Science Curriculum Overview

Teacher: Fawzieh Bazzi

Email: [email protected] Science Curriculum Overview The Lowrey Middle School Science Program is a challenging integrated science curriculum that incorporates Middle School grade level (6th) concepts from the Physical, Earth, and Biological Sciences supported through hands-on investigative activities / inquiries that emphasizes scientific methodology, science process skills and reinforces required mathematical skills for data collection/modeling/analysis. All scientific inquiry lessons are designed with the NGSS in mind. Objectives: 1. To achieve the New Generation Science Standards for middle school science in the areas of chemistry, physical science, anatomy, genetics and earth science. 2. To provide a foundation of facts, processes, basic concepts, principles and applications of science. 3. To develop skills of observation, descriptions, rational and creative thinking processes. 4. To develop skills in collecting, organizing, and communicating scientific data and information. 5. To develop those values, aspirations and attitudes, which underlie the personal involvement of the individual with the environment and with mankind. 6. To prepare students for the next grade level chemistry, physics, earth and life science studies, while developing the mastery for scientific methodology, research, and oral presentations. 7. To nurture a love of science through classroom success, homework, reading, invention, convention, projects and interesting labs which will inspire these students to continue in science. TEACHER POLICIES: My rules and expectations follow the same guidelines as the P.B.I.S. (Positive Behavior In School) Program that is fully outlined in your student’s Lowrey Code of Conduct packet. Students should exhibit behavior that reflects RESPECT, RESPONSIBILITY and SAFETY at all times. Classroom Rules/Expectations: PROMPT: Be in your seat and ready to start class PROCEDURAL: Follow directions the first time they are given PREPARED/PRODUCTIVE: Bring all supplies, books, and binders POLITE: Raise your hand and wait to be called on before speaking POSITIVE: Respect yourself, your school, your fellow students and all property

Consequences: Students who choose not to follow the Code of Conduct will have appropriate infractions recorded by Mrs Bazzi in her grade book. (3 tardies=detention No homework 3 times =detention)

Lab Safety: Students are required to adhere to lab safety at all times. Breaking any lab safety rule will not be tolerated. Homework: Homework will be assigned several times throughout the week. Homework is to be turned in the following day, unless otherwise directed. If students are absent, they are responsible for obtaining the missing assignments and turning them in. If a student is absent the day an assignment is due, they are expected to turn in it the day they return to school. Homework must be completed neatly and thoroughly. Poor quality assignments are not accepted under any circumstances. Students may be asked to re-do an assignment if I feel they have not produced their best work.

Planners: Planners are to be with students at all times. When students arrive to class, they are to write their homework assignments in the planner on the appropriate day. Also, if students need to leave the room for any reason, the planner serves as a pass. No planner = no pass.

Blog: In order to keep up with what is going on in our class or for notes or homework please visit the Blog for the latest information. http://iblog.dearbornschools.org/mrsbazzi/

Grading Procedures: Students’ grades are based on points earned for tasks completed in and out of class. The points are all added together for the final marking period grade. Points are earned for Tests/Quizzes/Projects (Assessments), Homework, Classwork, and Bell work. Grades are entered into MiStar. You are encourage to access it to view your child’s grades.

GRADING SCALE:

99- 100 A+ 70- 79 C’s 90- 98 A’s 60- 69 Ds 80-89 B’s 59 or lower E Please sign and return: Parent Signature______Student Signature______

Major Topics Covered (6th) New Generation Science Standard

Life Science Physical Science Earth Science Sept-December January-February March-June LS1: FROM MOLECULES TO OR- PS3: Energy ESS2: Earth’s Systems GANISMS: PS3-3: Constructing Explanations and Design- Ess2-4: Developing and Using Models to describe unobserv- LS1-1: Conduct an investigation to ing Solutions and test a design of an object, tool, able mechanisms. The cycling of water through Earth's sys- provide evidence that living things are process or system. Either minimizes or maxi- tems driven by energy from the sun and the force of gravity. made of cells; mizes thermal energy transfer. ESS2-5: Planning and Carrying Out Investigations & LS1.A: Structure and Function: All PS3-4: Planning and Carrying Out Investiga- the motions and complex interactions of air masses result in living things are made up of cells, which tions provide evidence to support explanations or changes in weather conditions. [Clarification Statement: Em- is the smallest unit that can be said to be design solutions. The relationships among the phasis is on how air masses flow from regions of high pressure alive. energy transferred, the type of matter, the to low pressure, causing weather (defined by temperature, pres- LS1-2: Developing and Using Models: mass, and the change in the average kinetic ensure, humidity, precipitation, and wind) at a fixed location to Develop and use a model to describe ergy of the particles as measured by the tem- change over time, and how sudden changes in weather can result function of a cell as a whole and ways perature of the sample. when different air masses collide. the parts of cells contribute to the func- PS3-5: Engaging in Argument from Evidence ESS2-6: Develop and use a model to describe phenomena; tion. that supports or refutes claims for either explana- unequal heating and rotation of the Earth cause patterns of  LS1-3: Engaging in Argu- tions or solutions. When the kinetic energy of atmospheric and oceanic circulation that determine regional ment from Evidence: Use an oral and an object changes, energy is transferred to or climates. [Clarification Statement: Emphasis is on how patterns written argument supported by evidence to from the object. vary by latitude, altitude, and geographic land distribution. band- support or refute an explanation or a model ing, the Coriolis effect, and resulting prevailing winds; emphasis for a phenomenon.. of ocean circulation is on the transfer of heat by the global ocean convection cycle,  LS1-4: Engaging in Argu- ESS3: Earth & Human Activity ment from Evidence. Supported by empir- ESS3-3:Constructing Explanations and Designing Solutions ical evidence and scientific reasoning for monitoring and minimizing a human impact on the envi-  LS1-8:Obtaining, Evaluat- ronment. ing, and Communicating Information. ESS3-5: Asking Questions and Defining Problems regarding Gather, read, and synthesize information factors that have caused the rise in global temperatures over from multiple appropriate sources the past century.  LS1-5: Constructing Expla- nations and Designing Solutions: Con- struct a scientific explanation based on valid & reliable evidence.  LS3: Heredity: Inheritance & variation of traits LS3.2: Develop & Use Models to describe phenomena. As. reprodn results in offspring with identical genetic information and se. reprodn results in offspring with genetic variation.

Engineering & Design -YEAR Round…... ETS1-1: Asking Questions and Defining Problems includes multiple criteria and con- straints, including scientific knowledge that may limit possible solutions. with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. ETS1-3: Analyze and interpret data to determine similarities and differences in findings among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. ETS1-4: Developing and Using Models; to test ideas about designed systems, including those representing inputs and outputs...modification of a proposed object, tool, or process such that an optimal design can be achieved.