3 Mink Weaver Science Charts

Week 2 Science Chart Jennifer Mink & Sarah Weaver Monday Tuesday Wednesday Thursday Friday Week Week 4 Science 8 Science Chart Chart Day 1 Day 2 Day 3 Day 4 Day 5 Week Week Week 6 Mink Science 10 12Science Science Chart Chart Jennifer Jennifer Mink & Sarah &Chart Sarah Weaver Weaver Jennifer Jennifer Jennifer Mink Mink Mink & &&Sarah Sarah Weaver Weaver Weaver JSSOLMonday S3.1 JSSOL S3.1 JSSOL S3.1 JSSOLThursday S3.1 Thursday JSSOLFriday S3.1 Week 14Sarah Science Chart Monday Tuesday Wednesday Friday Tuesday Wednesday Monday Monday Tuesday Tuesday Wednesday Wednesday Thursday Thursday Friday Friday Observations and Observations and Measurements: Mass, Measurements: Mass, Measurements: Mass, Day Day 22Tuesday Jennifer Mink Day Day 11 Day Day 3&3Sarah Weaver Day 4 Day 4 DayFriday 5 Day 5 Monday Wednesday Thursday Day 1 Day 1 Day Day 2 2 Day Day 3 3 Day Day 4 4 Day Day 5 5 Scientific Method Scientific Method Volume, Length, Volume, Length, Volume, Length, Monday Tuesday Wednesday Thursday Friday JSSOL S3.3 JSSOLS3.1 S3.3 Day 2 JSSOL JSSOL S3.3 JSSOL S3.3 S3.1Day 1 JSSOL JSSOLS3.3 S3.1 Data: JSSOL S3.1 Data: JSSOL S3.1 Data: Day 3 Day 4 Day 5 JSSOL S3.3 JSSOL S3.3 JSSOL S3.3 JSSOL S3.3 JSSOL S3.3 Temperature, Time3 Temperature, TimePosition Temperature, Time Day Day 2 Day Day 4 Day 5 Position Physical matter and1 Physical matter and Motion and Charting, Position Motion and Motion and Measurements: Mass, Measurements: Mass, Gathering, Gathering, Charting, Gathering, Charting, JSSOL S3.4 JSSOL S3.4 JSSOL S3.4 JSSOL S3.4 JSSOL S3.4 JSSOL S3.2 JSSOL S3.2 JSSOL S3.2 JSSOL S3.3 JSSOL S3.3 CM/PS: The students will Light, heat, electricity MA: The teacher will hand Light, heat, electricity Light, heat, electricity Light, heat, electricity Light, heat, electricity LI/S: The teacher will GA/W/PS: The class PS: Students will be JSSOL S3.4 JSSOL S3.4 JSSOL S3.4 JSSOL S3.4 JSSOL S3.4 Properties Properties Volume, Length, Volume, Length, Interpreting Interpreting Physical and behavioral Physical and behavioral Physical and behavioralInterpreting Physical and behavioral Physical and behavioral brainstorm what kinds of Simple and Compound Machines Simple and Compound Simple and Physical matter and Physical matter and out small balloons to each begin by why will participate in behavioral the given a picture sheet LI/T/S: Theasking, teacher will Physical and behavioral Physical and behavioral Physical and behavioral Physical behavioral GA/L/LA/R/LI/S: T/S:Physical Students will watch a student OL/S: will give aProperties LI/S/T: Students will Temperature, Time Temperature, Time aspects of living aspects of living aspects ofand living aspects ofStudents living aspects ofand living things we need to weigh in Machines Compound Machines Properties and ask the class to MA/CM/T/LI: The teacher will with L/PS/W: observing A/LI: The is teacher beneficial will “scientific method” various items The teacher and 2 MA: The Van de Graff’s OL: Students will orally briefly explain that the aspects of living aspects of living aspects of living aspects of living aspects of living R/PS/S: Temperature/Time unit L: The teacher will then Students will be given a webcast on skateboarding brief oral report on their watch a video on organisms. organisms. real organisms. life. L/LA/CM/R: The L/GA: Theupstudents GA/W/PS: The groupswill MA: The teacher will have a displayactivity that organisms. Students will be W/PS/LA: Towill Start this MA/W/S: Students them and tie them bring organisms. in GA/OL/SS: afrom fluorescentAny lampgroups and an molecules and their for display scientists. awill rainbow Then poster. the willE/W: measurement have statement andblow generator beoffbrought summarize for the The students will participate in possible explain the process of organisms. organisms. organisms. organisms. organisms. handout of the story, explained by a physicist. findings. forces and gravity. teacher read Inch will create a rough will then do there final table with simple machines like pulleys, did not get to present their given a quiz on simple unit students will write a recall what they learned approved laser pointer. Students in a knot or secure them arrangement determine state ateachers.net. guessing game of “How hot is units students The teacher will will be use this questions for each item. on the board out, and every student teacher what they GA/MO/LI/MA/S: The dataW/MO: gathering. “Water Dance.” Each “PHYSICAL SCIENCE wheels, levers etc, where students may Leonardo invention will http://www.exploratorium.edu start and compound after viewing a MA/T/S: about physical properties W/PS: Students will start A/LI: Students will differ. watch Studentsmachine will with Aentry power point willproduct Students will will observe how the lights bymatter. Inch by Leo Lionni. draftLI/T: ofclip. their data using include the ajournal of Then students will too hot” (SciencePlus-352) students will beSelected put into items pairsVIDEO informed to discuss that what scientists light is Students that relate will circle to heat and will get a chance to go up learned yesterday. come up and examine these items. off the class. terminology, and will nature picture. They will of matter. FOR CHILDREN The teacher will focus on light as a a journal entry on person a movie about cells. work on observational graph beMA/L/S: given on what examine the body in their table Students view anwith animated explanation The class will discuss paper, with thethe 8will graph, the questions go to be designated mass MA/LI/S: The teacher willwhich MO/GA/LI: students MA/A: The students will MA/LI: The teacher T/MA: Students will W/GA: Students will get observe, and how classify itthey iswas responsible and S: The teacher will temperature. measurement Students and touch it.will answer a short essay answer the questions: whatand structure will displayed in Virtual class. SERIES” wave. what think the needs www.brainpop.com skills by writing down different orders are and ofatanalysis, aThe frog. of how particles behave in groups will take turns LI/OL: Students will review pass around a gyroscope S/LI: The teacher then why length guidance of the teacher. regarding data LI: Thebring teacher will discuss stations. While the stations in a fish tank with will play a game where each create animals of flight to R/W: Students will look up and define S/T/LI: The class will view a question on how a