Science Charts- 6th Anstey
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Science Charts Grade 6 Stephanie Anstey and Carlishia Elligan
Week 3 Day 11
Day 12
Day 13
Day 14
Day 15
SACE SCI 6.10 Living and Nonliving Things
SACE SCI 6.10 Living and Nonliving Things
SACE SCI 6.10 Living and Nonliving Things
SACE SCI 6.10 Living and Nonliving Things
SACE SCI 6.10 Living and Nonliving Things
T: The teacher will teach a lesson on the structure of cells, including the major components of the cell such as membrane, mitochondria, nucleus, cytoplasm, chromosomes, vacuole, cell wall, and more.
T: The teacher will use pictorial representation to show and explain the differences between plant and animal cells.
T: The teacher will explain why and how things are classified into separate kingdoms and what those 5 kingdoms are. The teacher will go over the characteristics of the first three kingdoms: Fungi, Protista, and Monera.
T: The teacher will discuss the characteristics of the final 2 kingdoms, Plantae and Animalia (Have the students finish the kingdom bulletin board before continuing). The teacher will then introduce the 7 levels of classification. (The teacher should have a poster or chart depicting the 7 levels). Use the example of the postal classification system as an example.
T: The teacher will separate students into groups and give each group a living thing, which they will have to classify. Allow them almost the entire class period.
St: The student will look at slides cells. They will then participate in a group activity, where each person in the group is assigned a cell component, and must come up with one action that displays a job of that component. (Eg: the student with mitochondria can run in place to show the releasing of energy)
St: The student will choose which cell they would like to model, and will build a model out of a Styrofoam sphere (cut in half), play-dough (for the cell membrane), and an array of materials that they can use for the other cell components. The students will use toothpicks and sticky labels to label each of the components.
St: After being taught the lesson, the students will give the teacher the characteristics of the 3 kingdoms they learned, who will in turn write/pin the characteristics to a bulletin board that will show the 5 kingdoms.
St: The students will repeat for the kingdoms Plantae and Animalia what they did for the former 3 kingdoms. The student will also learn the mnemonic for remembering the 7 levels: King Phillip Came Over For Great Spaghetti. They will also develop a class mnemonic.
St: The students will research their specific living organism in the classroom, using the computer, their science books, and other books that are available to them. Once they are finished, they will turn in a paper that tells of the seven classifications of their living organism and the characteristics for each classification.
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S, VA DA: Gifted learners can each choose a kingdom and make a more in depth poster of a kingdom of their choosing.
Week 4 Day 16 SACE SCI 6.1 Investigation, Reasoning, and Logic T: The teacher will emphasize the importance of classifying similar objects, using the living kingdoms as a base for the student’s knowledge of classification. The teacher will ask the students if they can think of any characteristics that would be good to use as classifiers for different objects.
S: The students will each be given a bag of beans, poster board, and glue, and will separate their beans according to whatever characteristics they see and decide upon. Label the characteristic under the glued beans. Students should be ready to explain their characteristics to the class.
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Day 17
Day 18
Day 19
Day 20
SACE SCI 6.1 Investigation, Reasoning, and Logic T: The teacher will instruct the students on scale measurements involving distance, volume, and quantity. Examples can be things such as maps, with measurements such as 1 inch = 1 mile. The teacher will use ingredients at the front of the room and either scale up or scale down a recipe. Have the students figure out with the new measurements should be based on the scale.
SACE SCI 6.1 Investigation, Reasoning, and Logic T: The teacher will teach the lesson on gathering data and organizing it into a pictorial representation, such as a graph. The teacher should prompt the students to discover what kind of scientific information would be useful to display as a graph.
SACE SCI 6.1 Investigation, Reasoning, and Logic T: The teacher will give the students a scenario and ask them what they think will happen and why. The teacher will then discuss that the class just hypothesized, and will then go into a lesson about observation, hypothesizing, and experimenting. The teacher will set up plant samples in the room (each with a different variable).
SACE SCI 6.1 Investigation, Reasoning, and Logic T: The teacher will set up experiments (found in the book Science Experiments and Projects for Students) around the room for the students to visit in groups (parental cooperation). English class will end early so as to accommodate for the extra time needed for the experiments.
St: The students will work in groups wherein they will collect, organize, and analyze data, and represent it on a graph.
St: The students will hypothesize which plant they think will grow better, and will document the plant growth each day in a plant journal. Plant journals will be turned in on Day 31
St: The student will, each hypothesize about the outcome and variables of each experiment in the classroom before any experiments are performed. They will then discuss the outcome of the experiments and see whether or not their hypotheses were correct and why or why not. Students will participate orally so as to incorporate what they are learning in English.
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St: The students will choose a measurement (distance, volume, or quantity) and use their knowledge of ratios to decide scale measurements. The will then draw a map, make a model, etc.
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S, VA, M DA: ESL students can make the graph in their original language as well as the English one that the teacher will put up in the classroom with the others..
Week 7 Day 31
Day 32
Day 33
Day 34
Day 35
SACE SCI 6.2 Basic Concepts of Energy
SACE SCI 6.2 Basic Concepts of Energy
SACE SCI 6.2 Basic Concepts of Energy
SACE SCI 6.2 Basic Concepts of Energy
SACE SCI 6.2 Basic Concepts of Energy
T: The teacher will introduce energy after the short activity, and then introduce kinetic and potential energy and their characteristics. Discuss the differences between the two.
T: The teacher will discuss energy conversions and how energy can change from kinetic to potential and back again. Ask students what other conversions there are. Use the example of photosynthesis. Ask the students since only plants go through photosynthesis, does that mean that we only get energy from the sun when we eat plants? Have them explain.
T: The teacher will discuss the transformations of energy, including heat and light into mechanical, thermal, chemical, electrical, sound, light, and nuclear. The teacher will discuss electrical energy in relation to history as well. After the activity, ask the students questions like “What form of energy is coming from the drum?” and “What happens when you ____?” etc.
T: The teacher will review the different energy transformations (eg: sound, nuclear, etc.). Have different things around the room that are examples of different kinds of energy transformations (listed on Day 33). After completing the activity, show the students the website www.scilinks.org. Explore the site for the rest of the class period.
T: The teacher will introduce the idea of energy resources, and discuss main nonrenewable resources and their uses. Introduce renewable resources so that students can choose between both types of resources for their project.
St: The students will divide into groups. Each group receives a piece of string and a specific weight. The students take turns letting the pendulum swing from different heights, and will record their observations.
St: The students will complete a Directed Reading Worksheet about the transfer of energy (Holt and Science Technology: Forces, Motion, and Energy, pg 113c)
St: The students will be divided into groups, and each group will be given an empty coffee can, wax paper, a rubber band, and a pencil. The students will hit the wax paper in different ways and with different forces, and will record and discuss their findings.
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St: The students will play “I Spy” with different forms of energy transformations around the room. Students will see an object (such as an apple) and will identify the type of energy transformation it could go through (apple goes through chemical energy transformation)
St: The students will choose a renewable or nonrenewable resource to do a short project about (eg: paper, diagram, etc).
S, VA S, Div, E, VA DA: Allow kinesthetic learners or those with difficulties collect the items around the room.
Week 8 Day 36
Day 37
Day 38
Day 39
Day 40
SACE SCI 6.2 Basic Concepts of Energy
SACE SCI 6.2 Basic Concepts of Energy
SACE SCI 6.2 Basic Concepts of Energy
SACE SCI 6.2 Basic Concepts of Energy
SACE SCI 6.2 Basic Concepts of Energy
T: The teacher will review nonrenewable resources, and then begin the lesson on renewable resources and their uses. Introduce the students to the advantages and disadvantages of renewable resources. Present the scenario that the classroom is a country that must decide on 3 or 4 resources to run our country on. Give the students a few minutes to read over the pros and cons, and then open up the floor for debate.
T: The teacher will introduce the conservation of energy, including terms like friction, closed system, and the law of the conservation of energy. Discuss how energy is always being converted into other forms, and remind them about the example of photosynthesis. Discuss the idea of perpetual motion.
T: The teacher will teach energy as it relates to machines. Explain how machines are also energy converters, and why energy conversions are important.
T: Review of SOL’s 6.1 and 6.2.
T: TESTING
St: The students will each read over the advantages and disadvantages of the resources. Each will decide on their 3 top resources, and then will give their reasons for choosing those resources. S, E DA: Gifted learners will each choose a different country and choose resources dependent on that country’s economical abilities.
