1. 6 TH Grade Science Notebook 2 nd Semester 2016

2. Science: TOC TABLE OF CONTENTS Date Activity Titlepg. # 2/1/16 2/2/16 2/3/16 2/4/16 2/5/16 2/8/16 2/9/16 2/10/16 2/11/16 2/12/16 2/16/16 2/17/16 2/18/16 2/19/16 2/22/16 Science Safety Contract Intro to Weather and Climate Weather and Climate Concept Map Concept Map Continued Intro to Storms Adding to our Model Vortices Thunderstorms, Tornadoes, & Hurricanes T-storms, Tornadoes, & Hurricanes cont. Storm Intensity Scales Storm Intensity Scales Cont. Heating Earth’s Surfaces Weather and Climate Summative Graphing Data The Source of Earth’s Heat 1 2-3 4-5 6-7 8-9 10-11 12-13 14-15 16-17 18-19 20-21 22-23 24-25 26-27 28-29 30-31 A

3. Science: TOC TABLE OF CONTENTS (New INB) Date Activity Titlepg. # TABLE OF CONTENTS Date Activity Titlepg. # C B

4. Science: TOC 2/1/16 Science Safety Contract 1 D TAPE IN: Signed Science Safety Contract Date Activity Titlepg. #

5. Science – Feb. 1, 2016 LT: : I can describe the difference between weather and climate. Do Now: *Take a new notebook from the back counter and bring it to your desk. You should have a total of 4 table of contents pages (2 pages front and back) and then start numbering your pages. Number 1 starts on the right hand side. 2/1/16 Intro to Weather and Climate REFLECTION (IQIA) 32 Success Criteria 1.Why did you put your stickers where you put them on your map? -Hurricanes? -Tornados? -Other? Planner: Intro to Weather and Climate Homework: Signed Safety Contract Due: Thursday, 2/4/16 BAME Missing major details from MET Missing only minor details from MET  Set up new notebook with TOC, Glossary, and first three pages  Compared and contrasted weather and climate  Reflection is shared with elbow partner and discussed Main Idea/?sNotes 1. Where do hurricanes form and why? 2. Where do tornados occur and why? 3. What weather patterns could be included in “other”? Explain your thinking. TAPE IN: World Map 1.2b

6. Science – Feb. 2, 2016 LT: : I can make connections between different weather patterns based on a model of our planet. Do Now: *Take a “Pre-Unit Assessment: Where on Earth?” from the stool in the front and bring it to your desk. You will have ten minutes to complete this graphic organizer to the best of your ability. Please do not share your answers with anyone. 2/2/16 Weather and Climate REFLECTION (IQIA) 54 Success Criteria 1.Are there any connections you can see between any of the vocabulary words in your cognitive dictionary? Explain your thinking. Planner: Weather and Climate Homework: Signed Safety Contract Due: Thursday, 2/4/16 BAME Missing major details from MET Missing only minor details from MET  Make predictions about all vocabulary  Make at least 2 connections between vocabulary in cog. dictionary  Reflection is shared with elbow partner and discussed Main Idea/?sNotes TAPE IN: Cognitive Dictionary

7. Science – Feb. 3, 2016 LT: I can model connections between different weather phenomena and their impact on the Earth. Do Now: What connections did you find between the words on your cognitive dictionary yesterday? How are these words related. Give at least 2 examples. 2/3/16 Concept Map REFLECTION (IQIA) 76 Success Criteria 1.What is one thing you learned from your cognitive dictionary? What was one thing that surprised you? Why? Planner: Concept Map Homework: Signed Safety Contract Due: Thursday, 2/4/16 BAME Missing major details from MET Missing only minor details from MET  Make at least 5 connections between vocabulary in cog. dictionary  Draw a concept map using the words from your Cog. Dictionary  Identify the connections between words  Reflection is shared with elbow partner and discussed EQ: What is the difference between weather and climate and the role of water on Earth’s surface? Concept Map: With your group design a concept map that includes the words from your cognitive dictionary. You may include more words to help you organize your thoughts. On the lines write action words that describe how they are connected. Below is an example of what your concept map might look like.

