FINAL Grades Posted

All assignments have been entered along with the extra credit. 

DANCE FESTIVAL CLOTHING

The dance festival will start and end with the 6th grade performing.  The first dance is a folk dance, please have your child wear blue jeans and a white t-shirt.  Our second dance is Thriller.  Students are strongly encouraged to dress up like zombies for this performance.  Some students are wearing old Halloween costumes, others are finding old worn out clothes and adding further tears, it would be awesome if most of the kids could wear white make up on their face with blacked out eyes.  Whatever is chosen by you for your child to wear please make sure that they can change into it quickly.  Students will only have 5 minutes to change!  Thanks for all your help in making this a dance festival to remember.

Final Grades and Dance Festival

Last Wednesday every student took home a progress report to be signed by a parent/guardian.  All grades have been entered into skyward.  The only item left to enter is the movie night extra credit. 

For dance festival we are dancing two dances.  The first dance our folk dance, it is suggested that students wear a white t-shirt and blue jeans.  The second dance, we are dancing to Thriller.  For this dance students are encouraged to dress like zombies, no blood though.  Students will only have 5 minutes to change in between the routines so zombie outfits need to be easy to get in and out of.

WHAT YOU HAVE TO KNOW!

WHAT I HAVE LEARNED THIS YEAR! 

6^TH GRADE SCIENCE STUDY GUIDE

ALL TERMS NEED TO BE DEFINED and EXPANDED ON.

HEAT

·      Synonyms –transfer/flow

·      Types of heat (3 types), examples of each

·      Heat always flows from ________ to _______

·      Conductors, what it is, 2 examples

·      Insulators, what it is, 2 examples

Light

·      Define light

·      Define Reflection

·      Define Refraction

·      Angle of Incidence = Angle of Reflection (Draw)

·      Prism, what does it do?

·      Electromagnetic Spectrum Order, Biggest to Smallest

·      Natural Producers, 3 examples

·      Natural Reflectors, 3 examples

·      Speed

·      How it travels

·      Visible Light

·      Convex/Concave

Sound

·      Define sound

·      Volume – List synonyms, waves look like

·      Pitch – List Synonyms, waves look like

·      How it travels

·      How to increase/decrease volume.

·      How to increase/decrease pitch.

Microorganisms

·      3 scientists who pioneered the field of microorganisms and what they did.

·      Bacteria – shape, 2 diseases caused

·      Fungi – shape, 2 diseases caused

·      Protists/Protozoa – shape, 3 ways to move, 2 diseases caused

·      All living things must have these 7 things:

·      Why is a virus different?  2 diseases it causes.

·      5 foods we have because of microorganisms.

·      Major role of microorganisms.

·      List three good things microorganisms do.

Moon

·      Moon Phases

·      What can be studied on the moon?

·      Length of phases.

·      Time to rotate/orbit/direction

Seasons

·      Earth’s tilt, how many degrees?

·      Longest, Shortest days.  NAMES

·      Angle of sun in winter/summer

·      Draw direction Earth rotates in and diagram the seasons.

·      What is an equinox?

·      When is Earth closest and furthest from the sun?

Solar System

·      Planet Order

·      Planet Facts (2), include direction of rotation.

·      Describe relationship between MASS/GRAVITY.

·      Scientist who came up with the theory of gravity.

·      Compare/Contrast – Asteroid, Meteoroids/Meteors/Meteorites, Comets

·      Probes job

·      Orbit direction

·      Scientist who proved Earth’s rotation and how.

Universe

·      Difference between Radio/Optical Telescope

·      Earth’s EXACT location.

·      Constellations, zodiac, 3 circumpolar, 1 for each season

·      What blocks seeing constellations during other seasons?

·      Geocentric vs. Heliocentric

·      Two scientists who discovered/supported the heliocentric theory.

Scientific Method – Know the order and an example of each.

·      Define Purpose

·      Define Research

·      Define Hypothesis

·      Define Experiment

·      Define Analysis

·      Define Conclusion

·      Define Variable

·      Define Control

TEST PREP

In class we have been working on test taking strategies in all the core areas of testing, language arts, math and science.  Here is the site we have been using in class that you might find helpful.

http://lindon.alpinedistrict.org/webinstruct.html

This site has multiple choice tests based on the standards and objectives students have been learning all year. 

