3 Sartin Misiano Science Charts

LEGEND A – art CM – communication DA – differentiation / accommodation E – evaluation GA – group activity L – literacy LA – Language Arts SS – Social Studies LI – listening HW – homework MA – manipulative activity MS – Music DR – Drama MT – Math MO – movement / physical education OL – oral language / public speaking PS – problem solving / critical thinking R – reading S – science T – technology TX – text W – writing G- game EX- experiment RV- review FT- field trip

WEEK 1 DAY 1 KK SOL S 3.1 Temperature S/LI/CM: The class will discuss heat, which can be produced in various ways, is the energy of movement of the tiny particles that make up matter; temperature is the measure of how hot or cold something is. MO/MA: Students will be given a washer and will use their own pencil erasers. They will rub them back and forth over paper for 15 seconds. Instruct the students to hold the objects to their cheeks. They will notice the difference in temperature due to the types of materials they experimented with. PS: The students will test classroom objects to see how much heat they produce when they are rubbed together. They should keep a list of these objects and group tested objects according to the amount of heat produced.

DAY 2 KK SOL S 3.1 Temperature S/LI/CM: The class will discuss how heat is transferred through different kinds of solids. The students will find that heat moves better through metal than through plastic or wood. MA/PS: Suppose with the students that they place a metal spoon, a wooden craft stick, and a plastic spoon in hot water. Allow them to predict what dry end of each object will feel like after five minutes. Then the students will conduct the experiment. Have students compare their predictions with results. LI/PS: Explain that heat energy moves through solids. Some kinds of solids allow heat to move better than other kinds of solids. From their results, have the students infer why pots are made of metal and why their handles are often made of wood or plastic.

DAY 3 KK SOL S 3.1 Mass S/LI: Show the students a jellybean and a textbook. Ask them which one is heavier. How do they know? Explain that although large things are not always heavier than small things- consider a large balloon and a hard ball- size often indicates weight.

DAY 4 KK SOL S 3.1 Mass

S/LI/PS: Teacher displays a variety of objects. Children are to guess which is the heaviest, lightest, whether any would be the same weight. Children are given the opportunity to hold the objects to assist with their estimations. Teacher MA/LI: Show the questions children on students a ball of clay. possible methods of Put the clay on a spring discovering how scale. Ask the class how accurate their you could make the clay weigh less. Discuss guesses are and how taking pieces away introduces pan balances. will cause it to have less mass and less weight, but by only changing its shape the weight and mass stay the same. W/LI: Write the words mass and weight on the board with their definitions. Ask which one always stays the same (the mass). DA: Gifted students can find out how our mass and weight differ on different planets.

GA/MA: Children are given the chance to work in small groups (2-4 per group) to experiment with the objects and pan balances to determine a method of finding the heavier of two objects. OL: Findings are shared in a whole group situation with emphasis on explaining that the

DAY 5 KK SOL S 3.1 Length S/MO: Using your hand (from the wrist to the tip of your middle finger) have the students measure the length of their desk. Then have them measure the length of the room using their foot. Pick the best measurement from your group and record it on the board. LI/CM: Discuss the reasons for the differences in readings and the difficulty of choosing "the best measurement". MA: The students will understand that an object with the same measurement is needed for agreement or a standard. Using the stick provided (sticks of the same size) measure the desk and room again and record the answers on the board. Point out how much closer the answers are using the stick as a standard. LI: Explain that the length measures how long something is, but

heavier of two objects will always pull that side of the balance scales lower.

that we must have a reliable measuring tool (ruler) to accurately measure an object.

WEEK 2 DAY 6 KK SOL S 3.1 Length

DAY 7 KK SOL 3.1 Volume

DAY 8 KK SOL 3.1 Volume

S/CM/PS: Bring in a ruler, yardstick, and tape measure. Ask students what these instruments measure. Have them estimate the height, length, and width of the classroom. Find these measurements as a class and compare them to the estimates.

S/GA/MA/PS: Following an introduction to area and volume students will work in groups to build models of square centimeters, square inches, square feet, square meters, and then cubic centimeters, cubic inches, cubic feet, and cubic meters. This becomes a good cooperative team effort at problem solving. Students are provided with materials, but no initial instruction is given on how to build their models.

S/MA: Distribute to each student or student-pair two different-sized boxes. The boxes should be fairly manageable in size, since students are going to fill them with 1-inch cubes.

OL: When the groups have completed their

W: Introduce students to the way of writing

PS: Ask students to estimate the height of the Empire State Building. Ask them what the appropriate units would be (i.e.: inches, miles, or feet). Explain that an inch is the smallest unit of measure and a mile is

PS/W: Have students use the 1-inch cubes to measure volume. Provide each student with a work sheet with the instructions and questions on it. The work sheet will lead students to "discover" the meaning of volume.

DAY 9 KK SOL S 3.1 Graphs, tables, and charts S/LI/PS: The instructor will introduce the lesson by asking the students to pretend it is their summer vacation. The students will think about their favorite thing to do in the summer. The instructor will also ask the students to pretend they are going to have a special dinner over the weekend. The students can choose to eat with a family member, friend or even a celebrity. PS/CM: After brainstorming some favorite things to do in the summer, the

DAY 10 KK SOL S 3.1 Graphs, tables, and charts

S/TX: The instructor will ask the students to look in their math books at the four types of graphs. The students will be looking at bar graphs, line graphs, circle graphs, and pictographs. LI: The instructor will explain to the students the purpose of a graph is to show the overall pattern of what has happened. CM: The instructor will ask the students if they know the

the largest unit of measure that you will discuss today. HW: Have students complete a Length and Height worksheet for homework.

projects they will send a spokesperson to the front of the room to share with the class what they have built, what it is called, and how it compares to some of the other models built by other groups. This activity leaves students with a lasting memory of these ideas that are otherwise hard to grasp.

volume. For example a box that is 4 inches wide, 6 inches long, and 2 inches high has a volume of... 4 x 6 x 2 = 48 cubic inches or 483 RV: Review the vocabulary volume and cubic inch to be certain students understand them.

DA: Students that have difficulty with scissors will have precut materials that they can easily glue together.

instructor will tell the students we are going to take a survey of the class to collect data, so we need to come up with a question that we want to know about the whole class.

difference between the four types of graphs? The students will be given time to respond. The instructor will define the four types of graphs.

GA/CM: As a class, we will now brainstorm together a question that we could ask each other and learn about our favorite things. I will have the students come up with 4 things they like to do during their summer vacation. Have them write them down and turn them in.

WEEK 3 DAY 11 KK SOL S 3.1 Graphs, tables, and charts

S/LI/W: The instructor will draw a right angle on the board to represent a graph. LI: The instructor will

DAY 12 KK SOL S 3.1 Graphs, tables, and charts S/W/PS: The next step, we will arrange the data into a chart. The students will copy this chart down on a piece of paper to be used when creating their graphs.

DAY 13 KK SOL S 3.1 Graphs, tables, and charts

S/OL: The graphs from day 12 will be finished and scored, each student will orally present to the class the information on their graph, the

DAY 14 KK SOL 3.2 Simple Machines S/LI: Explain that energy is used whenever a force moves something any distance. This is called work. Machines make work easier.

