COURSE TITLE: Self – Contained Science

Grade: 6

IB MYP Level: 1

DESCRIPTION OF COURSE:

The focus for science in sixth grade is to provide students with inquiry based experiences that develop science concepts in the following areas: Structures, Processes and Response of Plants-structure and function of plants; Structures, Processes and Responses of Animals-structure and function of animals; Earth's Atmosphere and Weather-atmospheric properties and processes; and, Conservation of Energy-properties of energy, work, and conservation of energy. Curriculum is modified to meet the needs of the special education student.

Prerequisite: IEP/Multidisciplinary Team Placement required

FUNDAMENTAL CONCEPTS

• INTERCULTURAL AWARENESS

In science class the students are given a chance to develop international-mindedness. The students develop their attitudes, knowledge, concepts and skills as they learn about their own and others’ social, national and ethnic cultures. The students are encouraged to consider issues from multiple perspectives using the areas of interaction and the staff exemplifies behaviors that encourage acceptance of others. Our Cultural Night is our showcase for international-mindedness.

• HOLISTIC LEARNING

The use of interdisciplinary units of study and the areas of interaction provide for students to emphasize the following:

• the understanding of concepts

• the mastery of skills

• the development of attitudes that can lead to considered and appropriate action.

In science we use this method of teaching to provide an education that allows every student to learn and take that education with them throughout their life.

• COMMUNICATION

In science students are given opportunities to master communication that is both verbal and non verbal, individual and collaborative and with scientific and real world language. The students are able to learn how to effectively communicate with each other, to present information orally and written, and to use communication to work out a scientific investigation. The students also use communication to reflect and think about what they have learned and the validity of that information and knowledge.

The students are also able to communicate their goals for learning and what they understand about science.

THE LEARNER PROFILE

MYP AIMS ADDRESSED BY THIS COURSE

MYP sciences aspires to develop scientifically informed, caring and responsible individuals who can

think critically and make informed choices about themselves, the environment and society.

Aims

The aims of any MYP subject and of the personal project state in a general way what the teacher may expect

to teach or do, and what the student may expect to experience or learn. In addition they suggest how the

student may be changed by the learning experience.

The aims of the teaching and study of sciences are to encourage and enable students to:

• develop inquiring minds and curiosity about science and the natural world

• acquire knowledge, conceptual understanding and skills to solve problems and make informed decisions

in scientific and other contexts

• develop skills of scientific inquiry to design and carry out scientific investigations and evaluate scientific

evidence to draw conclusions

• communicate scientific ideas, arguments and practical experiences accurately in a variety of ways

• think analytically, critically and creatively to solve problems, judge arguments and make decisions in

scientific and other contexts

• appreciate the benefits and limitations of science and its application in technological developments

• understand the international nature of science and the interdependence of science, technology and

society, including the benefits, limitations and implications imposed by social, economic, political,

environmental, cultural and ethical factors

• demonstrate attitudes and develop values of honesty and respect for themselves, others, and their shared

environment.

MYP OBJECTIVES ADDRESSED BY THIS COURSE

One world

This objective refers to enabling students to understand the interdependence between science and society.

Students should be aware of the global dimension of science, as a universal activity with consequences for

our lives and subject to social, economic, political, environmental, cultural and ethical factors.

Communication in science

This objective refers to enabling students to develop their communication skills in science. Students should

be able to understand scientific information, such as data, ideas, arguments and investigations, and

communicate it using appropriate scientific language in a variety of communication modes and formats as

appropriate.

Knowledge and understanding of science

This objective refers to enabling students to understand the main ideas and concepts of science and to apply

them to solve problems in familiar and unfamiliar situations. Students are expected to develop critical and

reflective thinking and judge the credibility of scientific information when this is presented to them.

Scientific inquiry

This objective refers to enabling students to develop scientific inquiry skills to design and carry out scientific

investigations.

