Science – Physical Science Syllabus - WordPress.com

Sixth Grade Physical Science – 2013-2014 Syllabus Instructor: Mrs. Florence Susan Togioka School’s Email: [email protected] Phone: sch. 338-6830, cell 639 – 3830 Blog address: http://mrstogioka.wordpress.com/ Standards website: http://www.nextgenscience.org

Student learning is our focus.

Course Description: Physical Science course will cover basic chemistry and physics through exploring the Nature of Matter, Energy, Force and Motion through Project Based Inquiry Science (PBIS). Students will be involved in problem solving projects such as, Building the Tallest Tower, Hot Lava Crossing, Building Boats, Science Fair, Atomic 3D Model, Roller Coaster, and the Toothpick Bridge. These projects are STEM (Science, Technology, Engineering, Mathematics) based inquiry projects that focus on critical thinking problem solving skill development dealing with real life applications. Robotics: This year’s challenge is titled, Nature’s Fury. Robotics is an afterschool club that is open to Sixth, Seventh, Eighth grade students. Those students interested in joining need to complete an application form. The club will meet in my room B101. Practice will start after 2:00 pm and conclude at 4:00 pm. The challenging team will comprise of a maximum of ten students for competitions. Our First Lego League (FLL) District challenge is in November 2013. Teams that finish in the top three positions will be invited to the State Challenge on Oahu in December 2013. Parents are responsible for traveling and housing costs. Are you interested in being a parent coach to help with the team, fundraising, being the contact for the team? Please contact Mrs. Togioka, 639-3830. Objectives/Goals:  To provide students a safe learning environment to learn scientific inquiry-based critical thinking problem solving that is connected to real world problems that engage all students simultaneously; Science, Technology, Engineering, and Mathematics, (STEM), standards based that will guide towards competent caring lifelong learners.  To teach science as inquiry, a pedagogical framework for teaching content.  To provide experiences that aligns with 7 and 8 grade science curriculums.  To build Team cooperation skills through a variety of assignments and projects.  To reinforce and develop General Leaner Outcomes. Classroom Expectations: Students are required to:  Have their science interactive notebooks in every class  Write assignments in their planners  Ask questions  Class supplies: Notebook, color pencils, pencils, ruler, tape and scissors.  Meet all deadlines and/or timelines.  Complete all assignments.  Complete all projects by the deadline date for full credit.  I recommend a computer and printer but it is NOT required. 1

Resources:  Holt Science & Technology Physical Science Book  Waimea Canyon Middle School web site, http://www.waimeaca.hidoe.us , click on Physical Science, available will be Power Point(s) on unit and sections in the textbook, and the syllabus to help monitor students’ progress in class.  Http://www.sciLINKS.org, is listed in the textbook reading sections to help extend understanding of content.  Http://www.go.hrw.com for resources to help understand the chapter.  For help in generating ideas for science projects, refer to Long-Term Projects & Research Ideas. Go to: http://go.hrw.com. Keyword: HP5WPS. You can also turn to the Resources for Parents section of the Science Fair Guide for information on planning, preparing, and presenting a science fair project. Go to: http://go.hrw.com Keyword: HP5WPS. There are numerable sites available online to get the juices flowing. Homework / Grading policy: (Figure 1)  Grades are based on student total accumulated points from all assignments.  At the beginning of each period student work is scored so each student knows how they are progressing (Figure 2). Scores range from 10 to 5. Ten = A, nine = A-, 8 = B, 7 = B, 6 = B-, 5 = C or lower. o For example: If Assignments are completed as directed students may earn a score of 8/B. For students that put in more effort higher scores are possible, 9/A- or 10/A.  Each project will have a rubric to guide students.  Incomplete projects receive an “INC” which, if left incomplete turns to 0/F.  Turn in assignments on due date for maximum grade.  Project such as, Science Fair project, Roller Coaster project, Toothpick Bridge project etc., may be videoed and scored by judges. o The students are to create an oral presentation, report and model. The team will share a team grade. The students that put effort into working together will earn the higher scores.  Student work will be scored using the Interactive Notebook Rubric (Figure 1). It will be Page 1 of their Science Notebook. If missing assignments are not turned in before the next class, the 5 turns to zero.  Students can improve their assignment score if completed during class.  Student’s progress is student responsibility

