4 - Claar-smith - Science Charts

A AC C CI CC CL CM CR CZ DA E GA I L LA LE LI LS H HS HW M MA MO MU O OL PS Q R RE RT S SS T TX W

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Week # 1

Monday Day # 1 MCSOL S 4.1 Science Inquiry

Tuesday Day # 2 MCSOL S 4.1 Science Inquiry

Wednesday Day # 3 MCSOL S 4.2 Instruments/ Measurement

Thursday Day # 4 MCSOL S 4.2 Instruments/ Measurement

Friday Day # 5 MCSOL S 4.2 Instruments/ Measurement

S/LI: The teacher will explain the importance of conducting experiments, making sure the experiment is reliable and the results are valid.

S/LI: The teacher will gather students to review key terms introduced in the experiment from Day 1.

S/LI: The teacher will explain how measurement is used throughout science.

S/LI: The teacher will show the students the correct procedure to read a thermometer.

S/LI: The teacher will introduce mass and the balance, used to measure mass.

S: The teacher will have pictures and labels to represent the instruments used to make certain measurements.

S/M/LI: The teacher will explain to the students how to record and report the daily temperatures, using the record sheet and a graph to look for patterns in the weather.

S/GA: The teacher will have students work in pairs for the following activities: the students will receive a ball of clay. Each group will split the ball of clay into two pieces. The students should weigh the two pieces on the balance to see if they have the same mass (students keep trying until mass is same). The students will keep one piece of clay in the ball and then roll the other one into a long snake. The students will weigh each piece on the balance again to see if the mass is the same still.

S/LI: The teacher will explain the terms observation, conclusion, inference, prediction, hypothesis, and variable. S/GA: The students will conduct an experiment in groups of two, following steps as a whole class. The students will begin by making a hypothesis as to what will happen. The students will complete steps 1-4 and then stop to make a prediction in regards to which solution will dissolve the fastest. The students will observe the rate of the dissolving of the solutions. (http://www.coled.org/cur/sci/ sci186.txt) DA: The students with LD, ED, and ADD will assist the teacher in setting up and taking down the experiment materials.

S/M/LI: The teacher will explain how to graph data results from the experiment by showing the students sample data put into a bar graph on the board. S/M/GA: The students will sit with their partner and review their hypothesis, prediction, and observations. The results of the experiment will be graphed. When students are done reviewing, they will gather as a whole class and discuss the results from the experiment. The students will discuss results and reasons for variation. The teacher will discuss reliability, validity, independent and dependent variables, and controls. The students will then make an inference and draw a conclusion based upon their results.

S/LI: The teacher will introduce temperature and the thermometer. S/LI: The teacher will give a PowerPoint presentation on the three different systems used (Celsius, Fahrenheit, and Kelvin). S/LI: The teacher will discuss the different parts of a thermometer. S/MO/GA: The teacher will place a thermometer outside the classroom window. The teacher will share with students that each day a pair of students will be responsible for reading the thermometer and recording the temperature on the daily record sheet.

Week # 2

S: The students will complete a worksheet, matching the correct temperature with the reading on the thermometer. S/GA/MO: The students will play “Temperature Relay Race”. The teacher will create 8-15 index cards with thermometers on them, each having a different temperature. The students will split into two teams. When the teacher holds up the index card, the students have to read the temperature and then find an article of clothing (i.e. boot, sweater, bathing suit) that matches that temperature. (http://www.lesson planspage.com/ MathScienceTeaching TemperatureFVs C34.htm)

S: The students will become familiar with nonstandard units of mass. The teacher will demonstrate in front of the class by having putting a dictionary on one side of the balance. Then place a nonstandard unit of mass (i.e. pencils, chalk, etc) to put in the other side. The student keeps adding objects until the masses are the same.

Monday Day # 6 MCSOL S 4.2 Instruments/ Measurement

Tuesday Day # 7 MCSOL S 4.2 Instruments/ Measurement

Wednesday Day # 8 MCSOL S 4.2 Instruments/ Measurement

Thursday Day # 9 MCSOL S 4.2 Instruments/ Measurement S/A: The teacher will put up a bulletin board that introduces measuring distance.

S/LI: The teacher will review the term mass and the instrument used to measure, balance.

S/LI: The teacher will explain the term volume and discuss scenarios for when volume is measured.

S/LI: The teacher will explain the other way to measure volume by using cubes.

S/LA/H/ L: The teacher will read a book that discusses healthy habits for children, including exercising, eating healthy, getting rest, etc.

S/LI: The teacher will explain the concept of water displacement, used to measure the volume of an irregular object.

S/LI: The teacher will explain that the measurement of length, width, and height helps determine volume.

S/H/MO/GA: The students will measure their height in centimeters. Using wide strips of colored paper, the students will cut the strip the appropriate length. The students will arrange their strips on the graph, from shortest to tallest. The students will then find their masses in kilograms on the metric bathroom scale. The students will cut narrow strips of a contrasting color the appropriate length. The x-axis will be labeled with the names of students. On the left y-axis, the label height in centimeters and on the right y-axis, the label mass in kilograms. The graph will report those students that need to practice more healthy habits.

S/GA: The students will meet in groups of 3. The students will put the same amount of water in two pairs of identical clear containers and put rubber bands on the outside of the container to mark the water line. Each student will make a prediction on how far up the water will move. The students will then place, one at a time, a sinker (i.e. clay, rocks, bolts, etc) in the water. The students will measure the water level as it rises about the rubber band to determine the water displacement. The students will record in their science journal how they measured the change, what happened to the water levels when they put the objects in and why, what object made the water go up the most and why.

S: The students will find the volume of several different shaped cubes, using the given formula. The student will record their data, labeling the object description, length, width, height, and total volume. S/M: The students will use “ground cards” that specify the length and width of that object. The student will build accordingly and add layers to the height each time. The student will record their data, labeling the ground card (3 by 2), layers (height), and total # of cubes (volume). The students will then graph their data. The students will look for a pattern and guess the # of cubes in 5, 6, 7, 8 layers without building.

Week # 5

S/LI: The teacher will explain the term distance and explain the common unit of measurement for distance, the meter. S: The teacher will explain the different parts of the bulletin board and have the students take turns measuring the distance from the baby bird in the nest to the mamma bird (placed at different distances around the board). The teacher will guide the students with using the centimeter ruler. S: The students will work on a measuring worksheet named “What’s in the Treasure Chest”. The students will measure the distance from different points spread over the worksheet and label the distance using the centimeter ruler. The students will complete questions 1-5 to solve the puzzle for finding out what is in the treasure chest.

