Science Distance Learning Packet Mrs. Matthews (ematthews@dorchester2.k12.sc.us) and Mrs. Soto (masoto@dorchester2.k12.sc.us)

6th Grade Science- Alston Middle School

Standards: Taxonomy, Fungi and Protist

All science students will complete the following distance-learning packet. This packet is available in hard copy form and

is also available on teacher webpages and Microsoft Teams. Your science teacher can be reached by email and will be

responding to emails during virtual office hours from 10am – 11am and 2pm - 3pm.

Work submission: Students can do one of the following to submit assignments for grading. Assignments that are turned

in online will be graded within a few days of them turning it in. Hard copy grades will not be entered until after the

whole hard copy packet in turned in.

1. Upload or complete assignment in Unified Classroom

2. Upload or complete assignment in Microsoft Teams

3. Take a picture with a phone/camera of the assignment and email it

4. Complete hard copies in the packet and turn in once face-to-face school resumes

How to get to Teams:

1) Student needs to log into their Clever Account(students may need to use @dorchester2.k12.sc.us on the end of the

username)

2) Click on the O365 link

3) Click on the Microsoft Teams link

4) Find your class, click on your class

Day 1: Wednesday, March 18, 2020 – Pick one of the two choices!

Choice 1: Use the following list of lab safety rules to draw two pictures of classroom scenarios where one picture is a lab

safety rule being following and one is a lab safety rule not being followed.

1) Never run, push, or engage in horseplay or practical jokes of any kind in the lab

2) Never eat, drink, or chew gum in the lab.

3) Never sit on the lab tables.

4) Wear protective eye goggles and aprons when performing experiments or instructed by your teacher.

5) Dress appropriately for lab. (closed toed- shoes, no long sleeves, pull hair back, remove all jewelry)

6) Keep your desk area clean and tidy from personal belongings during lab

7) Keep chemicals and glassware away from the edge of the table.

8) Never touch equipment, chemicals, or other materials without permission.

9) Keep hands away from face, eyes, mouth, and body during experiments. Make sure to wash them before you

leave the lab.

Choice 2: Complete the lab safety scenario worksheet below:

*Describe the precautions you could take for each scenario description and the response you should have.*

Lab Safety Scenarios

Scenario Description Precautions Response

1. A student is working hard on a chemistry lab

experiment that uses a strong acid. Halfway

through the lab, the student gets hungry and

starts eating a bag of chips. When the

student licks their fingers, they start to

have a severe reaction.

2. During a chemistry experiment, a student

carefully pours and unknown solution from a

test tube into a beaker. Another student

sneaks up behind them and surprises their

friend. The student accidentally drops the

beaker on the floor, and pieces of glass land

on their sandaled feet.

3. A student with long hair (or loose clothing) is

heating a solution over a Bunsen burner. As

the student leans over the burner to reach

for something, their hair (or clothing)

catches fire.

4. A student is excitedly telling their friend

their plans for the weekend, and is not

listening to the teacher’s lab instructions.

During the lab, the student mixes two of the

wrong chemicals together and an uncontrolled

chemical reaction occurs.

Day 2: Thursday, March 19, 2020 –Pick one of the two choices!

Use the graphing notes about “TAILS” to complete one of the graphing activities below.

Choice 1: Graphing Gizmo – If you don’t you’re your username please use amsmatthews as the username and password

https://www.explorelearning.com/index.cfm?method=cResource.dspDetail&resourceID=630

Choice 2:

a. Create a tally chart of the letters in the

following sentence. After creating the tally

chart, please graph the data on a bar graph.

“Science is cool.”

b. Create a line graph using the following data

from Washington’s(DC) weather for March

16-March 20. Graph the high temperatures for

the week.

Day 3: Friday, March 20, 2020- Complete the sheet below.

Complete the graphing and conclusion practice on sprouts.

March 23, 2020- Teacher Work Day!!! Take this time to catch up on any work you may be behind on from the previous 3

days. Enjoy your day.

Day 4: Tuesday, March 24, 2020- Complete the sheet below.

In the “Processing the Foaming Soda” Scenario, read the experiment pages 7-9 to define the following terms

below for the experiment.

1. Theory _________________________________________________________________________________

2. Scientific Method _________________________________________________________________________

3. Manipulated Variable ______________________________________________________________________

4. Responding Variable _______________________________________________________________________

5. Controlled Variable ________________________________________________________________________

6. Hypothesis _______________________________________________________________________________

7. Qualitative Observation ____________________________________________________________________

8. Quantitative Observation ___________________________________________________________________

9. Conclusion _______________________________________________________________________________

10. Inference ________________________________________________________________________________

Day 5: Wednesday, March 25, 2020- Complete the sheet below.

