LEGEND

A – art
CM – communication
DA – differentiation / accommodation
E – evaluation
GA – group activity
L – literacy
LA – Language Arts
SS – Social Studies
LI – listening
HW – homework
MA – manipulative activity
MS – Music
DR – Drama
MT – Math
MO – movement / physical education
OL – oral language / public speaking
PS – problem solving / critical thinking
R – reading
S – science
T – technology
TX – text
W – writing
G- game
EX- experiment
RV- review
FT- field trip
 WEEK 1

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

KK SOL S 3.1 KK SOL S 3.1 KK SOL S 3.1 KK SOL S 3.1 KK SOL S 3.1
Temperature Temperature Mass Mass Length
S/LI/CM: The class will S/LI/CM: The class will S/LI: Show the students S/LI/PS: Teacher S/MO: Using your hand
discuss heat, which can discuss how heat is a jellybean and a displays a variety of (from the wrist to the tip
be produced in various transferred through textbook. Ask them objects. Children are of your middle finger)
ways, is the energy of different kinds of solids. which one is heavier. to guess which is the have the students
movement of the tiny The students will find How do they know? measure the length of
heaviest, lightest,
particles that make up that heat moves better Explain that although their desk. Then have
matter; temperature is through metal than large things are not
whether any would be them measure the
the measure of how hot through plastic or wood. always heavier than the same weight. length of the room using
or cold something is. small things- consider a Children are given the their foot. Pick the best
MA/PS: Suppose with large balloon and a opportunity to hold measurement from your
MO/MA: Students will the students that they hard ball- size often the objects to assist group and record it on
be given a washer and place a metal spoon, a indicates weight. with their the board.
will use their own pencil wooden craft stick, and estimations. Teacher
erasers. They will rub a plastic spoon in hot MA/LI: Show the questions children on LI/CM: Discuss the
them back and forth water. Allow them to students a ball of clay. possible methods of reasons for the
over paper for 15 predict what dry end of Put the clay on a spring discovering how differences in readings
seconds. Instruct the each object will feel like scale. Ask the class how and the difficulty of
accurate their
students to hold the after five minutes. Then you could make the choosing "the best
objects to their cheeks. the students will clay weigh less. Discuss guesses are and measurement".
They will notice the conduct the how taking pieces away introduces pan
difference in experiment. Have will cause it to have balances. MA: The students will
temperature due to the students compare their less mass and less understand that an
types of materials they predictions with results. weight, but by only GA/MA: Children are object with the same
experimented with. changing its shape the given the chance to measurement is needed
LI/PS: Explain that heat weight and mass stay work in small groups for agreement or a
PS: The students will energy moves through the same. (2-4 per group) to standard. Using the
test classroom objects solids. Some kinds of experiment with the stick provided (sticks of
to see how much heat solids allow heat to W/LI: Write the words objects and pan the same size) measure
they produce when they move better than other mass and weight on the the desk and room
balances to
are rubbed together. kinds of solids. From board with their again and record the
They should keep a list their results, have the definitions. Ask which determine a method answers on the board.
of these objects and students infer why pots one always stays the of finding the heavier Point out how much
group tested objects are made of metal and same (the mass). of two objects. closer the answers are
according to the why their handles are using the stick as a
amount of heat often made of wood or DA: Gifted students can OL: Findings are standard.
produced. plastic. find out how our mass shared in a whole
and weight differ on group situation with LI: Explain that the
different planets. emphasis on length measures how
explaining that the long something is, but
 heavier of two objects that we must have a
will always pull that reliable measuring tool
side of the balance (ruler) to accurately
scales lower. measure an object.

WEEK 2

DAY 6 DAY 7 DAY 8 DAY 9 DAY 10

KK SOL S 3.1 KK SOL 3.1 KK SOL 3.1 KK SOL S 3.1 KK SOL S 3.1
Length Volume Volume Graphs, tables, and Graphs, tables, and
charts charts
S/CM/PS: Bring in a S/GA/MA/PS: Following S/MA: Distribute to S/LI/PS: The instructor S/TX: The instructor
ruler, yardstick, and an introduction to area each student or will introduce the lesson will ask the students
tape measure. Ask and volume students student-pair two by asking the students to look in their math
students what these will work in groups to different-sized boxes. to pretend it is their books at the four
instruments measure. build models of square The boxes should be summer vacation. The
types of graphs. The
Have them estimate the centimeters, square fairly manageable in students will think
height, length, and inches, square feet, size, since students are about their favorite
students will be
width of the classroom. square meters, and going to fill them with thing to do in the looking at bar graphs,
Find these then cubic centimeters, 1-inch cubes. summer. The instructor line graphs, circle
measurements as a cubic inches, cubic feet, will also ask the graphs, and
class and compare and cubic meters. This PS/W: Have students students to pretend pictographs.
them to the estimates. becomes a good use the 1-inch cubes to they are going to have
cooperative team measure volume. a special dinner over LI: The instructor will
PS: Ask students to effort at problem Provide each student the weekend. The explain to the
estimate the height of solving. Students are with a work sheet with students can choose to students the purpose
the Empire State provided with the instructions and eat with a family of a graph is to show
Building. Ask them materials, but no initial questions on it. The member, friend or even
the overall pattern of
what the appropriate instruction is given on work sheet will lead a celebrity.
units would be (i.e.: how to build their what has happened.
students to "discover"
inches, miles, or feet). models. the meaning of volume. PS/CM: After
Explain that an inch is brainstorming some CM: The instructor
the smallest unit of OL: When the groups W: Introduce students favorite things to do in will ask the students if
measure and a mile is have completed their to the way of writing the summer, the they know the
the largest unit of
measure that you will projects they will send a volume. For example a instructor will tell the difference between
discuss today. spokesperson to the box that is 4 inches students we are going the four types of
front of the room to wide, 6 inches long, and to take a survey of the graphs? The students
HW: Have students share with the class 2 inches high has a class to collect data, so will be given time to
complete a Length and what they have built, volume of... we need to come up
respond. The
Height worksheet for what it is called, and with a question that we
homework. how it compares to want to know about the
instructor will define
4 x 6 x 2 = 48 cubic
some of the other inches or 483 whole class. the four types of
models built by other graphs.
groups. This activity RV: Review the GA/CM: As a class, we
leaves students with a vocabulary volume and will now brainstorm
lasting memory of cubic inch to be certain together a question
these ideas that are students understand that we could ask each
otherwise hard to them. other and learn about
grasp. our favorite things. I will
have the students come
DA: Students that have up with 4 things they
difficulty with scissors like to do during their
will have precut summer vacation.
materials that they can
easily glue together. Have them write them
down and turn them in.

