooong time ago!) is Monday, April 7th. Zero points after that.



 Mar 3-7 Summary

Learning Targets

1. Understand how to analyze the Meadow Creek data to determine the Water Quality Index (WQI)

* I can calculate the water quality index for Meadow Creek by finding the Quality Value for each parameter we tested.

* I can create a graph of the Water Quality Index data to show our water quality as a picture.

 

2. Know how to analyze our class data

* I can complete a QCEE form by making a claim about the health of Meadow Creek, backing it up with numbers from our data, explaining why I think the data

turned out that way, and discussing this in our class QCEE forum.

 

3. Make a decision as a class whether we should or should not release our salmon into Meadow Creek, based on our water quallity data.

* I can participate in a QCEE forum.

 

Assignment

Prepare your Science Notebook for the stream water quality investigation:

1. Background worksheet

2. Title

3. List of each water quality parameter with space to write notes we learn from student-experts.

4. Research Question: Is the water quality of Meadow Creek safe for coho salmon?

5. Hypothesis: If we_________, then we will find that the water quality is __________________ because____________________________________

6. Procedure (glued in)

7. Materials List (what is in your water quality test kit?)

8. Ranking Test Results form (glued in)

9. Chemical Monitoring Data Sheet (for calculating overall stream rating).

 

For more info on your water quality parameter, see:

http://www.miamiconservancy.org/water/pdfs/mvstm.pdf

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Feb 17-21 Summary

Learning Targets

1) Know the steps of the Scientific Method and apply them to designing our salmon stream investigation.

* I can help design our salmon stream investigation procedure, list all materials necessary, and prepare my notebook for recording field data.

2) Understand background information about water quality parameters and how they relate to the elements we have been studying, including pH, dissolved oxygen, turbidity, ammonia, nitrate, phosphate, coliform bacteria, and temperature.

* I can read and study about my research group's water quality parameter and practice testing it using water from our salmon aquarium.

 

Assignments

1) Complete preparing your science notebook with our stream investigation question, hypothesis, procedure, and data table. All materials available in class and class time used for this. Not done? Finish at home before your class trip.

 

Learning Targets

1) Know the steps of the Scientific Method and apply them to designing our salmon stream investigation.

* I can help design our salmon stream investigation procedure, list all materials necessary, and prepare my notebook for recording field data.

2) Understand background information about water quality parameters and how they relate to the elements we have been studying, including pH, dissolved oxygen, turbidity, ammonia, nitrate, phosphate, coliform bacteria, and temperature.

* I can read and study about my research group's water quality parameter and practice testing it using water from our salmon aquarium.

 

Assignments

1) Complete preparing your science notebook with our stream investigation question, hypothesis, procedure, and data table. All materials available in class and class time used for this. Not done? Finish at home before your class trip.



Feb 24-28 Summary

Learning Targets

1. Know that there are specific levels of certain chemical compounds in streams that are healthy for salmon and other aquatic life and that these levels are affected by activity near the source and along the stream.

  * I can study about one water quality parameter and become an expert on how this chemical compound or characteristic of water affects stream life.

 

2. Follow the Scientific Method in order to answer our question: Is the Meadow Creek water quality healthy for coho salmon?

* I can make a hypothesis about the water quality of Meadow Creek based on the knowledge that its source is Campbell Lake and that it flows under highway 20, but then into a natural forest area.

 

 * I can prepare a procedure in my Science Notebook to follow in order to test water quality.

 

* I can conduct a chemical test for one water quality parameter (chemical compound or other characteristic) and record the data in my science notebook.

 

Assignment

Prepare your Science Notebook for the stream water quality investigation:

1. Background worksheet

2. Title

3. List of each water quality parameter with space to write notes we learn from student-experts.

4. Research Question: Is the water quality of Meadow Creek safe for coho salmon?

5. Hypothesis: If we_________, then we will find that the water quality is __________________ because____________________________________

6. Procedure (glued in)

7. Materials List (what is in your water quality test kit?)

8. Ranking Test Results form (glued in)

9. Chemical Monitoring Data Sheet (for calculating overall stream rating).

Use the online HTML cleanup tool to easily compose and convert the code for web pages! 



Feb 3-7 Summary

Learning Targets

1. Infer from the mystery mixture data table of reaction properties which substances the mystery mixture could be. Narrow it down to two possible mixtures.