Friday Day # 10 MCSOL S 4.2 Instruments/ Measurement S/LI: The teacher will review the standard unit of measurement for distance, the meter. S/A: The students will create the “Metric Mouse” game, making strips one meter long from tagboard (covering in plastic if possible). The students will glue a picture of cheese or a small piece of sponge to the end of the strip. Students will each make their own game mouse and meter strip and will play against 2 other students. Each player spins to see how many centimeters his or her mouse can move along the Metric Mouse strip. Then the player measures the distance with a centimeter ruler and moves the mouse to that place. The winner is the first player to reach the cheese 100 centimeters away. DA/A: Kinesthetic learners will benefit from this hands-on activity by creating this game and understanding measurement of distance using the ruler.

Monday Day # 21

Tuesday Day # 22

Wednesday Day # 23

Thursday Day # 24

Friday Day # 25

MCSOL S 4.7 Environmental Science/ Ecosystems S/LI: The teacher will explain the term system and give examples of systems in everyday life.

MCSOL S 4.7 Environmental Science/ Ecosystems S/LI: The teacher will explain the term ecosystem and give examples of different ecosystems.

MCSOL S 4.7 Environmental Science/ Ecosystems

MCSOL S 4.7 Environmental Science/ Ecosystems S/LI: The teacher will explain the role of a food chain in an ecosystem.

S/LI: The teacher will display a transparency of a model (i.e. bicycle) and how there are different parts the work together to form one unit. The class will label the systems and the parts of each system.

S/LI: The teacher will explain the difference between the terms population and community and how they pertain to an ecosystem.

MCSOL S 4.7 Environmental Science/ Ecosystems S/LI: The teacher will explain the idea of nonliving parts of an ecosystem (i.e. sunlight, soil, air, water, and temperature).

S/GA: The students will make their own model. The students will work in pairs and cut the tops off 2-L bottles. The students will pour a layer of gravel in the bottom of each bottle and then cover with a layer of sand. The students will then add a layer of soil to each bottle and plant three plants in each bottle. The students will spray the plants and soil with water and cover the tops of the bottles with plastic wrap. The students will put one bottle in a sunny spot and the other in a dark closet/cabinet. After three days, the students will observe and record what they see.

S/M: The students will make charts of their own community showing the way humans’ needs are met and the ways animals in the nearby communities meet their needs. S/HW: The students will research a favorite or unusual plant or animal to find out where they live and see how it is matched up to its environment. The students will identify the roles of that particular plant or animal in their own ecosystem/communit y. The students will write 2-3 paragraphs summarizing their findings.

S/A/OL: The students will look through magazines to find pictures of two different ecosystems. The students will cut out the pictures and paste them on a poster. The students will identify in each picture the different animals/plants in the community, the living parts of the ecosystem, and the nonliving parts of the ecosystem. Students should be prepared to share their posters with the class. DA/W: Gifted students will be challenged to determine how the nonliving parts in each picture are different and how they affect the living parts.

Week # 6

S/LI: The teacher will explain the term habitat and how some organisms have to compete in their habitat with other organisms. S/LI: The teacher will explain the term niche as all the ways an organisms basic needs are met. S/T: The teacher will play a video clip, which further explains the terms habitats and niche. (http://idahoptv.org/ dialogue4kids/ archive/episode Page.cfm?version ID=118001) S/W: The students will write a description of the niche that they presently assume. The students will also explain how their niches will likely change as they grow up.

S/LI: The teacher will explain the three levels of a food chain producer, consumer, and decomposer. S/W: The students will complete a worksheet to arrange each list of organisms into a food chain. The students will then write a paragraph about each list, using the words first, next, then, and finally to describe the sequences they have determined. S/A/GA/OL: The students will work in pairs to make one or more food chain in a specific habitat. The students will research the habitat and draw or paste pictures of various producers and consumers in the habitat. The students will then draw arrows to identify the direction energy flows through the chain. The students will share their work with the class.

Monday Day # 26

Tuesday Day # 27

Wednesday Day # 28

Thursday Day # 29

Friday Day # 30

MCSOL S 4.7 Environmental Science/ Ecosystems S/LI: The teacher will review the information learned about a food chain and introduce the term food web.

MCSOL S 4.7 Environmental Science/ Ecosystems

MCSOL S 4.7 Environmental Science/ Ecosystems S/LI: The teacher will explain the many different slow changes in an ecosystem (i.e. erosion, climate changes, etc).

MCSOL S 4.7 Environmental Science/ Ecosystems S/LI: The teacher will explain the necessity of behavioral and structural adaptations of an organism.

MCSOL S 4.7 Environmental Science/ Ecosystems S/LA: The teacher will read the book Snakes and Other Reptiles by Mary Elting to discuss the different adaptations of reptiles.

S/LI: The teacher will explain that many organisms get energy from more than one source and the teacher will give examples of this. S/LI: The teacher will show the students a “Forest Food Web” on a transparency, pointing out the many different paths of energy flow. S: The students will receive a handout like the transparency and name in sequence all the organisms in one food chain show in the diagram. Then the students will name in sequence all the organisms in another food chain that starts with the same producer. The students will use skills learned on Day 25 for this activity.

S/LI: The teacher will explain the term life cycle. S/A/LI: The teacher will explain and illustrate the life cycle of a plant (plants from seeds, flower parts from seeds, plants from spores, and new plants from old). S/W/A: The students will brainstorm the various ways a seed can be spread. The students will then write a short story about a seed that is spread by various ways and has various experiences until it reaches a perfect place to grow. The students will type their stories on a word processor and illustrate to put in their portfolio.

S/LI: The teacher will explain the many different rapid changes in an ecosystem (i.e. thunderstorms, tornadoes, forest fires, etc). S/LI: The teacher will explain the term succession as an orderly change that occurs in a community and when organisms (i.e. plants, animals) take over an area. S/LI/OL: The teacher will facilitate a discussion on the repair of ecosystems, introducing the term reclamation. DA/GA: Appropriate for all students, especially ESL. The students will draw a picture showing an area of land in its natural state; then show how the land is used by people to meet a need; then show how the land can be restored, in terms of reclamation.

Week # 9

S/LI: The teacher will facilitate discussion as to how certain animal features help animals get food, drink water, make shelters, and maintain body heat. S/LI/OL/GA: The students will discuss how an insect color can help them survive. The students will participate in an activity to evaluate just how much an insects color matters in survival. The students will imagine they are a bird looking for an insect. A green cloth represents the grass and different colored pipe cleaners represent insects. In groups, students will brainstorm what color insect will be the hardest to spot. The students will have to collect as many of those colored “insects” in 15 seconds. The students will make a chart, counting the number of pipe cleaners of each color “insect”.