whisk do water, ice and steam have Each student will take out into five different groups will use a small model spend time observing recognize for all the colors we inare see.andhow explain that this is how accurately will independently represents write MA/W/S: Balloons and each ofofthe 3patterns states of matter. living things characteristics ofthe guest animal examples for each. Dissection. www.use the balloons to explain temperature works and in it. reading. terms mentioned in clip and the teacher will explain important to the worm and a short description the teacher will briefly several aquatic animals student has to find their from the ceiling. several key words relating toare simple power point presentation and works what simple inLI/S: common? What would a sheet ofelectricity paper and write T/HW/S: The teacher will use have each and hang prepare aand survey with www. harcourtschool.com house with a get roof tomet. land animals through E/S: Students will nature in order to to science works, through down drawing. which one they Students will recall static how those needs DA: Students will specimens in class. itg.lil.gov/vfrog why it is important in science what volume anddivided how aand themembers units of atake Students will gather making the teacher will howstudent speed, force, and why knowing how W: Each will ofexplain thegroup project. machines. along with it hear around information machines makeintroduce it. happen ifisyou body down 4different physicalby students explore a website that and five different categories, illustrate howwill the roofand live webcams. play dough to illustrate MA/LS/S: Students will in everyday life. a test on motion, their MA: conclusions. The students observation, think applies. particle information and experiment will beto massdesignated and will direct volume works. theabout tank as thehelps teacher animal sound LI/R/S: Students will gravity andbe force of motion.measuring affect each various simple machines again and againother. properties they students know to measure length will is writeofgravity inwater their journal explains how light us study R/L/LI/S: The teacher MA/A: The teacher which will teacher A/MA/S: There will be an the idea of cells LI/CM/S: The teacher construct their own R/L/S/HW: Students will to weigh each ofie, thein 6and what is inside. www.africam.com discusses various types of up find the others the group. position, force. put onprotects “magic prism” classification LI/A/MA: The teacher learn about electrons and conducted. Based on the teacher MA/S: At desks students use asee and howStudents they can make LI/LA: The teacher willAfterwards over and over, more than aGA/OL/CM: about each color, odor, and things. will have fill out a fact sheet by important show 3their states to them. of water bywill M/T: five questions that they Each will give the class approved. Since students have materials before them. One animal cell model in book class. combining to make tissue, will address how having species pyramid and then use their text book to movement in water, and teacher will explain will send a trashcan GA: glasses The and class view will the then predictions, rewill then LI/S: introduce The teacher the will how they work. what they know students pencil, a ruler, and a lightweight to more complex machines. read, “The Way Things hundred times? hardness…etc. afilling worksheet to fill out based on GA/MO/MA/PS/W/S/A/E: having a tray of ice, a intissues important LI/A/SS/T: Students will handouts with important thinkcorrectly their information group will be given already been introduced to the A student will record while the special water organelles. OL/S: The class will recall Students will color and and combining to different features allows place each of read on behaviors of the around to dispose of these create and observe their own lever and Work” Is all the matter in this how this is justand onea concepts their website excursion. OL/R/L/LI/S: Students go outside room inoffull onlight, the evaluation, and explain system and difference have will list statements beaker cold water, tothe be filled in on will their ofand time, students willto metric blanks terms Students will break be told to listen closely. Each answer. time to present their W: blanks The students willinto otherfrog weighs the handout will beAfrom given and discuss senses label theirof own animal cell make organs. for different functions. specimen inabout their and 3The itsofhuman habitat. A testMA/LS/MO: fulcrum distance. MA/W/PS: turning whisk picture visible? LI/CM: teacher will http://www.colorado.edu/physics/2 fun distractions. hotplate boiling asemibeaker of improve function certain will read aloud playground natural light or only, and conclusion. students between create heat their and own A/HW/S: Students will explaining what their ability to tell time animal flight structures materials. The pairs will them with the notes already briefly. The teacher willis going write a journal entry on the overhead. groups and be given rulers, The teacher will have a student will use their projects and illustrating diagram. categories. worsksheet will will be passed around the CM/CI: A special guest read selections from 000/index.pl?page=xray/index.htm water. Students be animal coverings. the various ways toThe the nearest minute by using metric wooded darkness. area towill observe temperature, system number how fill out thereading partsThe of anhow ongathered in thethe experiment and methods ofand switch and weigh the laston on them. present information creative ways gather teacher willstudent explain and marbles toto test “position” dramatic T/OL/A/GA/SS/CC: The majority of class. Each will athen has been invited tobe briefly LI/LA/CM/TX/R: Techno-Matter: The rulers measure L: The teacher will they their l E/S: Students will take LS/S: Students will accompany reading. given atoworksheet divided MO/LS: Students will of the the classroom computers to terrestrial animals three. animal senses and and collect 10 artifacts M/GA: The teacher and line, heat by gluing is measured. together atom and place charges using terminology we movement, as well as a information. class students will be of put into groupsthe of changes be given a state diagram share in variables. class. will then be giveninformation, a materialsdisplaying behind the of of a whisk and “motion” dialogue and information L/R/S/LA: The students brief