St: Students will create their own thermal energy by rubbing their hands together for 30 seconds. The will feel the friction and heat produced by their hands, but will also see that processes involving work and energy are not 100% efficient, because of the friction created.
St: Due: Project on resources. Students will have time to move around the classroom and see other people’s projects.
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The teacher will hand out a list of possible science fair projects having to do with SOL 6.3 – theories of matter, the atmosphere, clouds, oceans, and energy as it relates to weather, radiation, and the earth’s energy budget. Due on Day 60. St: The students will participate in the game known as “Around The World,” where one student starts by standing and competing against the student sitting behind them. They are asked a question, and the first to answer correctly is allowed to move on. When the person standing is beaten, they sit in the place of the person that beat them while the victor tries to get around the “world.” The point is to beat everyone in the room in a row. S, Mvmt
St: TESTING, pencil and paper
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Week 11 Day 51
Day 52
Day 53
Day 54
Day 55
SACE SCI 6.3 Energy and the Earth
SACE SCI 6.3 Energy and the Earth
SACE SCI 6.3 Energy and the Earth
SACE SCI 6.3 Energy and the Earth
SACE SCI 6.3 Energy and the Earth
T: The teacher will introduce matter and its characteristics (volume, mass, density). Discuss the differences between mass and weight and the measurements of both. Discuss density as well.
T: The teacher will go over the 3 common states of matter – gas, liquid, and solid – and their properties, and will also discuss the 4th state of matter, plasma. The teacher will also talk about Boyle’s Law and Charles Law in relation to gas.
T: The teacher will instruct the students on changing the state of matter, and the difference between a change of state and a simple change of temperature, and the role of energy in these changes. Important terms include melting, freezing, condensation, vaporization, and sublimation.
T: The teacher will discuss the amount of energy the earth receives from the sun and the conversion of that energy into different forms. Explain the role of solar energy in today’s society.
T: The teacher will present the two terms convection and radiation. The teacher will give examples of each, and will ask the students why they think each occurs. Once the correct answer has been procured, the teacher will talk about the effect of radiation in relation to the greenhouse effect and its causes. Have the students discuss what would happen if there was no greenhouse effect, or if the greenhouse effect were to worsen.
St: The students will separate into groups and use liquids of different densities (with different food colors) to create a “rainbow of liquids” in a jar. Students will then be asked questions concerning the experiment.
St: The students will participate in a demonstration to show the moving particles in the 3 main states of matter. Have students volunteer; tape some students together (solid), have some others in a group surrounded by a jump rope (liquid), and the last group have moving freely (gas).
St: The students will participate in a “Hot and Cool” Lab, which deals with whether or not a substances temperature will go up if you add energy, or go down if you remove energy. These questions will be answered through manipulation of water. (Holt Science and Technology: Introduction to Matter)
St: The students will research solar energy and find one article dealing with its history, progress being made in that area, or some other aspect of solar energy. The students will write a short summary of the article which they will hand in the next day.
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St: The students will get to watch boiling water with little aluminum balls in it to example convection. Students will also brainstorm about what they could do for the community to help the environment in relation to the greenhouse effect.
S, E DA: An extra article may be turned in for extra credit by gifted learners.
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Week 12 Day 56
Day 57
Day 58
Day 59
Day 60
SACE SCI 6.3 Energy and the Earth
SACE SCI 6.3 Energy and the Earth
SACE SCI 6.3 Energy and the Earth
SACE SCI 6.3 Energy and the Earth
SACE SCI 6.3 Energy and the Earth
T: The teacher will discuss the characteristics of the atmosphere, including temperature, pressure, and the layers of the atmosphere. The teacher will also discuss the role of energy in the heating of the atmosphere, and will further discuss the greenhouse effect.
T: The teacher will talk about winds: why air moves, how it moves, and what happens when it moves. Include discussions on the relation of energy in the atmosphere to weather related phenomena.
T: The teacher will go over what causes clouds, the different types of clouds, and their characteristics.
T: The teacher will give the lesson on the movement of the ocean in relation to energy and the atmosphere. Discuss waves, their causes, and the properties of waves (eg: crest, trough, etc.)
T: SCIENCE PROJECTS DUE Allow the students to quickly tell the class what the subject of their project is.
St: The students will watch a demonstration of atmospheric pressure and air movement involving hot water and ice and a smoking match (Holt Science and Technology: Weather and Climate pg. 14)
St: The students will first watch a demonstration of how water movement is a good example of air flow (Holt Science and Technology: Weather and Climate Quick Lab, pg 16). Then the students will get into groups and model sea and land breezes using baking pans filled with sand and ice and smoke (teacher supervision necessary).
St: The students will make posters depicting the different types of clouds using cotton balls. The students will work the cotton balls so that they have the characteristics of the cloud they are depicting.
St: The students will each make their own waves using a pan filled with water and a piece of cardboard. They should blow across the cardboard to make the waves, and then experiment with different variables, such as making islands in the pan, blowing harder, etc.
St: The students will walk around and look at other students’ projects.
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S. VA DA: Students having difficulties will be paired with other more gifted students, and they can work on the project together, with the gifted student teaching the one having trouble.
Week 15 Day 71
Day 72
Day 73
Day 74
Day 75
SACE SCI 6.4 Matter and Atoms
SACE SCI 6.4 Matter and Atoms
SACE SCI 6.4 Matter and Atoms
SACE SCI 6.4 Matter and Atoms
SACE SCI 6.4 Matter and Atoms
T: The teacher will introduce atoms and the beginning atomic theories: Thompson, Rutherford, Bohr, and the Electron Cloud Models.
T: The teacher will instruct the students on the properties of the atoms themselves: size, makeup (protons, electrons, and neutrons and their characteristics), and what makes atoms different from each other.
T: The teacher will teach about the forces at work in atoms, isotopes, and calculating the mass of an atom.
T: The teacher will introduce the students to the periodic table of the elements, both to its history and what can be found on the table.
T: The topic of this lesson is the grouping of the elements within the periodic table. The teacher will instruct the students on the different groups of elements.
St: The students will each choose a type of atom model to draw. The student will draw and color the picture, label the model, and then put its creator and the characteristics of the model that make it different from other models.
St: As the students learn about the particles inside an atom, have them create and label diagrams of several different atoms in their Science Log. Students can use the figures as guidelines. The diagrams should show the different particles, where they are located, and other information, such as mass and charge.
St: The students will calculate the masses of some given atoms and will also so a Reinforcement worksheet called “Atomic Timeline” found on pg 77c on of Holt Science and Technology: Introduction to Matter.
St: The student will complete the Direct Reading Worksheet 1, found on page 101c of Holt Science and Technology: Introduction to Matter.
St: Students will be put into groups, and each group will be given pre cut squares of different colors (the colors are according to groups of elements). Each group will be assigned an elemental group (if it is large, it will be split) and the students will copy the elements onto the squares so as to make a huge classroom periodic table.
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S, VA DA: Have the gifted students research the Japanese physicists such as Nagaoka, Hideki Yukawa, and Kenjiro Takayanagi and share what they contributed to modern science.
Week 16 Day 76
Day 77
Day 78
Day 79
Day 80
SACE SCI 6.4 Matter and Atoms
SACE SCI 6.4 Matter and Atoms
SACE SCI 6.4 Matter and Atoms
SACE SCI 6.4 Matter and Atoms
SACE SCI 6.4 Matter and Atoms
T: The teacher will review some common elements, and will introduce the class to compounds, both the types of and their characteristics and the names of some common compounds.
T: The teacher will teach about chemical reactions and chemical formulas.
T: Chemical equations are to be introduced in this lesson. Discuss in depth how to balance equations and include many guided and independent practices.
T: Review for the test. If students need help with chemical equations, the teacher will work with them at the board.
T: TESTING
St: Every student is given a rubber ball, and the class is divided into two groups. Partners must stand face to face. The 2 groups represent ionic and covalent bonding.
St: Examples will be demonstrated from the Figure “Some Clues to Chemical Reactions.” As each clue is discussed, the teacher will demonstrate an actual example. Students will take notes of their observations.
St: Other than the guided and independent practicing of balancing equations, the students will create a concept map that includes the different components of a chemical equation.
St: If no help is needed with chemical equations, than the students may work in pairs to complete the review sheet that the teacher will have already prepared for them.
St: TESTING Paper and pencil
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DA: Allow visual learners the opportunity to perform one of more chemical reactions described. Write the name of each clue on index cards, and make sure the students can match the correct clue with each example.