WEEK 3

DAY 11 DAY 12 DAY 13 DAY 14 DAY 15

KK SOL S 3.1 KK SOL S 3.1 KK SOL S 3.1 KK SOL 3.2 KK SOL 3.2
Graphs, tables, and Graphs, tables, and Graphs, tables, and Simple Machines Simple Machines
charts charts charts

S/LI/W: The S/W/PS: The next step, S/OL: The graphs S/LI: Explain that S/HW: Ask the students
instructor will draw a we will arrange the data from day 12 will be energy is used to bring some simple
into a chart. The students whenever a force machines from home.
right angle on the will copy this chart down
finished and scored,
board to represent a each student will moves something any
on a piece of paper to be
distance. This is called PS/IN: Have the
graph. used when creating their orally present to the
graphs. work. students put their
class the information Machines make work machines in categories
LI: The instructor will on their graph, the easier. according to the six we
 observations/conclusi discussed.
show the students W/PS: The instructor will ons they drew from T: Use Beacon Learning
where the title should now put the 5 choices of the information, and Center website to GA: Assign the students
foods on the board. The introduce the 6 types of into groups of 3 and
go and explain to the students will be asked to
their reflections about
simple machines. Work have them think of
students that a title look over the choices and the lesson.
through the different different uses for the
represents what the decide which food is their
machines represented in
favorite out of the list. The online activities on that
graph is about. The RV: As a class, we website with the their group.
instructor will also instructor will put a tally will review the four
mark under the choices students.
explain to the given by the students. types of graphs. The
students graphs students will give the
always have a x-axis W: We will arrange the definitions of each
and a y-axis. The x- data into a chart. The graph.
axis tells what was students will copy this
surveyed or what is chart down on a piece of
paper to be used when
being graphed and creating their graphs.
the y-axis tells how
many were surveyed LI/W/IN: Next, the
and the results of the instructor will explain the
survey. criteria checklist. The
criteria checklist will be
used to check their
CM/PS:The instructor graphs. Students will be
will now put 4 choices able to check their own
of favorite activities graph by using the criteria
on the board. The checklist. They should
students will be asked have their name, a title,
correct spelling, neatness,
to look over the accurate data, x and y-
choices and decide axis are labeled correctly.
which activity is their
favorite out of the list. DA: Students with
The instructor will put difficulty drawing graphs
a tally mark under the with straight lines will be
given a printed graph to
choices given by the fill in.
students.
 WEEK 4

DAY 16 DAY 17 DAY 18 DAY 19 DAY 20

KK SOL S 3.2 KK SOL S 3.2 KK SOL S 3.2 KK SOL S 3.2 Test 1
Simple machines Simple machines Simple machines Review Test 1

S/LI/CM: Discuss the S/LI/: Discuss that S/R/LA/CM: Read Mike RV: Students will play a E: Students will be
idea that in order for three different kinds of Mulligan and His Steam review game in order to given 5 objects to find
simple machines to levers have different Shovel to the class. Talk review volume, length the length, mass, and
function they must fulcrum or pivot about the different and mass. It will also volume. They will be
types of machines in cover the different required to create a
do work. locations. We can
the book. types of graphs and graph to compare the
calculate their work by simple machines. data of all five objects.
MA: The student using multiplication. LI: Explain the
constructs a paper difference between HW: Teacher will E: Students will be
fan and describes it R/LA: Students read complex and simple provide a review sheet required to identify the
as a simple machine, and discuss A Book machines. for students to take six simple machines by
indicating About the Lever by H. home. picture or description.
where the resistance Wade. LI/CM: Discuss with
is exerted, where the students the need for DA: Learning disabled
force is applied and CM: Have the students both types of machines students will be given 3
where the fulcrum is name at least three in our society today. objects to measure and
graph and only identify
located. This paper jobs done around the
W/IN: Give the 4 of the six simple
fan is an example of house or school with students a picture machines.
a machine. What levers. Describe the worksheet where they
work does it do? (Air way the levers work. will have to identify the
has mass difference between
and it moved, W/A: Have the simple and complex
therefore the fan students draw a machines.
does work.) seesaw; locate the
fulcrum. Where are the
resistance and the
effort located? (The
fulcrum is between the
resistance and the
effort; in this case
either end of the
seesaw is the effort or
the resistance
depending on the
direction.)
 WEEK 5