quizinon organelles introduced to The localproceed classroom into the 3 states objects matter. in then students instruct the to the lab tables play online telling time games T/W/L/HW: Students will communication using big MA/TX/W/S: Students move. The teacher will list of animals that fall in LI/CM/S: annavigate orderly The manner. teacher students will sing the colored train over haveand covered three to around acell website with and will be asked use for the mechanic copy ofparticles. and asked follow Marvels. The class in willthis unit. SS/HW/HS: Students willtohave Students will be asked to will write out and their descriptions. classification andbring will a with Students will bewill individually from Aristotle, and inches and centimeters. students on how to toGalileo, their charts volume stations tomatter. the minute. OL: Students will be asked to watch clips of several pictures to illustrate these under each category. Leonardo DaVinci’s simple machines. lines provided to identify the small model engine in and along to the reading of 2 discuss the various will create a booklet have students verbally homework the task of doing some OL/CM: Several will have students recall song Scientific Method compartments T/S: Students each will view a draw a picture of how the organelle descriptions and group the specimens they www.teachingtime.co.uk/ asked to make a simple lab Newton on motion. already set up. The compile their describing their project share any observations or methods of movement in senses or messages. Thewater teacher and/or assistant will simple machines that make upthink describe howheat. an engine riddles in The Hobbit. Thewill physical properties and will research on Albert Einstein. molecules would lookoffer students will share their containing pictures and give examples of each W/A: matter The and students particles. will from Lyrical Life “car” movie with its about proper LS/S/T/H: Students DA/MU: Students come up with an acronym are similar. The teacher will be monitoring students will use various similarities they noticed in HW/E/S: Students will report, explaining the findings Students will then take an how class. Students will use this PS/MA: Students will information into charts using who, what, when, reading help if needed. One student is to the whisk and what order works and what he does teacher and students will they surround us. Students may ask parents for help, CC/S/LI: Another teacher in each state. methods of gathering descriptions of 8 kind of practice animal. their write With this, and draw the teacher Science. www.brainpop.com units. spend time online at where, this learn the electricity for each. the lab, as there were same website toinwrite 2 or metric 3regarding LI/S/LA: The teacher will song to be usage. given a what matching position, motion, online quiz then given a rulerone is to (graphs) and how to and how, and why. draw the be machine’s design, things workthey to operate the engines. He willor materials discuss each in for class and print out find. willwith come in with one information. different animal different materials with the descriptions will explain that of their light website reviewing to help them remember sentences about each method read Stellaluna to the class to the nearest explain how works, and the third will whisk.with Afterwards share why engines are measuring arrive at the answers. will worksheet the be the teacher and two force. Drawings should reinforcement purposes. W/S/LA: Students diagram DA: Thisitactivity and will will need appeal interpret the data. of his birds and E/LS: Students will also same weights. of movement. Also, they will coverings. CM/S/R: The class will revisit artifacts has “duel inproperties” their LI: The teacher will M: The students electrical safety. andTeaching understand all they milliliter and liter. offer as to why this machine will then explain how a whisk important society. the their journal and DA: Students who may have to more kinesthetic change on onenot accompany eachtowill concept http://library.thinkquest.org toexplanation place the varying DA: DA: Peer will briefly the given an interms class worksheet HW: Each explain student will need to list an example of 1check Hearing impaired maybeing have been helpful or beneficial. works and students will have LI/S/T: a discussion The teacher will on the use add a paragraph access to a computer at home may journals. both a particle and read The Winter Noisy practice converting http://www.miamisci.org/ have learned. -ABC You students: students will side, and the pictures address. with digital and analog clocks dynamics and importance objects they measured be allowed within L/R/W/HW: To anything close, give there survey’s towho fivemayDA: For aquatic animal that moves students may be the givennew a http://www.mos.org/sln/Leonardo/Invent if their function accounts were DA: Students power point to present what addressing check out one of the teacher’s prestudents who make and observe a LI/T: The teacher will advantages and aDA: wave. Gifted Thestudents teacher units tothese metric af/sln/frankenstein/ groups. Later tell time to theWings.avkids.com nearest of flight animals students given a or fable and descriptions on the English this way. picture ofbethe animal and in increasing order ofwill tobook. different people orsWorkshop.html correct. have atolearning disability physical properties of matter theywill have learned, how approved books. substance that can’t decide havedisadvantages trouble blowing up guide students through a of be focus allowed mainly to on write light as with their picture minute. Worksheets are pulled for homework (SciencePlusout in the wild to the instead of making its sounds other. or special need may have are and what a molecule is. their thoughts about iflength. it’s awebsite solid or presentation liquid. their balloons, they maythe 205)they from the same site. of from and willhave be asked to like adescriptions particle. of their measurements sheet. may move or act class. more time to finish theirhavemovements matter changed. www.exploratorium.edu a pre-tied balloon to writethat a brief paragraph animal to haveon group unique bird coverings. webcam activity they artifacts quizzes. observe and study volume and findmass them. www.ornithology.com watched, andduring be given ahow members the lecture. explain the parable and are short studyguide. related to each other.

