6th Grade Science With Hands on Activities
This class is designed to teach all of the National Science Standards required for 6th graders. One standard is introduced each week and follow up activities are listed for families to engage in for the rest of the week.
Teri Barenborg M.Ed
Average rating:
4.9
Number of reviews:(142)
What's included
35 live meetings
29 hrs 10 mins in-class hoursAssessment
The teacher will periodically check on student understanding of the topics at hand. The class will be interactive as students will be encouraged to participate through chat or discussion. An optional benchmark test will be offered for students to take at the end of both semesters. I do provide follow up activities and post the answers the following week so parents can opt to have their students do the assignments for not.Grading
I offer a grade for the tests, if parents want/need grades or evaluations for homeschooling needs, they need to direct message me early enough to provide me the time to get it done as I have several students. I evaluate by taking test scores, participation in class, attendance and doing the follow up activities into account.Class Experience
US Grade 6
Sixth Grade Science Class Outline
This is a yearlong course that students can log in for the weeks that interest them. I teach with a presentation and align hands on activities to the standards. I also stop periodically to check for student understanding. We use the whiteboard occasionally and I do encourage discussion but I also understand that middle school students sometimes want to be quiet. I do ask that they keep their camera on, but I don't demand it. I will cover all the National Science Standards that are required for grade 6 science.
Here is the schedule:
Interactive Notebook Set Up:
Week of August 26-September 8
Week 1: How to set up a Science Interactive Notebook
Weeks 2-6: Matter
Week 2: Matter and Its Interactions
Week of September 9-15
This week will include an introduction/review on atoms and molecules.
Week 3: Matter and Its Interactions
Week of September 16- 22
This week will focus on simple molecules.
Week 4: Matter and Its Interactions
Week of September 23-29th
This week will focus on complex molecules.
Week 5: Matter and Its Interactions
Week of September 30- October 6
This week will focus on complex molecule activities.
Week 6: Analyze and Interpret Data
Week of October 7- 13
This week will focus on Analyze and interpret data to determine similarities and differences in findings on the properties of
substances before and after the substances interact to determine if a chemical reaction has occurred.
Weeks 7 & 8: Forces
Week 7: Forces
Week of October 14- 20
This week will focus on experiments applying Newton’s Third Law to a problem of two colliding objects.
Week 8: Forces
Week of October 21-27
Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.
Weeks 9-15: Mechanical Energy
Week 9: Kinetic Energy
Week of October 28- November 3
Introduction to Kinetic Energy
Week 10: Kinetic Energy
Week of November 4- 10
This week will include the construction and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and the speed of an object.
Week 11: Potential Energy
Week of November 11- 17
Introduction to Potential Energy
Week 12: Potential Energy
Week of November 18- 24
Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of
potential energy is stored in the system.
Week 13: Waves
Week of November 25- December 1
Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave.
Week 14: Waves
Week of December 2- 8
Week 15: Waves
Week of December 8- 15
Activities that describe how waves are reflected, absorbed, or transmitted through various materials.
Week 16: Engineering
Week 16: S.T.E.A.M. Project
Week of December 16- 20
Modify the Room- Creating an aesthetically pleasing barrier that muffles the sound of music coming from a room.
Spring Semester:
Weeks 1-4: Space Science
Week 1: Lunar Phases
Week of January 6-12
Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases.
Week 2: Eclipses
Week of January 13-26
Develop and use a model of the Earth-sun-moon system to describe eclipses of the sun and moon.
Week 3: Seasons
Week of January 27- February 2
Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of seasons.
Week 4: Gravity of Celestial Objects
Week of February 3- 9
Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.
Weeks: 5-11: Earth Science
Week 5: Energy Flow on Earth
Week of February 10- 16
Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process. (Rock Cycle)
Week 6: Slow Earth Changes: Plate Tectonics
Week of February 17- 23
Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and
spatial scales.
Week 7: Slow Earth Changes: Mountain Building
Week of February 24-March 2
Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
Week 8: Rapid Earth Changes: Landslides and Reactions
Week of March 3- 9
Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
Week 9: Rapid Earth Changes: Space Rocks!
