| Madawaska Middle/High School Serving the students of Madawaska, St. David, and Grand Isle |
LINKS
Lunch Menu: http://www.madawaskaschools.org/middle_high/Menus/sept08.pdf
Monthly Calender: http://www.madhs.mad.k12.me.us/middle_high/mhs_calendar.cfm
Rock the Valley: http://www.rockthevalley.org
Four Seasons Trail: http://www.fourseasonstrail.org/
Four Corners Park Association: http://www.madawaskafourcorners.org/
Town of Madawaska: http://www.townofmadawaska.com/
"My Schedule" 2009-2010 |
TT |
1-2 1 |
3-4 2 |
5-6 3 |
7-8 4 |
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Blue Day |
Team Time |
Planning | Health 8 | Health 6 |
Science 6 |
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White Day |
Team Time |
Health 7 |
Study Hall
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Science 6 |
Science 6 |
Homework Assignments
| Team Time | TBA |
| Science 6 |
Bring in a (*one and a half ) inch binder, labeled "Science" - to be used for Science class only. Insert some lined paper...no spiral notebooks please! Due date: Week of August 24th. |
| Health 8 |
Bring in a pocket folder, *labeled "Health" - to be used for Health class only. Due date: Week of August 24th. |
| Health 7 |
Bring in a pocket folder, *labeled "Health" - to be used for Health class only. Due date: Week of August 24th. |
| Health 6 |
Bring in a pocket folder, *labeled "Health" - to be used for Health class only. Due date: Week of August 24th. |
Grading System For "Health 6, 7, & 8" Class
| Homework Assignments | Any assignments given to be completed at home. | 1-10 |
20% | Updated weekly |
| Classwork Assignments | Any assignments given to be completed in class. | 1-10 |
20% | Updated weekly |
| Classroom Participation | Class contribution: anticipatory activity, behavior, class readiness, etc. | 1-10 |
20% | Updated weekly |
| Special Projects | Assignments that require several class periods to complete. | 1-10 |
20% | Updated as needed |
| Assessments | Tests and or quizzes. | 1-10 |
20% | Updated as needed |
Grading System For "Science 6" Class
| Homework Assignments | Any assignments given to be completed at home. | 1-10 |
20% | Updated weekly |
| Classwork Assignments | Any assignments given to be completed in class. | 1-10 |
20% | Updated weekly |
| Classroom Participation | Class contribution: anticipatory activity, behavior, class readiness, etc. | 1-10 |
20% | Updated weekly |
| Special Projects | Assignments that require several class periods to complete. | 1-10 |
20% | Updated as needed |
| Assessments | Tests and or quizzes. | 1-10 |
20% | Updated as needed |
Marc Albert
E-Mail: marcalbe@madawaskaschools.org
Sixth Grade Science
Curriculum
Quarter 1
“Planetary Science” (FOSS)
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Investigation 1: |
Where Am I?Familiarizes students with maps and images presented in a variety of different scales, while developing a sense of planet Earth as a tiny base from which to launch an inquiry into the vast reaches of the Solar System. |
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Investigation 2: |
Round Earth/Flat Earth provides access to several kinds of evidence that were used historically to induce that Earth is round. In the process students will be asked to think not only about what they know (Earth is round), but how they know it. |
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Investigation 3: |
Day and Night familiarizes students with the celestial geometry of day and night.They explore the celestial motion that result in the day/night cycle on Earth. |
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Investigation 4: |
Discover the Moon introduces students to the Moon as a dynamic celestial neighbor that has inspired awe and curiosity over the ages, and is worthy of inquiry and study. |
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Investigation 5: |
Moon Craters teaches that impact is one of the major processes that shapes and changes the surface of planets and satellites. |
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Investigation 6: |
In Mapping the Moonstudents become familiar with the location of some major features on the Moon and determine and appreciate the size of these features and the distances between them. |
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Investigation 7: |
Landing on the Moon integrates students' understanding of the celestial motions of Earth and the Moon with their knowledge of lunar geology, enabling them to plan a mission to the Moon. |
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Investigation 8: |
Moon Rocks gives students experience with rocks and minerals found on the Moon, compares Moon rocks to Earth rocks, and explores the question of Moon origin. |
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Investigation 9: |
Phases of the Moon helps students gain a better understanding of the motions of Earth and the Moon in relation to the Sun, which result in the phases of the Moon we observe on Earth. |
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Investigation 10: |
In Explore the Planets students "discover" other planets in our Solar System and use the Moon-inquiry skills to plan exploratory missions to the planets. |
Space, the seemingly boundless vessel holding billions upon billions of swirling galaxies is today's final frontier. Astronomers continue to be the pioneers who first ventured into this vast environment, creating the charts that will guide those of us ready to join the adventure. Students study the Earth as a celestial object before progressing to lunar science and lunar exploration, and then on to the solar system. Activities explore the origin of the Moon, celestial motions, Moon phases, lunar geology, cratering processes, imaging technologies, scaling and space exploration.
