Monday 8/31 Agenda

Weekly Bulletin

MATH 

Warm-Up-Question of the Day: A worm is at the bottom of a 12 foot wall. Every day it crawls up 3 feet, but at night it slips down 2 feet. How many days does it take the worm to get to the top of the wall? (draw a diagram to help you solve the problem, and explain how you got your answer)

Quiz Re-takes will be Today at lunch.

Learning Goals: Learn strategies for finding quotients of whole numbers. Use division vocabulary.

Workbook pp. 10–13

Homework: Workbook p. 13

SCIENCE

Warm Up (10 min): Go to Google Classroom and revise (or write) your Ecosystems Observation Paragraph.

Learning Goal: Understand the engineering design process and work with a partner to solve a design challenge.

We're going to finish the Paper Helicopter Design Challenge that we started on Friday. Remember: The goal is to produce a paper helicopter that will stay aloft the longest when dropped from a height of 5 feet.

Pick up where you left off on Friday

Task 1: Complete the Engineering Design Process flowchart and tape it into your notebook on the next blank right side page.

Task 2: With your table partner, decide who will be responsible for each job

Task 3: Complete "1. Ask" on the data sheet (identify problem-see highlighted challenge)

Task 4: Cut out the three designs provided and test them. Create a table in your notebook to record times for each trial of each design.

GOOD ONLINE STOPWATCH (measures tenths of a second)

Task 5: How could you improve the design? Compete "2 Imagine" with your ideas, and draw your revised plan on "3. Plan".  (different paper? shape? paperclip size?)

Task 6: Collect materials, build your prototype and start testing, refining, retesting...write notes on section 5 of your data sheet. Turn in data sheet when you are finished.

Exit Task 6: On the left side notebook page opposite your flowchart, write the date and the heading "Paper Helicopters Design Challenge". Draw a diagram of your final design and write a 3 to 5 sentence paragraph briefly describing your design process and results.

If we have time, we will have a competition to see which helicopter will stay aloft the longest when dropped from a height of 5 feet.

Friday 8/28 Agenda

MATH 

Warm-Up: Mangahigh challenges (due Monday!)

Return Quizzes: Re-takes will be Monday at lunch.

Learning Goals: Learn strategies for finding quotients of whole numbers. Use division vocabulary.

Workbook pp. 10

Homework: Workbook p. 25, Skill Builder 3

SCIENCE 

Warm-Up: Today we're going to spend the first 10 minutes of the period talking about, completing, and editing your Ecosystem Observations paragraphs. Go to Google Classroom and open your document.

Learning Goal: Understand the engineering design process and work with a partner to solve a design challenge.

Paper Helicopter Design Challenge: Today we're going to design and test paper helicopters. The goal is to produce a paper helicopter that will stay aloft the longest when dropped from a height of 5 feet.

Task 1: Complete the Engineering Design Process flowchart and tape it into your notebook on the next blank right side page.

Task 2: With your table partner, decide who will be responsible for each job:

Group Leader/Time Keeper

1. Reads all directions to group (from data sheet and blog) and leads discussions
2. Keeps group on task and is responsible for getting the group to finish on time.

Materials Manager/Data Collector/Recorder

1. Is responsible for collecting and returning all materials & supplies to the appropriate place(s)

2. Records data on the appropriate form or sheet

Task 3: Complete "1. Ask" on the data sheet (identify problem-see highlighted challenge)

Task 4: Cut out the three designs provided and test them. Create a table in your notebook to record times for each trial of each design.

Task 5: How could you improve the design? Compete "2 Imagine" with your ideas, and draw your revised plan on "3. Plan".  (different paper? shape? paperclip size?)

Task 6: Collect materials, build your prototype and start testing, refining, retesting...write notes on section 5 of your data sheet. Turn in data sheet when you are finished.

Exit Task 6: On the left side notebook page opposite your flowchart, write the date and the heading "Paper Helicopters Design Challenge". Draw a diagram of your final design and write a 3 to 5 sentence paragraph briefly describing your design process and results.

If we have time, we will have a competition to see which helicopter will stay aloft the longest when dropped from a height of 4 feet. (May have to do this on Monday!).

Thursday 8/27 Agenda

MATH 
Learning Goals: Benchmark 1 Pre-Assessment

Homework: Workbook p. 25, Skill Builder 3

SCIENCE 
Learning Goals: Describe biotic and abiotic factors of our ecosystem.

Warm-Up: Study the Quizlet  (Vocabulary Quiz next week)

Science Notebook Setup 

• On the next right side page in your notebook, write the heading "Lakeview Ecosystem"
• Below the heading, make a T-Chart as shown:

We will go outside to the quad to record observations. Please follow these rules so we can stay outside to finish the project, and so that we can go outside to do projects in the future:

• Stay in the designated area 
• Walk (don't run)
• Talk quietly so we don't disturb other classes

Exit Ticket: Go to Google Classroom and complete the Ecosystem Observations assignment.