DAY 15 KK SOL 3.2 Simple Machines S/HW: Ask the students to bring some simple machines from home. PS/IN: Have the students put their machines in categories according to the six we

show the students where the title should go and explain to the students that a title represents what the graph is about. The instructor will also explain to the students graphs always have a x-axis and a y-axis. The xaxis tells what was surveyed or what is being graphed and the y-axis tells how many were surveyed and the results of the survey. CM/PS:The instructor will now put 4 choices of favorite activities on the board. The students will be asked to look over the choices and decide which activity is their favorite out of the list. The instructor will put a tally mark under the choices given by the students.

W/PS: The instructor will now put the 5 choices of foods on the board. The students will be asked to look over the choices and decide which food is their favorite out of the list. The instructor will put a tally mark under the choices given by the students. W: We will arrange the data into a chart. The students will copy this chart down on a piece of paper to be used when creating their graphs. LI/W/IN: Next, the instructor will explain the criteria checklist. The criteria checklist will be used to check their graphs. Students will be able to check their own graph by using the criteria checklist. They should have their name, a title, correct spelling, neatness, accurate data, x and yaxis are labeled correctly. DA: Students with difficulty drawing graphs with straight lines will be given a printed graph to fill in.

observations/conclusi ons they drew from the information, and their reflections about the lesson. RV: As a class, we will review the four types of graphs. The students will give the definitions of each graph.

discussed. T: Use Beacon Learning Center website to introduce the 6 types of simple machines. Work through the different online activities on that website with the students.

GA: Assign the students into groups of 3 and have them think of different uses for the machines represented in their group.

WEEK 4 DAY 16 KK SOL S 3.2 Simple machines

DAY 17 KK SOL S 3.2 Simple machines

DAY 18 KK SOL S 3.2 Simple machines

DAY 19 KK SOL S 3.2 Review Test 1

S/LI/CM: Discuss the idea that in order for simple machines to function they must do work.

S/LI/: Discuss that three different kinds of levers have different fulcrum or pivot locations. We can calculate their work by using multiplication.

S/R/LA/CM: Read Mike Mulligan and His Steam Shovel to the class. Talk about the different types of machines in the book.

RV: Students will play a review game in order to review volume, length and mass. It will also cover the different types of graphs and simple machines.

E: Students will be given 5 objects to find the length, mass, and volume. They will be required to create a graph to compare the data of all five objects.

HW: Teacher will provide a review sheet for students to take home.

E: Students will be required to identify the six simple machines by picture or description.

MA: The student constructs a paper fan and describes it as a simple machine, indicating where the resistance is exerted, where the force is applied and where the fulcrum is located. This paper fan is an example of a machine. What work does it do? (Air has mass and it moved, therefore the fan does work.)

R/LA: Students read and discuss A Book About the Lever by H. Wade. CM: Have the students name at least three jobs done around the house or school with levers. Describe the way the levers work. W/A: Have the students draw a seesaw; locate the fulcrum. Where are the resistance and the effort located? (The fulcrum is between the resistance and the effort; in this case either end of the seesaw is the effort or the resistance depending on the direction.)

LI: Explain the difference between complex and simple machines. LI/CM: Discuss with students the need for both types of machines in our society today. W/IN: Give the students a picture worksheet where they will have to identify the difference between simple and complex machines.

DAY 20 Test 1

DA: Learning disabled students will be given 3 objects to measure and graph and only identify 4 of the six simple machines.

WEEK 5 DAY 21 KK SOL S 3.3 Physical and Chemical properties

DAY 22 KK SOL S 3.3 Physical and Chemical properties

DAY 23 KK SOL S 3.3 Physical and Chemical properties

S/GA/LI: Hold up a ziplock bag containing the solid (rock, ball, etc.) Introduce term "solid" Take it out. Ask children to feel it, look at it, etc. Does it take up space? Does it have weight? Does it keep its shape? Ask for other examples of solids, other properties of solids suggested by children; record on chart or board.

S/W/MA: Tell children they are going to investigate the contents of the three balloons and write their observations on a chart. They will feell the frozen balloon, cut the rubber off with a scissors. Discuss what they see and feel.

S/LI: Begin by telling the children that all matter is composed of tiny particles called molecules. Pass out colored papers.

GA: Have all children with "yellow" come up and demonstrate what the molecules in a solid might look like. GA/LI/W/CM: Hold up (Packed very tightly baggie with water. W/MA: Do the same together; this is why a Introduce "liquid". Pass around. Does it take up with the water solid keeps its shape space? Can you see it? balloon, observing the and may feel Does it have weight? properties of the hard). Does it keep its shape? water both when it is (Pour water into cup so in the balloon and as GA: The next group children can see that the liquid takes the shape of they pour it into the of children ("blues") its container.) List other dish or bowl. Record come up and liquids, discuss their demonstrate how the properties, record on chart observations. Fill balloon with air. Let molecules of a liquid or board. air out. Write act (farther apart' GA/LI/MO/CM: Blow air observations. moving, which allows into third, empty baggie. us to pour a liquid).

DAY 24 KK SOL S 3.3 Physical and Chemical properties

S/LI: Explain that children will see how another gas, carbon dioxide, takes up space. (Gases are hard for children to deal with since they are invisible; children will need several experiences that demonstrate that air takes up space.) EX: Fill one bottle to the top with water. Put baking soda or alka-seltzer in second bottle; add vinegar, then quickly stop up the bottle with the stopper, which has the hose or straws inserted in it. Place the other end of the hose or straw in the bottle of water and

DAY 25 KK SOL S 3.3 Physical and Chemical properties

Use the observation charts from Day 22. A/W: Ask small groups of children to play-act what the molecules in a block of ice might look like as the ice begins to melt. Have separate properties written on sentence strips or large pieces of paper. IN: Children must take the propertystrips and put them under the headings of "Solid", "liquid", or "gas".

Discuss with children. What's in the baggie? Does it take up space? Does it have weight? (Accept the answer"no".) Does it keep its shape? (Let air out of the bag and ask children where it went.) Discuss other properties, other gases, if any, that children may know the names of. Let them inhale and see how lungs expand like a balloon. Review from board or chart properties of solids, liquids, gases.

CM/W: Encourage use of descriptive words such as "hard, invisible, wet, splashy," etc. discuss all observations of all groups. Combine onto large chart with the three headings of solid, liquid, gas. Try to accept all observations as valid.

Third group demonstrates molecules of a gas (far apart: moving rapidly)

observe the action of the carbon dioxide as it is released in the water. (The reaction lasts for only a short time) CM: Discuss what happened, why, and what we learned about the gas.

DA: Students who are still struggling with creating charts will be given a chart to fill in the blanks.

WEEK 6 DAY 26 KK SOL S 3.4 Living organisms S/LI/CM: Discuss the difference between living and non-living things. Ask the students how they can identify what is living and what is non-living. Use the following questions as a guide: G/MA: Play the Magic Wand game. Paint a rectangular piece of cardboard blue and

DAY 27 KK SOL S 3.4 Living organisms

DAY 28 KK SOL S 3.4 Living organisms

S/W/MO/CI: Take the students for a walk around the school. Have each student make a list of all the living things they see and a list of non-living things.

