By May Vasquez. 6th Grade Math. Published at Tuesday, December 08th, 2020 - 00:22:57 AM.
I recently spent a few days with a group of sixth graders teaching a unit on puberty. On my first day in the classroom, the kids were nervous, anxious, apprehensive and giggly! If giggly is not really a word then Im suggesting it be added to the dictionary, as I encounter it in the first few minutes of every 5th and 6th grade puberty class Ive ever taught. Okay class, let us begin. Day 1 We begin the unit by answering the most pressing question, "Why do we have to talk about this?" which the kids do a great job of answering for themselves. We then move onto "When will the changes start happening to me?" along with "What exactly will happen?" and "How long will it take until its over?"
Day 3 I recap the process they have been through over the past couple of days. I set some boundaries and expectations for the conversation we are about to have. Respect Gets Respect is our mantra. What happens next is amazing. Giggly is long gone, replaced with a real desire to listen, learn and understand. A valuable conversation ensues. Every once in a while the kids need to be redirected and reminded about the boundaries. Good facilitation is the key... and I am great at that. And practicing new skills makes perfect... which is exactly what the kids are doing. Lots and lots of great questions. To be honest, the kids ask the kinds of questions that many adults strive to sort out in their own efforts to understand and appreciate gender differences. A significant amount of time was spent on the theme, "Why cant they be more like us?" The boys wanted the girls to be more like them. The girls wanted the boys to be more like them.
If you know of any recently retired teachers, so long as theyre up to date with the latest teaching methods, then they make great tutors; they may also be grateful of the additional money that this gives them. Do you know are there any parents are looking for a math tutor? Can they recommend the tutor that they have? If they can, what sort of improvement have they seen in the grades of their children? Have you taken into consideration how close your new tutor lives to you? Can you imagine it; you have already got a math tutor, but the traffic is so congested and they have to arrive late; by the time they arrive at your place, its time to have your dinner or the kids are just exhausted and ready to go to bed; doesnt make too much sense to employ someone that far away now, does it? if the person just lives nearby, it is more easier for them to make alterations of when they come and coach your kids; it doesnt disrupt theyre routing too much, and it doesnt disrupt yours, either. In what ways you know youve selected the correct person?
6th grade science projects are not expected to be original; it is perfectly okay to do an experiment that has been done before. Some schools start doing science fairs in sixth grade, but they are not usually too competitive as their purpose is really to get the students interested. The judges simply want to see that you have put the effort into your project and made up a nice presentation for it. Still, there are endless ideas of topics you can pick. One fun idea for 6th grade science projects is to see how well people can identify different smells when blind folded. This project is fairly simple. All you need is a blindfold and a few items with different smells. A few ideas might be vanilla, cinnamon, coffee beans, vinegar, and so on. There are many, many different things you can use. To do this project, you will need a volunteer or two. It would be a good idea to make up a chart in advance so you can record your results. Blindfold your volunteer and put each scent under their nose one at a time, and record whether or not they were able to identify what the scent was. Originality is not the key factor here at this age. The judges just want to see that you are capable of performing an experiment on your own, writing up a report on it and presenting your finding in an organized, easy to understand way. There is absolutely nothing wrong with doing an experiment that has already been done, as long as you try to make it your own.
6th grade science experiments are fairly easy to come up with. All you need to do is come up with a topic that interests you. Originality is not the key factor here. The judges want to see that you are capable of performing an experiment on your own, writing up a report on it and present your findings in an organized and easy to understand way. There is nothing wrong with doing an experiment that has already been done and making it your own. One interesting topic for a sixth grade science project is eggs. There are tons of experiments that can be done with eggs, such as why raw eggs do not spin as well as hard boiled eggs? Or, when you place an ordinary egg into a jar of water will it sink or float? Will adding salt or sugar change whether it sinks or floats? Building a container that the egg can be placed in that will protect it if you were to drop the container. This project is a little more advanced than the other, but just as much fun. You could also try a sixth grade science project on music vs. noise. Why do people enjoy listening to loud music, but get bothered by loud noise? Whats the difference? You could also go with the tried and true volcano project; however, this project should only be done if you have a genuine interest in volcanoes and other geothermal phenomenon, otherwise its just going to look like an easy out because it has been done so many times in the past.
Once you are done with the introductory paragraph you can begin writing the body paragraphs of the essay. The first paragraph in the body of the essay should be drafted in such a way to incorporate all the important points that you wish to include and speak about the literary work. A few details supporting your claim should also be added in the body paragraph. The second in the line of the body paragraph should include the second strongest argument that you wish to make in favor of your essay followed by a third paragraph that speaks of the third strongest argument supported by the necessary details. The last sentences in each of the paragraphs should give a clear way for transition into the coming paragraphs.
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