DAY 21 DAY 22 DAY 23 DAY 24 DAY 25

KK SOL S 3.3 KK SOL S 3.3 KK SOL S 3.3 KK SOL S 3.3 KK SOL S 3.3
Physical and Chemical Physical and Chemical Physical and Chemical Physical and Chemical Physical and Chemical
properties properties properties properties properties
S/GA/LI: Hold up a zip- S/W/MA: Tell children S/LI: Begin by telling S/LI: Explain that Use the observation
lock bag containing the they are going to the children that all children will see how charts from Day 22.
solid (rock, ball, etc.)
Introduce term "solid"
investigate the matter is composed another gas, carbon
Take it out. Ask children contents of the three of tiny particles called dioxide, takes up A/W: Ask small
to feel it, look at it, etc. balloons and write molecules. Pass out space. (Gases are groups of children to
Does it take up space? their observations on colored papers. hard for children to play-act what the
Does it have weight? a chart. They will deal with since they molecules in a block
Does it keep its shape?
Ask for other examples of feell the frozen GA: Have all children are of ice might look like
solids, other properties of balloon, cut the with "yellow" come invisible; children will as the ice begins to
solids suggested by rubber off with a up and demonstrate need several melt.
children; record on chart scissors. Discuss what the molecules in experiences that Have separate
or board. what they see and a solid might look demonstrate that air properties written on
GA/LI/W/CM: Hold up feel. like. takes up space.) sentence strips or
baggie with water. (Packed very tightly large pieces of paper.
Introduce "liquid". Pass W/MA: Do the same together; this is why a EX: Fill one bottle to
around. Does it take up with the water solid keeps its shape the top with water. IN: Children must
space? Can you see it? balloon, observing the and may feel Put baking soda or take the property-
Does it have weight?
Does it keep its shape? properties of the hard). alka-seltzer in second strips and put them
(Pour water into cup so water both when it is bottle; add vinegar, under the headings of
children can see that the in the balloon and as GA: The next group then quickly stop up "Solid", "liquid", or
liquid takes the shape of they pour it into the of children ("blues") the bottle with the "gas".
its container.) List other dish or bowl. Record come up and stopper, which has
liquids, discuss their
properties, record on chart observations. Fill demonstrate how the the hose or straws
or board. balloon with air. Let molecules of a liquid inserted in it. Place
air out. Write act (farther apart' the other end of the
GA/LI/MO/CM: Blow air observations. moving, which allows hose or straw in the
into third, empty baggie. us to pour a liquid). bottle of water and
Discuss with
children. What's in the
baggie? Does it take up
space? Does it have
weight? (Accept the
answer"no".) Does it keep
its shape? (Let air out of
the bag and ask children
where it went.) Discuss
other properties, other
gases, if any, that children
may know the names of.
Let them inhale and see
how lungs expand like a
balloon. Review from
board or chart properties
of solids, liquids,
gases.
DAY 26
KK SOL S 3.4
Living organisms
S/LI/CM: Discuss the
difference between
living and non-living
things. Ask the students
how they can identify
what is living and what
is non-living. Use the
following questions as a
guide:
G/MA: Play the Magic
Wand game. Paint a
rectangular piece of
cardboard blue and
CM/W: Encourage Third group observe the action of
use of demonstrates the carbon
descriptive words molecules of a gas dioxide as it is
such as "hard, (far apart: moving released in the water.
invisible, wet, rapidly) (The reaction lasts for
splashy," etc. discuss only a short time)
all observations of all
groups. Combine onto CM: Discuss what
large chart with the happened, why, and
three headings of what we learned
solid, liquid, gas. Try about the gas.
to accept all
observations as valid.
DA: Students who are
still struggling with
creating charts will be
given a chart to fill in
the blanks.
WEEK 6
DAY 27 DAY 28 DAY 29 DAY 30
KK SOL S 3.4 KK SOL S 3.4 KK SOL S 3.4 KK SOL S 3.4
Living organisms Living organisms Living organisms Living organisms
S/W/MO/CI: Take the S/EX/W: Place a rock, a S/OL: Have students S/CM: Present a seed to
students for a walk plant, and a worm on a present to the class the students and using
around the school. table. Have students their pictographs. Ask: the concepts they
Have each student gather around and What makes something learned about living and
brainstorm what they
make a list of all the living? What makes non-living things.
observe. Make a class list
living things they see of the similarities and something non-living? Have students discuss
and a list of non-living differences between the Which objects collected and vote on whether the
things. three objects. in the scavenger hunt seed is living or not.
were difficult to
LI/HW/EX: Tell the GA/MO/IN/MA: In groups classify? GA/EX: Place the one
pupils to bring a of four, students will seed in a wet plastic
healthy plant to school. participate in a scavenger LI: Introduce the bag in front of the
Do not water the plant hunt around the scientific characteristics window, place another
for a week or two. Have playground. They will of living and non-living seed in a wet plastic
glue some sparkle stars the students observe bag in the closet, and
on it. Cut out a large what happens to the gather ten items, some things. Come back to place a third plastic bag,
cardboard star, paint it un-watered plant. Keep living things and some the initial brainstorming without water, in front
with craft paint or finger a class journal of what non-living things, as list used in the focus of the window.
paint, and glue it to one happened. depicted on the scavenger phase and focus on the Challenge the students
end. Once the wand is hunt worksheet (some of to observe the seed
concept that all living
the items will consist of
finished, have each LI/EX: Tell the students things grow and throughout the week.
cutting out pictures out of
child take turns to touch to hold their breath for magazine.) Once they develop. Come back to the
things that are living as long as they can. have collected the question later in the
and non-living and try Record the amount of objects, they will return to R/LA/IN: Read the week to explore what
to change them into the time each student holds the classroom and concept book, Growing, happened to each of the
opposite. It is his or her breath. How categorize the items into to the class and have seeds in order to grow?
impossible to do. This did you feel after this two piles, living and non- children identify the
will help in showing the activity? living. Have students living and non-living RV: Review these
difference when they show the class which concepts:
things in the book.
use their imagination CM: Have students pictures they cut out of
the magazine. Ask: Why
and then understand explain different kinds CM: Ask: What do all 1) observing and
did you select those
reality. of shelter used by pictures? What makes living things need in comparing the rock, the
humans. Ask them if all those objects living or order to grow? How do worm and the plant.
CM: Have a discussion people need shelter. non-living? we get energy? How do 2) correctly categorizing
on why the students Have students think of plants get energy? and graphing the items
could not change the things that might W:They will then create a What do plants need from the scavenger
objects that were living destroy the good air at real graph placing the grow? hunt.
to non-living and the home or out-of-doors. items on the butcher 3) explaining the
non-living things to (Answers might include paper. The students will differences and
living. Emphasize that smoking, pollution, count how many items are similarities between
even a magic wand strong odors etc.) living and how many are living and non-living
cannot change what is non-living on the real
things using the pictures
graph. They will create a
living and what is not LI/CM: Discuss that all they cut out of
pictograph by gluing cut-
living. living things must have outs of trees (to represent magazines.
food, water, air, and living) and cars (to
shelter in order to represent non-living) on
survive. the sheet of butcher
paper.

DA: Gifted students could

present their graphs to
the class and explain why
they charted their
differences between living
and non-living things.

WEEK 7
 DAY 31 DAY 32 DAY 33 DAY 34 DAY 35
KK SOL S 3.4 KK SOL S 3.4 KK SOL S 3.4 KK SOL S 3.4 Test 2
Living organisms Living organisms Living organisms Living organisms
Review Test 2
S/LA/R/CM: Read A S/EX: Collect materials S/EX/CM/W: E: Collect science E: Students will be
Most Unusual Lunch by from day 31; begin Experiment by adding journals. Look for tested on living
Robert Bender to the making your more plants or animals recordings of organisms through their
class. Identify the living ecosystems or habitats. to habitats. What observations and an science journals. They
and non living things in happens when more explanation of how will be required to have
the book. Discuss the EX/CM: Observe your plants are added? What organisms interact with recorded and certain
interactions mini-ecosystems or happens when more their environment. amount of information.
represented in the book artificial habitats for at animals are added? They will be graded on
(beetle, frog, fish, least a couple of weeks. Have students observe IN/CM/GA: Go outside what they do have in
snake, crocodile, lion). Instruct students to over a period of time or look out a window. their journal.
What do you think the record daily and record observations Ask students to identify
beetle ate? (bark, observations in their in their science five living and five non- Students will have a 20
leaves) What ate the science journals. Ask journals. living things they see. question written test on
beetle? What were the them questions Ask them to identify solids, liquids, and
interactions between concerning the IN/W: Have students three interactions gases.
the various plants and development of the observe what happens between living and non-
animals? Tell students experiments.When to a small squash, living things that they DA: Students with
they are going to build students done making apple, or other food see. Ask them to learning disabilities will
their own small-scale observations be sure item over a period of predict how a drought answer 15 questions of
environment so they they return insects or time. Place the item in would effect the the written test and be
can observe the animals to their natural a clear plastic container environment they are held to lower standards
interactions more habitats. with a lid. Record observing. in the grading of their
closely. observations in science science journals.
journals. Some items RV/G: Students will
W/GA: Research and may take months to play a review game
plan desired completely decompose, covering solids, liquids,
ecosystems as a class but it is fascinating to and gases. They will be
or in small groups. watch. Observe as the given a review sheet to
Make a master list of item is eaten by take home and review.
what is needed and bacteria, liquefies, and
make assignments of begins to evaporate.
what to bring or collect. You may want to dump
This type of ecosystem the liquid into a flower
should be self bed for fertilizer.
sustaining. Research
and include the food T/R/LA: Watch any of
each animal needs. Add the Magic School Bus
animals to your series or have students
ecosystem, make a
plant terrarium that read the books.
waters itself.