Monday Day 1 JSSOL S3.5 Various food chain relationships and organisms roles within their environments.

Week 16 Science Chart Jennifer Mink & Sarah Weaver Tuesday Wednesday Thursday Day 2 Day 3 Day 4 JSSOL S3.5 JSSOL S3.5 JSSOL S3.5 Various food chain Various food chain Various food chain relationships and relationships and relationships and organisms roles within organisms roles within organisms roles within their environments. their environments. their environments.

T/SS: The class will watch a clip from Jurassic Park of an herbivore scene.

W/T/S: Students will receive food webs to fill in after a powerpoint presentation.

CM/OL/LI:The class will discuss the clip and what they noticed.

MA/A/S: The students will create a pamphlet on either carnivores, herbivores, or omnivores.

MO/S: The teacher will ask each student to go up to the board and DA:MO/MA/S/GA: write a particular term or There will be a student definition. chain demonstration of trophic energy levels. HW/S: The students will be given a simple work sheet with 2 food chains and will draw arrows to make the correct food chain order.

MA: Students will cut pictures of animals out of magazines. LI/CM/S: The class will discuss aspects of being a vertebrate animal.

MAThe teacher will bring in a few ant farms for the students to watch.

A/S/MA/LI: The teacher will have a poster of an ants body MA/S:Students will take on the board to explain those cut outs and its parts. arrange them into the 5 types on their desks. LI/CM/S: The class will discuss the differences A/S/:Students will then in varying invertebrates. make a poster drawing any animal they would LI:The class will close want to have as a pet if with an Aesop’s Fable they could have any “the Grasshopper and animal. They would then the Ant” label what class that animal was from.

Friday Day 5 JSSOL S3.5 Various food chain relationships and organisms roles within their environments. MO/S/LI/MA/M: Set up Energy Cycle Experiment LI/S: Introduce energy cycle terms and definitions. L/R/M: The students will hunt down what level we are on the trophic energy scale, by checking either the vegetable or meat levels.

Monday Day 1 JSSOL S3.5 Various food chain relationships and organisms roles within their environments. R/LI/CM: The class will break into groups to read Crawdad Creek. The class and teacher will discuss the various animals and things found that made up a particular environment. CI/LI/S: A marine Biologist will come in to discuss why sea otters are important in their environment and how their environment would change without them: sea urchins would greatly increase.

Week 18 Science Chart Jennifer Mink & Sarah Weaver Tuesday Wednesday Thursday Day 2 Day 3 Day 4 JSSOL S3.5 JSSOL S3.5 JSSOL S3.5 Various food chain Various food chain Various food chain relationships and relationships and relationships and organisms roles within organisms roles within organisms roles within their environments. their environments. their environments. GA/A/S: Students will be split into groups to make each of the habitats or environments on posters. GA/S/MA: Students will need to take those animals they cut out of wildlife magazines and glue them in the corrects animal environments. OL/PS: Each group will defend why they have placed the animals they put there.

Friday Day 5 JSSOL S3.5 Various food chain relationships and organisms roles within their environments.

Monday Day 1

Tuesday Day 2

Week 20 Science Chart Jennifer Mink & Sarah Weaver Wednesday Day 3

Thursday Day 4

Friday Day 5

JSSOL S3.6 Students will examine various types of environments and their features

JSSOL S3.6 Students will examine various types of environments and their features

JSSOL S3.6 Students will examine various types of environments and their features

JSSOL S3.6 Students will examine various types of environments and their features

JSSOL S3.6 Students will examine various types of environments and their features

LI/L: The teacher will read Let’s Find It to help introduce the section on different environments.

S/LI: The teacher will instruct students on the different animals and plants that are found in desert and grassland environments.

LI/L: The teacher will read Where the Forest Meets the Sea.

CM: The class will participate in a show/tell of what animals or plants they brought from home.

