5th- Turner And Currie- Science Charts

Science Legend A – art CI – community involvement – collaboration with the community CC – collaboration with colleagues CL – cultural literacy and diversity CM – communication CZ – citizenship DA – differentiation / accommodation E – evaluation GA – group activity L – literacy LA – Language Arts LI – listening LS – life skills H – health HS – home / school connection – collaboration with families HW – homework M – math MA – manipulative activity MO – movement / physical education MU – music OL – oral language / public speaking PS – problem solving / critical thinking R – reading S – science SS – social studies T – technology TX – text W – writing

Day 1 KTSOL S 5.18: Earth OL/ CM: Teacher and students will have a class discussion about the earth they live in. The teacher will ask the students to share facts that they already know about the earth LA/ LI/ R/ W: Teacher will read Earth to the class. The students will write down ten facts about the Earth that they learned from the book. A/ GA/ SS: Students will then use Paper Mache to create a model of the earth. Students will use a balloon as the base for their model. The teacher will provide all necessary materials. Students will leave the shells of their models in the class overnight to dry.

Week 1 Science Chart Tekla Currie & Kristen Turner Day 2 Day 3 Day 4 KTSOL S 5.18: KTSOL S 5.19: KTSOL S 5.19: Earth Earths structure Earth’s structure A/ CM/ OL: Teacher will show the students a series of pictures that show how the earth has changed over the years. The students will observe each picture. Students will provide oral feedback about their observations. W/ A: Students will write a journal entry, in their journals, on the changes that the earth has gone through. Students will also be allowed to draw pictures in their journals. Students must have a paragraph worth of writing. A/ GA/ SS: Students will complete their Paper Mache model of earth. They will paint on the continents and bodies of water. Students will then hang their models from the ceiling to dry and for display.

R/ LI/ LA: The class will read The Magic School Bus Inside the Earth. The teacher will point out the different layers of the Earth. MA: Teacher will bring apples that are pre-cut into fourths. Each student will receive an apple. The teacher will then demonstrate the layers of the earth by using the apple. Students will the teachers demonstration by using their own apple. Students will be allowed to eat their apple at the end. W: Students will write a journal entry on the layers of the earth. The students will list one trait about each layer.

OL/ MA: Students will present their object, from home, that represents the Earth’s structure. A: Teacher will construct a model of the earth using ice cream and other items. Teacher will discuss each layer as she is making them so that the students will understand why each layer looks like it does. Teacher will make each layer and freeze them separately. Once all of the layers have frozen the teacher will put the model together and allow the class to eat the model. http://www.sd5.k 12.mt.us/glaciereft /geoeatk8.htm

DA: For students who have allergies HW/ HS: Students to any of the items will be asked to in the diagram, bring in an object there will be a that can represent separate snack for the layers of the them. earth (ex. Egg)

Day 5 KTSOL S 5.19: Plate tectonics W/ LI : Teacher will introduce plate tectonics to the class. Students will write down the definitions of all vocabulary related to plate tectonics in their science journal. R/ LI: Teacher will read Plate Tectonics to the class. T/ LI: Students will view an interactive map of plate tectonics. The teacher will project the map on the wall for the students. The students will follow along as the teacher reads the map and discusses plate tectonics. Teacher will select on the students to choose which point the class will look at. Teacher will explain the different aspects of plate tectonics as they appear on the screen. Students will be allowed to ask questions.

Day 6 KTSOL S 5.19: Plate tectonics

Week 2 Science Chart Tekla Currie & Kristen Turner Day 7 Day 8 Day 9 KTSOL S 5.17: KTSOL S 5.17: KTSOL S 5.17: Rock Cycle Sedimentary rock Metamorphic rock

T/ W: Students will watch a short video on how plate tectonics work. The students will also take notes on the video.

T: Teacher will rent the computer lab for this class period. Each student will have their own computer. Teacher will give each T/ A/ MA/ GA : student a list of Students will interactive websites construct their own to go to. Students diagrams of how will be allowed to plate tectonics visit only those work. Students websites. Students will work in will be viewing groups of two or interactive three to complete diagrams of how this activity. They the rock cycle will make a box works. Students that demonstrates will be required to plate tectonics. visit at least three of the websites http://www.pbs during their time in 4549.otg/antarcti/ the computer lab. Platetec.htm D/ MO/ GA: Students will form groups and they will receive a certain action dealing with plate tectonics. Students will have to develop a short drama/ dance to perform for the class. The class will identify the movement that the groups are performing.

www.classzone.c om/book/earth_scie nce/terc/content/inve stigations/es0602/es0 602page02.cfm www.windows.ucar. edu/tour/link=/earth/ geology/rocks_intro. Html www.minsocam.org/ MSA/K12/rkcyclein Dex.html www.cotf.edu/ete/mo dules/msese/earthsys flr/rock.html www.beyondbooks.c om/ear82/7asp

A/ GA/ S: Students will make three different types of sedimentary rocks. Students will divide into groups of two. Teacher will give each group a piece of paper will directions on them. Teacher will walk the students through the experiment step by step. W/ L: Students will fill out a lab report for today’s experiment. Teacher will collect the lab report for a grade.

S/ GA: Students will form groups and create a model of a metamorphic rock. Students will use bread to make this model. www.coaleducatio n.org/lessons/sme/ elem/9.htm W/ S: Students will fill out a lab report for today’s experiment. Teacher will collect the lab report for a grade.

OL/ CM: Students will discuss the results of their experiment as a class. The teacher will lead the class DA: Students who discussion by have a writing asking questions difficulty can work that deal with the with their partner outcome of the lab. to complete one Students will gain lab as long as both a better of their names are understanding of on the lab report. how metamorphic rocks are formed.

Day 10 KTSOL S 5.17: Igneous rock A: Teacher will bring pictures of igneous rocks and volcanoes in for the class to view. LA/ LI: Students will then listen to the teacher as she reads the book Igneous Rocks. W/ LA: Students will respond to the book by creating a short story about igneous rocks. Students must include at least five facts that distinguish igneous rocks from other forms of rocks. The story must be at least one full page. OL: Students will then exchange papers with one other person and they will read each others stories. Students will underline the facts in the paper that they read. Students will then turn their papers in for a grade.

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Week 3 Science Chart Tekla Currie & Kristen Turner Day 12 Day 13 Day 14 NO SCIENCE THIS WEEK

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Day 16 KTSOL S 5.1: Classification MA/ LI: Students will be given a bag containing various buttons. Students will be asked to group the buttons in any way that they would like. Teacher will then teach the students about classification.