Week 19 Day 91
Day 92
Day 93
Day 94
Day 95
SACE SCI 6.5 Properties of Water
SACE SCI 6.5 Properties of Water
SACE SCI 6.5 Properties of Water
SACE SCI 6.5 Properties of Water
SACE SCI 6.5 Properties of Water
T: The teacher will show the differences between the 3 states of water through demonstration and build on the students’ knowledge of solids, liquids, and gases.
T: The teacher will explain the differences and importance of chemical and physical weathering.
T: The teacher will discuss the importance of water resources after the student activity.
T: The teacher will discuss the origin of water.
T: The teacher will instruct students on why water is so important in society.
St: The students will pictorially represent each state of water and give 3 characteristics of each state.
St: The students will participate in a spin off of family feud with questions on weathering.
St: The students will brainstorm and list reasons why maintaining water resources is beneficial to life.
St: In their science journals, students will write down where they believe water originated from.
St: The students will cut out pictures from magazines, newspapers, etc. that represent water and its relationship to power and agriculture and will use those pictures to make a collage.
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S, VA DA: To cater to kinesthetic learners, there can be a quick scavenger hunt of the properties of water. Ask the students where to find the properties, and if possible, go find them!
Week 20 Day 96
Day 97
Day 98
Day 99
Day 100
SACE SCI 6.7 Watershed System
SACE SCI 6.7 Watershed System
SACE SCI 6.7 Watershed System
SACE SCI 6.7 Watershed System
SACE SCI 6.7 Watershed System
T: The teacher will instruct students on group of systems and parts that are related to them.
T: The teacher will instruct the students on what a watershed is and what the effects on the watershed are. The teacher will provide a historic and current map of VA.
T: The teacher will present a video on river systems and watersheds. The teacher will place pictures of river system and watershed components around the room. The teacher will also have laminated component names on a table.
T: TESTING over river and watershed system
St: The students will pair up, using a map or atlas of VA, and create a poster that illustrates the river systems of VA. They will complete the “Power of Moving Water” worksheet and will demonstrate the answers by using a meter stick.
St: The students will write an essay predicting the future of the land surrounding a local river. After being put into groups, the students will find possible reasons for changes in the two maps given them by the teacher. Students will trace streams that have changed on one sheet using different color markers so that patterns of change can be examined.
T: The teacher will discuss with the class some ways why it might be important for watersheds to be conserved, monitored, and analyzed. The teacher will also discuss safety issues associated with watersheds. The teacher will lay out a large replica of a basic stream and assign different colors of paint to some potentially harmful things.
St: After watching the video, students will be timed to see how fast they can correctly match the name with the component picture.
St: TESTING
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St: The students will smudge the paint over the replica of the stream. They will then describe how the river looks. They will then be told the correlation between the harmful substances and the water system.
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Week 23 Day 111
Day 112
Day 113
Day 114
Day 115
SACE SCI 6.6 Air and Atmosphere
SACE SCI 6.6 Air and Atmosphere
SACE SCI 6.6 Air and Atmosphere
SACE SCI 6.6 Air and Atmosphere
SACE SCI 6.6 Air and Atmosphere
T: The teacher will instruct students on what the atmosphere is and what it is exactly and what it is made of.
T: The teacher will discuss layers of the atmosphere.
T: Teacher will demonstrate atmospheric pressure with paper cup filled with the water and cardboard placed over opening and inverting. Cardboard should stay in place. Teacher will instruct students on what atmospheric pressure is and how temperature is related to it.
T: Teacher will instruct on how air temperature altitudes and humidity are related to atmosphere. Teacher gives set of datatemperature and amount of water vapor. Students create line graph using set of data. Teacher will explain what is on the graph shows what the humidity is all about
T: Teacher will review chapter learned throughout the week.
St: Students will gather in groups given supply buckets of semi hot water and cold water. Place water bottle in hot water, screw on cap, then place in cold water for two minutes. Remove bottle cap slowly, twist and listen as you open the bottle cap. Writing student journals in science notebooks about what was observed and heard conclusions reached. Teacher will collect journals.
St: In groups students will discuss whether or not air becomes more or less dense as you climb a mountain. Teacher will discuss results with students
St: Students will recreate layers of atmosphere with paint and poster board. Students will fill out mapping overview of what was learned T26
St: The students will complete worksheet pg 1 Holt and Science and Technology weather and climate. The students will research composition of atmosphere on internet www.sclinks.org
St: Students will write poem that creatively yet accurately describes one layer of earth’s atmosphere. Present or display for other classmates to hear or read for themselves. Students will play four corners with the layers of the atmosphere as the four corners. The teacher will read the characteristics of corresponding layer and students must go to the correct corresponding corner. Those having difficulty with terms can use dictionary to learn prefixes for the names of the atmosphere. S, E
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DA: Students having difficulties with terms can use dictionary to learn prefixes or the names of the layers of the atmosphere.
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S DA: Kinesthetic: Two identical sponges and beaker of water dry- warm dry air holds molecules less but can absorb more space. 2nd sponge dipped in beaker set on tube lead to conclusion represents saturated air, no
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Week 24 Day 116 SACE SCI 6.6 Air and Atmosphere
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Day 118
Day 119
Day 120
SACE SCI 6.6 Air and Atmosphere
SACE SCI 6.6 Air and Atmosphere
SACE SCI 6.6 Air and Atmosphere
SACE SCI 6.6 Air and Atmosphere
T: Teacher will discuss air mass Teacher passes out copies of graphic organizes students to fill out section 1 and section 2 with teacher.
T: Teacher will instruct students on weather fronts.
T: Teacher will instruct students on how weather is measured, and will then give them yesterday’s weather conditions for the activity.
T: Teacher will have local meteorologist come and talk to class about weather.
St: Students will color in their maps of the U.S. according to air masses to the color code.
St: Students will write a compare and contrast essay on cold and warm fronts, and will also solve problems on cold front and temperature.
St: Students will record current weather conditions including temp and air pressure and continue one more day in science journal. Students also will fill out math worksheet on measuring data. Let students handle some examples of weather instruments brought in by teacher.
St: Students will write a haiku on their favorite type of weather. Students will write data on board from weather conditions collected from past two days and today. Students use data to make prediction on what tomorrow’s weather will be like.
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Week 27 Day 131 SACE SCI 6.8 Solar Systems
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S, E, Col DA: Gifted students can keep an extended journal and keep track of whether or not their predictions were correct. They will then write a summary of why their predictions were correct or why they weren’t.
T: Teacher will instruct students on characteristics of what the air is made up of. Teacher puts on filtering mask and asks students to list on paper why one would wear such a mask. Teacher will review components of air and instruct students that air is a mixture of elements and compounds. St: The students will draw some things that cause air pollution, and will also act out the effects of bad air quality.
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DA: Students having difficulties with hand motor skills can use precut materials showing air pollution
Day 132
Day 133
Day 134
Day 135
SACE SCI 6.8 Solar Systems
SACE SCI 6.8 Solar Systems
SACE SCI 6.8 Solar Systems
SACE SCI 6.8 Solar Systems
T: The teacher will show a video about the solar system. Teacher will instruct students on the parts of the solar system.
T: Teacher will give snow a table of planetary information on the overhead.
T: Teacher will instruct students on the structure of the solar system. Teacher will discuss how there used to be 9 planets instead of 8.
St: The students will make a mobile of the solar system using the supplies given by the teacher.
St: Students will copy the table down in the science journals. They will then decide how much to make 1 cm for their drawing to represent how many kilometers. The students will calculate diameter in centimeters for each model. The students will also draw planets and then paint or color their drawing. They will then write a scale on their drawing and label planets.
St: Students will copy down definitions of asteroid, meteoroid, and comet might look like.
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DA: Students having difficulties will have pregathered materials for the mobile
T: Teacher will ask students to calculate distance from east coast to west coast in miles and centimeters. Teacher will instruct students that large measurements are needed to represent the distances in our solar system.
St: Students will fill out the matching worksheet on distances of plants from sun and stars from earth using their books.
T: Teacher will instruct students on characteristics of the earth.
St: Students will think and write down some characteristics that exist on earth only. The students will also write about the landscape on earth and the landscape on another planet of their choosing. Students will do a review page. Workbook pg WB217, Harcourt Science D.
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Week 28 Day 136 SACE SCI 6.8 Solar Systems
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Day 139
Day 140
SACE SCI 6.8 Solar Systems
SACE SCI 6.8 Solar Systems
SACE SCI 6.8 Solar Systems
SACE SCI 6.8 Solar Systems
T: Teacher will have student list differences between day and night Teacher will instruct students on the importance of day and night in relation to the sun and the moon. Teacher will show the video on how day and night are made. www.Sci.edu
T: Teacher will define and explain on revelation rotation for the students.
