The beginning of the week will be full of activities to refresh students' minds about the topics studied earlier in the year. Our Georgia Milestones Social Studies test will be administered on WEDNESDAY of this week. After Wednesday, we will review all of our learning targets. Our final two NEW learning targets this week are: 20. I can explain how Canada became an independent nation. 21. I can describe Quebec’s independence movement. MONDAY - Activate: Correct Economics homework from last Thursday and weekend homework with MEET ME AT PARTNER. Lesson: Watch/discuss PPT –History of Canada – From European Contact to Canadian Independence - 49 slides -with students filling out history timeline. Students work on the review sheet and foldable. Students rotate in groups among review centers covering 6th grade SS standards. 6th SS CRCT Memory Set 1 6th SS CRCT Memory Set 2 6th SS CRCT Memory Set 3 6th SS CRCT Dominoes Set 1 6th SS CRCT Dominoes Set 2 6th SS CRCT Where Am I 6th SS CRCT I Have Who Has Summarizing/Exit Ticket: Tell a partner...What two events in Canada’s history do you think are the most important? Assignment: Computer lab...Finish PPT review from Friday. Complete PPT Gallery Walks of all 4 countries as a review. (Continue tomorrow) Homework: Canada reading/questions
TUESDAY - Georgia Milestones Science Test Today Activate: Check homework. Lesson: Watch/discuss PPT –Quebec’s Independence Movement –18 slides -with students filling out question sheet. Computer lab: 1:00 – 2:00 Complete PPT Gallery Walks of all 4 countries as a review. (Continue from yesterday) Summarizing/Exit Ticket: Why did Quebec fight for independence? Homework: STUDY for the GA Milestones Social Studies test tomorrow.
WEDNESDAY - GEORGIA MILESTONES SOCIAL STUDIES TEST TODAY!!! Activate - Reflect on the test - What resources helped? Lesson: Complete VIEWPOINTS glasses: On the left lens of the glasses, write two reasons why the Quebecois would want to separate from Canada and create their own country. *Include an illustration that represents this viewpoint. On the right lens of the glasses, write two reasons why the Quebecois would NOT want to separate from Canada. *Include an illustration that represents this viewpoint. Color your glasses. Please do not leave any white space on your paper! Cut out your glasses and turn them in. If students don't finish - then homework (due Friday). Summarizing/Exit Ticket: Share your viewpoints from the glasses made with a partner. (due Friday) Homework: Canada reading/questions
THURSDAY - Activate - Complete STUMP YOUR CLASSMATE with TEA PARTY protocol. Correct Comprehension check with MEET ME AT PARTNER. Lesson: Check homework together. Finish Canada Review Sheet (started last week) and History Foldable (finish for homework if not completed in class). Self-checking. Summarizing/Exit Ticket: 3-2-1 Pyramid Homework: Canada reading sheet FRIDAY - Activate: Check homework together. Lesson: Students work in lab on PPT Canada’s task cards with partner. Self-checking. Practice studying with partner. TEST TUESDAY. Summarizing/Exit Ticket: Compare/contrast - Share one similarity and one difference between Canada and Australia. Homework: Canada reading/question sheet
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Read through the following PPT in SLIDE SHOW view. When you get to the slide that says "STOP AND CHECK", change to NORMAL VIEW. Go back to the slide you started with and check your answers (they are written in the note section at the bottom). The slides are grouped in chunks of 10. Good luck! YOU KNOW THIS!
With a partner, look at each even numbered slide. Write the number of the physical feature next to its name on the blue sheet I gave you. Then go to the next slide to check how well you know your geography!
With a partner, look at the following PPT about Canada's economy. Fill in the economy wheel with information from the PPT below. Then complete the comprehension check and the STUMP YOUR CLASSMATES activity!
FINISHING UP OUR STUDY OF CANADA AND REVIEWING FOR THE GEORGIA MILESTONES SOCIAL STUDIES TEST4/19/2015 This week we will take the READING, ELA, AND MATH GEORGIA MILESTONES TESTS on Tuesday, Wednesday, and Thursday. After testing and lunch, we will have class as normal. Students will not attend connections, specials, or crew. MONDAY: BLAST today instead of social studies class. TUESDAY, WEDNESDAY AND THURSDAY: Not exactly sure how much time I will have for social studies, so I planned the following lessons in the order listed. We will try to do one each day. Watch/discuss PPT –Canada’s Economy - Economic System & Factors of Economic Growth– 29 slides -with students filling out concept wheel. Watch/discuss PPT –History of Canada – From European Contact to Canadian Independence - 49 slides -with students filling out history timeline. Students work on the review sheet and foldable. Unfinished work is homework. Watch/discuss PPT –Quebec’s Independence Movement –18 slides -with students filling out question sheet. Complete VIEWPOINTS glasses: On the left lens of the glasses, write two reasons why the Quebecois would want to separate from Canada and create their own country. *Include an illustration that represents this viewpoint. On the right lens of the glasses, write two reasons why the Quebecois would NOT want to separate from Canada. *Include an illustration that represents this viewpoint. Color your glasses. Please do not leave any white space on your paper! Cut out your glasses and turn them in.