WEEK 8

DAY 36 DAY 37 DAY 38 DAY 39 DAY 40

KK SOL S 3.5 KK SOL S 3.5 KK SOL S 3.5 KK SOL S 3.5 KK SOL S 3.5
Food Chain Food Chain Food Chain Food Chain Food Chain
S/T/LI/CM: Introduce S/CM/IN: Have S/GA: Split the S/GA/MA/W: Using S/CM/OL: Have a
the idea of a food chain students discuss: students into groups the same groups from discussion about the
with the Web of Life of 4 or 5. Each the previous lesson, food chain. Every
online source at • What is the food student should students can use group should have a
kidsplanet.com
chain? receive a copy of a crayons and on a small presentation in
W: Students will be
• Why is food Food Chain Chart. poster board have front of the rest of the
given a worksheet to fill considered a students draw their class. The results from
in the blanks as we necessity? GA/T/RS: Have interpretation of the their web search, as
work through the online groups take turns food chain. Students well as the pictures
lesson. Ask your students searching for can use food chain they've designed,
about the lesson we information on the labels, pictures of should be presented.
have just discussed, Internet. They should animals within one
Use the following find information on food chain, or a food CM: Discuss the
questions as a guide: five different animals. chain chart showing results and have the
Using the Food Chain the progression from class vote to
• What is a necessity? Chart each group animal to animal. determine whether
• What are the three should list the animal, the assessment of
groups of animals their habitat (desert, OL: Groups will carnivore, herbivore,
based on their eating forest, plains, etc.), present their food or omnivore was
habits? what the animal eats, chains to the class. correct. Discuss the
and based on their results allowing each
CM/IN/E/W: Have source of food student to explain
students answer the whether they are in why they feel the
questions after the herbivore group, animal is a certain
 reading about the
food chain and animal omnivore group, or type (based on what
eating habits. Once carnivore group. they eat).
everyone has
answered the CM: Discuss results
questions have as a class.
students exchange
papers and grade DA: Students not very
them. Go over each quick on the
answer and computer may use
encourage students encyclopedia’s for
to ask questions. research.

WEEK 9

DAY 41 DAY 42 DAY 43 DAY 44 DAY 45

KK SOL S 3.6 KK SOL S 3.6 KK SOL S 3.6 KK SOL S 3.6 FIELD TRIP 1
Environments- dry land Environments- dry land Environments- dry land Environments- dry land

S/LA/R: Read aloud S/T/CM: Use online S/LA/R: Read S/T/CM: Use online FT: Students will take
Mojave by Diane interactive lesson Nature's Green interactive lesson a field trip to a local
Siebert to introduce plan from Umbrella: Tropical plan from factory and see
the topic of deserts. http://www.mbgnet.n Rain Forests by Gail http://www.mbgnet.n simple and complex
Prepare a KWL chart. et/sets/grasslnd/index Gibbons. Identify the et/sets/grasslnd/index machines at work.
Students will .htm to discuss the layers of the tropical .htm to discuss the They will also learn
brainstorm what they characteristics of a rainforest: forest characteristics of a the harms and helps
think they know about grassland floor, understory, deciduous forest of factories and plants
deserts. Teacher will environment. canopy, emergent environment. on the environment.
put ideas on chart layer.
paper. Students will W: Have students fill W: Have students fill
brainstorm several in a worksheet GA/T: Teacher will in a worksheet
questions about provided to them provide students with provided to them
deserts they would
like answered concerning key topics a list of rainforest concerning key topics
we discuss. animals to choose we discuss.
T/VD/W: Show video from. Students will
Eyewitness: Desert: CM: Allow students work cooperatively CM: Allow students
students will take to ask questions with a partner to to ask questions
notes from video on about the research their animal about the
study guide provided environment. with print and environment.
by teacher. electronic resources.
DA: Gifted students Students will save
CM/RV: Class can find other photographs of their
discussion about websites that discuss animal from the
desert features will grasslands to further Internet or scanned
follow the video and their research. images from print
students resources into a
will complete a study folder on the
guide. computer.

W/IN: Students will

record an interesting
fact about their
animal, as well as the
layer it inhabits, on a
form provided by the
teacher.
 WEEK 10

DAY 46 DAY 47 DAY 48 DAY 49 DAY 50

KK SOL S 3.6 KK SOL S 3.6 KK SOL S 3.6 KK SOL S 3.6 KK SOL S 3.6
Environments- water Environments- water Environments- water Environments- water Environments- water
related related related related related

S: The teacher will lead S/RV/L: Students will S/T: Students will fill S: The teacher will lead RV/G/DR: The
a class discussion about present information out a worksheet on the class in a discussion students will receive a
the water on Earth. observed in the water ecosystems about how changes review sheet including
Oceans cover 71% of experiment from the (Rivers and streams, occur in an ecosystem. the information taught
Earth’s surface. Of the previous day. The lakes and ponds, Over time soil and
since test 2. Students
water on the earth 97% teacher will assist in wetlands and oceans). plants can change a
is salt water and 3% is helping the class in Using the website pond, erosion can
will also participate in
fresh water. Of the fresh drawing conclusions http://www.mbgnet.n cause changes in rivers a game of charades
water on Earth 77% is about the experiment. et/salt/coral/index.ht and streams and polar reviewing the
stored in glaciers, 22% is Students will record the m students will record ice caps melting can information taught
stored as groundwater following the their key characteristics of change the oceans. since test 2. Students
and soil moisture, journals and compare each ecosystem. Students will give more will be given a key
leaving less than 1% of to their predictions: ideas about how vocabulary word or key
fresh water available for 1. The salt water sinks A/MA/W/GA/OL: In environments can be fact and be required to
human use. to the bottom and groups of four students altered either naturally act it out for the rest of
forms a layer under the will choose one of the or by humans. the class. Example:
A/MA/EX: Using a blown fresh water. The salt water ecosystems and Food Chain – a group
up beach ball students water is heavier then make a diorama that A/MA/EX: Students will
will portray the amount the fresh water. see how changes in a of students will act out
uses materials that the a food chain such as a
of water on the earth. 2. Waves and wind teacher will provide. pond occur over time.
With colored paper cause the two layers to Fill an aluminum foil fish eating kelp who is
Each diorama must
mache, students will mix. include organisms that pan half-full with water. eaten by a bigger fish
show approximately 3. As the tide rises, salt live in the environment Measure and record the who is then eaten by a
71% of the ball as blue water is forced into the and other things that distance across the human.
and the remaining 29% mouths of fresh water support the organisms waters surface. Slowly
of the ball as green or rivers. The fresh water living there. Since a add gravel to your
brown. tends to float on the diorama can show only model pond. The
salt water, but the two part of the picture gravel stands for the
MA/EX/PS: Students will eventually mix. As the students will write a soil that has washed in
hypothesize what they tide falls, the water at paragraph describing the pond during the last
believe happens when the mouth of a river other organisms that 200 years. Put more
salt water and fresh becomes fresher, could live in the scene. gravel around the
water is combined and because fresh water Each group will present edges of the pond then
record the predictions in replaces the receding their dioramas to the in the middle. Measure
their journals. To test salt water. rest of the class. The and record the distance
their predictions dioramas will be on across the waters
students will do the S/R/W: Students will display throughout the surface. Plant several
following: use a dictionary to classroom to help plants near the sides of
1. Add 1 tablespoon of define the following key students review. the pond. Measure and
salt to 1 cup of water, words related to record the distance
then add a few drops of ecosystems: across the waters
food coloring, stir. ecosystem, population, surface. Add more
2. Half-fill a plastic niche, producers, gravel and plants until
shoebox with fresh consumers, you can no longer see
water. decomposers, food the waters surface.
3. Carefully pour the salt web, and diversity. This represents several
water into the fresh hundred years of
water. Observe and DA: Students who have adding soil.
record. difficulty using a
4. Blow on the surface of dictionary will have
the water to simulate their definitions already
wind. Observe and written with only blanks
record. to fill in.