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Interactive notebooks allow students to record and analyze observations, reflect on their learning, and self-assess their work. Teaching Science with Interactive Notebooks introduces students to using notebooks to develop their written communication skills, cognitive organization skills, and sense of responsibility for their own learning. Figure 1. Interactive Notebook Rubric is used for scoring assignment

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Quarter 1 Activity/Project/points Big Projects Tallest Tower Challenge (10 points) Hot Lava Crossing (10 points)

3D Atomic Model Project week of August 26  3D model  Oral Presentation  Final typed report (30 points)

Science Fair Project  Question  Research  Hypothesis (30 points)

Presentation January 15th, 2014 Waimea Plantation Cottage’s Breezeway 2:00 to 7:00 pm Invitation only (extra credit)

Quarter 2 Activity/Project/points Big Projects Science Fair Project Hand in completed Dec. 2nd and 3rd , 2013

Textbook Assignments Unit 1 Chapter 1 Section 1. 2-5,9 Section 2. 4-5,8,9 Section 3. 2-4,6 Section 4. 2-5,7 Chapter 2 Section 1. 3-10 Section 2. 2-8,11 Section 3. 2-7,9 Chapter 3 Section 1. 2-4,6,7 Section 2. 2-7 Section 3, 3-7,10 Chapter 4 Section 1. 2-4 Section 2. 2-4,6 Section 3. 5,6,8,10 & 11 Chapter 11 Section 1. 4-8 Section 2. 4-6,8,9 Chapter 12 Section 1. 2-5,7,8 Section 2. 5-11 Chapter 13 Section 1. 2-4,7 Section 2. 3-7 Section 3. 3-8,11 Chapter 14 Section 1. 2-4,6,7 Section 2. 3-8,10 Section 3. 2-4-6 Section 4. 3,4,6-8 Chapter 15 Section 1. 2-5 Section 2. 2-5,7 Section 3. 2-4,6 Section 4. 3-5,8,9 Chapter 16 Section 1. 2-6,9 Section 2. 3-8,10

Total Textbook points possible

10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10

Assignments and textbook points earned

___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________

Total points Quarter 1 300 (textbook) +80 (big projects) = 380 Total Textbook Textbook Assignments and textbook points earned Assignments points possible Chapter 5 ___________________________________ Section 1. 3-10 10 ___________________________________ Section 2. 2-7,9 10 ___________________________________

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Final report Display board (240 points)

Presentation  January 15th, 2014 Waimea Plantation Cottage’s Breezeway 2:00 to 7:00 pm Invitation only (extra credit) Airplane Wing Design  models  report  presentation  competition (40 points)

Section 3. Section 4. Chapter 6 Section 1. Section 2. Section 3.

