Mrs. Scotlynn Doty (Mrs. Scottie)

Get to know a little bit about me:

I am a DVUSD alumni, and I am so excited to be teaching here. I got my Bachelor's in Psychology with a minor in Marriage and Family studies from BYU-Idaho. After moving back to AZ with my husband, I needed a flexible job and decided to start subbing. I had the opportunity to sub at Norterra Canyon last year for 3 quarters and quickly fell in love with being with the students. I even had a decent number of these students in P.E. (where they knew me as Mrs. Scottie) so I'm pumped to have some familiar faces. I am starting the Teacher Prep Program through DVUSD, and I consider myself so lucky to be at Norterra Canyon.

I love my little family and spending time with them is my favorite! It consists of my husband, our angel children, and our forever puppy, Kenobi. My husband and I love music, and we try to go to as many concerts as we can. We enjoy hiking, escaping the heat when we can, and watching good TV/movies. 

As 6th grade classes, we will brainstorm together during the first week of school our classroom expectations. This will include how we respect each other, how we foster an environment of learning, and become better human beings. We will also discuss the consequences of good and bad actions. Once we have made our classroom expectations and our rules for each other, they will be updated here.

Welcome to 6th Grade Science!

• Unit 1: Energy and Matter (quarter 1)

  • How are Matter & Energy the Same?

  • 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.

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• 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.

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• 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.

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• 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.

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• 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.

Social Studies 

Learning about the past can be so exciting because we get to learn why the way our world is today!

In addition to understanding our standards and outcomes, we will have three main goals this year. While these will not be specific lessons, they will be embedded in our lessons throughout this year. If students can look at sources, think critically, and learn about the successes and failures of past civilizations, not only will it help them in this class, it will help them on the path to becoming productive citizens.

Learn How to Think, Not What to Think

Learn About the Past to Learn From the Past. Using the word association GRAPES to apply our learning of each civilization. 

Write a response to an essay using the CER State Claim, use Evidence to support your thoughts, and apply Reasoning to the evidence with a connection to our world today. 

The content focus will be viewed through geographic and historical lenses. Sixth-grade students will understand selected societies' cultural, religious, economic, and political systems in the Eastern Hemisphere. Regions in the Eastern Hemisphere include the Middle East and North Africa, sub-Saharan Africa, Europe, Asia (east, south, and southeast), and Oceania.

Think Analytically

• Posing and framing questions
• Gathering a variety of evidence
• Recognizing continuity and detecting change over time
• Utilizing chronology to examine cause-and-effect relationships
• Drawing and combining reasonable inferences from a variety of sources to build an understanding of complex questions

Read Critically

• Examining, interpreting, and contextualizing primary sources, focusing on the author, purpose, and audience of each source
• Identifying and comparing historical, geographic, economic, and political science interpretations from a wide variety of secondary sources
• Utilizing a broader understanding to discern subtext in primary and secondary sources

Communicate Clearly

• Developing and defending evidence-based arguments
• Utilizing multiple perspectives for comprehensive explanations
• Practicing and cultivating a wide variety of diverse types of writing
• Engaging in constructive conversations around history and social science topics

Quarter 1:

Pre-Unit: Digital Citizenship and Historians Toolkit then Early Humans

• Essential Questions: 

  • What does it mean to be a Historian? 

  • What is history? How does a Historian work? How does a historian interpret history? 

  • How are history and economics related? How do maps and globes present information? 

  • How does art reveal what people's lives are like? What do we have in common with our early ancestors?

  • How did the agricultural Revolution change the way people lived? What was life during the Neolithic and Paleolithic Age? 

Standards

6.SP1.1 Examine ways that historians and social scientists know about the past.

6.SP3.5 Use questions generated from multiple sources to identify further areas of inquiry and additional sources.

6.SP3.7 Construct and present explanations using reasoning, correct sequence, examples, and details with relevant information and data

6.SP4.2 Organize applicable evidence into a coherent argument about the past.

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

6.G3.2 Analyze the influence of location, use of natural resources, catastrophic environmental events, and technological developments on human settlement and migration

Quarter 2:

Mediterranean Civilizations

• Essential Questions:
  • How do people adapt to their environment?
  • What is the importance of geography in how ancient civilizations began and spread?
  • How do specialized occupations reflect a complex society? How did Mesopotamia's first empire develop?
  • What is the importance of the rise of City-States? How did a Surplus in Farming change society?
  • Was Qin Shihuangdi an effective leader?
  • In what ways did the physical geography and climate impact the development of South Asian Civilization?

Standards

6.SP2.1 Explain how and why the perspectives of people have changed throughout different historical eras.

6.SP4.1 Explain the multiple causes and effects of events and developments in the past.

6.C2.1 Analyze the beliefs, experiences, perspectives, and values that underlie points of view regarding civic issues in the time period and regions studied.

6.E3.1 Describe the relationship between variable costs and the benefits of economic production.

6.E3.3 Analyze the influence of specialization and trade within diverse cultures and communities in regions studied

6.E5.2 Explain the effects of increasing economic interdependence within distinct groups.

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

6.G2.1 Compare the diverse ways people or groups of people have impacted, modified, or adapted to the environment of the Eastern Hemisphere.

6.H1.2 Explain the causes and effects of interactions between cultures and civilizations.

Quarter #3:

Greece & 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?

Standards:

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

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

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

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

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

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

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

Quarter #4:

Middle Ages, Rennesaince, Reformation Time Period

• Essential Questions:
  • How can a historic event change people's lives?
  • What were the key features of feudalism and how did it shape the social structure of medieval Europe?
  • In what ways did the Silk Road and overseas trade routes contribute to cultural exchange and economic development during the medieval period?
  • How did Japanese arts and literature contribute to the cultural heritage of Japan and beyond during the medieval period?
  • How did a change of ideas, change the world? How did the Renaissance change the cultural and intellectual landscape of Europe?
  • How did the Scientific Revolution challenge existing knowledge and beliefs?
  • What were the key ideas and thinkers of the Enlightenment, and how did they impact society and politics?

Standards:

6.SP1.4 Evaluate the significance of past events and their effect on students’ lives and society.

6.SP3.5 Use questions generated from multiple sources to identify further areas of inquiry and additional sources. 

6.C4.1 Explain challenges and opportunities people and groups face when solving local, regional, and/or global problems

6.E1.1 Analyze the relationship between education, income, and job opportunities within the context of the time period and region studied

6.H3.1 Analyze the impact of religious, government, and civic groups over time. 

6.H4.1 Describe how different group identities such as racial, ethnic, class, gender, regional, and immigrant/migration status emerged and contributed to societal and regional development, characteristics, and interactions over time.