Plate Tectonics

November/December

Our second unit in Science will cover Earth and its many processes.  We will focus on the study of the Earth's composition, structure, processes, and history; and its environment in space. Historical contributions in the development of scientific thought about the Earth and space are also studied. Throughout the course, we will continue to stress the interpretation of maps, charts, tables, and profiles; the use of technology to collect, analyze, and report data; and the utilize science skills in systematic investigation.

Unit 2

Rocks and Minerals

Rocks and Minerals Elements are basic substances that cannot be broken down or changed into a simpler form by either chemical or physical processes. Matter occurs in one of three physical states on Earth:  solid, liquid, and gas. The physical state of matter depends on the distance between the atoms or molecules and the rate of atomic or molecular motion. Changes in physical state occur at the boiling, melting, and freezing points. The major elements found in Earth's crust are oxygen, silicon, aluminum, and iron. The most abundant group of minerals is the silicates, which contain silicon and oxygen. There is a difference between rocks and minerals. Minerals A mineral is a naturally occurring, inorganic, solid substance with a definite chemical composition and structure. Minerals crystallize from magma or ore deposited from solutions or gases. Minerals can be identified based on specific chemical and physical properties and depend on the internal arrangement of atoms. Hardness - very reliable test Luster - how it reflects light Streak - use porcelain plate Color - least reliable test Specific gravity - density Texture - how a mineral feels to the touch Cleavage or fracture - the way it breaks Special properties, such as smell or effervescence Minerals are important to human wealth, health and welfare. Gems are highly-prized, rare minerals whose color, luster, and hardness produce unique physical properties. Rock Types Rocks are made of one or more minerals. Most rocks are Silicates. The Silicon and Oxygen tetrahedron is the basic unit. Igneous rock crystallize from molten rock that cools and hardens either below or on Earth's surface. Igneous rocks are classified according to texture and composition. Intrusive - coarse-grained, like granite, cooled slowly Cool slowly= Large crystals. Intrusive igneous rocks have larger crystals and a coarser texture. Intrusive igneous rocks include granite. Extrusive - fine-grained, like basalt, cooled quickly; maybe even glassy. Cool fast = small crystals. Extrusive igneous rocks have small or no crystals, resulting in fine-grained or glassy textures. Extrusive igneous rocks include pumice, obsidian, and basalt. Sedimentary rocks may be formed either by rock fragments or organic matter being bound together or by chemical precipitation. Sedimentary rocks:  Some show layers and evidence of ancient, often extinct life is preserved within the rocks. (fossils, ripple marsk, mud cracks) Sedimentary rocks are clastic or chemical. Clastic sedimentary rocks (fragmentals) are made up of fragments of other rocks and include breccia, sandstone, conglomerate, and shale. Chemical  - like rock salt or dissolved limestone Organic - like coal Non-clastic (evaporates) sedimentary rocks include limestone and rock salt Metamorphic rocks form when any rock is changed by the effects of heat, pressure, or chemical action. They show banding and distortion. Changes include rearrangement of grains, enlargement of crystals, and/or chemical changes in the original rock. Foliated Foliated metamorphic rocks have bands of different minerals. Slate, schist, and gneiss are foliated metamorphic rocks.   Unfoliated (non-foliated). Unfoliated metamorphic rocks have little or no banding and are relatively homogeneous throughout. Marble and quartzite are unfoliated metamorphic rocks. Types of metamorphism are:  burial, regional, and contact. ROCK CYCLE - A ROCK OF ANY TYPE CAN BECOME ANOTHER TYPE, GIVEN THE RIGHT CONDITIONS.

1. Elements are basic substances that cannot be broken down or changed into a simpler form by either chemical or physical processes.
2. Matter occurs in one of three physical states on Earth:  solid, liquid, and gas.
3. The physical state of matter depends on the distance between the atoms or molecules and the rate of atomic or molecular motion.
4. Changes in physical state occur at the boiling, melting, and freezing points.
5. The major elements found in Earth's crust are oxygen, silicon, aluminum, and iron. The most abundant group of minerals is the silicates, which contain silicon and oxygen.
6. There is a difference between rocks and minerals.

