Grade Period 1 : Daily Activities

Date: August 14​  (7, 1-6)

BELL WORK:

a) Quick Writes Question:  Who is your childhood hero?

b) Copy what is on the white board in your planner. (daily)

c) Update DATA CHART (daily)

d) Update LEARNING SCALES

REMEMBER:  BECAUSE THESE ARE A DAILY EXPECTATION, LEARNING SCALES AND DATA CHARTS WILL BE GRADED WITHOUT PRIOR NOTIFICATION NOR WILL YOU BE ALLOWED TO REDO THEM.  THESE ARE DUE WHEN THEY ARE DUE AND THE TEACHER WILL NOT ACCEPT ANYTHING LATE.

ANNOUNCEMENTS

a)  All school papers are due by Friday August 16

b)  All science materials are due in class on August 23

c)  Science demerits will begin on August 23

BENCHMARKS:

No Benchmarks are addressed

LEARNING TARGET

I can maneuver my way through Dr. Fatolitis's website

LEARNING GOAL

To be able to work with Dr. Fatolitis's website

ESSENTIAL QUESTION

What is included in Dr. Fatolitis's website

RESOURCES   

www.sciencewithdrf.com

CLICK HERE to download then print the WEBSITE SCAVENGER HUNT

CLASS ASSIGNMENT

ENGAGE:

EXPLORE:

EXPLAIN:

ELABORATE:

EVALUATE:

MATERIALS

HOMEWORK

Complete the WEBSITE SCAVENGER HUNT

STUDY GUIDE

CLICK HERE to read important parts of the planner given to you by Dr. Fatolitis.

IN THE WINGS

Planner Quiz on August 21 - 22

Date: August 15​  (7, 1-6)

BELL WORK:

a) Quick Writes Question:  What do you think will be your biggest struggle in science this year?

b) Copy what is on the white board in your planner. (daily)

c) Update DATA CHART (daily)

d) Update LEARNING SCALES

REMEMBER:  BECAUSE THESE ARE A DAILY EXPECTATION, LEARNING SCALES AND DATA CHARTS WILL BE GRADED WITHOUT PRIOR NOTIFICATION NOR WILL YOU BE ALLOWED TO REDO THEM.  THESE ARE DUE WHEN THEY ARE DUE AND THE TEACHER WILL NOT ACCEPT ANYTHING LATE.

ANNOUNCEMENTS

a)  All school papers are due by Friday August 16

b)  All science materials are due in class on August 23

c)  Science demerits will begin on August 23

BENCHMARKS:

No Benchmarks are addressed

LEARNING TARGET

I know how to handle emergency situations in the classroom.

Understanding what to do during a fire drill

Understanding what to do during a duck and cover

Understand what to do during a lock down

Understanding what to do during a active shooter drill

LEARNING GOAL

How to react to fire drill, duck and cover, lock downs and active shooter drills..

ESSENTIAL QUESTION

What is required of me in an in an emergency situation?

RESOURCES

CLICK HERE to view the FIRE DRILL MAP

CLICK HERE to download and view the ACTIVE SHOOTER PROTOCOLS

CLICK HERE to view the ACTIVE SHOOTER: district video   

CLICK HERE to view the CLASS SAFETY PRESENTATION

CLASS ASSIGNMENT

ENGAGE:

EXPLORE:

EXPLAIN:

ELABORATE:

EVALUATE:

MATERIALS

HOMEWORK

CLICK HERE to download then print the EMERGENCY PLAN ACKNOWLEDGEMENT SHEET.  Sign it then return it to class.

STUDY GUIDE

CLICK HERE to see the important parts of the planner. Study the PLANNER.  Play close attention to the underlined or boxed sections.

IN THE WINGS

Planner Quiz August 21 - 22

Date: August 16​  (7, 1-6)

BELL WORK:

a) Quick Writes Question:

b) Copy what is on the white board in your planner. (daily)

c) Update DATA CHART (daily)

d) Update LEARNING SCALES

REMEMBER:  BECAUSE THESE ARE A DAILY EXPECTATION, LEARNING SCALES AND DATA CHARTS WILL BE GRADED WITHOUT PRIOR NOTIFICATION NOR WILL YOU BE ALLOWED TO REDO THEM.  THESE ARE DUE WHEN THEY ARE DUE AND THE TEACHER WILL NOT ACCEPT ANYTHING LATE.

ANNOUNCEMENTS

a)  All school papers are due by Friday August 16

b)  All science materials are due in class on August 23

c)  Science demerits will begin on August 23

BENCHMARKS:

No Benchmarks addresses

LEARNING TARGET

Discus the contents of the planner as related to this class.

LEARNING GOAL

Find the commonality between this class and the school.

ESSENTIAL QUESTION

What is in the planner that I should know about?

RESOURCES

CLICK HERE to review the planner

CLASS ASSIGNMENT

ENGAGE:

EXPLORE:

EXPLAIN:

ELABORATE:

EVALUATE:

MATERIALS

HOMEWORK

CLICK HERE to download and print the PLANNER ACKNOWLEDGMENT page.

STUDY GUIDE

CLICK HERE to view the STUDY GUIDE for the up and coming QUIZ.