WEEK 11

DAY 51 DAY 52 DAY 53 DAY 54 DAY 55

KK SOL S 3.7 KK SOL S 3.7 KK SOL S 3.7 KK SOL S 3.7 KK SOL S 3.7
Earth materials Earth materials Earth materials Earth materials Earth materials
S/T: The teacher will S: The teacher will S: The teacher will S: The teacher will S: The teacher will
use a Power Point discuss nonrenewable lead the class bring discuss with class the discuss with the class
presentation to define resources. The class the class trashcan to different types of that the amount of
resources (an aspect will compile a list of the front of the room. natural resources. Soil water that soil can hold
is a natural resource is an important
of the physical nonrenewable As she takes out each
that is necessary for property. The amount
environment that resources. Students piece of garbage (be the community. Ask of water that a specific
people value and use), will begin make a list sure to wear gloves) the students what the type of soil can hold
renewable resources of ways to help cut the students say community uses the affects what kinds of
(can be regenerated if down on the use of whether it is a soil for (Planting things plants can grow in the
used carefully), and nonrenewable renewable or etc.) Ask students soil. Students will fill
nonrenewable resources (reduce, nonrenewable what is in soil that out a graphic organizer
resources (cannot be reuse, recycle). resource. When she makes it to important. categorizing the 3 types
replaced once it is pulls out food she Have the students of soil: sandy soil, loam,
used up). Students will W/CM/MT: Students stops and asks if record their hypothesis and soil with a lot of
give examples of each will survey the rest of anyone knows how in their Science Journal. clay in it.
and they will be the class to this could be reused
MA/EX: Have MA/EX/GA: In groups
recorded on the board. determine how many (Compost pile).
students go outside of 3 students will
families use a gas
the classroom and perform the following
LA: The teacher will stove or an electric EX/MA/GA: There is
gather a small experiment. Have
read the following stove. Since gas is a a way to reuse or
students measure 1
poem by Carmen Agra nonrenewable recycle food garbage. amount of soil on a cup of potting soil and
Deedy: resource and Line a shoebox with white piece of paper. place it in a paper cup
Everything comes electricity is a plastic. Poke several Spread out your soil with holes in it. Hold
from something, renewable resource holes through the box sample on the piece the paper cup with
Nothing comes from this survey will and the plastic on of white paper. Look the potting soil over a
nothing. portray how many each side. Fill the at the soil closely. paper cup without
Just like paper comes families are helping
box about half full What do you see? holes. One student
from trees, to cut down the usewith crushed dead Are there different pours 100mL of water
And glass comes from of nonrenewable leaves. Add two colors? Different size slowly into the soil.
sand. resources. Studentshandfuls of soil and ½ particles? Write your Let the water run
The class will discuss will collect the data
cup of water. Do this observations in your through the cup for 2
the meaning the and fill in a again, then mix the Science Journal. How minutes. Pour the
author was trying to corresponding chart.
materials with your does you soil smell water that ran out of
portray. Students will then hands. Next mix in 2- and feel? Record the cup into a
make a bar graph 3 tablespoons of food observations. Using graduated cylinder.
HW/W: Each student showing their results.
garbage. Put about a magnifying glass Read and record the
will write their own 150 red worms in the examine the soil volume of water.
poem about resources. DA: Students who box and cover it with again. Draw a picture Repeat these steps
The poem must be at have difficulty the lid. Observe and of what you see in for sandy soil. Which
least 4 lines long. making graphs will be record daily as the your Science Journal. soil held more water?
supplied with a pre- kitchen scraps (Rocks, sticks, plants, (Potting soil) Which
made graph. disappear and roots, etc should be type of soil would be
changes occur. seen.) best for a garden? A
soccer field?
 WEEK 12

DAY 56 DAY 57 DAY 58 DAY 59 DAY 60

KK SOL S 3.8 KK SOL S 3.8 KK SOL S 3.8 KK SOL S 3.8 KK SOL S 3.8
Life Cycles Life Cycles Life Cycles Life Cycles Natural Events
S: The teacher will S: The teacher will S: The teacher will S: The teacher will S: Using pictures as
explain that every have the students describe the life cycle explain to students examples the teacher
plant begins with a discuss what they of an animal while that animals need the will show the class that
seed. Inside every cannot live without. the students fill out right climate, oxygen, the life cycle of both
plants and animals can
seed is a miniature Ask the students if the blanks on their food, water and
be disrupted by
plant. they need plants (Yes, worksheet. The shelter to survive. naturally occurring
for food and energy). definition of a life events and man-made
MA/EX/W: Have Then ask if plants cycle is all the stages A/GA/OL: Students events. Ask the
students predict what need them (No, not in an organism’s life. be divided into pairs children to site
they will find inside a for food, but students Organisms go and will use examples of both
seed and write their can help plants grow through the following magazines and naturally occurring and
predictions in their by caring for them). stages: newspapers provided man-made events
Science Journal. The Birth – The to find pictures of (Hurricane Katrina left
teacher will soak lima W: Students will fill organism’s life animals needs being many marine animals
beans in water to out a graphic begins. met. Students must stranded on land,
cutting down trees to
make them larger and organizer listing what Growth and Change – find at least one
use for paper kills
easier to be taken plants need to grow The organism gets picture for each need plants, etc.)
apart. Students will (i.e. water, air, larger and it may that animals have.
take apart the soaked energy). take on a new form. Students will place MO/W/A: The teacher
seeds. Students Reproduction – The the pictures on a will lead the class on a
should be able to MA/EX/W/GA: In organism creates new large piece of nature walk around the
identify 3 parts to the groups students will organisms like itself. construction paper. schoolyard. Students
seed: A clear, thin plant bean seeds in Death – The Underneath each will write down
cover over the entire small pots using soil. organism’s life ends. picture the students instances where they
seed; 2 smooth, Each day the group will write what need see a life cycle of a
yellow parts inside the will assign someone MA/EX/W: The is being met and how plant or animal
disrupted by nature or
covering; and an in the group to water teacher will provide it is being met.
man. Students will fill
embryo between the plant and make the class with 5 Students will present out a graphic organizer
them. Students will sure it is receiving monarch caterpillars their findings to the with their examples
make a drawing of sunlight. Students will and 5 tadpoles in class. under two columns, one
what they see in their record observations separate cages. labeled “Nature” and
Science Journals and in their Science Students will watch DA: Gifted students the other labeled “Man-
compare these to their Journals everyday for the caterpillars and will be asked to made.” The teacher will
predictions. one week. the tadpoles go research a specific take pictures of the
through their life animal and write a various things the
cycles. On the days report about how it students point out.
that a new stage in meets each of its When the pictures have
the life cycle is basic needs. been developed the
reached students will students will make a
write about it in their collage to be displayed
in the classroom.
Science Journals
 WEEK 13

