20 US$
weeklyPlan de estudios completo de ciencias de sexto grado: ¡Bienvenidos al descubrimiento científico! (En curso)
Completado por 6 alumnos
Edades 10-13
Clase grupal
Videoconferencias en vivo
1x por semana
2-6 alumnos por clase
50 min
Qué está incluido
1 reunión en vivo
50 minutos horas de clase por semanaTarea
1 hora por semana. Students may required to complete 20-30 min of homework, reading, activities, etc. per each live lesson (totaling about 1 hour per week). If needed, these will be assigned before the end of each live class.Evaluación
Assessments will be given as an indication of how well as student is learning the content and skills for the class and to help me continuously develop better curriculum. Students will be assigned a number on a proficiency scale* that lets the student, parent, and teacher know how the student is doing. Each assignment will have a rubric attached to it letting the student, parent, and teacher know the expectations for the assessment. Assessments may be multiple choice, free response, modeling, or many other types. Most assessments will be taken in class, but some may be at-home projects. Assessment retakes and/or revisions will be provided and encouraged. *See Grading Policy for our Proficiency ScaleCalificación
Grades will be provided by default to all learners. If students do not want their student graded or to not have access to their grades, please let me know. Grades allow students, parents, and myself to understand where the student is at in their learning. For each assignment or assessment, students will receive a "grade" according to the rubric below. 0 - The student demonstrates no evidence of learning. 1 - The student demonstrates a minimal understanding of the concept. 2 - The student demonstrates a partial understanding of the concept. 3 - The student demonstrates a complete understanding of the concept.Experiencia de clase
Nivel de inglés: desconocido
Grado de EE. UU. 6
Topics by Week: Week of April 15-19th - How can I use my knowledge of thermal energy? Week of April 22-26th - What is a reservoir and how does water get there? Week of April 29-May 3rd - How is water cycled around the world? Week of May 6-10th - Can I model Earth's water cycle? Week of May 13-17th - Why are Earth's temperature changes not as dramatic as other planets? Week of May 20-24th - *No Class this Week* Week of May 27- 31st - How does unequal heating from the sun affect Earth's different systems? Week of June 3-7th - How do the wind and ocean currents affect climates? Week of June 10-14th - What causes changes in weather? Week of June 17-21st - Can I use my knowledge to predict weather? Week of June 24-28th - How does the availability of food affect a population? Week of July 1-4th - *No Class this Week* Week of July 8-12th - What other resources affect a population? Week of July 15-19th - *No Class this Week* More weekly topics will be coming soon! Structure of the Class: In my dynamic classroom, students dive into a myriad of learning experiences, from live debates and projects to intriguing educational escape rooms and enlightening lab sessions. But it doesn't stop there - we also incorporate games and direct instruction to ensure a well-rounded education. Each live session comes equipped with a set of slides and activity guidelines, readily accessible for students during and post-class. Plus, I've got a slew of pre-recorded videos at the ready to shed light on those trickier concepts and deepen your background knowledge My Teaching Style: My mission is to ignite a spark of scientific curiosity in my students, fostering lifelong learners who are scientifically savvy. I pour my energy into crafting lessons that aren't just informative, but also a whole lot of fun, ensuring students genuinely relish the learning journey. I'm a firm believer in connecting classroom knowledge to real-world experiences, encouraging students to view their surroundings through an exploratory lens. Prior Knowledge: Students will not be required to have any prior knowledge of life science to participate in this course.
Metas de aprendizaje
All learning goals, lessons, and assessments are based on the National Next Generation Science Standards & Utah Science with Engineering Education Standards.
Structure & Function Within the Solar System:
-Students will develop and use a model of the Sun-Earth-Moon system to describe the cyclic patterns of lunar phases, eclipses of the Sun and Moon, and seasons.
- Students will Develop and use a model to describe the role of gravity and inertia in orbital motions of objects in our solar system.
- Students will use computational thinking to analyze data and determine the scale and properties of objects in the solar system.
Energy Affects Matter:
-Students will develop models to show that molecules are made of different kinds, proportions and quantities of atoms.
-Students will develop a model to predict the effect of heat energy on states of matter and density.
-Students will plan and carry out an investigation to determine the relationship between temperature, the amount of heat transferred, and the change of average particle motion in various types or amounts of matter.
-Students will design an object, tool, or process that minimizes or maximizes heat energy transfer. Identify criteria and constraints, develop a prototype for iterative testing, analyze data from testing, and propose modifications for optimizing the design solution.
Earth's Weather Patterns & Climate:
-Students will develop a model to describe how the cycling of water through Earth's systems is driven by energy from the Sun, gravitational forces, and density.
-Students will investigate the interactions between air masses that cause changes in weather conditions.
-Students will collect and analyze weather data to provide evidence for how air masses flow from regions of high pressure to low pressure causing a change in weather.
-Students will develop and use a model to show how unequal heating of Earth's systems cause patterns of atmospheric and oceanic circulation that determine regional climates.
-Students will construct an explanation supported by evidence for the role of the natural greenhouse effect in Earth's energy balance, and how it enables life to exist on Earth.
Stability & Change in Ecosystems:
-Students will analyze data to provide evidence for the effects of resource availability on organisms and populations in an ecosystem.
-Students will ask questions to predict how changes in resource availability affects organisms in those ecosystems.
-Students will construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
-Students will develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
-Students will construct an argument supported by evidence that the stability of populations is affected by changes to an ecosystem.
-Students will evaluate competing design solutions for preserving ecosystem resources and biodiversity based on how well the solutions maintain stability within the ecosystem.
Otros detalles
Orientación para padres
Climate Change and use of Natural Resources - We will be talking about how human action has changed the global climate.
*If you would like your student to skip certain weeks due to concern over the topic of the week, please message me and reach out with any questions.
Lista de útiles escolares
1 pencil with an eraser 1 notebook, lined 1 pack of colored pencils, colored pens, markers, or crayons
Recursos externos
Además del aula de Outschool, esta clase utiliza:
Fuentes
I will be referencing the Utah Science Curriculum Consortium's SEEd Storylines and
Jordan School District's (Utah) open-source curriculum. Both are created by certified expert teachers.
If you would like more information please see
https://www.seedstorylines.org/
https://middlescience.jordandistrict.org/7th-8th-grade-exemplary-units/
Conoce al profesor
Experiencia y certificaciones del docente
Utah Certificado de Docencia en Ciencia
2 Grado
Maestría en Ciencia desde University of Utah
Licenciatura en Educación desde Brigham Young University
I have a masters in Earth Science science and I have taught integrated science at the middle school level as well as high school Biology, Wildlife Biology, and Zoology.
During the last two years, I have worked as a Science Specialist for a large school district in Utah, supporting teachers and administration in science education.
Reseñas
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