Week 4 Science Chart Tekla Currie & Kristen Turner Day 17 Day 18 Day 19 KTSOL S 5.1: KTSOL S 5.1: KTSOL S 5.1: Classification Classification Classification

PS/ M/ W: Students will use the rocks that they brought from home to classify. The teacher will instruct the students to start by classifying the rocks by which type they are. Students will be LI/ PS/ W: asked to make a Teacher will tree diagram and a instruct students on written key to how to develop a accompany their key when rocks. (Students classifying objects. will need to assign The students will each rock a draw a tree number). diagram and create a written key to GA/ PS: Students correspond with will then give their the buttons that written key to a they have already friend and the classified. friend will have to follow the key to CC/ MA: Students see if they select will then compare the correct rock at the way they the end. classified, their buttons, with one DA: Students who other person. have a difficult Students will see time reading will that there are many be allowed to have different ways to their friend read classify. the key to them. The teacher will HW: Students will also try to pair this be asked to bring student with in at least 10 someone who has different rocks. good handwriting.

GA/ W/ R/ PS: Students will be given a list of 20 minerals. They must classify these minerals using a tree diagram. Students will be allowed to work in groups of two or three to complete this assignment. The teacher will supply a book on minerals for each group. R/ PS: Students will be allowed to look up the different types of minerals in their books in order to better classify them. OL/ LI: Once students have finished classifying they will be asked to present their tree diagrams to the class.

GA/ W/ CM/ PS: The students will work with the teacher to classify the whole class. The teacher will construct a tree a diagram as the class classifies one another. Students will be asked to gather in groups as they are classified. By the end of the classification each student should be standing by their self. W/ PS: Once the class has been classified the teacher will ask the students to construct a written key to accompany the tree diagram that the teacher constructed. E/ CM: Students will turn in their keys for a grade The teacher will then select two keys at random and walk through them with the class to see if their classifications are correct.

Day 20 KTSOL S 5.1: Unit 1 Test Students will be tested on: o Earth o Earth’s structures o Plate tectonics o The Rock Cycle o Sedimentary rocks o Metamorphic rocks o Igneous rocks o Classification DA: Students who have difficulties testing in the classroom will be allowed to test in another room where they are monitored.

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Week 5 Science Chart Tekla Currie & Kristen Turner Day 22 Day 23 Day 24 NO SCIENCE THIS WEEK

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Day 31 KTSOL S 5.21: Pollution/recycling CM/ OL: Students will discuss what pollution is and what causes pollution. Students will also discuss why pollution is harmful to society. S: Students will then participate in an experiment entitled Smell the Air. Students will be able to smell the difference between clean and dirty air. Teacher will walk the students through this experiment and explain to them different aspects of air and pollution. CM/ PS: Students will then discuss littering. Students will discuss ways in which they can help with the litter problem.

Week 7 Science Chart Tekla Currie & Kristen Turner Day 32 Day 33 Day 34 KTSOL S 5.21: KTSOL S 5.21: KTSOL S 5.21: Plans/ Soil Dams Environment MA/ W: Students will experiment with different soil types. Teacher will supply the soil types and the students will record their observations. CM/ LI/ OL/ Teacher will lead a class discussion on the importance of soil and water to have plants. Students will verbalize examples of places that plants would not be able to grow as well. R/ W/ TX/ L: Students will read an article out of Time for Kids Magazine: Plant editions. Students will read their article then they will write a one paragraph summary of the article.

R/ CM/ LI/ OL: Teacher will read, expand on, and explain the book Hoover Dam to the class. GA/ A/ PS: Students will form groups and use modeling clay to mold a replica of a dam. Students will be asked to create a name for their dam and be ready to explain how they built it and how the dam is going to help society. OL/ PS: Students will present their models to the class and explain how they made their dam and what their dam is going to do for society.

PS/ W: The teacher will place slips of paper with problems written on the into a paper bag. Students will select a problem and use a worksheet, provided by the teacher, to come up with a solution to the problem they received.

Day 35 KTSOL S 5.21: Environment CI/ MO/ GA/ CM: Students will work in groups as they go around the school and pick up trash.

OL/ LI: When the students are done they will present the problem and solution to the class.

CI/ GA/ CM/ MO: After students have finished picking up trash they will plant flowers and trees around the school. The teacher will supply the seeds and soil for the class to plant with. Each student will plant their own flower or tree.

TX/ W/ CC/ E: The teacher will then compile all of the worksheets to make a book out of them. The book will be entitled “Our Solutions to Environmental Problems”.

DA: Students who have outdoor allergies will be ask to hand out the cups of seeds to each student and to observe a student planting their flower or tree for them.

Character Trait: Responsibility

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Week 8 Science Chart Tekla Currie & Kristen Turner Day 37 Day 38 Day 39 NO SCIENCE THIS WEEK

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Week 9 Science Chart Tekla Currie & Kristen Turner Day 42 Day 43 Day 44 NO SCIENCE THIS WEEK

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Week 10 Science Chart Tekla Currie & Kristen Turner Day 46 Day 47 Day 48 Day 49 KTSOL S 5.9: KTSOL S 5.9: KTSOL S 5.9: KTSOL S 5.9: Elements Atoms Atoms Molecules R/ OL/ L: Teacher R: Students will S: Students will W: Students will will instruct the be instructed to participate in an record the students to read read the rest of experiment in which definition and the first four Chapter 6 lesson 1 they will construct characteristics of a sections of chapter from their an edible atom. molecule in their 6 lesson 1 in their textbook. science journals. textbook. Teacher www.scholastic.com will then ask CM/ S/ LS: (search: atoms) S/ MA: Students questions related Teacher will then will conduct an to the reading and explain what an A: Students will experiment in wait for the electron, proton, draw a replica of which they will be students to and neutron are their edible atom in able to observe the respond. and how they their science movement of function. Students journals. molecules. GA/ S/ R/ T: will learn about Students will use a Students will be the charges of R/ LI/ CM: Then cup of water and divided into protons, neutrons, the teacher will read food coloring to groups. Students and electrons. What is Smaller complete this will then receive Than a Pygmy activity. an element to W/ E: Students Shrew? Students research during will then construct will be allowed to MO/ D: Students the class period. a graphic eat their atoms will play a game They will be organizer (chart) while the teacher is and will imitate allowed to use with electrons, reading this book to the movement of their textbooks neutrons, and them. molecules in a and each group protons being the variety of will be allowed 10 subjects. Students DA: Students who situations. Teacher minutes on the will list all have food allergies will call out the internet. characteristics of will be given a situation and the protons, neutrons, supplement if they students will have OL: Students will and electrons. are allergic to one of to act out the then present their the foods being movement of the element to the MO/ D: Class will used. molecule. class in a 2 minute then play a game presentation. in which each student will be HW: Students assigned to be will use their positive or textbooks and negative. Students define all of the will have to find terms in chapter 6 the charge that lesson 1. they are attracted to without talking.