Forbes Family Movie Night Schedule

Hello everyone!

We here at Forbes are having a fundraiser sponsored at The Water Gardens movie theater in Pleasant Grove right across the street from the Macey's grocery store. The fundraiser will be Thursday, April 21st and it will run from their 3 pm show until their late show.

How it works. We need to recruit as many people as we possibly can. Each person that goes to the movie, any movie of your choice, on this evening and tells the box office they are with Forbes, all their ticket proceeds will come to us, that is $3 per person which is awesome! I am hoping we will have an amazing turn out so our 6th graders won't have to pay for Clear Creek.

Long story short, please help if you can! Come one, come all, bring your families and your neighbors and your friends! Share this even with everyone you know.

Thanks in advance!

MICROORGANISM REVIEW WEEK

Here are some sites that are very helpful while reviewing microorganisms:

http://www.schools.utah.gov/curr/science/core/6th/TRB6/default.htm This is the state site with a literacy reading, vocabulary, lessons, and assessments.

http://peer.tamu.edu/curriculum_modules/Properties/module_1/lesson.htm This site gives specifics of all the types of microorganisms, pictures, good and bad types and various facts that are necessary to know for the state test.  There are also games available. Use the following review to navigate the site.

Directions:

1.     In the web address bar type : http://peer.tamu.edu/curriculum_modules/Properties/module_1/lesson.htm

2.     You will be reviewing the different microorganisms you have learned about.  Answer questions after you have read each section.

Bacteria

1.     List some places bacteria can live. __________________________________________________________________________________________________________

2.     Draw and label the example bacteria shown.

3.     What is at the center of the bacteria structure? __________________________________________________________________________________________________________

4.     How does a bacteria move around, what does it have to help it move? __________________________________________________________________________________________________________

5.     What type of bacteria cause disease? __________________________________________________________________________________________________________

6.     Click on the yellow activity icon.  List three good bacteria and 3 bad bacteria.

______________________________________        ______________________________________

______________________________________        ______________________________________

______________________________________        ______________________________________

Protozoa

1.     What do protozoa feed on? __________________________________________________________________________________________________________

2.     Draw and label the example protozoa.

3.     What are some sources of infection from protozoa? __________________________________________________________________________________________________________

4.     List three protozoa infections, their symptoms, and preventions.

Fungi

1.     Describe the important role of molds in nature, what purpose do they serve?_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2.      Tell two common ways in which fungi are beneficial to you.

a.___________________________________________________________________________________________________________________________________________________________________________________________________________________________

b.__________________________________________________________________________________________________________________________________________________________________________________________________________________________

3.  What can mold look like and how is it spread around? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________

4.  What symptoms can show that you are sick from mold? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________

5.  Draw the two structures for mold.

 6.  Click on the yellow activity icon and guess which fungi are good, bad, or both.

Students need to be able to identify by description or picture; bacteria, protozoa, fungi, and virus.  They should be able to also list good and bad examples of each.

Lastly, students need to be familiar with the scientists who pioneered the use of the microscope and how to control microorganisms in the use of vaccines and modern day anti-biotics.

Biology Microscope                                                               

Internet Activity                                                               

http://www.cas.muohio.edu/~mbi-ws/microscopes/index.html

History of the Microscope

Founding Fathers of Microscopy

______ and Zacharias _________, ~1590, _________ Eyeglass Makers

*   Credit for the first ______________ is usually given to ______________ Janssen, pictured at the left, in Middleburg, Holland, around the year _________.

*  The magnification of these early scopes ranged from ____ to ____, depending on the size of the ______________ openings

Robert ___________, 1635-1703, ____________ Chemist, Mathematician, Physicist

In _________________ (1665), he coined the word _______ to describe the features of plant tissue (_________ from the bark of an ________ tree) he was able to discover under the _______________.

Anton ______ ________________, _________ - _________

Leeuwenhoek made simple (_____ ______) microscopes. He was not the first person to build a microscope, but the microscopes that he did build were the ________ ones for that time period. __________________ was the first person to describe ____________ (from ________ scrapings), _______________ (from pond water), helped to prove the theory of __________ ___________.