IN THE WINGS

Date: August 19 

BELL WORK:

a) Quick Writes Question:

b) Copy what is on the white board in your planner. (daily)

c) Update DATA CHART (daily)

d) Update LEARNING SCALES

REMEMBER:  BECAUSE THESE ARE A DAILY EXPECTATION, LEARNING SCALES AND DATA CHARTS WILL BE GRADED WITHOUT PRIOR NOTIFICATION NOR WILL YOU BE ALLOWED TO REDO THEM.  THESE ARE DUE WHEN THEY ARE DUE AND THE TEACHER WILL NOT ACCEPT ANYTHING LATE.

ANNOUNCEMENTS

a)  All school papers are due by Friday August 16

b)  All science materials are due in class on August 23

c)  Science demerits will begin on August 23

BENCHMARKS:

No Benchmarks addressed

 

LEARNING TARGET

Know why CORNELL NOTES are important.

LEARNING GOAL

Understanding the CORNELL NOTE process

ESSENTIAL QUESTION

What is the CORNELL NOTE process and why is it important? 
 

RESOURCES

CLICK HERE to view the INTRODUCTION TO CORNELL NOTE VIDEO.

CLICK HERE to view the CORNELL NOTE process   

CLASS ASSIGNMENT

ENGAGE:

EXPLORE:

EXPLAIN:

ELABORATE:

EVALUATE:

MATERIALS

HOMEWORK

CLICK HERE to read the GRADING POLICY of this class.  When you are done, download then print the AGREEMENT found on the bottom right hand of the page.  Sign it then return it to Dr. Fatolitis. 

STUDY GUIDE

Study the PLANNER.  Play close attention to the underlined or boxed sections.

IN THE WINGS

Planner Quiz August 21 - 22

Date: August 21

BELL WORK:

a) Quick Writes Question:

b) Copy what is on the white board in your planner. (daily)

c) Update DATA CHART (daily)

d) Update LEARNING SCALES

REMEMBER:  BECAUSE THESE ARE A DAILY EXPECTATION, LEARNING SCALES AND DATA CHARTS WILL BE GRADED WITHOUT PRIOR NOTIFICATION NOR WILL YOU BE ALLOWED TO REDO THEM.  THESE ARE DUE WHEN THEY ARE DUE AND THE TEACHER WILL NOT ACCEPT ANYTHING LATE.

ANNOUNCEMENTS

a)  All school papers are due by Friday August 16

b)  All science materials are due in class on August 23

c)  Science demerits will begin on August 23

BENCHMARKS:  Unit 1 - Investigating Cells

Benchmark: SC.6.L.14.2 Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single- celled or multi- cellular), all cells come from preexisting cells, and cells are the basic unit of life. Content Complexity: Level 2: Basic Application of Skills and Concepts

 

LEARNING TARGET

Identify the three components of the cell theory

LEARNING GOAL

The student will be able to investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (singlecelled or multi-cellular), all cells come from preexisting cells, and cells are the basic unit of life.

ESSENTIAL QUESTION

RESOURCES

   

CLASS ASSIGNMENT

ENGAGE:

EXPLORE:

EXPLAIN:

ELABORATE:

EVALUATE:

MATERIALS

HOMEWORK

CLICK HERE to read the BEHAVIOR POLICY of this class.  When you are done, download then print the AGREEMENT found on the bottom right hand of the page.  Sign it then return it to Dr. Fatolitis.

STUDY GUIDE

Study the PLANNER.  Play close attention to the underlined or boxed sections.

IN THE WINGS

Date: August 23

BELL WORK:

a) Quick Writes Question:

b) Copy what is on the white board in your planner. (daily)

c) Update DATA CHART (daily)

d) Update LEARNING SCALES

REMEMBER:  BECAUSE THESE ARE A DAILY EXPECTATION, LEARNING SCALES AND DATA CHARTS WILL BE GRADED WITHOUT PRIOR NOTIFICATION NOR WILL YOU BE ALLOWED TO REDO THEM.  THESE ARE DUE WHEN THEY ARE DUE AND THE TEACHER WILL NOT ACCEPT ANYTHING LATE.

ANNOUNCEMENTS

Science demerits will begin today

BENCHMARKS:  

None  GAP TESTING today

  

LEARNING TARGET

No Learning target

 

LEARNING GOAL

No Learning Goal

ESSENTIAL QUESTION

No Essential Question

RESOURCES

Computer Lab   

CLASS ASSIGNMENT

GAP TESTING

MATERIALS

Computer

HOMEWORK

None

STUDY GUIDE

Unavailable at this time

IN THE WINGS

To Be Announced

Date: August 27 - 28

BELL WORK:

a) Quick Writes Question:

b) Copy what is on the white board in your planner. (daily)

c) Update DATA CHART (daily)

d) Update LEARNING SCALES

REMEMBER:  BECAUSE THESE ARE A DAILY EXPECTATION, LEARNING SCALES AND DATA CHARTS WILL BE GRADED WITHOUT PRIOR NOTIFICATION NOR WILL YOU BE ALLOWED TO REDO THEM.  THESE ARE DUE WHEN THEY ARE DUE AND THE TEACHER WILL NOT ACCEPT ANYTHING LATE.

