COURSE
SYLLABUS
Course Name:
Sixth Grade Life Science
School Year:
2017-2018
Teacher(s)
Best way to communicate:
Linda Barnes
[email protected]
Carol Clayton
[email protected]
Grade Level(s):
6th
Class Length:
48 minutes
Quarter Report Dates:
10/28, 1/20, 3/31, 6/9
Course Description:
Students in middle school develop the understanding of the key concepts to help them make sense of life science. The ideas build upon students’ science understanding from earlier grades and from the disciplinary core ideas, science and engineering practices, and crosscutting concepts of other experiences with physical and earth sciences. The four life science disciplinary core ideas in middle school are: 1) From Molecules to Organisms: Structures and Processes, 2) Ecosystems: Interactions, Energy, and Dynamics, 3) Heredity: Inheritance and Variation of Traits, 4) Biological Evolution: Unity and Diversity.
Textbooks:
Textbook- Prentice Hall Life Science
FOSS Kits- Diversity of Life and Populations and Ecosystems
1st Quarter Learning Goals:
Students will be able to:
INQUIRY
…generate a question that can be answered through scientific investigation.
…propose a hypothesis, give a reason for the hypothesis, and explain how the planned investigation will test the hypothesis.
…communicate results using pictures, tables, charts, diagrams, graphic displays, and text that is clear, accurate, and informative.
…plan and conduct a controlled experiment.
…identify variables MV- manipulated, RV-Responding, and CV-controlled.
…generate a scientific conclusion from an investigation.
…prepare a written report of an investigation.
FROM MOLECULES TO ORGANISMS: STRUCTURES AND PROCESSES
...conduct and investigation to provide evidence that living things are made of cells. (MS-LS1-1)
2nd Quarter Learning Goals:
Students will be able to:
FROM MOLECULES TO ORGANISMS: STRUCTURES AND PROCESSES
...conduct and investigation to provide evidence that living things are made of cells. (MS-LS1-1)
…can develop and use a model to describe the function of a cell as a whole and ways parts of cell contribute to the function. (MS-LS1-2)
…argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. (MS-LS1-3)
3rd Quarter Learning Goals:
Students will be able to:
FROM MOLECULES TO ORGANISMS: STRUCTURES AND PROCESSES
… argument based on empirical evidence and scientific reasoning to support and explanation for how animal behaviors and plant structures affect the probability of successful reproduction. (MS-LS1-4)
…construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. (MS-LS1-5)
HEREDITY- INHERITANCE AND VARIATION OF TRAITS
…develop and use a model to describe why structural changes to genes located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. (MS-LS3-1)
…develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction result in offspring with genetic variation. (MS-LS3-2)
4th Quarter Learning Goals:
Students will be able to:
FROM MOLECULES TO ORGANISMS: STRUCTURES AND PROCESSES
…construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. (MS-L1-6)
…develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. (MS-LS1-7)
…can gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or for storage as memories. (MS-LS1-8)
ECOSYSTEM: INTERACTIONS, ENERGY, AND DYNAMICS
…analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. (MSLS2-1)
…construct and explanation that predicts patterns of interactions among organisms across multiple ecosystems. (MS-LS2-2)
… develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. (MS-LS2-3)
…construct and argument supported by empirical evidence that changes to an ecosystem effect on populations. (MS-LS2-4)
BIOLOGICAL EVOLUTION: UNITY AND DIVERSITY
…analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past.
(MS-LS4-1)
…apply scientific ideas to construct and explanation for the similarities and differences among organisms. (MS-LS4-2)
… an explanation based on evidence that describes how genetic variations of traits in a population increase the probability of surviving /reproducing in a specific environment (MS-LS4-4)
…gather and synthesize information about the technologies that have changes the ways humans influence the inheritance of desired traits in organisms. (MS-LS4-5)
… use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time. (MS-LS4-6)
Recommended Supplies:
Sharpened Pencils
Lines Notebook Paper
1-inch binder (Ms. Clayton)
Composition Notebook (Mrs. Barnes)
Silent Reading Book
Colored Pencils
Box of Kleenex
Grading, Retesting, and Late Work Policy:
Grades will be updated on a regular basis. Parents can access their child’s current grades by logging into the Parent Portal. Please contact the office for your username and password.
According to district policy, extra credit cannot be offered.
Grades are weighted and consist of
- 80% Assessments
- 20% Assignments
The expectation is that all work is to be completed on or before the due date. Late work will not be accepted for credit.
Extra help can be received at lunch or after school by arrangement with the teacher.
Class participation is very important part of this class. Many of the activities are very hands-on and must be completed in class. When a student is absent, his/her work is NOT excused. It is the student’s responsibility to find out what work was missed and complete the work. A student has the same number of days to turn in make-up work as the length of the excused absence. Students who miss the day before or day of a test are required to take the test upon their return.
Due to the hands-on nature of the class and the fact that plans can change based on class needs, it is very difficult to give work far in advance. Therefore, vacation requests are handled as an absence. Students can meet with the teacher upon return to get missed work.
Homework Forecast:
Students can expect to have homework if they do not finish in class, absent or need to review for a test/quiz.
Best way to communicate inquires to the teacher:
Email is the best method to get a hold of your teacher. If you do not hear back from us within 24 hours, we have not received your message – please try again!
[email protected]
[email protected]
Please feel free to contact us with any questions or concerns. We are looking forward to a great year!
Please complete the bottom portion and return with your child
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I have read the “6th Grade Life Science Course Syllabus” and understand the classroom policies.
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