S/LI/: The students will discuss particular animal’s adaptations to find food, take a drink, keep warm or cool down, and find shelter. S/A/GA/OL: The students will use reference and animal books, to research the adaptations of a common animal that lives in the community. The students will find as many adaptations as possible, including body covering, colorings, and body parts. The students can work in groups to take a picture of the animal and post it on a poster board. The students will then label the different parts of the animal’s body to show adaptations and how they help the animal. Each group will orally present their posters to the class.

Monday Day # 41 MCSOL S 4.3 Scientific Data

Tuesday Day # 42 MCSOL S 4.3 Scientific Data

S/LI: The teacher will review the different parts that all graphs should have (title, scales, labels, bars, and axis). S/LI: The teacher will show examples of a line graph. S/LI: The teacher will explain the purpose of a graph is to who pattern. S/LI: The teacher will show the distinguishing features and characteristics of a line graph that make it unique. S: The students will brainstorm about a survey to conduct in order to obtain data for the graph. S/M: The students will complete a representation of the data collected, using the line graph. The students will be assessed on neatness, creativity, and the presence of all the parts of a graph discussed.

Wednesday Day # 43 MCSOL S 4.3 Scientific Data

Thursday Day # 44 MCSOL S 4.3 Scientific Data

Friday Day # 45 MCSOL S 4.3 Scientific Data

S/LI: The teacher will show examples of a bar graph.

S/LI: The teacher will show examples of a picture graph.

S/LI: The students will brainstorm the difference between a line graph and a bar graph.

S/LI: The students will brainstorm the difference between a picture graph, a line graph and a bar graph.

S/LI: The teacher will review the information learned on Days 41-42 about line graphs and bar graphs.

S/Q: The teacher will prepare a short quiz for the students, covering the material from Days 41-44.

S: The teacher will give students a set of data points (i.e. quiz scores for 20 students).

S/Q: The students will label the different parts of a graph. The students will identify a line graph, bar graph, and picture graph, listing two distinguishing characteristics of each. The students will be given a series of data points to plot, using one of the graphs. The students will be assessed on accuracy and creativity.

S/LI: The teacher will show the distinguishing features and characteristics of a bar graph that make it unique. DA/S/M: The students will be given a plastic zip lock bag of M&M’s. The students will write in their science journals predictions of how many M&M’s there are for each color (red, blue, orange, green, yellow). The students will empty their M&M’s and arrange them according to color into a bar graph. The students will then draw a conclusion as to which color M&M is found most and which is found least. (Good DA for ESL students who are still trying to grasp the arrangement of data in a bar graph)

S/LI: The teacher will show the distinguishing features and characteristics of a picture graph that make it unique. S: The students will brainstorm about a survey to conduct in order to obtain data for the graph. S/M: The students will complete a representation of the data collected, using the picture graph (i.e. if the students surveyed 6 people have blue eyes, the picture graph would have 6 cutouts of eyes on the graph). The students will be assessed on neatness, creativity, and the presence of all the parts of a graph discussed.

Week # 10

S: The students will record all their work in their science journals. First, the students will look at the numerical data and make a prediction about the scores (i.e. more students made B’s than A’s). Then the students will choose two out of the three graphs discussed to use to represent the data. After the data is neatly organized into two graphs, the students will write one paragraph for each graph, explaining the conclusion they made about the data points, whether or not their predictions were correct, and which graph they felt displayed the data best, and why.

S/M/LA: The teacher will read to the students a book titled The Great Graph Contest by Loreen Leedy.

Monday Day # 46 MCSOL S 4.10 Virginia Resources S/SS/LI: The teacher will explain the terms watershed and water resources. The teacher will give specific examples of the watershed systems in Virginia. S/SS/LI: The teacher will discuss the different resources made available in Virginia, such as animal, plant and water resources. S/SS: The students will distinguish among lakes, rivers, and bays and describe characteristics of each. The students will be able to give two examples of each that are found in Virginia. S/SS/A: The students will begin a project of creating a map of Virginia to label the important resources across the state. The students will create the base of the map and label the watersheds, animal, plant, and water resources.

Tuesday Day # 47 MCSOL S 4.10 Virginia Resources S/LI: The teacher will explain the variety of natural resources, such as forests, farmable land, wildlife and aquatic organisms, and clean water and air. S/LA/W: The students will compare and contrast natural and synthetic resources. S/GA/OL: The students will get into groups of 3 and prepare an oral presentation. The students will discuss the ways that the soil and land provide space for many economic activities, giving examples of specific activities. The students will also discuss the many different recreational opportunities, giving examples of specific opportunities.

Wednesday Day # 48 MCSOL S 4.10 Virginia Resources S/LI: The teacher will discuss the formation and production of minerals, rocks, and ores that are specific to the state of Virginia. S/LA/W: The students will write about the importance of Virginia’s mineral resources, including coal, limestone, granite, sand, and gravel. S/LI: The teacher will show the students samples of minerals, rocks, and ores, identifying unique and defining characteristics of each.

S/A: The students will work on the completion of S/A: The students will continue to work their map creations, labeling on their map the prominent creations, labeling the natural resources locations of discussed, including certain minerals, forests, areas of farm rocks, and ores. land, wildlife and aquatic organisms.

Week # 13

Thursday Day # 49 MCSOL S 4.10 Virginia Resources

Friday Day # 50 MCSOL S 4.10 Virginia Resources

S/LI: The teacher will explain to the students the term erosion.

S/LI: The teacher will introduce the term fossil fuels.

The teacher will discuss how glaciers help shape the land and different causes for the changing shoreline. The teacher will explain how the wind is a huge factor in the process of erosion, in regards to sand dunes.

S/LI: The teacher will have the students brainstorm fuels that they already know about.

The students will review the learned material from the textbook about erosion to find action verbs that relate to the processes of erosion and weathering. The students will write a class list and add any other action verbs to describe how wind, water, and ice move. DA/S/LA: The ESL students will answer questions about the chapter with drawings. The teacher will allow the students to dictate 2 questions to an English proficient member of their group (possibly a Gifted Student). The teacher will encourage the ESL student to read aloud the answers they had dictated.

S/LI: The teacher will explain the main fuels that are made from the remains of onceliving things, including natural gas, coal, and petroleum. S/M/LI: The teacher will show charts of the supply and demand of fossil fuels around the world. S/LI: The teacher will brainstorm with the students about the search for new energy sources. S/LA: The students will make a concept map to convey what they have learned about fossil fuels. The students will include the different types of fossil fuels, their sources, how they can be used, the problems they cause, and some solutions to these problems.