S/EX/W: Place a rock, a plant, and a worm on a table. Have students gather around and brainstorm what they observe. Make a class list of the similarities and differences between the three objects.

LI/HW/EX: Tell the pupils to bring a healthy plant to school. Do not water the plant for a week or two. Have

GA/MO/IN/MA: In groups of four, students will participate in a scavenger hunt around the playground. They will

DAY 29 KK SOL S 3.4 Living organisms

DAY 30 KK SOL S 3.4 Living organisms

S/OL: Have students present to the class their pictographs. Ask: What makes something living? What makes something non-living? Which objects collected in the scavenger hunt were difficult to classify?

S/CM: Present a seed to the students and using the concepts they learned about living and non-living things. Have students discuss and vote on whether the seed is living or not.

LI: Introduce the scientific characteristics of living and non-living

GA/EX: Place the one seed in a wet plastic bag in front of the window, place another seed in a wet plastic

glue some sparkle stars on it. Cut out a large cardboard star, paint it with craft paint or finger paint, and glue it to one end. Once the wand is finished, have each child take turns to touch things that are living and non-living and try to change them into the opposite. It is impossible to do. This will help in showing the difference when they use their imagination and then understand reality. CM: Have a discussion on why the students could not change the objects that were living to non-living and the non-living things to living. Emphasize that even a magic wand cannot change what is living and what is not living.

the students observe what happens to the un-watered plant. Keep a class journal of what happened. LI/EX: Tell the students to hold their breath for as long as they can. Record the amount of time each student holds his or her breath. How did you feel after this activity? CM: Have students explain different kinds of shelter used by humans. Ask them if all people need shelter. Have students think of things that might destroy the good air at home or out-of-doors. (Answers might include smoking, pollution, strong odors etc.) LI/CM: Discuss that all living things must have food, water, air, and shelter in order to survive.

gather ten items, some living things and some non-living things, as depicted on the scavenger hunt worksheet (some of the items will consist of cutting out pictures out of magazine.) Once they have collected the objects, they will return to the classroom and categorize the items into two piles, living and nonliving. Have students show the class which pictures they cut out of the magazine. Ask: Why did you select those pictures? What makes those objects living or non-living? W:They will then create a real graph placing the items on the butcher paper. The students will count how many items are living and how many are non-living on the real graph. They will create a pictograph by gluing cutouts of trees (to represent living) and cars (to represent non-living) on the sheet of butcher paper. DA: Gifted students could present their graphs to the class and explain why they charted their differences between living and non-living things.

WEEK 7

things. Come back to the initial brainstorming list used in the focus phase and focus on the concept that all living things grow and develop. R/LA/IN: Read the concept book, Growing, to the class and have children identify the living and non-living things in the book. CM: Ask: What do all living things need in order to grow? How do we get energy? How do plants get energy? What do plants need grow?

bag in the closet, and place a third plastic bag, without water, in front of the window. Challenge the students to observe the seed throughout the week. Come back to the question later in the week to explore what happened to each of the seeds in order to grow? RV: Review these concepts: 1) observing and comparing the rock, the worm and the plant. 2) correctly categorizing and graphing the items from the scavenger hunt. 3) explaining the differences and similarities between living and non-living things using the pictures they cut out of magazines.

DAY 31 KK SOL S 3.4 Living organisms

DAY 32 KK SOL S 3.4 Living organisms

DAY 33 KK SOL S 3.4 Living organisms

S/LA/R/CM: Read A Most Unusual Lunch by Robert Bender to the class. Identify the living and non living things in the book. Discuss the interactions represented in the book (beetle, frog, fish, snake, crocodile, lion). What do you think the beetle ate? (bark, leaves) What ate the beetle? What were the interactions between the various plants and animals? Tell students they are going to build their own small-scale environment so they can observe the interactions more closely.

S/EX: Collect materials from day 31; begin making your ecosystems or habitats.

S/EX/CM/W: Experiment by adding more plants or animals to habitats. What happens when more plants are added? What happens when more animals are added? Have students observe over a period of time and record observations in their science journals.

W/GA: Research and plan desired ecosystems as a class or in small groups. Make a master list of what is needed and make assignments of what to bring or collect. This type of ecosystem should be self sustaining. Research and include the food each animal needs. Add animals to your ecosystem, make a

EX/CM: Observe your mini-ecosystems or artificial habitats for at least a couple of weeks. Instruct students to record daily observations in their science journals. Ask them questions concerning the development of the experiments.When students done making observations be sure they return insects or animals to their natural habitats.

IN/W: Have students observe what happens to a small squash, apple, or other food item over a period of time. Place the item in a clear plastic container with a lid. Record observations in science journals. Some items may take months to completely decompose, but it is fascinating to watch. Observe as the item is eaten by bacteria, liquefies, and begins to evaporate. You may want to dump the liquid into a flower bed for fertilizer. T/R/LA: Watch any of the Magic School Bus series or have students

DAY 34 KK SOL S 3.4 Living organisms Review Test 2 E: Collect science journals. Look for recordings of observations and an explanation of how organisms interact with their environment. IN/CM/GA: Go outside or look out a window. Ask students to identify five living and five nonliving things they see. Ask them to identify three interactions between living and nonliving things that they see. Ask them to predict how a drought would effect the environment they are observing. RV/G: Students will play a review game covering solids, liquids, and gases. They will be given a review sheet to take home and review.

DAY 35 Test 2 E: Students will be tested on living organisms through their science journals. They will be required to have recorded and certain amount of information. They will be graded on what they do have in their journal. Students will have a 20 question written test on solids, liquids, and gases. DA: Students with learning disabilities will answer 15 questions of the written test and be held to lower standards in the grading of their science journals.

plant terrarium that waters itself.

read the books.

WEEK 8 DAY 36 KK SOL S 3.5 Food Chain S/T/LI/CM: Introduce the idea of a food chain with the Web of Life online source at kidsplanet.com W: Students will be given a worksheet to fill in the blanks as we work through the online lesson.

DAY 37 KK SOL S 3.5 Food Chain

S/CM/IN: Have students discuss: • What is the food chain? • Why is food considered a necessity?

DAY 38 KK SOL S 3.5 Food Chain

S/GA: Split the students into groups of 4 or 5. Each student should receive a copy of a Food Chain Chart.

GA/T/RS: Have groups take turns Ask your students searching for about the lesson we information on the have just discussed, Internet. They should Use the following find information on questions as a guide: five different animals. Using the Food Chain • What is a necessity? Chart each group • What are the three should list the animal, groups of animals their habitat (desert, based on their eating forest, plains, etc.), habits? what the animal eats, and based on their CM/IN/E/W: Have source of food students answer the whether they are in questions after the herbivore group,

DAY 39 KK SOL S 3.5 Food Chain

DAY 40 KK SOL S 3.5 Food Chain

S/GA/MA/W: Using the same groups from the previous lesson, students can use crayons and on a poster board have students draw their interpretation of the food chain. Students can use food chain labels, pictures of animals within one food chain, or a food chain chart showing the progression from animal to animal.