8. Science – Feb. 4, 2016 LT: I can form an understanding of the complex patterns of changes and the movement of water in the atmosphere that determine local weather patterns. Do Now: Make a list of interview questions you would like to ask a scientist to find out how they investigate weather, climate and catastrophic events. 2/4/16 Concept Map Continued REFLECTION (IQIA) 98 Success Criteria 1.What is one thing you learned from the notes you took on “How Scientist Study the Earth” and one thing you learned from “Views from Space”? Planner: Concept Map Continued Homework: Signed Safety Contract Due: TODAY, Thursday, 2/4/16 BAME Missing major details from MET Missing only minor details from MET  Take at least 10 notes on the reading  Draw a concept map using the words from your Cog. Dictionary  Identify the connections between words using action words on the lines  Reflection is shared with elbow partner and discussed Reading pgs. 9-19 in Text Book Main Idea/?sNotes

9. Science – Feb. 5, 2016 LT: I will be able to identify patterns to predict weather events. Do Now: *Open your book to page 13. Read Views from Space (pgs 13-19) silently. You will have 15 min. When you finish answer the following question: How do you think the images in figures 2.1 and 2.2 on pg. 22 were made? How are they alike and how are they different? 2/5/16 Intro to Storms REFLECTION (IQIA) 1110 Success Criteria 1.Each storm has its unique characteristic properties and behaviors. What unique properties and behaviors do hurricanes and tornados have in common? Explain your thinking. Planner: Intro to Storms Homework: Signed Safety Contract Due: Thursday, 2/4/16 (OVERDUE) BAME Missing major details from MET Missing only minor details from MET  Follow the steps of the lab  Make observations about what you see in the model  Clean up  Reflection is shared with elbow partner and discussed Main Idea/?sNotes 1.Write down your materials 2.Follow steps 4 and 5 on pg. 23, and 6- 7 on pg. 25 in your text book. Answer the corresponding questions.

10. Science – Feb. 8, 2016 LT: I will expand my concept map using my cognitive dictionary, my learning from the vortex lab, my notes, and the readings from the text. Do Now: How does the word “Vortex” relate to the words in your cognitive dictionary? How could you fit it into your concept map? 2/8/16 Adding to Our Model REFLECTION (IQIA) 1312 Success Criteria 1.Draw a diagram or the Vortex Model from the top and the side. Make sure you label the glitter and beads. Where would I find most of the beads and most of the glitter? Planner: Adding to Our Model Homework: none BAME Missing major details from MET Missing only minor details from MET  Add the word “Vortex” to your concept map  Add the word “Vortex” to your glossary  Add at least 2 new words from your notes to your concept map  Reflection is shared with elbow partner and discussed Main Idea/?sNotes on Weather and Climate (BrainPop)

11. Science – Feb. 9, 2016 LT: I will be able to explain why weather alert and emergency alert systems are crucial Do Now: There is a high pressure system moving over Tacoma today. What will the weather be like. Explain your thinking. (Hint: use your notes from yesterday) 2/9/16 VORTICES REFLECTION (IQIA) 1514 Success Criteria TURN IN EXIT SLIP 1.What is a Vortex? Explain with examples and labeled drawings (diagrams). Use the article on pgs. 28-29 of the text and the storm in a bottle lab to help you explain your thinking. Planner: Vortices Homework: none BAME Missing major details from MET Missing only minor details from MET  Add the word “Vortex” to your glossary  Add at least 2 new words from your notes to your concept map  Complete the reading and questions and discuss with a partner  Reflection is shared with elbow partner and discussed Main Idea/?sNotes on Weather and Climate Read “Tornado Watch or Warning” on pages 24-25 of your text book. Answer reflection questions 1-4 on page 27 of your text book. Read “What is a Vortex?” on pages 28-29 of your text book. Answer discussion questions 1-2 on page 29 of your text book.

