SEXTO GRADO: PLANEACION BIMESTRAL

THIRD BIMESTER

PROFESOR: JOHN FREDY CASTRO BACCA

AREA:     NATURAL SCIENCES

SUBJECT: SCIENCE

SIXTH GRADE

IHS: 5

TOTAL HOURS: 50

GENERATIVE TOPIC: How good it is to eat well!!

GUIDING QUESTIONS. How are living organisms organized internally? How was the historical development of the cell concept? What are the differences between the different types of cells? What types of tissues are there? Why is nutrition important? What are the phases in the nutrition process?

COMPREHENSION GOALS: 1. Students will develop an understanding of the cell structure and each of the organelles, their functions and their relations with their surroundings. 2. Students will develop an understanding about the importance of different tissues in the formation of more complex systems. 3. Students will develop an understanding about the implicit processes in the process of nutrition in living organisms. Students will explain them through the making of their projects. 4. Students will develop understanding about the importance of the compliance of agreement and standard set into the coexistence manual to GLP, to enhance the overall development as a member of a community.

PERFORMANCE OF COMPREHENSION

CONTINUOUS EVALUATION

CYCLE

DATE

CONTENTS

EVALUATION AND WORK

EXPLORATION

In this stage, students will work through workshops that allow them to recall previous concepts and knowledge about the subjects. This will help in the identification of student deficiencies and strength in the topics.

Student learning will be tested through evaluations given to the students after each covered topic. Workshops will also be carried out for a better comprehension about the topics.

1

July 11th- July 15th

The Cell Cellular Organization Cell Structure Organelles

Students will be provided with coloring handouts, simple questionnaires and a pop quiz.

2

July 18th- July 25th

Topics and Overview Science Project Preparation The Cell Theory

Charts and tables to identify the cell to a more similar organization structures in everyday life. Quizzes. Students will be informed about projects they will present the following week. Review of the topics uploaded to the blog to be seen during the bimester. Students will be informed about projects they will present the following week.

3

July 26th- August 1st

Cell organelles Structures in the cell membrane Science Day Project Part 1 (Report)

Students will do a project comparing the cell to a real life complex structure.

4

August 2nd-August 8th

Tissues Names and functions of living tissues Science Day Projects Part 2 (Presentations)

Handouts and questionnaires. Quizzes. Students will do presentations of their Science Day projects

GUIDED INVESTIGATION

Topics are approached in a concise manner giving way to questions and discussions. Comprehension workshops are used based on the CD work. Laboratory Work Problem solving. Each type of cell will be revised. Students will locate the most important tissues in several living organisms explaining their specific and particular functions.

Lab work. Workshops. Daily quiz. Notebook checks. Classwork. Work outside class. Written evaluations. Class Participation. Workshop application.

5

August 9th-August 16th

Plant tissues Merismatic tissues

Students will be allowed to check structures using handouts and then, they will be allowed to use microscopes to check plant and animal tissues.

6

August 17th-August 23th

Organs, systems and their functions

Handouts for identification of different organs and systems. Quizzes.

7

August 24th-August 30th

Nutrition Ingestion, Digestion, Absorption Characteristics and functions of incomplete digestive systems. Final project last delivery

Students will write a story describing the different steps of nutrition. Handouts and quizzes to prepare students for lab work.

8

August 31st-September 6th

Characteristics and functions of Complex Digestive Systems

Handout and quizzes.

FINAL PROJECT

Comparison of the different types of nutrition in each of the kingdoms of nature, specifying the specific classifications in the animal kingdom through the use of slides or Power Point presentations.

Support of work done.

9

September 7th-September 13th

Digestive System Pathology

Lab work comparing digestive systems of worms and frogs.

10

September 14-September 16th

Feedback and Final Project

Final Project.

OBSERVATIONS:

PERCENTAGE MET GOALS:

RESOURCES:   Video beam, conceptual maps, graphs, workshops, labs, CD work.

Made by :Edgar Palacino & John Fredy Castro

Revised by: HEAD OF SCIENCE DEPARTMENT

Verified by: ACADEMIC DIRECTOR

SEXTO Y OCTAVO: INFORMACION SOBRE EL PROYECTO PARA EL DIA DE LA CIENCIA

La información está en inglés, por favor si tiene alguna duda sobre lo que cualquier parte de esto significa, contácteme a John.Castro.820@gmail.com

El Día de la Ciencia es el 13 de Septiembre pero los proyectos serán entregados los ciclos 3 (el reporte) y 4 (la presentación y demostración).

NATURAL SCIENCES AND ENVIRONMENTAL EDUCATION AREA

SIXTH AND EIGHTH GRADE

INSTRUCTOR: JOHN FREDY CASTRO B.

SCIENCE DAY PROJECT

Science Day will take place this 3^rd bimester on September 13^th, 2011. In order to celebrate this day, the Science Department at Gimnasio Los Pinos decided to get student participation by creating an opportunity for students to do a Science Day Project.

Topic: Open (students can pick any subject related to science).

Number of participants per group: Maximum 4.

Breakdown

The Science Project is divided into 2 parts:

Part 1 (Due date: Cycle 3, from July 26^th to August 1st)

A written report (typed) describing the following information:

-Name of the experiment

-Objective: What are you trying to demonstrate?

-Materials: Describe what you will be using for your experiment and how many of each.

-Procedure: You will describe what you will do for your experiment to occur.

-Science behind the project: In this part of the project you will describe what is happening in your experiment and you will also provide a scientific explanation for what is taking place.

Part 2 (Due date: Cycle 4, from August 2^nd to August 8^th)

Students will do a presentation including a demonstration of their experiment in front of class. Students will explain what is happening and then continue to show teacher and classmates. Presentation and demonstration will not last more than 3 minutes.