S/CM/OL: Have a discussion about the food chain. Every group should have a small presentation in front of the rest of the class. The results from their web search, as well as the pictures they've designed, should be presented.

OL: Groups will present their food chains to the class.

CM: Discuss the results and have the class vote to determine whether the assessment of carnivore, herbivore, or omnivore was correct. Discuss the results allowing each student to explain why they feel the animal is a certain

reading about the food chain and animal eating habits. Once everyone has answered the questions have students exchange papers and grade them. Go over each answer and encourage students to ask questions.

omnivore group, or carnivore group.

type (based on what they eat).

CM: Discuss results as a class. DA: Students not very quick on the computer may use encyclopedia’s for research.

WEEK 9 DAY 41 KK SOL S 3.6 Environments- dry land

DAY 42 KK SOL S 3.6 Environments- dry land

DAY 43 KK SOL S 3.6 Environments- dry land

DAY 44 KK SOL S 3.6 Environments- dry land

DAY 45 FIELD TRIP 1

S/LA/R: Read aloud Mojave by Diane Siebert to introduce the topic of deserts. Prepare a KWL chart. Students will brainstorm what they think they know about deserts. Teacher will put ideas on chart paper. Students will brainstorm several questions about

S/T/CM: Use online interactive lesson plan from http://www.mbgnet.n et/sets/grasslnd/index .htm to discuss the characteristics of a grassland environment.

S/LA/R: Read Nature's Green Umbrella: Tropical Rain Forests by Gail Gibbons. Identify the layers of the tropical rainforest: forest floor, understory, canopy, emergent layer.

S/T/CM: Use online interactive lesson plan from http://www.mbgnet.n et/sets/grasslnd/index .htm to discuss the characteristics of a deciduous forest environment.

FT: Students will take a field trip to a local factory and see simple and complex machines at work. They will also learn the harms and helps of factories and plants on the environment.

W: Have students fill in a worksheet provided to them

GA/T: Teacher will provide students with

W: Have students fill in a worksheet provided to them

deserts they would like answered T/VD/W: Show video Eyewitness: Desert: students will take notes from video on study guide provided by teacher. CM/RV: Class discussion about desert features will follow the video and students will complete a study guide.

concerning key topics we discuss. CM: Allow students to ask questions about the environment. DA: Gifted students can find other websites that discuss grasslands to further their research.

a list of rainforest animals to choose from. Students will work cooperatively with a partner to research their animal with print and electronic resources. Students will save photographs of their animal from the Internet or scanned images from print resources into a folder on the computer. W/IN: Students will record an interesting fact about their animal, as well as the layer it inhabits, on a form provided by the teacher.

concerning key topics we discuss. CM: Allow students to ask questions about the environment.

WEEK 10 DAY 46 KK SOL S 3.6 Environments- water related

DAY 47 KK SOL S 3.6 Environments- water related

S: The teacher will lead a class discussion about the water on Earth. Oceans cover 71% of Earth’s surface. Of the water on the earth 97% is salt water and 3% is fresh water. Of the fresh water on Earth 77% is stored in glaciers, 22% is stored as groundwater and soil moisture, leaving less than 1% of fresh water available for human use.

S/RV/L: Students will present information observed in the experiment from the previous day. The teacher will assist in helping the class in drawing conclusions about the experiment. Students will record the following the their journals and compare to their predictions: 1. The salt water sinks to the bottom and forms a layer under the fresh water. The salt water is heavier then the fresh water. 2. Waves and wind cause the two layers to mix. 3. As the tide rises, salt water is forced into the mouths of fresh water rivers. The fresh water tends to float on the salt water, but the two eventually mix. As the tide falls, the water at the mouth of a river becomes fresher, because fresh water replaces the receding salt water.

A/MA/EX: Using a blown up beach ball students will portray the amount of water on the earth. With colored paper mache, students will show approximately 71% of the ball as blue and the remaining 29% of the ball as green or brown. MA/EX/PS: Students will hypothesize what they believe happens when salt water and fresh water is combined and record the predictions in their journals. To test their predictions students will do the

S/R/W: Students will

DAY 48 KK SOL S 3.6 Environments- water related S/T: Students will fill out a worksheet on water ecosystems (Rivers and streams, lakes and ponds, wetlands and oceans). Using the website

http://www.mbgnet.n et/salt/coral/index.ht m students will record key characteristics of each ecosystem.

A/MA/W/GA/OL: In groups of four students will choose one of the water ecosystems and make a diorama that uses materials that the teacher will provide. Each diorama must include organisms that live in the environment and other things that support the organisms living there. Since a diorama can show only part of the picture students will write a paragraph describing other organisms that could live in the scene. Each group will present their dioramas to the rest of the class. The dioramas will be on display throughout the

DAY 49 KK SOL S 3.6 Environments- water related

DAY 50 KK SOL S 3.6 Environments- water related

S: The teacher will lead the class in a discussion about how changes occur in an ecosystem. Over time soil and plants can change a pond, erosion can cause changes in rivers and streams and polar ice caps melting can change the oceans. Students will give more ideas about how environments can be altered either naturally or by humans.

RV/G/DR: The students will receive a review sheet including the information taught since test 2. Students will also participate in a game of charades reviewing the information taught since test 2. Students will be given a key vocabulary word or key fact and be required to act it out for the rest of the class. Example: Food Chain – a group of students will act out a food chain such as a fish eating kelp who is eaten by a bigger fish who is then eaten by a human.

A/MA/EX: Students will see how changes in a pond occur over time. Fill an aluminum foil pan half-full with water. Measure and record the distance across the waters surface. Slowly add gravel to your model pond. The gravel stands for the soil that has washed in the pond during the last 200 years. Put more gravel around the edges of the pond then in the middle. Measure and record the distance across the waters surface. Plant several

following: 1. Add 1 tablespoon of salt to 1 cup of water, then add a few drops of food coloring, stir. 2. Half-fill a plastic shoebox with fresh water. 3. Carefully pour the salt water into the fresh water. Observe and record. 4. Blow on the surface of the water to simulate wind. Observe and record.

use a dictionary to define the following key words related to ecosystems: ecosystem, population, niche, producers, consumers, decomposers, food web, and diversity.

classroom to help students review.

DA: Students who have difficulty using a dictionary will have their definitions already written with only blanks to fill in.

plants near the sides of the pond. Measure and record the distance across the waters surface. Add more gravel and plants until you can no longer see the waters surface. This represents several hundred years of adding soil.

WEEK 11 DAY 51 KK SOL S 3.7 Earth materials

DAY 52 KK SOL S 3.7 Earth materials

S/T: The teacher will use a Power Point presentation to define resources (an aspect of the physical environment that people value and use), renewable resources (can be regenerated if used carefully), and nonrenewable resources (cannot be replaced once it is used up). Students will give examples of each and they will be recorded on the board.

S: The teacher will discuss nonrenewable resources. The class will compile a list of nonrenewable resources. Students will begin make a list of ways to help cut down on the use of nonrenewable resources (reduce, reuse, recycle).