Minerals

7. A mineral is a naturally occurring, inorganic, solid substance with a definite chemical composition and structure.
8. Minerals crystallize from magma or ore deposited from solutions or gases.
9. Minerals can be identified based on specific chemical and physical properties and depend on the internal arrangement of atoms.
   • Hardness - very reliable test
   • Luster - how it reflects light
   • Streak - use porcelain plate
   • Color - least reliable test
   • Specific gravity - density
   • Texture - how a mineral feels to the touch
   • Cleavage or fracture - the way it breaks
   • Special properties, such as smell or effervescence
10. Minerals are important to human wealth, health and welfare.
11. Gems are highly-prized, rare minerals whose color, luster, and hardness produce unique physical properties.

Rock Types

12. Rocks are made of one or more minerals.
13. Most rocks are Silicates. The Silicon and Oxygen tetrahedron is the basic unit.
14. Igneous rock crystallize from molten rock that cools and hardens either below or on Earth's surface.
15. Igneous rocks are classified according to texture and composition.
    • Intrusive - coarse-grained, like granite, cooled slowly
      • Cool slowly= Large crystals.
      • Intrusive igneous rocks have larger crystals and a coarser texture.
      • Intrusive igneous rocks include granite.
    • Extrusive - fine-grained, like basalt, cooled quickly; maybe even glassy.
      • Cool fast = small crystals.
      • Extrusive igneous rocks have small or no crystals, resulting in fine-grained or glassy textures.
      • Extrusive igneous rocks include pumice, obsidian, and basalt.
16. Sedimentary rocks may be formed either by rock fragments or organic matter being bound together or by chemical precipitation.
17. Sedimentary rocks:  Some show layers and evidence of ancient, often extinct life is preserved within the rocks. (fossils, ripple marsk, mud cracks)
    • Sedimentary rocks are clastic or chemical.
    • Clastic sedimentary rocks (fragmentals) are made up of fragments of other rocks and include breccia, sandstone, conglomerate, and shale.
      • Chemical  - like rock salt or dissolved limestone
      • Organic - like coal
    • Non-clastic (evaporates) sedimentary rocks include limestone and rock salt
18. Metamorphic rocks form when any rock is changed by the effects of heat, pressure, or chemical action.
    • They show banding and distortion. Changes include rearrangement of grains, enlargement of crystals, and/or chemical changes in the original rock.
    • Foliated
      • Foliated metamorphic rocks have bands of different minerals. Slate, schist, and gneiss are foliated metamorphic rocks.  
    • Unfoliated (non-foliated).
      • Unfoliated metamorphic rocks have little or no banding and are relatively homogeneous throughout. Marble and quartzite are unfoliated metamorphic rocks.
19. Types of metamorphism are:  burial, regional, and contact.

ROCK CYCLE - A ROCK OF ANY TYPE CAN BECOME ANOTHER TYPE, GIVEN THE RIGHT CONDITIONS.

 

Our first unit in Science will cover the fundamentals for our entire course. We will be studying the following topics for the next few weeks :

I. Unit I: Science Basics

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Social Studies

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Big Idea: Geography



Geography includes the study of the five fundamental themes of location, place, regions, movement and human/environmental interaction. Students need geographic knowledge to analyze issues and problems to better understand how humans have interacted with their environment over time, how geography has impacted settlement and population, and how geographic factors influence climate, culture, the economy and world events. A geographic perspective also enables students to better understand the past and present and to prepare for the future.

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The following is an outline of the lessons your student will be learning this month. Please have your child study the vocabulary terms a little bit each night. This will help them greatly when it is test time.

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Unit 4

Middle Ages

Unit 5

Renaissance



EXPLORERS

The student will study the exploration of the Americas by

a) describing the accomplishments of Christopher Columbus, Juan Ponce de Leon, Jacques Cartier and Christopher Newport;

b) identifying reasons for exploring, the information gained, and the results from the travels.



EQ1 – Who were some of the important European explorers from Spain, England and France?

EQ2 – What were the different motivations of these early European explorers?

EQ3 – What obstacles did these early European explorers encounter?