T: Teacher will take students outside and drop objects. Teacher will instruct students on role of gravity on different sizes on planets. Teacher will show actual measurements of gravitational pull in relation to size of planets overhead.
T: Teacher will instruct students on the history of space exploration and tech exploration
T: Teacher will review the chapter by playing around the world with the key concepts from the chapter.
St: Using the computer program students will create digital flip book of the rotation the earth goes through and the associated phases of the day.
St: Students will pair up and cut out magazine pictures of trays that spin on an axis or revolve around another object. Students paste pictures into 2 columns tilted things that rotate and trays that revolve. Using dodge ball students will pair up and show revolution and rotation
St: Students will play Magic School Bus computer game on solar system.
St: Students will create a timeline of space exploration. They will also make a diorama of a technology used in space exploration of their choosing using the given supplies. Students will learn about new technologies to launch space crafts www.sfscinece.com
St: Students will complete the chapter assessment pp. 145-146SCott foresman science C107
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Week 31 Day 151 SACE SCI 6.9 Environmental Policies
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DA: Students having difficulties can have copies of the assessment already filled-out given to them after class
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Day 152
Day 153
Day 154
Day 155
SACE SCI 6.9 Environmental Policies
SACE SCI 6.9 Environmental Policies
SACE SCI 6.9 Environmental Policies
SACE SCI 6.9 Environmental Policies
T: Teacher will review what renewable and non renewable resources are. Teacher will also instruct students on some ways to manage renewable and not renewable resources.
T: Teacher will instruct students on policies in place to help manage renewable and non renewable resources.
T: Teacher will show video on environmental policies.
T: Teacher will instruct students on policies concerning land use.
T: Teacher instructs students on potential hazards on land.
St: Students will select a project that will show management of either renewable or non renewable resources. Students will also write a proposal on their selected topic.
St: Students will brainstorm and come up with their own laws on the management of renewable and non renewable resources. Students present their laws before the class, and the class votes on factual reasoning as to whether or not the law could actually be used.
St: Students will present project proposals before the class.
St: Students will be split up into 2 sides -one side for mitigation of land use and the other against mitigation of land use. Students will write one page on what the opposing main points or argument were on the topic.
St: Students look around the room and make a list of all the objects made out of wood. In groups, students discuss how if laws concerning land weren’t in place how different the earth would be.
S, E
S, Col
S, E
S, E, Mvmt
S, E
DA: Students having trouble can put together a PowerPoint on their selected topic
Week 32 Day 156 SACE SCI 6.9 Environmental Policies
Day 157
Day 158
Day 159
Day 160
SACE SCI 6.9 Environmental Policies
SACE SCI 6.9 Environmental Policies
SACE SCI 6.9 Environmental Policies
SACE SCI 6.9 Environmental Policies
T: Teacher will discuss with students the reasons why it is environmentally hazardous to not have preventive measures in place.
T: Teacher will discuss ways to prevent environmental hazards. Teacher will provide students with a list of things they can do to prevent hazard in the environment.
T: Teacher will review environmental policies that have been learned so far.
T: The teacher will pass out dry erase boards. The teacher will then read conservation policies and have students write how much they think the policy cost. She will give handout on conservation policies and information about them.
T: Teacher will review environmental policies.
St: In groups, students make a list of things that can happen in forests. Students complete a math skills worksheet entitled “Rain forest Math” p79 Holt Science and Technology, Environmental Science.
St: Students will make posters about prevention of environmental hazard to put up around the school.
St: Students will split up into groups and create “Test your Environmental IQ” quiz. P87 Holt Science and Technology, Environmental Science. Students will give a student who is not in the class the quiz and score the quiz as well.
St: Students when prompted will write how much they think each policies costs and write it on their dry erase boards. Students will brainstorm and write in their science journals what they think some benefits are for the corresponding conservation policies.
St: Students will name one environmental policy and a fact associated with it. Students split into groups. When prompted and given a scenario, students will act out how they would fix the hazardous environmental situation.
S, E, M
S, VA
S, E, Col
S, VA
S, Mvmt
DA: Students having difficulties will be given a pre-made quiz to administer to other people
Week 34 Day 166 SACE SCI 6.11 Reflection and Refraction
Day 167
Day 168
Day 169
Day 170
SACE SCI 6.11 Reflection and Refraction
SACE SCI 6.11 Reflection and Refraction
SACE SCI 6.11 Reflection and Refraction
SACE SCI 6.11 Reflection and Refraction
T: Teacher will pass prism around the classroom. Teacher will show example of light shining through prism. Teacher will instruct students on how light is filtered through a prism.
T: Teacher will review how prism works and will show example of light shining through prism again. Teacher will teach students a pneumonic ROY G BIV.
T: Teacher will show examples of mirrors. Teacher will show images in mirror. Teacher will explain what reflection is.
T: Teacher will show differences between plane, concave, and convex lenses. Teacher will explain results of activity.
T: Teacher will instruct students on refraction on lenses. Teacher will pass around examples of lenses. Teacher will go over answers to activity with the class.
St: Students will observe and record observations of what was seen when light was filtered through the prism. Students will fill out worksheet on prisms.
St: Students will come to the board and write colors that are seen when light is shined through the prism. Students will recreate artistically what was seen (i.e. shape of prism and colors seen)
St: On worksheets, students will calculate the angle of incidence and the angle of reflection and compare the two.
St: Students will list some items that use the types of lenses talked about. Students will make a pictorial chart of the different mirrors and lenses. Students will do activity 5-1 pg. 116 Merrill Students will come up with mnemonic devices or movements to remember convex and concave lenses and mirrors.
St: Students will complete activity 5-2 pg. 118 Merrill Students will make a list of objects that use convex and concave lenses.
S
S, Mvmt, VA
S, M
S, VA
Key for Letter Symbols T
What the teacher will do
S
DA: Students with difficulties will be given a list of pneumonic to remember the types of mirrors
St
What the student will do
S
Science
SS
Social Studies
M
Mathematics
E
English
VA
Visual Arts
Mvmt
Movement
Mu
Music
Col
Collaboration
Div
Diversity
Tech
Technology
Works Citied: Allen, K., Berg, L., Dusheck, J., & Taylor, M. (2002). Holt Science and Technology: Enviornmental Science . Austin: Holt, Reinhart, & Winston.
Badders, W., Bethel, L., Fu, V., Peck, D., Sumners, C., & Valentino, C. (2003). Discovery Works Unit E: Oceanography. Houghton Mifflin Company. Berry, K., Fronk, R., Hemenway, M., Kaska, K., & Malin, P. (2002). Holt Science and Technology: Weather and Climate. Austin: Holt, Reinhart, & Winston. Borgford, C., Champagne, A., Cuevas, M., Dumas, L., & Lamb, W. (2002). Holt Science and Technology: Forces, Motion, and Energy. Austin: Holt, Reinhart, & Winston. Borgford, C., Champagne, A., Cuevas, M., Dumas, L., & Lamb, W.. (2002). Holt Science and Technology: Interactions of Matter. Austin: Holt, Reinhart, & Winston. Borgford, C., Champagne, A., Cuevas, M., Dumas, L., & Lamb, W. (2002). Holt Science and Technology: Introduction to Matter. Austin: Holt, Reinhart, & Winston. Cooney, T., DiSpezio, M., Foots, B., & Matamoros, A. (2003). Scott Foresman Science. Glenview: Pearson Education: Scott Foresman. Feather, R., Ortleb, E., Blume, S., & Aubrecht, G. (1990). Science Connections. Columbus: Merrill Publishing Company. (2002). Harcourt Science. Orlando, FL: Harcourt, INC. SciLinks.com. Accessed 16 Oct 2007 from www.scilinks.com. Scott Foresman Science. Accessed 17 Oct 2007 from www.sfscience.com. Springfield College in Illinois. Accessed 17 Oct 2007 from www.sci.edu.
Week 3 Day 11
Day 12
Day 13
Day 14
Day 15
SACE SCI 6.10 Living and Nonliving Things
SACE SCI 6.10 Living and Nonliving Things
SACE SCI 6.10 Living and Nonliving Things
SACE SCI 6.10 Living and Nonliving Things
SACE SCI 6.10 Living and Nonliving Things
T: The teacher will teach a lesson on the structure of cells, including the major components of the cell such as membrane, mitochondria, nucleus, cytoplasm, chromosomes, vacuole, cell wall, and more.
