STAY FOCUSED ON SCIENCE FAIR!!!! STUDENT EXPERIMENTS SHOULD BE UNDERWAY!
Monday: No School -Planning Day
10.10 Tuesday: Went over Science Fair Letter, & Friday's Test. Students Read Chapter 2: Introduction & Lesson One
10/11 Wed: Bell Work- Test Notes
- What are some characteristics of scientific thinking?
- What is cultural bias
Thursday: Jigsaw- Student pairs have been assigned a section of Chapter 2 to teach the class. Students worked on developing a lesson plan
Friday: Continuation of Thursday's lesson
Monday: Mystery Boxes- Students observed (using their 5 senses) the hidden contents of 6 different boxes and made hypothesis of the contents of each.
Tuesday: Students teaching students. Students will present the Chapter 2 lessons they planned.
Wednesday: Chapter 3 Lesson One of Science book
Thursday: Bell Work: Read pages 92-93
Begin a NEW Chapter 3 Vocabulary
sheet in your binder.
1. What are some causes of physical weathering
2. What are some causes of chemical weathering
Review Ch. 3 Lesson 1 and complete handout pages 99E &99G, Lab Experiment Limestone & Granite
**** Science Fair data is due! (Log sheet)
10/22 Monday: Bell Work
Read Chapter 3 -Lesson 2
Lab Experiment: Lava Rock
Tuesday: Review of Chapter 3 lesson 2 video clips
Friday: Test Notes for Monday's open notes test:
Type of Mass Movement
Occurs when rock and soil slide down a slope
A slope becomes unstable and gravity pulls the mass of rock and soil towards the earth
the rapid downhill movement of a mixture of water, rock and soil
Heavy rains cause soil and rock to flow down a slope
The sudden drop or slip of a mass down a slope
Water soaks the bottom of soil that is rich in clay and when the bottom layer is soaked it slips out from under the top layer causing the top layer to suddenly slip or drop
the very slow downhill movement of rock and soil
Gravity slowly pulls rock and soil down a slope
- Examples of physical weathering are: plant growth, animal actions, freezing and thawing, release of pressure, abrasion
- weathering occurs rapidly in hot and wet climates
- The most important factors in determining the rate of weathering are type of rock & climate
- A mountain range is a group of mountains closely related in shape, structure and age
6. Frost wedging causes physical weathering of rocks by the freezing and thawing of water.
7. A permeable rock weathers easily because it has many small air spaces.
8. Acid rain will cause features on a marble statue to wear away.
9. The processes that break down rocks and other substances is called weathering.
10. Gravity is the force that moves sediment in a landslide or mudflow.
11. Landslides, mudflows, slump and creep are all types of mass movement
12. Identify: A mountain, plain & plateau
13. Know the cycle on page 93
(example what is occurring between 2 & 3)
14. Know and explain how a rock breaking into smaller pieces affect its rate of weathering
15. Describe how the freezing and thawing of water causes physical weathering.
Oct 30- Nov 3
Monday: Test Chapter 3
Tuesday Textbook - Chapter 4,Lesson 1 Students were given a Science Fair Letter to bring home to parents:
Dear Parents, October 31, 2017
Below is a list of the upcoming due dates for the Science Fair project. At this point, students should have completed their experiment at home.
This week we will discuss how to create a graph and the essential components that must be included in the graph. Whether the student selects graphs, charts, or tables, they need to remember to use metric units of measure. We will also go over how to complete the results, conclusion, and application paragraphs. All of these assignments can be found in Google Classroom where the students can submit assignments electronically. If your student does not have a computer and needs to come early to school to use the computers in my room I’m available from 7:45 – 8:15. Please send a note or email to let me know if your child will need to make arrangements to come in early.
This week, we will also be going over how to design a display board. The students will see examples of boards, from former students, that have been done well. I am going to encourage students to take notes of things that they would like to do/ not do for their own boards. If you have not already purchased a tri-fold display board, I would encourage you to get one as soon as possible. Often times stores sell out quickly since all elementary schools and junior high students are working to complete their projects. The size of a display board is usually 48in. x 36in. If you are having difficulty finding a board, please contact me and I can help you locate a one. I have attached a diagram showing the layout of the board and where each piece should be placed and a sample grading sheet.
What to turn in:
Tuesday, November 7th
In Google Classroom
Friday, November 10th
Results, Conclusion, and Application
(Pg. 20 & 21 in the packet )
Three separate assignments in Google Classroom.
Tuesday November 14th
(Pg. 22 in packet)
In Google Classroom
Tuesday, December 5th
If you have any further questions, please do not hesitate to contact me. Karen.firstname.lastname@example.org or 904-336-1525
Thank you for your support,
6th Grade Teacher
Wednesday 11/1 : Bell Work-
Turn in Chapter 3 vocabulary, Test Notes & LabsStart a new, Chapter 4, vocabulary page and copy the following:
1. Runoff- water that moves over land and carries particles with it.
2. Rills- tiny grooves in the soil formed from runoff
3. Gully – large groove, or channel, in the soil that carries runoff after a rainstorm.
4. Stream – channel along which water is continually flowing down a slope.
Classwork: Computer Lab to create graphs in Google Classroom. Finish and turn in for homework as needed.
