5/27:

The Big Green Lady

This project should take approximately 2 weeks to complete- May27th - End of School !


The Big Green Lady
 
 

SCIENCE 

UnitThe Structure and Organization of Matter 

 

 

SOL 

6.4: The student will investigate and understand the organization and use of the periodic table of elements to obtain information. Key concepts include formations of compounds through ionic and covalent bonding. 

 

6.4: The student will investigate and understand changes in matter and the relationship of these changes to the Law of Conservation of Matter and Energy. Key concepts include chemical changes. 

 

OutcomeI can use my knowledge of chemical changes and chemical bonding to inform a decision. 

 

Problem 

You have been asked to join a panel of scientists responsible for the restoration of the Statue of Liberty in New York City. Some members on the panel believe that we should restore “Lady Liberty” to the original copper color she had back in 1875while others believe we should leave her the way she is. You will use your knowledge of basic chemistry and other resources to address the other panelists and convince them of your position as you answer the question: 

 

“Is it worth it to remove the oxidation from the Statue of Liberty for the purposes of restoring it to its original color?” 

  

 

Description of Task

 

    1. Consider what you already know about the Statue of Liberty. Use the Anticipation Guide below to organize your current thoughts and makes notes on the things you are unsure of.
    2. Then, watch the BrainCraft video Why is the Statue of Liberty Green?Update your knowledge on the Anticipation Guide as you watch. https://youtu.be/_ZSLrXtg1-o
    3. Access additional background information on the Statue of Liberty using any of the following articles and/or video resources of your choosing:

 

 

 

              4. Select the way you plan to answer the question andconvince other panelists of whether or they should vote to restore the Statue of Liberty to its original colorChoose one of the options:

    • Create a poster. Answers the question and provide supporting information from the background. Make the poster colorful and attractive using graphics and drawings to enhance your poster.
    • Create a short video segment that demonstrates how you would address the panel and use the background information to support your answer.
    • Create a PowerPoint or other digital presentation formation to organize the information in your answer.


 

 


Anticipation Guide 

 

Directions: Before watching the video, in the Me column, write “A”, “N”, or “D,” indicating your AgreementNot Sure or Disagreement with each statement. As you read, compare your opinions with information from the video. In the space under each statement, cite information from the video that supports or refutes your original ideas. 

Me

Text

Statement

  1. It would require millions of pennies tohave enough metal to buildThe Statue of Liberty.

  1. The Statue of Liberty is completely made ofone type of metal.

  1. Chemical reactionscan cause a color change.

  1. Chemical reactions canbe caused by air.

  1. Multiple different reactionscan happen on a single surface.

  1. The products of one chemical reaction canbecome reactions for another reaction.

  1. The Statue of Liberty turned green overnight.

  1. Pollution contributed to the color change of “Lady Liberty”.

  1. Water did notplay a role in the color change of the statue.

  1. The Statue of Liberty might look differently if it was located somewhere else.


Success Criteria 

Reflect on your final product and score yourself based on the scale provided. In your reflection, note why you rated yourself at a particular level, and include any questions for your teacher that you may still have about the learning for this task. Submit this self-reflection with your final design. 

 

Criteria

😀

😎

😐

🤔

Reflection & Questions

Idemonstrated my knowledge ofchemical changesin my presentation.

My explanationofrelevantchemical reactionsis accurate and easy to understand.

My recommendationincludes relevant historical facts and information.

I supported my statements and opinionslogically,using evidence from reliable sources.

 

😀 = I understand more than I need to know about this part and could successfully teach it to a peer. 

😎 = I understand this part and can demonstrate my knowledge to my teacher. 

😐 = I think I understand some parts, but I need help checking my thinking. I have a few questions for my teacher. 

🤔 = I don’t understand most of this part and have a lot of questions for my teacher. 

 

 





5/13:


Phase 5 Content

Designing a Green Space

This project should take approximately 2 weeks to complete- May 13th- May 27th
Designing a “Green” Space

GRADE 6 SCIENCE

Unit: Energy Forms and Transformations



diagram of energy efficient house

SOL

SCI 6.4 b, c, & d: The student will investigate and understand that there are basic sources of energy and that energy can be transformed. Key ideas include Earth’s energy budget; radiation, conduction, and convection; and energy transformations.

 SCI 6.9: The student will investigate and understand that humans impact the environment and individuals can influence public policy decisions related to energy and the environment.