Day 50 KTSOL S 5.9: Compounds CM/ LA/ W: Teacher will introduce science compounds by writing compound word on the board for the students to see. Teacher will then ask the students to write these words in their science journals and then to define each compound word in their own language. Students will see that compound words are made up of two parts just like science compounds. MO/ W/ E/ GA: Students will receive an index card with an element on it. They will have to walk around the room and try to combine with other elements to make a compound. Students will record all of the compounds they think they have made. The teacher will review which compounds could have been made.

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Week 11 Science Chart Tekla Currie & Kristen Turner Day 52 Day 53 Day 54 NO SCIENCE THIS WEEK

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Day 56 KTSOL S 5.23: Nutrition LA/ W/ H/ LS: Students will use a dictionary to define nutrition. Students will record the definition in their journals. H/ LS/ OL: Teacher will lead a class discussion on nutrition. Students will be actively engaged in this activity. Students will be asked to respond. H/ LS/ W: Teacher will pass out a variety of nutrition labels to the class. Each student will receive their own label. The teacher will discuss with the class what each item on the label represents. The students will be asked to record what each item means in their journals. HW: Journal/ Chart what they eat today and tomorrow.

Week 12 Science Chart Tekla Currie & Kristen Turner Day 57 Day 58 Day 59 KTSOL S 5.23: KTSOL S 5.23: KTSOL S 5.23: Food Pyramid Healthy Diet Exercise H/ S/ LS/ CM: H/ LS/ OL: The H/ CM/ LI: Students will teacher will The teacher will receive a copy of discuss with the discuss with the the food pyramid. class the class the The teacher will importance of a importance of lead a group healthy diet. exercise with the discussion on each Students will class. section of the food contribute to this pyramid. Students discussion by MO/ H: Teacher will give examples naming foods that will prepare of items that fall would be exercises that the under each appropriate for a whole class will be category of the healthy diet. able to do. These food pyramid. will be easy H/ PS/ W/ A/ E: exercises that the PS/ W/ H/ LS: Students will then students will be Students will then be asked to create able to do at home. be given the option their own menu for The class will to create their own a whole week. work out for a total food pyramid. Students must of 45 minutes. Students will be include breakfast, given a blank lunch, and dinner. DA: Students who outline of the food Students will are physically not pyramid. create a healthy able to complete menu and a regular the exercises will OL/ CM/ LI: menu. be allowed to do a Students will then different exercise, present their E/ H/ W/ PS: if they can. If personal food Students will then students cannot do pyramid to the take a look at their any of the class. Students eating chart for the exercises then they must explain why whole week. will be allowed to they chose each Students will brainstorm section to be evaluate the food exercises that they included on their that they ate. can do. Students food pyramid. Students will be will write these asked to write exercises down HW: to continue down healthy and the teacher with their charts. improvements that will look over they can make to them. their diet. Character Trait: Self-Control

Day 60 KTSOL S 5.23: Unit 2 Test Students will be tested in the following areas: o Human Impact o Ecosystems o Atoms o Elements o Molecules o Compounds o Nutrition o Food Pyramid o Healthy Diet o Exercise DA: Students who have difficulties testing in the classroom will be allowed to test in another room where they are monitored.

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Week 13 Science Chart Tekla Currie & Kristen Turner Day 62 Day 63 Day 64 NO SCIENCE THIS WEEK

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Day 66 KTSOL S 5.15: Vertebrates GA/ R/ W/ LA: The class will be divided into three groups. Group 1 will be responsible for reading chapter 1 lesson 1 in their textbooks. Group two will be responsible for reading chapter lesson 2 in their textbooks. Group three will be responsible for reading chapter 1 lesson 3 in their textbooks. Students will take notes on their lessons and be prepared to present their information to the class. E/ W/ A: Teacher will show pictures of vertebrate animals. The students will record examples of these animals on the worksheet provided by the teacher.

Week 14 Science Chart Tekla Currie & Kristen Turner Day 67 Day 68 Day 69 KTSOL S 5.15: KTSOL S 5.14: KTSOL S 5.14: Non-vertebrates Animals Vascular Plants GA/ R/ OL: The OL/ LI: Students T: Teacher will class will be will present the reserve the divided into three animals that they computer lab for groups again. Each brought from the class. Students group will be home and tell the will use the internet responsible for a class whether they to research vascular different lesson in are vertebrate or and non- vascular chapter two of their non-vertebrate plants and their textbooks. Students animals. functions. Teacher will need to take will give students a notes and be PS/ S/ E: Students list of websites to prepared to present will be given 20 visit during their their lesson to the pictures of various time in the class. animals. Students computer lab. will then classify CM: The teacher those animals DA: Students who will follow-up the beginning with cannot stay focused presentation by whether they are while using the covering any areas vertebrate animals computers will be that the students left or non-vertebrate given books to look out of their animals. through and see presentations. examples of A/ E: Students vascular and nonA: Teacher will will use the vascular plants. show pictures of animal pictures They will have to non- vertebrate that the teacher take notes by hand animals to the gave them to if they use this students. make a collage. method. They will make HW: Student will one collage for be given the option vertebrate animals to bring in an and one for nonanimal (can be a vertebrate stuffed one). animals. These Students will have collages will be to determine displayed in the whether their classroom. animal is a vertebrate or nonvertebrate animal and be prepared to show it to the class.

Day 70 KTSOL S 5.14: Non-vascular Plants E/ W/ S: Students will be given a sheet of paper with pictures of twenty plants and flowers on them. The students will then have to classify the plants and flowers starting with whether they are vascular or nonvascular plants. S/ MO: Students will then go on a nature walk around the school. Students will be in groups and they will look for plants and flowers that are vascular and nonvascular. GA/ S: Students will take turns in their group to point out the plants and flowers. Students will discuss why the plant or flower is vascular or nonvascular.