Reference the Scientific Method Notes, your answers from Monday, and the “Processing the Foaming Soda” text

pages 7-9 in the packet to complete the following questions.

1. How does a theory different from an inference?

________________________________________________________________________________________

2. Why do we control some variables in an experiment?

________________________________________________________________________________________

3. Why can we have only one manipulated variable in an experiment?

________________________________________________________________________________________

4. How is the responding variable related to the manipulated variable?

________________________________________________________________________________________

5. Why did Laura perform her experiment three times?

________________________________________________________________________________________

6. How do the types of observations we can make differ?

________________________________________________________________________________________

7. How did Laura know that the salt was the only substance that completely dissolved?

________________________________________________________________________________________

8. How does a conclusion differ from an inference?

________________________________________________________________________________________

9. How could Laura prove that her inference was correct?

________________________________________________________________________________________

10. Explain why we say the scientific method is a never-ending cycle.

________________________________________________________________________________________

Day 6: Thursday, March 26, 2020- Complete the graph below.

Complete “It Definitely Applies” and graphing sheet below about the “Processing the Foaming Soda”.

A graph communicates the responding and

manipulated variables tested and measured during

and experiment. The manipulated variable is

identified and labeled along the x, or horizontal,

axis, and the responding variable is identified along

the y, or vertical, axis.

Graph the data Laura collected during her

experiment in the empty graph provided. Number

the y-axis by 20’s and label it “Average Time Soda

Bubbled”. Write the substances tested under every

other space along the x-axis, and then label it

“Substance Tested” Use a bar graph since you are

comparing times. Title the graph “Bubbling Time of

Sodas with Granular Substances”.

Day 7-10 (4 days): Friday, March 27 – Tuesday, March 31 and Day 10- Choice Board- Pick one activity per day!

Grade level specific content choice board.

Choice Board

Over the course of the next four days, you will be using this choice board. Choose one to complete each day for the next

four days from the day specific row. When you finish your project, please upload it to teams if you have internet access.

If you do not, please have it ready to turn in upon return to school. You are also more than welcome to send photos of

work through email if you cannot get it uploaded to teams.

Friday March 27- Classification Click here for information/notes online on classification. HERE **See Taxonomy notes below**

Complete assignment and quiz in Study Island labeled

“Classification Activity” **If you do not have

internet access, please choose one of the other

two. **

Find 10 objects in your house. Classify them according to a

variety of characteristics. Write a paragraph reflection on the classifying process. Create a

chart like the one below: Item Characteristics Classified

as:

Create a news report that reports about the

classification system and taxonomy. Make sure to

include the seven levels of classification. (Kingdom,

Phylum, Class, Order, Family, Genus, Species)

**Should be at least two paragraphs**

Monday March 30-(FUNGI)- Pick one of these to complete. Please make sure to complete it fully. Write the letter that you choose on your project. Click here for information online on funig. HERE **See fungi notes below**

A. Use your notes to

complete a PowerPoint on Fungi. Make sure to include

information about the specific kingdom. If you don’t have PowerPoint-

create a fungi poster.(Use regular paper)

B. Create an experiment on

Fungi. Describe what you would be testing for and how you

would test it. List the variables (things) that you would need to

keep the same.

C. . Open Microsoft word-

Open the following website: KidsDiscover

Create a webquest for this website in Microsoft word. You may want to browse

through the website before you begin creating. (If you don’t have internet- don’t

do this one)

Tuesday March 31- (Protist)- Pick one of these to complete. Please make sure to complete it fully. Write the letter that you choose on your project. Click here for information online on protist. HERE **See protist notes below**

C. Create an acrostic poem

on PROTIST in either word or on paper. EXAMPLE:

B.In Microsoft Word, create a

profile for your pet protist. Include at least 5 facts about your pet

protist, a picture, and a name. You must include how it moves and what it eats! Use your notebook for facts!

If you cannot get on word, do this on regular paper.

C. Create a post card for a

friend about fungi and protist. Make sure to include the types of fungi, the types

of protist, how they get nutrition, and how they

move.

Day 10-(Protist and Fungi Together)- Pick one of these to complete. Use the information you learned from above to combine protist and fungi into one activity! **Use notes below if needed**

A. Create a quiz on protist

and fungi. It must include at least 10 questions. Try to

include a variety of questions as you create the quiz. Make sure to include

an answer key!

B. Create a crossword puzzle on

protist and fungi. Use your notes as needed to create the crossword.

C. Using what you know about FUNGI and PROTIST- Create a funny, yet school appropriate comic strip. If

you want to make it online, click on the picture below.

****In the space below are the notes taken previously in class. They are below for you to use as you work through the

choice board. There are links on each day as well that may help in completing of each assignment. ***

Taxonomy Notes- March 27

It is essential that students develop and use models to show through studying all of the organisms on Earth, biologists have devised

ways of naming and classifying them according to similarities in their structures.