FRIDAY: Students rotate in groups among review centers covering 6th grade SS standards.
6th SS REVIEW Memory Set 1 6th SS REVIEW I Have Who Has Memory Set 1 6th SS REVIEW Memory Set 2 6th SS REVIEW Memory Set 3 6th SS REVIEW Dominoes Set 1 6th SS REVIEW Dominoes Set 2 6th SS REVIEW Where Am I 6th SS REVIEW I Have Who Has ALL REGULAR MATH STUDENTS HAVE HOMEWORK THIS WEEKEND AS FOLLOWS:
A SNAPSHOT HAS BEEN LOADED ON EDMODO WITH 24 PROBLEMS. These do not have to be completed all in one sitting, but must be completed by Sunday night at 9pm. If your child has standards loaded for RP (Ratios and Proportions), NS (Number System), or EE (Expressions and Equations)..these should have been mastered already. It is imperative that they practice so they can be exposed to as many problems as possible. We have been working on these all year. The G(Geometry) and SP (Statistics and Proportions) standards are new this grading period. Many still have to master these. As a SNAPSHOT is completed, email me and I will load with the standards not passed...if your child has time to complete more than one. THANKS ALL STUDENTS HAVE A SOCIAL STUDIES FOLDABLE ON CANADA THAT IS DUE ON MONDAY ALSO. This week students refine their statistical skills and review past skills in preparation for the Georgia Milestones MATH test next Thursday! Our learning targets this week include: 6.SP.1. Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. For example, “How old am I?” is not a statistical question, but “How old are the students in my school?” is a statistical question because one anticipates variability in students’ ages. 1. I can identify statistical questions. 2. I can explain how data answers statistical questions. 6.SP.2. Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape. 3. I can describe a statistical data set using center, spread, and shape. 6.SP.3. Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number. 4. I can compare a measure of center with a measure of variation. 6.SP.4. Display numerical data in plots on a number line, including dot plots, histograms, and box plots. 5. I can communicate numerical data on a number line (dot plots, histograms, and box plots). 6.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 and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered. d. Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered. 6. I can summarize numerical data sets. 7. I can analyze the relationship between measures of center and the data distribution. MCC6.G.1. Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems. 1. I can calculate the area of polygons by composing or decomposing them into basic shapes. 2. I can apply my understanding of shapes to solve real-world problems. MONDAY: Activate: Draw a picture or diagram of a box plot labeling the 5-number summary. Vocabulary: 5-number summary Lesson: COMPUTER LAB: 9:15 TO 10:15 TenMarks SP1 and G1 When completed, students review BOX AND WHISKER PLOTS with website: http://www.brainingcamp.com/content/box-and-whisker-plots/lesson.php Summary/Exit Ticket: 3 questions about graphs Homework: Line Plots/Box Plots problems TUESDAY: Activate: Check homework. Lesson: Complete PPT - Comparing Numerical Data Using Box Plots - slides 1 – 25 – Students follow along drawing conclusions from the box plots they make. Summary/Exit Ticket: slides 26 - 28 of PPT Homework: Statistics problems w/ box plots
WEDNESDAY - Activate: Check homework together Vocabulary: Histogram Lesson: COMPUTER LAB 8:15 – 9:20 Watch the following PPT – Bar Graphs vs Histograms.Visit the two websites below to see how histograms and bar graphs are alike and different. http://www.studyzone.org/mtestprep/math8/e/histogram6l.cfm http://www.ixl.com/math/grade-6/create-histograms Work through video practicing stem-and-leaf plot... https://www.youtube.com/watch?v=39BU7o5QTLA (8:20) Students work in pairs through foldable. Self-checking. Complete Snapshot SP2. (redo SP1 and G1 if not passed yesterday) Summary/Exit Ticket: Tell a partner: How are histograms and bar graphs alike and different? Homework: HIstogram problems
THURSDAY: Activate: Check homework together. Go over process of building a stem-leaf and histogram.
