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Syllabus
Syllabus
Welcome! Looking forward to an exciting year to both challenge and engage students.
Hope this will provide clear expectations of what is required to succeed. If you have any questions regarding the attached information please contact me as soon as possible. Look forward to making this a most memorable year.
Objective
The 6th grade science curriculum uses Earth Science topics as a focus for students to learn the process skills, content, and concepts that have been identified as important for this grade level. Each student will participate in investigations, projects, as well as have opportunities for group and individual discovery activities. This exploratory learning method will be combined with the integration of technology, math, real world applications, and writing; and will provide a solid foundation for high school science.
1. Student Expectations
Tardies/Absences- Students should be in their assigned seat at the scheduled starting time. Regular attendance is expected for success.
Honesty- do not copy another student’s work or take someone else’s test answers. Do your best!
2. Classroom Rules
Students should raise their hands to share ideas in class and follow all Google Classroom norms.
Respect for yourself, others, property, and the learning environment should be shown by all STEM Academy students.
No Food, Gum, Candy or Drinks in class. (You may bring a water bottle!)
Restroom Passes: Students should use the restroom during breaks. Students will be allowed to the restroom in case of bathroom emergencies.
3. Student Work
Assignment Possibilities- Students will be involved in many differentiated activities including: Warm-ups, investigations, student lead discussions, teacher lead discussions, hands on investigations, hands on models, digital models, assessment, engineering challenges and a science fair or engineering Project.
Assignemnts will be shared through Google Classroom and Amplify Science.
Group Work- when working in a group all members are expected to participate and follow the Team Member Roles.
Absent Work- an equal number of days will be given for each day of excused absence. Deduction of 10% of the grade each day after.
Late Work- Most assignments can be made up for reduced credit. Assignment will not be accepted after a week of due date.
Grading Scale- 90%-100%=A, 80%-89%=B, 70%-79%=C, 60%-69%=D, below 60%=F. Grades are updated on AERIES daily. Students and parents may check up-to-date grade status at any time using AERIES.
Grading Categories - 30% Assessments, 60% Amplify Science assignments & Projects, 10% Homework.
4. Class Procedures and Information
Daily Warm-Upl: At the start of each class period, students will be directed to a Warm-Up on Amplify Science. Warm-Up will consist of a problem to solve, a question to answer, an activity to complete or a review prompt.
Classwork and Homework Assignments: Students are required to complete all assignments.
Lab Activities/Investigations: Students will have the opportunity to participate in a variety of lab and field experiences throughout the year. Students will be handling chemicals, glassware and equipment and will be trained in lab safety and be expected to follow lab safety rules accordingly. All parents and students will sign a lab safety agreement.
I’m confident all students will give their best creative and academic effort each day to ensure a successful experience at Riverside STEM Academy. I look forward to teaching and learning with each of you this year!
Sincerely,
Mr. Rodriguez
Course outline
Course outline
Unit 1 - Geology of Mars
