6th Grade - Water Pollution
EQ: How can we as students at cass middle school use our knowledge to design a plan to reduce the impact of water pollution?
Planning Meetings
Sign In Sheets
Lesson PLans
ELA
Standards: ELAGSE6W7: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate ELAGSE6RL1: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. ELAGSE6SL3: Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. |
Monday (1/30)
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Math
Standards: MGSE6.NS.3 Fluently add, subtract, multiply, and divide multi-digit decimals using the standard MGSE6.SP.4: Display numerical data in plots on a number line, including dot plots (line plots), histograms, and box plots. MGSE6.SP.5: Summarize numerical data sets in relation to their context, such as by: a. Reporting the number of observations. b. Describing the nature of the attribute under investigation, including how it was measured and its units of measurement. c. Giving quantitative measures of center (median and/or mean) and variability (interquartile range). d. Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data was gathered. |
Thursday (1/26)
Students calculate the total cost of materials from their design in Science. Wednesday (2/1) Students recalculate the total cost of materials following their redesign in Science. Wednesday – Friday (2/1-2/3) Students learn how to calculate Mean, Median, Mode, Range, and IQR Monday (2/6) The students learned about “The Life Cycle of a Plastic Water Bottle” and the three paths a plastic bottle can take: landfill, pollution in our waters, or recycled and made into a new product. Tuesday (2/7) The students learn about the cleanup efforts in Bartow County to help reduce the pollution in our town. Wednesday - Thursday (2/8-2/9) The students summarize data (mean, median, IQR, mode, and range) from local clean ups and graph the data using either box plots or histograms to represent the tonnage collected over the last 20 - 40 years of cleanups at Lake Allatoona. Assignment is differentiated for students. Friday (2/10) The students have a guest speaker from Mohawk Industries who will discuss the repurposing efforts to reduce waste and reuse products by making them into other sustainable materials. Extension Lesson The students will create a recycling campaign for our school. |
Social Studies
Standards: SS6G2: Explain the impact of environmental issues in Latin America.a. Explain the causes and effects of air pollution in Mexico City, Mexico. b. Explain the environmental issue of destruction of the rain forest in Brazil |
Monday (2/6)
1. Students will have the opportunity to ask questions to a community partner regarding real world sales techniques. (Shultz – Pharmaceutical sales rep) 2. Students will Research the various environmental issues of Latin America. Tuesday (2/7) 1. Students watch shark tank clips to gain an understanding of how to use persuasion techniques. 2. Students will begin composing their sales presentation using research from ELA & Science. Wednesday (2/8) 1. Students will continue presentation. 2. Prepare for questions from panel. Thursday (2/9)
1. Students will present to a student led panel with the goal of receiving funding for their product design. |
Science
Standards: S6E3: Obtain, evaluate, and communicate information to recognize the significant role of water in Earth processes.a. Ask questions to determine where water is located on Earth’s surface (oceans, rivers, lakes, swamps, groundwater, aquifers, and ice) and communicate the relative proportion of water at each location. b. Plan and carry out an investigation to illustrate the role of the sun’s energy in atmospheric conditions that lead to the cycling of water. (Clarification statement: The water cycle should include evaporation, condensation, precipitation, transpiration, infiltration, groundwater, and runoff.) c. Ask questions to identify and communicate, using graphs and maps, the composition, location, and subsurface topography of the world’s oceans. d. Analyze and interpret data to create graphic representations of the causes and effects of waves, currents, and tides in Earth’s systems. |
Tuesday, January 17th
Students completed an organizer and map activity on the causes and effects of ocean currents and gyres. Wednesday, January 18th Students conducted research on the Earth 911 “The gross truth about garbage gyres” site and the National Geographic, “The Great Pacific Garbage Patch,” site. Student gathered information was collected in their STEM notebooks. Thursday, January 19th Students conducted research on the NASA “Ocean Circulation Patterns: Garbage Patches” site. Student gathered information was collected in their STEM notebooks. Friday, January 20th Students will sketch the design of their vessel in their STEM notebooks accompanied by an explanation of their design. Students will paste a tally sheet in their STEM notebooks to acquire data on materials used. Students will begin creation of their designed vessel on Minecraft in the Ocean Biome. Monday, January 23rd Students will complete the creation of their designed vessel on Minecraft in the Ocean Biome. Tuesday, January 24th Students will participate in a Gallery Walk to provide and obtain feedback on vessel design via “glow and grow” Sticky Notes. This feedback will be used in both a reflection, redesign, and rebuilding of the vessel by the student. Friday, January 27th Students write a reflection from Gallery Walk feedback and tally sheet total. Then the student will redesign and rebuild their vessel. Friday, February 10th Students will conduct an ocean currents lab testing how salinity and density factors affect ocean currents. |
Door Signs
Photos
Students completed a gallery walk in Science to get feedback on their designs prior to redesigning.
Students heard from Mr. Shultz who taught the students important sales techniques to prepare for their "Shark Tank" presentations.
Social Studies students presented their ocean clean up devices to shark tank investors (ELA students) who asked students questions related to their designs.
Math students completed a "data dig" on past clean ups of Lake Allatoona from Keep Bartow Beautiful.
Students had a guest speaker from Mohawk Industries who talked about the conservation efforts at Mohawk to be zero waste and repurpose plastic into other products to reduce pollution.