Schools.scsk12.org



[pic]

Why: SCS is offering a "Grade Improvement" opportunity impacting Quarter 3 numeric grades for all 1st through 12th grade students.

• Students will complete an extra credit assignment, as identified by district/school staff.

• 3rd Quarter Grade Improvement opportunity is optional for all students.

6th grade Project Goal: All Sixth grade students are given an option to complete a project at home during this period of distance learning, as well as participate in the GRADE IMPROVEMENT opportunity for Science, Math and English.

Expectations: Students will complete this project using the resources and template listed below. Students will use the skills learned in Quarter 3 to complete the project.

Grading: Students can earn a minimum of 3 and a maximum of 5 points to be added to their Quarter 3 grade for each subject (Science, Math, and English) upon completion of this project.

o Points will be determined by the students’ Science, Math or ELA teacher.

o Review Scoring Rubric for each subject on how to earn maximum points

The PROJECT: The project allows students to revisit third quarter standards as they study Our Weather in relationship to Science, Math, and English.

Timeline: Assignments can be submitted anytime between May 4, 2020- May 11, 2020. The project must be submitted by 11:59pm on May 11th. NO LATE Assignments will be taken or scored. This is a mandate from SCS.

SUBMISSION: Students can use ONE of THREE formats below to submit their “Our Weather” Project.

• Students can COMPLETE their project in Microsoft Teams.

o Project is found under the ASSIGNMENTS tab and this is where students will complete & submit their Project.

OR

• Students can EMAIL their project to the following Teachers:

o Team One students email to Ms. S. Scarbrough at scarbroughs@

o Team Two students email to Mr. C. Williams at williamsc31@

OR

o Students can TEXT pictures of their project to the following Teachers:

o Team One students text project to Ms. S. Scarbrough at 901-610-2011

o Team Two students text project to Mr. C. Williams at 901-602-6838

***if students cannot use one of the above submission methods, other accommodations can possibly be made. This will be on a case by case bases. Please contact 6th grade Assistant Principal, Mrs. Asemota, at asemotabl@ or your child’s classroom teacher.

STUDENTS WITH DISABILITIES:

Our SWD students’ modifications will include the following:

o Special Education teachers will be available daily during office hours beginning at 10:00am to assist students by phone, email, or Microsoft Teams.

o A week of weather data will be provided if requested by student.

o Students will use sentence starters for 1-2 paragraphs (provided by teacher) to complete ELA story portion.

o Individual student accommodations will be considered for project completion and the calculation of points.

ENGLISH LIMITED LANGUAGE STUDENTS (ELL):

Our ELL students’ modifications will include the following:

o Mr. Hinton, ESL teacher, will be available daily during office hours beginning at 10:00am to assist students by phone, email, or Microsoft Teams.

o A vocabulary list (English to Spanish) is provided to assist students with ELA component.

o Students will use sentence starters for 1-2 paragraphs (provided by teacher) to complete ELA story portion.

o Individual student accommodations will be considered for project completion and the calculation of points.

‘OUR WEATHER’ STANDARDS & SCORING RUBRICS

Science Standard 6.ESS2.5: Analyze and interpret data from weather conditions,

weather maps, satellites, and radar to predict probable local weather patterns and conditions.

[pic]

Science Grading Rubric

|3 Points |4 Points |5 Points |

|Project completed. Few scientific vocabulary words |Project completed. Some scientific vocabulary used. |Project completed. Accurate and frequent use of |

|used. Predictions do not correspond correctly to |Understandable predictions based on data. |scientific vocabulary. Accurate predictions based on|

|data. | |data. |

Math Standard: Standard 6.SP.A.2

Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center (mean, median, mode), spread (range), and overall shape.

[pic] [pic]

Math Grading Rubric

|3 Points |4 Points |5 Points |

|Project completed. Did not accurately compute ANY of |Project completed. Accurately computed SOME of the |Project completed. Accurately computed ALL of the |

|the measures of center (mean, median, mode, and |measures of center (mean, median, mode, range) with |measures of center (mean, median, mode, and range) |

|range) with the founded data. Does not tie future |founded data. Does not explicitly explain how |with founded data. Explicitly explains how measures |

|predictions to measures of center. |measures of center can be used in predicting the |of center can be used predicting the weather. |

| |weather. | |

ELA Standard(s):

6.W.T TP.3 Write a narrative (fiction or nonfiction) to develop real or imagined experiences or events using effective techniques, relevant descriptive details, and well-structured event sequences.