*I can analyze the results from my test mixtures to identify the properties most similar to those of the mystery mixture properties.

2. Design an experiment to test the two mystery mixture candidates and analyze the data in graph form to determine which mixture it is.

*I can write a testable question,

make a hypothesis,

identify changed and measured and controlled variables,

list materials,

write a procedure,

create a data table,

calculate averages,

create a graph, 

infer from the graph which mixture was most similar to the mystery mixture,

argue my claim using evidence from the data, and

write a conclusion.

 

Sound like a lot? These kids eat the Scientific Method for BREAKFAST! (They're pretty good at it:)

 

Assignment:

1. Element Advertisement-Due 1 week from date assigned.

You’ve got to buy this Element! Assignment 

Choose an element from the periodic table of elements and create an advertisement for your element. Entice customers to purchase your element with a catchy sales pitch and fascinating examples of what your element can be found in or made into, all on an attractive 9 x 12 poster (construction paper).

Rubric:

Photo or drawing of your element 5 pts

Atomic Number 5 pts

Atomic Mass 5 pts

At least 2 examples of items that contain it 5 pts

Description (what it looks and feels like) 5 pts

Catchy sales slogan 5 pts

Total 30 pts



Jan 20-31 Summary

Learning Targets

1. Understand that different substances have different properties (color, texture, reactivity, temperature)

*I can record observations of a mystery mixture and describe its physical properties.

2. Be able to identify common names, chemical names, and chemical formulas of several common substances.

*I can find and record the common name, chemical name and chemical formula, and research the uses of 9 white substances.

3. Know that bubbling, fizzing, temperature, or color change are all indicators of a chemical reaction.

*I can observe chemical reactions happening and identify the signs.

4. Know that substances may or may not react when mixed together with other substances and identify an unknown mixture by testing different combinations of known substances.

*I can measure, mix, and record observations of the properties of different combinations of the 9 substances.

 

Assignments:

1. Complete all fields of the White Substance Information Sheet. Check out a Chemical Interactions Resource book if you didn't finish in class.

2. Create a data table to record which substances you mixed together and the results of each mixture. Was there a reaction? What were the signs?

 

Learn the lyrics, sing along!




Wk 1 Summary 9/4-9/9/2013
Unit 1: Planetary Connections


Wk 1 Learning Targets: I Can: 1) understand the power of teamwork in Science (Mars Rover Curiosity landing). 2) use Team Talk protocol to share summertime wilderness adventures with my research group. 3) practice my teamwork skills by designing a spaceship with my team.

Homework: Read Lab Safety contract with your parents, sign, and return.



Wk 10 Summary 11/18-11/22/2013

Learning Targets

1) Know the reason for seasons on Earth is due to the constant tilt of our planet on its axis as it revolves around the sun.

a) I can model how the sun hits the Earth as it revolves around the sun, showing the north tilted toward the sun during our summer and tilted away from the sun during our winter, while the opposite seasons occur in the southern hemisphere.

2) Understand that Earth is just barely able to support life due to its physical factors (distance from the sun, periods of rotation and revolution, atmosphere composition, and the presence of water).

a) I can describe the physical factors a planet would need in order to be safe to crash land our spaceships on.

 

Homework

1) p. 22 Weight in Space Weight = Mass X Gravity, therefore we have a constant mass, but our weight changes depending on the size of planet we are on. Predict your weight on the moon and other planets, then calculate, using your weight on Earth X the gravity of each planet.

2) p. 24 Inner Planets, p. 25, Crash Landing, p 26 Earth's Movement, and p. 28 Earth's Rotation.  Pre-read, highlight, then read for comprehension pp. 24-28, . (assigned on different days).

3) Make sure you wrote the conclusion to your season model on p. 27, in QCEE format (Question, Claim, Evidence, Explanation).



Wk 12 Summary

(This is also week 11 summary-a combo!)

Learning Targets

1) Know that the cause of eclipses is the alignment of the Earth, sun, and moon; that the Earth is between the sun and moon for a lunar eclipse and the moon is between the Earth and sun for a solar eclipse.

2) Know the phases of the moon: new moon, waxing crescent, first quarter, waxing gibbous, full moon, waning gibbous, 3rd or last quarter, waning crescent, and back to new moon, all in 28 days.

3) Understand that the phases of the moon are due to the position of the moon in relationship to the sun and the Earth.