The study of how scientists classify organisms is known as taxonomy.

The modern classification system uses a series of levels to group organisms.

An organism is placed into a broad group and is then placed into more specific groups based on its structures.

The levels of classification, from broadest to most specific, include: kingdom, phylum, class, order, family, genus, and species.

The more classification levels an organism shares with another, the more characteristics they have in common.

Kingdom

o While scientists currently disagree as to how many kingdoms there are, many support a five kingdom (Plants, Animals, Fungi,

Protists, Monerans) system.

o Organisms are placed into kingdoms based on their ability to make food and the number of cells in their body.

o Protists

Protists are mostly single celled organisms (unicellular) but some protists are multicellular.

Protists cells are eukaryotic (have nuclei).

Some protists are animal-like (heterotrophs - need to eat other organisms) and some are plant-like (autotrophs -

use sunlight to produce food).

o Plants

All plants are made of many eukaryotic cells.

Plants are autotrophs - they use sunlight to make their food

o Fungi

Almost all fungi are multicellular organisms.

Fungi cells have nuclei (eukaryotic).

Fungi do not move to get food, but they do need to absorb nutrients from other organisms (either living or dead).

o Animals

Animals are multi-cellular organisms.

Animal cells have nuclei (eukaryotic).

Almost all animals move to get food. Animals are heterotrophs - they eat other organisms to get energy

Phylum (pl. phyla)

The first major division for each kingdom

In the Plant Kingdom, phyla are sometimes referred to as divisions.

Plants are normally divided into two groups: vascular and nonvascular.

In the Animal Kingdom, there are 35 different phyla. These phyla can be divided into two groups: vertebrates and invertebrates.

Class, Order, Family

These levels become even more specific and will include fewer organisms that have more in common with each other as they

move down the levels.

Genus (pl. Genera)

Contains closely related organisms.

The genus is used as the first word in an organism’s scientific name.

Species

Consists of all the organisms of the same type which are able to breed and produce young of the same kind.

The species is used as the second word in an organism’s scientific name.

Scientific name

The scientific name of an organism is made up of its genus and species.

It is written in italics (Genus species) with the genus capitalized.

For example, Canis lupus is the scientific name for the wolf and Pinus taeda is the scientific name for a loblolly pine.

Fungi Notes- March 30

o Fungi are classified into the Kingdom Fungi. This includes microorganisms such as yeast and molds as well as multicellular

organisms such as mushrooms.

o There are three main ways Fungi obtain energy which include:

Saprophytic - Fungi that get their energy from decaying organic matter.

Parasitic - Fungi that feed on other living organisms (host) and harm the host.

Symbiotic - Fungi that feed on other living organisms (host) but do not harm the host. In many cases the host

benefits from the fungi.

o In most cases, fungi are not mobile organisms.

o Fungi can be categorized based on their structures of reproduction and dispersal).

It is essential that students analyze and interpret data to understand that fungi are able to respond to information from their

environment to ensure survival of the organism. Fungi, like plants, respond to stimuli from the environment.

In early development, many species will grow in response to light (phototropism) or away from gravity (gravitropism).

However, as the fungal species mature, they tend to display negative gravitropism.

Because fungi lack a root system, they use hyphae.

Hyphae are long fibrous strands that allow the fungus to obtain water and nutrients.

Hyphal growth is greatly influenced by stimuli and will grow toward a food source, water, or even toward reproductive

units of other fungi.

Collectively, a mass of hyphae are referred to as a mycelium.

Protist Notes- March 31

It is essential that the student analyze and interpret data to distinguish between specialized structures that allow protists and fungi

to obtain energy and explore their environment.

Protists

o Protists are organisms that are classified into the Kingdom Protista. Although there is a lot of variety within the protists, they do

share some common characteristics.

o Protists are usually single celled organisms.

o Protists live in moist environments.

o Protists vary in the ways they move and obtain energy.

Protists obtain their energy in several ways.

Animal-like protists ingest or absorb food after capturing or trapping it.

Plant-like protists produce food through photosynthesis.

Fungus-like protists obtain their food by external digestion either as decomposers or as parasites.

Some protists have both autotrophic and heterotrophic characteristics.

Protists have three main ways to move (locomotion):

Flagellum (flagella) - a long whip-like tail used to move and/or catch food.

An example of a flagellated protist is the Euglena.

Cilia - small hair-like projections on the surface (cell membrane) of the cell used to sweep food into

mouth-like structures and/or beat them in rhythm to move.

An example of a ciliated protist is a paramecium.

Pseudopod – (false foot) a finger-like projection of the cell membrane and cytoplasm used to catch food

and/or movement.

An example of a protist with pseudopod is the amoeba.