Wednesday 8/26 Agenda

MATH 
Learning Goals: Use the associative, commutative, and distributive properties. Multiply using an area model.


Warm-Up: Homework Review

Workbook Quiz


Homework: Workbook p. 9


SCIENCE 
Learning Goals: Explain how energy is transferred in an ecosystem and how the amount of available energy changes at each level of an energy pyramid.

Energy Transfer Role Play activity discussion

• What happened to most of the energy that reached the plant?
• In what form did the plants store energy?
• About what percentage of the energy taken in by a consumer was available to the next level of consumer?
• What happened to the energy that was not passed to the next trophic level?

Sierra Nevada Energy Pyramid

What are some other examples of producers?

What are other examples of primary consumers? Secondary consumers? Tertiary consumers?

What role in the pyramid do we (humans) play?

Exit Task/Homework: Go to your Student Workbook and complete the Energy Pyramids worksheet in Lesson 3.

Tuesday 8/25 Agenda

Weekly Bulletin

MATH 
Learning Goals: Use the associative, commutative, and distributive properties. Multiply using an area model.


Warm-Up: Mangahigh - work on the three challenges. They are due on 8/31 (next Monday). Use scratch paper as needed!!
(Homework check - multiplication table, p. 6)

Workbook pp. 7 and 8

Homework: Finish Workbook p. 7-8, Be ready for a Booklet Quiz Tomorrow (Wednesday)



SCIENCE 
Learning Goals: Give examples of the functions of producers, consumers, and decomposers in an ecosystem.

Warm Up: Study the Quizlet

Discussion: Student workbook p. 4, "Roles in an Ecosystem"

Go to Google Classroom and answer questions posted as an announcement.

Energy Transfer Role Play activity (need 11 volunteers)

• What happened to most of the energy that reached the plant?
• In what form did the plants store energy?
• About what percentage of the energy taken in by a consumer was available to the next level of consumer?
• What happened to the energy that was not passed to the next trophic level?

Sierra Nevada Energy Pyramid

What are some other examples of producers?

What are other examples of primary consumers? Secondary consumers? Tertiary consumers?

What role in the pyramid do we (humans) play?

Exit Task: Go to your Student Workbook and complete the Energy Pyramids worksheet in Lesson 3.

Monday 8/24 Agenda

Weekly Bulletin

MATH 
Learning Goals: Use the associative, commutative, and distributive properties. Multiply using an area model.


* If you missed, or want to re-take the first workbook quiz, come in at lunch TODAY!

Warm-Up: Mangahigh - Go to the Lakeview homepage and log in as a student using the school code: 153492
* I assigned three challenges. They are due on 8/31 (next Monday). Use scratch paper as needed!!
(Homework check - multiplication table)


Multiplying using the area model: Khan Academy video

Area Model Multiplication Problem on grid paper


Homework: Workbook p. 6



SCIENCE 
Learning Goals: Give examples of the functions of producers, consumers, and decomposers in an ecosystem.

Warm Up: Study the Quizlet

• Read: Explorer's Journal: North Coastal Forests and Oak Woodland (Student Edition pp. 7-8)

• With your partner, read Explorer's Journals (North Coastal Forests, and Oak Woodland), underline all the organisms, then complete the last two columns of the table on p. 3 of the Student Workbook.




When you're finished with the table, go to Student Workbook p. 4 and answer the three questions.

Group Discussion


Homework: Finish Student Workbook p. 4 (3 questions) and be ready for a quiz Tuesday morning.

Friday 8/21 Agenda

MATH 
Learning Goals: Use the associative, commutative, and distributive properties. Multiply using an area model.

Warm-Up: Mangahigh - Go to the Lakeview homepage (bookmark it!), go to Resources: Student Resources, then click on the Manghigh icon. Log in as a student using the school code: 153492

We will go over the workbook quiz as a class.


Workbook p. 5

Homework: Make a multiplication chart if you need one.

If you need some help with multiplying using the area model, watch this Khan Academy video


SCIENCE 
Learning Goals: Give examples of the functions of producers, consumers, and decomposers in an ecosystem.


• Read: Explorer's Journal: High Desert and underline or highlight the names of any organisms (animals, plants, fungi, bacteria) that are mentioned. 

• Turn to workbook p. 3. As a class, we will fill out the High Desert column.

• With your partner, now read the other two Explorer's Journals (North Coastal Forests, and Oak Woodland), underline all the organisms, then complete the last two columns of the table.

Group Discussion


Exit Questions: Go to Google Classroom and answer the two questions posted as an announcement by adding a comment.

Thursday 8/20 Agenda

MATH 
Learning Goals: Use the associative, commutative, and distributive properties. Multiply using an area model.