DATES TO REMEMBER

Thursday, April 21 - Forbes Family Movie Night at Water Gardens Cinema 6 (across from Macey's)  Anyone who goes in and purchases a ticket for a movie showing between 3pm-close and says they are from Forbes will help raise money for 6th graders to go to Clear Creek. 

Friday, April 22 - School wide Walk-a-Thon.

Thursday, April 28 - The art fair and recyclables fashion show is in the evening. 

Monday, May 2 - Friday, May 13 - Little Caesar's Pizza Kit Fundraiser.  Helping to raise funds to purchase an art curriculum for use next year.

Heat and Light Review

Heat and Light  Test Review

1.      Which of the following is an example of heat conduction?

        A.    An air vent from a furnace sending hot air into the house.

        B.    A metal cup heating up when hot water is poured into it.

        C.    The sun melting the ice formed on a frosty lawn.

        D.    Cool air sinking to the ground on a cold night.

2.      Which is the best activity to help keep a home cool in the summer?

        A.    Open the refrigerator often.

        B.    Turn off the television, radios and computers.

        C.    Open the windows during the day.

        D.    Close the shades where the sun is shining.

3.      In a room in the wintertime, where would you find the warmest air?

4.      What happens to the light particles when light hits an uneven surface.

        A.     They are reflected off in a straight line.

        B.     They are scattered in many directions.

        C.     They are absorbed by the surface.

        D.     They pass through the surface.

5.      Why do you see your image in a mirror?

A.     Light is reflected.

B.     Light is refracted.

C.     Light is absorbed.

D.     Light is diffused.

6.      Which of the following is an example of a light reflector?

        A.    the planet Mars

        B.    lightning

        C.    exploding fireworks

        D.    stars  

7.      Why is the moon classified as a light reflector instead of a light producer?

8.    Nate was stirring hot soup on the stove.  Why should he use a wooden spoon instead 

       of a metal spoon?

9.   Heather put a straw in a glass of water.  When she looked at the side of the glass she 

      observed that the straw appeared larger and also appeared to be broken.  Why did it 

       appear this way?

10.      Explain the difference between a light producer and a light reflector.

11.    By what process does heat energy travel from the sun to Earth?

12.     What makes a hot air balloon rise?  The particles of air in the balloon

        A.     decrease in size and make the balloon lighter than air.

        B.     increase in size and make the balloon lighter than air.

        C.     are farther apart and make the balloon lighter than air.

        D.     are closer together and make the balloon lighter than air.

13.      What happens to light when it passes through a translucent material such as waxed

paper?  Most of the light

A.     passes through.

B.     is reflected in a straight line.

C.     is absorbed and very little is reflected.

D.     is not allowed to pass through.

14.      Why are curved mirrors used in car headlights?

A.      They make things look smaller.

B.      They make things look bigger.

C.     They focus light straight ahead.

D.      They spread light in many directions.

15.      Which of the following is an example of a light reflector?

        A.     fluorescent light

        B.     fireflies

        C.     concave mirror

        D.     campfire

.

16.      Explain why you are able to see the colors of the rainbow when you look at

        sunlight shining through the spray from a sprinkler.

17.      Why can a person see his or her reflection in a mirror?

Forbes Family Movie Night

facebook
Mrs. Goff invited you to Forbes Family Movie Night.   Forbes Family Movie Night Thursday, April 21 at 3:00pm Location: Water Gardens Cinema 6 To see more details, follow the link below: http://www.facebook.com/p.php?i=640771786&k=42E256PSST6G6BDAQEZ6VSRVS6B163VCPTGR&oid=209341272425605

Sound Review

Parents,

     This week we are working on the energy of sound.  An email has also gone out with two attachments to help students study sound.  Students need to focus on and study the following on sound:


What happens to a sound as the vibrations of an object increase in strength?
        A.      The sound becomes louder.
        B.      The sound becomes softer.
        C.      The sound waves get further apart.
        D.      The pitch of the sound is higher.


Use the table to answer the next two questions.
     