2-9 3-9

10 10

2-7,9 2-6,9 2-6

10 10 10

Chapter 7 Section 1. 3-8,10 Section 2. 2-6,8 Section 3. 3-7,10

10 10 10

Chapter 8 Section 1. 3-5,9 Section 2. 3-8,10 Section 3. 3-6,8,9

10 10 10

___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________

Total points Quarter 2 130 (textbook) +280 (big projects) = 410 excluding extra credit points Quarter 3 Total Activity/Project/points Textbook Textbook Assignments and textbook points earned Big Projects Assignments points possible Presentation Chapter 9 ___________________________________ 10 ___________________________________  January 15th, 2014 Section 1. 3-7,9 Section 2. 2-5,8,9 10 ___________________________________ Waimea Plantation 10 ___________________________________ Cottage’s Breezeway 2:00 Section 3. 2-5 Section 4. 4-6,8,9 10 ___________________________________ to 7:00 pm Chapter 10 ___________________________________ Invitation only Section 1. 3-9,12 10 ___________________________________ (extra credit) Section 2. 3-5,7,8 10 ___________________________________ Section 3. 2-4,6 10 ___________________________________ Roller Coaster Model Section 4. 2-4,6,7 10 ___________________________________ Project ___________________________________  Team Presentation Chapter 17 ___________________________________ to judges Section 1. 4-8,11,12 10 ___________________________________  Final Report Section 2. 5-9,11,13 10 ___________________________________  Team Model Section 3. 2-5,7 10 ___________________________________  Self-reflection Section 4. 2-5,7 10 ___________________________________ (40 points) Chapter 18 ___________________________________ Section 1. 2-5,7-10 10 ___________________________________ Electromagnetism and Section 2. 3-5,8 10 ___________________________________ Building a DC Motor Section 3. 2-7 10 ___________________________________  Essay Chapter 19 ___________________________________  Model Section 1. 4-8,11 10 ___________________________________  Presentation Section 2. 2-4,6,8 10 ___________________________________  Self-reflection Section 3. 3-7,9-11 10 ___________________________________ (40 points) Total points Quarter 3 180 (textbook) +80 (big projects) = 260 excluding extra credit points

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Quarter 4 Activity/Project/points Big Projects

   

Standing waves Model Report presentation Self-reflection ( 40 points)

Toothpick Bridge Model Project May 13th and 14th 2014  Final report  Team Presentation to judges  Bridge Model  Bridge strength challenge (40 points)

Textbook Assignments Chapter 20 Section 1. 5-9 Section 2. 2-4,6 Section 3. 4-7,10 Chapter 21 Section 1. 2-4,6-10 Section 2. 3-7 Section 3. 4-9 Section 4. 2-6 Chapter 22 Section 1. 2-6,8 Section 2. 2-8,10-12 Section 3. 3-8,10-12 Section 4. 3-9,11 Chapter 23 Section 1. 3-7,10 Section 2. 2-8,10 Section 3. 2-8,10,11

Total Textbook points possible 10 10 10 10 10 10 10 10 10 10 10 10 10 10

Assignments and textbook points earned

___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________

Total points Quarter 4 140 (textbook) +80 (big projects) = 220 excluding extra credit points

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Assignments may change at any time throughout the quarters; students will be notified of any changes and for an updated syllabus visit address below. Syllabus may be accessible @ http://mrstogioka.wordpress.com/

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Grading System Quarter

Quarter 1

Quarter 2

Quarter 3

Quarter 4

FINAL GRADE

Points and Grades 380 285 190 95 47.5 410 307.5 205 102.5 51.25 260 195 130 65 32.5 220 165 110 55 27.5 1271 953.25 635.5 317.75 158.875

A B C D F A B C D F A B C D F A B C D F A B C D F

Last update on 7/19/2013

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Student Section: Science Contract (Read, rate your reading skill strength, sign and return by due date) Student Statements: How I Am as a Reader? Comprehension Do I understand what I read?

Response What do I think about what I have read?

Okay I know what I am reading

This makes me think something that happened or I heard or watched. I can tell you if I liked what I read.

Good My reading makes sense to me. I can tell you about the main ideas and support details. If someone asks me a question I can usually find the answer

Excellent I can recall important facts and ideas and find answers to questions. I can tell you about the characters and retell the main events and many of the details. When I read information text or do research I can remember and share the main ideas and a lot of the supporting details. I can tell you what I I can talk or write read about and about how what I remember some of read fits with my the details and info. own ideas and I can tell you what it experiences and reminds me of and other things I have how it’s like other read seen or heard. things I’ve read, I can tell you how I heard, or seen. feel about what I read and give you reasons for my feelings.

I have read and discussed the Physical Science syllabus with my parent(s). I am committed to earning a ______ grade for Science this year and will do what it takes to receive this grade. Student Signature: ________________________________ Date: _______________ Parent Section: My child and I have discussed his/her goal for Science and will support him/her. Parent/Guardian Signature: __________________________Date: _______________ This contract page needs to be signed and turned in __________________________ 8