4) Know at least 5 facts about Mars and how it compares to Earth.

BONUS: Be able to describe how the positions of the Earth, sun, and moon affect the tides!

 

 

Homework:

pp. 35-40, Eclipse diagrams, Eclipses article, Moon's Movements, and Mars pages. (Use p. 38, Comparing Earth and Mars to answer questions on p. 40, Mars-Week 1 Homework.

 

Wk 2 Summary 9/9/2013

Learning Targets this week: I can:

1) Use Critique Talk protocol to critique another team's spaceship design and make revisions to our own.

2) know that the moon has phases and begin to record them.

3) complete the final poster for our spaceship and get ready to present.

 

Homework:

1) pp. 1-3 in new Planetary Connections Science Contracts. This is a pre-assessment to see where the student is with their perceptions of space. No knowledge required!

2) Begin moonlog and continue every evening this month (September). This should take no more than 5 minutes.



Wk 3 Summary

Wk 3 Learning Targets

I can: 1) deliver a professional presentation of my team's Deep Space 3000 spaceship, including all requirements.

2) discuss parallels between our spaceships and our own home planet, Earth.

3) compare the size of Earth to other planets, the sun, and other stars.

4) describe the origin of the universe, according to scientific evidence.

Homework: pp. 4-6 Galaxies and the Universe, Exploring Space, and the Origin of the Solar System

 Read carefully, write thoughtful answers according to the instructions.



Wk 4 Summary

Learning Targets

 I can:

1) define nuclear fusion

2) name the steps in the lifecycle of at least a medium sized star (bonus for small or giant stars!)

3) locate constellations using my Star Finder (made in class)

 

Homework

1) Read and complete p. 7, Stars. Describe each step of the lifecycle of our sun.

2) Come to the Star Party and look through GIANT TELESCOPES with astronomers from the Island Co. Astronomical Society!



Wk 5 Summary

Learning Targets

I can

1) tell a story of Adam, the hydrogen atom, and his really bad day (describe nuclear fusion in the center of the sun and other stars)

2) design and label the most beautiful sun diagram in the universe (at least two rough drafts, then watercolors and more), including these sun areas:

core, radiative zone, convection zone, chromosphere, photosphere, corona, coronal mass ejections, solar flares, sun spots.

 

Homework

1) learn the sun song :)

2) Complete p. 8, The Solar System



Wk 6 Summary

Learning Targets

I can 

1) Identify the layers of our sun after creating the best sun diagram in the UNIVERSE!

2) describe the process responsible for creating radiation (heat, light, radio waves, ultraviolet rays, microwaves, x-rays, and gamma rays)

 

Homework

1) Complete p 11: Identify patterns/similarities in the Planet Properties data table. Which planets have a similar diameter, distance from the sun, period of rotation (day length) and revolution (year length), surface temp, and number of moons. Choose 2 similarities and describe in the Show What you Know box.

Then find which planet is most like Earth.

 

2) Complete p. 12: list the planets of our solar system from closest to furthest from the sun, beginning with Mercury at the top. Under Distance from the Sun, label each of these planets on the horizontal line where you think they would go in a scale model of the solar system (how far away would Mercury, Venus, Earth, etc be from the sun if they were all lined up in a row?) Answer the questions below.



Wk 8 Summary

Learning Targets:

1) Know the relative size and distance of the planets of our solar system

 

Success criteria:

a. create a scale model of the solar system with clay.

b. measure the relative distance between them for a classroom model

c. calculate the relative size and distance between planets for a playground solar system model.



Wk 9 Summary

Learning Targets

1) Understand that scale models have an exact ratioso that the model is in direct proportion to the real objects or system.

 I have hit the target when I can:

a) calculate our model planet size and distance from the sun using a ratio

b) create the scale model of our solar system on the playground, using our calculations

(yes, we do use math in Science!)

 

Homework

1) If not completed during the class time given, finish calculations on pp. 18-20 at home using the information below for Spacing Out the System on p. 18:

 

Planet Distance from Sun
(in millions of kilometers)
Mercury 58
Venus 108
 Earth 150
 Mars 228
 Jupiter 780
 Saturn 1432 
Uranus 2880 
Neptune 4515
 Pluto 5929

 

Extra help: Divide each planet's distance in millions of km by the Earth's distance in millions of km to convert the distance units from km to Astronomical Units (AU), then round to the nearest tenth.

 

 

 

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