Monday Day # 61 MCSOL S 4.4 Force/Motion/ Energy S/LI: The teacher will review with the students Newton’s Laws of Motion. S/LI: The teacher will explain that directions describe movement and position. GA/MO: The students will get into groups of two. Each student will choose a place in the school (approved by teacher). The student will record where and how they are moving to that place, including distance, time, and position. The student will write directions without naming the place. The partner will follow the directions given. DA/A: Gifted students will investigate further by drawing a map of their directions. The students will see if the map is easier to read than the written directions.

Tuesday Day # 62 MCSOL S 4.4 Force/Motion/ Energy

Wednesday Day # 63 MCSOL S 4.4 Force/Motion/ Energy

Thursday Day # 64 MCSOL S 4.4 Force/Motion/ Energy

Friday Day # 65 MCSOL S 4.4 Force/Motion/ Energy

S/LI: The teacher will explain the terms position and motion, reviewing Day 61 activity

S/LI: The teacher will explain the term speed, writing the equation speed=distance / time.

S/LI: The teacher will explain the term force and discuss different sources that can be a force.

S/LI: The teacher will explain the different kinds of forces: gravity, weight, and friction.

S/LI: The teacher will explain the terms frame of reference and relative motion, reviewing DA activity from Day 61.

S/LI: The teacher will give several reallife examples of when speed is used and defined.

S/LI: The teacher will explain the different causes of force, such as starting and stopping motion; changing motion, explaining the term acceleration by walking across the classroom and coming to an abrupt stop; speed; and direction.

S/LI: The teacher will give students instructions on further investigating the kinds of forces.

S/GA: The students will get into groups of two, tie a piece of string around a pencil, and place the pencil their desk. The students will take turns observing the pencil as the other student pulls on the string. The students will identify when movement occurs. S/GA: The students will identify what frame of reference they used to indicate the movement of the pencil when the other student pulled the string. S/LA/HW/W: The students will research how authors use point of view in writing and explain how this relates to frame of reference.

S/PS: The teacher will give the students a worksheet to answer a few questions regarding speed. S/MO/GA: The students will complete the worksheet, answering questions and constructing the “speed trial” in groups of four to five students. (http://www.scienceclass.net/Lessons/ Physics/Force_Motio n /speed_trials.pdf) M/HW/OL: The students will use internet resources to find the different speeds of land animals. The students will create a graph of the speeds of some of the faster animals and some of the slower animals. (The students will present their data to the class on Day 63 if time permits).

Week # 14

S/MO/GA: The students will pull each other down the hall on coaster carts, going certain distances measured on the floor. Another member of the group will record the time it takes for the student to go each distance, the same force being maintained on the balance reading. The students will graph their own findings, answering questions such as, is the graph a straight line? If not what is it? Is the graph like their partner’s? How are they the same? Different? (http://www.iit.edu/ ~smile/ph9012.html)

S/MO: The students will place a hook on a spring scale through the two openings placed on the end of a shoebox. The students will place several books in the box. The students will use the spring scale to slowly pull the box across a desk (practicing several times to get a slow, steady pull). The students will measure the force of their pull as they drag the box and record the measurement and the surface on which they dragged the box. The students will repeat the following steps, dragging the box across varying surfaces (i.e. carpet, cement, tile, etc).

Monday Day # 66 MCSOL S 4.4 Force/Motion/ Energy S/LI: The teacher will explain gravity in regards to the relationship between Earth, the sun, and the moon. S/LI: The teacher will give each student a handout describing the relationship between gravity, weight, and mass. S/M: The students will read the worksheet to review the listed terms. The students will complete the “weight chart”, using the mass plus gravity of each planet to determine their weight. (http://www.teach er vision.fen.com/ planets/lessonplan/353.html)

Tuesday Day # 67 MCSOL S 4.4 Force/Motion/ Energy S/LI: The teacher will review the activity from Day 65 and show where friction is present. S/GA: The teacher will gather the students in a semicircle to review and discuss the upcoming activity. S/W: The students will list at least ten items that have movement and choose one item to focus on when answering given questions (i.e. How does this item move? How can we slow the movement down? Speed the movement up?) The students will share their answers with the class.

Wednesday Day # 68 MCSOL S 4.4 Force/Motion/ Energy S/LI: The teacher will explain the term energy to be the ability to cause a change.

Thursday Day # 69 MCSOL S 4.4 Force/Motion/ Energy S: The teacher will give each student an “Energy Activities with Energy Ant” workbook.

S: The teacher will help students come up with several activities where energy is needed.

S/R/GA: The student will get in groups of two and complete pages 7-12 in the workbook. The students will read the passages and work together to complete each activity. The students will complete the energy game on pages 1516.

S/LI: The teacher will explain the terms potential and kinetic energy.

S/GA/OL/MO: The students will brainstorm different scenarios where both potential and kinetic energy are S/MO: The students present. The will explore different students will get activity centers. in groups of three Activity One: Which or four and choose car is fastest and how one scenario to can you slow it down explain to the and speed it up? class, using props, Activity Two: How quickly can you acting, or other visual aids. move books the length of a yardstick using your pinkly. The students will record in their own journals: predictions made, materials used, observations, data table, conclusions.

S/HS: The students will complete pages 4-6 at home, collaborating with a parent/guardian when needed. (http://www.eia. doe.gov/kids/ classactivities/ Activitybook_ web.pdf)

Friday Day # 70 MCSOL S 4.4 Force/Motion/ Energy S/LI: The teacher will review the reading passages, activities, and homework from Day 69. S/LI/T: The students will watch a quick segment from the PBS program ZOOM, demonstrating potential and kinetic energy. The students will take notes on how to conduct the same experiment after the clip is played. S/GA: The students will get in groups of three and complete the same experiment from the clip. S/W: The students will record in their journals 2-3 paragraphs, explaining what they learned about potential and kinetic energy from the ZOOM clip and from conducting the experiment themselves. (http://msteacher. org/epubs/science /science2/activities. aspx#potential) DA: ESL students will view the ZOOM clip to understand visually how to do the activity.

Week # 17

Monday Day # 81 MCSOL S 4.5 Electricity S/LI: The teacher will explain that particles of matter have an electric charge. S/LI: The teacher will explain the term static electricity, showing the students pictures of a negative and a positive charge. S/LI: The teacher will explain the idea of separating charges. S: The students will cut an equal # of (+) and (-) signs out of paper. The students will place tape on the (-) signs and put them sticky side up. The students will then roll a ball across their desk and observe what happens. The students will write in their science journal their observations and how the movement of charges onto the ball relates to the movement of charges in science and explain how the overall charge of the ball and desk changed.