DAY 61 DAY 62 DAY 63 DAY 64 DAY 65

KK SOL S 3.9 KK SOL S 3.9 KK SOL S 3.9 KK SOL S 3.9 Test 3
Water Cycle Water Cycle Water Cycle Water Cycle
Review Test 3
S/LA: The teacher will S: The teacher will S: The teacher will S/LA/RV: The teacher E: Students will fill in a
give the class the instruct the class on introduce the water reviews with the class graphic organizer about
following riddle: What the 3 major different cycle using visual the steps of the water the life cycle of an
is something that is types of clouds aids. Using the words cycle using visual aids. animal. Students will
Have students create match definitions and
always changing and (Cumulus, Cirrus, and water on Earth,
“Water in the Sky” examples of resources,
always the same? Stratus) using evaporation and booklets outlining the renewable resources
(Water) The teacher pictures as examples. condensation, and steps in the formation and nonrenewable
will discuss with the The teacher will ask clouds and of precipitation. resources. Students will
students the 3 states the class to name the precipitation the Students can cut out have 25 multiple-
of water– gas, liquid, types of clouds in the teacher will discuss and label shapes choice questions on
and solid; using sky today. The how water moves representing clouds, environments and food
examples such as a teacher will discuss around the earth and rain droplets, etc. Have chains.
cup of ice, water in a how each cloud is its atmosphere. students glue the
fountain and steam formed and what Students will fill out shapes in their DA: Learning Disabled
from a boiling tea pot. causes them to look worksheets with key booklets. students will have 2
choices instead of 4
different then other words from the
A/W/R: Have students choices on the multiple-
CM/W/LA: As a class, clouds. discussion copy each of the choice test.
create a list of following words on an
adjectives describing A/MA/W: The S/LA/R/W: The index card:
water. Use the list to students will make teacher will read condensation, bodies of
create a class riddle each type of cloud “Cloudy with a water, precipitation,
about water. using cotton balls and Chance of Meatballs plants, evaporation,
blue construction by Judy Barrett to the and clouds. Have
A/MA: Students will paper (Example: class. Students will students attaché the
discuss where each Cumulus – big and write their own short cares the poster board
form of water is puffy). Under each stories using the to portray the water
cycle. Have students
located on the earth. cloud the students following themes: The
use arrows to show
Solid water is found in will write it’s name Day the Water Cycle sequence. Each word
glaciers, liquid water and give a definition. Ended, A Water or phrase should be
is in lakes, rivers, and Droplets Journey illustrated.
oceans and water LA/HW: Have each Through Time, Life on
vapor is found in the student keep a the Inside: A Cloud DA: Students who have
clouds. Students will “Cloud Watcher’s Droplet Tells All, or If difficulty with reading
look through provided Journal” for a week. it Rained _________ will have their index
magazines to find at In their journals Instead of Water. cards written for them
least 3 pictures of students can describe along with a brief
each form of water. clouds at different HW: Have each definition on each card.
The pictures will be times of the day, student continue to
arranged on a large along with fill out their “Cloud RV: The teacher will
Watcher’s Journal” for provide a review sheet
piece of construction illustrations. Have
for students to take
paper and the collages students name the a week.
home and study for the
will be displayed type of cloud they test.
throughout the see each day.
classroom. HW: Have each student
continue to fill out their
“Cloud Watcher’s
Journal” for a week.
 WEEK 14

DAY 66 DAY 67 DAY 68 DAY 69 DAY 70

KK SOL S 3.10 KK SOL S 3.10 KK SOL S 3.10 KK SOL S 3.10 KK SOL S 3.10
Survival of the species Survival of the species Survival of the species Survival of the species Survival of the species
S: The teacher will S: The teacher will S: The teacher will S: The teacher will tell S/RV: The teacher will
discuss with the class explain to the class that explain that when an students that not only the have the students
there are many forms ecosystem changes animal’s body parts help
that certain them adapt to their
refer back to the
characteristics allow of adaptations in every organisms in the lessons on food
environment but also
living thing. Ask environment may
living things to survive their behavior helps them chains. The teacher
students to give perish, relocate, and adapt to their
in their environments. examples (frogs sticky become endangered or
will review the
Students will record environment. Students progression that
tongue, shell of a turtle, even extinct. Students will record the definitions
the definition of etc.) The teacher will will record the for migration and organisms eat and are
adaptation in their tell students that definitions for each of hibernation and give eaten in a food chain.
Science Journals (A camouflage is an these words in their examples of organisms
characteristic that adaptation that allows Science Journals. Perish that use each behavior to GA/T: Assign groups
helps an organism an organism to blend in – to not survive. adapt to its environment. of students to
survive in its with its environment. Relocate – to find a new research a specific
Students will record this home. Endangered – in A: On a blank map of
environment). the Northern
animal on a certain
definition in their danger of becoming continent. Make sure
Science Journals. extinct. Hemisphere label the
MA/EX: Using directions north, south, each group is
Extinct – When there
chopsticks, tweezers, LA/R: Read the book are no more of a east and west. During assigned a different
clothespin and a Clever Camouflagers by certain plant or animal. the summer many continent. Have
spoon model how a Anthony D. Fredericks. monarch butterflies live students use a
bird uses its beak to This book describes a G/GA/MA: This game in 2 general areas. graphic organizer on a
help it eat. Gummy variety of plants and will model what may Some live in the computer to create a
worms, seeds, peanuts animals from around happen when an northeastern US and food chain for their
in shells and rice will the world that use ecosystem changes. around the shores of specific animal.
camouflage as a means Make 3 Predator cards the Great lakes. Others
be available to Challenge students to
of survival. (Red Hawk, Blue Owl, live along the
experiment. How does southwestern coast of make their chain as
the bird pick up the and Green Snake). long as possible.
A/PS: Students will Label 12 Prey cards (4 Canada and in the
food, crack it open, states of Washington Have each group
observe an area of their red, 4 blue, 4 green).
etc.? Using provided classroom and design Give 1 predator card to and Oregon. Locate present their food
pictures of birds, an animal that could each player. Stack the these 2 large general chains. Do any of the
match the bird’s beaks use camouflage to hide prey cards in the deck. areas on your map. food chains cross the
with the type of tool in that environment. The object of the game Shade each area a continents and
used to pick up certain First observe your area is to get all 4 pre cards. different color. At eventually connect?
materials. Students and record your Predators take turns summer’s end large
observations. Then drawing a prey card groups of monarchs
will discover that a DA: Slower students
make a list of features from the deck. Keep gather and migrate
bird’s beak is an will be paired with
that would help an prey cards that match south for the winter.
adaptation. Most of those east of faster students to
organism hide in its the color of your the Rocky Mountains fly work on the
environment. Use the predator card. Return to the mountains of computers.
materials given to you all other prey cards to central Mexico. But
to create a plant or the pile. Play until one some of these GA/A: Use a bulletin
animal that will blend predator gets all 4 butterflies make their
board in the
into its surroundings. matching prey cards. way to Florida.
Secretly place your Add a card that says Butterflies west of the
classroom to make an
organism into its “fire” to the deck of Rocky Mountains fly to ongoing food chain.
environment, how long prey cards. Any sites along the Each day have 2-3
does it take your predator who draws the California coast. Find students bring in a
classmates to find you fire card must go out of each of these areas. labeled picture to pin
designed organism? the game. the fire card Shade each winter area to the board. Use
What adaptations did represented a change the same color as the string to connect the
you give your in the ecosystem. matching summer area. organisms.
organism? What affect did the Use the right color to
change have? draw the most direct
route from north to
south over the land.

