You will present your sales pitch to the class today, Tuesday, June 7. If you want to use the attached slideshow template, you can make a copy of it :)

If any groups are ready for present early on Tuesday, March 31 at the end of class - you will get extra credit!!

Use the attached resource page or do your own research to find the answers to each question ON YOUR OWN.
Eventually you will compare research and each student will be in charge of the parts of the research they found the most information on!
For example: 
Maria was able to find the most information on "Positive and Negatives" -- so Maria will be responsible for that part of the presentation
Angel was able to find the most detail for how the technology works -- so Angel will be in charge of the "How it works and what is it" part of the presentation

If you were going to purchase a new green technology, what would you want to know about it? List as many things as you can think of.

Fill out slide 1 and 2 to reflect on this school year.

Please complete this if you were absent Tuesday, May 17.

Annnotate the article

Complete this if you were not in class Friday, April 22.

Complete this Peardeck if you were not in class Friday, April 29.

Complete all missing assignments before the test on Thursday/Friday

Use these examples to help you study for the Unit 5 Test :)

Students will be writing a claim, evidence, reasoning to explain why NYC and LA have different climates when given their climographs as evidence.

Work on these Seesaw Activities for the rest of class.
Pick any of them you want to do.
Work on them until class is over. You can choose to do as many as you want (except zero).

Play this game in class Monday and Tuesday to review for your Unit 5 Test

Create a model to explain the cause of ocean currents. 
Remember what we learned last week about Global Winds and the Coriolis Effect!

Complete the sentence to support or refute the claim.

Do your best even though this does not count towards your grade - this will tell us how much you have improved this year with claim and evidence!

Fill out the data table using the links provided.
Explain if you agree or disagree with Olive's claim.

Use the data you found in assignment #2 to create a map of latitude and temperature.

Complete box by saying if you agree or disagree with each statement.

If you want any regrades on your Unit 4 Assignments, if you were absent, or if you have late assignmnets to complete, they are due the day of the Unit 4 Test. You will not be able to get credit for any Unit 4 assignments after this date.

Play this for practice before the test.

Complete this assignment as an enrichment for extra credit and to help you study for the test.

Play this game on your own to practice before your test.You will need to log into Kahoot and choose "Practice"

Look at the graphs and data and then answer the questions on the Google Doc.

Use the weather map to create a Claim, Evidence and Reasoning.

1. Watch the video to see how to use wunderground.com's Wunder Map.2. After looking at the weather map and finding where the rain, snow, pressures, and fronts are - tell us about the weather you are seeing.
3. What questions do you have about the current weather?

If you were in class you have already done this peardeck.
If you were absent (Friday, March 18), please complete this ASAP.

Most of you did this in class already (on Tuesday, March 15) - you can mark this as done.
If you were absent - please complete this by the end of this week.

Most of you did this in class - you can just mark it as done.
If you were absent, please complete the Peardeck.

Most of you did this in class already - you can just mark this as done.
If you were absent please complete the Peardeck.

Complete all FOUR slides of the jamboard before you turn it in :)

This page is printed in your notebook - complete it on paper.
If you prefer you can make it on the jamboard (make a copy of it) and then print it and put it in your notebook.

Complete the model by moving the arrows and sticky notes.

Complete each sentence to find evidence to support the claim that hot air rises, cold air sinks, and wind travels from colder to warmer areas.

For your warm-up:
1. Complete the PREDICTION for slides 1 and 2
2. Watch the demo IRL in class.
3. Complete the model on slide 3.
4. Turn it in!

COMPLETE ALL THREE SLIDES!
1.  Watch the Screen Castify showing you how to do the assignment.
2. Watch smoke demo video.
3.  Write what you observe the smoke doing.
4. Create a model to explain what the air is doing.
5. Complete the Claim with Evidence and prediction.

1. Input the monthly average HIGH temperatures for The Great Basin and Venice, CA to create a line graph in Google Spreadsheets (using the shared Santa Ana Wind Jigsaw Google Doc that your group members created).
2. Answer the questions on the Google Spreadsheet.

Remember that your article was shared with your group members in class - so make sure you are opening the shared document from class.

🔥All restamps, regrades, and missing assignments due for Unit 3.


🔥All assignments not turned in will not be given credit after this day (this includes making up assignments due to absences!!)



🔥Official final grades for Unit 3 will be entered into Aeries

Bring your supplies to build your solar oven!
You can use:
a shoe-sized box or clear plastic container
white or black paper
aluminum foil
plastic wrap
tape

Complete Parts 1-3 on the Google Doc.  Use the rubric to help you with your CER.