Thursday 11/2 Bellwork
Add the following words to your vocabulary:
5. Tributary – stream or river that flows into a larger river.
6. Floodplain – the flat, wide area of land along a river.
7. Meander – a loop like bend in the course of a river.
8. Oxbow Lake – a meander that had been cut off from the river.
9. Delta – a landform caused by sediment deposited where a river flows into an ocean or lake.
Classwork: Whole class instruction- Chapter 4 Lesson 1 pages 118-124 (2nd period 123)
Add the following words to your vocabulary:
10. Alluvial Fan – wide, sloping deposit of sediment formed where a stream leaves a mountain range.
11. Groundwater – the term geologists use for underground water that can affect the shape of the land.
12. Stalactite – a deposit that hangs like an icicle from the roof of a cave.
13. Stalagmite – slow dripping that builds up like a cone on the cave floor.
14. Karst topography – a sinkhole caused by the roof of a cave collapsing because of erosion of underlying limestone.
Class Work- Finish Lesson 1/ Go over Science Fair assignments in Google Classroom
Week of 11/6-11/9
11/6 Monday: Bell Work
15. Glacier – any large mass of ice that move slowly over land.
16. Continental Glacier – a glacier that covers much of a continent or large island.
17. Ice Ages – A time period when continental glaciers covered large parts of the Earth’s surface.
18. Valley Glacier – a long,narrow glacier that forms when snow and ice build up high in a mountain valley.
19. Plucking – as a glacier flows over land, it picks up rock during this process.
Class Work Chapter 4 Lesson 2- Glaciers, read as whole class instruction
11/7 Tuesday: Bell Work
20. Till: the mixture of sediment that a glacier deposits directly on the sediment
21. Moraine: the till deposited at the edges of a glacier forms this type of ridge
22. Kettle: a small depression that forms when a chunk of ice is left in a glacial till.
23. Abrasion: when a glacier drags across the land and gouges of scratches the bedrock
Class Work- Keeley Probe "Mountain Age", PPT Review of Chapter 4 Lesson 2, Lab: Erosion/ Abrasion (soap and glacier models)
11/8 Wednesday: Shortened classes- Veterans Day Chorus Assembly No Bell Work- Classwork: Glacial Erosion Quiz (open book/open notes)
Thursday: Turn in homework (Students that did not finish yesterday's classwork) , finish filling out Tuesday's "Glacier" lab sheet, complete Chapter 4 Lesson 1 "Review and Reinforce" handout. (2nd period read Chapter 4 Lesson 3- Wind Erosion and complete the second glacier lab.)
Friday- No school Veterans Day- "Google Classroom" Assignments due for Science Fair
11/13 Monday Bell Work- 24. Deflation: The process by which wind removes surface materials.
25. Loess: Windblown sediment that is in particles smaller than sand
Wind Erosion- Chapter 4 Lesson Lesson 4 pgs 138-141 Read and answer questions in boxes/ whole group instruction/ Complete H.O. pages 141E &141F
11/14 Tuesday: Bell Work- Add to vocabulary
26. Headland – a part of the shore that sticks out in the ocean.
27. Beach – an area of wave-washed sediment along a coast.
28. Longshore drift – waves repeatedly hit the beach and some of the beach sediment moves down the beach with the current.
Class work: Wave Erosion-Ch 4 Lesson 3 Read and discuss as whole class instruction, video clip of News4 Jax Dune Erosion, Groups discussed their choice of Erosion/ Deposition Model for projects
11/15 Wednesday Bell Work add to vocabulary
29. Spit – a beach that projects like a finger out into the water. A result of a longshore drift.
30. Sand dune - a deposit of windblown sand that occurs when wind meets an obstacle.
31. Loess – fine, wind-deposited sediment.
Classwork- Student groups design the layout of their projects & research 3 new facts about each of their landforms for their presentations.
11/16 Thursday: Bell Work: Test Notes Question: What does the study of Erosion and deposition teach us? The natural process that changes the Earth's waterways and land can be categorized in 2 ways:
1. Constructive: Those processes that create landforms
2. Destructive: Those processes that destroy landforms
11/17 Friday: Lab -Land formations caused by erosion and deposition.
Thanksgiving week off
NOTE: Science Fair Boards are due on Tuesday December 5th!!!! Also, Please check your child's grades in FOCUS.
11/27 Monday- Chapter 4 Test. This test consisted of students turning in all vocabulary terms (30) for Chapter 4, One test note dated 11/17, and write and explain 3 things they learned in Chapter 4. Students conferenced with me on editing Science Fair components completed in Google Classroom. All Science Fair components were due by November 14th.
11/28 Tuesday- Students completed a pretest for Chapter 5 and continued conferencing from Monday.
11/29 Wednesday: Begin Chapter 5