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Week 15 Science Chart Tekla Currie & Kristen Turner Day 72 Day 73 Day 74 NO SCIENCE THIS WEEK

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Week 16 Science Chart Tekla Currie & Kristen Turner Day 76 Day 77 Day 78 Day 79 Day 80 KTSOL S 5.22: KTSOL S 5.22: KTSOL S 5.22: KTSOL S 5.22: KTSOL S 5.22: Plant Reproduction Plant Reproduction Plant Reproduction Plant Reproduction Plant Reproduction T/ LI/ CM: Teacher will project her computer onto the screen for the class to see her guide them through a website. Teacher will take the students to www. Can-do.com/uci/ssi 2001/floweringpla Nts.html . CM/ T/ S/ LI: Students will help the teacher navigate through this webpage. The teacher will read the website to the students and as a class they will complete all tasks. W/ E/ LI/ HW: Students will be required to take notes during this activity. The teacher will give then supplemental notes or the website address so that they can look at it at home.

W/ CM/ S: Students will focus on the parts of a plant. Teacher will demonstrate and lecture on parts of a plant. Students will fill in their charts on the function of each part of the plant. A/ W/ S/ PS: Students will be given a picture of a vascular flower and they will have to label the parts of the flower and be able to explain why it is a vascular plant. A/ W/ S/ PS: Students will the receive a picture of a non-vascular plant and have to label the parts of the plant and be able to explain why that plant is non-vascular.

CM/ LI/ S: Teacher will discuss the effects of the seasons on the life and reproduction of plants. Students will become acquainted with plants that survive in certain types of weather. LA/ R: Each student will learn how to use a farmers almanac to look up plants. LA/ R/ W: Students will use the farmer’s almanac to locate ten plants that grow best in each season. Students will record their findings in a chart given to them by the teacher.

LA/ W/ PS/ A/ E: Students will create their own plant. Students will create a short story (1 page) about their specific plant. Students will name their plant and they will draw a picture of their plant. OL/ A/ E: Students will present their plant to the class. Then each student will place the picture of their plant on the bulletin board. When all students have placed their plants on the bulletin board they will have created a class garden. DA: Students who are above average in writing will be asked to write a two page story.

CM/ LI: Teacher will give directions and instructions to the class before they head outside to plant their garden. MO/ S/ GA: Class will plant a garden outside of the classroom. Teacher will supply seeds, bulbs, and buds for the students to plant. Students will be able to see how these plants reproduce throughout the school year. S: A student will be responsible for watering the garden daily. (This will be on a rotation).

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Week 17 Science Chart Tekla Currie & Kristen Turner Day 82 Day 83 Day 84 NO SCIENCE THIS WEEK

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Day 86 KTSOL S 5.22: Photosynthesis R/ CM/ LI/ OL: Teacher will read Magic School Bus Gets Planted to the class. Teacher will explain topics covered in this books as she reads. Students will listen as she reads and be allowed to ask questions. W/ LA: Students will record photosynthesis vocabulary in their science journals. The words they will need are: Photosynthesis, chlorophyll, chloroplasts, and stoma. S/ E: Teacher will plant a plant two plants. One she will put in sunlight and another in darkness. Students will be able to observe photosynthesis through this activity.

Week 18 Science Chart Tekla Currie & Kristen Turner Day 87 Day 88 Day 89 KTSOL S 5.22: KTSOL S 5.22: KTSOL S 5.22: Photosynthesis Photosynthesis Photosynthesis T/ CM/ LI: Teacher will project her computer onto the screen, using an LCD, and she will show a video on photosynthesis to the class. www.pbs.org Teacher will talk through and explain the video to the class. S/ W/ LI/ GA: Teacher will prepare part of an experiment the night before class. Students will be conducting an experiment on photosynthesis using lima beans. DA: Students with vision difficulties will be moved to the front of the room during the video. The writing in the video is very small and students will need to move as close as possible

T: Teacher will reserve the computer lab to allow the students to do an online investigation of photosynthesis. Students will follow a series of links that will take them step by step through photosynthesis. W/ E: Students will have a certain task to complete at each website. Students must complete the task on the worksheet given to them by the teacher. The teacher will collect the worksheet at the end of the day to make sure that the kids completed each task. HW: Students will need to collect 10 leaves and bring them to class.

S: Class will go on a nature walk and collect leaves. They will add these leaves to the leaves that they brought from home. LA/ R/ PS: The teacher will provide leaf identification books and charts for the students to look at when they get back to the room students will then try to classify the leaves that they collected. CM/ LI/ S: Teacher will then explain that the changing colors of leaves are an example of photosynthesis HW: Teacher will send directions home to the parents and allow them to preserve the leaves their child collected. Students can bring their leaves in to show the class

Day 90 KTSOL S 5.22: Unit 3 testing Students will be tested in the following areas: o Vertebrate animals o Non-vertebrate animals o Vascular Plants o Non-vascular Plants o Plant Reproduction o Photosynthesis DA: Students who have difficulties testing in the classroom will be allowed to test in another room where they are monitored.

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Week 19 Science Chart Tekla Currie & Kristen Turner Day 92 Day 93 Day 94 NO SCIENCE THIS WEEK

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Week 20 Science Chart Tekla Currie & Kristen Turner Day 97 Day 98 Day 99 NO SCIENCE THIS WEEK

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Week 21 Science Chart Tekla Currie & Kristen Turner Day 101 Day 102 Day 103 Day 104 KTSOL S 5.13: KTSOL S 5.13: KTSOL S 5.13: KTSOL S 5.13: Classification Classification Classification Classification S: The teacher S: The teacher will S/ CZ/ H/ MO/: S/ CM/ A/ L/ MA/ will present the show the students The students will PS: The students concept of how to use a go out on the will use the items classification, and classification key to playground and they have collected will demonstrate classify vehicles. will clean up the to make a how to use a trash that is safe. classification tree. classification tree CC/ S/ CZ/ GA/ They will also Each student will to classify dogs. LI/ MO/ PS: The collect rocks or use a poster board teacher will pass leaves. The to draw their tree S/ CL/ E/ LA/ LI/ out models of teacher will give on, and under each MA/ OL/ PS/ SS: vehicles, one to the students a list final break in the The teacher will each student. The of possible tree will be a clear read The Girl Who students will stand characteristics plastic baggie. Loved Wild Horses up and the teacher they can look for. When the students aloud to the class. will use a The students will are finished with The students will classification key to collect at least their classification use a classification classify the fifteen rocks OR trees, they will tree to classify a vehicles. When the leaves. The exchange them group of ten teacher reads each students will try to with a partner, and horses, with instruction, the collect very the partner will use different blankets students will divide unique objects so the tree’s or colors. The up appropriately. that they can write instructions to put students will each their own each of the fifteen be given ten horse S/ LA/ GA/ CZ/ classification items in its place cut-outs, with W: Once the keys. on the bottom of differences. Each students are the tree. student will be divided, they will DL—students given a board with move in their who have Velcro and the groups to stand on a difficulty classification tree long sheet of paper. maneuvering on outlined. Each The students will the playground student will attach collaborate to write will collect their each horse where it the instructions and objects with a belongs on the the vehicles in each buddy assigned by classification tree, group on the paper. the teacher. and will present Students who their finished tree have trouble to the class, keeping count of explaining why their objects will they placed each be given item where they numbered baggies did. to place each item in.