GA/R/S/PS: The students will be divided into three groups. Each group will be provided with materials to help investigate either pond, marshland, or swamp environments.

L/S/A: The teacher will explain that first dry-land environments will be discussed including; deserts and grasslands explaining the components of their environment through pictures. M: The students will sing “Going to the Desert” GA/MA: As groups, the students will make a Desert Habitat.

M: The students will sing, “The Animals in the Desert”. W: The students will be asked to write a journal entry on “Life as a desert or grassland plant or animal”. A/E/CM: The students will draw a picture of either a grassland or dessert including the correct; animals, plants, and environment. Then they will share it with the class.

LI/S/GA: The class will discuss components that make up forests and rain forests. GA/MA: As groups, the students will make a Forest Habitat. PS/W: The students will individually compare and contrast forest and desert habitats. HW: The students will be asked to bring in a plant or stuffed animal they think will be found in a forest or rain forest for the next day.

LI/S/GA: The class will discuss the different animals and plants that are found in forests and rain forests. MO/GA: The class will be divided into separate groups and create and participate in a puppet show about a day in the life of rainforest or forest plants and animals.

A/GA: The students will be asked to make a collage using magazines and newspapers of what would be found in their groups’ environment. OL/GA: Through the use of their collages, each group will present their environment to the classroom. LI: The teacher will add any extra comments for each presentation.

Week 22 Science Chart Jennifer Mink & Sarah Weaver Monday Day 1

Tuesday Day 2

Wednesday Day 3

Thursday Day 4

Friday Day 5

JSSOL S3.6 Students will examine various types of environments and their features

JSSOL S3.6 Students will examine various types of environments and their features

JSSOL S3.6 Students will examine various types of environments and their features

JSSOL S3.7 major components of soil and various components of the earth.

JSSOL S3.7 major components of soil and various components of the earth.

GA/MA: The class will divide into groups and help participate in building a “Working Wetland” to help understand what creates ponds, marshlands, and swamps.

L/GA/S/MA: The teacher will bring in a model of a stream, river and ocean and allow the students to discover different aspects that make up the environment.

GA/ MO: The students will separate into teams and go outside to an assigned area to investigate and collect data in their journals from their local habitat.

W/A/MA: Each student will be given a handful of soil to investigate. They will write and draw in there journals what they found.

LI: The class will discuss the origin of different soil and its importance to plants and animals.

OL/CM: The students will divide into partners and interview each other as reporters of a stream, river or ocean.

A/W/GA: Each team will create a brochure about this environment through the investigation made.

LI: The teacher will explain what plants and animals are found in pond, marshland, and swamp environments. E/W/A: Each student will do a “Wetlands at Work” worksheet, which includes drawing and answering questions

W/PS: When the students have interviewed each other they will write a report for a newsletter.

GA/OL: Each team will present the different artifacts and their brochures to the class. DA: Flexible Grouping will be allowed in order to all students to help each other during this assignment.

LI: The teacher will describe where soil comes from and its importance. GA/MA: The students will pair into groups to plant plants in three different pots in order to discover which soil is best; sandy, clay and loam.

GA/W/CC: The students will divide into groups and establish a list of food they like to eat and research where these foods are grown. OL/A: The students will then draw each food and paste the picture on a map to show where it is grown and create a news broadcast about food growth and soil

Week 24 Science Chart Jennifer Mink & Sarah Weaver Monday Day 1 JSSOL S3.7 major components of soil and various components of the earth.

Tuesday Day 2 JSSOL S3.7 major components of soil and various components of the earth.

Wednesday Day 3 JSSOL S3.7 major components of soil and various components of the earth.

Thursday Day 4 JSSOL S3.7 major components of soil and various components of the earth.

Friday Day 5 JSSOL S3.7 major components of soil and various components of the earth.

LI: The teacher will instruct students on how soil provides the support and nutrients for plant growth.

MA: The class will divide into groups and create a “Sedimentary Sandwich” from Earth Science for Every Kid.

MO: The students will go outside and dig a hole and collect a cup of soil every 15 centimeters.

MA/W: The students will participate in an activity to illustrate how plants help conserve soil through the use of two baking pans; one containing only soil and the other containing grass and soil.

W/PS: The students will observe the three different plants and record the differences in their journals.

LI: The teacher will instruct the students about how soil is a natural resource and is necessary to conserve.

MA/GA: A graph will then be made with the data found to illustrate the difference between each soil.

GA/MA: The students will pair into groups to plant plants in three different pots in order to discover which soil is best; sandy, clay and loam. L/LA/W: The students will write a four-lined poem in their journals about soil with each line beginning with a letter in the word. OL/R: A few students will present their poem to the class.

LI: The teacher will instruct the class about the three different layers of soil; topsoil, subsoil and bedrock. M: The class will then sing the “Soil” song. MO/GA: Together the students will create body movements to remember where each layer of soil is. DA: Students with physical disabilities will be able to draw a picture to remember the layers of soil

LI: The teacher will instruct the students about the components of soil; rock, clay, silt, sand, and humus. W/MA: The students will investigate their cups with microscopes and write their observations in their journals MA/W: The teacher will provide a section with jars that contain different soil the students will experiment a record how much water each soil holds.

