September 2013This is a blank and printable September Calendar. Courtesy of WinCalendar.com. I am fully editable and ideal to use as a planner.

◄ Aug 2013 ~ September 2013 ~ Oct 2013 ►

Sun Mon Tue Wed Thu Fri Sat1 2

No School: Labor Day3 Scientific Inquiry 4 Scientific Inquiry 5 Scientific Inquiry 6 Scientific Inquiry 7

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◄ Aug 2013 ~ September 2013 ~ Oct 2013 ►

Sun Mon Tue Wed Thu Fri Sat8 9 Forces and motion:

5.P.1.1 Explain how factors such as gravity, friction, and change in mass affect the motion of objects.

Pre-assessment

Gravity: http://betterlesson.com/lesson/151041/gravity-and-motion-week-2

http://users.manchester.edu/student/kshobson/ProfWeb/MC%20Science%20lesson.pdf

http://lessonplanspage.com/sciencessmars7whatgoesupdown56-htm/

Warm-up: What is a force? Give examples of forces. You can show me

Pre-assessment

http://www.discoveryeducation.com/teachers/free-lesson-plans/gravity-gets-you-down.cfm

Exit ticket: If we drop a bowling ball and a soccer ball off of the roof at the same time,

10 Forces and motion: 5.P.1.1 Explain how factors such as gravity, friction, and change in mass affect the motion of objects.Wu: This is a gravity switch. What would happen if it was switched off?

Bill Nye 19 minutes: http://www.youtube.com/watch?v=adeYAJ3eNmM

http://www.brainpop.com/science/motionsforcesandtime/gravity/Complete the Brain pop activity

Davidson: Articles

11 Forces and motion: 5.P.1.1 Explain how factors such as gravity, friction, and change in mass affect the motion of objects.

FrictionWu: observation chart from Brain Pop (Gravity)

http://www.discoveryeducation.com/teachers/free-lesson-plans/friction-in-our-lives.cfm

ReflectionsExit Ticket:

12 Forces and motion: 5.P.1.1 Explain how factors such as gravity, friction, and change in mass affect the motion of objects.Friction

wu: Sports such as soccer involve running, stopping, jumping, and kicking. Discuss how friction helps players.

Magic School Bus: http://app.discoveryeducation.com/search?Ntt=magic+school+bus+friction

True False Statements: http://betterlesson.com/document/984455/card-sort-friction-t-f-doc?from=search

Exit Ticket: How would your life be different without friction?

13 Forces and motion: 5.P.1.1 Explain how factors such as gravity, friction, and change in mass affect the motion of objects.Mass

Wu:Activity: cars and various items to go the fastest and the farthest

14 Websites: http://www.physicsclassroom.com/mmedia/newtlaws/efar.cfm

http://science-class.net/Physics/force_motion.htm

http://www.hardwick.ossu.org/about-us/faculty-and-classrooms/mike-noyes/science/newton-s-laws-of-motion

http://misscusterswiki.wikispaces.com/5th+Grade+Friction+Lessonhttp://www.sciencekids.co.nz/gamesactivities/friction.htmlhttp://naturalscientist.blogspot.com/2006/12/cheap-science-labs-friction.htmlhttp://betterlesson.com/document/123906/diagramming-and-reducing-friction?from=search

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Sun Mon Tue Wed Thu Fri Satwhich will land first and why?

HW: article and reflection

15 16 Forces and Motion: 5.P.1.2 Infer the motion of objects in terms of how far they travel in a certain amount of time and the direction in which they travel. Add to this:

Wu: Standing on One foot probe pg 61 in vol.4Maria stood on her bathroom scale with two feet. She read her weight on the scale. She then lifted one foot. Circle what you think happened to the reading on the scale when she stood on one foot.

1.2: 5 question preassessment

Activity: start with simple graphing activityhttp://www.ssppstudentctr.com/5thGraphing.html or use my graphing stuff for table races in groups

Exit Ticket: label

17 Forces and Motion: 5.P.1.2 Infer the motion of objects in terms of how far they travel in a certain amount of time and the direction in which they travel.Wu: simple acceleration graphActivity: give students graphs and students will create stories to go with the graphs- around the room maybeExit ticket: give them scenario and they draw graph

18 Forces and Motion: 5.P.1.2 Infer the motion of objects in terms of how far they travel in a certain amount of time and the direction in which they travel.*I would spend the next 3 days utilizing Newton’s lawsWu: Inertia KWL*study jams video gravity and inertiaLaws of motion 17 minutes: http://app.discoveryeducation.com/search?Ntt=laws+of+motion

Newton’s 1st lawA curious coin and super stack from: http://www.lakeshorelearning.com/media/product_guides/DD354.pdf

Newton’s laws flip chart piece

Students can then pick one and complete from flipchart for exit ticket

19 Forces and Motion: 5.P.1.2 Infer the motion of objects in terms of how far they travel in a certain amount of time and the direction in which they travel. Wu: Give an example and explain of inertia in your life

Newton’s 2nd law flip chart piecehttp://www.brainpop.com/science/motionsforcesandtime/newtonslawsofmotion/experiment/

Give and get from flip chart Exit ticket: summary from give and get

20 Forces and Motion: 5.P.1.2 Infer the motion of objects in terms of how far they travel in a certain amount of time and the direction in which they travel.