EQ4 – What were the successes of these early European explorers?

The student will develop map skills by

c) locating the countries of Spain, England and

France;

d) locating the regions in the Americas explored by Christopher Columbus ( San Salvador in the Bahamas), Juan Ponce de Leon (near St. Augustine, Florida), Jacques Cartier (near Quebec, Canada), and Christopher Newport (Jamestown, Virginia).



EQ1 – Where are the countries of England, Spain and France located on a world map?

EQ2 – Where are San Salvador, St. Augustine, Quebec and Jamestown located on world map?



The student will interpret geographic information from maps, tables, graphs, and charts.

EQ1 – What are regions?

EQ2 – What visual aids are used to gather and classify information on regions?

- The first explorers had different motivations and different sponsors, faced different obstacles and met different successes.

- Explorer – a person who travels seeking new discoveries.

- European – a person from one of the countries of Europe.

Explorer

Country

Motivations

Obstacles

Successes

Christopher Columbus

Spain

To find a western sea route to Asia

Small ships, weather, disease

First European to discover a sea route to America; discovered New World

Juan Ponce de Leon

Spain

To discover riches and land to conquer

Poor weather, poor maps

First European to land in Florida; gave Spain claim to Florida

Jacques Cartier

France

To colonize the New World

Poor maps

Explored the St. Lawrence River Valley and gave France a North American claim

Christopher Newport

England

To discover riches, a western sea route to Asia and colonize Virginia.

Poor weather, small ships

Arrived at present-day Jamestown; made four additional voyages bringing more people to Jamestown; was one of the first Europeans to reach the fall line of the James River

- Most of England and Spain are located in the northern and western hemispheres. Most of France is located in the northern and eastern hemispheres. The United States is located in the northern and western hemispheres.

- locate the regions in the Americas explored by Christopher Columbus ( San Salvador in the Bahamas), Juan Ponce de Leon (near St. Augustine, Florida), Jacques Cartier (near Quebec, Canada), and Christopher Newport (Jamestown, Virginia).

- Students should understand the meaning of:

• Regions – places that have common characteristics; areas having no specific boundaries. Examples – land around the Mediterranean Sea and the Western region of Africa

• Common characteristics – same features that belong to a place or a region

- Pictures, maps, tables, graphs, and charts are visual aids used to gather and classify geographic information.

Resources

Textbook

Map Skills Booklets from various sources.

Student workbook.

Assessment

Teacher Created Tests

Worksheets

Quizzes

Projects

Activities

Games

Videos

Create Vocabulary Flash Cards


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Unit 6

World War 1


Essential questions:

1. What were the causes and consequences of World War I?

2. Who comprised the opposing sides of World War I?

3. What circumstances and events occurred to draw the U.S. into World War I?

4. What efforts were made in mobilizing the American homefront for this war?

History Sub-strands:

The Emergence of Modern America, 1890-1930

Standard:

The students will understand the causes and consequences of World War I.

Skills and Benchmarks:

1. Understand the meanings and roles of nationalism, imperialism, and the formation of alliances in the onset of World War I. (M)

2. Describe the fighting tactics and new weapons used in World War I. (D)

3. Explain why this war exceeded the expectations people had for its length and deadliness. (I)

4. Identify how events in Russia changed that country and how Russia’s withdrawal affected World War I. (I)

5. Analyze the Treaty of Versailles and the failure of the League of Nations. (D)





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Unit 7

World War 2

Essential questions:

1. How did the global depression contribute to the outbreak of World War II?

2. What were the causes of World War II?

3. Why did countries respond rather passively at first when Germany began invading other European nations?

4. What actions did Japan take that contributed to World War II?

History Sub-strands:

The Great Depression and World War II, 1929-1945

Standard:

The student will understand the origins of World War II, the course of the war, and the impact of the war on American society.