Day 105 KTSOL S 5.13: Classification S/ E/ LA/ MA/ PS/ T/ W: The students will use the items they have collected to make a classification key. They will use a large poster board, and will word process the labels for their key. Each instruction can then be glued onto the board. Under each instruction, the items that the student collected are then glued or otherwise attached to the board. The student will write a paragraph explaining why they classified each object where they did.

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Week 22 Science Chart Tekla Currie & Kristen Turner Day 107 Day 108 Day 109 NO SCIENCE THIS WEEK

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Week 23 Science Chart Tekla Currie & Kristen Turner Day 111 Day 112 Day 113 Day 114 KTSOL S 5.3: KTSOL S 5.20: KTSOL S 5.20: KTSOL S 5.20: Instruments for Weathering and Weathering and Weathering and measuring erosion erosion erosion S/ CC/ CM/ CZ/ S/ R/ W/ L/ E: S/ R/ W/ L/ E Read E/ GA/ LS/ M/ The students will S/ R/ W/ L/ E Read from Cracking Up: PS: The teacher read Cracking Up from Cracking Up: A Story About will set up stations : A Story About A Story About Erosion. Write in around the room, Erosion, by Jacqui Erosion. Write in journal. to measure Bailey, and journal. volume, length, illustrated by mass, and Matthew Lilly. The S/ CC/ GA/ MA: S/ OL/ CM/ E/ LI/ temperature. The students will read The students will LS/ R: The teacher will then 1/3 of this picture do the experiment students will pass out book as a class for found at: examine pictures instruments of each of the next http://www.usoe of rocky areas measurement, and three days, and .k12.ut.us/CURR showing the students can write a journal /Science/sciber00 weathering and explore the stations entry in their /8th/earth/sciber/ erosion. Each to find the best science notebook weather.htm. student will be instruments to take about what is given their own each measurement. happening to the Students will be picture, and some The students must structures in the broken into groups time to use work together to book. of three, and the research materials. take turns using all class will go Then each student the instruments. S/ R/ LS/ LA/ L/ outside. Each will give a very E: The students group will be given short presentation, S/ A/ PS/ CM: use Erosion by pie tins full of clay, telling the class The students will Joshua Rutten, sand, gravel, and what they think draw a picture for Erosion by Cherie rough soil. They could be each measurement Winner, Sand on will also have a responsible for the they made, the Move: The pitcher full of water geological features showing what they Story of Dunes by and a larger bucket. in their picture. measured, what Roy A. Gallant, The students will they used to and Mountains by pour water over DL—Students measure, and the Seymour Simon to each tilted pie tin with a speech value of the fill in skeleton and observe that impediment may measurement. notes created by different material write out their the teacher about erodes at different presentation rather erosion and rates. They will than give one weathering. pour their eroding orally. soil into the larger bucket.

Day 115 KTSOL S 5.20: Weathering and erosion S/ CI/ CC/ CZ/ E/ A/ GA/ LI/ LS/ HS/ MO/ W: The class will take a field trip to a local area showing erosion and weathering. The teacher will ask one or more local geology experts to accompany the class. The students will have clipboards and paper, and they will write a paragraph to describe what they see, and they will illustrate their experience with at least one picture.

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Week 24 Science Chart Tekla Currie & Kristen Turner Day 117 Day 118 Day 119 NO SCIENCE THIS WEEK

Day 120

Week 25 Science Chart Tekla Currie & Kristen Turner Day 121 Day 122 Day 123 Day 124 KTSOL S 5.8: KTSOL S 5.8: KTSOL S 5.8: KTSOL S 5.8: Light Light Light Light S/ L/ LA/ R/ TX: S/ A/ MA: the S/ W/ PS: The S/ GA: Students The student will students will use students will learn will discuss how read Day Light, prisms to about light and gemstones bend Night Light: investigate color shadows. The light using crystal Where Light and light. The teacher will ask the shape. Students Comes From students will each students to will examine the be given a prism, hypothesize about effects of synthetic S/ GA/ LI/ MA/ T: and they must what affects a gemstones on The teacher will draw what they see shadow’s size and light. Each student turn off the lights in at least two shape. Then the will use a in the classroom, places in the students will do a flashlight to and use a flashlight classroom with “Shadow Knows” examine an to demonstrate to crayons or colored experiment. Each assortment of students that light pencils. student will be synthetic usually travels in a given an unused gemstones. straight line. Then DL- For gifted pencil, a lump of the teacher will use students, the clay, and a small S/ A/ GA: The a mirror to show teacher will give flashlight. The students will set up students that light them a worksheet students will stand a project to grow can sometimes be with a list of light their pencil in the their own crystals, reflected. The phenomena, such clay vertically, and from Newton’s teacher will let as refraction, the teacher will Apple, show several students reflection, and turn out the lights. number 1411. demonstrate with absorption. These The students will Students will place the flashlight. students must find move their strings with paper an example of each flashlights around clips on the end S/ CZ/ GA/ LS/ phenomenon to the pencil, trying and salt crystals MA: The students draw. to determine what rubbed on them, will do a “spoon affects the size and into a solution of bending” shape of the Sodium Chloride, experiment. They pencil’s shadow. epsom Salt, or will fill their glass The teacher will alum powder, and 2/3 full with water, turn the lights back cover them with and place the on, and each aluminum foil. spoon in glass. student will write The teacher will They will look an explanation of remove the crystals through the side to their shadow’s in three weeks, and examine how the behavior. give them to the light’s path is bent students on day by the water! 179. Teacher will explain that this is called refraction.