Vocab and articles

Wu: Give an example and explain you using Newton’s 2nd law

Brain pop on all of Newton’s laws: http://www.brainpop.com/science/motionsforcesandtime/newtonslawsofmotion/

Or could do reaction racers for 3rd law: http://www.lakeshorelearning.com/media/product_guides/DD354.pdf

Finish Newton’s Laws: from the flipchart Exit ticket: relate Newton’s laws to your life

21 http://serc.carleton.edu/sp/mnstep/activities/48587.html

http://betterlesson.com/document/78772/08-classwork-newton-s-first-law-and-unbalanced-forces?from=search

Unbalanced forces

http://ims.ode.state.oh.us/ODE/IMS/Lessons/Content/CSC_LP_S03_BB_L08_I03_01.pdf

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Sun Mon Tue Wed Thu Fri Sat22 23 Forces and Motion: 5.P.1.3

Illustrate the motion of an object using a graph to show a change in position over a period of time.

Wu: Fan and Pick Review – Place students in groups of four. Cut up multiple-choice exam questions and place them in an envelope. Students work together to answer the questions.a. Student #1: Opens the envelope and asks student #2 to pick a card.b. Student #2: Picks a card and reads it aloud to the group.c. Student #3: Answers the question and asks if everyone agreesd. Student #4: Records the groups’ answer on the answer sheet.*Discuss back to 5P1.2

Outside activity have the students measure their distance and time walking and running and create graphs and compare.

24 Forces and Motion: 5.P.1.3 Illustrate the motion of an object using a graph to show a change in position over a period of time.Distance time graphs

Wu:

Distance time graphs

http://www.cimt.plymouth.ac.uk/projects/mepres/book8/y8s18act.pdf

25 Forces and Motion: 5.P.1.3 Illustrate the motion of an object using a graph to show a change in position over a period of time.Distance time graphs

Wu:

http://opi.mt.gov/pdf/CCSSO/InterpTimeDistance.pdf

26 Forces and Motion: 5.P.1.3 Illustrate the motion of an object using a graph to show a change in position over a period of time.Distance time graphs

Wu:

http://illuminations.nctm.org/LessonDetail.aspx?ID=L292

27 Forces and Motion: 5.P.1.3 Illustrate the motion of an object using a graph to show a change in position over a period of time.Distance time graphs

Wu:Create their own distance time graphs

Table races or musical chairs

28 http://www.mathwarehouse.com/graphs/lab/distance-time-interactive-partners-activity.phphttp://phet.colorado.edu/en/contributions/view/2832

http://www.uen.org/core/displayLessonPlans.do;jsessionid=FFEA775DFCC6EF8C01F433251DF341E0?courseNumber=5050&standardId=3020

29 30 Forces and Motion: 5.P.1.4 Predict the effect of a given force or a change in mass on the motion of an object.Force activitiesWu: distance time graph questionsPose a scenario in which a large object with a large mass and a large object with a small mass must be moved. What are the challenges that might arise with each object? How could you solve them using what you know about force and motion?- this will be a lab18 minutes: http://app.discoveryeducation.com/search?Ntt=Newton%27s+second+lawExit Ticket: Write up summary

Notes:

More Calendars from WinCalendar: October, November, December

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Sun Mon Tue Wed Thu Fri Sat1 Forces and Motion: 5.P.1.4 Predict the effect of a given force or a change in mass on the motion of an object.Force activities Wu: Apple on a desk probe: volume 3 pg 63http://jc-schools.net/dynamic/science/labs/Cotton%20Ball%20Catapult.5.pdfDavidson: students can create a force and motion vocabulary dictionaryExit ticket: Is it harder for a large truck or a small car to make a sudden stop? Why?

2 Forces and Motion: 5.P.1.4 Predict the effect of a given force or a change in mass on the motion of an object.Mass Activities

Wu: **Way back Wednesday: Which force do you think is more important, friction or gravity? Why?http://jc-schools.net/dynamic/science/labs/ForceMotionRacesActivity.5.pdf

Exit Ticket: Give an example of your everyday life where force or mass effects the motion of an object.

3 Forces and Motion: 5.P.1.4 Predict the effect of a given force or a change in mass on the motion of an object.

Wu: Rolling Marbles probe volume 3 page 71Articles? It’s dynamic laws of motion and speed: http://www.edhelperblog.com/cgi-bin/vspec.cgi?FORMMODE=RC37_10_1&QUICK=1Facts about force: http://worksheets3.edhelperclipart.com/pdf/pdfrcomp1379366323_6765388.pdfNewton’s 3 laws of motion: http://worksheets3.edhelperclipart.com/pdf/pdfrcomp1379366521_2450221.pdfForces: http://worksheets3.edhelperclipart.com/pdf/pdfrcomp1379366651_8903030.pdf

*Things that can be done with the articles: table races, stump the teacher, anticipation guides, word closes, marking up the text with interesting facts and things they have questions about, etc.

4 Forces and Motion: 5.P.1.4 Predict the effect of a given force or a change in mass on the motion of an object.Wu: show various pictures and students have to write down which of Newton’s Laws it applies to. Create a Mario Kart story. You must use your knowledge of force and motion. You must include: inertia, mass and motion, Exit ticket:

5 Balloon experiment: You will need a balloon taped onto a straw. Put a long string through the straw and tape either end of the string so that it travels at least 4 yards. Students can test how the amount of air they blow in the balloon affects the distance traveled. Many variations can be used.