Vocabulary: mean absolute deviation Lesson: Median Absolute Deviation http://www.showme.com/sh/?h=QAtAQ0u (5:44) Work through foldable with teacher. Summary/Exit Ticket: What does the MAD tell us about our data? Homework: Finish foldable for homework. FRIDAY: Activate - Check homework together. Lesson: COMPUTER LAB 1 – 1:45 Snapshot SP1-SP2-SP3-SP4–SP5a-SP5b and G1 and G3 Summary/Exit TIcket: Which area do I need to practice more this weekend? Homework: Each student will have their own TenMarks and/or SNAPSHOT assignment due Monday. This week we start exploring Canada. The standards and learning targets studied in this unit are: Canada’s I CAN statements...LEARNING TARGETS SS6G5 The student will locate selected features of Canada 1. I can compare and contrast a political map and a physical map. 2. I can locate the St. Lawrence River, Hudson Bay, Atlantic Ocean, Pacific Ocean, the Great Lakes, Canadian Shield, and Rocky Mountains on a political map. 3. I can locate the St. Lawrence River, Hudson Bay, Atlantic Ocean, Pacific Ocean, the Great Lakes, Canadian Shield, and Rocky Mountains on a physical map. SS6G6 The student will explain the impact of location, climate, distribution of natural resources, and population distribution on Canada. a. Describe how Canada’s location, climate, and natural resources have affected where people live. 4. I can explain how Canada’s location affects where people live. 5. I can describe how Canada’s climate affects where people live. 6. I can explain how Canada’s natural resources affect where people live. b. Describe how Canada’s location, climate, and natural resources have affected trade. 7. I can explain how Canada’s proximity to the United States affects Canada’s trade and economy. 8. I can describe how Canada’s location near major bodies of water encourages trade. 9. I can describe how Canada’s climate affects trade in Canada. 10. I can explain how Canada’s natural resources affect trade in Canada. SS6G7 The student will discuss environmental issues in Canada. a. Explain the major environmental concerns of Canada regarding acid rain and pollution of the Great Lakes, the extraction and use of natural resources on the Canadian Shield, and timber resources. 11. I can explain the impact of acid rain and pollution on the Great Lakes. 12. I can explain the impact of extraction and use of natural resources on the Canadian Shield and timber resources. SS6CG3 The student will explain the structure of the national government of Canada. a. Describe the structure of the Canadian government as a constitutional monarchy, a parliamentary democracy, and a federation, distinguishing the role of the citizen in terms of voting and personal freedoms. 13. I can explain the governmental structure of Canada including the type of leadership and how this person became the leader as well as the roles of the citizens. SS6E2 The student will give examples of how voluntary trade benefits buyers and sellers in Canada. a. Explain how specialization encourages trade between countries. 14. I can explain how specialization encourages trade between countries. b. Compare and contrast different types of trade barriers, such as tariffs, quotas, and embargos. 15. I can compare and contrast different types of trade barriers, such as tariffs, quotas, and embargos. c. Explain the functions of the North American Free Trade Agreement (NAFTA). 16. I can explain the basic functions of NAFTA. 17. I can explain the advantages and disadvantages of NAFTA for Canada. SS6E1 The student will analyze different economic systems. c. Compare and contrast the basic types of economic systems found in Canada. 18. I can describe the basic economic system of Canada. SS6H4 The student will analyze important 20th century issues in Canada. a. Describe the influence of the French and the English on the language and religion of Canada. 19. I can describe the influence of the French and the English on the language and religion of Canada. b. Explain how Canada became an independent nation. 20. I can explain how Canada became an independent nation. SS6H5 The student will analyze important contemporary issues in Canada. a. Describe Quebec’s independence movement. 21. I can describe Quebec’s independence movement. MONDAY: Activate: Complete PPT GEOGRAPHY REVIEW with students. Lesson: Watch PPT – Geography of Canada – 34 slides – discussing and labeling Canada’s physical features - St. Lawrence River, Hudson Bay, Atlantic Ocean, Pacific Ocean, the Great Lakes, Canadian Shield, and Rocky Mountains. Also, Part 2 of the PPT discusses Where People Live, & How They Trade. Students fill our flip booklet describing how location, climate, and natural resources affect where people live in Canada and how Canada trades with other countries. Classwork: Complete foldable with reading/questions, map and markers. Summary: Tell a partner... how Canada’s location hinders and helps them trade. Homework: Foldable–map labeling & reading
TUESDAY: 4-H TODAY Activate: Share Picto-Map due from last unit! Complete Gallery Walk offering kind, specific feedback from the rubric. WEDNESDAY: Activate: Check homework. Vocabulary: extraction Lesson: Watch/discuss PPT – Environmental Concerns of Canada - Acid Rain and Pollution of the Great Lakes, the Extraction and Use of Natural Resources on the Canadian Shield, and Timber Resources – 23 slides. Students complete GO and work on reading/questions foldable. Classwork: Complete foldable with reading/questions. Summary: Opinion Exit Ticket – “What’s your opinion of today’s lesson? Why do you feel this way? Homework: Foldable – reading, charts, questions