Tuesday Day # 82 MCSOL S 4.5 Electricity

Wednesday Day # 83 MCSOL S 4.5 Electricity

Thursday Day # 84 MCSOL S 4.5 Electricity

S/LI: The teacher will explain the term electric field.

S/LI: The teacher will transition into talking about electric currents and the moving of charges.

S/LI: The teacher will explain the idea of controlling currents, by introducing the terms conductor, insulator, and resistor

S/LI: The teacher will discuss the term circuit.

S/LI: The teacher will explain the difference between a conductor and an insulator, explaining the safety behind having insulators to prevent electric shock. The teacher will cover some safety tips for electricity.

S/LI: The teacher will explain the terms attract and repel as it relates to the electric field. S/GA: The students will work with a partner, blow up balloons, hanging one balloon from a shelf or table. The students will rub a piece of silk alongside each balloon. The student will slowly bring the free balloon near the hanging balloon. The students will observe the hanging balloon and record observations in their science journal. The student will then rub the hanging balloon again with the silk cloth, pulling the cloth away and slowly bringing it back. The students will record observations. The students will repeat these steps, using wool, a paper towel, and plastic wrap. DA/S: The gifted students will review the results of their trials and tell whether the balloons or material had like or opposite charges.

S: The teacher will build a circuit prior to class and point out the different important parts that make up a circuit. S/GA/MA: The students will work in groups and use the proper materials to set up working circuits as the teacher demonstrated. The students will display their completed circuits and explain how it works to the class. The students will be graded on their use of the vocabulary from the terms they have learned. The students will explain what could happen if a part of the system was removed.

Week # 18

S/GA: The students will get in groups of 46 students and experiment with materials that are conductors and insulators. The students will use a wire to connect a lightbulb holder to a drycell hold. The students will attach a second wire to the light-bulb holder only. Then attach a third wire to the dry-cell holder only. The students will then make a chart and predict which objects are conductors and insulators. The students will test and record their observations.

Friday Day # 85 MCSOL S 4.5 Electricity S/LI: The teacher will introduce opened vs. closed circuits. S: The teacher will have students get into a circle holding hands. The teacher will use an Energy Ball for this demonstration. One student will put a finger on one side of the Energy Ball and another student will do the same thing on the other side of the Energy Ball. The teacher will explain that this is a closed circuit (the Energy Ball will light up). Then the teacher will have two students stop holding hands and the teacher will explain this is an opened circuit (the Energy Ball will stop lighting up). (http://www.pro teacher.org/a/ 18832_Electricity .html) S/LA: The students will take turns reading in the class reading circle. The teacher will have the students read Hello! Hello! A Look Inside the Telephone by Eve and Albert Stwertka.

Monday Day # 86 MCSOL S 4.5 Electricity

Tuesday Day # 87 MCSOL S 4.5 Electricity

S/LI: The teacher will introduce two types of circuits, parallel and series circuits.

S/LI: The teacher will explain the terms magnets and magnetism.

S/LI: The teacher will show the students illustrations of a series circuit, having only one current path. The teacher will explain what will happen if one light bulb is removed or burnt out. S/LI: The teacher will show the students illustrations of a parallel circuit, having more than one current path. The teacher will explain what will happen if one light bulb is removed or burnt out. S/LA: The students will create a Venn Diagram to compare and contrast the series and parallel circuits.

Wednesday Day # 88 MCSOL S 4.5 Electricity

Thursday Day # 89 MCSOL S 4.5 Electricity

Friday Day # 90 MCSOL S 4.5 Electricity

S/LI: The teacher will explain the term electromagnets.

S/LI: The teacher will explain review the main points of electricity and introduce the role of heat in electricity.

S/LI: The teacher will explain to students the historical contributions to electricity and magnetism.

S: The students will complete an activity to create their own magnets. The students will learn the stroking a piece of unmagnetised iron or steel with a known magnet will make it a magnet.

S: The students will try several positions with a magnet and compass, recording their observations and how the magnet affects the compass needle. They will place the compass flat on the cardboard so the needle is lined up with the north and tape the middle third of the insulated wire onto the cardboard in a north-south line. The students will tape one end of the wire to the flat end of a D-cell battery and tape the battery to the cardboard. Without moving the cardboard, the students will put the compass on the taped-down part of the wire and touch the free end of the wire to the (+) end of the battery and observe the compass needle, repeating steps and recording observations.

DA/S: The students will look at the book Magnets by Janice VanCleave. The students will find one experiment to conduct and share what they discovered to the class.

S/W: The students will write in their journals the comparison between how an electromagnet works with they way the compass needle moved.

S/LI: The teacher will explain the two kinds of magnets, north pole and south pole. The teacher will do a demonstration with two magnets, showing how the different poles react to each other. S/LI: The teacher will explain what lines of force are on a magnet. S/LI: The teacher will explain the term magnetic field and show the students illustrations to compare force fields.

Week 21

S/LI: The teacher will introduce solar and thermal electricity. S/LI: The teacher will give students several examples of devices that are powered by solar and thermal electricity. S/OL: The students will role play a feature news report on how electricity is generated and brought into homes through solar and thermal electricity. S/OL/A: The students will create designs for futuristic solar-powered devices, including appliances, vehicles, sports equipment, clothing, and jewelry. The students will share their inventions with the class.

S/LI: The teacher will show the history of electricity and magnetism with a timeline showing events and dates that led to major advances. S/OL: The students will use research resources to look up to find out when electrical devices were invented: food mixer, hair dryer, refrigerator, stove, and clothes dryer. The student will display their findings by making a time line or a poster.

Monday Day 101 MCSOL S 4.6 Plant Growth S/R/LI/L: The teacher will read the story The Giving Tree, by Shel Silverstein and explain the importance of plants. S/GA/RE: Students will divide up into groups of three- each child will plant a bean (presoaked in water) in potting soil in a Styrofoam cup, marking their name on it. One of the three students will put their bean plant in the sun but not water it. One of the students will provide their bean plant with water but put it in a dark part of the classroom or a closet. The third student will put their bean plant in direct sunlight and make sure it also receives water. Throughout the week, the students will document the growth of their bean plant and make observations in their journals.

Tuesday Day 102 MCSOL S 4.6 Plant Growth S/W/LI: The teacher will give notes on the overhead for the students to copy into their notes describing the three important things for plant growth- sunlight, nutrients, water, and carbon dioxide. S/CM/PS: The class will have a discussion about the things that the students need in order to survive and compare that to the needs of plants.