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Sun Mon Tue Wed Thu Fri Sat6 7 Forces and Motion

ReviewWu: all vocabhttp://www.sikeston.k12.mo.us/sjhs/forceandmotionwebquest/process.html

http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=7&ved=0CE4QFjAG&url=http%3A%2F%2Fclassroom.kleinisd.net%2Fusers%2F3018%2Fdocs%2FHandouts%2Fwebquests%2Fforceandmotionwebquest.doc&ei=F3VBUoeqEYaK9gTAj4GoBw&usg=AFQjCNG-hCnqbuDlRVyrCHFSA-CFT9jWiQ

8 Forces and Motion Review

9 Forces and Motion Review

10 Forces and Motion Review

11 Forces and Motion ReviewAssessment

12

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◄ Sep 2013 ~ October 2013 ~ Nov 2013 ►

Sun Mon Tue Wed Thu Fri Sat13 Vocab: evaporation, condensation, transpiration, respiration, run-off, ground water, precipitation

Water cycle articles:

14 Matter Properties and Change: 5.P.2.1 Explain how the sun’s energy impacts the processes of the water cycleWu: most missed test questions?Test ReviewMystery bags: give the students different pictures to represent this week’s vocabulary words. The students could create stories to represent what they think they will be learning about based on the objects

http://betterlesson.com/document/146861/experiment-worksheet-water-doc

exit ticket: discuss how the water cycle affects our everyday lives.

15 Matter Properties and Change: 5.P.2.1 Explain how the sun’s energy impacts the processes of the water cycle

Wu: draw a picture to represent 3 parts of the water cycleWater Cycle:http://celfeducation.org/documents/WaterCycleBag.pdf - start up their water cycle bags

Bill Nye water cycle: 23:06 minutes http://www.youtube.com/watch?v=YPJYPo2qhOMWater cycle song: http://www.proteacher.org/a/12048_Water_Cycle_Song.html

16 Matter Properties and Change: 5.P.2.1 Explain how the sun’s energy impacts the processes of the water cycleWu: After I take a shower in the morning the mirror in my bathroom is all steamed up. What part of the water cycle is this? How do you know?http://www.ucar.edu/learn/1_1_2_4t.htm and day 2 of previous water cycle lab

17 Matter Properties and Change: 5.P.2.1 Explain how the sun’s energy impacts the processes of the water cycleWu: ?Throwback Thursday, old vocabulary words??Case of the disappearing water: http://www.epa.gov/region1/students/pdfs/ww_disap.pdf

18 Matter Properties and Change: 5.P.2.1 Explain how the sun’s energy impacts the processes of the water cycleWu: We got 20 in of water last year. How come we are not standing in 20 in of water? Where did the water go?Water cycle game: http://response.restoration.noaa.gov/training-and-education/education-students-and-teachers/water-cycle-game.html

19 http://thewaterproject.org/resources/lesson-plans/rainmaker-experiment.php

http://extension.usu.edu/files/publications/publication/NR_WQ_2011-9.pdf

Magic School Bus Water Cycle

Imagine you are a drop of water falling from the sky as rain. Describe your adventure as you land on the earth, move towards the ocean, and ultimately are evaporated or transpired back into the atmosphere.

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Sun Mon Tue Wed Thu Fri Sat20 Articles:http://worksheets3.edhelperclipart.com/pdf/pdfrcomp1381171637_2570984.pdf

21 Matter Properties and Change: 5.P.2.2 Compare the weight of an object to the sum of the weight of its parts before and after an interaction.

Wu: short water cycle quiz? http://education.jlab.org/reading/img/water_cycle_01.gif

http://www.exploringnature.org/graphics/quiz/Water_cycle_labeling.jpg

Activity: I would maybe even start with a general weighing activity. Teach the kids how to use scales. Then have them do a guess contest, of things that weight a certain weight around the room, they guess what might weigh that, and then they weight the object and see the difference.

Or this worksheet/activity: http://sciencespot.net/Media/masslab.pdf

http://www.uen.org/Lessonplan/

22 Matter Properties and Change: 5.P.2.2 Compare the weight of an object to the sum of the weight of its parts before and after an interaction.

Wu: http://www.teachervision.fen.com/tv/printables/botr/botr_155_29-29.pdf

Activity:

http://elementaryscience.cmswiki.wikispaces.net/file/view/5thGradeScienceLessonsFinal.pdf pg 21

Students can use kinex, because we have a lot in the school

Exit ticket: Ice Cubes in a bag probe pg 49 volume 1 assessment probes

23 Matter Properties and Change: 5.P.2.2 Compare the weight of an object to the sum of the weight of its parts before and after an interaction.

Wu: pg 55 volume 1 probe Lemonade

http://www.uen.org/Lessonplan/preview.cgi?LPid=2684

http://www.uen.org/Lesson

Exit ticket: lab write-up?

24 Matter Properties and Change: 5.P.2.2 Compare the weight of an object to the sum of the weight of its parts before and after an interaction.

Wu: pg 61 volume 1 probe Cookie crumblesVocabulary focus: mass, matter, inertia, force, gravity, friction, water cycle words?

Activity: maybe could have the students design their own activity using scientific method sheetshttp://sciencespot.net/Media/indinvest.pdf

You will have to provide them with random objects and scales.