ANNOUNCEMENTS

a)  All school papers are due by Friday August 16

b)  All science materials are due in class on August 26

c)  Science demerits will begin on August 26

BENCHMARKS:  Unit 1 - Investigating Cells

Benchmark: SC.6.L.14.2 Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single- celled or multi- cellular), all cells come from preexisting cells, and cells are the basic unit of life. Content Complexity: Level 2: Basic Application of Skills and Concepts

LEARNING TARGET

Provide examples to support the three components of the cell theory

LEARNING GOAL

 The student will be able to investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single celled or multi-cellular), all cells come from preexisting cells, and cells are the basic unit of life.

ESSENTIAL QUESTION

RESOURCES

   

CLASS ASSIGNMENT

ENGAGE:

EXPLORE:

EXPLAIN:

ELABORATE:

EVALUATE:

MATERIALS

HOMEWORK

Anything not finished in class is homework.

STUDY GUIDE

IN THE WINGS

Date: August 28

BELL WORK:

a) Quick Writes Question: Explain some of the evidence that supports cell theory.

b) Copy what is on the white board in your planner. (daily)

c) Update DATA CHART (daily)

d) Update LEARNING SCALES

REMEMBER:  BECAUSE THESE ARE A DAILY EXPECTATION, LEARNING SCALES AND DATA CHARTS WILL BE GRADED WITHOUT PRIOR NOTIFICATION NOR WILL YOU BE ALLOWED TO REDO THEM.  THESE ARE DUE WHEN THEY ARE DUE AND THE TEACHER WILL NOT ACCEPT ANYTHING LATE.

ANNOUNCEMENTS

a)  None

BENCHMARKS:  Unit 1 - Investigating Cells

Benchmark: SC.6.L.14.2 Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single- celled or multi- cellular), all cells come from preexisting cells, and cells are the basic unit of life. Content Complexity: Level 2: Basic Application of Skills and Concepts

LEARNING TARGET

Provide examples to support the three components of the cell theory

LEARNING GOAL

 The student will be able to investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single celled or multi-cellular), all cells come from preexisting cells, and cells are the basic unit of life.

ESSENTIAL QUESTION

How do cells maintain homeostasis?

RESOURCES

a) Discovery Textbook

b) Discovery workbook   

CLASS ASSIGNMENT

ENGAGE: Class Discussion on how cells get their nutrients and expel waste.  (Diffusion and Osmosis).

EXPLAIN:  Explain to your classmates what you have read.

ELABORATE:  CLICK HERE to see teacher notes and explanations.

EVALUATE:  Unit 1 Topic 1 Assessment.

MATERIALS

None

HOMEWORK

Website Scavenger Hunt

  1. Log onto www.sciencewithdrf.com

  2. Click on SCIENCE 6 à GP 1 6th Grade: Daily Activities

  3. Look for  Date: August 14​  (7, 1-6) à scan down to RESOURCES

  4. Print the Scavenger Hunt Worksheet : (CLICK HERE to download then print the WEBSITE SCAVENGER HUNT)

  5. Begin SCAVENGER HUNT; make sure you get a parent signature

  • Must have a parent note if you have computer issues doing this activity.

STUDY GUIDE

IN THE WINGS

September 2:  No School for Labor Day

September 3:  Hurricane Dorion No School

Date: September 6 (7, 4, 5, 6)

BELL WORK:

a) Quick Writes Question:  None

b) Copy what is on the white board in your planner. (daily)

c) Update DATA CHART (daily)

d) Update LEARNING SCALES

REMEMBER:  BECAUSE THESE ARE A DAILY EXPECTATION, LEARNING SCALES AND DATA CHARTS WILL BE GRADED WITHOUT PRIOR NOTIFICATION NOR WILL YOU BE ALLOWED TO REDO THEM.  THESE ARE DUE WHEN THEY ARE DUE AND THE TEACHER WILL NOT ACCEPT ANYTHING LATE.

ANNOUNCEMENTS

a) Turn in your Website scavenger hunt, Cornell Notes and Learning Scales

b) Place your UNIT 1 Topic 2 Learning Scale in your binder.  CLICK HERE to download, view and print.

c)  

BENCHMARKS:  Unit 1 Topic 2 - Investigating Cells

SC.6.L.14.4 Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles.

LEARNING TARGET

a)  Explain how prokaryotic cells are structured.

b) Describe the main structures common to all eukaryotic cells. 

LEARNING GOAL

The student will be able to compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles.

ESSENTIAL QUESTION

How are prokaryotic and eukaryotic cells structured?

RESOURCES

a) CLICK HERE to view the PROKARYOTIC CELL

b) CLICK HERE to view the EUKARYOTIC CELL  

CLASS ASSIGNMENT

ENGAGE:  Class discussion on the different cells.

EXPLORE:  Draw, color and label the PROKARYOTIC and EUKARYOTIC diagrams

EXPLAIN:  Students explain their poster to their table partners

ELABORATE:  Teacher provides feedback during activity 

EVALUATE:  Teacher will ask for clarification of the poster drawn.

MATERIALS

a)  12" X 18" POSTER PAPER

b)  Colored Pencils

HOMEWORK

Anything not finished in class is homework.