GRADING

Please see the matrix to find out how you can obtain the maximum number of points.

For each class, the best 3 projects will be selected. First place will not have to present the bimester exam and it will receive a Science Day Project grade of 100 that counts for three. This is, a grade of 100 will be included to obtain the final grades for Goals 1, 2 and 3. Second place will have to take the bimester exam but this one will only affect Goal#3. A score of 100 will be included to help calculate the grades for Goals #1 and #2. Third place will have to take the bimester exam also, but this one will affect Goals#2 and #3. A score of 100 will be included to help calculate the grade for Goal#1.

MATRIX FOR WRITTEN REPORT

	SUPERIOR (100-91)	HIGH (90-81)	BASIC (80-70)	LOW (69-0)
ORGANIZATION	Written report: - is typed - includes all the items required (name, objective, materials, procedure, and science behind project) - follows the proper guidelines for an assignment to be turned in - this matrix is included in the report	Written report: - is typed - includes all the items required (name, objective, materials, procedure, and science behind project) - might not follow all the guidelines for an assignment to be turned in - this matrix is included in the report	Written report: - is typed - includes all or most of the items required (name, objective, materials, procedure, and science behind project) - might not follow all the guidelines - this matrix is not included in the report	Written report: - is not typed - includes two or fewer of the items required (name, objective, materials, procedure, and science behind project) - does not follow the proper guidelines for an assignment to be turned in - this matrix is not included in the report
LANGUAGE	- grammar is correct - no spelling mistakes exist - report is easily read and understandable - ideas are clearly developed - all the report is written in English	- grammar is mostly correct - no spelling mistakes exist - report is understandable - ideas are clearly developed - all or most of the report is written in English	- grammar is mostly correct - some spelling mistakes might exist - report is mostly understandable - ideas are developed - Most of the report is written in English	- many grammatical errors - spelling mistakes - report is not easily read or understandable - ideas are not clearly developed - No English is present in the report
ORIGINALITY AND CREATIVITY	- project is original (no other person is doing the same project as you) - project shows creativity and is well presented	- project is original - project shows creativity and is well presented	- project is not necessarily original - project shows some creativity and is well presented	- project is original (no other person is doing the same project as you) - project shows little or no creativity

MATRIX FOR PRESENTATION AND DEMONSTRATION

CRITERIA	SUPERIOR (100-91)	HIGH (90-81)	BASIC (80-70)	LOW (69-0)
FORM	- Student presentation is loud and understandable - Students DO NOT read anywhere at any time during presentation	- Student presentation is loud and understandable - Students DO NOT read	- Student presentation is loud and understandable - Students DO NOT read anywhere at any time during presentation	- Student presentation is loud and understandable - Students DO NOT read anywhere at any time during presentation
LANGUAGE	- Presentation is done entirely in English -Language used is scientific - Members explain experiment eloquently	- Presentation is done mostly in English - Lots of scientific language is used - Members explain experiment clearly	- Presentation is done with some English - Some scientific language is used - Members explain experiment	- Presentation is not done in English - No scientific language is used - Explanation is not clear
RESPONSIBILITY	- All members in the group participate - Every group member brings materials to class - Presentation plus demonstration stay within time limits (no more than 3 minutes) - Demonstration is quick and safe	- Most members in the group participate - Most group members bring materials to class - Presentation plus demonstration stay within time limits (no more than 3 minutes) - Demonstration is quick and/or safe	- Some members in the group participate - Some group members bring materials to class - Presentation plus demonstration might not stay within time limits (no more than 3 minutes) - Demonstration is not quick and safe	- Only one member in the group participates - Only one member or no members in the group bring materials to class - Presentation plus demonstration does not stay within time limits (no more than 3 minutes) - Demonstration is not quick or safe
WOW! FACTOR	-Demonstration shows a great deal of originality, creativity, it is interesting and pleasing to observe.	-Demonstration shows some originality, creativity, it is interesting and pleasing to observe.	-Demonstration shows some originality and creativity a	-Demonstration shows little or no originality or creativity

OCTAVO GRADO: TEMAS A VER DURANTE EL TERCER Y CUARTO BIMESTRE

BIMESTRE III UNIT 1. EsKELETal SYSTEM Types of bone tissue. Functions of the skeletal system Organization of the skeletal system UNIT 2. MUSCULAR SYSTEM Classification and organization Physiognomy of the muscular contraction Pathology of the locomotor system UNIT 3.  FERTILIZERS AND PESTICIDES. Effects of the use of fertilizers and pesticides on the soil and humans.

BIMESTRE IV UNIT 1. GENETICS AND INHERITANCE. Mendel laws. The puzzle of heredity. Genes and DNA.

SEXTO GRADO: TEMAS A VER DURANTE EL TERCER Y CUARTO BIMESTRE

BIMESTRE III UNIT 1. THE CELL The cell Cell Theory Cell Structure and Organization Organelles UNIT 2. TISSUES AND HIGHER LEVELS OF ORGANIZATION Plant and Animal Tissues Human Tissues Organs, Organ Systems and their functions UNIT 3. NUTRITION AND DIGESTION Nutrition Characteristics of heterotroph nutrition Ingestion, digestion, and absorption in digestive systems of simple organisms.

BIMESTRE IV UNIT 1. EARTH AND THE SOLAR SYSTEM Earth The Solar System UNIT 2. FOOD CHAINS Interspecific relationships between living organisms Food chains and trophic level UNIT 3. ECOSYSTEMS Structure and organization of an ecosystem Organisms in the ecosystem Weather and its influence on ecosystems Classes of ecosystems Natural resources Exploitation of ecosystems