Processing data

This objective refers to enabling students to record, organize and process data. Students should be able to

collect and transform data by numerical calculations into diagrammatic form. Students should be able to

analyse and interpret data and explain appropriate conclusions.

Attitudes in science

This objective goes beyond science and refers to encouraging attitudes and dispositions that will contribute

to students’ development as caring and responsible individuals and members of society.

This objective is set in the context of the science class but will pervade other subjects and life outside school.

It includes notions of safety and responsibility when working in science as well as respect for and collaboration

with others and their shared environment.

STATE STANDARDS

Inquiry 6-1: Understand technological design and scientific inquiry, including process skills, mathematical thinking, controlled investigation design and analysis, and problem solving.

Plants 6-2: Understand structures, processes, and responses of plants that allow them to survive and reproduce.

Animals 6-3: Understand the structures, processes, and responses of animals that allow them to survive and reproduce.

Weather 6-4:  Understand the relationship between Earth’s atmospheric properties and processes and its weather and climate.

Energy 6-5: Understand the law of conservation of energy and the properties of energy and work.

For a complete breakdown of the South Carolina State Standards and information other information about the state curriculum, please visit the following website:

http://ed.sc.gov/agency/Standards-and-Learning/Academic-Standards/old/cso/standards/science/index.html

COURSE OUTLINE

TEXT AND RESOURCES

Glencoe Science South Carolina Science Grade 6

South Carolina Science Essentials and Mastering the PACT workbook

Students will need the following supplies in class every day:

1 Composition Notebook - This will be their Science Notebook to keep records of lab investigations.

Notebook (binder section, spiral or folder)-This will be used to take daily notes and keep handouts.

Black/Blue Ink Pens or Pencils

Colored Pencils

Student Planner – to record daily assignments and aid in home/school communication

The teacher throughout the year will use various materials. (see list below)

Calculators                    plastic bags                  meter sticks                  tape measure                microscopes

Tape                             thermometers                rulers                            spring scales                beakers

Folders                         paper                           markers                                    crayons                                    colored pencils

Pens                            pencils                         candy                           food                             videos

Filmstrips                      Books                          textbooks                     Graph paper                 worksheets      

test tubes                      microscope slides        dissecting tools             cardboard                     cotton balls

clay                              cylinders                       floating tubes                seeds                           soil      

ring stands                    string                            matches                        candles                                    food coloring

water                            salt                               rheoscopic fluid                        plastic plates                 paper plates

plastic cups                  plants                           tongue depressors        sand                             batteries

electric motors             magnets                       iron fillings                    straws                           Eating utensils

toothpicks                     glue sticks                    rubber stoppers                        Test tube corks             jars      

cups                             paper towels                 construction paper         aerosol spray                punk sticks

graduated cylinders       plastic cups                 growing lamps              fertilizer                         Dichotomous Keys

ROLES OF THE AREAS OF INTERACTION IN YOUR COURSE

Approaches to Learning

Students take responsibility for their own learning; develop awareness of how they learn best; develop problem solving and decision making skills; develop awareness of thought process and learning strategies; develop critical, coherent and independent though.

• How they know and learn and developing skills for learning and also interactive skills that will allow them to be communicators, thinkers, and tie in the learner profile
• Plays a role daily as skills to teach the students and inform them about how they learn (note taking, study skills, organization, conducting investigations, keeping a lab book)

Community and Service

Students take an active part in the communities in which they live, thereby encouraging responsible citizenship; develop a sense of responsibility; (do not necessarily need to regulate this or mandate how many hours; difference between community service and community and service); developing skills to make an effective contribution to society; develop community awareness and concern

• Allows for a person to think of ways to be a part of the community and to give back
• Plays a role when working on projects and thinking of ways science affects society (invention project, energy audit)

Environments

Students accept responsibility for maintaining an environment fit for the future; understand local and global environmental issues; make decisions on environmental situations; understand political and economic environmental issues

• Not just the earth, also includes the environment you live in at home, school and your community
• Environments plays a role daily in science as well and ties in directly to the IB MYP Science Aim One World.