H/W/PS: The students will research the “Dust Bowl” and write a story about how they would have helped protect the soil

GA/CC: The information will be gathered together as a class on the marker board.

Monday Monday Monday Day 1 Monday Day 11 Day JSSOL S3.11 Day 1 JSSOL S3.8 Sources of energy JSSOL S3.10 JSSOL S3.9 JSSOL S3.10 Life cycles of JSSOL S3.8 The effects of The water cycle and its The effects of natural natural organisms, natural Life cycles ofand W/LA:Students will effect and importance to occurrences human occurrences and human cycles and patterns that organisms, natural all living things. write a journal entry influence on influence on different different occur on and in cycles andearth patterns answering what theythat species and species and our solar system. PS: The students willinbe occur on earth and think energy is and environments and environments and asked to solve a riddle our solar system. what things they may Resource renewal and Resource renewal and about what plants, GA/MA/MO: In groups know about it. conservation conservation animals, and living things the students will will A: The students LI/GA: The alive. teacher will need to stay LI/GA: The class will participate “Day draw pictures ofstudents each interact withinthethe MA/S:MO:Students learn about the effects that and Night” Activity phase of an the moon. about why animals conduct experiment W/GA/S: The students humanEarth activity has onfor from Science become endangered will organize the data of with a homemade water. Every Kid. including; flood, MO/L: Afire, game will water consumption on be the pendulum. disease, and erosion. played where the teacher board GA/MO/MA/PS: The LI: The teacher will of will callwill out a phase students work in LI/S:The class will MA/GA: The students relate this activity to S: The students will bethe the moon and the groups of three will think discuss Potential, will be asked to divide occurrence ofrise day/night. divided groups to student must the of ways into to remove oil Stored, and Kinethic into groups and make graph the data from from a pan of water the and correct phase. energy. puppets of some board GA/MO: In four try it. endangered species. groups, the The students will R/L: Read Sun and L/GA: The teacher will LI: The teacher will then create a visual The Moon byEach Patrick LA/CM/OL: group instruct on the necessities explain how water illustration using their a Moore will be asked to perform of water for living things pollution affect plants bodies ascan thedepicting sun, earth puppet show and animals. and moon. how their endangered specie became that way. A: Each student will make OL/L: The groups will a poster on why clean then their waterperform is important

illustration and explain it to the class.