Wednesday Day 103 MCSOL S 4.6 Plant Growth

Thursday Day 104 MCSOL S 4.6 Plant Growth

S/M/W: Students will measure (if any) the growth of their plants and record the results in their journal. They will also write about any observations they can make about their plants.

S/L/R: The teacher will read Magic School Bus: Plants Seeds.

S/W/LI: The teacher will give notes on the overhead for the students to copy into their notes describing the parts of a plantleaves, stems, roots, and flowers.

S/GA: Students get into small groups to dissect a large flower and see the different parts of a flower. The teacher will guide them through the process. Students will have a worksheet to fill in and must draw the different parts they encounter in the flower and write observations about the characteristic of each part. (www.teachnet.org/IM SL/ps1/flowerpower/i nside.htm)

S/A: The students will label a pictures of a tree and flower with the basic parts and then color it in.

S/W/LI: The teacher will give notes on the overhead for the students to copy into their notes describing the reproductive parts of the flower.

DA/HS: Gifted and/or higher achieving students can find a different flower from home, dissect it at home and describe similarities between it and the flower dissected in class. They can then at a later time present their findings to the class.

S/OL/PS: The teacher will ask the students what they think will happen by the end of the second week to each of their plants and make a hypothesis as a class.

Week 22

Friday Day 105 MCSOL S 4.6 Plant Growth S/M/W: Students will measure (if any) the growth of their plants and record the results in their journal. They will also write about any observations they can make about their plants. S/W/LI: The teacher will give notes on the overhead for the students to copy into their notes describing the process a seed goes through to become a plant and then how it makes seeds again. The teacher will explain why it was necessary to wet the seed before planting it (to hasten the process of growth). S/PS/GA/T: Students will be put in small groups. Each group will be given a specific kind of plant based on how it holds/transfers it seeds. Students will need to make a list of all the kinds of plants they can find that hold that quality. Students may use encyclopedias and the internet for additional resources.

Monday Day 106 MCSOL S 4.6 Plant Growth S/M/W: Students will measure (if any) the growth of their plants and record the results in their journal. They will also write about any observations they can make about their plants. S/A: Students will make a model of a flower, labeling all of the parts by drawing it on paper and coloring it in. DA: For students with difficulties in drawing, the teacher can provide pictures with a flower drawn on with all of the parts already labeled that they can simply fill with color.

Tuesday Day 107 MCSOL S 4.6 Plant Growth S/W/T: The teacher will instruct the students on the stages of photosynthesis with notes from the overhead. S/MO: Students will be given a stage of photosynthesis to dramatize in front of the class. (Creating Meaning Through Literature and the Arts, p. 245)

Wednesday Day 108 MCSOL S 4.6 Plant Growth

Thursday Day 109 MCSOL S 4.6 Plant Growth

Friday Day 110 MCSOL S 4.6 Plant Growth

S/M/W: Students will measure (if any) the growth of their plants and record the results in their journal. They will also write about any observations they can make about their plants.

S/Q: Students will take a quiz on the parts of a plant and flower and the process of photosynthesis.

S/M/W: Students will measure (if any) the growth of their plants and record the results in their journal. They will also write about any observations they can make about their plants.

S/PS/OL: The teacher will introduce the concept of dormancy in plants. Students will give examples of times when plants become dormant (like in the winter and during drought) and the teacher will explain how plants go through this process and why it is important. S/HW: Students will be given a review worksheet to complete for the next class in which there will be a quiz on plants.

Week 25

S/LI/PS: The teacher will discuss the importance of chlorophyll in making plants green. The teacher will show what a leaf looks like without chlorophyll in its leaves and compare it to the untampered leaf. The teacher will then describe how this is what happens to leaves in the fall (they change color). (http://library.think quest.org/5420/cell experplnt.html)

S/M/GA: Students will get back in their original groups and graph on graph paper the growth of each of their plants over the two weeks. S/OL: Students will compare results and discuss as a class the results of the plant experiment.

Monday Day 121 MCSOL S 4.8 Meteorology/ Weather S/GA/OL/HS/T/AC: The teacher will announce the daily activity for the next two weeks in which a pair (or threesome) of students will be responsible for giving the weather forecast for that day, noting present conditions such as temperature, pressure, cloud cover, precipitation, and then must give a forecast for the next day. The present portion of this can be done with equipment in the classroom and simple observation through the window; the forecast part will come from watching the weather the night before at home. S/LI: The teacher will introduce the different instruments used to predict/forecast weather such as the thermometer, barometer, rain gauge, and anemometer. The teacher will provide a worksheet with a picture of each instrument and its purpose for the students to put in their notebook. S/MA: The teacher will show the students each instrument and show the students how to read each instrument.

Tuesday Day 122 MCSOL S 4.8 Meteorology/ Weather

Wednesday Day 123 MCSOL S 4.8 Meteorology/ Weather

S/GA/OL/HS/T: Student announced weather report.

S/GA/OL/HS/T: Student announced weather report.

S/W/LI: The teacher will explain in more detail the purpose of each instrument. The teacher will then introduce the topics of temperature, air pressure, and wind.

S/L/R: The teacher

S/MA/PS: The teacher will make a homemade barometer to show air pressure and examine the effects inside the classroom and outside. (http://teacher.schola stic.com/activities/w watch/gather_data/b arometer.htm) Students will also examine this phenomenon as the teacher takes an empty bottle with a wadded up sheet of paper at the bottom and puts it facedown in water, first asking what the class thinks will happen and then showing what actually happens- the paper stays dry to show air pressure in action.

will read the book, Magic School Bus: Wet All Over, which is a book about the water cycle. S/W/LI: The teacher will give notes describing the water cycle and including key terms such as evaporation, condensation, and precipitation. S/MA: The teacher will bring in many familiar examples of each type, such as a soda with ice having condensation on the side of it. S/GA/PS/M: In small groups, students will experiment with the concept of evaporation. Each group will have two pie plates. They will put equal amounts of water in each and record the depth; then they will put one plate in the window and the other in a dark place in the classroom. Students must hypothesize about where the water level will be in two days.

Week 26

Thursday Day 124 MCSOL S 4.8 Meteorology/ Weather S/GA/OL/HS/T: Student announced weather report. S/PS: The class will brainstorm and list on the board all of the possible kinds of precipitation (ex. Rain, snow, hail, sleet). S/A/MA/M: Students will make their own rain gauge and demonstrate its use in measuring precipitation. (Discover the Wonder, p. E8) S/HW/W: Students will research one weather topic and type a one page report about it due in one week. DA: Students with learning disabilities and/or family concerns will be given in-school time to work on their papers and will also be given the option of staying after school with the teacher to work on it and research their topic.

