6th Grade STEM - 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?
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. |
Students completed an organizer and map activity on the causes and effects of ocean currents and gyres.
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. Students conducted research on the NASA “Ocean Circulation Patterns: Garbage Patches” site. Student gathered information was collected in their STEM notebooks. 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 tinkercad (these designs will be 3-d printed using our 3-d printers in the learning hub. 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. Students write a reflection from Gallery Walk feedback and tally sheet total. Then the student will redesign and rebuild their vessel prior to printing. Students will conduct an ocean currents lab testing how salinity and density factors affect ocean currents. |
ELA
ELAGSE6W7: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. ELAGSE6SL3: Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. |
Monday-Wednesday (3/18-3/20)
Questions for Shark Tank:
Thursday-Friday (3/21-3/22)
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Math
Standards: 6.GSR.5.3 Calculate the volume of right rectangular prisms with fractional edge lengths by applying the formula, V = (area of base) x (height). 6.NR.2.1 Describe and interpret the center of the distribution by the equal share value (mean). 6.NR.2.2 Summarize categorical and quantitative (numerical) data sets in relation to the context: display the distributions of quantitative (numerical) data in plots on a number line, including dot plots, histograms, and box plots and display the distribution of categorical data using bar graphs. 6.NR.2.3 Interpret numerical data to answer a statistical investigative question created. Describe the distribution of a quantitative (numerical) variable collected, including its center, variability, and overall shape. 6.NR.2.4 Design simple experiments and collect data. Use data gathered from realistic scenarios and simulations to determine quantitative measures of center (median and/or mean) and variability (interquartile range and range). Use these quantities to draw conclusions about the data, compare different numerical data sets, and make predictions. 6.NR.1.3 Perform operations with multi-digit decimal numbers fluently using models and student-selected strategies. |
March 15th
Students calculate the total cost of materials from their design in Science and the volume of the containment area for the trash holding. March 18th 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. March 19th The students learn about the cleanup efforts in Bartow County to help reduce the pollution in our town. March 20th The students have a Q&A with the creator of the non profit FillABag and discuss how clean up efforts can positively impact the amount of pollution making it to the gyres. March 21st 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. March 22nd Students review how to calculate Mean, Median, Mode, Range, and IQR March 25th - March 26th 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. Extension Lesson The STEM ambassadors have created a recycling campaign for the school focusing on plastic a paper recycling. |
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 |
Students will Research the various environmental issues of Latin America.
Students watch shark tank clips to gain an understanding of how to use persuasion techniques. Students will begin composing their sales presentation using research from ELA & Science. Students will continue presentation. Prepare for questions from panel. Students will practice presentation and prepare props. Redesigns if necessary. Students will present to a student led panel with the goal of receiving funding for their product design. |