Week Week3626Science ScienceChart Chart Week 34 Science Chart Jennifer Jennifer Mink Mink & &Sarah Sarah Weaver Weaver Week Week 30 32 28Science Science Chart Jennifer Mink & SarahChart Weaver Tuesday Wednesday Friday Jennifer JenniferMink Mink &&Sarah SarahWeaver Weaver Thursday Tuesday Wednesday Thursday Friday Tuesday Wednesday Thursday Friday Day 2 Day 3 Day 4 Day 5 Tuesday Tuesday Wednesday Wednesday Thursday Thursday Friday Friday Day22 Day3 3 Day 4 Day Day Day Day 4 Day 5 5 JSSOL S3.11 JSSOL S3.11 JSSOL S3.11 JSSOL S3.11 Day Day22 Day Day33 Day44 Day5 5 JSSOL S3.8 JSSOL S3.8 JSSOL Day S3.8 JSSOL Day S3.8 Sources of energy Sources of energy Sources of energy Sources of energy JSSOL S3.10 JSSOL S3.10 JSSOL S3.10 JSSOL S3.10 JSSOL S3.9 JSSOL S3.9 JSSOL S3.9 JSSOL S3.9 JSSOL S3.10 JSSOL S3.10 JSSOL S3.10 JSSOL S3.10 Life cycles of Life cycles of Life cycles of Life cycles of JSSOL S3.8 JSSOL S3.8 JSSOL S3.8 SSOL S3.8 The effects of natural The effects ofofnatural The effects ofofnatural effects ofofnatural The water cycle and its The water cycle and its The water cycle and its The water cycle and its The effects of natural The effects natural The effects natural The effects natural organisms, natural organisms, natural organisms, natural organisms, natural Life cycles of Life cycles and of human MA/A/LI/S: Life cyclesand of human MO/MA/LI/CI: Life cyclesand of human E/PS: The students will MA/LI/CM The Students Field occurrences and human occurrences occurrences occurrences effect and to effect to effect to effect and importance to occurrences and human occurrences and human occurrences and human occurrences and human cycles andimportance patterns that cyclesand andimportance patterns that cyclesand andimportance patterns that cycles and patterns that organisms, natural organisms, natural organisms, natural organisms, natural have a listthings. of actions teacher will put the will make energy trip to plastic mill. influence on different influence on different influence onon different influence onon different all living all living things. all living things. all living things. influence on different influence on different influence different influence different occur on and in occur on and in occur on and in occur on and in our cycles andearth patterns that various cycles andearth patterns that conversion cycles andearth patterns cycles andearth patterns that and or species situations. They kinds of energy chains withthat Students will and species and species and species and species and species and species and species and our solar system. our solar system. our solar system. solar The system. GA/MO/MA: The L/GA: The teacher will GA/CM/L: The teacher L/GA: teacher willin our occur on to earth and in occur on earth and in occur on earth and in demonstrate occur on earth and will have classify manifestations on the construction paper. appropriate environments and environments and environments and environments and environments and environments and environments and environments and students will participate in instruct the students on the will ask the students to instruct the students about our solar system. our solar system. ourclass solarwill system. solar system. each as cycle 1 of the 3 types board. Definitions will The discuss behavior and will listen Resource renewal and Resource renewal and Resource renewal and Resource renewal and Resource renewal and Resource renewal and Resource renewal and Resource renewal and aPS: water activity processes involved in the explain different areas in the necessities of water The students will GA/MA/MO: The GA/W: The students W/MA/GA/MO: The of energy. be cutconservation out onincluding; the floor. consumption of energy. intently knowing the conservation conservation conservation conservation conservation conservation conservation using a jar, plant, cap, water cycle which water can be found. conservation. answer thisThe question, students will pair into will be divided into students will perform GA/MO: students“If LI: R/L: The teacher will R/LI: L: The teacher will MO/OL: The The teacher willwill guide class will discuss our LI: Thesand teacher will The teacher The teacher will will OL/GA/MO: The students rocks, and soil. evaporation, Then the teacher W: Each student will LI: The teacher will L/CM/PS: The teacher L/R: The teacher will read Earthparticipate weren’t tilted but explain groups andcauses participate in read groups to establish a ofstudents “Thecreate Moon’s Phases” will in the read When the Tide is explain the life cycles will and perform begin this lesson by what And Then There was will have an MA/SS/S: The teacher the students in correctly GA/E: Student will trip and what we have condensation, and make additional GA/W/CM/OL: The write in their journals describe a sanitary landfill will use pictures to allow The Food Chain by Penny still rotated, would there erosion “How the Suncycle Strikes weather broadcast for environmental activity from Earth “Tides” activity from Low by Cole Sheila. animals and plants a dance to separate each phase explaining how and the that One byinto Facklam Margery. will present a fires, placing them. group to their test been learning. L/GA: will precipitation. comments. students will intoof about allThe theteacher items that and incinerators. students topairs interact Malcolm. be day and night? the Earth” activity in each season. Science for Every Kid Earth Science for Every the life cycle of an floods, and disease occur it goes through. appreciation party that the explain the away key ingredient powerpoint timeline each other theirand groups and research what they throw from of thought onusing the plants Earth Science for Every using a or ball and aisto. lamp. and how sometimes they LI/GA/LS: Thestudents teacher parents will be invited Kid MA: A student will help A: The students will animal plant. to the water cycle is the MA: The students will MA/GA: The water consumption like energy use through E/MA/S: There will be various energy chains. students their lunch in apairs, week.the GA/PS: The class will animals and how they will DA: LI: gifted The teacher will show W/OL/L: In Kid. OL/L: Each group can and cannot be A: Each student will will then discuss with the The students will present demonstrate a wave to create a illustration of sun. each use a mirror that was will then have eight in different countries and the ages. adevelop worksheet with may make a brochure differences believe they interact. the students a picture of a preventable. afreezer modeland of the different ways to theyRead have students will write skits create perform this phases broadcast GA/L: The class will in thestudents breathe different bottles depicting creatively explain it it to the L: The teacher willwill the through the students the different of what R/L: alearned book L/GA/PS: The class between sanitary landfills food chain andmill how different pictures and for the plastic cycle of erosion out of art help prevent animals from about helping the illustrating what might W: The students will in front of their describe how the moon M: The different students will sing on inStudents to illustrate the types of class. explain what causes useit,incinerators. of aorder slinky. The thedifferent life cycles entitled, Ma nda la by discuss items you stories. and W/PS/A: Students will be proposing works (including will ways toplants save GA/A: The students will materials. becoming endangered. environment. happen when people on then record the classmates. changes every night The Water Cycle Song by condensation. water and how it is used in tides and the patterns of teacher will point out the Arnold Adoff, can use that don’t need to have to determine divided into groups and and animals). Including and energy. be separated intoof two Lori Ann ratio to a two-liter bottle. W: The students different sides the information obtained in theimportance teacher will identify be thrown awaytides and the A: Thetype students will draw given different the ofwill each low and high with which crest and the trough. W/OL: The students ofbyenergy is A/CM: separate groups and use R/L: Erosion Joshua The students will MO: The students will individually write a world tried to reach journals. GA/L: Asaato class each whatStudents causes these teacher will explain theeach being atheir picture of what happens environments write a member. pictures toand help depict. will write story about W: will be exhibited. newspapers Rutten willa be readtoto the individually create fliers DA: Sign establish dance W/M/GA: The class will journal entry on how they otherA on thelanguage phone. season will be analyzed phases. necessity of recycling toL:allThe the teacher trash from their paragraph about how the will then thattheir lives as causes a certain asked to track their magazines to show class alongthe with pictorial depict what interpreter will be awill illustrate water cycle create a bar graph toneed can conserve water from each school. animals and plants A/GA: The groups Volunteer groups L: The teacher will describing the A: The students will explain waves. animal and the different water use and collage of damage that illustrations. endangered animals and provided for theskits hearing illustrate the data that isand the day PS/W/LA: The class will each otherof for survival previous dayfor will perform their for relate this activity to components that make A: The students will create fires anto artistic phases life it goes consumption a whole floods, or diseases how weincan prevent this impaired understand the found the experiment. develop a recycling W: The students willlight each a up picture as an illustration. create a food chain based the class. compare the way that season. create their own moon representation of the MA/GA: In groups, the through. Volunteers will day and compare with a have done. DA: The teacher will from happening. teacher andthe theschool song. to system for write astrike letter ahome to their offphase of their environments rays surface and illustration with show pictures of the cause and of low tides and students will make wave GA: readThe their story. there results. class will group make a ofpartner follow write a petition parents explaining the OL/CM/PS: Each plants and animals that W/LA: Students will infer the temperatures DA: Students will also Styrofoam balls, CM/OL/GA: The two causes of with erosion the high bottles oil,and water poster to display thisthey data to the tides principal. great need to recycle. will then read what they wrote about. different will goescoloring through for write ingroups their journals a cycle and itfood seasons. be allowed to produce a markers, and string. outside of the classroom and DA: The teacher wrote, display their will present their posters to the visual learners poem about activities movie broadcast. also allow the students DA: Students can also be picture and answer class. people do in different to make a comic strip provided with a fill in the questions. time zones blank letter. instead or along with the story.

