Hello my name is Shawn Roberts, 6th grade science teacher at Northern Middle School. Science and Math have always have been my favorite subjects in school. I am currently in my 3rd year of teaching at Northern. I am also involved in several other activities, sixth grade basketball coach, archery, and chess club. I strive to make science interesting and fun while helping students to solve real-world problems.
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Shawn Roberts
Phil Williams
6TH GRADE SCIENCE
Dear Parent:
The following information is provided so we can communicate as timely and effectively as possible during the school year. Your involvement in your childs education is important to your child and all the educational staff here at NMS. Please feel free to contact me if a need or question arises.
The Best time to contact me is: 1:24 - 2:00
My email address is shawn.roberts@pulaski.kyschools.us
School Phone Number: 606 678-5230
Homework Hotline Number: 606 679-7655
My personal Homework Hotline extension is: 3000
The Best time to contact me is: 1:24 2:00
My email address is: mailto: phil.williams@pulaski.kyschools.us
School Phone Number: 606 678-5230
Homework Hotline Number: 606 679-7655
My personal Homework Hotline extension is: 4000
The following information is provided as a guide for much of what your child will experience and be expected to do in his academic growth during this school year. This is a guide and not intended to be all-inclusive. As I become more familiar with the abilities and needs of my students, some modification in the following guide may be needed. Changes in the school calendar may also require modifications.
Oct 10-14
NovN
Biological Diversity over Time6-3.5.1
(6-3.5.2)
6-4.7.1ulletSWBAT find out what a biome is. SC-06-3.5.1
SWBAT know what adaptations organisms that live in different biomes have that enables them to survive. SC-06-3.5.1
SWBAT describe how a species can change through natural selection, and explain how living things can adapt to their environments. SC-06-3.5.1
Students will understand that the great diversity of life is a result of many factors, both internal and external to organisms. 6-4.7.1
ulletLab: How do lungs work?
Lab: Feather function
Lab: Homes for endangered species
Article Accidents in Science
Question Drawing and answer: Poster of animals adapting over time
Biomes
Natural Selection
Adaptations
Biodiversity
Biotic and Abiotic factorsullet Students will work in groups to identify characteristics of organisms adapting over time.
Students will explain that biological change over time accounts for the diversity of species developed through gradual processes over many generations.
Biological adaptations include changes in structures, behaviors, or physiology that enhance survival and reproductive success in a particular environment.
Students will understand that regulation of an organisms internal environment involves sensing the internal environment and changing physiological activities to keep conditions within the range required to survive. Maintaining a stable internal environment is essential for an organisms survival.
Students will describe the consequences of change in one or more abiotic factors on a population within an ecosystem.
The number of organisms an ecosystem can support depends on the resources available and abiotic factors (e.g., quantity of light and water, range of temperatures, soil composition).
N
Oct 14 - 31
orthern Middle School
Energy Flow in an Ecosystem7-4.6.4
6-4.7.1ulletSWBAT describe how energy is transformed from one form to another energy is neither created or destroyed
SWBAT describe how energy is moved through an ecosystem
SWBAT learn how animals obtain nutrients
SWBAT compare a food chain to a food web
SWBAT understand the energy pyramid and how energy from the sun is transferred from one organism to the next and how much energy is moved between levelsulletLab: Students organize a food chain
Photosynthesis
Diagram: Illustrate the students food chain for one day
Question Drawing and Answer
United streaming: Energy transformation in Ecosystems
Activity: Predators and prey
Energy Pyramid
Photosynthesis
Consumers
Producers
Decomposers
Biomass
Energy transfer ullet Write a story illustrating ecosystems interactions for young children
SC-07-4.6.4
Students will describe or represent the flow of energy in ecosystems, using data to draw conclusions about the role of organisms in an ecosystem.
For most ecosystems, the major source of energy is sunlight. Energy entering ecosystems as sunlight is transferred by producers into chemical energy through photosynthesis. That energy then passes from organism in food webs.
SC-06-4.7.1
Students will describe the consequences of change in one or more abiotic factors on a population within an ecosystem.
The number of organisms an ecosystem can support depends on the resources available and abiotic factors (e.g., quantity of light and water, range of temperatures, soil composition).
Nov. 1 - 28
Suns Impact on Earths System:
Water Cycle, Winds, Oceana Currents, Plant Growth6-4.6.2
6-4.7.1ulletStudents will be able to explain why the Earths surface is heated differently due to the tilt of the Earth. 6-4.6.2
Students will explain the cause of the seasons. 6-4.6.2
Students will be able to describe how a drop of water falling on the Earth will make its way through the water cycle. 6-4.6.2
Students will be able to explain the cause of ocean currents and wind. 6-4.6.2
Students will be able to demonstrate and describe how sunlight effects plant growth. 6-4.6.2
ulletQuick Demo: Salt and ocean water
Photosynthesis/respiration
Desalination (lab)
Lab: Effects of temperature on water density
Activity: Density current
United Streaming: The oceans plants
Model: A marine food web
Oceans and the water cycle
Reading a Lunar Calendar
Water Cycle 6-4.6.2
Seasons 6-4.6.2
Ocean Currents 6-4.6.2
Wind Patterns/ currents 6-4.6.2
Energy 6-4.6.2
Photosynthesis 6-4.6.2
Air Pressure 6-4.6.2
Forms of Precipitationullet Why are oceans important?
SC-06-4.6.2
Students will describe:
the effect of the Suns energy on the Earth system;
the connection/relationship between the Suns energy and seasons.
The Sun is the major source of energy for Earth. The water cycle, winds, ocean currents and growth of plants are affected by the Suns energy. Seasons result from variations in the amount of the Suns energy hitting Earths surface.
SC-06-4.7.1
Students will describe the consequences of change in one or more abiotic factors on a population within an ecosystem.
The number of organisms an ecosystem can support depends on the resources available and abiotic factors (e.g., quantity of light and water, range of temperatures, soil composition).
Nov. 28 Dec 19
Weather Patterns / Climate / Oceans / Atmosphere6-4.6.1
5-2.3.3
6-4.7.1ulletStudents will explain how Earths tilt on its axis changes the length of daylight and creates the seasons.
Students will identify Earth processes influenced by energy from the sun (e.g. water cycle, nitrogen cycle, photosynthesis) and describe the suns role in those processes 5-2.3.3
Students will understand that the Earth is a complex system of energy transformations, materials and processes. Understanding the whole requires first understanding individual subsystems and their interactions. 5-2.3.3
Students will be able to describe how a change in the climate/ weather patterns/ atmosphere would affect the ecosystems in an area 6-4.7.1
ulletQuick Demo: Air pressure and altitude
Understanding: Students will write a song about the water cycle
Lab: Suns energy (concentration)
Labs: Hurricanes and tornadoes
Question: Why arent clouds formed in the eye of an hurricane?
Interpreting Satellite Images
Clouds
Weather Station
Article: Zoos and Huricanes
Climate 6-4.7.1
Weather Patterns 6-4.7.1
Biotic and Abiotic factors 6-4.7.1
Limiting factors 6-4.7.1
Hurricanes
Tornados
Blizzard
Thunderstorm
Properties of different levels of the atmosphereullet Collect weather maps from the newspapers. Students will incorporate into a weather forecast
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