T: The teacher will use pictorial representation to show and explain the differences between plant and animal cells.
T: The teacher will explain why and how things are classified into separate kingdoms and what those 5 kingdoms are. The teacher will go over the characteristics of the first three kingdoms: Fungi, Protista, and Monera.
T: The teacher will discuss the characteristics of the final 2 kingdoms, Plantae and Animalia (Have the students finish the kingdom bulletin board before continuing). The teacher will then introduce the 7 levels of classification. (The teacher should have a poster or chart depicting the 7 levels). Use the example of the postal classification system as an example.
T: The teacher will separate students into groups and give each group a living thing, which they will have to classify. Allow them almost the entire class period.
St: The student will look at slides cells. They will then participate in a group activity, where each person in the group is assigned a cell component, and must come up with one action that displays a job of that component. (Eg: the student with mitochondria can run in place to show the releasing of energy)
St: The student will choose which cell they would like to model, and will build a model out of a Styrofoam sphere (cut in half), play-dough (for the cell membrane), and an array of materials that they can use for the other cell components. The students will use toothpicks and sticky labels to label each of the components.
St: After being taught the lesson, the students will give the teacher the characteristics of the 3 kingdoms they learned, who will in turn write/pin the characteristics to a bulletin board that will show the 5 kingdoms.
St: The students will repeat for the kingdoms Plantae and Animalia what they did for the former 3 kingdoms. The student will also learn the mnemonic for remembering the 7 levels: King Phillip Came Over For Great Spaghetti. They will also develop a class mnemonic.
St: The students will research their specific living organism in the classroom, using the computer, their science books, and other books that are available to them. Once they are finished, they will turn in a paper that tells of the seven classifications of their living organism and the characteristics for each classification.
S, Mvmt
S, VA, A
S, E, VA
S, E, T
S, VA DA: Gifted learners can each choose a kingdom and make a more in depth poster of a kingdom of their choosing.
Week 4 Day 16 SACE SCI 6.1 Investigation, Reasoning, and Logic T: The teacher will emphasize the importance of classifying similar objects, using the living kingdoms as a base for the student’s knowledge of classification. The teacher will ask the students if they can think of any characteristics that would be good to use as classifiers for different objects.
S: The students will each be given a bag of beans, poster board, and glue, and will separate their beans according to whatever characteristics they see and decide upon. Label the characteristic under the glued beans. Students should be ready to explain their characteristics to the class.
S, VA, E
Day 17
Day 18
Day 19
Day 20
SACE SCI 6.1 Investigation, Reasoning, and Logic T: The teacher will instruct the students on scale measurements involving distance, volume, and quantity. Examples can be things such as maps, with measurements such as 1 inch = 1 mile. The teacher will use ingredients at the front of the room and either scale up or scale down a recipe. Have the students figure out with the new measurements should be based on the scale.
SACE SCI 6.1 Investigation, Reasoning, and Logic T: The teacher will teach the lesson on gathering data and organizing it into a pictorial representation, such as a graph. The teacher should prompt the students to discover what kind of scientific information would be useful to display as a graph.
SACE SCI 6.1 Investigation, Reasoning, and Logic T: The teacher will give the students a scenario and ask them what they think will happen and why. The teacher will then discuss that the class just hypothesized, and will then go into a lesson about observation, hypothesizing, and experimenting. The teacher will set up plant samples in the room (each with a different variable).
SACE SCI 6.1 Investigation, Reasoning, and Logic T: The teacher will set up experiments (found in the book Science Experiments and Projects for Students) around the room for the students to visit in groups (parental cooperation). English class will end early so as to accommodate for the extra time needed for the experiments.
St: The students will work in groups wherein they will collect, organize, and analyze data, and represent it on a graph.
St: The students will hypothesize which plant they think will grow better, and will document the plant growth each day in a plant journal. Plant journals will be turned in on Day 31
St: The student will, each hypothesize about the outcome and variables of each experiment in the classroom before any experiments are performed. They will then discuss the outcome of the experiments and see whether or not their hypotheses were correct and why or why not. Students will participate orally so as to incorporate what they are learning in English.
S, Mvmt, E
S, Mvmt, E, Col
St: The students will choose a measurement (distance, volume, or quantity) and use their knowledge of ratios to decide scale measurements. The will then draw a map, make a model, etc.
S, Mvmt, M
S, VA, M DA: ESL students can make the graph in their original language as well as the English one that the teacher will put up in the classroom with the others..
Week 7 Day 31
Day 32
Day 33
Day 34
Day 35
SACE SCI 6.2 Basic Concepts of Energy
SACE SCI 6.2 Basic Concepts of Energy
SACE SCI 6.2 Basic Concepts of Energy
SACE SCI 6.2 Basic Concepts of Energy
SACE SCI 6.2 Basic Concepts of Energy
T: The teacher will introduce energy after the short activity, and then introduce kinetic and potential energy and their characteristics. Discuss the differences between the two.
T: The teacher will discuss energy conversions and how energy can change from kinetic to potential and back again. Ask students what other conversions there are. Use the example of photosynthesis. Ask the students since only plants go through photosynthesis, does that mean that we only get energy from the sun when we eat plants? Have them explain.
T: The teacher will discuss the transformations of energy, including heat and light into mechanical, thermal, chemical, electrical, sound, light, and nuclear. The teacher will discuss electrical energy in relation to history as well. After the activity, ask the students questions like “What form of energy is coming from the drum?” and “What happens when you ____?” etc.
T: The teacher will review the different energy transformations (eg: sound, nuclear, etc.). Have different things around the room that are examples of different kinds of energy transformations (listed on Day 33). After completing the activity, show the students the website www.scilinks.org. Explore the site for the rest of the class period.
T: The teacher will introduce the idea of energy resources, and discuss main nonrenewable resources and their uses. Introduce renewable resources so that students can choose between both types of resources for their project.
St: The students will divide into groups. Each group receives a piece of string and a specific weight. The students take turns letting the pendulum swing from different heights, and will record their observations.
St: The students will complete a Directed Reading Worksheet about the transfer of energy (Holt and Science Technology: Forces, Motion, and Energy, pg 113c)
St: The students will be divided into groups, and each group will be given an empty coffee can, wax paper, a rubber band, and a pencil. The students will hit the wax paper in different ways and with different forces, and will record and discuss their findings.
S, Mvmt, E
S, E, CT
S, E, Mu, SS
St: The students will play “I Spy” with different forms of energy transformations around the room. Students will see an object (such as an apple) and will identify the type of energy transformation it could go through (apple goes through chemical energy transformation)
St: The students will choose a renewable or nonrenewable resource to do a short project about (eg: paper, diagram, etc).
S, VA S, Div, E, VA DA: Allow kinesthetic learners or those with difficulties collect the items around the room.
Week 8 Day 36
Day 37
Day 38
Day 39
Day 40
SACE SCI 6.2 Basic Concepts of Energy
SACE SCI 6.2 Basic Concepts of Energy
SACE SCI 6.2 Basic Concepts of Energy
SACE SCI 6.2 Basic Concepts of Energy
SACE SCI 6.2 Basic Concepts of Energy
T: The teacher will review nonrenewable resources, and then begin the lesson on renewable resources and their uses. Introduce the students to the advantages and disadvantages of renewable resources. Present the scenario that the classroom is a country that must decide on 3 or 4 resources to run our country on. Give the students a few minutes to read over the pros and cons, and then open up the floor for debate.
T: The teacher will introduce the conservation of energy, including terms like friction, closed system, and the law of the conservation of energy. Discuss how energy is always being converted into other forms, and remind them about the example of photosynthesis. Discuss the idea of perpetual motion.
T: The teacher will teach energy as it relates to machines. Explain how machines are also energy converters, and why energy conversions are important.
T: Review of SOL’s 6.1 and 6.2.
T: TESTING
St: The students will each read over the advantages and disadvantages of the resources. Each will decide on their 3 top resources, and then will give their reasons for choosing those resources. S, E DA: Gifted learners will each choose a different country and choose resources dependent on that country’s economical abilities.
St: Students will create their own thermal energy by rubbing their hands together for 30 seconds. The will feel the friction and heat produced by their hands, but will also see that processes involving work and energy are not 100% efficient, because of the friction created.
St: Due: Project on resources. Students will have time to move around the classroom and see other people’s projects.