ELA Grading Rubric

|3 Points |4 Points |5 Points |

|The project is complete with three paragraphs |The project is complete and focuses on weather with at|The project is complete and focuses on weather with |

|providing a beginning, middle, and end. The plot |least three paragraphs including a beginning, middle, |more than three paragraphs including a beginning, |

|focuses on weather, but there may be some |and end. The story cites limited evidence from |middle, and end. The story cites evidence from |

|inconsistencies throughout the plot and grammar. The |provided text. At least two elements of plot are |provided text. At least four elements of plot are |

|story does not cite evidence from the provided text. |included (exposition, conflict, rising action, climax,|included (exposition, conflict, rising action, climax,|

| |falling action, resolution) and the story is told with|falling action, resolution) and the story is told with|

| |consistent narration (either first person or third |consistent and recognizable narration including a |

| |person). There are few grammatical errors, transition|narrator (either first person or third person). There|

| |words are used appropriately, and some evidence of |are few grammatical errors and transition words are |

| |sequencing is present. |used appropriately. The narration is well-developed |

| | |and the story follows logical sequencing. |

THE 6th Grade PROJECT [pic]

Project Instructions: Students will select five consecutive days to record the weather and used their findings to complete the necessary tasks described in the SCIENCE, MATH, & ELA portions of this project. Students can use the provided charts or use notepaper to recreated the charts and write their story. Remember ALL projects MUST be submitted by 11:59pm on Monday, May 11, 2020.

SCIENCE COMPONENT

1. Students will collect 5 days of local weather data for Memphis from any of the following sources:

--news weather forecast (examples: Fox13, WMC5, etc.)

--weather phone app (examples: iPhone weather app, , etc.)

--personal experience (observations from home).

--local newspaper

2. Students will record the data collected in the tables/charts below. An example for each part is included under the sample.

3. Students will predict the weather for the next two days based on the data collected.

4. Students can find helpful information about the weather forecast using textbook, YouTube, Microsoft Teams page, or virtual learning opportunity with their teachers. Virtual Learning Schedule: ELA- Mondays 11am-12pm Math- Tuesdays 11am-12pm Science Wednesdays 11am-12pm.

DAILY WEATHER DATA TABLES:

| |Sample |Monday |

|Wednesday |Thursday |Friday |

|Sunrise: |Sunrise: |Sunrise: |

|Sunset: |Sunset: |Sunset: |

|Chance of Rain: |Chance of Rain: |Chance of Rain: |

|Humidity: |Humidity: |Humidity: |

|Frontal Boundary: |Frontal Boundary: |Frontal Boundary: |

|Air Pressure: |Air Pressure: |Air Pressure: |

|Temperature (High/Low): |Temperature (High/Low): |Temperature (High/Low): |

Weather Prediction Model:

|Sample |Saturday |Sunday |

| | | |

|Based on the low pressure on Friday, I think there | | |

|will be precipitation on Saturday. [pic] | | |

MATH COMPONENT

Project Instructions:

1. Students will collect 5 days of local weather data for Memphis from any of the following sources (note: the data collected to complete the Science portion can be used to complete the Math portion of the 6th grade Our Weather Project)

--news weather forecast (examples: Fox13, WMC5, etc.)

--weather phone app (examples: iPhone weather app, , etc.)

--personal experience (observations from home).

--local newspaper

2. Students will record data of temperature high, temperature low, and humidity in Math Data Collection Chart for each day.

3. Students will use the collected data to create a DOT PLOT based upon the data values for at least one category. (a sample is provided below)

4. Students will create a minimum of 3 statistical questions that can be answered using the collected data. Students should also provide answers to their questions.

5. Students will find the measures of center (mean, median, mode, and range) of the temperature high, temperature low, and the humidity for the 5-day period.

Daily Temperature Data Chart

|Date |Sample |________ | ________ | _________ |

|Day |4-20-20 |Monday |Tuesday |Wednesday |

| |Monday | | | |

|Data Set |Monday High 73; Tuesday High 68; Wednesday High| | | |

| |70; Thursday High 73 | | | |

| |Friday High 72 | | | |

| |Data set is: 73, 68, 70, 73, 72 | | | |

|Mean |68+70+72+73+73= 356 | | | |

| |356÷5=71.2≈71 | | | |

| |Mean is 71 | | | |

|Median |68, 70, 72, 73, 73 | | | |

| |Median is 72 | | | |

|Mode |68, 70, 72, 73, 73 | | | |

| |Mode is 73 | | | |

|Range |73-68 = 5 | | | |

| |Range is 5 | | | |

Sample Dot Plot

65 66 67 68 69 70 71 72 73

|Draw Your Dot Plot Here: |

ELA COMPONENT

Project Instructions:

Weather affects people in different ways around the globe. Read the attached text about weather, Memphis weather caused by competing climates. Think about how weather affects daily life. Write a real or fictional story sharing a personal experience with weather. Be sure to include story elements to help develop the plot and characters in the story. This story must include a beginning, middle and end as well as include three (3) or more paragraphs. Use the text to cite evidence to support your story on how weather affected the experience.

Hint: The student should use the plot diagram graphic organizer to help develop ideas to write their story. Examples/exemplars are below.

There is a Spanish-English word bank ESL students.

|Record story in this box: |

Memphis Weather Caused by Competing Climates by Frank Ramirez Apr 16, 2018 From The Daily Helmsman URL: shorturl.at/mtL12

The weather is a typical conversation starter people use as an icebreaker, but it is a question many Memphians can relate. Memphis is known as the “Bluff City” because it is on a bluff, but that does not cause some of the conflicting weather patterns this area experiences.

Ron Childers, the chief meteorologist at WMC Action News 5, said Memphis’ location on a bluff does not have that much effect on the weather. Severe weather is due to being in the Dixie Alley, the area in the United States that is more vulnerable to violent tornadoes. 