Lessons in This UnitChapter 1 LessonsLesson 1.1: Comparing Rocky PlanetsLesson 1.2: Observing the Surfaces of Mars and EarthLesson 1.3: Investigating a Mystery Object on MarsChapter 2 LessonsLesson 2.1: “Investigating Landforms on Venus”Lesson 2.2: Modeling a Geologic ProcessLesson 2.3: Gathering Additional Evidence from ModelsChapter 3 LessonsLesson 3.1: Evaluating New Information from MarsLesson 3.2: Evaluating Claims About the Channel on MarsLesson 3.3: Reasoning About Evidence from MarsLesson 3.4: Writing an Argument About the Channel on MarsLesson 3.5: End-of-Unit AssessmentUnit 2 - Plate Motion
Lessons in This UnitChapter 1 LessonsLesson 1.1: Pre-Unit AssessmentLesson 1.2: Using Fossils to Understand EarthLesson 1.3: Exploring Earth’s PlatesLesson 1.4: Analyzing Patterns at Plate BoundariesChapter 2 LessonsLesson 2.1: Considering What’s Underneath Earth’s PlatesLesson 2.2: “Listening to Earth”Lesson 2.3: Explaining Plate-Mantle InteractionsLesson 2.4: Modeling Plate-Mantle InteractionsLesson 2.5: Identifying Plate Motion at a Plate BoundaryLesson 2.6: Critical Juncture AssessmentLesson 2.7: Exploring Iceland’s Plate BoundaryChapter 3 LessonsLesson 3.1: Considering Rates of Plate MovementLesson 3.2: “A Continental Puzzle”Lesson 3.3: Reconstructing GondwanalandLesson 3.4: Writing About MesosaurusChapter 4 LessonsLesson 4.1: Plate Motion Near Jalisco, MexicoLesson 4.2: Participating in a Science SeminarLesson 4.3: Writing a Scientific ArgumentLesson 4.4: End-of-Unit AssessmentUnit 3 - Plate Motion Engineering Internship
Lessons in This UnitChapter 1 LessonsLesson 1.1: Introducing the Engineering InternshipLesson 1.2: Modeling a Tsunami WaveLesson 1.3: Researching Plate Motion and TsunamisLesson 1.4: Learning About Tsunami Warning SystemsLesson 1.5: Designing Tsunami Warning SystemsLesson 1.6: Choosing an Optimal DesignLesson 1.7: Composing Proposal OutlinesLesson 1.8: Writing Design DecisionsLesson 1.9: Completing the ProposalLesson 1.10: Applying Engineering SkillsUnit 4 - Rock Transformations
Chapter 1 Lessons
Lesson 1.1: Pre-Unit AssessmentLesson 1.2: Studying Rock Formations and SamplesLesson 1.3: Investigating How Rocks Are FormedLesson 1.4: Modeling How Rocks Are FormedLesson 1.5: Examining Evidence About RocksChapter 2 LessonsLesson 2.1: Exploring How Magma and Sediment FormLesson 2.2: “Devils Tower”Lesson 2.3: Energy’s Role in Forming RocksLesson 2.4: Explaining How Energy Affects RocksLesson 2.5: Critical Juncture AssessmentLesson 2.6: Investigating Hawaiian RocksChapter 3 LessonsLesson 3.1: “The Oldest Rock Formations on Earth”Lesson 3.2: Moving Rock FormationsLesson 3.3: Plate Motion and Rock TransformationsLesson 3.4: Preparing the Final ReportChapter 4 LessonsLesson 4.1: Examining Evidence from VenusLesson 4.2: More Evidence About VenusLesson 4.3: Engaging in a Science SeminarLesson 4.4: End-of-Unit AssessmentUnit 5 - Earth, Moon, and Sun
Lessons in This UnitChapter 1 LessonsLesson 1.1: Pre-Unit AssessmentLesson 1.2: Picturing the MoonLesson 1.3: Modeling Light and Dark on the MoonLesson 1.4: Simulating Light and Dark on the MoonChapter 2 LessonsLesson 2.1: "Phases of the Moon"Lesson 2.2: Gathering Evidence About Moon PhasesLesson 2.3: Simulating Moon PhasesLesson 2.4: Moon Phase PatternsLesson 2.5: Orbit and the Pattern of Moon PhasesLesson 2.6: Critical Juncture AssessmentLesson 2.7: Taking on New ChallengesChapter 3 LessonsLesson 3.1: Introduction to Lunar EclipsesLesson 3.2: Reading About Predicting EclipsesLesson 3.3: Gathering Evidence About Lunar EclipsesLesson 3.4: When and Why We See Lunar EclipsesChapter 4 LessonsLesson 4.1: Lunar Eclipses Outside Our Solar SystemLesson 4.2: Discussing Eclipses in a Two-Star SystemLesson 4.3: Writing a Scientific ArgumentLesson 4.4: End-of-Unit AssessmentUnit 6 - Ocean, Atmosphere, & Climate
