6th Grade Science

Welcome to Science!

I am excited for a new year to begin!  Hopefully all of you had a wonderful restful summer.  At the middle school level, we adopted the Next Generation Science Standards (NGSS).  The standards raise expectations for students pushing them to develop a deeper understanding of concepts through analyzing and interpreting data, constructing scientific explanations, and developing models.  Through cooperative learning, discussions, labs and activities, formative and summative assessments, I will help students progress in their understanding of the learning targets.  At the beginning of each unit, students will take a pre test to see what concepts they understand and those that they don't.  A proficiency scale will be used to assess student's understanding of the learning targets.  The proficiency scale is based on student understanding.  This is a little different than a 4 point grading scale, however, because we are required to use the Power School Grade System, the proficiency scale will be based on a percentage system. 

Proficiency Scale of Understanding:

level 4=100% Student demonstrates a command of the learning goals and can consistently apply the acquired knowledge and skills to situations presented in class as well as new situations.

level 3= 90%-99% Student demonstrates an understanding of the learning goals and can typically apply the acquired knowledge and skills to situations presented in class.

level 2= 70%-89% Student demonstrates a basic understanding of the learning goals and can apply the acquired knowledge and skills to some situations presented in class.

level 1= 60%-69% Student demonstrates a limited understanding of the learning goals and has difficulty applying the acquired knowledge and skills to situations presented in class.

 

Below are the standards sixth grade students will be learning about:

Q1-Ecosystems: 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. 

Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.

Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.

Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.

Evaluate competing design solutions for maintaining biodiversity and ecosystem services.* 

Q2-Matter and its Interactions & From Molecules to Organisms: Structures and Processes

Develop models to describe the atomic composition of simple molecules and extended structures. 

Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.  

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.

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.

Q3-Earth’s Systems

Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.

Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity. 

Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions.

Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. 

Q4- Earth’s Systems
Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.

Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.

Earth's Place in the Universe
Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.

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.

I look forward to a great year! Please let me know if you have any questions.

Jamie A. Klausing

klausinj@howellschools.com

"In life the choices we make, shape us into the people we become."

Highlander Way Middle School
6th Grade Science  & Instructional Coach
(517)548-6252 ext. 83153

                                          At Highlander Way Middle School we believe in the 3R's;
                                                            Rigor, Respect, & Responsibility

 Howell Public Schools is an exemplary learning community committed to taking responsibility for student achievement as we engage parents, partners and community to maximize every student's success.