STUDY GUIDE

Not available

IN THE WINGS

Cell Theory Quiz To Be Announced later

Date: September 9 (1 - 7)

BELL WORK:

a) Quick Writes Question: None

b) Copy what is on the white board in your planner. (daily)

c) Update DATA CHART (daily)

d) Update LEARNING SCALES

REMEMBER:  BECAUSE THESE ARE A DAILY EXPECTATION, LEARNING SCALES AND DATA CHARTS WILL BE GRADED WITHOUT PRIOR NOTIFICATION NOR WILL YOU BE ALLOWED TO REDO THEM.  THESE ARE DUE WHEN THEY ARE DUE AND THE TEACHER WILL NOT ACCEPT ANYTHING LATE.

ANNOUNCEMENTS

a)  

b)  

c)  

BENCHMARKS:  Unit 1 Topic 2 - Investigating Cells

SC.6.L.14.4 Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles.

LEARNING TARGET

a)  Explain how prokaryotic cells are structured.

b) Describe the main structures common to all eukaryotic cells. 

LEARNING GOAL

The student will be able to compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles.

ESSENTIAL QUESTION

How are prokaryotic and eukaryotic cells structured?

RESOURCES

CLICK HERE to view teacher notes   

CLASS ASSIGNMENT

ENGAGE:  Review Posters

EXPLORE:  Students share poster information

EXPLAIN:  Students explain their project to others.

ELABORATE:  Teacher presents notes

EVALUATE:  Class discussion to show knowledge

MATERIALS

None

HOMEWORK

Anything not finished in class is homework.

STUDY GUIDE

Study Guide not available at this time

IN THE WINGS

To be announced

Date: September 11 (7, 4, 5, 6)

BELL WORK:

a) Quick Writes Question: None

b) Copy what is on the white board in your planner. (daily)

c) Update DATA CHART (daily)

d) Update LEARNING SCALES

REMEMBER:  BECAUSE THESE ARE A DAILY EXPECTATION, LEARNING SCALES AND DATA CHARTS WILL BE GRADED WITHOUT PRIOR NOTIFICATION NOR WILL YOU BE ALLOWED TO REDO THEM.  THESE ARE DUE WHEN THEY ARE DUE AND THE TEACHER WILL NOT ACCEPT ANYTHING LATE.

ANNOUNCEMENTS

a)  

b) 

c)  

BENCHMARKS:  Unit 1 Topic 2 - Investigating Cells

SC.6.L.14.4 Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles.

LEARNING TARGET

a)  Explain how prokaryotic cells are structured.

b) Describe the main structures common to all eukaryotic cells. 

LEARNING GOAL

The student will be able to compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles.

ESSENTIAL QUESTION

How are prokaryotic and eukaryotic cells structured?

RESOURCES

CLICK HERE to view teacher notes   

CLICK HERE  to download, view and print the COMPARE AND CONTRAST CELL WORKSHEET 

CLASS ASSIGNMENT

ENGAGE:  Class discussion and review student posters

EXPLORE:  Using the poster, your past knowledge and textbooks, complete the COMPARE  AND CONTRAST CELL WORKSHEET. 

EXPLAIN:  As you work in groups, explain to your table partners your findings.

ELABORATE:  Teacher will go over worksheet and factory project once completed.  

EVALUATE:  Class discussion to check student understanding  then a short DISCOVER EDUCATION QUIZ will be given.

MATERIALS

a)  Ruler

b)  Coloring Materials

HOMEWORK

Anything not finished in class is homework.

STUDY GUIDE

CLICK HERE to view the STUDY GUIDE for the upcoming quiz.

IN THE WINGS

Unit 1 Quiz; September 19

Date: September 13 

BELL WORK:

a) Quick Writes Question:

b) Copy what is on the white board in your planner. (daily)

c) Update DATA CHART (daily)

d) Update LEARNING SCALES

REMEMBER:  BECAUSE THESE ARE A DAILY EXPECTATION, LEARNING SCALES AND DATA CHARTS WILL BE GRADED WITHOUT PRIOR NOTIFICATION NOR WILL YOU BE ALLOWED TO REDO THEM.  THESE ARE DUE WHEN THEY ARE DUE AND THE TEACHER WILL NOT ACCEPT ANYTHING LATE.

ANNOUNCEMENTS

a)  Study Guide for the Cell Theory Test is now on line.

b)  

c)  

BENCHMARKS:  Unit 1 - Investigating Cells

Benchmark: SC.6.L.14.3 Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. (SUPPORT BENCHMARK SC.6.L.14.4) SC.6.L.14.4 Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. Content Complexity – Level 2: Basic Application of Skills and Concepts

LEARNING TARGET

Identify and describe the structure and function of organelles in plant and animal cells.

LEARNING GOAL

The student will be able to recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing.

 

ESSENTIAL QUESTION

RESOURCES

   

CLASS ASSIGNMENT

ENGAGE:

EXPLORE:

EXPLAIN:

ELABORATE:

EVALUATE:

MATERIALS

HOMEWORK

Anything not finished in class is homework.

STUDY GUIDE

CLICK HERE to view the STUDY GUIDE for the up and coming QUIZ.