S, Mvmt
S, Mvmt
The teacher will hand out a list of possible science fair projects having to do with SOL 6.3 – theories of matter, the atmosphere, clouds, oceans, and energy as it relates to weather, radiation, and the earth’s energy budget. Due on Day 60. St: The students will participate in the game known as “Around The World,” where one student starts by standing and competing against the student sitting behind them. They are asked a question, and the first to answer correctly is allowed to move on. When the person standing is beaten, they sit in the place of the person that beat them while the victor tries to get around the “world.” The point is to beat everyone in the room in a row. S, Mvmt
St: TESTING, pencil and paper
S
Week 11 Day 51
Day 52
Day 53
Day 54
Day 55
SACE SCI 6.3 Energy and the Earth
SACE SCI 6.3 Energy and the Earth
SACE SCI 6.3 Energy and the Earth
SACE SCI 6.3 Energy and the Earth
SACE SCI 6.3 Energy and the Earth
T: The teacher will introduce matter and its characteristics (volume, mass, density). Discuss the differences between mass and weight and the measurements of both. Discuss density as well.
T: The teacher will go over the 3 common states of matter – gas, liquid, and solid – and their properties, and will also discuss the 4th state of matter, plasma. The teacher will also talk about Boyle’s Law and Charles Law in relation to gas.
T: The teacher will instruct the students on changing the state of matter, and the difference between a change of state and a simple change of temperature, and the role of energy in these changes. Important terms include melting, freezing, condensation, vaporization, and sublimation.
T: The teacher will discuss the amount of energy the earth receives from the sun and the conversion of that energy into different forms. Explain the role of solar energy in today’s society.
T: The teacher will present the two terms convection and radiation. The teacher will give examples of each, and will ask the students why they think each occurs. Once the correct answer has been procured, the teacher will talk about the effect of radiation in relation to the greenhouse effect and its causes. Have the students discuss what would happen if there was no greenhouse effect, or if the greenhouse effect were to worsen.
St: The students will separate into groups and use liquids of different densities (with different food colors) to create a “rainbow of liquids” in a jar. Students will then be asked questions concerning the experiment.
St: The students will participate in a demonstration to show the moving particles in the 3 main states of matter. Have students volunteer; tape some students together (solid), have some others in a group surrounded by a jump rope (liquid), and the last group have moving freely (gas).
St: The students will participate in a “Hot and Cool” Lab, which deals with whether or not a substances temperature will go up if you add energy, or go down if you remove energy. These questions will be answered through manipulation of water. (Holt Science and Technology: Introduction to Matter)
St: The students will research solar energy and find one article dealing with its history, progress being made in that area, or some other aspect of solar energy. The students will write a short summary of the article which they will hand in the next day.
S, Mvmt S, Mvmt, VA
S, Mvmt
St: The students will get to watch boiling water with little aluminum balls in it to example convection. Students will also brainstorm about what they could do for the community to help the environment in relation to the greenhouse effect.
S, E DA: An extra article may be turned in for extra credit by gifted learners.
S, Mvmt, Col
Week 12 Day 56
Day 57
Day 58
Day 59
Day 60
SACE SCI 6.3 Energy and the Earth
SACE SCI 6.3 Energy and the Earth
SACE SCI 6.3 Energy and the Earth
SACE SCI 6.3 Energy and the Earth
SACE SCI 6.3 Energy and the Earth
T: The teacher will discuss the characteristics of the atmosphere, including temperature, pressure, and the layers of the atmosphere. The teacher will also discuss the role of energy in the heating of the atmosphere, and will further discuss the greenhouse effect.
T: The teacher will talk about winds: why air moves, how it moves, and what happens when it moves. Include discussions on the relation of energy in the atmosphere to weather related phenomena.
T: The teacher will go over what causes clouds, the different types of clouds, and their characteristics.
T: The teacher will give the lesson on the movement of the ocean in relation to energy and the atmosphere. Discuss waves, their causes, and the properties of waves (eg: crest, trough, etc.)
T: SCIENCE PROJECTS DUE Allow the students to quickly tell the class what the subject of their project is.
St: The students will watch a demonstration of atmospheric pressure and air movement involving hot water and ice and a smoking match (Holt Science and Technology: Weather and Climate pg. 14)
St: The students will first watch a demonstration of how water movement is a good example of air flow (Holt Science and Technology: Weather and Climate Quick Lab, pg 16). Then the students will get into groups and model sea and land breezes using baking pans filled with sand and ice and smoke (teacher supervision necessary).
St: The students will make posters depicting the different types of clouds using cotton balls. The students will work the cotton balls so that they have the characteristics of the cloud they are depicting.
St: The students will each make their own waves using a pan filled with water and a piece of cardboard. They should blow across the cardboard to make the waves, and then experiment with different variables, such as making islands in the pan, blowing harder, etc.
St: The students will walk around and look at other students’ projects.
S, Mvmt
S, Mvmt
S, VA S, Mvmt
S. VA DA: Students having difficulties will be paired with other more gifted students, and they can work on the project together, with the gifted student teaching the one having trouble.
Week 15 Day 71
Day 72
Day 73
Day 74
Day 75
SACE SCI 6.4 Matter and Atoms
SACE SCI 6.4 Matter and Atoms
SACE SCI 6.4 Matter and Atoms
SACE SCI 6.4 Matter and Atoms
SACE SCI 6.4 Matter and Atoms
T: The teacher will introduce atoms and the beginning atomic theories: Thompson, Rutherford, Bohr, and the Electron Cloud Models.
T: The teacher will instruct the students on the properties of the atoms themselves: size, makeup (protons, electrons, and neutrons and their characteristics), and what makes atoms different from each other.
T: The teacher will teach about the forces at work in atoms, isotopes, and calculating the mass of an atom.
T: The teacher will introduce the students to the periodic table of the elements, both to its history and what can be found on the table.
T: The topic of this lesson is the grouping of the elements within the periodic table. The teacher will instruct the students on the different groups of elements.
St: The students will each choose a type of atom model to draw. The student will draw and color the picture, label the model, and then put its creator and the characteristics of the model that make it different from other models.
St: As the students learn about the particles inside an atom, have them create and label diagrams of several different atoms in their Science Log. Students can use the figures as guidelines. The diagrams should show the different particles, where they are located, and other information, such as mass and charge.
St: The students will calculate the masses of some given atoms and will also so a Reinforcement worksheet called “Atomic Timeline” found on pg 77c on of Holt Science and Technology: Introduction to Matter.
St: The student will complete the Direct Reading Worksheet 1, found on page 101c of Holt Science and Technology: Introduction to Matter.
St: Students will be put into groups, and each group will be given pre cut squares of different colors (the colors are according to groups of elements). Each group will be assigned an elemental group (if it is large, it will be split) and the students will copy the elements onto the squares so as to make a huge classroom periodic table.
S, E, VA
S, M
S, E
S, VA
S, VA DA: Have the gifted students research the Japanese physicists such as Nagaoka, Hideki Yukawa, and Kenjiro Takayanagi and share what they contributed to modern science.
Week 16 Day 76
Day 77
Day 78
Day 79
Day 80
SACE SCI 6.4 Matter and Atoms
SACE SCI 6.4 Matter and Atoms
SACE SCI 6.4 Matter and Atoms
SACE SCI 6.4 Matter and Atoms
SACE SCI 6.4 Matter and Atoms
T: The teacher will review some common elements, and will introduce the class to compounds, both the types of and their characteristics and the names of some common compounds.
T: The teacher will teach about chemical reactions and chemical formulas.
T: Chemical equations are to be introduced in this lesson. Discuss in depth how to balance equations and include many guided and independent practices.
T: Review for the test. If students need help with chemical equations, the teacher will work with them at the board.
T: TESTING
St: Every student is given a rubber ball, and the class is divided into two groups. Partners must stand face to face. The 2 groups represent ionic and covalent bonding.
St: Examples will be demonstrated from the Figure “Some Clues to Chemical Reactions.” As each clue is discussed, the teacher will demonstrate an actual example. Students will take notes of their observations.
St: Other than the guided and independent practicing of balancing equations, the students will create a concept map that includes the different components of a chemical equation.
St: If no help is needed with chemical equations, than the students may work in pairs to complete the review sheet that the teacher will have already prepared for them.
St: TESTING Paper and pencil
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S, E
S, E, M
S, E, Col
S
DA: Allow visual learners the opportunity to perform one of more chemical reactions described. Write the name of each clue on index cards, and make sure the students can match the correct clue with each example.