Exit ticket: reflection/ lab write up, or short quiz section?

25 Matter Properties and Change: 5.P.2.2 Compare the weight of an object to the sum of the weight of its parts before and after an interaction.

Wu: pg 67 probe seedlings in a jar

Volume 1

Have the students do the sand, salt, filter, water activity from previous formatives

http://www.education.com/science-fair/article/separating-mixtures/http://www.climatechangematters.net.au/LOTS/Chem/sub/sepironfil/sepironfil.htm

http://www.ehow.com/how_7805561_separate-mixtures-science-kids.html

Exit ticket:

26 -Use a 1 pound bag of rice per group. Use measuring cups and a balance scale to determine weight, and how it changes as you take out certain amounts. (1/4, ½., ¾, etc.)

-Take water and weigh as a liquid, and then freeze and weigh as a solid. Discuss how the weight doesn’t change. SW work in groups to determine another object they would like to change its state of matter and weight.

After burning for 3 hours, a candle has lost half of its mass. Write an essay explaining where the mass has gone.

G:\science\5th grade\5th grade science\october\Conservation of Mass Legos and water.mht

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Sun Mon Tue Wed Thu Fri Sat27 ‐I will observe and describe a solid object based on some of its qualitative properties (color, texture, smell, taste, and appearance).

‐I will measure some of the quantitative properties (temperature, weight, volume) of the object and record the data.

‐I will make a hypothesis.

‐I will alter the properties of the object so it is no longer solid, and observe its new qualitative and quantitative state.

‐I will analyze and compare the data.

28 Matter Properties and Change: 5.P.2.3 Summarize properties of original materials, and the new material(s) formed, to demonstrate that a change has occurred.

Qualitative and quantitative properties lab

Wu: Have them redescribe the lab from Friday, give them the scenario and they have to explain how they would separate the materials.

Mini-lesson on quantitative vs. qualitative: use my smart board fileHave the students make a t-chart sheet, they can go around the room, or outside, or the school and write qualitative and quantitative

Exit ticket: short quiz with examples

29 End of QuarterMatter Properties and Change: 5.P.2.3 Summarize properties of original materials, and the new material(s) formed, to demonstrate that a change has occurred.Physical and chemical changeWu: I will melt an ice cube on the sidewalk. Write examples of quantitative and qualitative properties of this.Study jam: http://studyjams.scholastic.com/studyjams/jams/science/matter/changes-of-matter.htm

Physical Changes:Diaper lab: http://www.uen.org/Lessonplan/preview?LPid=11238

Salt lab: http://ww2.valdosta.edu/~lamartin/topic.html

I love this one!: https://www.georgiastandards.org/Frameworks/GSO%20Frameworks/5%20Science%20Framework%20Chemical%20and%20Physical%20Changes.pdf

30 Matter Properties and Change: 5.P.2.3 Summarize properties of original materials, and the new material(s) formed, to demonstrate that a change has occurred.Physical and chemical change

Wu: Give an example of a physical and chemical change you have done/used this week.

Brain pop: http://www.brainpop.com/science/matterandchemistry/propertychanges/activity/

Physical and Chemical changes stations

http://www.schools.utah.gov/CURR/science/Secondary/Eighth-Grade/GIST/PhysicalChemicalChanges.aspx

might be better for elem: http://gk-12.osu.edu/Lessons/4th%20Grade/PhysAndChemChange%20Nature%20of%20Matter%204.pdf

31 Matter Properties and Change: 5.P.2.3 Summarize properties of original materials, and the new material(s) formed, to demonstrate that a change has occurred.

Physical and chemical change

Wu:

Magic School Bus: Get ready set dough 29 minutes: http://app.discoveryeducation.com/search?Ntt=physical+change

Video 28 minutes: http://app.discoveryeducation.com/search?Ntt=physical+change

Video 17 minutes: http://app.discoveryeducation.com/search?Ntt=physical+change

Notes:Articles: http://www.edhelperblog.com/cgi-bin/vspec.cgi?FORMMODE=RC37_153_1&QUICK=1

http://worksheets3.edhelperclipart.com/pdf/pdfrcomp1381183320_2287769.pdf

http://app.discoveryeducation.com/search?Ntt=physical+change

barfing pumpkin: http://www.teachersdomain.org/resource/odc08.scitech.matter-energy.barfingpumpkin/

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Sun Mon Tue Wed Thu Fri Sathttp://serc.carleton.edu/sp/mnstep/activities/20101.html

Exit ticket: lab write up

http://www.mayfieldschools.org/userfiles/1733/Classes/7032/Lab%20and%20Stations.pdf

Exit ticket:

◄ Oct 2013 ~ November 2013 ~ Dec 2013 ►

Sun Mon Tue Wed Thu Fri Sat1 Teacher Workday

2

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Sun Mon Tue Wed Thu Fri Sat3 4 Matter Properties and

Change ReviewWu: test review type questions (3or 4, write a sentence or 2 for each one)Push back Thursday’s lesson

5 Matter Properties and Change ReviewWu: test review type questionshttp://www.catawba.k12.nc.us/webquest/matthews/Water cycle webquestExit ticket: name initials summary of something they learned today: example my initials are rb, so in my summary I would have to include words that start with those initials,

6 Matter Properties and Change ReviewWu: test review type questions5-10 minutes: Give child a letter they make quan and qual observations about objects in the roomhttp://www.catawba.k12.nc.us/webquest/matthews/Water cycle webquestExit ticket: What is transpiration and draw a picture of it: transpiration starts with tr so does tree

7 Matter Properties and Change ReviewWu: test review type questionsVocabulary study guideMusical chairs

8 Matter Properties and Change Test

9

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Sun Mon Tue Wed Thu Fri Sat10 ‐I will place a warmer object and cooler object a specific distance apart and measure the time and temperature changes of both objects.