 Sound                                          Decibel Level                           Effect
 Jet airplane taking off                   160                                            Damage to hearing
 Chain saw                                     110                                                   
 Hair dryer                                      90                                             Annoying
 Ringing telephone                         80                                                     
 Normal conversation                     60                                             Acceptable
                        
 Which of the following might damage hearing?
        A.      hair dryer
        B.      conversation
        C.      ringing telephone
        D.      chain saw

Which of the following would be annoying but not damaging to hearing?
        A.     whisper at 30 decibels
        B.     vacuum cleaner at 75 decibels
        C.     power lawn mower at 90 decibels
        D.     personal cassette player on high at 112 decibels

What would you do to lower the pitch of a string on a violin?
        A.     Pluck the string very lightly.
        B.     Shorten the string.
        C.     Loosen the string.
        D.     Use a thinner string.  
       
What would you do to increase the intensity of the sound that a drum makes?      
        A.     Tap the drum harder.  
        B.     Loosen the drum head.
        C.     Tighten the drum head.
        D.     Make the drum head out of a thicker material.  

Which of the following would be most likely to cause hearing loss?
        A.     burglar alarm
        B.     a dog whistle
        C.     a jet plane taking off
        D.     a symphony concert

What causes an echo?
        A.     Sound waves are absorbed by an object.
        B.     Sound waves are transmitted through an object.
        C.     Sound waves are reflected off an object.
        D.     Sound waves completely disappear.

What would happen if you increased the frequency of a sound?
        A.     The sound would get louder.
        B.     The sound would get softer.
        C.     The sound would be higher in pitch.
        D.     The sound would be lower in pitch.      

What would happen if you increased the intensity of a sound?
        A.     The sound would get louder.
        B.     The sound would get softer.
        C.     The sound would be higher.
        D.     The sound would be lower.

Essay Questions:

How could a guitar be made to make a louder sound?

What could Whitney do to her drum if she wanted to raise the pitch of the sound her drum makes?

Explain how the size and shape of a sound source affect the pitch of a sound. Give two examples to support your idea.

SCIENCE REVIEW TIMELINE

Parents,

     There are only 5 weeks until state wide testing.  To ensure student success on the science portion of the state test I have put together an intensive review for all of the areas we have covered this year.  It is very important that your child is at school everyday to take part in the review.  Here is the schedule I will be following in class:

Science Testing Review Schedule

March 30 – April 1            Energy – Anatomy of the Ear

April 4 – 8                         Energy – Heat/Light/Sound

April 18 – 22                     Microorganisms

April 25 – 29                     Space – Moon Phases/Seasons/Solar System

May 2 – 4                          Universe – Constellations/Galaxies

May 5 – 6                           STUDENTS TAKE THE SCIENCE TEST

At the end of each week students will be taking a quiz on what was reviewed.  Students will be taking a lot of notes over the next few weeks to review, but also to practice note taking skills that are essential in junior high.  Various emails will be going home over the next few weeks with attachments that will prove useful to your child for review purposes.  Let's help your child have a great 4th quarter here at school by working together to review the science curriculum.

Universe Test

Students will begin reviewing for their universe test on Friday. I expect that all the students will do well after all the time and studying we have put in learning about space.  Here are examples of the questions that will be on the test.

1.  How large is the Milky Way Galaxy?
 A.  It is the largest galaxy ever observed.
 B.  It takes up over half of the known universe.
 C.  It cannot be measured or compared.
 D.  It is very small when compared to the universe

2.  Which of the following correctly ranks astronomical objects by size, starting with the
smallest?
 A.  Earth, sun, solar system, galaxy, universe
 B.  Sun, solar system, Earth, universe, galaxy
 C.  Universe, galaxy, solar system, Earth, sun
 D.  Solar system, Earth, sun, universe, galaxy

3.  Which of the following best compares the amount of empty space in the universe to the
amount of space galaxies occupy?   Galaxies...
 A.  take up about half of the space.
 B.  take up most of the room in space.
 C.  are less than half but more than a fourth of space.
 D.  take up an extremely small amount of space.