 Outcome: I can use my knowledge of energy transformation and human impact on the environment to make recommendations on the design of an energy efficient house.

 Problem

A new eco-neighborhood is being constructed in Prince William County. The builders are holding a contest for local students to submit a design for one area in an energy efficient clubhouse for the entire neighborhood. As a sixth-grade science student, you have learned a lot about energy transformations, energy sources, and ways people use energy in different forms in their daily lives. Using what you have learned, you will prepare a design and answer the following question:

 

“How can energy sources and energy transformations play a role in creating energy-efficient spaces for people?” 

 

Description of Task 

  1. Consider what you already know about the buildings and their impact on the environment. Use the Anticipation Guide below to organize your current thoughts and makes notes on the things you are unsure of.

 

 

  1. Watch up to the 9:00 mark on the Ted Talk video Green buildings are more than brick and mortar. (You can watch the whole video if you would like!) Update your Anticipation Guide as you read.

     

  2. Access additional background information on green building practices and energy sources from any of the following resources or ones of your own choosing:
    1. How to Build Eco-friendly Playgrounds
    2. Virtual Tour of a LEED Platinum Certified Home
    3. A Sustainable Green Building Tour (video)
    4. Can Swimming Pools be Sustainable?
    5. How to Build an Eco-friendly Home Pool
    6. Fitness Facilities go Green
    7. This Eco-friendly Gym Uses Human Power to Keep the Lights On 
  3. You will be designing one area of the community clubhouse for the new eco-neighborhood. (Criterion)
    1. Choose from one of the following: pool area, a meeting space for larger gatherings, a workout facility, or a play space for children. 
    2. Your design must include at least one feature that relies on energy transformations to power the space or provide power to other parts of the building. (Think about “green” energy sources…there are several!)
    3. Include at least two other features that are considered “green” or sustainable within your design. These do not have to be related to power.

    What you will be presenting (submitting):

  4. Present your design in one of the following ways, making sure to answer the question, “How can energy sources and energy transformations play a role in creating energy-efficient spaces for people?” 
    1. Create a small poster containing a drawing or collage of your selected space. It should be colorful and visually appealing and label each feature in detail. (You may omit labels if you submit a video explaining your poster.)
    2. Create a PowerPoint or other digital presentation to show the design of your selected space. You should create a digital drawing or collage as part of your presentation. Create one slide explaining the required design features.

 

For all presentation formats, you must be able to explain why you chose the different parts of your design and how they meet the criteria. 

 

Anticipation Guide

Directions: Before watching the video, in the Me column, write “A”, “N”, or “D,” indicating your Agreement, Not Sure or Disagreement with each statement. As you read, compare your opinions with information from the video. In the space under each statement, cite information from the video that supports or refutes your original ideas.

Me

Video

Statement



  1. Most of the greenhouse gases that contribute to climate change come from cars and other machinery.



  1. As people have worked to create “greener” and energy efficient buildings over the past several decades, greenhouse gas emissions have decreased.



  1. Solar panels are the best thing we can add to buildings and community spaces to make them more energy efficient.



  1. Location does not matter when we are considering the energy-efficiency and environmental impact of a building.



  1. Trees and areas with lots of plants are beneficial to decreasing greenhouse gas emissions.



  1. It is important to consider the negative changes a new building might create in the world in addition to the positive changes.



  1. Creating new green buildings doesn’t do anything to address older, inefficient buildings that already exist.



  1. Building “green” is always more expensive than traditional” buildings.

 

Success Criteria

Reflect on your final product and score yourself based on the scale provided. In your reflection, note why you rated yourself at a particular level, and include any questions for your teacher that you may still have about the learning for this task. Submit this self-reflection with your final design.

Criteria

😀

😎

😐

🤔

Reflection & Questions

I can explain why I chose my energy source and how it is reasonable for my design.






I can explain how energy transformations take place within my design.






I can explain why I chose the other green features of my design and how they benefit the sustainability of the clubhouse.






I demonstrated the use of accurate scientificstatements and opinions using evidence from reliable sources.






 

 

😀 = I understand more than I need to know about this part and could successfully teach it to a peer.

😎 = I understand this part and can demonstrate my knowledge to my teacher.

😐 = I think I understand some parts, but I need help checking my thinking. I have a few questions for my teacher.

🤔 = I don’t understand most of this part and have a lot of questions for my teacher.