‐I will move a warmer and cooler object at a closer distance from each other and measure the time and temperature changes of both objects.

‐I will discuss the effects of the changes that occurred.

11 No School: Veteran’s Day

*When you add ice to warm water, does the warm water melt the ice or does the ice make the water colder?

12 Energy Conservation and Transfer: 5.P.3.1 *Wu: Most missed test questions review*Test reviewObjective and reflection sheetsOr Does an interaction occur when hot water and cold water come together? Write a response and explain your reasoning.

http://www.biol.wwu.edu/donovan/SciEd491/HeatTempUnit.pdf

13 Energy Conservation and Transfer: 5.P.3.1 Explain the effects of the transfer of heat

Wu: What is the difference between heat and temperature?

Heat vs. Temp Eureka video 4:51 : https://www.youtube.com/watch?v=yxBTEMnrZZk

**Plan with Eureka videos*****

Video:

Eureka Conduction: http://www.youtube.com/watch?v=tpkyuqial8o&feature=relmfu

Eureka Convection: http://www.youtube.com/watch?v=NuxMRpWvsdw&feature=relmfu

Eureka Radiation:

http://www.youtube.com/watch?v=o3gN9wI_w64&feature=relmfu

http://

14 Energy Conservation and Transfer: 5.P.3.1 Explain the effects of the transfer of heat

Wu: Throwback ThursdayFoldableScavenger hunt,

Have students create their own pictures and switch and label

15 Energy Conservation and Transfer: 5.P.3.1 Explain the effects of the transfer of heatWu: maybe do the vocabulary word take away. Where they look at the screen for 30 seconds with the vocab words on it. For the next slide one vocab word is missing they have to say which word and describe it or draw a picture of it.

Which of these is not

Bill Nye heat 21:47: https://www.youtube.com/watch?v=Vy8_OZE_ttw

Exit ticket: Write 2 things they learned from Bill Nye

16

-Demonstrate convection with candles and soapy water in a pan. Heat the soapy water with the candle underneath it. Over time (10 minutes), the SW observe that the “pearl” or “shiny” parts to the water disappear. This is because the water in the pan nearest the candle was heated, and the heated water rose and broke down the soap molecules.

-Put food coloring in a small amount of hot water in a small jar with a small opening- the smaller the better. (A small jar example would be a similar size to a hotel shampoo bottle. Dropper bottles

will work also.) Use tongs to place small jar on bottom of a large clear container of cold water. (Container example would be a beaker or a canning jar) Have the students observe, draw, and try to explain what you see.

-Convection is the transfer of heat through the movement of in

air or water. See animation for “convection” on Discovery Ed.http://www.uen.org/Lessonplan/preview?LPid=11545

Maybe create a book, flip snack, or something to show

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Sun Mon Tue Wed Thu Fri Satwww.youtube.com/watch?v=_3g9QUQTweg&feature=relmfu

http://www.uen.org/core/displayLessonPlans.do?courseNumber=3060&standardId=1258&objectiveId=1259

their knowledge of the 3 types of heat transfer.

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Sun Mon Tue Wed Thu Fri Sat17 ‐I will observe the heating and cooling of water (solid, liquid, gas).

‐I will explain how heating and cooling changes the properties of materials.

‐I will recognize that energy can be gained or lost depending on the temperature.

‐I will recognize that some materials conduct heat better than others.

18 Energy Conservation and Transfer: 5.P.3.2 Explain how heating and cooling affect some materials and how this relates to their purpose and practical applications.

Wu: https://www.youtube.com/watch?v=Yz_-k9qoYnsJust like in life everyone wants things to be equal. How do you think this applies to heat?*Explain the effects of the transfer of heatHeat flow/equilibrium:

Warming and melting pg 32: http://kateduda.cmswiki.wikispaces.net/file/view/5thGradeScienceLessonsFinal.pdf

Give students a ziplock bag with an ice cube in it. See how long it takes for them to melt the ice. Then have students journal what had happened. Using equilibrium in their definitions

Maybe then have the kids do real life scenarios and explain the heat flow in them. ex: ice cubes in a glass of water, putting an

19 Energy Conservation and Transfer: 5.P.3.2 Explain how heating and cooling affect some materials and how this relates to their purpose and practical applications.

Wu: Ice-Cold Lemonade, Volume 2 probe pg 77ConductorsIntroduce students to conductors then give the students materials and they have to create their own conduction lab*Hot liquid lab, give the students the same materials and they need to measure the temperatures of the hot liquid in different containers. The students will then need to figure out why certain materials might be hotter than othersWriting Center-Answer one of the following prompts: Write a story about a paper cup who wants to be a conductor. Or conduction pg 34: http://kateduda.cmswiki.wikispaces.net/file/view/5thGradeScienceLessonsFinal.pdfMake lab sheet

20 Energy Conservation and Transfer: 5.P.3.2 Explain how heating and cooling affect some materials and how this relates to their purpose and practical applications.

Wu: What are the advantages ordisadvantages of being a conductor? Or Write about a time that youexperienced conduction.

InsulatorsStudents will create the best insulators

Similar to: http://www.teachengineering.org/collection/uoh_/activities/uoh_insulation/Attachments/uoh_insulation_activity1_worksheet_v4_tedl_dwc.pdf

Exit: Student can draw 3-5 pictures to show the transfer of heat, for example a mouth and m&ms. The heat flows from the mouth to the m&ms.

21 Energy Conservation and Transfer: 5.P.3.2 Explain how heating and cooling affect some materials and how this relates to their purpose and practical applications. Real world applications

Wu: throw back Thursday: possible vocab strategies: Give the students dice: 1-6 will be different things 1. Define 2. Name things that are similar 3. Give examples of 4. Draw a picture of 5. Give examples of things that would be the opposite of 6. Anything you want about that vocab word. Make them do at least ___

1. I have who has

2. Poem

3. Computer stations

4.

Cite real life examples of heat: why do we place fans and air

22 Energy Conservation and Transfer: 5.P.3.2 Explain how heating and cooling affect some materials and how this relates to their purpose and practical applications.???

Jeopardy or Bazinga

23 http://www.sciencekids.co.nz/gamesactivities/keepingwarm.html

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◄ Sep 2013 ~ October 2013 ~ Nov 2013 ►

Sun Mon Tue Wed Thu Fri Satice tray or something into the freezer, etc.

Make lab sheet

conditioning near the ceiling?

*Energy can be gained or lost depending on the temperature

24 25 Assessment 26 Stem Fair 27 Teacher Workday

28 No School

29 No School

30

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◄ November ~ December 2013 ~ January ►

Sun Mon Tue Wed Thu Fri Sat1 2 5P1.1 Gravity

Wu: sky diving videoGravity worksheetsTeacher will work with small groups

Commercial breaks??All students will be completing their worksheets, then after everyone has answered a question the group will discuss and 1 person from each group will go write their answer on a large piece of paper. At the end of class you can go over answers whole groupExit ticket:

3 General force and motionWu: show a funny video. Have the students pick out all of the forces, or things applying to the force and motion unit, discuss as a class.Find at least 10 magazine pictures that have to do with force and motion. Create a poster with the pictures and give a brief description of how each one deals with force and motion.Need magazines

4 5P1.3 Change in position over timeWu: Practice distance time graphsStudents will create a story and a distance time graph to go along with it

Parson’s scenarios

5 5P1.4 Newton’s lawsWu: Newton’s laws tic-tac-toe

6 StationsI have who hasSong creationVocabulary matchingComputer stationsFinish tic-tac-toe activity

7 Bill Nye Heat: https://www.youtube.com/watch?v=Iv97uC7ZjBk

8 9 5P2.1 Water cycleWorksheet dayNeed water cycle worksheets

10 5p2.2 sum of partsMagazine day: This one might be a bit difficult but maybe for this one do not give the students any guidelines just give them the objective and tell them they need to create a poster to show this

11 5p2.3 properties of change: qual and quan data and physical and chemical changeScenario day

12 5P3.1 conduction, convection, radiationTic-tac-toeCan use one of these as an example: http://daretodifferentiate.wikispaces.com/Choice+Boards

13 stations 14

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◄ November ~ December 2013 ~ January ►

Sun Mon Tue Wed Thu Fri Sat15 16. 5P3.1: conduction,

convection, radiationWorksheet dayhttp://www.gscdn.org/library/cms/19/14619.pdfhttp://bogglesworldesl.com/watercycle_worksheets.htmhttp://www.enchantedlearning.com/rt/weather/watercycle.shtml : the students could read the reader’s theater and then create their own

17 5P3.2: Conductors, insulators, how heating and cooling change the property of materialsMagazine day

18 5P3.2Scenario day

19 STEM Fair/ Current Events/ etc.

20 STEM Fair/ Current Events/ etc.

21

22 23 Break 24 Break 25 Break 26 Break 27 Break 28

29 30 Break 31 Break Notes:

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◄ Dec 2013 ~ January 2014 ~ Feb 2014 ►

Sun Mon Tue Wed Thu Fri Sat1 Break 2 Break 3 Break 4

5 6 general science stuff 7 Stem Fair stuff 8 Stem Fair stuff 9 Stem Fair stuff? 10 Stem Fair stuff? 11

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◄ Dec 2013 ~ January 2014 ~ Feb 2014 ►

Sun Mon Tue Wed Thu Fri Sat12 13 Weather: 5.E.1.1

Compare daily and seasonal changes in weather conditions (including wind speed and direction, precipitation, and temperature) and patterns.

Wu: weather pre-test

Create a class weather data chart station to collect local weather data: http://science-edu.larc.nasa.gov/SCOOL/lesson_plans/weather_pred_wksht.pdf

Weather instruments

http://gk12.missouri.edu/showmenature/lessons/Thar.She.Blows.Lesson.Plan_Lianne_Fifth.Grade.pdf

14 Weather: 5.E.1.1 Compare daily and seasonal changes in weather conditions (including wind speed and direction, precipitation, and temperature) and patterns.Wu:

air pressure, wind direction, wind speed, humidity, and precipitation.

I like this activity for air pressure: http://seplessons.ucsf.edu/node/287

15 Weather: 5.E.1.1 Compare daily and seasonal changes in weather conditions (including wind speed and direction, precipitation, and temperature) and patterns.

Wu: How are air pressure and weather related?

Air pressure: http://www.lessoncorner.com/l/showard/HuffandPuffandBlowItUp

16 Weather: 5.E.1.1 Compare daily and seasonal changes in weather conditions (including wind speed and direction, precipitation, and temperature) and patterns.Wu:

http://www.wunderground.com/weatherstation/WXDailyHistory.asp?ID=KNCCHARL43&day=24&year=2010&month=3&graphspan=month

17 Weather: 5.E.1.1 Compare daily and seasonal changes in weather conditions (including wind speed and direction, precipitation, and temperature) and patterns.Wu:

18 http://www.slideshare.net/allsaintsscience/j5th-grade5th-grade-scott-foresmanunit-b-earth-sciencechapter-8notesch-8-lesson-1-how-does-air-movehttps://www.asme.org/career-education/articles/k-12-grade/5-ways-to-demonstrate-air-pressure-to-childrenhttp://www.pragmaticmom.com/2011/11/weather-atmospheric-pressure-complicated-relationship/

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◄ Dec 2013 ~ January 2014 ~ Feb 2014 ►

Sun Mon Tue Wed Thu Fri Sat19 20

No School21 Teacher Workday

22 End of Quarter5.E.1.2 Predict upcoming weather events from weather data collected through observation and measurements.

Wu: give a weather scenario and have them predict the weather

Clouds

23 5.E.1.2 Predict upcoming weather events from weather data collected through observation and measurements.

Wu: Throwback ThursdayWeather scenario

Clouds

24 5.E.1.2 Predict upcoming weather events from weather data collected through observation and measurements.

Wu:

Clouds

25

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◄ Dec 2013 ~ January 2014 ~ Feb 2014 ►

Sun Mon Tue Wed Thu Fri Sat26 27 5.E.1.2 Predict

upcoming weather events from weather data collected through observation and measurements.

28 5.E.1.2 Predict upcoming weather events from weather data collected through observation and measurements.

29 5.E.1.2 Predict upcoming weather events from weather data collected through observation and measurements.

30 5.E.1.2 Predict upcoming weather events from weather data collected through observation and measurements.

31 5.E.1.2 Predict upcoming weather events from weather data collected through observation and measurements.

Notes:

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◄ Jan 2014 ~ February 2014 ~ Mar 2014 ►

Sun Mon Tue Wed Thu Fri Sat1 Bill Nye Wind 22:32: https://www.youtube.com/watch?v=zMyBheIn2DABill Nye Storms 23:11: https://www.youtube.com/watch?v=vHivnBsuMJABill Nye 23:06 Atmosphere: https://www.youtube.com/watch?v=45kf3oP0eGI

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◄ Jan 2014 ~ February 2014 ~ Mar 2014 ►

Sun Mon Tue Wed Thu Fri Sat2 3 Weather: 5.E.1.3

Explain how global patterns such as the jet stream and water currents influence local weather in measurable terms such as temperature, wind direction and speed, and precipitation.

http://betterlesson.com/document/129693/science-lesson-plan-convection-current

brain pop wind and I would do the 2x2 activity: http://www.brainpop.com/science/weather/wind/activity/

4 Weather: 5.E.1.3 Explain how global patterns such as the jet stream and water currents influence local weather in measurable terms such as temperature, wind direction and speed, and precipitation.

5 Weather: 5.E.1.3 Explain how global patterns such as the jet stream and water currents influence local weather in measurable terms such as temperature, wind direction and speed, and precipitation.

6 Weather: 5.E.1.3 Explain how global patterns such as the jet stream and water currents influence local weather in measurable terms such as temperature, wind direction and speed, and precipitation.

7 Weather: 5.E.1.3 Explain how global patterns such as the jet stream and water currents influence local weather in measurable terms such as temperature, wind direction and speed, and precipitation.

8 http://www.edheads.org/activities/weather/frame_loader.htm

http://teacher.scholastic.com/activities/wwatch/sim/game.htm

http://www.phschool.com/atschool/phsciexp/active_art/weather_fronts/index.html

http://www.classzone.com/books/earth_science/terc/content/visualizations/es2002/es2002page01.cfm?chapter_no=20

http://www.phschool.com/atschool/phsciexp/active_art/Created with WinCalendar Calendar Creator More Templates: 2013 Calendar, 2014 Calendar

◄ Jan 2014 ~ February 2014 ~ Mar 2014 ►

Sun Mon Tue Wed Thu Fri Sat9 10 Weather Review 11 Weather Review 12 Weather Review 13 Weather Review 14 Weather Review 15

16 17 Teacher Workday

18 Teacher Workday

19 Ecosystems: 5.L.2.1 Compare the characteristics of several common ecosystems, including estuaries and salt marshes, oceans, lakes and ponds, forests, and grasslands.

20 Ecosystems: 5.L.2.1 Compare the characteristics of several common ecosystems, including estuaries and salt marshes, oceans, lakes and ponds, forests, and grasslands.