“The bluff has as much of an impact on slowing down a storm as a bug hitting the windshield on your car does in slowing down your vehicle,” Childers said. 

Last week started with colder weather — a high temperature of 59 degrees Fahrenheit and a low of 45 degrees on April 10. The next day was a mix of hot and cold with a high temperature of 70 degrees and a low of 40 degrees. The high temperature April 12 was 79 degrees, and the low temperature for the day was 54 degrees.

Childers said it can be difficult to predict the Memphis area weather due to our location and geography. Memphis receives not only a cold continental climate from the north but also a warmer tropical climate due to the shorter distance from the equator. Because of being between these different climates, the temperature can fluctuate drastically.

“Our environment gets a good mixing of that continental cold, dry air and some tropical warm, moist air,” Childers said. “That’s what makes weather here interesting.” 

During the summer, weather in Memphis is typically hot, muggy and humid, and winter weather is generally very chilly, short and windy, according to statistics from NASA’s Global Modeling and Assimilation Office. The statistics show the yearly temperature in Memphis varies from 34 degrees to 94 degrees on average.

Childers said Memphis weather, as with any other city, is not unpredictable, as his job is to predict the weather.

“It’s not unpredictable, or I certainly wouldn’t have a job,” Childers said. 

These weather patterns for Memphis are normal in general, but Dorian Burnette, an earth sciences professor at the University of Memphis, said it is hard to define what “normal” weather is. Burnette said the National Oceanic and Atmospheric Administration calculates normal weather in a given area by looking at a time span of the previous 30 years.

Burnette also said experiencing humid heat during the summer is normal for people in Memphis.

“We can sound like broken records in the summer,” Burnette said.

Burnette also said during the past few days, some areas of the country have been experiencing weather that is colder than usual for this time of year. 

“There are cities that are having record lows of cold weather just these past few days,” Burnette said. 

Memphis has had chilly upper 30-degree weather this past weekend, while states such as Iowa, Michigan, Maine and other northern areas are still seeing snow accumulation.

SAMPLE PLOT DIAGRAM:

[pic]

[pic]

Exemplar Story:

When I was young, I was scared of thunderstorms. My family and I lived in a small house that would shake and shutter with every clap of thunder. The windows would rattle, the roof would shake, and the doors would creak. It didn’t help that my dog, Buddy, would whine and hide under my bed. I wouldn’t touch electrical devices, and was scared of the water running or the stove on during a bad storm. I have to thank my grandma and her old wives’ tales for those fears. Thunderstorms scared me for many years, but it wasn’t until I was ten that I faced those fears.

The weather was bad for so long. It seemed like a whole month of thunderstorms and straight line winds, knocking things down and damaging property. I was scared to death. Even the windows at school rattled with every storm! My garden was destroyed with wind and rain, and my dog wouldn’t go outside without someone. Of course, that someone wasn’t me. I didn’t know it yet, but according to an Earth Sciences professor Dorian Burnette with the University of Memphis, “these weather patterns for Memphis are normal in general, but it is hard to define what “normal” weather is.” Little did I know, I would soon learn how predictable Memphis weather is.

Eventually, my dad was tired of my fear. He saw me refuse to go outside and cower in interior rooms during the worst of storms. One night, he opened the front door during a tornado siren. I was shocked! This wasn’t even a bad storm – it could be a killer storm! I tried to run to my room behind my dog, Buddy really was smarter than me, but my dad called me back. His face was lit up by the near constant lightning, but he was calm. He held my hand and tried to gently pull me toward the front porch. Suddenly, the wind made the storm door fly back!

My dad wasn’t scared. He held the doorknob and held the door open, casually walking on the porch. I peered out the door, ready to jump back away from the storm. The whole neighborhood was dark; the storm cut the power again. Lightning lit up the sky. It was beautiful! The lightning shot across the sky, fracturing the darkness. I saw dark purple clouds, and could almost see the wind sweeping the storm over the sky. The loudest thunderclap shouted in the sky. The windows rattled. The house creaked. I was not scared.

The next day when the lights came back on, my dad showed me the weather report on the storm. The radar screen lit up in dark green, yellow, and red. The wind blew these colors over the map like it was running toward the river. I understood how the storm progressed and could see that the worst of the storm wasn’t even near my house. I started researching weather. I found a helpful article, “Memphis Weather Caused by Competing Climates” that explained the violent storms. According to Ron Childers, “it can be difficult to predict the Memphis area weather due to our location and geography. Memphis receives not only a cold continental climate from the north, but also a warmer tropical climate due to the shorter distance from the equator.” I would watch the news and study the multicolored radar map. I could soon predict when the storm could actually hurt me, and I was no longer scared. I suddenly had the power to control my fear because I knew how the storms would affect my world.

Spanish-English Word Bank

Spanish English Spanish English

tormenta thunderstorm viento wind

nubes clouds tornado tornado

trueno thunder huracán hurricane

relámpago lightning tormenta de nieve blizzard

lluvia rain granizo hail

-----------------------

Home of the ARCHERS….AIM.ED and Focused for Success

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download