DAY 71 DAY 72
KK SOL S 3.11 KK SOL S 3.11
Sources of Energy Sources of Energy
S: The teacher will S/G/MS/MO: The teacher
review the terms will make a large clear
renewable resources and space in the classroom.
This game runs in the
nonrenewable resources.
same way as musical
The teacher will discuss
chairs, except instead of
with the class that some chairs students stand on a
nonrenewable resources
picture of an oilrig. The
are hard to find. Ask the game starts in the year
students, what 2005. There is enough oil
nonrenewable resources for everyone in the class
would be hard to find? to have their share. When
(Oil, metals, diamonds, the music commences the
etc.) Ask students to teacher should remove a
name ideas of how these few of the pictures of the
oil rig. The next time the
hard to find
music stops, we will be in
nonrenewable resources the year 2010, and there
are extracted. (Mining) will be less oil. Students
who aren’t standing on an
MA/EX: After explaining
oilrig will have to sit
to students that mining down. Stop the music as
can be damaging to the appropriate every 5 or 10
earth give each student years, in between each
a chocolate chip cookie stop remove 2 or 3 oilrigs.
and a toothpick. The As individuals sit down
hand each person a
cookie in this activity
renewable resource card
represents an area of (wind or solar energy).
land. The chocolate The game finishes when
chips represent a there is only one person
resource. Draw a left standing on one oilrig
picture of your cookie and the rest of the class
before “mining” in your has renewable resource
Science Journal. Using cards.
the toothpick, try to
remove the “Resource” DA: Students who cannot
physically participate in
from the “land.” Mine
the activity will be the
all the resources from
recorder. After each
your land. Draw a round is over they will
picture of how your record how many
cookie looks now. renewable resources
WEEK 15
DAY 73 DAY 74 DAY 75
KK SOL S 3.11 KK SOL S 3.11 KK SOL S 3.11
Sources of Energy Sources of Energy Sources of Energy
S/T: Using a Power S: The teacher will RV: The teacher will
Point presentation the introduce 2 more provide a “Jeopardy”
teacher will show that renewable resources
like game covering
light and heat from the and sources of energy. the key definitions,
Sun are Earth’s main The wind can be used
different types of
sources of energy. Our to turn windmills. They
food supply depends on can in turn run big
sources of energy and
examples of how
the sun – green plants machines that produce
need the sun to grow electricity. Fast moving different sources of
and many animals eat rivers can be used to energy are used.
plants. Energy that run machines and Each student will
comes from the sun is create electricity. have the opportunity
stored in trees – we use to answer 2
trees to burn for light MA/MO/EX: Students
questions. If
and heat. will make 2 windmills answered correctly
out of pencils and each question will add
MA/EX: On a graph paper. Students will
a bonus point to the
students will record the place one windmill at
temperature outside. home and one at student’s next test.
Students will line the school. The students
inside and outside of a will observe the
shoebox with aluminum windmills 3 times a day
foil and place a for 3 days and record
thermometer inside the on a chart whether or
box. Students will not the windmills are
record the temperature being moved by the
inside the box before wind. The class will
taking it outside. compile their
Students will place food information and decide
of their choice to be whether or not their
cooked inside the solar town is a candidate for
over (i.e. pizza, wind power electricity.
s’mores, etc.).
Students will predict CM/GA: Students will
whether or not their discuss and decide
food will cook. At the whether or not their
end of the day students town would be suitable
will open their to water powered
shoeboxes, record on electricity.
Answer the following there are and how many their graphs the
question: What might nonrenewable resources temperature inside the
be some problems there are. The class can boxes and see if their
people face in trying to graph this information at food has been cooked
the end of the lesson.
mine resources from by the Sun’s energy.
Earth? HW/RV/W: Students will *Most food will cook.
answer the following
HW: Record 3 ways question in their science
you can reduce, reuse journal: What did this
or recycle activity demonstrate
about renewable and
nonrenewable
nonrenewable resources?
resources.
 WEEK 16

DAY 76 DAY 77 DAY 78 DAY 79 DAY 80

KK SOL S 3.12 KK SOL S 3.12 KK SOL S 3.12 KK SOL S 3.12 FIELD TRIP 2
Solar System Solar System Solar System Solar System
S/W/HW: Have S: The teacher will S/LA: The teacher S: Ask students how FT: The class will
students make a four discuss with the will introduce the they think that people travel to Fan Mountain
column chart headed students the power of nine planets in order study the solar system. Observatory where
What I Know, What I the Sun, noting the with the following The expected answer is they will have to
temperature of the sun telescopes. Explain to
Want to Know, What I riddle: My Very opportunity to view
is 11000° F. The Sun is students that
Learned, and “+” for Energetic Mom Just telescopes have
stars and planets
used to heat the earth,
What I’ll Learn More Served Us Nine changed drastically through large
but humans can use
About (K-W-L Chart). the power of the sun for Pizza’s (Mercury, since being invented in telescopes. Students
Ask students to fill in other things. Have Venus, Earth, Mars, 1608. Early telescopes will be broken up into
the first two columns students list the ways Jupiter, Saturn, allowed the observer to groups and uses
about the Solar humans use the sun. Uranus, Neptune, view an object directly different telescopes to
System before the Some answers may Pluto). The teacher through the lenses but view different objects.
lesson begins. Have include solar powered will discuss with the modern telescopes use Students will make
them fill in the third things, help plants class the television systems and sketches of the things
column each night for grow, etc. characteristics of computers to produce that the see through
the astronomical
homework after the each planet including the telescopes.
MA/EX: This images people see.
lesson. At the end of distance from the
experiment will show
the two weeks Sun, time it takes to EX/MA/A/T: Students HW: Students will fill in
how the Sun’s energy
students can fill in the orbit the sun, color, will make their own their K-W-L chart.
affects the Earth’s
last column with temperature. Have number of moons, telescope. Have
things they would like students cover an etc. students press small
to know more about. aluminum can with pieces of clay to the
black paper. The can MA/A/W: Given outside of a thin lens.
S: Using models the represents Earth. Place colored clay the Then place the lens in
teacher will show the a thermometer in the students will make a one end of a small
class how the moon can and set the can on model of each of the diameter cardboard
the table 20 cm from a tube, using enough clay
revolves around the planets and the sun.
lamp. The lamp to hold the lens in place
earth and how the On a piece of keeping it as straight as
represents the Sun.
earth revolves about Read and record the cardboard the possible. Repeat using
the sun. temperature inside the students will place a thicker lens and a
can at the beginning of the planets in order. larger tube. Place the
HW: Students will fill in the experiment. Record Under each planet open end of the small
their K-W-L chart. the temperature of the the students will tube into the larger
can every 2 minutes for write the name, it’s tube. Look through one
10 minutes. Place the number in order and lens and then the
can at different it’s number of moons. other; slide the small
distances from the can tube in and out of the
to represent different DA: Advanced large tube to focus
planets. students can use the items.
internet to discover
HW: Students will fill in HW: Students will fill in
how and when each
their K-W-L chart. their K-W-L chart.
planet was
discovered.