 

 





5/5:  In the news today:  https://wtop.com/coronavirus/2020/05/secluded-chesapeake-bay-island-keeps-eye-on-virus-from-afar/


Phase 5 Content

 

The Drowning Island Project

This project should take approximately 2 weeks to complete- April 29th to May 13th.

The Drowning Island

GRADE 6 SCIENCE

Unit: Earth’s Water

Tangier Island, Chesapeake, Bay, Virginia, Summer

SOL SCI 6.9 b, e, & f: The student will investigate and understand the natural processes and human interactions that affect watershed systems. Key concepts include the location and structure of Virginia’s regional watershed systems; estuaries; and major conservation, health, and safety issues associated with watersheds

 

Outcome:I can use my knowledge of watershed systems and conservation to make connections to real world issues.

 

ProblemResearching vacation spots for your family, you located an island in Virginia’s Chesapeake Bay called Tangier Island.  Beside fishing, crabbing and oyster dragging, the island even has a museum and education research facility.  It sounds like a great place to go on a vacation, but when you asked you parents about it, they told me that the island was sinking because of global warming!  How can that be? You decide you want to investigate the island’s troubles to answer the question: Is Tangier Island drowning in the bay water that surrounds it?

  

Description of Task

  1. Think about what you currently know about global warming and rising sea levels. Before you start your research, complete the Anticipation Guide on the next page with your best guess on if the statements are true or false.

     

  2. Access additional background information on the problems of erosion and rising sea levels from any of the following resources or ones of your own choosing:
    1. This Virginia Island Is Literally Sinking Into The Sea (HBO)
    2. Residents of sinking Virginia island plead for Trump's help
    3. Virginia Islanders Could Be U.S. First Climate Change Refugees
    4. Tangier, the Sinking Island in the Chesapeake
    5. Fox Island Education Center loses battle with a rising Bay (2019)

     

  3. Answer the question, “Is Tangier Island drowning in the bay water that surrounds it?” Use the information in the articles and videos you reviewed to support your answer in a manner such that someone who has not studied the issue will understand your position. Choose one of the options below for sharing your findings:
    1. Write a letter to editor of the Washington Post expressing your opinion on whether the government should help the people and Island of Tangier and details on how.
    2. Create a news segment (audio or video recording) to share what you learned with others
    3. Write a song that expresses concern for Tangier Island and proposes solutions.

       

  4. As you prepare your final product, refer to the Success Criteria rubric on the next page. Rate yourself and reflect on your learning using the Success Criteria provided.

 

Anticipation Guide

Directions: Before beginning your research mark each statement true of false based on your previous knowledge or best guess. As you research, compare your initial opinions with information from the articles and videos. In the space under each statement, cite information from the article that supports or refutes your original ideas.

True

False

Statement

 

 

  1. Global warming could raise the level of the oceans six feet in the next twenty years.

 

 

  1. Because of both rising sea levels and wave erosion, it is possible for an island to “wear away” after a long period of time.

 

 

  1. No one lives on Tangier, so it is not a problem if it gets covered by the bay waters.

 

 

  1. Blue crabs and oysters harvested from the Chesapeake Bay by Virginia fishermen.

 

 

  1. Tangier Island is part of Virginia.

 

 

  1. The Potomac River is a tributary of the Chesapeake Bay.

 

 

  1. Residents of the island feel that the government should build a 20 to 30 million dollar rock barrier around Tangier Island to save it from wave erosion.

 

 

  1. In 100 years, Tangier Island could be completely under water.

 

 

  1. No other place on Earth is having the problems with rising water levels like Tangier is having.

 

 

  1. Tangier Island will have to evacuate in the next 20-25 years because of rising sea waters.

 

 

Success Criteria

 

Reflect on your final product and score yourself based on the scale provided. In your reflection, note why you rated yourself at a particular level, and include any questions for your teacher that you may still have about the learning for this task. Submit this self-reflection with your product. 

 

 

Criteria

😀

😎

😐

🤔

Reflection & Questions

My final product clearly states the problem with rising Chesapeake Bay water levels faced by Tangier Island.

 

 

 

 

 

I demonstrated increased understanding of global warming and environmental processes gained through articles/videos researched

 

 

 

 

 

I provided at least two possible solutions for Tangier Island and its inhabitants

 

 

 

 

 

I demonstrated the use of accurate scientificstatements and opinions using evidence from reliable sources.

 

 

 

 

 

 

 

😀 = I understand more than I need to know about this part and could successfully teach it to a peer.