Day 125 KTSOL S 5.8: Light S/ E/ CM: The students will be given a test over all the material covered during week 23-25. The students and teacher will review orally the major topics covered before the test, and the students may play review games when they are done with the test.

Day 126

Week 26 Science Chart Tekla Currie & Kristen Turner Day 127 Day 128 Day 129 NO SCIENCE THIS WEEK

Day 130

Week 27 Science Chart Tekla Currie & Kristen Turner Day 131 Day 132 Day 133 Day 134 KTSOL S 5.7: KTSOL S 5.7: KTSOL S 5.7: KTSOL S 5.7: Sound Sound Sound Sound S/ CM/ CZ/ GA/ S/ GA/ LI/ MA/ S/ CC/ CM/ GA/ S/ LI/ CZ/ MU/ MA/ MU/ PS: MU/ T/ W: The MO/ MU/ OL/: PS/ W: The Students will make students will do a The teacher will students will do a “chicken cups” to “sound feeling” guide the class as a “Good Vibrations” discover that sound experiment group, and they lab (http://teacher. is made and (Markle p. 98-99). will sing a familiar scholastic.com/dirt changed by Each student will song in the /vibes.htm). The vibration. be given a spoon classroom, on the teacher will set up Students will each and a piece of playground, in the three identical have a paper cup string. The cafeteria, and in glass bottles, with and a string. The students will tie the school office (a three different teacher will pierce the string around smaller room). levels of water in a hole in the the spoon in the The students will them. The bottomof each cup middle, and wrap then return to the students will write and the students the two ends of the classroom to write down hypotheses will string their string around their descriptions of in their notebooks, string through the index fingers. how the song’s about which bottle hole and secure it They will put their sound changed as will produce a with a paper clip fingers in their they sang in higher pitched on the outside. ears, dangling the different spaces. sound when blown Holding their cups spoon, and Each student over and when upside down, they experiment with should have no tapped with a will jerk the string “feeling” the sound less than three spoon. Then the and hear the as they bump the sentences teacher will select “chicken.” spoon against their describing each several volunteers desk, the floor, a location. to blow over the S/ MA/ MU/ GA: wall, a door, etc. bottles and tap on The teacher will Each student will S/ LI/ MU: The them. The guide the students record at least five teacher will students will in creating rhythms places they explain that sound discuss the results, with their cups, to bumped the spoon, moves in waves, and write three explore the with a description like water, and that sentences in their different sounds. of what they felt. the waves bounce notebooks off of walls and explaining whether DL- Students who DL- Students with other surfaces, their hypothesis have poor motor physical handicaps changing the way was proved or skills will have may use we hear them. disproved. partners to tie their headphones to help string. secure the string to their ears.

Day 135 KTSOL S 5.7: Sound S/ CC/ CL/ E/ MU/ T/ R/ W: The teacher will place the students in groups, and assign each group a musical instrument. The students will use library and internet resources to hypothesize the ways each instrument makes its sound (ex: guitars use vibration of the strings and sound waves bouncing off the inside of the guitar. Drums use sticks to make the heads vibrate.) S/ OL: Each group will report their findings back to the class in an oral presentation.

Day 136

Week 28 Science Chart Tekla Currie & Kristen Turner Day 137 Day 138 Day 139 NO SCIENCE THIS WEEK

Day 140

Day 141 KTSOL S 5.16: Ocean Systems S/ CM/ GA/ LI/ A/ PS: The teacher will set up an aquarium with light sand and some floating and submerged objects in it, at the front of the classroom. The teacher will use a piece of cardboard in the tank to create waves of different magnitudes and frequencies, while the students observe the reactions of the sand and objects. The teacher will ask the students to discuss why the objects reacted the way they did, and ask them how waves in nature could form. The teacher may also use a fan to investigate the effects of wind on the ocean. The students will write a paragraph about the ocean currents they saw, and draw a picture of an ocean wave.

Week 29 Science Chart Tekla Currie & Kristen Turner Day 142 Day 143 Day 144 KTSOL S 5.16: KTSOL S 5.16: KTSOL S 5.16: Ocean Systems Ocean Systems Ocean Systems S/ LA/ L/ CL/ LI: S/ L/ LA/ CL: S/ L/ LA/ CL: The students will The students will The students will read Under the read Under the read Under the Ice, by Kathy Ice. Ice, Conlan, and the class will discuss S/ A/ CM/ R/ W/ S/ CM/ W/ OL: that there are many OL : Every The students will different types of student will write walk around the ocean systems, five interesting class, meeting as with different facts or trivia many other plants and animals about their “creatures” as they adapted to life in assigned ocean can. Each student them. creature on note will be given a cards, to present to note sheet with all S/ A/ CM/ R/ W: the class along the creatures listed. The teacher will with their Every student must assign an ocean costumes. The fill in three facts creature to each students will about each creature student, and the continue to make as they meet the student will be their costumes and creature in the responsible for research their classroom. using the textbook, creatures. internet sources, DL- students with and library DL- students who a learning resources to find have a learning disability or pictures and disability or a writing difficulty information about writing difficulty only need to their assigned will only collect collect one creature. Each three interesting interesting fact student will use art facts about their about the other materials to create creatures, and they creatures. For a mask or other will be given students who costume in class, templates to write cannot easily write to represent their their facts on. the facts, the ocean creature. teacher will create The students will slips of paper for make their all the creatures, costumes. and have students give these to the student who cannot write efficiently.

Day 145 KTSOL S 5.16: Ocean Systems S/ CM/ W/ OL :The students will continue Thursday’s activity until all the students have every creature. S/ L/ LA/ CL: The teacher will read The Young Man and the Sea, by Rodman Philbrick, aloud to the class. S/ OL/ CM/ GA: The class will briefly discuss the different ocean systems they have studied.