Health and Social Education

Students develop skills and knowledge to make informed choices; become aware of potential hazards; take responsibility for their own well-being; take responsibility for their social environment; understand the relationship between the individual and society

• Essential for middle school students because it teaches the student about who they are and how they are growing and changing
• Plays a role in learning about the different topics in science the students will be able to consider the perspective that Health and Social Education poses about how they are changing and growing, how they can help others and how they think and act.

Human Ingenuity

Students appreciate and develop the human capacity to influence, transform, enjoy and improve the quality of life; explore relationships between science, aesthetics, technology and leads students to examine, experience and reflect on the creative process

• Understanding that we are constantly creating and using technology
• Plays a role in the create an animal project , invention project and during investigations the students are considering Human Ingenuity and why they create and how that impacts society.

METHODOLOGY

The sixth grade science will provide a base for the study of science throughout the rest of the student’s academic career.  The basic skills with the use of inquiry in the classroom will be addressed as well as units in life science, earth science, and physical science.  The in depth study of plants and fungi (classification, reproduction, and adaptations), energy forms and transfers, simple machines, complex machines, water and the atmosphere, weather, animal adaptations and classification,  and forms and transfer of energy will all be covered.  With the study of these topics the scientific method, SI system of measurement, technological design cycle, and laboratory skills will also be focused on in class.

Course Objectives

Students will understand the nature of science and be able to apply their science skills to everyday life.

1.         Success in science class.

2.         Use of science skills (inquiry based learning).

3.         Applying the scientific method to explain and analyze.

4.         Relationship of science to other subjects by encouraging reading, writing, social studies, and math skills.

5.         Work on measuring skills and the SI units of measurement

6.         Manipulation of data and the ability to design labs.

7.         Identification and use of laboratory equipment.

8.         Use of scientific terminology (observations, hypothesizing, analyzing, etc.).

9.         Work with peers (cooperative learning with groups in lab, collaborative pair work with another student).

METHODS OF ASSESSMENT

Assessment in the science classroom includes a variety of strategies. Some are formal (summative) like a test or a project and some are informal (formative) like inquiry activities, homework, tickets out the door, quizzes, and class discussions (to name a few).

• open-ended, problem-solving activities and investigations
• organized debates
• hands-on experimentation
• analysis
• reflection

Assessment strategies, both quantitative and qualitative, provide feedback on the thinking processes as well as the finished piece of work.

GRADING POLICY AND GRADING PROCEDURES/WEIGHTING AND HOMEWORK POLICY

Middle school students will receive a numeric grade for each subject based on the new grading scale. The numeric grade and category of the course determine the quality points earned for each subject. Middle school courses, except those taken for high school credit, earn the base weight. A grade of 62 or below for any high school course will result in earning zero quality points.

The new grading scale will provide consistency across South Carolina. This is especially important for determining high school students' eligibility (based on grade point ratio) for college and for scholarships, including a state LIFE scholarship.

A   93-100

B   85-92

C   77-84

D   70-76

F    69 or Below (No Credit)

Science grades will be calculated using the following system:

            Minor Assessments      40% (daily work, quizzes, inquiry activities)

            Homework                    10% (word maps, study guides, workbook lessons, assignments not completed in class)

Major Assessments      50% (unit tests, lab reports, science journal, and projects)

Test Re-take Policy

• Any student who scores an 84% or below on a test may request the opportunity to re-take the test and teachers must honor this request.  Timing of the re-take is at the discretion of the teacher but please take parental scheduling into consideration whenever possible.
• Re-do policy does not apply to projects/ major writing assignments; however, late work policy applies. 

Late Work Policy

• Any assignment that is late is subject to a 5 point deduction for each day that is late.
• Assignments that are missed when a student is absent must be made up within 10 days of returning to school unless other arrangements have been made with the teacher.