MISS JULISON Welcome! 6 th Grade Science

Supplies A 1” three ring binder with 2 pockets to use as their portfolio throughout the school year. A 2 pocket folder that comes to class with them every day. I call this their working folder. Goggles can still be purchased at the Hadley office. Wish List: Disinfectant Wipes…to keep the tables clean!

Units of Study Metrics Students learn how to use tools for metric measurement. Students will learn the basic metric prefixes and be able to convert from one unit to another. Students will learn the concepts of mass, weight, distance, volume, and density. Scientific Method Students learn to make scientific observations and inferences. Students learn how to design and conduct valid experiments following the steps of the scientific method (problem, research, hypothesis, procedure, data/results, and conclusion).

Units of Study Continued Matter Students will learn about the states and properties of matter. Students will learn the fundamentals behind the Periodic Table and how it relates to the current model of the atom. Plate Tectonics Students will learn about the theory of plate tectonics and continental drift. Students will learn about the layers of the earth and how they interact. Unicellular Organisms Students will learn the differences between bacteria and viruses. Students will learn about protists and how they eat and move. Students will learn about the parts of a microscope and how to use it properly.

Typical Progression Through Units Pre-Test SMART Goal Setting (Portfolios) Practice/Detailed Feedback Assessments (Formative) Reflection on Learning/Goal Assessment(s) (Summative) Final Goal/Unit Reflection Everything is Aligned with Targets/Objectives

Metric Science Targets 1 I can list all of the basic metric prefixes in order from largest to smallest (kilo- to milli-), write their abbreviations, identify the values of each, and choose the appropriate unit with which to measure. 2 I can convert from one metric unit to another (from kilo- to milli- ). 3 I can identify and differentiate between mass, weight, and volume. 4 I can define the formula for density, and use the formula to calculate an object’s or liquid’s density. 5 I can correctly identify the meniscus, use that knowledge to read the volume of a liquid correctly, and then use that information to perform the displacement method. 6 I can choose the appropriate measurement tools to find mass, length, and volume of an object, and be able to use those tools correctly.

Grades Should Be… Consistent Accurate Meaningful Supportive of Learning

Who should pack YOUR parachute?

Assessments FOR Learning (Formative Assessments) WORK HABITS  Assessments designed to provide direction for improvement and/or adjustment to a program for individual students or for a whole class.  Could include quizzes, initial drafts/attempts, homework, and questions during instruction.  They are meant to be risk-free.  They should not be calculated into the final grade.

The Purpose Of Homework Includes… (Assessment FOR Learning) Extension Integration Practice Preparation

WORK HABITS SCALE Meeting (M) or 3 Progressing (P) or 2 Not Meeting (NM) or 1 Advanced Achievement (A) or 4 IE = Insufficient Evidence

DESCRIPTORS OF EXPECTED WORK HABIT LEVELS MPNMA ASSIGNMENTS Assignments are the evidence of the student’s commitment to learning and excellence. They are the required practice by which a student not only deepens understanding but indicates progression toward an objective. Submits assignments with neatness, precision, legibility, and attention to requirements. Submits quality assignments on time, and makes up work in a timely manner. Sometimes submits assignments on time, and/or completes some assignments with inconsistencies in neatness, precision, legibility, quality, and attention to requirements. Frequently does not complete assignments with neatness, precision, legibility, and attention to requirements. Has missing, late, or incomplete assignments regularly. Submits excellent work that conveys an inherent enthusiasm and respect for the learning process. BEHAVIOR Behavior is the code of conduct by which the student uses social-awareness and interpersonal skills to establish and maintain positive relationships in order to achieve school and life success. Follows classroom rules, focuses on teacher and/or task, exhibits self-control, maintains an awareness of others, accepts responsibility for behavior, and interacts positively with teachers and peers. Sometimes follows classroom rules, but can be uncooperative with class members and/or exhibit disruptive behavior. Frequently ignores classroom rules: uncooperative with class members and/or exhibits disruptive behavior. Values the classroom as a place of learning and models behavior that enhances the learning environment. PREPARATION and ORGANIZATION for ACADEMIC WORK Preparation and organization are essential traits necessary for the student’s daily success. Considers the day and arrives to class completely prepared; locates materials readily, takes notes, utilizes an effective organizational system, draws on academic resources, uses class time effectively, and seeks extra help when needed. Sometimes comes to class with materials, occasionally uses class time and available support, and/or may be unable to locate work or resources. Frequently comes to class without needed materials and is unable to locate needed work or resources. Class time and/or additional support are not utilized regularly. Manages hurdles, i.e., retakes, absences, appointments, homework conflicts, etc., proactively and independently. ACCOUNTABILTY for LEARNING Accountability for learning reflects the student’s decision- making skills and responsible behaviors in personal, school, and community context. Attends class regularly; participates in class discussions and activities; sets and monitors goals; and when necessary, seeks out teacher or other support independently. Sometimes attends to make- up work without frequent reminders, participates to some extent in class discussions and activities, somewhat monitors goals, and/or is beginning to take an active role in his/her learning. Frequently absent without attention to make-up work, must be repeatedly reminded to do assigned work, fails to participate in discussions and activities, does not monitor goals, and/or does not take an active role in his/her learning. Extends accountability, decision-making skills, and responsible behaviors to leadership activities within the classroom.

Assessment OF Learning (Summative Assessment) ACADEMIC GRADES  Assessments designed to provide information about a student’s achievement at the end of a period of instruction.  Could include tests, projects, performances, etc.  These provide scores, which are calculated into the final grade.  It is important that students are graded on the Assessment OF Learning pieces only, as they reflect what is ultimately learned at the end of the unit.

ACADEMIC SCALE = Meeting (M) = Progressing (P) 69-0 = Not Meeting (NM) = Advanced Achievement (A)

Extra Credit Extra Credit = any credit given that inflates the actual grade beyond the true total Extra credit is not issued because it inflates the achievement grade and does not provide a true picture of what was learned and mastered by the student. Students cannot fall back on extra credit for missed work, incomplete work, lack of effort throughout trimester.

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