12. Science – Feb. 10, 2016 LT: I will be able to describe the formation, location, and properties of each type of storm. Do Now: There is a LOW pressure system moving over Tacoma today. What will the weather be like? Explain your thinking. (Hint: use your notes!) 2/10/16 Thunderstorms, Tornadoes & Hurricanes REFLECTION (IQIA) 1716 Success Criteria TURN IN EXIT SLIP 1.How do high and low pressure systems create storms? Explain using your notes. (only 2 nd period did this) Planner: Thunderstorms, Tornadoes, & Hurricanes Homework: none BAME Missing major details from MET Missing only minor details from MET  Complete the reading and questions and discuss with a partner  Complete the worksheet 2.1  Add at least 2 new words and 3 new connections to your concept map  Reflection is shared with elbow partner and discussed Main Idea/?sNotes

13. Science – Feb. 11, 2016 LT: I will be able to describe the formation, location, and properties of each type of storm and explain how my thinking has changed from my original prediction. Do Now: *Take a half sheet from the stool and fill it out. Be honest with yourself and reflect on how you can be successful this semester. 2/11/16 Thunderstorms, Tornadoes & Hurricanes Cont. REFLECTION (IQIA) – explain your thinking! 1918 SC – You got it when… How has your thinking changed? 1.Where in the world do hurricanes form? 2.Where in the world do tornadoes form? 3.Where do other weather phenomena happen? Planner: Thunderstorms, Tornadoes & Hurricanes (oh my!) Continued Homework: none BAME Missing major details from MET Missing only minor details from MET  Use reading strategies to identify how and where storms form  Take at least 10 notes  Compare this information to your original prediction  Reflection is shared with elbow partner and discussed Main Idea/?sNotes on Thunderstorms, Tornados, & Hurricanes (Concept Map #2) TAPE IN: worksheet 2.1 “Thunderstorms, Tornadoes and Hurricanes”

14. Science – Feb. 12, 2016 LT: I will create a scale that measures intensity for thunderstorms in the spirit of the Fujita scale. Do Now: *Take a practice test from the stool and take it to your seat. Use the rubric to get the highest score possible. You may use your notebook on the test. You will have 10 min. 2/12/16 Storm intensity scales REFLECTION (IQIA) – explain your thinking! 2120 SC – You got it when… 1.How would your scale help people who live in areas where thunderstorms occur? Why are these scales important for scientists to create? What do they tell us? Planner: Storm intensity scales Homework: none BAME Missing major details from MET Missing only minor details from MET  Scale should include at least 5 categories, intensity phrase, amount of area covered, temperature, flashes of lightning per minute, and damage done.  Scale is shared with the class  Reflection is shared with elbow partner Thunderstorm scale:

15. Science – Feb. 16, 2016 LT: I will complete my Thunderstorm scale and explain how it measures storm intensity Do Now: What is the Fujita scale and why is it important in terms of weather alerts and/or warnings? 2/16/16 Storm Intensity Scales Cont. REFLECTION (IQIA) – explain your thinking! 2322 SC – You got it when… 1.What might the characteristics of a mild thunderstorm be? Refer to your scale and explain your thinking. Planner: Storm intensity scales cont. Homework: none BAME Missing major details from MET Missing only minor details from MET  Finish your t-storm scale - should include at least 5 categories, intensity phrase, amount of area covered, precipitation, flashes of lightning per minute, and damage done.  Add one new thing to your scale from your notes  Scale is shared with the class  Reflection is shared with elbow partner Main Idea/?sThunderstorm notes (BrainPop):