LA: The teacher will read the following

W/CM/MT: Students will survey the rest of the class to determine how many families use a gas stove or an electric stove. Since gas is a

DAY 53 KK SOL S 3.7 Earth materials S: The teacher will

lead the class bring the class trashcan to the front of the room. As she takes out each piece of garbage (be sure to wear gloves) the students say whether it is a renewable or nonrenewable resource. When she pulls out food she stops and asks if anyone knows how this could be reused (Compost pile). EX/MA/GA: There is a way to reuse or

DAY 54 KK SOL S 3.7 Earth materials S: The teacher will discuss with class the different types of natural resources. Soil is a natural resource that is necessary for the community. Ask the students what the community uses the soil for (Planting things etc.) Ask students what is in soil that makes it to important. Have the students record their hypothesis in their Science Journal.

DAY 55 KK SOL S 3.7 Earth materials S: The teacher will discuss with the class that the amount of water that soil can hold is an important property. The amount of water that a specific type of soil can hold affects what kinds of plants can grow in the soil. Students will fill out a graphic organizer categorizing the 3 types of soil: sandy soil, loam, and soil with a lot of clay in it.

MA/EX: Have students go outside the classroom and gather a small

MA/EX/GA: In groups of 3 students will perform the following experiment. Have students measure 1

poem by Carmen Agra Deedy: Everything comes from something, Nothing comes from nothing. Just like paper comes from trees, And glass comes from sand. The class will discuss the meaning the author was trying to portray.

nonrenewable resource and electricity is a renewable resource this survey will portray how many families are helping to cut down the use of nonrenewable resources. Students will collect the data and fill in a corresponding chart. Students will then make a bar graph showing their results.

recycle food garbage. Line a shoebox with plastic. Poke several holes through the box and the plastic on each side. Fill the box about half full with crushed dead leaves. Add two handfuls of soil and ½ cup of water. Do this again, then mix the materials with your hands. Next mix in 23 tablespoons of food HW/W: Each student garbage. Put about will write their own 150 red worms in the poem about resources. DA: Students who box and cover it with The poem must be at have difficulty the lid. Observe and least 4 lines long. making graphs will be record daily as the supplied with a prekitchen scraps made graph. disappear and changes occur.

amount of soil on a white piece of paper. Spread out your soil sample on the piece of white paper. Look at the soil closely. What do you see? Are there different colors? Different size particles? Write your observations in your Science Journal. How does you soil smell and feel? Record observations. Using a magnifying glass examine the soil again. Draw a picture of what you see in your Science Journal. (Rocks, sticks, plants, roots, etc should be seen.)

cup of potting soil and place it in a paper cup with holes in it. Hold the paper cup with the potting soil over a paper cup without holes. One student pours 100mL of water slowly into the soil. Let the water run through the cup for 2 minutes. Pour the water that ran out of the cup into a graduated cylinder. Read and record the volume of water. Repeat these steps for sandy soil. Which soil held more water? (Potting soil) Which type of soil would be best for a garden? A soccer field?

WEEK 12 DAY 56 KK SOL S 3.8 Life Cycles

S: The teacher will explain that every plant begins with a seed. Inside every seed is a miniature plant. MA/EX/W: Have students predict what they will find inside a seed and write their predictions in their Science Journal. The teacher will soak lima beans in water to make them larger and easier to be taken apart. Students will take apart the soaked seeds. Students should be able to identify 3 parts to the seed: A clear, thin cover over the entire seed; 2 smooth, yellow parts inside the covering; and an embryo between them. Students will make a drawing of what they see in their Science Journals and compare these to their predictions.

DAY 57 KK SOL S 3.8 Life Cycles

DAY 58 KK SOL S 3.8 Life Cycles

DAY 59 KK SOL S 3.8 Life Cycles

S: The teacher will have the students discuss what they cannot live without. Ask the students if they need plants (Yes, for food and energy). Then ask if plants need them (No, not for food, but students can help plants grow by caring for them).

S: The teacher will describe the life cycle of an animal while the students fill out the blanks on their worksheet. The definition of a life cycle is all the stages in an organism’s life. Organisms go through the following stages: Birth – The organism’s life begins. Growth and Change – The organism gets larger and it may take on a new form. Reproduction – The organism creates new organisms like itself. Death – The organism’s life ends.

S: The teacher will explain to students that animals need the right climate, oxygen, food, water and shelter to survive.

W: Students will fill out a graphic organizer listing what plants need to grow (i.e. water, air, energy). MA/EX/W/GA: In groups students will plant bean seeds in small pots using soil. Each day the group will assign someone in the group to water the plant and make sure it is receiving sunlight. Students will record observations in their Science Journals everyday for one week.

MA/EX/W: The teacher will provide the class with 5 monarch caterpillars and 5 tadpoles in separate cages. Students will watch the caterpillars and the tadpoles go through their life cycles. On the days

A/GA/OL: Students be divided into pairs and will use magazines and newspapers provided to find pictures of animals needs being met. Students must find at least one picture for each need that animals have. Students will place the pictures on a large piece of construction paper. Underneath each picture the students will write what need is being met and how it is being met. Students will present their findings to the class. DA: Gifted students will be asked to research a specific animal and write a report about how it

DAY 60 KK SOL S 3.8 Natural Events S: Using pictures as examples the teacher will show the class that the life cycle of both plants and animals can be disrupted by naturally occurring events and man-made events. Ask the children to site examples of both naturally occurring and man-made events (Hurricane Katrina left many marine animals stranded on land, cutting down trees to use for paper kills plants, etc.) MO/W/A: The teacher will lead the class on a nature walk around the schoolyard. Students will write down instances where they see a life cycle of a plant or animal disrupted by nature or man. Students will fill out a graphic organizer with their examples under two columns, one labeled “Nature” and the other labeled “Manmade.” The teacher will take pictures of the various things the students point out.

that a new stage in the life cycle is reached students will write about it in their Science Journals

meets each of its basic needs.

When the pictures have been developed the students will make a collage to be displayed in the classroom.

WEEK 13 DAY 61 KK SOL S 3.9 Water Cycle

DAY 62 KK SOL S 3.9 Water Cycle

S/LA: The teacher will give the class the following riddle: What is something that is always changing and always the same? (Water) The teacher will discuss with the students the 3 states of water– gas, liquid, and solid; using examples such as a cup of ice, water in a fountain and steam from a boiling tea pot.

S: The teacher will instruct the class on the 3 major different types of clouds (Cumulus, Cirrus, and Stratus) using pictures as examples. The teacher will ask the class to name the types of clouds in the sky today. The teacher will discuss how each cloud is formed and what causes them to look different then other clouds.

S: The teacher will

A/MA/W: The students will make each type of cloud using cotton balls and blue construction paper (Example: Cumulus – big and puffy). Under each cloud the students will write it’s name and give a definition.

S/LA/R/W: The teacher will read “Cloudy with a Chance of Meatballs by Judy Barrett to the class. Students will write their own short stories using the following themes: The Day the Water Cycle Ended, A Water Droplets Journey Through Time, Life on the Inside: A Cloud Droplet Tells All, or If it Rained _________ Instead of Water.