Finish the claim, evidence, reasoning. It will be scored on our new stamp sheet.

Complete the Google Doc to go over Thermal Energy Transfer.

Create a public service announcement (PSA) about air pollution and exercise. You may work in groups of 3-4. Upload your final version to Google Classroom.
🍁Option 1: Video
🍁Option 2: Brochure/Flyer
🍁Option 3: Comic Strip

You will upload your project to Google Classroom.
What your PSA needs to include:

1. What causes air pollution?
2. Why is it even more harmful to your body to exercise in air pollution?
3. How can we minimize the effects of air pollution on our bodies when we exercise?
4. How can we reduce air pollution?

Answer each question individually on this document.
You can then use these answers to put into your project. If you are working together then you can all share and combine answers.

Complete this part FIRST.

❤️All restamps and regrades on ALL assignments for Unit 2 are due the day of your Unit 2 Test.  
❤️Check GOOGLE CLASSROOM (View Your Work) because I do not put grades for Daily Practice scores into the Aeries grade book until the end of the Unit!

This is very similar to the claim, evidence, reasoning that you will do on your Unit Assessment. Try your hardest! You can use your notes in your notebook on this but you cannot get help from your group members.

1. Learn about the Nervous System by watching the videos in the attached slideshow.
2. Continue following the directions in the slideshow which will prompt you to complete the attached Google Doc
3. Collect your data and then share with your group members
4. While you wait for group members to finish, continue watching the other videos in the slideshow.

Play this matching game for your warm-up!

1. Using your notes in your notebook, answer the questions.
2. Be sure to cite evidence/examples from your notebook.
3. Write in complete sentences!

If you didn't finish the station pages while you were given time in class, you need to finish them at home.


You will do three more stations in class Wednesday :)

Move the words and pictures to the correct location. Try not to look at your notes!

Use the materials on the Weekly Agenda.

19L/R we did in groups and you had plenty of time to finish it in class, however if you did not finish it in class, you need to finish it for homework.

20L is just as guess/prediction. Do NOT look any answers up as this is just to see what you know right now.

1. Complete JUST page 1 to record our procedure and DATA.
2. The other pages will be done in our notebook!

If you have a cell phone, use your own phone number. 
If you don't have a cell phone, your parents can sign up for remind messages.

Use the data on your assignment #2 in Google Classroom to make a bar graph by hand on p. 17R in your notebook.
Use our example bar graph on page 17L to help you!

1. Fill out JUST page 1 on the computer.
2. Page 2 and 3 will be recorded in our notebook.

Fill out Columns A and B for your warm-up today.

Answer the questions on the slideshow.

1. Read the books and watch the videos about sea cucumbers. 
2. Using the attached slideshow, explain what sea cucumbers are, give three interesting facts about them, and write three questions you have about them.

This is not for a grade but for the 6th grade science teachers to see where you are starting with your knowledge of CER and graphing. This will show your growth throughout the semester.  

Read carefully and put your best effort into it.

The assessment will be attached IN CLASS!
In this assessment you will

🔬identify microscope images to determine if they are living or nonliving 
🔬give observations to support how you decided if it is living or nonliving
🔬identify the gel pod based off of it's microscope image (is it a plant, animal, bacteria, or nonliving)

Answer the questions on the FIRST page. The second two pages will be glued into your notebook for reference later in class.

Fill out each slide. You can work with your group members if you need help.

5/5 #Nailedit - you are understanding the main idea of the article
4/5 Getting There - you are understanding most of the main idea and have read the article/watched the videos. 
3/ 5 Needs More Practice - you either did not read the article, googled the question, did not answer the full question, or did not understand the article.

5/5 #Nailedit - you are understanding the main idea of the article
4/5 Getting There - you are understanding most of the main idea and have read the article/watched the videos. 
3/ 5 Needs More Practice - you either did not read the article, googled the question, did not answer the full question, or did not understand the article.

5/5 #Nailedit - you are understanding the main idea of the article
4/5 Getting There - you are understanding most of the main idea and have read the article/watched the videos. 
3/ 5 Needs More Practice - you either did not read the article, googled the question, did not answer the full question, or did not understand the article.

5/5 #Nailedit - you are understanding the main idea of the article
4/5 Getting There - you are understanding most of the main idea and have read the article/watched the videos. 
3/ 5 Needs More Practice - you either did not read the article, googled the question, did not answer the full question, or did not understand the article.

Make sure you follow all directions! You will be given a score on this slide using the rubric that is attached! You will share what you have finished so far at the end of class in a small group.