IN THE WINGS

Unit 1 Quiz; September 19

Date: September 14

BELL WORK:

a) Quick Writes Question:

b) Copy what is on the white board in your planner. (daily)

c) Update DATA CHART (daily)

d) Update LEARNING SCALES

REMEMBER:  BECAUSE THESE ARE A DAILY EXPECTATION, LEARNING SCALES AND DATA CHARTS WILL BE GRADED WITHOUT PRIOR NOTIFICATION NOR WILL YOU BE ALLOWED TO REDO THEM.  THESE ARE DUE WHEN THEY ARE DUE AND THE TEACHER WILL NOT ACCEPT ANYTHING LATE.

ANNOUNCEMENTS

a)  Study Guide for the Cell Theory Test is now on line.

b)  

c)  

BENCHMARKS:  Unit 1 - Investigating Cells

Benchmark: SC.6.L.14.3 Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. (SUPPORT BENCHMARK SC.6.L.14.4) SC.6.L.14.4 Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. Content Complexity – Level 2: Basic Application of Skills and Concepts

LEARNING TARGET

Identify and describe the structure and function of organelles in plant and animal cells.

 

LEARNING GOAL

The student will be able to recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing.

ESSENTIAL QUESTION

RESOURCES

CLICK HERE to view THE SKELETAL and MUSCULAR SYSTEMS reading material. 

CLICK HERE to download, view and print the SKELETAL PROJECT 

CLASS ASSIGNMENT

ENGAGE:

EXPLORE:

EXPLAIN:

ELABORATE:

EVALUATE:

MATERIALS

HOMEWORK

Anything not finished in class is homework.

STUDY GUIDE

CLICK HERE to view the STUDY GUIDE for the up and coming QUIZ.

IN THE WINGS

Unit 1 Quiz; September 19

Date: September 17

BELL WORK:

a) Quick Writes Question:  

     1.  Turn in your DATA CHART

     2.  Turn in your CELL THEORY LEARNING SCALES

     3.  CLICK HERE to download and PRINT the Unit 1: Topic 2 Prokaryotic/Eukaryotes & Cell Differentiation Learning Scales. 

b) Copy what is on the white board in your planner. (daily)

c) Update DATA CHART (daily)

d) Update LEARNING SCALES

REMEMBER:  BECAUSE THESE ARE A DAILY EXPECTATION, LEARNING SCALES AND DATA CHARTS WILL BE GRADED WITHOUT PRIOR NOTIFICATION NOR WILL YOU BE ALLOWED TO REDO THEM.  THESE ARE DUE WHEN THEY ARE DUE AND THE TEACHER WILL NOT ACCEPT ANYTHING LATE.

ANNOUNCEMENTS

a)  Study Guide for the Cell Theory Test is now on line.

b)  

c)  

BENCHMARKS:  Unit 1 - Investigating Cells

Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles.

LEARNING TARGET

Explain how prokaryotic cells are structured.

• Differentiate between types of prokaryotic cells.

• Explain how structural modifications of specialized cells are related to function.

• Explain the need for cell differentiation in multicellular organisms.

• Describe the main structures common to all eukaryotic cells.

• Distinguish between plant and animal cells.

 

LEARNING GOAL

The student will be able to compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles.

ESSENTIAL QUESTION

How are cells the same?  How are cell different?

RESOURCES

a)  Textbook

b)  Workbook

CLASS ASSIGNMENT

ENGAGE:  Class/teacher discussion

EXPLORE:  Cornell Note textbook pages 131 - 136

EXPLAIN:  Students interact with others to discuss what they learned from the reading.

ELABORATE:  CLICK HERE to view teacher notes

EVALUATE:  Ticket out the door / Summative Assessment September 27

MATERIALS

Textbook

Workbook

HOMEWORK

 Do workbook pages 129 - 134.  CLICK HERE to download the workbook pages.

STUDY GUIDE

CLICK HERE to view the STUDY GUIDE for the up and coming QUIZ.

IN THE WINGS

Unit 1 Quiz; September 19

Date: September 19

BELL WORK:

a) Quick Writes Question:  

     1.  Turn in your DATA CHART

     2.  Turn in your CELL THEORY LEARNING SCALES

     3.  CLICK HERE to download and PRINT the Unit 1: Topic 2 Prokaryotic/Eukaryotes & Cell Differentiation Learning Scales. 

b) Copy what is on the white board in your planner. (daily)

c) Update DATA CHART (daily)

d) Update LEARNING SCALES

REMEMBER:  BECAUSE THESE ARE A DAILY EXPECTATION, LEARNING SCALES AND DATA CHARTS WILL BE GRADED WITHOUT PRIOR NOTIFICATION NOR WILL YOU BE ALLOWED TO REDO THEM.  THESE ARE DUE WHEN THEY ARE DUE AND THE TEACHER WILL NOT ACCEPT ANYTHING LATE.

ANNOUNCEMENTS

a)  Study Guide for the Cell Theory Test is now on line.

b)  

c)  

BENCHMARKS:  Unit 1 - Investigating Cells

Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles.

LEARNING TARGET

Explain how prokaryotic cells are structured.

• Differentiate between types of prokaryotic cells.

• Explain how structural modifications of specialized cells are related to function.

• Explain the need for cell differentiation in multicellular organisms.

• Describe the main structures common to all eukaryotic cells.

• Distinguish between plant and animal cells.