Week of March 10-16
Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
Week 10: Slow and Rapid Earth Changes: Volcanoes
Week of March 17-23
Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
Week 11: Slow and Rapid Earth Changes: Earthquakes
Week of March 24-30
Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
Weeks 12-18: Biology
Week 12: Cells
Week of March 31- April 6
Investigate to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
Week 13: Cells
Week of April 7-13
Understand that there are many types of living cells.
Week 14: Bacteria and Viruses
Week of April 14-20
Understand bacteria and virus cells and how they differ from other cells.
*No class on Tuesday, April 16th- Spring Break for the Teacher- Be on the lookout for Solar Eclipse content after the 8th!
Week 15: Animal Cells
Week of April 21-27
Develop and use a model to describe the function of a cell as a whole and the ways the parts of cells contribute to the function.
Week 16: Plant Cells
Week of April 28-May 4
Develop and use a model to describe the function of a cell as a whole and the ways the parts of cells contribute to the function.
Week 17: Resources for Organisms
Week of May 5-11
Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
Week 18: Interactions Between Organisms
Week of May 12-18
Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
Weeks 19 & 20: Engineering Design
Week of May 19-25
Week 19: Engineering Design Challenge: Last Critter Standing
Design a new animal species that will flourish in the ecosystem of a newly discovered planetLearning Goals
Students will learn the Grade 6 National Science Standards
Matter:
MS-PS1-1 Matter and Its Interactions- Atoms, Simple Molecules and more complex molecules
MS-PS1-2. Analyze and interpret data
Analyze and interpret data to determine similarities and differences in findings on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.
Forces:
MS-PS2-1. Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects.
MS-PS2-2. Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.
Energy:
MS-PS3-1. Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.
MS-PS3-2. Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.
MS-PS4-1. Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave.
MS-PS4-2. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
Engineering Design:
MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles
ETS1.A: Defining and Delimiting Engineering Problems
The more precisely a design task’s criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that are likely to limit possible solutions.
and potential impacts on people and the natural environment that may limit possible solutions.
MS-ETS1-2. Evaluate competing design solutions
Engaging in Argument from Evidence
Engaging in argument from evidence in 6–8 builds on K–5 experiences and progresses to constructing a convincing argument that supports or refutes claims for either explanations or solutions about the natural and designed world.
Evaluate competing design solutions based on jointly developed and agreed-upon design criteria.
using a systematic process to determine how well they meet the criteria and constraints of the problem.
MS-ETS1-3. Analyze data from tests to determine similarities and differences
Analyzing and Interpreting Data
Analyzing data in 6–8 builds on K–5 experiences and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis.
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.
MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
Earth Science:
MS-ESS1-1. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons.
MS-ESS1-2. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.
MS-ESS2-1. Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
MS-ESS2-2. Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
MS-ESS3-1. Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes.
Biology:
MS-LS1-1. Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
MS-LS1-2. Develop and use a model to describe the function of a cell as a whole and ways the parts of cells contribute to the function.
MS-LS2-1. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
MS-LS2-2. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
Other Details
Learning Needs
I encourage parents that have children with special needs to reach out with a direct message so that I can provide some accommodations for their child.
Parental Guidance
There are no intended sensitive subjects, however, if one comes up, the teacher will email parents ahead of time.
Pre-Requisites
5th grade science
Joined April, 2020
4.9
142reviews
Teacher expertise and credentials
Florida Teaching Certificate in Science
Master's Degree in Education from Florida Atlantic University
Mrs. Barenborg has a degree in education, a concentration in middle school sciences and a masters degree in educational leadership. She has been in education for 42 years, as a teacher, science supervisor, administrator and School Board member. She created the first science lab in her district, the first STEAM program and is a co-author of eight STEAM Design Challenge Books for teachers and her books are sold internationally. Reviews
Live Group Course
$16
weekly or $560 for 35 classes1x per week, 35 weeks
50 min
Completed by 262 learners
Live video meetings
Ages: 10-12
5-15 learners per class
