We will create a classroom mission statement and it will be posted by the door.

Mrs. Heather Walsh

Welcome to the 6th Grade Toro Family!

My name is Mrs. Walsh. I'm looking forward to meeting you and learning all about Social Studies and Science. I have 2 masters degrees in education (Educational Leadership and Principalship) and an Ed.S. degree in Educational Leadership. I also have my National Boards Certificate in Early Adolescence/English Language Arts (EA/ELA). This is my 25th year of teaching. I have taught grades K-6 and college.  I have taught here in Arizona as well as in California and Wisconsin. I have taught several years in 6th grade and have taught all subjects in 6th grade so that I can support you as needed. 

I have 2 children. Hunter is 16 almost 17 and attends Sandra Day O'Connor and Skye is 20 almost 21 and will be attending ASU in the fall. I have been married for 29 years, and we have a dog named Maizy. In my free time, I watch Marvel, Star Wars, Disney and Hallmark movies. I am a big fan of Disney and call it my second home! 

Please do not hesitate to contact me with any questions or concerns.

Parent Conferences: If a conference is needed, please email me and we can schedule a conference. 

Dates and times of availability: Monday through Friday 7:30 a.m. until 3:30 p.m. (with the exception of Friday due to early release days) with an email and confirmed appointment.

Email Mrs. Walsh

Phone: (623) 445-5851

Degrees and Certifications:

Masters in Educational Leadership

Masters in Principalship

Ed.S. in Educational Leadership

NBCT EA/ELA

 

Science

Welcome to 6th Grade Science!

This year there are 5 units of Science discovery!

                 

Unit 1: Energy and Matter (quarter 1)  

6.P1U1.1 Analyze and interpret data to show that changes in states of matter are caused by different rates of movement of atoms in solids, liquids, and gases.

6P1U1.2 Plan and carry out an investigation to demonstrate that variations in temperature and/or pressure affect changes in state of matter.

6P1U1.3 Develop and use models to represent that matter is made up of smaller particles called atoms.

Unit 2: Solar System (quarter 2)  

6P2U1.4 Develop and use a model to predict how forces act upon objects at a distance.

6E2U1.7 Use ratios and proportions to analyze and interpret data related to scale, properties, and relationships among objects in our solar system.

Unit 3: Reason for the season: (Earth's tilt, tides, daylight, constellations, moon phases, etc.)

  

6P2U1.4 Develop and use a model to predict how forces act on objects at a distance.

6E2U1.8 Develop and use models to explain how constellations and other night sky patterns appear to move due to Earth's rotation and revolution.

6E2U1.9 Develop and use models to construct an explanation of how eclipses, moon phases, and tides occur within the Sun-Earth-Moon system.

6E2U1.10 Use a model to show how the tilt of Earth's axis causes variations in the length of the day and gives rise to seasons.

Unit 4: Ecosystems (quarter 3)  

6E1U1.6 Investigate and construct an explanation demonstrating that radiation from the Sun provides energy and is absorbed to warm the Earth's surface and atmosphere.

6L2U3.11 Use evidence to construct an argument regarding the impact of human activities on the environment and how they positively and negatively affect the competition for energy and resources in ecosystems.

6L2U3.12 Engage in an argument from evidence to support a claim about the factors that cause species to change and how humans can impact those factors.

6L2U1.13 Develop and use models to demonstrate the interdependence of organisms and their environment, including biotic and abiotic factors.

6L2U1.14 Construct a model that shows the cycling of matter and flow of energy in ecosystems.

Unit 5: Human Impact on ecosystems (quarter 4)

 

6P4U2.5 Analyze how humans use technology to store (potential) and/or use (kinetic) energy.

6L2U3.11 Use evidence to construct an argument regarding the impact of human activities on the environment and how they positively and negatively affect the competition for energy and resources in ecosystems.

6L2U3.12 Engage in argument from evidence to support a claim about the factors that cause species to change and how humans can impact those factors.

 

Quarter 3: Greece and Rome

Essential Questions:

• Was Rome stronger as a republic or an empire?
• How did the geographic features of Ancient Greece influence the development of city-states and the spread of Greek culture?
• How did the relationship between Ancient Greece and Rome evolve over time, and what were the key connections between the two civilizations?

In what ways did the achievements of the Roman Empire, in art, architecture, technology, science, literature, language, and law impact the development of Western Civilization?

SP1.3 Classify a series of historical events and developments as examples of change and/or continuity.

SP3.1 Define and frame compelling and supporting questions about issues and events in the time period and region studied.

SP3.2 Use evidence to develop claims and counterclaims in response to compelling questions in the time period and region studied.

SP3.6 Construct and present arguments using claims and evidence from multiple sources.

G1.1 Use and construct maps, graphs, and other representations to explain relationships between locations of places and regions.

H1.1 Compare the development and characteristics of historical cultures, and civilizations from different global regions within designated periods.

H2.1 Evaluate the causes and effects of conflict and resolution among different societies and cultures.