 

LEARNING GOAL

The student will be able to compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles.

ESSENTIAL QUESTION

How are cells the same?  How are cell different?

RESOURCES

a)  Textbook

b)  Workbook

CLASS ASSIGNMENT

ENGAGE:  Class/teacher discussion

EXPLORE:  Cornell Note textbook pages 139 - 143

EXPLAIN:  Students interact with others to discuss what they learned from the reading.

ELABORATE:  CLICK HERE to view teacher notes

EVALUATE:  Ticket out the door / Summative Assessment September 27

MATERIALS

Textbook

Workbook

HOMEWORK

 Do workbook pages 129 - 134.  CLICK HERE to download the workbook pages.

STUDY GUIDE

CLICK HERE to view the STUDY GUIDE for the up and coming QUIZ.

IN THE WINGS

Unit 1 Quiz; September 

Date: September 19

BELL WORK:

a) Quick Writes Question:

b) Copy what is on the white board in your planner. (daily)

c) Update DATA CHART (daily)

d) Update LEARNING SCALES

REMEMBER:  BECAUSE THESE ARE A DAILY EXPECTATION, LEARNING SCALES AND DATA CHARTS WILL BE GRADED WITHOUT PRIOR NOTIFICATION NOR WILL YOU BE ALLOWED TO REDO THEM.  THESE ARE DUE WHEN THEY ARE DUE AND THE TEACHER WILL NOT ACCEPT ANYTHING LATE.

ANNOUNCEMENTS

a)  All school papers are due by Friday August 16

b)  All science materials are due in class on August 26

c)  Science demerits will begin on August 26

BENCHMARKS:  Unit 1 - Investigating Cells

Benchmark: SC.6.L.14.3 Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. (SUPPORT BENCHMARK SC.6.L.14.4) SC.6.L.14.4 Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. Content Complexity – Level 2: Basic Application of Skills and Concepts

LEARNING TARGET

Identify the role of organelles in plant and animal cells in maintaining homeostasis.

 

LEARNING GOAL

The student will be able to recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing.

ESSENTIAL QUESTION

RESOURCES

   

CLASS ASSIGNMENT

ENGAGE:

EXPLORE:

EXPLAIN:

ELABORATE:

EVALUATE:

MATERIALS

HOMEWORK

Anything not finished in class is homework.

STUDY GUIDE

CLICK HERE to view the STUDY GUIDE for the up and coming QUIZ.

IN THE WINGS

Unit 1 Quiz; September 19

Date: September 19 - 20

BELL WORK:

a) Quick Writes Question:

b) Copy what is on the white board in your planner. (daily)

c) Update DATA CHART (daily)

d) Update LEARNING SCALES

REMEMBER:  BECAUSE THESE ARE A DAILY EXPECTATION, LEARNING SCALES AND DATA CHARTS WILL BE GRADED WITHOUT PRIOR NOTIFICATION NOR WILL YOU BE ALLOWED TO REDO THEM.  THESE ARE DUE WHEN THEY ARE DUE AND THE TEACHER WILL NOT ACCEPT ANYTHING LATE.

ANNOUNCEMENTS

a)  All school papers are due by Friday August 16

b)  All science materials are due in class on August 26

c)  Science demerits will begin on August 26

BENCHMARKS:  Unit 2 - Body Systems

Benchmark: SC.6.L.14.5 Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. (SUPPORT BENCHMARK SC.6.L.14.6.) SC.6.L.14.6 Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites. Content Complexity: Level 3: Strategic Thinking & Complex Reasoning

LEARNING TARGET

Identify the body systems and their major organs

LEARNING GOAL

The student will be able to recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing.

ESSENTIAL QUESTION

RESOURCES

   

CLASS ASSIGNMENT

ENGAGE:

EXPLORE:

EXPLAIN:

ELABORATE:

EVALUATE:

MATERIALS

HOMEWORK

Anything not finished in class is homework.

STUDY GUIDE

CLICK HERE to view the STUDY GUIDE for the up and coming QUIZ.

IN THE WINGS

Date: September 23 - 24

BELL WORK:

a) Quick Writes Question:

b) Copy what is on the white board in your planner. (daily)

c) Update DATA CHART (daily)

d) Update LEARNING SCALES

REMEMBER:  BECAUSE THESE ARE A DAILY EXPECTATION, LEARNING SCALES AND DATA CHARTS WILL BE GRADED WITHOUT PRIOR NOTIFICATION NOR WILL YOU BE ALLOWED TO REDO THEM.  THESE ARE DUE WHEN THEY ARE DUE AND THE TEACHER WILL NOT ACCEPT ANYTHING LATE.

ANNOUNCEMENTS

a)  All school papers are due by Friday August 16

b)  All science materials are due in class on August 26

c)  Science demerits will begin on August 26

BENCHMARKS:

Benchmark: SC.6.L.14.5 Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. (SUPPORT BENCHMARK SC.6.L.14.6.) SC.6.L.14.6 Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites. Content Complexity: Level 3: Strategic Thinking & Complex Reasoning

LEARNING TARGET

Describe the general functions of the major body systems.

 

LEARNING GOAL

The student will be able to identify the general functions of the major systems of the human body and describe ways these systems interact to maintain homeostasis.

ESSENTIAL QUESTION

RESOURCES

   

CLASS ASSIGNMENT

ENGAGE:

EXPLORE:

EXPLAIN:

ELABORATE:

EVALUATE:

MATERIALS

HOMEWORK

Anything not finished in class is homework.

STUDY GUIDE

CLICK HERE to view the STUDY GUIDE for the up and coming QUIZ.

IN THE WINGS

Date: September 25 - 26

BELL WORK:

a) Quick Writes Question:

b) Copy what is on the white board in your planner. (daily)

c) Update DATA CHART (daily)

d) Update LEARNING SCALES

REMEMBER:  BECAUSE THESE ARE A DAILY EXPECTATION, LEARNING SCALES AND DATA CHARTS WILL BE GRADED WITHOUT PRIOR NOTIFICATION NOR WILL YOU BE ALLOWED TO REDO THEM.  THESE ARE DUE WHEN THEY ARE DUE AND THE TEACHER WILL NOT ACCEPT ANYTHING LATE.

ANNOUNCEMENTS

a)  All school papers are due by Friday August 16

b)  All science materials are due in class on August 26

c)  Science demerits will begin on August 26

BENCHMARKS:  Unit 2 - Body Systems

Benchmark: SC.6.L.14.5 Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. (SUPPORT BENCHMARK SC.6.L.14.6.) SC.6.L.14.6 Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites. Content Complexity: Level 3: Strategic Thinking & Complex Reasoning

 

LEARNING TARGET

Identify and describe the various infectious agents that affect the human body system and how they are treated or prevented.

LEARNING GOAL

The student will be able to identify the general functions of the major systems of the human body and describe ways these systems interact to maintain homeostasis.

ESSENTIAL QUESTION

RESOURCES

   

CLASS ASSIGNMENT

ENGAGE:

EXPLORE:

EXPLAIN:

ELABORATE:

EVALUATE:

MATERIALS

HOMEWORK

Anything not finished in class is homework.

STUDY GUIDE

CLICK HERE to view the STUDY GUIDE for the up and coming QUIZ.

IN THE WINGS

Date: September 27 - 30

BELL WORK:

a) Quick Writes Question:

b) Copy what is on the white board in your planner. (daily)

c) Update DATA CHART (daily)

d) Update LEARNING SCALES

REMEMBER:  BECAUSE THESE ARE A DAILY EXPECTATION, LEARNING SCALES AND DATA CHARTS WILL BE GRADED WITHOUT PRIOR NOTIFICATION NOR WILL YOU BE ALLOWED TO REDO THEM.  THESE ARE DUE WHEN THEY ARE DUE AND THE TEACHER WILL NOT ACCEPT ANYTHING LATE.

ANNOUNCEMENTS

a)  All school papers are due by Friday August 16

b)  All science materials are due in class on August 26

c)  Science demerits will begin on August 26

BENCHMARKS:  Unit 2 - Body Systems

Benchmark: SC.6.L.14.5 Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. (SUPPORT BENCHMARK SC.6.L.14.6.) SC.6.L.14.6 Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites. Content Complexity: Level 3: Strategic Thinking & Complex Reasoning

LEARNING TARGET

Identify and describe the various infectious agents that affect the human body system and how they are treated or prevented.

LEARNING GOAL

The student will be able to identify the general functions of the major systems of the human body and describe ways these systems interact to maintain homeostasis.

ESSENTIAL QUESTION

RESOURCES

   

CLASS ASSIGNMENT

ENGAGE:

EXPLORE:

EXPLAIN:

ELABORATE:

EVALUATE:

MATERIALS

HOMEWORK

Anything not finished in class is homework.

STUDY GUIDE

CLICK HERE to view the STUDY GUIDE for the up and coming QUIZ.

IN THE WINGS

Date: October 1 - 2

BELL WORK:

a) Quick Writes Question:

b) Copy what is on the white board in your planner. (daily)

c) Update DATA CHART (daily)

d) Update LEARNING SCALES

REMEMBER:  BECAUSE THESE ARE A DAILY EXPECTATION, LEARNING SCALES AND DATA CHARTS WILL BE GRADED WITHOUT PRIOR NOTIFICATION NOR WILL YOU BE ALLOWED TO REDO THEM.  THESE ARE DUE WHEN THEY ARE DUE AND THE TEACHER WILL NOT ACCEPT ANYTHING LATE.

ANNOUNCEMENTS

a)  All school papers are due by Friday August 16

b)  All science materials are due in class on August 26

c)  Science demerits will begin on August 26

BENCHMARKS:  Unit 2 - Body Systems

Benchmark: SC.6.L.14.5 Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. (SUPPORT BENCHMARK SC.6.L.14.6.) SC.6.L.14.6 Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites. Content Complexity: Level 3: Strategic Thinking & Complex Reasoning

LEARNING TARGET

Compare and contrast how infectious agents disrupt homeostasis in the human body

LEARNING GOAL

The student will be able to identify the general functions of the major systems of the human body and describe ways these systems interact to maintain homeostasis.

ESSENTIAL QUESTION

RESOURCES

   

CLASS ASSIGNMENT

ENGAGE:

EXPLORE:

EXPLAIN:

ELABORATE:

EVALUATE:

MATERIALS

HOMEWORK

Anything not finished in class is homework.