4.  Compared to our galaxy, how big is our solar system?  The solar system is...
 A.  extremely  tiny.
 B.  about one-tenth of the galaxy.
 C.  about one-third of the galaxy.
 D.  over half of the galaxy.

5.  Our nearest star neighbor in space, Alpha Centauri, is four light years from Earth.  Why
will it be difficult to visit?
 A.  It is very bright and hot.
 B.  We are not sure exactly where it is.
 C.  There may be no planets near it.
 D.  It is very far away.

6.  What are galaxies made of?
 A.  moons and planets
 B.  two stars orbiting each other
 C.  about one hundred stars
 D.  many millions of stars

7.  Why are distances in space often measured in light years?
 A.  The light year is a commonly used unit of measure.
 B.   Distances in space are so great that a large unit is needed.
 C.  Scientists always use metric units like light years.
 D.  Light years are easy to measure and understand.

8.  Early astronomers thought that galaxies were single stars.  Why was this mistake easy 
     to make?
 A.  Galaxies are so far away that they look like a single star.
 B.  Galaxies are made of stars that you can only see one at a time.
 C.  Light from galaxies collects into a single beam.
 D.  Earth is small and galaxies are much larger.

9.  What do the stars in a constellation have in common?  The same...
 A.  brightness
 B.  distance from Earth
 C.  size
 D.  general direction from Earth

10.  Which stars do we always see during the year?  Stars...
 A.  on the horizon
 B.  over the North Pole
 C.  in the larger constellations
 D.  inside other galaxies

11.    How were constellations originally named and identified?
 A.  as people or animals they may have resembled
B.  mathematically, with numbers and coordinates
C.  in groups of very distant, bright or old stars
 D.  by their location from Earth’s horizon

12.  What are galaxies made of? 

13.  If you could travel outside the solar system and look back at it, what would you notice
about the size of the planets? 

14.  Draw or describe where Earth is in space.  Be sure to include its position in the solar
system, galaxy and universe.

End of Third Quarter is March 25th

Grades for third quarter must be entered by Friday, March 25th.  Students need to have any of their  missing work turned in by Wednesday, March 23rd for it to be graded and entered into the Skyward. 

Solar System tests grades will be entered by Friday, March 18th.

At the moment my email box is unavailable.  I apologize for the inconvenience.  

THE UNIVERSE

We will start studying about the universe on Monday, March 7th.  The state of Utah expects your child to learn the following standard and meet these two objectives:

Standard:Students will understand the scale of size, distance between objects, movement, and apparent motion (due to Earth’s rotation) of objects in the universe and how cultures have understood, related to and used these objects in the night sky.

Objective 1: Compare the size and distance of objects within systems in the universe.

Objective 2: Describe the appearance and apparent motion of groups of stars in the night sky relative to Earth and how various cultures have understood and used them.

In the next three weeks we will be reading and learning about the universe we live in so that students can reach this state science benchmark:

The solar system consists of planets, moons, and other smaller objects including asteroids and comets that orbit the sun. Planets in the solar system differ in terms of their distance from the sun, number of moons, size, composition, and ability to sustain life. Every object exerts gravitational force on every other object depending on the mass of the objects and the distance between them. The sun’s gravitational pull holds Earth and other planets in orbit. Earth’s gravitational force holds the moon in orbit. The sun is one of billions of stars in the Milky Way Galaxy, that is one of billions of galaxies in the universe. Scientists use a variety of tools to investigate the nature of stars, galaxies and the universe. Historically, cultures have observed objects in the sky and understood and used them in various ways.

Here is the link for the shared reading and activities related to teaching about our universe.
http://www.schools.utah.gov/curr/science/core/6th/TRB6/default.htm

The following vocabulary will be taught and reviewed in class:
Science Language Students Need to Understand and Use
1. constellation:  a pattern in the stars that has been identified and named
2. galaxy:  a group of millions of stars held together by gravity
3. light-years:  the distance light can travel in one year
4. Milky Way Galaxy:  a group of about 200 billion stars formed in a disk-shaped spiral that 
    contains our solar system
5. speed of light:  186,000 miles per second or 300,000 kilometers per second
6. universe:  the space that consists of all matter and all light and other forms of radiation and 
    energy