Science 6 (A)
Course Description:
Sixth grade students focus on the study of Life Science. Students are ready to consider what it means to be a living organism, that life is a series of complex interactions, and that the basis of the human body is the cell. Associations of cells work together to form tissues, which form organs. Organs work together to perform specific functions in organ systems. And finally, the array of organ systems make up a human body. This course also explores the population dynamics within ecosystems. Students will consider how organisms, matter, and energy interact in an ecosystem. Finally, this course begins to explore the biodiversity that exists on Earth and starts to explain the diversity of life that has lived on Earth.
Course Details:
| Course Title (District): |
Science 6 (A) |
| Course Title (NCES SCED) : |
Science (grade 6) |
| Course Provider : |
Novi Community School District |
| Content Provided By : |
Novi Community School District |
| Online Instructor Provided By : |
Novi Community School District |
| Standards Addressed : |
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| Academic Terms : |
Semester |
| NCES SCED Code : 03236 |
| Subject Area : |
Life and Physical Sciences |
| Course Identifier : |
Science (grade 6) |
| Course Level : |
Elem/Middle School (Prior to Secondary) |
| Available Credit : |
0.5 |
| Sequence : |
1 of 2 |
|
How To Enroll:
Students and Parents: It is important to work closely with your local school counselor or
registrar to follow the school's enrollment procedures. By clicking the "Start Registration
Request" button below, you will be able to notify the school of your interest in registering for
the online course. However, it is the responsibility of the district or school to review the
registration request and approve or deny the request. Please make a note to follow up with
your school after submitting a registration request.
Additional Course Information:
- Email: [email protected]
- Phone: 248-675-3159
Unit 1: Diversity of Life
- I can observe and determine if a set of unknown materials is living or nonliving and list evidence that supports my determinations.
- I can handle and operate a microscope properly as well as define the significant parts.
- I can use scale to estimate the size of objects under various magnifications.
- I can list observations and describe single celled organisms.
- I can justify with evidence and observations whether I'm most like bacteria, fungi, or archaea.
- I can observe and explain the process of transpiration.
- I can explain how different environmental factors affect seed germination.
- I can identify and describe the parts of a flowering plant.
- I can describe specific structure/function and behavior/function relationships with hissing cockroaches.
- I can use material from the unit to classify the rhinovirus and living or nonliving.
Unit 2: Human Systems Interactions
- Students solve a disease mystery. On the path to diagnosis, students discover the structural levels in human bodies: that cells form tissues, tissues form organs, organs form organ systems, and systems form a complex multicellular organism, the human. They look for evidence of how the organ systems interact, each dependent on all the others for its needs.
- Students fatigue their muscles and think about how their cells obtain the food and oxygen they need from the digestive, respiratory, and circulatory systems. They learn how aerobic cellular respiration works in cells. They find out that the cells eliminate wastes produced during aerobic cellular respiration via circulatory, respiratory, and excretory systems.
- Students explore the different senses to understand how humans acquire information from the environment. They engage in a “neuron relay” to model how sensory information travels to the brain for processing and how information returns to the body for action. Students turn their attention to their own learning and memory formation.
NSQ National Standards for Quality Online Courses
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Rating
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Comments |
| A1. A course overview and syllabus are included in the online course |
Fully Met
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| A2. Minimum computer skills and digital literacy skills expected of the learner are clearly stated.* |
Fully Met
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| A3. The instructor’s biographical information and information on how to communicate with the instructor are provided to learners and other stakeholders. |
Fully Met
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| A4. Learner expectations and policies are clearly stated and readily accessible within the introductory material of the course. |
Fully Met
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| A5. Minimum technology requirements for the course are clearly stated, and information on how to obtain the technologies is provided.* |
Fully Met
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| A6. Grading policies and practices are clearly defined in accordance with course content learning expectations. |
Fully Met
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| A7. The online course provides a clear description or link to the technical support offered and how to obtain it.* |
Fully Met
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| A8. Learners are offered an orientation prior to the start of the online course. |
Fully Met
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Rating
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Comments |
| B1. The online course objectives or competencies are measurable and clearly state what the learner will be able to demonstrate as a result of successfully completing the course.* |
Fully Met
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| B2. The online course expectations are consistent with course-level objectives or competencies, are representative of the structure of the course, and are clearly stated. |
Fully Met
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| B3. The online course content is aligned with accepted state and/or other accepted content standards, where applicable.* |
Fully Met
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| B4. Digital literacy and communication skills are incorporated and taught as an integral part of the curriculum.* |
Fully Met
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| B5. Supplemental learning resources and related instructional materials are available to support and enrich learning and are aligned to the specific content being delivered.* |
Fully Met
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| B6. The online course content and supporting materials reflect a culturally diverse perspective that is free of bias.* |
Fully Met
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| B7. The online course materials (e.g., textbooks, primary source documents, OER) that support course content standards are accurate and current. |
Fully Met
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| B8. The online course is free of adult content and avoids unnecessary advertisements.* |
Fully Met
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| B9. Copyright and licensing status for any third-party content is appropriately cited and easily found. |
Fully Met
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| B10. Documentation and other support materials are available to support effective online course facilitation.* |
Fully Met
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Rating
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Comments |
| C1. The online course design includes activities that guide learners toward promoting ownership of their learning and self-monitoring.