21 Ecosystems: 5.L.2.1 Compare the characteristics of several common ecosystems, including estuaries and salt marshes, oceans, lakes and ponds, forests, and grasslands.

22

23 24 Ecosystems: 5.L.2.2 Classify the organisms within an ecosystem according to the function they serve: producers, consumers, or decomposers

25 Ecosystems: 5.L.2.2 Classify the organisms within an ecosystem according to the function they serve: producers, consumers, or decomposers

26 Ecosystems: 5.L.2.2 Classify the organisms within an ecosystem according to the function they serve: producers, consumers, or decomposers

27 Ecosystems: 5.L.2.2 Classify the organisms within an ecosystem according to the function they serve: producers, consumers, or decomposers

28 Ecosystems: 5.L.2.2 Classify the organisms within an ecosystem according to the function they serve: producers, consumers, or decomposers

Notes:

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◄ Feb 2014 ~ March 2014 ~ Apr 2014 ►

Sun Mon Tue Wed Thu Fri Sat1

2 3 Ecosystems: 5.L.2.3 Infer the effects that may result from the interconnected relationship of plants and animals to their ecosystem.

4 Ecosystems: 5.L.2.3 Infer the effects that may result from the interconnected relationship of plants and animals to their ecosystem.

5 Ecosystems: 5.L.2.3 Infer the effects that may result from the interconnected relationship of plants and animals to their ecosystem.

6 Ecosystems: 5.L.2.3 Infer the effects that may result from the interconnected relationship of plants and animals to their ecosystem.

7 Ecosystems: 5.L.2.3 Infer the effects that may result from the interconnected relationship of plants and animals to their ecosystem.

8

9 10 Ecosystems review 11 Ecosystems review 12 Ecosystems review 13 Ecosystems review 14 Ecosystems review 15

16 17 Structures and functions of living organisms: 5.L.1.1 Explain why some organisms are capable of surviving as a single cell while others require many cells that are specialized to survive.

18 Structures and functions of living organisms: 5.L.1.1 Explain why some organisms are capable of surviving as a single cell while others require many cells that are specialized to survive.

19 Structures and functions of living organisms: 5.L.1.1 Explain why some organisms are capable of surviving as a single cell while others require many cells that are specialized to survive.

20 Structures and functions of living organisms: 5.L.1.1 Explain why some organisms are capable of surviving as a single cell while others require many cells that are specialized to survive.

21 Structures and functions of living organisms: 5.L.1.1 Explain why some organisms are capable of surviving as a single cell while others require many cells that are specialized to survive.

22

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◄ Feb 2014 ~ March 2014 ~ Apr 2014 ►

Sun Mon Tue Wed Thu Fri Sat23 24 Structures and

functions of living organisms: 5.L.1.2 Compare the major systems of the human body (digestive, respiratory, circulatory, muscular, skeletal, and cardiovascular) in terms of their functions necessary for life.

25 Structures and functions of living organisms: 5.L.1.2 Compare the major systems of the human body (digestive, respiratory, circulatory, muscular, skeletal, and cardiovascular) in terms of their functions necessary for life.

26 Structures and functions of living organisms: 5.L.1.2 Compare the major systems of the human body (digestive, respiratory, circulatory, muscular, skeletal, and cardiovascular) in terms of their functions necessary for life.

27 Structures and functions of living organisms: 5.L.1.2 Compare the major systems of the human body (digestive, respiratory, circulatory, muscular, skeletal, and cardiovascular) in terms of their functions necessary for life.

28 End of QuarterStructures and functions of living organisms: 5.L.1.2 Compare the major systems of the human body (digestive, respiratory, circulatory, muscular, skeletal, and cardiovascular) in terms of their functions necessary for life.

29

30 31 Teacher Workday

Notes:

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◄ Mar 2014 ~ April 2014 ~ May 2014 ►

Sun Mon Tue Wed Thu Fri Sat1 Evolution and Genetics: 5.L.3.1 Explain why organisms differ from or are similar to their parents based on the characteristics of the organism.

2 Evolution and Genetics: 5.L.3.1 Explain why organisms differ from or are similar to their parents based on the characteristics of the organism.

3 Evolution and Genetics: 5.L.3.1 Explain why organisms differ from or are similar to their parents based on the characteristics of the organism.

4 Evolution and Genetics: 5.L.3.1 Explain why organisms differ from or are similar to their parents based on the characteristics of the organism.

5

6 7 Evolution and Genetics: 5.L.3.2 Give examples of likenesses that are inherited and some that are not.

8 Evolution and Genetics: 5.L.3.2 Give examples of likenesses that are inherited and some that are not.

9 Evolution and Genetics: 5.L.3.2 Give examples of likenesses that are inherited and some that are not.

10 Evolution and Genetics: 5.L.3.2 Give examples of likenesses that are inherited and some that are not.

11 Evolution and Genetics: 5.L.3.2 Give examples of likenesses that are inherited and some that are not.

12

13 14 Spring Break!!!!!

15 Spring Break!!!!!

16 Spring Break!!!!!

17 Spring Break!!!!!

18 Spring Break!!!!!

19

20 21 Review/ Blitz 22 Review/ Blitz 23 Review/ Blitz 24 Review/ Blitz 25 Review/ Blitz 26

27 28 Review/ Blitz 29 Review/ Blitz 30 Review/ Blitz Notes:

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