CM/W/LA: As a class, create a list of adjectives describing water. Use the list to create a class riddle about water. A/MA: Students will discuss where each form of water is located on the earth. Solid water is found in glaciers, liquid water is in lakes, rivers, and oceans and water vapor is found in the clouds. Students will look through provided magazines to find at

LA/HW: Have each student keep a “Cloud Watcher’s Journal” for a week. In their journals

DAY 63 KK SOL S 3.9 Water Cycle

DAY 64 KK SOL S 3.9 Water Cycle Review Test 3 S/LA/RV: The teacher reviews with the class the steps of the water cycle using visual aids. Have students create “Water in the Sky” booklets outlining the steps in the formation of precipitation. Students can cut out and label shapes representing clouds, rain droplets, etc. Have students glue the shapes in their booklets.

introduce the water cycle using visual aids. Using the words water on Earth, evaporation and condensation, and clouds and precipitation the teacher will discuss how water moves around the earth and its atmosphere. Students will fill out worksheets with key words from the A/W/R: Have students discussion copy each of the

following words on an index card: condensation, bodies of water, precipitation, plants, evaporation, and clouds. Have students attaché the cares the poster board to portray the water cycle. Have students use arrows to show sequence. Each word or phrase should be illustrated. DA: Students who have difficulty with reading will have their index cards written for them

DAY 65 Test 3 E: Students will fill in a graphic organizer about the life cycle of an animal. Students will match definitions and examples of resources, renewable resources and nonrenewable resources. Students will have 25 multiplechoice questions on environments and food chains. DA: Learning Disabled students will have 2 choices instead of 4 choices on the multiplechoice test.

least 3 pictures of each form of water. The pictures will be arranged on a large piece of construction paper and the collages will be displayed throughout the classroom.

students can describe clouds at different times of the day, along with illustrations. Have students name the type of cloud they see each day.

HW: Have each student continue to fill out their “Cloud Watcher’s Journal” for a week.

along with a brief definition on each card. RV: The teacher will provide a review sheet for students to take home and study for the test. HW: Have each student continue to fill out their “Cloud Watcher’s Journal” for a week.

WEEK 14 DAY 66 KK SOL S 3.10 Survival of the species

S: The teacher will discuss with the class that certain characteristics allow living things to survive in their environments. Students will record the definition of adaptation in their Science Journals (A characteristic that helps an organism survive in its environment). MA/EX: Using chopsticks, tweezers, clothespin and a spoon model how a bird uses its beak to help it eat. Gummy worms, seeds, peanuts in shells and rice will be available to experiment. How does the bird pick up the food, crack it open, etc.? Using provided pictures of birds, match the bird’s beaks with the type of tool used to pick up certain materials. Students will discover that a bird’s beak is an adaptation.

DAY 67 KK SOL S 3.10 Survival of the species S: The teacher will explain to the class that there are many forms of adaptations in every living thing. Ask students to give examples (frogs sticky tongue, shell of a turtle, etc.) The teacher will tell students that camouflage is an adaptation that allows an organism to blend in with its environment. Students will record this definition in their Science Journals. LA/R: Read the book Clever Camouflagers by Anthony D. Fredericks. This book describes a variety of plants and animals from around the world that use camouflage as a means of survival. A/PS: Students will observe an area of their classroom and design an animal that could use camouflage to hide in that environment. First observe your area and record your observations. Then make a list of features that would help an

DAY 68 KK SOL S 3.10 Survival of the species S: The teacher will explain that when an ecosystem changes organisms in the environment may perish, relocate, and become endangered or even extinct. Students will record the definitions for each of these words in their Science Journals. Perish – to not survive. Relocate – to find a new home. Endangered – in danger of becoming extinct. Extinct – When there are no more of a certain plant or animal. G/GA/MA: This game will model what may happen when an ecosystem changes. Make 3 Predator cards (Red Hawk, Blue Owl, and Green Snake). Label 12 Prey cards (4 red, 4 blue, 4 green). Give 1 predator card to each player. Stack the prey cards in the deck. The object of the game is to get all 4 pre cards. Predators take turns drawing a prey card from the deck. Keep prey cards that match

DAY 69 KK SOL S 3.10 Survival of the species S: The teacher will tell students that not only the animal’s body parts help them adapt to their environment but also their behavior helps them adapt to their environment. Students will record the definitions for migration and hibernation and give examples of organisms that use each behavior to adapt to its environment.

A: On a blank map of the Northern Hemisphere label the directions north, south, east and west. During the summer many monarch butterflies live in 2 general areas. Some live in the northeastern US and around the shores of the Great lakes. Others live along the southwestern coast of Canada and in the states of Washington and Oregon. Locate these 2 large general areas on your map. Shade each area a different color. At summer’s end large groups of monarchs gather and migrate south for the winter. Most of those east of

DAY 70 KK SOL S 3.10 Survival of the species S/RV: The teacher will

have the students refer back to the lessons on food chains. The teacher will review the progression that organisms eat and are eaten in a food chain. GA/T: Assign groups of students to research a specific animal on a certain continent. Make sure each group is assigned a different continent. Have students use a graphic organizer on a computer to create a food chain for their specific animal. Challenge students to make their chain as long as possible. Have each group present their food chains. Do any of the food chains cross the continents and eventually connect? DA: Slower students will be paired with faster students to

organism hide in its environment. Use the materials given to you to create a plant or animal that will blend into its surroundings. Secretly place your organism into its environment, how long does it take your classmates to find you designed organism? What adaptations did you give your organism?

the color of your predator card. Return all other prey cards to the pile. Play until one predator gets all 4 matching prey cards. Add a card that says “fire” to the deck of prey cards. Any predator who draws the fire card must go out of the game. the fire card represented a change in the ecosystem. What affect did the change have?

the Rocky Mountains fly to the mountains of central Mexico. But some of these butterflies make their way to Florida. Butterflies west of the Rocky Mountains fly to sites along the California coast. Find each of these areas. Shade each winter area the same color as the matching summer area. Use the right color to draw the most direct route from north to south over the land.

work on the computers. GA/A: Use a bulletin board in the classroom to make an ongoing food chain. Each day have 2-3 students bring in a labeled picture to pin to the board. Use string to connect the organisms.

WEEK 15 DAY 71 KK SOL S 3.11 Sources of Energy S: The teacher will review the terms renewable resources and nonrenewable resources. The teacher will discuss with the class that some nonrenewable resources are hard to find. Ask the students, what nonrenewable resources would be hard to find? (Oil, metals, diamonds, etc.) Ask students to name ideas of how these hard to find nonrenewable resources are extracted. (Mining) MA/EX: After explaining to students that mining can be damaging to the earth give each student a chocolate chip cookie and a toothpick. The cookie in this activity represents an area of land. The chocolate chips represent a resource. Draw a picture of your cookie before “mining” in your Science Journal. Using the toothpick, try to remove the “Resource” from the “land.” Mine all the resources from your land. Draw a picture of how your cookie looks now.