“Human Brain and Senses” (FOSS)
Investigation 1 - Learning and Memory
Investigation 2 – Eyes: Inside and Out
Investigation 3 - Lenses
Investigation 4 - Retina
Investigation 5 – Into the Brain
Investigation 6 - Perception
Investigation 7 - Touch
Investigation 8 – Sending a Message
Investigation 9 – Sensory Investigation
The Human Brain and Senses Course emphasizes the use of knowledge and evidence to construct explanations for the relationship between structure and function in the human sensory and nervous system. Students investigate how the brain and senses acquire, interpret, and respond to information. An emphasis on vision and touch leads to investigations of the structure and function of the sensory organs and the brain itself. Images (MRI and EEG) are used to reveal brain anatomy and activity. Students also explore learning, memory, and sensory dysfunction.
Quarter 3
“Electronics” (FOSS)
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Investigation 1: |
In Circuits students discover how to create complete circuits and how to identify series, parallel, and short circuits. |
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Investigation 2: |
In Resistors 1 Students discover how resistors influence the performance of lamps in electrical circuits, and develop a model that explains what resistance is and how it might affect the flow of current in a circuit. |
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Investigation 3: |
In Voltage students explore, measure, and manipulate one of the two main attributes of electricity, voltage, and discover how voltage can be influenced by components in a circuit, |
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Investigation 4: |
In Electronic Dissection students explore electronic consumer products to discover the kinds and numbers of electronic components used in their design, and consider the impact of technology on American life. |
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Investigation 5: |
In Resistors 2 students discover the rules for predicting the total resistance imposed by multiple resistors placed in series and/or parallel. |
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Investigation 6: |
In Diodes students discover the characteristics of diodes and compare their behavior in circuits to the behavior of other components with which they are familiar. |
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Investigation 7: |
In Capacitors students discover the characteristics of capacitors, compare them to components with which they are familiar, and use them in circuits to perform new functions. |
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Investigation 8: |
Current leads students to understand the concept of electric current, and to use their understanding to solve circuit problems. |
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Investigation 9: |
In Transistors students discover the characteristics of transistors,compare them to components with which they are familiar, and use them in circuits to perform new functions. |
The electric force provides structure to everyday objects, energy for most of our activities, and the flexibility to create complex circuitry to contour, manage and exploit electrons to make them do our bidding. In this course, students work with electronic components and meters to build simple and complex circuits, measure and monitor electric properties, and discover how different components affect circuits. They make and read schematics, and construct solid-state devices. Finally, they construct meaningful explanations for the powerful interactions taking place in their systems.
“Human Body Systems” (Life Science – Unit Five)
Chapter 12 – Skeletal and Muscular System
The Human Body
The Skeletal System
Muscular Sytem
Chapter 13 – Digestive System
Nutrition
Digestion
Absorption
Maintaining Good health
Chapter 14 – Circulatory System
Circulation
Circulation in the Body
Blood
Cardiovascular Disease
Chapter 15 – Respiratory and Excretory
Respiratory System
The Excretory System
Chapter 16 – Nervous and Endocrine System
Structure and Function of the Nervous System
The Central Nervous
The Peripheral Nervous System
Senses
The Endocrine System
The Feedback Mechanism
Chapter 17 – Reproductive and Development
The Reproductive System
Stages of Development
In Unit Five, students are introduced to the anatomy, physiology, and the development of Homo sapiens. They learn about the systems of the human body. These are the skeletal and muscular systems, the digestive systems, the circulatory systems, the respiratory and excretory systems, and the nervous and the endocrine systems. They go on to study human reproduction and development.