THURSDAY: Activate: Share OPINION sheet from yesterday and check homework with MEET ME AT PARTNER. Complete PPT CRCT Review - students write answers on front of their foldable. Lesson: Watch/discuss PPT – Canada’s Government – 23 slides - A Constitutional Monarchy, Parliamentary Democracy, & Federation – with students filling out foldable. Classwork: Complete foldable with reading/questions. Summary: 3-2-1- pyramid Homework: Canada Review Sheet questions 10-20
FRIDAY: Activate: Share answers from homework with BACK-TO-BACK & FACE-TO-FACE protocol. Lesson: Watch/discuss PPT –Canada’s Economy - Economic System & Factors of Economic Growth– 29 slides -with students filling out concept wheel. Classwork: Comprehension Check Summary: Stump Your Classmates Homework: Economy Foldable Review for Ga Milestones
Australia’s Economy: Fashion Show THURSDAY, APRIL 2 Your Task: It’s time to work that runway and strut your stuff! You are going to design a hat to represent Australia’s Economy. What does that mean? You will create different symbols to put on a hat (could be a real hat or a play hat) that represent the different aspects of Australia’s economy that we have studied in class. You do not have to MODEL you hat, but we would love you to! Directions: Complete the graphic organizer below with at least FIVE things to represent Australia’s Economy—the more you have, the better your hat will look, but only 5 are required! Write a brief statement to explain your symbol. Example -- Aluminum foil represents the act that Australia is the world’s leading producer of bauxite. I will post individual pictures of all of the hats later this week. Those who wanted to walk the runway....well...HERE ARE OUR STARS!
Our last two units are the smallest part if the Georgia Milestones according to content weights. Therefore I am touching on statistics this week. I CAN STATEMENTS....LEARNING TARGETS... 6.SP.1. Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. For example, “How old am I?” is not a statistical question, but “How old are the students in my school?” is a statistical question because one anticipates variability in students’ ages. 1. I can identify statistical questions. 2. I can explain how data answers statistical questions. 6.SP.2. Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape. 3. I can describe a statistical data set using center, spread, and shape. 6.SP.3. Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number. 4. I can compare a measure of center with a measure of variation. 6.SP.4. Display numerical data in plots on a number line, including dot plots, histograms, and box plots. 5. I can communicate numerical data on a number line (dot plots, histograms, and box plots). 6.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 and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered. d. Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered. 6. I can summarize numerical data sets. 7. I can analyze the relationship between measures of center and the data distribution. MONDAY - Activating: GO over AREA IN THE REAL WORLD from last week. Lesson: Students work through PPT - Statistical Questions - with teacher, practicing identifying what makes a good statistical question and what doesn't. Exit Ticket: page to answer questions Homework: Statistical questions WS
TUESDAY - Activating: Check homework with a MEET ME AT partner. Lesson: Discuss and practice the ways to describe a data set using the following terms: Symmetry: When it is graphed, a symmetric distribution can be divided at the center so that each half is a mirror image of the other Peak: A point on the graph that is higher than the points directly to the left and right. Skewed left/right: A graph is skewed left if it is highest to the right, then becomes lower as it goes left. A graph is skewed right if it is highest at the left and lowers as it goes right. Uniform: A graph that is evenly spread out, with no peaks. Outlier: An element of the data set that is much higher or much lower than all the other elements. Gap: An area of the distribution where there are no entries in the data set. Practice with PPT - Shapes of Distribution using note catcher. Exit Ticket: Explain to a partner what each of the following graphs would look like: skewed, uniform, and peak Homework: Shapes of Distribution - describing graphs - 2 sided
WEDNESDAY - Activating - Check homework with teacher and shoulder partner clearing up any misconceptions. Lesson: Students complete a flip booklet with teacher while learning the definitions of, and how to calculate, the mean, median, mode, and range. Begin on foldable with mean, median, range, and mode problems. Vocabulary: mean mode median range Exit Ticket: Explain the 4 ways to find measures of central tendencies. Homework: Finish what ever is left of the foldable.
THURSDAY - Activating: Check homework with teacher and shoulder partner clearing up any misconceptions. Lesson: Students work through PPT- Interquartile Range as a Measure of Variation – 27 slides. Use handout of steps and work through examples with teacher. Vocabulary: interquartile range Exit TIcket: How does the interquartile range help us analyze data? Homework: IQR problems
FRIDAY - Activating: Check homework with teacher and shoulder partner clearing up any misconceptions. Lesson: . Students work through PPT- Displaying Numerical Data Using Box Plots – 22 slides. Make foldable and put step-by-step instructions in their binder. Vocabulary: box-and-whisker Exit Ticket: How do you find the 5 points to make your box-and-whisker plot?
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Mrs. Beck's Math and Social Studies ClassesCategoriesArchives
April 2015
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