Skills and Benchmarks:

1. Identify actions that represent American relations with Latin America prior to World War II. (I)

2. Describe the economic difficulties facing the world in the 1930s. (D)

3. Explain the links between depression, dictatorships, and World War II. (D)

4. Compare international conditions with respect to the dictators governing throughout the world and the vulnerability of numerous nations. (M)

5. Understand the Non-Aggression Pact between Germany and the Soviet Union. (D)

6. Trace American policy in the early years of the war; explain the rationale for each stage with respect to the war’s events. (D)

7. Explain how public opinion in the U.S. changed with various events leading up to December 7, 1941. (M)



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Unit 8/Unit 9 The objectives will be taught for the first three weeks in May.

Russia

Europe

The student will be able to describe and locate the important physical and human characteristics of Europe.

a. Describe and locate major physical features; include the Arctic Ocean, Norwegian Sea, Baltic Sea, Volga River, Danube River, Rhine River, Elbe River, Seine River, Po River, Thames River, the Alps, the Pyrenees, the Balkan Mountains, Ural Mountains, Strait of Gibraltar, English Channel, Iberian Peninsula, and Scandinavian Peninsula.

b. Describe and locate the nations of Great Britain, Norway, Sweden, Finland, Russia, Poland, Germany, France, Spain, Switzerland, Italy, Hungary, Austria, Czech Republic, Romania, Netherlands, Belgium, Estonia, Latvia, Lithuania, and Ukraine.

c. Describe the geographic and cultural boundaries of Europe; include whether Turkey should be considered part of Europe or Asia



The student will describe the cultural characteristics of Europe.

a. Explain the diversity of European culture as seen in a comparison of German, Greek, Russian, French, and Italian languages, customs, and traditions.

b. Describe the customs and traditions of the major religions in Europe; include Judaism, Christianity (Catholic, Orthodox, and Protestant), and Islam and locate where each religion is the primary religion.



Culture:

The student will understand that the culture of a society is the product of the religion, beliefs, customs, traditions, and government of that society.



How does a society become culturally diverse?



How do European languages, customs, and traditions differ? (German, Greek, Russian, French, Italian)



What are the major religions in Europe and where are they located?



Governance: The student will understand that as a society increases in complexity and interacts with other societies, the complexity of the government also increases.

Why do countries have different types of governments?



How are the governments of the United Kingdom, United States and France different and how are these governments similar?



What is the purpose of the European Union and describe the relationship of its member nations?



How did the concept of the European Union develop?

Is this a positive or negative institution for European countries?



Location:

The student will understand that location affects a society’s economy, culture, and development.

What are the major physical features of Europe?

What are the major countries of Europe?

What are the geographical boundaries of Europe?

What are the cultural boundaries of Europe?

Why do cultural boundaries form?

Why is Turkey considered part of Europe or Asia? Should it be one or the other? Production,



Distribution, Consumption: The student will understand that the production, distribution, and consumption of goods/services produced by the society are affected by the location, customs, beliefs, and laws of the society.

What is an economic system?

What economic systems exist in the world?

Why do countries develop different economic systems? What are the economic systems which exist in European countries? (England, Germany, and Russia).

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Unit 10

South America

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Course Overview: The focus for sixth grade is on the continued development of knowledge and skills acquired in the fourth and fifth grade studies of North Carolina and the United States and connecting those studies to the study of and Europe, Russia and South America. As students examine social, economic, and political institutions they analyze similarities and differences among societies. While concepts are drawn from history and the social sciences, the primary discipline is geography, especially cultural geography. This focus provides students with a framework for studying local, regional, national, and global issues that concern them, for understanding the interdependence of the world in which they live, and for making informed judgments as active citizens.

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Strands: Geographic Relationships, Historic Perspectives, Economics and Development, Government and Active Citizenship, Global Connections, Technological Influences and Society, Individual Identity and Development, Cultures and Diversity



Social Studies Syllabus: aligned with North Carolina Standard Course of Study

1. use geographic tools and skills to answer geographic questions and analyze geographic concepts

2. assess the relationship between physical environment and cultural characteristics

3. analyze the effects of interactions between people and their environment

4. identify patterns in the movement of people, goods and ideas

5. evaluate the way decisions are made about the allocation and use of economic resources

6. investigate the relationship between economic activity and quality of life

7. assess connections between historical events and contemporary issues

8. assess the influence of individual people and of culture groups

9. analyze different forms of government

10. compare people's rights and civic responsibilities

11. identify common characteristics of different cultures

12. assess the influence of major religions, beliefs and values

13. describe the historic, economic and cultural connections between North Carolina, the USA, Latin America and Europe.