16. Science – Feb. 17, 2016 LT: I can observe and record the rates at which equal volumes of soil and water heat and cool. Do Now: What is a Weather Front and what kind of weather would you expect to find there? Why? Explain your thinking. 2/17/16 Heating Earth’s Surfaces REFLECTION (IQIA) – explain your thinking! 2524 SC – You got it when… 1.What do you think the data you collected today is telling you about the way Earth’s surfaces are heated and cooled? Explain your thinking. Planner: Heating Earth’s Surfaces Homework: none BAME Missing major details from MET Missing only minor details from MET  Record materials and safety tips  Follow all procedure steps and record all data on worksheet 3.1a  Reflection is shared with your lab group  Reflection is shared with the class Main Idea/?sNotes (Lab set-up) Hypothesis: Variables: MV: RV: CV: Materials: Safety Tips: Follow Steps 5-13 on pages 42-43 of your text and answer the questions on your worksheet: TAPE IN: Worksheet 3.1a “Testing the Heating and Cooling Rates of Soil and Water”

17. Science – Feb. 18, 2016 LT: I can use my prior learning to compare and contrast weather and climate. Do Now: Take a look at your scored assessment and identify how you might score a meeting or higher. What could you add to your explanation to improve your score? 2/18/16 Weather and Climate Summative REFLECTION (IQIA) – explain your thinking! 2726 SC – You got it when… 1.If you are not satisfied with your grade on your first summative, what will you do to improve your grade before the two week cut-off? What resources can you use to help you study? Planner: Weather and Climate Summative Homework: none BAME Missing major details from MET Missing only minor details from MET  Make sure you address all similarities and differences between weather and climate  Follow all procedure steps and record all data on worksheet 3.1a  Reflection is shared with the class Main Idea/?sAdditional Notes on Weather and Climate

18. Science – Feb. 19, 2016 LT: I can graph and analyze the heating and cooling rates of soil and water. Do Now: Take a look at your data from Wednesday’s lab. What patterns do you see? How might you create a better representation of what happened to the temperature of the water and the soil? 2/19/16 Graphing Data REFLECTION (IQIA) – explain your thinking! 2928 SC – You got it when… 1.What is your hypothesis about why water and soil heat up differently? 2.What did you learn about how water and soil heat up by looking at your graph? Planner: Graphing Data Homework: none BAME Missing major details from MET Missing only minor details from MET  Complete a line graph that demonstrates what happened to the temperature of the water and the soil over time.  Use 2 different colors to represent water and soil on your graph  Reflection is shared with the class TAPE IN: Graph Paper (Plotting Soil and Water Data)

19. Science – Feb. 22, 2016 LT: I can interpret data to compare ocean and land temperatures and explain what happens to the sun’s energy when it reaches the earth. Do Now: Take out your graph from Friday. Finish plotting your points for both soil and water over 20 minutes. What does your graph tell you about how soil and water heat up and cool down? (you have 10 minutes) 2/22/16 The Source of Earth’s Heat REFLECTION (IQIA) – explain your thinking! 3130 SC – You got it when… Answer the discussion questions on page 49 of your text book and discuss with your elbow partner. Planner: The Source of Earth’s Heat Homework: none BAME Missing major details from MET Missing only minor details from MET  Complete a line graph  Read the article “the source of earth’s heat”  Draw the diagrams on pgs. 47 and 49  Discuss and answer the question at the end of the article with your elbow partner  Reflection is shared with the class TAPE IN: Article “The Source or Earth’s Heat” Earth’s Atmosphere (pg. 47) Diagram: Earth’s Seasons (pg. 49) Diagram:

20. Science: Glossary Glossary A Atmosphere, 4-5 B C Climate, 2-3, 4-5 Clouds, 4-5 D Drought, 4-5

21. Science: Glossary Glossary I Ice Melt, 4-5 J KL Low Pressure, 8-9, 12-13 EF Flood, 4-5 GH Hurricane, 2-3, 4-5 High Pressure, 8-9, 12-13 Humidity, 12-13

22. Science: Glossary Glossary QR ST Tornado, 2-3, 4-5 Temperature, 12-13 M Meteorologist, 4-5 N Natural Catastrophic Event, 4-5 OP

23. Science: Glossary Glossary YZUV Vortex, 10-15 Vortices (see Vortex) W Weather, 2-3, 4-5 X