DAY 72 KK SOL S 3.11 Sources of Energy S/G/MS/MO: The teacher will make a large clear space in the classroom. This game runs in the same way as musical chairs, except instead of chairs students stand on a picture of an oilrig. The game starts in the year 2005. There is enough oil for everyone in the class to have their share. When the music commences the teacher should remove a few of the pictures of the oil rig. The next time the music stops, we will be in the year 2010, and there will be less oil. Students who aren’t standing on an oilrig will have to sit down. Stop the music as appropriate every 5 or 10 years, in between each stop remove 2 or 3 oilrigs. As individuals sit down hand each person a renewable resource card (wind or solar energy). The game finishes when there is only one person left standing on one oilrig and the rest of the class has renewable resource cards. DA: Students who cannot physically participate in the activity will be the recorder. After each round is over they will record how many renewable resources

DAY 73 KK SOL S 3.11 Sources of Energy S/T: Using a Power Point presentation the teacher will show that light and heat from the Sun are Earth’s main sources of energy. Our food supply depends on the sun – green plants need the sun to grow and many animals eat plants. Energy that comes from the sun is stored in trees – we use trees to burn for light and heat. MA/EX: On a graph students will record the temperature outside. Students will line the inside and outside of a shoebox with aluminum foil and place a thermometer inside the box. Students will record the temperature inside the box before taking it outside. Students will place food of their choice to be cooked inside the solar over (i.e. pizza, s’mores, etc.). Students will predict whether or not their food will cook. At the end of the day students will open their shoeboxes, record on

DAY 74 KK SOL S 3.11 Sources of Energy S: The teacher will introduce 2 more renewable resources and sources of energy. The wind can be used to turn windmills. They can in turn run big machines that produce electricity. Fast moving rivers can be used to run machines and create electricity. MA/MO/EX: Students will make 2 windmills out of pencils and paper. Students will place one windmill at home and one at school. The students will observe the windmills 3 times a day for 3 days and record on a chart whether or not the windmills are being moved by the wind. The class will compile their information and decide whether or not their town is a candidate for wind power electricity. CM/GA: Students will discuss and decide whether or not their town would be suitable to water powered electricity.

DAY 75 KK SOL S 3.11 Sources of Energy

RV: The teacher will provide a “Jeopardy” like game covering the key definitions, different types of sources of energy and examples of how different sources of energy are used. Each student will have the opportunity to answer 2 questions. If answered correctly each question will add a bonus point to the student’s next test.

Answer the following question: What might be some problems people face in trying to mine resources from Earth? HW: Record 3 ways

you can reduce, reuse or recycle nonrenewable resources.

there are and how many nonrenewable resources there are. The class can graph this information at the end of the lesson. HW/RV/W: Students will answer the following question in their science journal: What did this activity demonstrate about renewable and nonrenewable resources?

their graphs the temperature inside the boxes and see if their food has been cooked by the Sun’s energy. *Most food will cook.

WEEK 16 DAY 76 KK SOL S 3.12 Solar System

S/W/HW: Have students make a four column chart headed What I Know, What I Want to Know, What I Learned, and “+” for What I’ll Learn More About (K-W-L Chart). Ask students to fill in the first two columns about the Solar System before the lesson begins. Have them fill in the third column each night for homework after the lesson. At the end of the two weeks students can fill in the last column with things they would like to know more about. S: Using models the teacher will show the class how the moon revolves around the earth and how the earth revolves about the sun. HW: Students will fill in their K-W-L chart.

DAY 77 KK SOL S 3.12 Solar System S: The teacher will discuss with the students the power of the Sun, noting the temperature of the sun is 11000° F. The Sun is used to heat the earth, but humans can use the power of the sun for other things. Have students list the ways humans use the sun. Some answers may include solar powered things, help plants grow, etc. MA/EX: This experiment will show how the Sun’s energy affects the Earth’s temperature. Have students cover an aluminum can with black paper. The can represents Earth. Place a thermometer in the can and set the can on the table 20 cm from a lamp. The lamp represents the Sun. Read and record the temperature inside the can at the beginning of the experiment. Record the temperature of the can every 2 minutes for 10 minutes. Place the can at different

DAY 78 KK SOL S 3.12 Solar System

S/LA: The teacher will introduce the nine planets in order with the following riddle: My Very Energetic Mom Just Served Us Nine Pizza’s (Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, Pluto). The teacher will discuss with the class the characteristics of each planet including distance from the Sun, time it takes to orbit the sun, color, number of moons, etc. MA/A/W: Given colored clay the students will make a model of each of the planets and the sun. On a piece of cardboard the students will place the planets in order. Under each planet the students will write the name, it’s number in order and it’s number of moons.

DAY 79 KK SOL S 3.12 Solar System S: Ask students how they think that people study the solar system. The expected answer is telescopes. Explain to students that telescopes have changed drastically since being invented in 1608. Early telescopes allowed the observer to view an object directly through the lenses but modern telescopes use television systems and computers to produce the astronomical images people see. EX/MA/A/T: Students will make their own telescope. Have students press small pieces of clay to the outside of a thin lens. Then place the lens in one end of a small diameter cardboard tube, using enough clay to hold the lens in place keeping it as straight as possible. Repeat using a thicker lens and a larger tube. Place the open end of the small tube into the larger tube. Look through one lens and then the other; slide the small

DAY 80 FIELD TRIP 2

FT: The class will travel to Fan Mountain Observatory where they will have to opportunity to view stars and planets through large telescopes. Students will be broken up into groups and uses different telescopes to view different objects. Students will make sketches of the things that the see through the telescopes. HW: Students will fill in their K-W-L chart.

distances from the can to represent different planets. HW: Students will fill in their K-W-L chart.

DA: Advanced students can use the internet to discover how and when each planet was discovered. HW: Students will fill in their K-W-L chart.

tube in and out of the large tube to focus items. HW: Students will fill in their K-W-L chart.

WEEK 17 DAY 81 KK SOL S 3.13 Space Exploration

OL: Students will share with the class their sketches of the objects they saw through the telescopes since each group saw different things. Students will also share the last column of the K-W-L chart with the class. The teacher will ask, did the field trip make you want to learn more about the solar system?

DAY 82 KK SOL S 3.13 Space Exploration S: The teacher will

discuss the similarities and difference between telescopes and space probes. A telescope is an object used to observe distant objects. Telescopes range in size. There are even telescopes in space. Space probes are vehicles that carry cameras, instruments, and other tools. Probes are sent to explore S: The teacher will ask places that are too the class to list the dangerous and too things they know far for people to visit. about space exploration. The L/W: As the teacher teacher will point out discusses the that although the similarities and landing on the moon is differences between more widely known, it telescopes and space is not the only probes students will significant space fill out a Venn exploration. Using Diagram, one circle pictures the teacher labeled “Telescopes” will show other and the other circle important space labeled “Space explorations such as Probes.” Where the when a dog was sent two circles intersect into space, the first the students will list space shuttle that the similarities.

DAY 83 KK SOL S 3.13 Space Exploration

S/MS/W/L/T: The teacher will play the song about the Hubble Space Telescope at http://starchild.gsfc.n asa.gov/docs/StarChil d/space_level2/hubbl e.html Students will write down key words they hear in the song.