Week 19 Day 91
Day 92
Day 93
Day 94
Day 95
SACE SCI 6.5 Properties of Water
SACE SCI 6.5 Properties of Water
SACE SCI 6.5 Properties of Water
SACE SCI 6.5 Properties of Water
SACE SCI 6.5 Properties of Water
T: The teacher will show the differences between the 3 states of water through demonstration and build on the students’ knowledge of solids, liquids, and gases.
T: The teacher will explain the differences and importance of chemical and physical weathering.
T: The teacher will discuss the importance of water resources after the student activity.
T: The teacher will discuss the origin of water.
T: The teacher will instruct students on why water is so important in society.
St: The students will pictorially represent each state of water and give 3 characteristics of each state.
St: The students will participate in a spin off of family feud with questions on weathering.
St: The students will brainstorm and list reasons why maintaining water resources is beneficial to life.
St: In their science journals, students will write down where they believe water originated from.
St: The students will cut out pictures from magazines, newspapers, etc. that represent water and its relationship to power and agriculture and will use those pictures to make a collage.
S, Mvmt
S, E
S, E
S, VA
S, VA DA: To cater to kinesthetic learners, there can be a quick scavenger hunt of the properties of water. Ask the students where to find the properties, and if possible, go find them!
Week 20 Day 96
Day 97
Day 98
Day 99
Day 100
SACE SCI 6.7 Watershed System
SACE SCI 6.7 Watershed System
SACE SCI 6.7 Watershed System
SACE SCI 6.7 Watershed System
SACE SCI 6.7 Watershed System
T: The teacher will instruct students on group of systems and parts that are related to them.
T: The teacher will instruct the students on what a watershed is and what the effects on the watershed are. The teacher will provide a historic and current map of VA.
T: The teacher will present a video on river systems and watersheds. The teacher will place pictures of river system and watershed components around the room. The teacher will also have laminated component names on a table.
T: TESTING over river and watershed system
St: The students will pair up, using a map or atlas of VA, and create a poster that illustrates the river systems of VA. They will complete the “Power of Moving Water” worksheet and will demonstrate the answers by using a meter stick.
St: The students will write an essay predicting the future of the land surrounding a local river. After being put into groups, the students will find possible reasons for changes in the two maps given them by the teacher. Students will trace streams that have changed on one sheet using different color markers so that patterns of change can be examined.
T: The teacher will discuss with the class some ways why it might be important for watersheds to be conserved, monitored, and analyzed. The teacher will also discuss safety issues associated with watersheds. The teacher will lay out a large replica of a basic stream and assign different colors of paint to some potentially harmful things.
St: After watching the video, students will be timed to see how fast they can correctly match the name with the component picture.
St: TESTING
S, Tech
S
S, VA, M DA: Students having difficulties can use play-doh or clay to illustrate the river systems of Virginia
S, E, VA
St: The students will smudge the paint over the replica of the stream. They will then describe how the river looks. They will then be told the correlation between the harmful substances and the water system.
S, VA
Week 23 Day 111
Day 112
Day 113
Day 114
Day 115
SACE SCI 6.6 Air and Atmosphere
SACE SCI 6.6 Air and Atmosphere
SACE SCI 6.6 Air and Atmosphere
SACE SCI 6.6 Air and Atmosphere
SACE SCI 6.6 Air and Atmosphere
T: The teacher will instruct students on what the atmosphere is and what it is exactly and what it is made of.
T: The teacher will discuss layers of the atmosphere.
T: Teacher will demonstrate atmospheric pressure with paper cup filled with the water and cardboard placed over opening and inverting. Cardboard should stay in place. Teacher will instruct students on what atmospheric pressure is and how temperature is related to it.
T: Teacher will instruct on how air temperature altitudes and humidity are related to atmosphere. Teacher gives set of datatemperature and amount of water vapor. Students create line graph using set of data. Teacher will explain what is on the graph shows what the humidity is all about
T: Teacher will review chapter learned throughout the week.
St: Students will gather in groups given supply buckets of semi hot water and cold water. Place water bottle in hot water, screw on cap, then place in cold water for two minutes. Remove bottle cap slowly, twist and listen as you open the bottle cap. Writing student journals in science notebooks about what was observed and heard conclusions reached. Teacher will collect journals.
St: In groups students will discuss whether or not air becomes more or less dense as you climb a mountain. Teacher will discuss results with students
St: Students will recreate layers of atmosphere with paint and poster board. Students will fill out mapping overview of what was learned T26
St: The students will complete worksheet pg 1 Holt and Science and Technology weather and climate. The students will research composition of atmosphere on internet www.sclinks.org
St: Students will write poem that creatively yet accurately describes one layer of earth’s atmosphere. Present or display for other classmates to hear or read for themselves. Students will play four corners with the layers of the atmosphere as the four corners. The teacher will read the characteristics of corresponding layer and students must go to the correct corresponding corner. Those having difficulty with terms can use dictionary to learn prefixes for the names of the atmosphere. S, E
S
DA: Students having difficulties with terms can use dictionary to learn prefixes or the names of the layers of the atmosphere.
S, Mvmt, E
S DA: Kinesthetic: Two identical sponges and beaker of water dry- warm dry air holds molecules less but can absorb more space. 2nd sponge dipped in beaker set on tube lead to conclusion represents saturated air, no
S, VA
room for water.
Week 24 Day 116 SACE SCI 6.6 Air and Atmosphere
Day 117
Day 118
Day 119
Day 120
SACE SCI 6.6 Air and Atmosphere
SACE SCI 6.6 Air and Atmosphere
SACE SCI 6.6 Air and Atmosphere
SACE SCI 6.6 Air and Atmosphere
T: Teacher will discuss air mass Teacher passes out copies of graphic organizes students to fill out section 1 and section 2 with teacher.
T: Teacher will instruct students on weather fronts.
T: Teacher will instruct students on how weather is measured, and will then give them yesterday’s weather conditions for the activity.
T: Teacher will have local meteorologist come and talk to class about weather.
St: Students will color in their maps of the U.S. according to air masses to the color code.
St: Students will write a compare and contrast essay on cold and warm fronts, and will also solve problems on cold front and temperature.
St: Students will record current weather conditions including temp and air pressure and continue one more day in science journal. Students also will fill out math worksheet on measuring data. Let students handle some examples of weather instruments brought in by teacher.
St: Students will write a haiku on their favorite type of weather. Students will write data on board from weather conditions collected from past two days and today. Students use data to make prediction on what tomorrow’s weather will be like.
S, VA
Week 27 Day 131 SACE SCI 6.8 Solar Systems
S, E, M
S, M
S, E, Col DA: Gifted students can keep an extended journal and keep track of whether or not their predictions were correct. They will then write a summary of why their predictions were correct or why they weren’t.
T: Teacher will instruct students on characteristics of what the air is made up of. Teacher puts on filtering mask and asks students to list on paper why one would wear such a mask. Teacher will review components of air and instruct students that air is a mixture of elements and compounds. St: The students will draw some things that cause air pollution, and will also act out the effects of bad air quality.
S, VA, Mvmt
DA: Students having difficulties with hand motor skills can use precut materials showing air pollution
Day 132
Day 133
Day 134
Day 135
SACE SCI 6.8 Solar Systems
SACE SCI 6.8 Solar Systems
SACE SCI 6.8 Solar Systems
SACE SCI 6.8 Solar Systems
T: The teacher will show a video about the solar system. Teacher will instruct students on the parts of the solar system.
T: Teacher will give snow a table of planetary information on the overhead.
T: Teacher will instruct students on the structure of the solar system. Teacher will discuss how there used to be 9 planets instead of 8.
St: The students will make a mobile of the solar system using the supplies given by the teacher.
St: Students will copy the table down in the science journals. They will then decide how much to make 1 cm for their drawing to represent how many kilometers. The students will calculate diameter in centimeters for each model. The students will also draw planets and then paint or color their drawing. They will then write a scale on their drawing and label planets.
St: Students will copy down definitions of asteroid, meteoroid, and comet might look like.
S, M, VA
S
S, VA
DA: Students having difficulties will have pregathered materials for the mobile
T: Teacher will ask students to calculate distance from east coast to west coast in miles and centimeters. Teacher will instruct students that large measurements are needed to represent the distances in our solar system.
St: Students will fill out the matching worksheet on distances of plants from sun and stars from earth using their books.
T: Teacher will instruct students on characteristics of the earth.
St: Students will think and write down some characteristics that exist on earth only. The students will also write about the landscape on earth and the landscape on another planet of their choosing. Students will do a review page. Workbook pg WB217, Harcourt Science D.
