science

May:
videos:
Lesson 1:
variable 1 video
Vocabulary:  Independent variable, Controlled Variables, Fair, Dependent Variable 
The Failure Points- If monster forgot or watered plants differently
Variable Song
Look at experiments and decide what the variables are in each. Set up an experiment for the week.

Lesson 2:
Video 2 Criteria
Vocabulary: Criteria, Constraints,
Look at 3 challenges and talk about what criteria and constants would be.
Challenge for the week: Lesson Paper Airplane

Lesson 3: Review
Video for design!
5-1 Define a simple design problem reflections a need or want that includes specified criteria for success and constraints on materials, time, and cost.



5-2 Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.


criteria:


Constraints:

Possible solutions:
Designs of airplanes that you think would work the best: This is your research
5-3 Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model can be improved.


Variables:

Failure points:

* What do I do?
Write down each step for your experiment.
1.______________________
2.______________________
3.______________________
4.______________________
5.______________________
6.______________________
Now, it’s time to do your experiment
Step 5: The results
Record what happened
What was the outcome






What did I learn? How can the model be improved?
May:
Rocks video

Rock:
color
hardness
reflectivity
Magnetic
reactive
1
2

3

4

5

6

April
Sun, Stars, and Shadows Unit
5-ESS1-1 Support an argument that differences in apparent brightness of the sun compared to other stars is due to their relative distance from Earth.
5-ESS1-2 Represent data in graphical displays to reveal patterns of daily changes in length and directions of shadows, day and night, and seasonal appearance of some stars in the sky.


Directions: Pick 3 of the activities to complete in a Tic-Tac-Toe pattern. These will be due on May 5th. You will have 20 min in class today, Friday  5/24, and 5/1. You will also be able to work on this in library on Fridays.

Read a book or webpage about constellations. Write a one paragraph summary about why stars “move” in the sky. (make sure to cite the book or website.)
Do an experiment with shadows to explain why they move. Write up an experiment plan and your results.
Read a book or watch a video on line about the sun and how it affects the earth. Draw a picture and label it with 5 facts you learned. (include length of days)
Represent length of your shadow for 5 days, at the same time of the day by measuring it and recording the data. Make it into a graph of any kind.
Represent the time of sunrise and sunset on a calendar or line graph for 2 weeks. (you can get your information from a book or the internet)
Do an experiment and write a one paragraph summary and describe your findings about when light is brighter (closer to a source or further away.)
Write a letter explaning to a 2nd grader about why the sun seems so large to us compared to other stars in the sky.
Read a website, book, or watch a video on constellations. Write a one paragraph summary about how the stars “move” in the sky.
Explain why shadows move, draw a diagram a label it with length and time of a shadow.

March:
Mixtures and Solutions
http://padlet.com/forrestersfab5/8en1lf5fn27t

Video


Feb.
Molecules and Atoms

Jan.
Science Daily
Time for kids
Environment articles.gov
http://footprintseducation.org/kidz-zone/how-can-i-help.php

fun when your done
monkey
quizzes and games
National Geo kids

December:
1. read atmosphere book (air)
2. read Hydrosphere book (water)
3. Watch Lithosphere Bill Nye (erosion of land)

 4. Project: Draw a model of how one of these affects another 

September Project: Due September 30th
“Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.” 5-LS2-1 (matter can be food, but is not limited to food, it can be air, water, and decomposed material in soil.)
Assignment: Make a 3 dimensional model of a food chain including the environment it will be located.


Rubric:
Mastered
Student creates a 3  dimensional model including an environment with a  producer, consumer, and decomposer with a description how matter moves among plants, animals, and decomposers. The description is accurate with few mistakes. Description includes food and air, water, or decomposed material too. Description and model include the sun.
Progressing
Student creates a 3 dimensional model including an environment with a producer, consumer, and decomposer. The description includes how matter moves among plants, animals, and decomposers. The description is mostly accurate and does not correctly include how air, water, or decomposed materials could be incorporated into the food chain.
Progressing with help
Student with help/ teacher guidance creates a 3 dimensional model including an environment with  producer, consumer, and decomposer. The description includes how matter moves among plants, animals, and decomposers. The description is mostly accurate and does not correctly include how air, water, or decomposed materials could be incorporated into the food chain.
Non mastered
Students creates a model with an environment, but is lacking a producer, consumer, or decomposer. The student’s model may not match their environment.  The student’s description includes only food and has many mistakes.


Plan:
_____ environment
_____ producer
_____ consumer
____ decomposer
Food moves from each:


Science Daily 5 Hydrosphere

Water Cycle Independent Reading: RR book: Oceans of Resources Buddy Reading: How to make a water cycle http://legacy.mos.org/oceans/planet/watercycle.html Word Work: Make a diagram using words learned about the percentage for water stored aroudn the earth: http://science.howstuffworks.com/environmental/earth/geophysics Writing Wrok: water, climate, and vegetation worksheet Listening: Vocb CADS strategy Math extenstion: http://chartmaker.mathwarehouse.com/create-pie-chart/ Make a pie graph with the amount of water located in areas on the earth's surface.

Daily 5 Time!
Buddy Read: RR book on Sea Turtles at Risk
Independent Reading: http://www.conserveturtles.org/satelliteturtles.php Read about a sea turtle and how they track it!
Word Work: Draw a picture of the turtle's habitat inclding 3 items that endanger a sea turtle's survival and lable them.
Listening: video on sea turtles and thier habitat on the ipad
Writing Work: answer the hot question in a 5-7 sentence paragraph.
How do people use scientific ideas to protect sea turtles and thier environment?

Meets Core Content Science Standards: Earth and Human Actitivy 5-ESS3



Air, water, or decomposed material in soil is used by  __________________ into matter that is _______________. This travels through the food chain…


November Project: 

Gravity 


Why do stars change location in the sky?
answer
video
different latitudes

Essential Questions on Plants:
Where does all energy come from?

Can plants grow without soil?
resource video

How does all energy move?

What is energy used for?

What is a model?





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