DAY 84 KK SOL S 3.13 Space Exploration S: The teacher will

DAY 85 KK SOL S 3.13 Space Exploration

S/T: The teacher will explain that space use the website exploration began http://www.jpl.nasa.go long before v/missions/index.cfm telescopes and space to discuss current shuttles were even space explorations invented. In fact, that different countries space exploration has are involved with. The been around as long teacher will explain the as humans have been purpose of each on the earth. exploration. Constellations are a DA: Hearing impaired configuration of stars LA/W/A: Students will students will be given as seen from Earth write a newspaper a copy of the lyrics to and were developed article announcing the song. by the Greeks. Use their own space pictures to portray exploration. The T/R/W/LA: Students samples of article must include a will use the site to constellations. description of either a read and learn about telescope or a space the Hubble Space A: Give each student probe that will be used Telescope and answer a piece of black on the mission. The the question at the construction paper article must also state bottom of the page. and 10 small star the purpose and After reading about stickers. The destination of the the telescope students will place mission. students will write a the stickers on the HW: Students will fill in fictional story in their paper to make their their K-W-L chart. If journal about their own constellation. visit to the Hubble Using a white crayon, students were unable to Space Telescope. students will connect see the Big Dipper last night they will be asked the stars to show to try again. HW: Students will fill in what their their K-W-L chart. constellation is a picture of. Students will name their

exploded, etc. HW: Students will fill in their K-W-L chart.

HW: Students will fill in their K-W-L chart.

constellation. HW: Students will fill in their K-W-L chart. That night students will try to locate the Big Dipper constellation with their parents permission.

WEEK 18 DAY 86 KK SOL S 3.14 Properties of Light

DAY 87 KK SOL S 3.14 Properties of Heat

DAY 88 KK SOL S 3.14 Properties of Electricity

S: The class will discuss the properties of light as the students record each property in a graphic organizer. The properties of light are as follows: Light is a form of energy, there are natural and man-made sources of light, light can change matter, light travels in a straight line from its source, and light passes through some objects but not others. The teacher will give examples of how light can change matter. A camera is a tool that uses light to form a photograph. Powerful beams of light, called lasers can be strong enough to cut steel. Light changes plants, without sunlight plants could not live and grow.

S: The class will discuss the properties of heat as the students record each property in a graphic organizer. The properties of heat are as follows: Heat is a form of energy, it flows from warm air to cold air, when heat is added to matter the particles in the matter move faster and further apart.

S: The class will discuss the properties of electricity. The teacher will describe and demonstrate the three ways an object can be charged. Friction - Rub a balloon with a piece of wool and then place it near your head. Conduction – Place a metal skewer in a small bowl of rice cereal, rub a glass rod with a piece of wool and then touch the rod to the skewer. Induction – Rub an inflated balloon against a piece of clothing and then place the balloon against the wall.

EX/MA: Using a flashlight and a variety of materials available in the classroom students will investigate which materials light can pass through and which ones light cannot pass through. Students can

EX/MA: Students will fill one foam cup with water and another with the same amount of soil. They will place a thermometer in each cup. After placing both cups in a source of heat for 1 hour. Students will record the temperature in each cup and observe what heat does to different forms of matter. EX/MA: Students will observe the property of heat that says that gases expand when heated. Students will stretch the opening of the balloon over the

A/MA/T/EX/GA: In small groups students will use a lemon to produce electricity. First have students firmly roll the lemon on a hard surface to break up some of the juice sacks inside. Then instruct students to stick a strip of copper and a strip of zinc into the lemon so that the strips are close together but not touching. Students will then fasten an alligator clip to each strip and plug the other end into the appropriate slot in the voltmeter. Students will

DAY 89 KK SOL S 3.14 Properties of Magnetism Review Test 4 S: The class will discuss the properties of magnetism as the students record each property in a graphic organizer. The properties of magnetism are as follows: All magnets have two poles, exert forces and are surrounded by a magnetic field. GA/MA/EX/PS/CM/OL: Place students together in groups. Give each group 2 bar magnets, a variety of small metal objects and a variety of small nonmetallic objects. Explain to students that their task is to describe as many properties of magnets as they can discover. Encourage groups to manipulate the magnets and to manipulate the small objects using the magnets. Have each group record their observations about the magnets and report their results to the class.

DAY 90 Test 4

E: Students will be evaluated on the solar system and space exploration through their K-W-L charts. Students will fill in the blanks on a graphic organizer that list the properties of light, heat, electricity and magnetism. Students will list two adaptations organisms use to survive in their environment. There will be 10 matching questions naming the key definitions; different types of sources of energy and examples of how different sources of energy are used.

change the materials to see if the light can still pass through them (i.e. folding the material several times, blowing up a balloon, etc.).

opening of an empty bottle and then place the bottle in a bucket of warm water and record what happens to the balloon (it blows up). Students will then place the bottle in a bucket of cold water and record what happens to the balloon (it deflates).

be able to see that the lemon is creating energy. DA: Gifted students will be challenged to make a digital clock work from the lemon.

Works Cited Beacon Learning Center. 205. .S. DOE Technology Innovation Challenge Grant. 14 Oct 2007 . Brooks, Susan. "Elementary Science Topics." Internet for Classrooms. 2007. 14 Oct 2007 . Bryant, Jr., Napoleon Adebola (Ed.). (2005). Science: Earth science. Orlando, FL: Harcourt School Publishers. Bryant, Jr., Napoleon Adebola (Ed.). (2002). Science: Life science. Orlando, FL: Harcourt School Publishers. Bryant, Jr., Napoleon Adebola (Ed.). (2005). Science: Physical science. Orlando, FL: Harcourt School Publishers. Daniel, Lucy H. (Ed.). (2000). Science. New York, New York: McGraw-Hill School Division. Davis, James R.. Science 3: For Christian Schools. 2. Greenville: Bob Jones Press, 1994. Donatello, Therese. "Measurement." Smile Program Chemistry Index. 2007. SMILE. 14 Oct 2007 . Gibbons, Gail. Natures Green Umbrella: Tropical Rain Forests. Mulberry Books, 1997. "Grasslands." MBG Net. 2005. Missouri Botanical Garden. 14 Oct 2007 . Heil, David (Ed.). (1996). Discover the wonder. Glenview, Illinois: Scott, Foresman and Company. “Investigating Volume." Education World. 2007. 14 Oct 2007 . "Kidsplanet." Defenders of Wildlife. 2007. 14 Oct 2007 . "Lesson Plan Center." Teachnology. 2007. 14 Oct 2007 . "Lesson Plan Tool." Utah Education Network. 2007. Utah State Office of Education. 14 Oct 2007 . Mullane, Mike R.. Discovery Works. 1. Parsippany: Simon & Schuster, 1996. Todd, Robert W. (Ed.). (2002). Electricity and magnetism. Austin, TX: Holt, Rinehart and Winston. Todd, Robert W. (Ed.). (2002). Sound and light. Austin, TX: Holt, Rinehart and Winston.