Warm-Up: Multiplication Facts Quiz
(Homework check- Open Green Packet to p. 4 so I can stamp it)

Workbook p. 3

No Homework!

SCIENCE 
Learning Goals: Give examples of the functions of producers, consumers, and decomposers in an ecosystem.

Q's of the Day


1.How has the population of wolverines changed in the past several hundred years?

2. If you were a scientist trying to figure out why the wolverine population has decreased, what would you try to learn about to help solve this problem?

• Work with your partner to answer the questions on p. 2  of your Student Workbook (Populations). We will then discuss it as a class.

• Now we're going to think about populations of different organisms and their roles, or functions, in an ecosystem. Match each vocabulary word in the table below with the correct definition.

Wednesday 8/19 Agenda

Weekly Bulletin

MATH 
Learning Goals: Use the associative, commutative, and distributive properties. Multiply using an area model.

Workbook Quiz #1
(Homework check/stamp)

When you finish the quiz, you can start your homework. Homework: Booklet p. 4, Multiplying by multiples of 10

If you finish your homework, watch this video:
Distributive Property video

SCIENCE 
Learning Goals: We will learn about the roles populations of organisms play in ecosystems.


Q of the Day: What did you learn about wolverines in California yesterday? (pair share/ discussion)

Finish Reading the introductory paragraph and the first section of "California Connections: Where are the Wolverines?" and take notes so that you can answer the following questions.

• How would you describe the population of wolverines in California?
• Where in California do wolverines live?
• What other populations are important to the survival of the wolverine?
• What is the function of the wolverine in the mountain ecosystem?

How has the population of wolverines changed in the past several hundred years?

If you were a scientist trying to figure out why the wolverine population has decreased, what would you try to learn about to help solve this problem?

Exit Ticket: Answer the questions on p. 2  of your Student Workbook (Populations) and turn it in.

Tuesday 8/18 Agenda

Weekly Bulletin

MATH 
Learning Goals: Use the associative, commutative, and distributive properties. Multiply using an area model.

Warm-Up: Focus on Vocabulary p. 32- work with your table partner, and you can use the booklet and Google to look up words.
(Homework check/stamp)

Workbook pp. 2, 3, 4

Homework: Booklet p. 24, Skill Builder 2

SCIENCE 
Learning Goals: We will learn about the roles populations of organisms play in ecosystems.

If you didn't turn in the Cup Stack Lab questions (Google Classroom) or your drawing (Science Notebook p. 1), you have 5 minutes to work with your group and finish!!  

Q of the Day: What is a population? (pair share/ discussion)

We will be studying the California wolverine population. Can you make some predictions about the wolverine based on this photograph?

1. 
   

Read the introductory paragraph and the first section of "California Connections: Where are the Wolverines?" and take notes so that you can answer the following questions.

• How would you describe the population of wolverines in California?
• Where in California do wolverines live?
• What other populations are important to the survival of the wolverine?
• What is the function of the wolverine in the mountain ecosystem?

How has the population of wolverines changed in the past several hundred years?

If you were a scientist trying to figure out why the wolverine population has decreased, what would you try to learn about to help solve this problem?

Exit Ticket: Answer the questions on p. 2  of your Student Workbook (Populations) and turn it in.

Monday 8/17 Agenda

MATH Learning Goal: Learn strategies for solving multiplication problems using simple facts. Use the associative and commutative properties.

1. Google Classroom: complete assignment Questions of the Day

2. Workbooks: Put your name on the front

• pp 1 (Group and partner work)

Homework: Skill Builder 1 (p. 23)

SCIENCE Learning Goal: Learn how to setup and use your science notebook. Practice working with a team to solve a problem.

1. Notebook Setup

2. Cup Stack Lab

• On page 1 of your science notebook: 

• Write the title "Cup Stack Lab"
• Draw a diagram of the procedure you went through to complete the lab.
• Google Classroom Assignment: Answer questions with your group. Be sure to include the names of all group members (first and last)

Friday 8/14 Agenda

Learning Goals: Continue getting to know each other, pre-assess math skills, and practice teamwork.

• Put your Name Tent up

• Turn in your signed syllabus

• Finish circle goal if necessary, then turn it in

• Carefully complete this Survey to help me get to know you.

• Math pre-assessment

• Collaborative Presentation: 

• Collaborative Slideshow 1/2 

• Collaborative Slideshow 5/6

Thursday 8/13 Agenda

Welcome to 6th Grade Science and Math!!

Learning Goals: Get to know each other and learn what the class will be like

Today's Agenda

• Make a table tent and write your name on it IN BOLD PRINT on both sides with a BLACK MARKER OR SHARPIE. Decorate it with colored pencils or pens.

• Introduction Game:  "Blobs and Lines"

• Classroom Rules and Procedures

• Introduction Game:  "Concentric Circles"

• Circle Goals Project

• Name Game