HW: Students will fill in

their K-W-L chart.
 WEEK 17

DAY 81 DAY 82 DAY 83 DAY 84 DAY 85

KK SOL S 3.13 KK SOL S 3.13 KK SOL S 3.13 KK SOL S 3.13 KK SOL S 3.13
Space Exploration Space Exploration Space Exploration Space Exploration Space Exploration
OL: Students will S: The teacher will S/MS/W/L/T: The S: The teacher will S/T: The teacher will
share with the class discuss the teacher will play the explain that space use the website
their sketches of the similarities and song about the exploration began http://www.jpl.nasa.go
objects they saw difference between Hubble Space long before v/missions/index.cfm
through the telescopes and space Telescope at telescopes and space to discuss current
telescopes since each probes. A telescope is http://starchild.gsfc.n shuttles were even space explorations
group saw different an object used to asa.gov/docs/StarChil invented. In fact, that different countries
things. Students will observe distant d/space_level2/hubbl space exploration has are involved with. The
also share the last objects. Telescopes e.html Students will been around as long teacher will explain the
column of the K-W-L range in size. There write down key words as humans have been purpose of each
chart with the class. are even telescopes they hear in the song. on the earth. exploration.
The teacher will ask, in space. Space Constellations are a
did the field trip make probes are vehicles DA: Hearing impaired configuration of stars LA/W/A: Students will
you want to learn that carry cameras, students will be given as seen from Earth write a newspaper
more about the solar instruments, and a copy of the lyrics to and were developed article announcing
system? other tools. Probes the song. by the Greeks. Use their own space
are sent to explore pictures to portray exploration. The
S: The teacher will ask places that are too T/R/W/LA: Students samples of article must include a
the class to list the dangerous and too will use the site to constellations. description of either a
things they know far for people to visit. read and learn about telescope or a space
about space the Hubble Space A: Give each student probe that will be used
exploration. The L/W: As the teacher Telescope and answer a piece of black on the mission. The
teacher will point out discusses the the question at the construction paper article must also state
that although the similarities and bottom of the page. and 10 small star the purpose and
landing on the moon is differences between After reading about stickers. The destination of the
more widely known, it telescopes and space the telescope students will place mission.
is not the only probes students will students will write a the stickers on the
significant space fill out a Venn fictional story in their paper to make their HW: Students will fill in
exploration. Using Diagram, one circle journal about their own constellation. their K-W-L chart. If
pictures the teacher labeled “Telescopes” visit to the Hubble Using a white crayon, students were unable to
will show other and the other circle Space Telescope. students will connect see the Big Dipper last
night they will be asked
important space labeled “Space the stars to show
to try again.
explorations such as Probes.” Where the HW: Students will fill in what their
when a dog was sent two circles intersect their K-W-L chart. constellation is a
into space, the first the students will list picture of. Students
space shuttle that the similarities. will name their
exploded, etc. constellation.
HW: Students will fill in
HW: Students will fill in their K-W-L chart. HW: Students will fill in
their K-W-L chart. their K-W-L chart. That
night students will try
to locate the Big Dipper
constellation with their
parents permission.
 WEEK 18

DAY 86 DAY 87 DAY 88 DAY 89 DAY 90

KK SOL S 3.14 KK SOL S 3.14 KK SOL S 3.14 KK SOL S 3.14 Test 4
Properties of Light Properties of Heat Properties of Electricity Properties of
Magnetism
Review Test 4
S: The class will discuss S: The class will discuss S: The class will discuss S: The class will discuss E: Students will be
the properties of light as the properties of heat the properties of the properties of evaluated on the solar
the students record each as the students record electricity. The teacher magnetism as the
will describe and
system and space
property in a graphic each property in a students record each exploration through
demonstrate the three
organizer. The graphic organizer. The property in a graphic
ways an object can be their K-W-L charts.
properties of light are as properties of heat are charged. Friction - Rub a organizer. The
follows: Light is a form as follows: Heat is a properties of
Students will fill in the
balloon with a piece of blanks on a graphic
of energy, there are form of energy, it flows wool and then place it magnetism are as
natural and man-made from warm air to cold near your head. follows: All magnets organizer that list the
sources of light, light air, when heat is added Conduction – Place a have two poles, exert properties of light,
can change matter, light to matter the particles metal skewer in a small forces and are heat, electricity and
travels in a straight line in the matter move bowl of rice cereal, rub a surrounded by a magnetism. Students
from its source, and light faster and further glass rod with a piece of magnetic field. will list two
passes through some apart. wool and then touch the
rod to the skewer. adaptations
objects but not others. GA/MA/EX/PS/CM/OL: organisms use to
Induction – Rub an
The teacher will give EX/MA: Students will inflated balloon against a
Place students together survive in their
examples of how light fill one foam cup with piece of clothing and then in groups. Give each
environment. There
can change matter. A water and another with place the balloon against group 2 bar magnets, a
camera is a tool that the same amount of variety of small metal will be 10 matching
the wall.
uses light to form a soil. They will place a objects and a variety of questions naming the
photograph. Powerful thermometer in each A/MA/T/EX/GA: In small small nonmetallic key definitions;
beams of light, called cup. After placing both groups students will use a objects. Explain to different types of
lasers can be strong cups in a source of heat lemon to produce students that their task sources of energy and
enough to cut steel. for 1 hour. Students electricity. First have is to describe as many examples of how
students firmly roll the
Light changes plants, will record the properties of magnets different sources of
lemon on a hard surface
without sunlight plants temperature in each to break up some of the
as they can discover. energy are used.
could not live and grow. cup and observe what juice sacks inside. Then Encourage groups to
heat does to different instruct students to stick manipulate the
EX/MA: Using a forms of matter. a strip of copper and a magnets and to
flashlight and a variety strip of zinc into the manipulate the small
of materials available in EX/MA: Students will lemon so that the strips objects using the
the classroom students observe the property of are close together but not magnets. Have each
will investigate which heat that says that touching. Students will group record their
materials light can pass gases expand when then fasten an alligator observations about the
clip to each strip and plug
through and which ones heated. Students will magnets and report
the other end into the
light cannot pass stretch the opening of their results to the
appropriate slot in the
through. Students can the balloon over the voltmeter. Students will class.
change the materials to opening of an empty be able to see that the
see if the light can still bottle and then place lemon is creating energy.
pass through them (i.e. the bottle in a bucket of
folding the material warm water and record DA: Gifted students will
be challenged to make a
several times, blowing what happens to the
digital clock work from
up a balloon, etc.). balloon (it blows up). the lemon.
Students will then place
the bottle in a bucket of
cold water and record
what happens to the
balloon (it deflates).
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