Friday Day 125 MCSOL S 4.8 Meteorology/ Weather S/GA/OL/HS/T: Student announced weather report. S/GA/PS/M: Students will check and measure the depth of the water in their pie plates. They will record these new results and discuss the reason why the numbers are different. (Sunlight and heat is important for evaporation.) S/W/LI: The teacher will provide notes about humidity on the overhead and explain that condensation and humidity are directly related to each other and why students tend to sweat more when it is humid. The teacher will talk about clouds specific to storms. The teacher will also talk about the different conditions necessary for a storm (low pressure, warm, humid, etc.) and then talk about thunder storms and lightning. S/LS: The teacher will give some tips about what to do in the case of a storm.

Monday Day 126 MCSOL S 4.8 Meteorology/ Weather

Tuesday Day 127 MCSOL S 4.8 Meteorology/ Weather

S/GA/OL/HS/T: Student announced weather report.

S/GA/OL/HS/T: Student announced weather report.

S/SS: The teacher will review with the students their basic map skills from social studies in regards to directions (north, south, east, west, and all of the directions in between such as SE). The teacher will inform the students that these cardinal directions are also used in meteorology in determining wind direction.

S/LI: The teacher will continue with the topic of wind. The teacher will provide the students with a chart documenting the various wind speeds through to tornadoes and hurricanes, with a discussion on each.

S/A: Students will be given a compass rose without any directions on it to draw the eight basic cardinal directions, with north at the top. S/MO: The teacher will give each group of students a compass and instruct them in which side of the room they should go (i.e., the north side of the room, all of the students should go there).

S/T/GA: Students will get on the computer in partners and can make their own hurricane and discover the conditions that are prime for a hurricane. (http://www.nhc.noa a.gov/HAW2/pdf/ca nelab.htm) S/MA: The teacher will demonstrate the tornado-in-soda bottle activity in which colored water is put in a clear soda bottle and oil, spun, and turned upsidedown to create a pseudo-tornado. S/LS: The teacher will give some tips about what to do in the case of a tornado and review the school’s policy on an emergency.

Wednesday Day 128 MCSOL S 4.8 Meteorology/ Weather S/GA/OL/HS/T: Student announced weather report. S/T: The teacher will provide a taping of a weather report and then discuss meteorology technology such as “fronts”. The teacher will show pictures of weather maps showing warm/cold fronts and the pressure systems associated with each. S/A: Students will be given a worksheet with different pressure systems noted and students must use either a red or blue crayon to draw the appropriate front. DA: Students with learning disabilities can be partnered up with higher achieving students or a teacher’s aid to provide additional assistance and accountability.

Week 29

Thursday Day 129 MCSOL S 4.8 Meteorology/ Weather S/GA/OL/HS/T: Student announced weather report. S/W/LI: The teacher will talk about glaciers, where they form (poles) and why they formed (cold temperatures). S/SS/LI: The teacher will also talk about how icebergs are large chunks broken off of glaciers and that the Titanic sunk because it hit an iceberg. S/PS: The class will compare and contrast the climate in Virginia to that of the North and South Poles by making a Venn Diagram on the board. S/HW/W: Students write in their journal a two page account of what it would be like to live in a climate totally different from Virginia and use important ideas from this class and from the other classes. Students must also study for their test tomorrow and complete a review worksheet.

Friday Day 130 MCSOL S 4.8 Meteorology/ Weather S/GA/OL/HS/T: Student announced weather report. S/E/AC: Students will take a unit test on weather/ meteorology. S/R: When students are done with their test, they can pick a book about a weatherrelated topic from a selection of books the teacher has in the classroom to read.

Monday Day 141 MCSOL S 4.9 Earth Patterns

Tuesday Day 142 MCSOL S 4.9 Earth Patterns

Wednesday Day 143 MCSOL S 4.9 Earth Patterns

Thursday Day 144 MCSOL S 4.9 Earth Patterns

Friday Day 145 MCSOL S 4.9 Earth Patterns

S/PS: Students will brainstorm what they know about the topic of the earth, sun, and moon and their relationship. Students will fill out a KWL form with information that they already know and want to learn. Students will then make a list on the board of everything that they already know.

S/W/LI: The teacher will give notes on the overhead for students to copy down with definitions of rotation, revolution, orbit, ellipse, and axis. The teacher will use a spinning top as a model of how the earth rotates on its axis. (Discover the Wonder, p. A6-7)

S/PS/LI: The teacher will hold a marker up at the front of the classroom and ask the class what will happen when she lets go. Then she will ask what will cause the marker to drop [gravity]. This will lead into a discussion of how gravity is responsible for orbitsthe moon around Earth and Earth around the sun. This is what causes orbits; the orbit of the moon also causes tides.

S/PS/LI: The teacher will ask the class to recall what they learned yesterday about rotation and revolution. The teacher will explain how rotation gives us day and night and that revolution gives us our seasons. The teacher will explain that although it looks like the sun is rising and setting in the morning and evening, it is really because of the rotation of the earth.

S/PS: The teacher will then ask the class to explain that the sun and Earth are not the only two things in the solar system. Why is it not completely dark at night? [because of the moon] Then the teacher will explain that the moon does not give off any light, but instead reflects the light of the sun.

S/MA: The teacher will demonstrate this by whirling a foam ball attached to a piece of string, making an orbit around her head and then at one point, let go of the string and observe the straight path the ball makes. (Science, p. D65)

S/MA: The teacher will get a globe out and a flashlight to represent the sun. The teacher will turn out the lights and use a lamp (with a student volunteer) against the earth to demonstrate day and night on Earth and how it rotates. The teacher will use a similar method when demonstrating revolution around the sun and how this causes a change in the seasons (winter, spring, summer, and fall).

S/LI/T/SS: The teacher will play a very short clip (the first 15 seconds) of Neil Armstrong’s initial response to landing on the moon (his one small step phrase). (http://youtube.com/ watch?v=RMINSD7 MmT4&mode=relate d&search=Neil%20ar mstrong%20moon%2 0landing%20one%20 small%20step%20apo llo%2011%20space) S/W/CR: Students will put themselves in Neil Armstrong’s place and write their reaction to being the first person in history to land on the moon. DA: For students that may be hard of hearing, the teacher can provide a script of Neil Armstrong’s words.

S/PS: The teacher will ask the class to sit still and close their eyes and answer if they are moving or not. They will probably say no. Then ask if Earth is moving [yes]. Then ask the question again if the class is moving [yes, through space on the surface of the Earth]. (Discover the Wonder, p. A6) Ask the class then if they are moving through space, why they do not feel like they are moving and get a class discussion started on it. Then explain that not only does Earth rotate on its axis, it also revolves around the sun in an ellipse. S/W: The teacher will draw a picture of this path on the board and students will copy this into their notes. S/TX/W/HW: Students will need to do a worksheet for homework to fill in the blanks for important terminology.