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Fully Met
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| C2. The online course’s content and learning activities promote the achievement of the stated learning objectives or competencies. |
Fully Met
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| C3. The online course is organized by units and lessons that fall into a logical sequence. |
Fully Met
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| C4. The online course content is appropriate to the reading level of the intended learners.* |
Fully Met
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| C5. The online course design includes introductory assignments or activities to engage learners within the first week of the course. |
Fully Met
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| C6. The online course provides learners with multiple learning paths as appropriate, based on learner needs, that engage learners in a variety of ways. |
Fully Met
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| C7. The online course provides regular opportunities for learner-learner interaction. |
Fully Met
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| C8. The online course design provides opportunities for learner-instructor interaction, including opportunities for regular feedback about learner progress.* |
Fully Met
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| C9. Online course instructional materials and resources present content in an effective, engaging, and appropriate manner.* |
Fully Met
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Rating
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Comments |
| D1. Learner assessments are linked to stated course, unit, or lesson-level objectives or competencies. |
Fully Met
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| D2. Valid course assessments measure learner progress toward mastery of content. |
Fully Met
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| D3. Assessment practices provide routine and varied opportunities for self-monitoring and reflection of learning.* |
Fully Met
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| D4. Assessment materials provide the learner with the flexibility to demonstrate mastery in a variety of ways.* |
Fully Met
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| D5. Rubrics that clearly define expectations for varied levels of proficiency are created and shared with learners.* |
Fully Met
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Rating
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Comments |
| E1. Online course navigation is logical, consistent, and efficient from the learner’s point of view.* |
Fully Met
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| E2. The online course design facilitates readability.* |
Fully Met
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| E3. The online course provides accessible course materials and activities to meet the needs of diverse learners.* |
Fully Met
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| E4. Course multimedia facilitate ease of use.* |
Fully Met
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| E5. Vendor accessibility statements are provided for all technologies required in the course.* |
Fully Met
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Rating
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Comments |
| F1. Educational tools ensure learner privacy and maintain confidentiality of learner information in accordance with local, state, and national laws for learner data. |
Fully Met
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| F2. The online course tools support the learning objectives or competencies.* |
Fully Met
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| F3. The online course provides options for the instructor to adapt learning activities to accommodate learners’ needs and preferences.* |
Fully Met
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| F4. The course allows instructors to control the release of content.* |
Fully Met
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| F5. The course provides the necessary technical functionality to score and record assessments and calculate earned course points or grades.* |
Fully Met
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Rating
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Comments |
| G1. The online course uses multiple methods and sources of input for assessing course effectiveness. |
Fully Met
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| G2. The online course is reviewed to ensure that the course is current. |
Fully Met
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| G3. The online course is updated on a continuous improvement cycle for effectiveness based on the findings from ongoing reviews. |
Fully Met
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Review Conducted By: Novi Community School District
Date of Review:
05/26/2022
Unit 1: Diversity of Life:
- What are the characteristics that scientists use to define life?
Unit 2: Human Systems Interactions:
- How do systems support the human organism as it senses and interacts with the environment?
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Instructor will provide daily, live instruction and also a mix of independent and on demand learning options, in a structured, virtual classroom setting. Students are expected to regularly check school email, reply accordingly, and schedule meetings with instructors, as needed, during on demand time.
Students will need the following:
- A Chromebook (or similar device) with camera and microphone enabled
- Headphones/Earbuds
- Access to Google Chrome
- Access to web based learning management platform