Supplies:

In an effort to assist families in preparing for the next school year, each grade level has developed a general supply list. It may be necessary for individual teachers to make additional requests as needs arise during the school year; however, the lists below should ensure that your child has all supplies needed for the beginning of the year.



• Expand-A-File (with at least 6 divisions)

• Plenty of loose-leaf paper

• Black or blue pen

• Odd color pen (Green)

• At least 2 pencils

• Colored pencils

• 2 boxes of Kleenex

• 2 composition books (String bound not wire)



For families that would like to make other donations, the following items are always needed.



roll of paper towels Playdough

white copy paper craft Paper

colored

copy paper

paints

liquid soap snacks

card stock printer ink

Model Magic



Grading Scale: Grade Determination:

93 - 100 A Classwork/Labs/Quizzes - 65%

85 - 92 B Tests/Projects - 25%

77 - 84 C Homework - 10%

70 - 76 D

0 - 69 E







Tests/Projects:

• Throughout the year, we will have several assessments - most will be in a traditional format (pencil and paper).

• There will be one major project per quarter:

• Other smaller projects will be assigned throughout the year.



Classwork/Labs:

• Also worth 65%, but more of these grades will be given.

• Examples - Station work, lab experiments, notebook checks (random and scheduled)



Homework/Quizzes:

• Two kinds of homework:

1. Graded in class - will not be accepted late

2. Graded for detail - will not be accepted late



Do you accept late work?

As a general rule, No. I try very hard to allow sufficient time for assignments to be completed. I strongly believe that learning to be responsible for one’s own choices is an important character trait, which has to be nurtured through our own personal experiences.



• Quizzes: not given often - may not be announced







Agenda Books: "Your Lifeline!!"

• Required to be with you at all times! (Except lunch)

• A place to keep important info.

• Hall Pass

• Communication line with your parents - should be checked and signed once a week.



Absent from Class: Your responsibility - Not mine!!

• Talk to me before/after class - not during!

• Check website.

• Call classmate/teammate.

• Check missed class box.

• Get any notes you may have missed.

• Assignments not turned in DO COUNT! You are required to turn in any missing work due to an illness.



Daily Work: easy grade - easy extra credit - if you pay attention and try!!

• On TV, overhead, or board when you come in.

• Quote - DO NOT write the quote - Respond to it.

• Brainteaser – YES, write the ? - solve for extra credit.

• Keep on a continuous sheet of paper with your name on it.

• ALWAYS write the date.

• If you are absent - write the dates that you are absent when you return.



Class Rules: These apply to you, your classmates, your teacher, the animals in the classroom, and the things in the classroom.

• Be Prepared!

• Be Punctual!

• Be Respectful!

• Turn your work in on time!



Class Procedures:

1. Beginning of Class

• Be in your seat on time - Not running down the hallway or in the doorway

• Begin daily work!

2. Trash Can

• To be used at the end of class! (never during a lecture)

• The floor is not the trash can, which is not a basketball goal.

3. Sinks

• Little sink - great for hand washing!

• Turn on slowly or you will get a shower.

• NOTHING SOLID EVER GOES IN THE SINK!!

4. Chairs (already not good)

• Keep all four legs on the floor at all times.

• Push chair in any time you leave your seat.

• AA - put chairs up 6th period - put chairs down

5. Food & Stuff

• Absolutely no gum allowed.

• Follow school and safety rules concerning food and drink

6. Pencil Sharpener

• May be used at the beginning of class.

• NEVER during lecture - very annoying.

• Keep it to a minimum.

7. Assignments

• Late work is not accepted

• Please turn in class work when collected

• Make sure your work is neat

• Assignments are to be turned in on whole sheets of lined notebook paper.

7. Dismissal

• The bell does not dismiss you - I do!!



Discipline: (dependent on action)

1. Warning/ Silent Lunch

2. Bounce/parent notification

3. Sent to office

***Severe Disruption - free ticket to office***