S/SS: The teacher will talk about how before Galileo and Copernicus everyone thought that Earth was at the center of the solar system. Then discuss how these men discovered that the sun is really at the center of the solar system and went against the common belief of the church.

Week 30

S/W/LI: The teacher will provide a few more notes about some of the important terminology of the seasons and time (like equinox, solstice, lunar month, year).

S/MA/A/O: Have each student get a piece of paper, glue, and aluminum foil. Each student will cut out the word “moon” out of foil and glue it to the piece of paper. The teacher will then ask how this relates to the subject (the moon reflects light). DA/L/C: For students who may be slower, they can have help from a classmate who got done more quickly. S/MA: The teacher will then demonstrate a full moon and a new moon using the lamp, Earth, and a white Styrofoam ball to represent the moon.

Monday Day 146 MCSOL S 4.9 Earth Patterns

Tuesday Day 147 MCSOL S 4.9 Earth Patterns

Wednesday Day 148 MCSOL S 4.9 Earth Patterns

Thursday Day 149 MCSOL S 4.9 Earth Patterns

Friday Day 150 MCSOL S 4.9 Earth Patterns

S/A/CR: The teacher will ask each student when they come in the room to draw a moon in their notes and then some volunteers to come to the board to draw it. Likely, no one will draw a full moon or a new moon.

S/MA/LI/W: The teacher will then demonstrate (with student volunteers) the entire process of rotation, the sun revolving around Earth and Earth revolving around the moon, an entire year. The teacher will then stop the process when the sun is directly between Earth and the sun, called a solar eclipse. Explain that these are very rare. The teacher will also explain a lunar eclipse, both of these being added to the notes. The teacher will then demonstrate (again with the flashlight) the difference between a partial and total eclipse.

S/GA/T: The class will meet in the computer lab. Small groups of students will be asked to research one of 6 possible topics: 1) relative size of sun/moon/Earth (how many moons could fit in the earth, earths into the sun, etc.), 2) composition of sun, 3) moon, 4) and Earth, 5) distance between each object and where they fall in the solar system, and 6) supposed age of each body as believed by most scientists and write down their findings for each.

S/TX: The class will take turns reading from the textbook about important key words as “star”, “planet”, “asteroid”, and “comet” to discover that the sun, moon, and Earth are not the only things in the solar system or universe. (Science, p. D70-71)

S/Q/I: Students will take a quiz on the relationship between the sun, earth, and moon by identifying some phases of the moon, and matching definitions.

S/MA: The teacher will then explain that in between a full moon and new moon are parts of the moon. Explain that the part of the moon does not disappear completely but is instead covered up by a shadow from Earth. The teacher will demonstrate this with the lamp, globe, and moon again. The teacher will hand out a worksheet with all of the phases of the moon and pictures of each phase.

S/TX: The teacher will show pictures of eclipses found in the textbook (Discover the Wonder, p. A21)

S/MA: Students will then do an activity to show that the path of S/GA/TX: Students light is straight, will then complete a using three notecards worksheet with with holes punched, important terms a flashlight, and from the book and black paper. (Discover the must identify Wonder, p. A14) different phases.

S/OL: After finding this information, each group will present their findings to the class. DA: For students who may not be familiar with how to search (Google) for a topic, the teacher can provide some websites and a brief explanation. Week 33

S/W: Students will be given a worksheet with each of these terms and then fill in the definition from the book. S/T: Students will watch a short video on asteroids, comets, and meteors. (http://youtube.co m/watch?v=uE662Wwi4I) DA: Gifted students can research the next time a comet is scheduled to be seen from Earth: which comet it will be and its estimated year of arrival.

S/W: Students will fill in the L part of the KWL graphic organizer for things that they have learned in this unit.

Monday Day 161 MCSOL N/A

Tuesday Day 162 MCSOL N/A

Wednesday Day 163 MCSOL N/A

Thursday Day 164 MCSOL N/A

Friday Day 165 MCSOL N/A

Standardized Testing

Standardized Testing

Standardized Testing

Standardized Testing

Standardized Testing

Week 34

Monday Day 166 MCSOL S 4.11 Human Body

Tuesday Day 167 MCSOL S 4.11 Human Body

Wednesday Day 168 MCSOL S 4.11 Human Body

Thursday Day 169 MCSOL S 4.11 Human Body

Friday Day 170 MCSOL S 4.11 Human Body

S/CC/H: The gym teacher/ health teacher will teach a lesson about the human body, involving the fullskeleton often seen in classrooms. This teacher will talk about important bones, muscles, and major organs in the body.

S/MO: Students will learn about muscles by doing various actions and trying to figure out where the muscle is that works that part of the body. Students can then compare answers and discuss as a class what muscles control each movement. The teacher will explain what the name of the muscle is (i.e. bicep, tricep, etc.). The teacher will also explain that without muscles, you would just be stiff bones. The teacher will also demonstrate how muscles work together to do something by expanding and contracting. (http://www.teache rvision.fen.com/m usculoskeletalsystem/lessonplan/6363.html)

S/T: Students will watch a Bill Nye video about blood and circulation and write down answers to a teacher-created worksheet to check comprehension.

S/R/W: Students will read a book about the body for the first half of class, exchanging with other students when they are done with the book they are reading. Students must then write a paragraph about something interesting that they learned in their book.

S/MO/MU: Students will then form a large circle around the room and sing the Bones song (the head bone is connected to the neck bone… etc.) and/or the Hokie Pokie.

S/W/LI/CZ/RT: Students will listen to the teacher and take notes when appropriate while observing good behavior and respect for the guest speaker.

DA: Gifted students can research the findings they make and discover more muscle groups.

S/LI/PS: The class will have a discussion about how important blood is to the body- allowing the bones and muscles to connectively work and live. Students will also discuss the importance of the heart to the rest of the body. S/MO: Students will learn how to take their pulse and find their pulse, at rest and after doing 25 jumping jacks (active heart rate).

S/M/GA: The small intestines are 7.5 meters longthe class will find this distance and explain the importance of them being twisted together instead of one long distance. The teacher will also explain that there are miles of blood vessels and nerves in the body. Students will also measure the length of some of their bones (like the femur- the longest bone in the body) and also measure their height with a partner.

S/A/GA/CR: Students will take large sheets of paper and with a partner, trace around their body and then label important organs and parts of the body. The teacher will have a sample on the board for students to make sure they are on the right track.

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