Lessons in This UnitChapter 1 LessonsLesson 1.1: Pre-Unit AssessmentLesson 1.2: What Determines the Air Temperature of a Location?Lesson 1.3: Energy Transferred to AirLesson 1.4: Air Temperatures Around the WorldLesson 1.5: Air Temperature in ChristchurchChapter 2 LessonsLesson 2.1: "The Ocean in Motion"Lesson 2.2: Ocean Temperatures at Different LocationsLesson 2.3: Currents and Air TemperatureLesson 2.4: Modeling Ocean Currents and Air TemperatureLesson 2.5: Critical Juncture AssessmentLesson 2.6: The Climates of PeruChapter 3 LessonsLesson 3.1: "The Gulf Stream"Lesson 3.2: What Determines the Direction of Ocean Currents?Lesson 3.3: Christchurch: Air Temperature in Normal YearsLesson 3.4: Explaining the Change in Air Temperature in ChristchurchChapter 4 LessonsLesson 4.1: Comparing Air Temperature: Past and PresentLesson 4.2: Science SeminarLesson 4.3: Writing a Scientific ArgumentLesson 4.4: End-of-Unit AssessmentUnit 7 - Weather Patterns
Chapter 1 LessonsLesson 1.1: Pre-Unit AssessmentLesson 1.2: Welcome to the Weather Patterns UnitLesson 1.3: Investigating CondensationLesson 1.4: Reading “What Are Clouds?”Lesson 1.5: Investigating Why Clouds Produce RainLesson 1.6: Explaining Surface Water and Rain in GaletownChapter 2 LessonsLesson 2.1: Air Parcels in the TroposphereLesson 2.2: Reading “Disaster in California!”Lesson 2.3: Simulating a Large StormLesson 2.4: Analyzing New Data About GaletownLesson 2.5: Critical Juncture AssessmentLesson 2.6: Reviewing Key Ideas About WeatherChapter 3 LessonsLesson 3.1: Investigating WindLesson 3.2: Analyzing Data About StormsLesson 3.3: Creating a Report for GaletownChapter 4 LessonsLesson 4.1: Evaluating Evidence from the CenterLesson 4.2: Considering Evidence from the CenterLesson 4.3: Participating in the Science SeminarLesson 4.4: End-of-Unit AssessmentUnit 8 - Earth's Changing Climate
Chapter 1 LessonsLesson 1.1: Pre-Unit AssessmentLesson 1.2: Introduction to Climate ChangeLesson 1.3: Exploring Energy in the Earth SystemLesson 1.4: Testing Changes to the AtmosphereLesson 1.5: Evidence About Gases in the AtmosphereChapter 2 LessonsLesson 2.1: Introduction to Energy Entering and LeavingLesson 2.2: Reading “Past Climate Changes on Earth”Lesson 2.3: Learning More About Past Climate ChangesLesson 2.4: Critical Juncture AssessmentLesson 2.5: Reviewing Key Ideas in Climate ChangeLesson 2.6: Investigating Paths of EnergyLesson 2.7: Explaining Climate ChangeChapter 3 LessonsLesson 3.1: Investigating Human Activity and the AtmosphereLesson 3.2: Reading "Climate Change Solutions"Lesson 3.3: Explaining Possible SolutionsChapter 4 LessonsLesson 4.1: Investigating Volcanic EruptionsLesson 4.2: Examining Evidence About Volcanic EruptionsLesson 4.3: The Science SeminarLesson 4.4: End-of-Unit Assessment
Unit 9 - Earth's Changing Climate Engineering Partnership
Lessons in This UnitChapter 1 LessonsLesson 1.1: Introducing the Engineering InternshipLesson 1.2: Becoming a Roof SpecialistLesson 1.3: Testing Roof ModificationsLesson 1.4: Roof Modification DesignsLesson 1.5: Considering Feedback and RedesignLesson 1.6: Choosing an Optimal DesignLesson 1.7: Composing Proposal OutlinesLesson 1.8: Writing Design DecisionsLesson 1.9: Completing the ProposalLesson 1.10: Applying Engineering SkillsUnit 10 - Project Lead The Way - Automation & Robotics
Lesson l - Introduction
Lesson 2 - Mechanical Gears & Building
Lesson 3 - Pull Toy Challenge
Lesson 4 - Testbed & Robot C
Lesson 5 - Spinning Sign Challenge
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