😎 = I understand this part and can demonstrate my knowledge to my teacher.

😐 = I think I understand some parts, but I need help checking my thinking. I have a few questions for my teacher.

🤔 = I don’t understand most of this part and have a lot of questions for my teacher.

 



April 14:

This Webpage includes information for Phase 3 and 4 of the PWCS Plan for the Continuity of Learning.

 

~Phase 4 has information for how students can improve their 3rd Quarter Grades before the 3rd Quarter ends on April 24th. 

 

~Phase 3 includes review information from March 23-April 2.

 

~Information for Phase 5 will be added after April 24th.


Phase 4 Content


Wednesday April 15th (Review of Quarter 3 Content)

If you need to retake the Summative from 2/21/20, Review the content for 6.4 Energy Test
Retake on Naiku will be next week

1. Go to https://quizizz.com/join?class=B342320

 to join the class.  The review has already been assigned to the class.  If you already belong to the class, just log in and the assignment will appear on your page.

2. Watch: https://www.youtube.com/watch?v=82jE-yvB8xU

3. Watch: 
https://www.youtube.com/watch?v=DOAqECd70Ww&t=25s

 

 

 

 

If you need to retake the Summative from 1/30/20, Review the content for 6.5 e-g Summative Assessment (Matter Test) 
Retake on Naiku will be next week

1. Go to Go to https://quizizz.com/join?class=B342320

 

 to join the class.  The review has already been assigned to the class.  If you already belong to the class, just log in and the assignment will appear on your page.

 

 

 

2. Watch https://www.youtube.com/watch?v=ogPNZ_MXksM

3. Watch https://www.youtube.com/watch?v=e1aIbbVqrU4

4. Review https://infograph.venngage.com/p/162655/the-abundance-of-elements-in-the-atmosphereliving-matterearths-oceansand-earths-crust


 

 

If you need to retake either Summative Assessment from Quarter 3 - choose one assignment for each Summative you wish to retake

Directions: Use the following link to open up the online version of the textbook. https://www-k6.thinkcentral.com/content/hsp/science/fusion/va/gr06/ese_9780547697307_/index.html There are two ways to submit your work to me: 1.) Type your answers and send them to me in an email 2.) Write your answers on a piece of paper, take a picture of all of your work and then email me the picture(s)

Option One:

  • Matter Unit Review Pages 91-94
  • Answer All Questions-
  • You do not have to write the questions
  • Can write True or False for Questions 1-5
  • For Multiple Choice Questions write the letter and the answer choice (words)

 

Option Two:

  • Read Pages 182-195
  • You do not have to write the questions
  • Answer all of the following questions:
  • Questions 1-3 on page 183
  • Question 5 on page 184
  • Questions 6-7 on page 185
  •   Question 10 on page 187
  • Question 11 on page 188
  • Question 12 on page 189
  •   Question 14 on page 190
  • Question 15 page 191
  • Question 17 page 192
  • Questions 18-19 on page 193
  • Questions 20-22 on page 194
  • Questions 1-13 on page 195

 

Option Three:


 

If you do not need to retake any Summative Assessments please review the following content: (pick what you want)

Watch: https://www.youtube.com/watch?v=n7ko1F0gEU4&t=4s
Watch: https://www.youtube.com/watch?v=k3SJuozgbfU&t=1326s
Watch: https://www.youtube.com/watch?v=QQsybALJoew
Go to: https://phet.colorado.edu/sims/html/states-of-matter/latest/states-of-matter_en.html
Go to: https://phet.colorado.edu/en/simulation/legacy/build-a-molecule
Go to: https://phet.colorado.edu/en/simulation/build-an-atom
Go to: http://chemcollective.org/vlab/vlab.php (I had fun mixing chemicals)
Go to: https://www.webelements.com/


 

Week of April 20th** (Wednesday April 22nd)

  • Alternative Formative Assessment Options will be made available at this time
  • Content will be uploaded on Monday and will include test codes using Naiku (https://a.naiku.net/users/sign_in) to retake the Summative Assessments from 2/21 and 1/30.
  • All Summative Assessment Retakes and Replacement Assignments must be turned in by the 11:59PM on 4/22/2020
**Even though Wednesday is Science Instructional Day the Retakes may take longer than the 90 allotted minutes on Wednesday so information will be posted on Monday, 4/20
This Webpage is intended for students to review Science Content for the weeks of March 23rd and March 30th
Earth Search.png

 


Standards We Are Learning: