Science 6 - S2 - Course Expectations

Course Description

This half of a one-year course designed to integrate science and engineering practices, crosscutting concepts, and core ideas from the life sciences, Earth and space sciences, and the physical sciences. The topics covered in Science 6 include Energy; Structure and Properties of Matter; Earth’s Systems; Weather and Climate; Human Impact; Structure, Function, and Information Processing; Growth, Development, and Reproduction of Organisms; and Engineering Design. Demonstrations and lab experiences that employ proper safety techniques are essential to this course. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills the sixth-grade science requirement.

Course Goals

1. To model the flow of water as it changes state through the hydrologic cycle and investigate the role of energy and gravity within Earth’s systems. [MS-ESS2-4, MS-PS1-4]

2. To develop an understanding of the relationship between energy and temperature and to engineer a device that maximizes or minimizes thermal energy transfer.[MS-PS3-3, MS-PS3-4, MS-PS3-5, MS-ETS1-3, MS-ETS1-4]

3. To explain how complex interactions of air masses, the unequal heating of the Earth’s surface, and the rotation of the Earth cause patterns in meteorological phenomena affecting weather and climate. [MS-ESS2-5, MS-ESS2-6]

4. To evaluate evidence of the natural processes and human activities which contribute to the rise of global temperatures. [MS-ESS3-5]

5. To analyze the impact humans have on the environment and design solutions that monitor and minimize the adverse effects. [MS-ESS3-3, MS-ETS1-1, MS-ETS-2]

6. To provide evidence that living things are made of one or more specialized cells and model how the cell and its parts contribute to the function of the cell. [MS-LS1-1, MS-LS1-2]

7. To compare the genetic outcomes that result from asexual and sexual reproduction. [MS-LS3-2]

8. To develop a conceptual understanding of the hierarchical organization of organisms emphasizing the interdependence of body systems and their response to stimuli. [MS-LS1-3, MS-LS1-8]

9. To examine environmental and genetic factors as well as the behavioral and structural traits that influence the reproduction and growth of plants and animals. [MS-LS1-4, MS-LS1-5]

Grading Policy

T

HPMS Grading Policy 

Grading Scale:

• 90%-100% - A
• 80% - 89% - B
• 70% - 79% - C
• 60% - 69% - D
• 50% - 59% - F

Quarter Grade Calculation:

• 80% Summative Assessments
• 20% Formative Assessments

Semester Grade Calculation:

• Middle School Credit Courses:

• 50% Quarter 1 / 50% Quarter 2 = Semester 1
• 50% Quarter 3 / 50% Quarter 4 = Semester 2

• High School Credit Courses:

• 45% Quarter 1 / 45% Quarter 2 / Exam 10% = Sem 1
• 45% Quarter 3 / 45% Quarter 4 /Exam 10% = Sem 2

Late Work:  

• Scores are not reduced on assignments and assessments submitted past the due date.
• Work five days late  will be deemed missing and is scored as a Minimum “F” or 50%
• Please check Infinite Campus regularly to be informed of missing assignments. 

Retake Policy:

• In order to retake an assessment, the student MUST demonstrate an effort to improve their mastery of the content.  

• Student MUST request to retake the assessment within five school days.
• More detailed information can be found on the school website and in teacher course expectations.

eachers: Add the other information traditionally found on your sites course expectations.

GENERATION OF TRAITS – Family Tree Project

Due March 20

( No Late Work )

Objective -

• We can diagram how traits pass through families. Some traits will be hidden or skip generations (recessive) such as green eye color. You don't have to get all your traits from one parent. Your traits are not affected by your older sibling's traits.
• Students will examine their family history in order to track a trait through a family tree/pedigree.

Materials -

    * white paper or poster board

    * drawing utensils

    * copies of family photos

Method

PART ONE

1. Choose FIVE specific traits that you can trace back at least 3

generations. (Tongue rolling, dimples, freckles, nearsightedness, farsightedness, PTC tasting, hair texture, cleft chin, widows peak, etc. Eye color may be complicated to trace due to genetic variables you cannot see.)

2. Talk to parents, grandparents and other relatives to

document as much information about the trait you are tracing. Be sure to choose relatives who are genetically related to you and each other.

3. Make a drawing first using the appropriate shapes

and shades used to make a pedigree.  Use examples from class and worksheets you have in your binder.

PART TWO

• Find pictures or photos of your family at home. YOU MAY WANT TO SCAN THEM FIRST OR BRING IN COPIES OF YOUR PHOTOS.

• Arrange the pictures in a pedigree layout so the collection of pictures makes sense.
• Glue or tape the photo onto the paper/poster.
• Outline the picture with the correct shape as learned in class.
• Name each of the people shown fill in their date of birth/death.
• Choose 2 members of your family.  Write a biographical description about these members.  (Choose yourself and someone else)
• When finished, present your creation and talk about your family to the rest of the class.

• ecology
• biotic
• abiotic 
• population 
• community 
• ecosystem
• biosphere

• April 3-7
• Test Friday on Ecology
• niche
• symbiosis
• limiting factor
• competition
• carrying capacity
• cell
• tissue
• population
• organ
• community
• ecosystem
• organism
• organ system
• unicelluar
• multicelluar