Day 146

Week 30 Science Chart Tekla Currie & Kristen Turner Day 147 Day 148 Day 149 NO SCIENCE THIS WEEK

Day 150

Week 31 Science Chart Tekla Currie & Kristen Turner Day 151 Day 152 Day 153 Day 154 KTSOL S 5.11: KTSOL S 5.11: KTSOL S 5.11: KTSOL S 5.11: Heat Heat Heat Heat S/ GA/ PS/ L/ LA/ S/ MA/ GA/ W: S/ GA/ MA/ E/ S/ GA/ PS/ T/ W: OL: The teacher The students will PS/ W: The The students will will divide the perform the “Heat students will do work in groups. class into groups. it Up” experiment the “Sun Catchers” Each group will be Each group will be (Wood p. 3-4). experiment to learn given a pie tin, a given an ice cube Students will use about radiation. beaker, a birthday in a plastic cup. beakers of room The students will candle, a piece of Each group must temperature, hot, be divided into clay, and water. try to keep their ice and warm water to groups, and each The students will from melting as explore water group will have use the clay to much as possible. molecule two white attach the candle to The students will movement. The Styrofoam trays the bottom of the have ten minutes teacher will set up and two black pie tin. They will to set up their ice, the experiment, Styrofoam trays. pour about ½ inch using available and will add three The students will of water into the Styrofoam drops of food label the white pie tin, and the containers, plastic coloring to each trays A and B, and teacher will light wrap, wood beaker, one at a the black trays C the candles. Each containers, and time. The students and D. They will group will then location in the will record how pour water into invert their beaker room. The long it takes the trays A and C, and over the candle, students will then food coloring to place a into the water, and sit down and the spread throughout thermometer in observe. The teacher will read the beaker. each tray. They students will write The Snowy Day to will place the trays a one paragraph them. After thirty S/ GA/ MO: The in direct sunlight, hypothesis about minutes, the students will covered with why the system students can imitate water plastic wrap. The responded the way measure the melted molecules being groups will record it did. water in each cup, frozen, thawed, the temperatures in using a graduated and boiling. each tray every DL- gifted cylinder. The class five minutes on a students may be will discuss, as a worksheet. given the task of group, why some researching on ice melted more S/ PS/ W/ LS: their own possible than others (Friedl, Students will write reasons for the p. 36). a short lab report reaction they describing the observe in this results, and if color experiment. They and moisture can report to the change heat class on Friday. absorption in the object.

Day 155 KTSOL S 5.11: Heat S/ E/ W: The students will be given a multiple choice and short answer test on heat, with some questions about the ocean systems they have studied, and how they depend on the processes of heat (ex: What would change about the arctic ocean system if all the ice bergs were black instead of white?)

Day 156

Week 32 Science Chart Tekla Currie & Kristen Turner Day 157 Day 158 Day 159 NO SCIENCE THIS WEEK

Day 160

Week 33 Science Chart Tekla Currie & Kristen Turner Day 161 Day 162 Day 163 Day 164 KTSOL S 5.5: KTSOL S 5.5: KTSOL S 5.5: KTSOL S 5.5: Manipulated and Manipulated and Manipulated and Manipulated and responding responding responding responding variables variables variables variables S/ A/ GA/ PS: S/ LI/ OL: The S/ GA/ PS/ OL: S/ GA/ MA/ PS/ The students will teacher will The students will LS: The students explore variables explain to students recall what they will do a series of as they relate to the meaning of have learned about inquisitive plant growth. The manipulated vs. heat and ice experiments from students will work responding melting. The p. 39 of NSTA in groups to grow variables. The students will set up Pathways to the “grass heads” over teacher will an experiment to Science Standards the next three describe several test whether air or (Lowery). weeks, and will possible water transfers Students will be record how the experiments, heat energy more given 3 labeled “heads” respond to asking the students quickly to ice. envelopes with 1) normal growing to identify the Half of the glucose, starch, conditions, 2) manipulated and students will take and baking soda. sandier soil, 3) less responding ten ice cubes and The students will water, 4) no variables in each place them in a dry use their senses sunlight. The experiment. beaker. They will (except taste) to students use cuttime thirty explore each off pantyhose, fill minutes, and then envelope, then them with 1 weigh the they will discover teaspoon of grass remaining ice. The how each seed and soil, and other half of the substance tie them at the class will place ten responds, as they bottom with string. ice cubes into five use water, iodine, The “heads” will beakers of warm vinegar and be placed in bowls, water. They will benedict’s solution. and be monitored wait fifteen under the above minutes, and then S/ A/ PS: Students conditions for weigh any will draw a three weeks. remaining ice. The diagram for each two groups will substance, showing regroup and the manipulated discuss what they and responding learned, and why variables. manipulating one variable caused the DA: Students with other to respond learning two different ways. disabilities will be given a template for the diagrams.

Day 165 KTSOL S 5.5: Manipulated and responding variables S/ GA/ MA/ PS/ LS: The students will be given three mystery envelopes, and will use their knowledge from Thursday to identify what mixtures are in each envelope. S/ PS/ W: Students will write a short lab report explaining how they used manipulated variables to determine each substance’s identity by how it responded.

Day 166

Week 34 Science Chart Tekla Currie & Kristen Turner Day 167 Day 168 Day 169 NO SCIENCE THIS WEEK

Day 170

Week 35 Science Chart Tekla Currie & Kristen Turner Day 171 Day 172 Day 173 Day 174 KTSOL S 5.2 KTSOL S 5.2 KTSOL S 5.2 KTSOL S 5.10: Estimating Estimating Estimating Mixtures and physical properties physical properties physical properties solutions S/ GA/ LS/ M/ PS: S/ L/ R: The S/ GA/ LI/ MA/ S/ GA/ MA/ PS: The teacher will students will read LS: The students Students will work Place several Estimating will take out their in groups, and each shapes and sizes of by Marion estimates from group will have a container in the Smoothey. Monday, and the beaker of 50 mL of front of the teacher will help water, salt and a classroom. The S/ GA/ PS/ MO/ groups of students tablespoon. The students will LS/ E: The measure the actual students will make estimate how many teacher will allow values of observations as marshmallows, the students to marshmallows, they add one how many liters of move about the water and jelly spoonful at a time, water, and how classroom, beans that fill up until the salt does many kilograms of estimating weight, the containers. not dissolve. The jelly beans it length, and volume Then the students teacher will ask the would take to fill of numbered will make edible students why they up each container. objects. The animals using think this is so? They will answer students will write toothpicks, The students will these questions on their estimates on a frosting, jelly repeat their a worksheet from worksheet, and beans and experiment with the teacher. Each turn it in to the marshmallows. sugar, and discuss student must also teacher. Then the The teacher will any differences. tell why they think teacher will reveal collect the edible their answer is the actual values. animals, and give S/ LI: The teacher correct. Students will them back at the will explain the discuss why some end of the day. concepts of S/ LA/ L/ LI/ GA: of their estimates concentration, The teacher will are closer than DL—If a student dilution and read Mr. Popper's others, including has allergies that saturation in Penguins previous will not allow reference to the by Richard and experience, them to eat jelly salt and sugar Florence Atwater density, etc. beans or experiments. to the class. The marshmallows, the class will estimate teacher will bring S/ GA/ PS: The how many an alternative. students will penguins, etc. estimate the maximum salt that can be added, and will leave one beaker with that concentration.