S, E S
Week 28 Day 136 SACE SCI 6.8 Solar Systems
Day 137
Day 138
Day 139
Day 140
SACE SCI 6.8 Solar Systems
SACE SCI 6.8 Solar Systems
SACE SCI 6.8 Solar Systems
SACE SCI 6.8 Solar Systems
T: Teacher will have student list differences between day and night Teacher will instruct students on the importance of day and night in relation to the sun and the moon. Teacher will show the video on how day and night are made. www.Sci.edu
T: Teacher will define and explain on revelation rotation for the students.
T: Teacher will take students outside and drop objects. Teacher will instruct students on role of gravity on different sizes on planets. Teacher will show actual measurements of gravitational pull in relation to size of planets overhead.
T: Teacher will instruct students on the history of space exploration and tech exploration
T: Teacher will review the chapter by playing around the world with the key concepts from the chapter.
St: Using the computer program students will create digital flip book of the rotation the earth goes through and the associated phases of the day.
St: Students will pair up and cut out magazine pictures of trays that spin on an axis or revolve around another object. Students paste pictures into 2 columns tilted things that rotate and trays that revolve. Using dodge ball students will pair up and show revolution and rotation
St: Students will play Magic School Bus computer game on solar system.
St: Students will create a timeline of space exploration. They will also make a diorama of a technology used in space exploration of their choosing using the given supplies. Students will learn about new technologies to launch space crafts www.sfscinece.com
St: Students will complete the chapter assessment pp. 145-146SCott foresman science C107
S, VA, Mvmt
S, Tech
S, Tech
Week 31 Day 151 SACE SCI 6.9 Environmental Policies
S, Mvmt
DA: Students having difficulties can have copies of the assessment already filled-out given to them after class
S, VA
Day 152
Day 153
Day 154
Day 155
SACE SCI 6.9 Environmental Policies
SACE SCI 6.9 Environmental Policies
SACE SCI 6.9 Environmental Policies
SACE SCI 6.9 Environmental Policies
T: Teacher will review what renewable and non renewable resources are. Teacher will also instruct students on some ways to manage renewable and not renewable resources.
T: Teacher will instruct students on policies in place to help manage renewable and non renewable resources.
T: Teacher will show video on environmental policies.
T: Teacher will instruct students on policies concerning land use.
T: Teacher instructs students on potential hazards on land.
St: Students will select a project that will show management of either renewable or non renewable resources. Students will also write a proposal on their selected topic.
St: Students will brainstorm and come up with their own laws on the management of renewable and non renewable resources. Students present their laws before the class, and the class votes on factual reasoning as to whether or not the law could actually be used.
St: Students will present project proposals before the class.
St: Students will be split up into 2 sides -one side for mitigation of land use and the other against mitigation of land use. Students will write one page on what the opposing main points or argument were on the topic.
St: Students look around the room and make a list of all the objects made out of wood. In groups, students discuss how if laws concerning land weren’t in place how different the earth would be.
S, E
S, Col
S, E
S, E, Mvmt
S, E
DA: Students having trouble can put together a PowerPoint on their selected topic
Week 32 Day 156 SACE SCI 6.9 Environmental Policies
Day 157
Day 158
Day 159
Day 160
SACE SCI 6.9 Environmental Policies
SACE SCI 6.9 Environmental Policies
SACE SCI 6.9 Environmental Policies
SACE SCI 6.9 Environmental Policies
T: Teacher will discuss with students the reasons why it is environmentally hazardous to not have preventive measures in place.
T: Teacher will discuss ways to prevent environmental hazards. Teacher will provide students with a list of things they can do to prevent hazard in the environment.
T: Teacher will review environmental policies that have been learned so far.
T: The teacher will pass out dry erase boards. The teacher will then read conservation policies and have students write how much they think the policy cost. She will give handout on conservation policies and information about them.
T: Teacher will review environmental policies.
St: In groups, students make a list of things that can happen in forests. Students complete a math skills worksheet entitled “Rain forest Math” p79 Holt Science and Technology, Environmental Science.
St: Students will make posters about prevention of environmental hazard to put up around the school.
St: Students will split up into groups and create “Test your Environmental IQ” quiz. P87 Holt Science and Technology, Environmental Science. Students will give a student who is not in the class the quiz and score the quiz as well.
St: Students when prompted will write how much they think each policies costs and write it on their dry erase boards. Students will brainstorm and write in their science journals what they think some benefits are for the corresponding conservation policies.
St: Students will name one environmental policy and a fact associated with it. Students split into groups. When prompted and given a scenario, students will act out how they would fix the hazardous environmental situation.
S, E, M
S, VA
S, E, Col
S, VA
S, Mvmt
DA: Students having difficulties will be given a pre-made quiz to administer to other people
Week 34 Day 166 SACE SCI 6.11 Reflection and Refraction
Day 167
Day 168
Day 169
Day 170
SACE SCI 6.11 Reflection and Refraction
SACE SCI 6.11 Reflection and Refraction
SACE SCI 6.11 Reflection and Refraction
SACE SCI 6.11 Reflection and Refraction
T: Teacher will pass prism around the classroom. Teacher will show example of light shining through prism. Teacher will instruct students on how light is filtered through a prism.
T: Teacher will review how prism works and will show example of light shining through prism again. Teacher will teach students a pneumonic ROY G BIV.
T: Teacher will show examples of mirrors. Teacher will show images in mirror. Teacher will explain what reflection is.
T: Teacher will show differences between plane, concave, and convex lenses. Teacher will explain results of activity.
T: Teacher will instruct students on refraction on lenses. Teacher will pass around examples of lenses. Teacher will go over answers to activity with the class.
St: Students will observe and record observations of what was seen when light was filtered through the prism. Students will fill out worksheet on prisms.
St: Students will come to the board and write colors that are seen when light is shined through the prism. Students will recreate artistically what was seen (i.e. shape of prism and colors seen)
St: On worksheets, students will calculate the angle of incidence and the angle of reflection and compare the two.
St: Students will list some items that use the types of lenses talked about. Students will make a pictorial chart of the different mirrors and lenses. Students will do activity 5-1 pg. 116 Merrill Students will come up with mnemonic devices or movements to remember convex and concave lenses and mirrors.
St: Students will complete activity 5-2 pg. 118 Merrill Students will make a list of objects that use convex and concave lenses.
S
S, Mvmt, VA
S, M
S, VA
Key for Letter Symbols T
What the teacher will do
S
DA: Students with difficulties will be given a list of pneumonic to remember the types of mirrors
St
What the student will do
S
Science
SS
Social Studies
M
Mathematics
E
English
VA
Visual Arts
Mvmt
Movement
Mu
Music
Col
Collaboration
Div
Diversity
Tech
Technology
Works Citied: Allen, K., Berg, L., Dusheck, J., & Taylor, M. (2002). Holt Science and Technology: Enviornmental Science . Austin: Holt, Reinhart, & Winston.
Badders, W., Bethel, L., Fu, V., Peck, D., Sumners, C., & Valentino, C. (2003). Discovery Works Unit E: Oceanography. Houghton Mifflin Company. Berry, K., Fronk, R., Hemenway, M., Kaska, K., & Malin, P. (2002). Holt Science and Technology: Weather and Climate. Austin: Holt, Reinhart, & Winston. Borgford, C., Champagne, A., Cuevas, M., Dumas, L., & Lamb, W. (2002). Holt Science and Technology: Forces, Motion, and Energy. Austin: Holt, Reinhart, & Winston. Borgford, C., Champagne, A., Cuevas, M., Dumas, L., & Lamb, W.. (2002). Holt Science and Technology: Interactions of Matter. Austin: Holt, Reinhart, & Winston. Borgford, C., Champagne, A., Cuevas, M., Dumas, L., & Lamb, W. (2002). Holt Science and Technology: Introduction to Matter. Austin: Holt, Reinhart, & Winston. Cooney, T., DiSpezio, M., Foots, B., & Matamoros, A. (2003). Scott Foresman Science. Glenview: Pearson Education: Scott Foresman. Feather, R., Ortleb, E., Blume, S., & Aubrecht, G. (1990). Science Connections. Columbus: Merrill Publishing Company. (2002). Harcourt Science. Orlando, FL: Harcourt, INC. SciLinks.com. Accessed 16 Oct 2007 from www.scilinks.com. Scott Foresman Science. Accessed 17 Oct 2007 from www.sfscience.com. Springfield College in Illinois. Accessed 17 Oct 2007 from www.sci.edu.
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