Resources Brown, Margaret Wise. The winter noisy book. New York: HarperCollins. (1974). Adoff, Arnold. Ma nda la. New York: Harper & Row. 1971 Buff, Mary and Buff, Conrad. Elf owl. New York: Viking Press.1958 Jeannie .Where the forest meets the sea. New York: Greenwillow Books 1987 Cole, Sheila When the tide is low. New York: Lothrop. 1985 Cornett, Claudia E. Creating Meaning Through Literature and Arts. New Jersey: Pearson Education Inc. 2007 Foresman, Scott. Discover the Wonder. Illinois: Harper Collins Publisher. 1996 VanCleaves, Janice. Earth Science for Every Kid. New York: John Wiley & Sons, Inc. 1991 Jones, Robert M. Science. Florida: Harcourt, Inc. 2002 Facklam, Margery. And Then There Was One. Boston: Little Brown, 1990. Penny, Malcolm. The Food Chain. New York: Bookwright, 1988. Lyrical Life Science. 2003 Lyrical Learning . viewed: October 16, 2007 http://www.lyricallearning.com/vol1.html Desert Songs. 2006 Perpetual Learning. viewed: October 16,2007 http://www.ecewebguide.com/preschool_themes/deserts/desert_songs.htm American Science and Supply. 2007.viewed Oct. 16, 2007 Http://www.sciplus.com Univ. of Colorado. Einstein’s Legacy. Physics 2000. Viewed Oct. 16, 2007. www.colorado.edu/physics/2000/index.pl?page=xray/index.html BrainPOP.com Energy and Heat. Viewed Oct. 16,2007 www.brainpop.com/science/energyandheat/heat/index.weml Miami Museum of Science. 2003. Viewed Oct. 16,2007 http://www.miamisci.org/af/sln/frankenstein/ ABC You Later. 2000. “Electricity song”. Viewed Oct.16,2007. https://cdbaby.com/cd/obieleff3 The Exploratorium. 1999. Viewed Oct. 16, 2007 http://www.exploratorium.edu/skateboarding/webcast.html & http://www.exploratorium.edu/science_explorer/ooze.html Locker, Thomas. The Water Dance. Vonager Books. 1997. Harcourt Activities. States of Matter. Viewed Oct. 16, 2007. www.harcourtschool.com/activity/states_of _matter Bortz, Alfred. Techno-Matter: The Materials behind the Marvels. Millbrook Press. 2001 Macaulay, David. The Way Things Work. Houghton Mifflin 1988. Tolkien, JRR. The Hobbit. Houghton Mifflin 1938 Usborne Publishing. The Usborne Internet-Linked Science Encyclopedia. Usborne Publishing Ltd. 2000 Various Authors. SciencePlus: Technology and Society. HBJ. 1993 Lionni, Leo. Inch by Inch. Harper Trophy. 1995

Thinkquest. Motion. Viewed Oct. 16, 2007. librarythinkquest.org/11924/motion.html Physical Science for Children’s Video Series. Viewed Oct 16, 2007. www.libraryvideo.com Teaching Time. Clocks. Viewed Oct. 16, 2007. www.teachingtime.co.uk/ Frogwatch. 2005. Viewed Oct 16, 2007. www-itg.lbl.gov/vfrog Birds. Ornithology.com 2007. Viewed Oct. 16, 2007 www.ornithology.com/lectures/Feathers.html Cannon, Janell. Stellaluna. Harcourt Children’s Books. 1993 Africam. Video Highlights. Viewed Oct 16,2007. www.africam.com Cislunar Aerospace Inc. Marine Life. 2007 Viewed Oct. 16,2007. http://wings.avkids.com The Energy Cycle. Viewed Oct 16,2007.http://www.fi.edu/tfi/units/life/habitat/habact4.html Sanders, Scott Russell Illus. by: Hynes, Robert. Crawdad Creek (1999)