Day 175 KTSOL S 5.10: Mixtures and solutions S/ GA/ MA/ PS: The students will explore the effects of heat on concentration, dilution and saturation. Students in groups will set up three beakers of 50 mL of water, one very cold, one room temperature, and one hot. They will repeat Thursday’s experiment and record how many spoonfuls they are able to add to each before they are saturated. The students will leave all three beakers, as well as Thursday’s final saturated beaker, over the weekend, in a warm area by the window.

Day 176 KTSOL S 5.10: Mixtures and solutions S/ PS/ GA/ OL/ LS: Students will observe their beakers from Friday, noting how some have salt present on the bottom, while others do not. The class will discuss why this could be so. S/ PS/ E: Mixtures quiz—the students will follow exact directions and mix several order- and amount- dependent mixtures, and they will be evaluated by the successful mixing of the mixtures (colors and solubility will be very indicative).

Week 36 Science Chart Tekla Currie & Kristen Turner Day 177 Day 178 Day 179 KTSOL S 5.4: KTSOL S 5.4: KTSOL S 5.6: Graphs, charts, Graphs, charts, The Nature of diagrams diagrams Science S/ M/ PS/ A: S/ A/ GA: The S/ GA/ R/ LA/ Students will use students will OL/ LS/ CZ: The graphs and charts measure the students will read to further explore relative growth on and discuss the salt and sugar their “grass heads” selections from experiments from from week 33. Nibbling on Week 35, as well They will graph Einstein's brain : as the “mystery the data and use a the good, the bad powder” chart or diagram to & the bogus in experiments from show their findings science, week 33. Students (Cornett 217). by Diane Swanson. will construct a diagram that shows their setup and results for the salt and sugar experiments. S/ M/ PS/ A: Students will construct a chart that could help them identify the powders they experimented with in week 33. DL—For students with learning disabilities, the teacher will provide semicomplete diagrams and charts, and the student will fill in only part of the information.

Day 180 KTSOL S 5.6: The Nature of Science S/ CI/ CL/ CZ/ GA/ LS/ MO/ PS: The students will go on a nature walk to clean up a local natural are, exploring their world and discussing observations. The teacher will award bonus points for students every time they relate something they see to what they have learned during the year.

References Addison- Wesley Science. Teacher's ed. Addison-Wesley. A Demonstration of Photosynthesis and Transpiration. http://www.canteach.ca/elementary/life10.html Atwater, R. (1938) Mr. Popper's Penguins. USA. Bartle, Lisa R. (1999, Apr 20). The Database of Award-Winning Children's Literature. Branley, F. M. (1975) Day Light, Night Light: Where Light Comes From. New York, NY: Harper Collins. Brimner, Larry D. (1998). Earth. New York: Scholastic Library Publishing. Burghardt, Renie. (2002). Plant Reproduction: There are many types of plant reproduction. http://sdsd.essortment.com/seedsplantsr_rmjc.htm. Curran, Gregory L. (2004). Lesson 1-4: Classification of Matter.http://www.fordhamprep.org/gcurran/sho/sho/lessons/lesson14.htm Cycles. http://www.cotf.edu/ete/modules/msese/earthsysflr/rock.html. Families: Classification of Plants & Animals. http://www.fi.edu/tfi/units/life/classify/classify.html Foresman, Scott. Discover the Wonder. Teacher's ed. Glenview, Illinois: Scott Foresman and Company, 1996. Friedl, A. E. (1986). Teaching Science to Children: An Integrated Approach. New York, NY: Random House. Gallant, R. A. (1997). Sand on the Move: The Story of Dunes. USA. Goble, P. (1978). The Girl Who Loved Wild Horses. New York, NY: Aladdin.

Groleau, Rick (2001). Illuminating Photosynthesis. http://www.pbs.org/wgbh/nova/methuselah/photosynthesis.html# Hillbrands, Jennifer (2001). The Reproduction of Flowering Plants. http://www.cando.com/uci/ssi2001/floweringplants.html Johnson, Rebecca L. (2005) Plate Tectonics. Minneapolis: Lerner Publications. KTCA Saint Paul/ Minneapolis. Newton’s Apple Teachers Guide. 3M Innovation Lowery, L. (2007) NSTA Pathways to the Science Standards: Elementary School Edition. Arlington, VA: NSTA. Markle, S. (2005). Family Science: Activities, Projects, and Games That Get Everyone Excited About Science! Hoboken, NJ: John Wiley & Sons. Murray, Julie. (2005). Hoover Dam. Edina, MN: ABDO Publishing Company. Photosynthesis: Don't "Leaf" Out Fall's Most Valuable Lesson! http://www.educationworld.com/a_lesson/lesson/lesson024.shtml Rutten, J. (1999). Erosion. Chanhassen, MN: Child’s World. Shadow Experiment (10/07) http://teacher.scholastic.com/dirt/shadow.htm Simon, S. (1994) Mountains. New York, NY: William Morrow & Co. Smell the Air. http://www2.scholastic.com/browse/article.jsp?id=18252. Smoothey, M. M. (1994). Estimating. New York, NY: Marshall Cavendish Sound Experiment (10/07). http://teacher.scholastic.com/dirt/vibes.htm Stewart, Melissa (2003). Igneous Rocks. Heinemann. Teachers Association (2001). The Rock Cycle. http://www.minsocam.org/MSA/K12/rkcycle/rkcycleindex.html The Online Nursery. http://www2.scholastic.com/browse/article.jsp?id=2857. Time for Kids: Plants! (2006). New York: Harpercollins Children’s Books.

Twin Cities Public Television (2006). Photosynthesis. http://www.newtonsapple.tv/TeacherGuide.php?id=915. Westbroek, G. Weathering and Erosion Experiment. Utah State Department of Education. (10/07) http://www.usoe.k12.ut.us/CURR/Science/sciber00/8th/earth/sciber/weather.htm Williams, Tatia. Ecosystem in a Box. http://www.lessonplanspage.com/ScienceSSMDEcosystemAndContents-EcoInABox5.htm Winner, C. (1999). Erosion. Minneapolis, MN: Carolrhoda Books. Wood, E. Walker, P. (1999). 50 Terrific Science Experiments. Columbus, OH: School Specialty Publishing.