STUDY GUIDE

CLICK HERE to view the STUDY GUIDE for the up and coming QUIZ.

IN THE WINGS

Date: October 3 - 4

BELL WORK:

a) Quick Writes Question:

b) Copy what is on the white board in your planner. (daily)

c) Update DATA CHART (daily)

d) Update LEARNING SCALES

REMEMBER:  BECAUSE THESE ARE A DAILY EXPECTATION, LEARNING SCALES AND DATA CHARTS WILL BE GRADED WITHOUT PRIOR NOTIFICATION NOR WILL YOU BE ALLOWED TO REDO THEM.  THESE ARE DUE WHEN THEY ARE DUE AND THE TEACHER WILL NOT ACCEPT ANYTHING LATE.

ANNOUNCEMENTS

a)  All school papers are due by Friday August 16

b)  All science materials are due in class on August 26

c)  Science demerits will begin on August 26

BENCHMARKS:  Unit 2 - Body Systems

Benchmark: SC.6.L.14.5 Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. (SUPPORT BENCHMARK SC.6.L.14.6.) SC.6.L.14.6 Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites. Content Complexity: Level 3: Strategic Thinking & Complex Reasoning

LEARNING TARGET

Compare and contrast how infectious agents disrupt homeostasis in the human body

LEARNING GOAL

The student will be able to identify the general functions of the major systems of the human body and describe ways these systems interact to maintain homeostasis.

ESSENTIAL QUESTION

RESOURCES

   

CLASS ASSIGNMENT

ENGAGE:

EXPLORE:

EXPLAIN:

ELABORATE:

EVALUATE:

MATERIALS

HOMEWORK

Anything not finished in class is homework.

STUDY GUIDE

CLICK HERE to view the STUDY GUIDE for the up and coming QUIZ.

IN THE WINGS

Date: October 7 - 8

BELL WORK:

a) Quick Writes Question:

b) Copy what is on the white board in your planner. (daily)

c) Update DATA CHART (daily)

d) Update LEARNING SCALES

REMEMBER:  BECAUSE THESE ARE A DAILY EXPECTATION, LEARNING SCALES AND DATA CHARTS WILL BE GRADED WITHOUT PRIOR NOTIFICATION NOR WILL YOU BE ALLOWED TO REDO THEM.  THESE ARE DUE WHEN THEY ARE DUE AND THE TEACHER WILL NOT ACCEPT ANYTHING LATE.

ANNOUNCEMENTS

a)  All school papers are due by Friday August 16

b)  All science materials are due in class on August 26

c)  Science demerits will begin on August 26

BENCHMARKS:  Unit 2 - Body Systems

Benchmark: SC.6.L.14.5 Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. (SUPPORT BENCHMARK SC.6.L.14.6.) SC.6.L.14.6 Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites. Content Complexity: Level 3: Strategic Thinking & Complex Reasoning

LEARNING TARGET

Compare and contrast how infectious agents disrupt homeostasis in the human body.

LEARNING GOAL

The student will be able to identify the general functions of the major systems of the human body and describe ways these systems interact to maintain homeostasis.

ESSENTIAL QUESTION

RESOURCES

   

CLASS ASSIGNMENT

ENGAGE:

EXPLORE:

EXPLAIN:

ELABORATE:

EVALUATE:

MATERIALS

HOMEWORK

Anything not finished in class is homework.

STUDY GUIDE

CLICK HERE to view the STUDY GUIDE for the up and coming QUIZ.

IN THE WINGS

Date: October 9 - 10

BELL WORK:

a) Quick Writes Question:

b) Copy what is on the white board in your planner. (daily)

c) Update DATA CHART (daily)

d) Update LEARNING SCALES

REMEMBER:  BECAUSE THESE ARE A DAILY EXPECTATION, LEARNING SCALES AND DATA CHARTS WILL BE GRADED WITHOUT PRIOR NOTIFICATION NOR WILL YOU BE ALLOWED TO REDO THEM.  THESE ARE DUE WHEN THEY ARE DUE AND THE TEACHER WILL NOT ACCEPT ANYTHING LATE.

ANNOUNCEMENTS

a)  All school papers are due by Friday August 16

b)  All science materials are due in class on August 26

c)  Science demerits will begin on August 26

BENCHMARKS:   Unit 2 - Body Systems

Benchmark: SC.6.L.14.5 Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. (SUPPORT BENCHMARK SC.6.L.14.6.) SC.6.L.14.6 Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites. Content Complexity: Level 3: Strategic Thinking & Complex Reasoning

LEARNING TARGET

Compare and contrast how infectious agents disrupt homeostasis in the human body.

LEARNING GOAL

The student will be able to identify the general functions of the major systems of the human body and describe ways these systems interact to maintain homeostasis.

ESSENTIAL QUESTION

RESOURCES

   

CLASS ASSIGNMENT

ENGAGE:

EXPLORE:

EXPLAIN:

ELABORATE:

EVALUATE:

MATERIALS

HOMEWORK

Anything not finished in class is homework.

STUDY GUIDE

CLICK HERE to view the STUDY GUIDE for the up and coming QUIZ.

IN THE WINGS