5th - Turner and Currie - Science Charts

Science Legend
A – art
CI – community involvement – collaboration with the community
CC – collaboration with colleagues
CL – cultural literacy and diversity
CM – communication
CZ – citizenship
DA – differentiation / accommodation
E – evaluation
GA – group activity
L – literacy
LA – Language Arts
LI – listening
LS – life skills
H – health
HS – home / school connection – collaboration with families
HW – homework
M – math
MA – manipulative activity
MO – movement / physical education
MU – music
OL – oral language / public speaking
PS – problem solving / critical thinking
R – reading
S – science
SS – social studies
T – technology
TX – text
W – writing
Week 1 Science Chart
Tekla Currie & Kristen Turner
Day 1 Day 2 Day 3 Day 4 Day 5
KTSOL S 5.18: KTSOL S 5.18: KTSOL S 5.19: KTSOL S 5.19: KTSOL S 5.19:
Earth Earth Earths structure Earth’s structure Plate tectonics
OL/ CM: A/ CM/ OL: R/ LI/ LA: The OL/ MA: Students W/ LI : Teacher
Teacher and Teacher will show class will read The will present their will introduce
students will have the students a Magic School Bus object, from home, plate tectonics to
a class discussion series of pictures Inside the Earth. that represents the the class. Students
about the earth that show how the The teacher will Earth’s structure. will write down
they live in. The earth has changed point out the the definitions of
teacher will ask the over the years. The different layers of A: Teacher will all vocabulary
students to share students will the Earth. construct a model related to plate
facts that they observe each of the earth using tectonics in their
already know picture. Students MA: Teacher will ice cream and science journal.
about the earth will provide oral bring apples that other items.
feedback about are pre-cut into Teacher will R/ LI: Teacher
LA/ LI/ R/ W: their observations. fourths. Each discuss each layer will read Plate
Teacher will read student will as she is making Tectonics to the
Earth to the class. W/ A: Students receive an apple. them so that the class.
The students will will write a journal The teacher will students will
write down ten entry, in their then demonstrate understand why T/ LI: Students
facts about the journals, on the the layers of the each layer looks will view an
Earth that they changes that the earth by using the like it does. interactive map of
learned from the earth has gone apple. Students Teacher will make plate tectonics.
book. through. Students will the teachers each layer and The teacher will
will also be demonstration by freeze them project the map on
A/ GA/ SS: allowed to draw using their own separately. Once the wall for the
Students will then pictures in their apple. Students all of the layers students. The
use Paper Mache journals. Students will be allowed to have frozen the students will
to create a model must have a eat their apple at teacher will put the follow along as the
of the earth. paragraph worth of the end. model together and teacher reads the
Students will use a writing. allow the class to map and discusses
balloon as the base W: Students will eat the model. plate tectonics.
for their model. A/ GA/ SS: write a journal Teacher will select
The teacher will Students will entry on the layers http://www.sd5.k on the students to
provide all complete their of the earth. The 12.mt.us/glaciereft choose which
necessary Paper Mache students will list /geoeatk8.htm point the class will
materials. Students model of earth. one trait about look at. Teacher
will leave the They will paint on each layer. DA: For students will explain the
shells of their the continents and who have allergies different aspects of
models in the class bodies of water. HW/ HS: Students to any of the items plate tectonics as
overnight to dry. Students will then will be asked to in the diagram, they appear on the
hang their models bring in an object there will be a screen. Students
from the ceiling to that can represent separate snack for will be allowed to
dry and for display. the layers of the them. ask questions.
earth (ex. Egg)
Plate tectonics Rock Cycle Sedimentary rock Metamorphic rock Igneous rock
T/ W: Students T: Teacher will rent A/ GA/ S: S/ GA: Students A: Teacher will

will watch a short the computer lab Students will make will form groups bring pictures of
video on how plate for this class three different and create a model igneous rocks and
tectonics work. period. Each types of of a metamorphic volcanoes in for
The students will student will have sedimentary rocks. rock. Students will the class to view.
also take notes on their own Students will use bread to make
the video. computer. Teacher divide into groups this model. LA/ LI: Students
will give each of two. Teacher will then listen to
T/ A/ MA/ GA : student a list of will give each www.coaleducatio the teacher as she
Students will interactive websites group a piece of n.org/lessons/sme/ reads the book
construct their own to go to. Students paper will elem/9.htm Igneous Rocks.
diagrams of how will be allowed to directions on them.
plate tectonics visit only those Teacher will walk W/ S: Students W/ LA: Students
work. Students websites. Students the students will fill out a lab will respond to the
will work in will be viewing through the report for today’s book by creating a
groups of two or interactive experiment step by experiment. short story about
three to complete diagrams of how step. Teacher will igneous rocks.
this activity. They the rock cycle collect the lab Students must
will make a box works. Students W/ L: Students report for a grade. include at least
that demonstrates will be required to will fill out a lab five facts that
plate tectonics. visit at least three report for today’s OL/ CM: Students distinguish igneous
of the websites experiment. will discuss the rocks from other
http://www.pbs during their time in Teacher will results of their forms of rocks.
4549.otg/antarcti/ the computer lab. collect the lab experiment as a The story must be
Platetec.htm report for a grade. class. The teacher at least one full
www.classzone.c will lead the class page.
D/ MO/ GA: om/book/earth_scie DA: Students who discussion by
Students will form nce/terc/content/inve have a writing asking questions OL: Students will
groups and they stigations/es0602/es0 difficulty can work that deal with the then exchange
602page02.cfm
will receive a with their partner outcome of the lab. papers with one
www.windows.ucar.
certain action to complete one Students will gain other person and
edu/tour/link=/earth/
dealing with plate geology/rocks_intro. lab as long as both a better they will read each
tectonics. Students Html of their names are understanding of others stories.
will have to www.minsocam.org/ on the lab report. how metamorphic Students will
develop a short MSA/K12/rkcyclein rocks are formed. underline the facts
drama/ dance to Dex.html in the paper that
perform for the www.cotf.edu/ete/mo they read. Students
class. The class dules/msese/earthsys will then turn their
will identify the flr/rock.html papers in for a
movement that the www.beyondbooks.c grade.
om/ear82/7asp
groups are
performing.
NO SCIENCE THIS WEEK

Classification Classification Classification Classification Unit 1 Test
MA/ LI: Students
will be given a bag PS/ M/ W: GA/ W/ R/ PS: GA/ W/ CM/ PS: Students will be
containing various Students will use Students will be The students will tested on:
buttons. Students the rocks that they given a list of 20 work with the
will be asked to brought from home minerals. They teacher to classify o Earth
group the buttons to classify. The must classify these the whole class.
in any way that teacher will minerals using a The teacher will o Earth’s
they would like. instruct the tree diagram. construct a tree a structures
Teacher will then students to start by Students will be diagram as the
teach the students classifying the allowed to work in class classifies one o Plate tectonics
about rocks by which groups of two or another. Students
classification. type they are. three to complete will be asked to o The Rock
Students will be this assignment. gather in groups as Cycle
LI/ PS/ W: asked to make a The teacher will they are classified.
Teacher will tree diagram and a supply a book on By the end of the o Sedimentary
instruct students on written key to minerals for each classification each rocks
how to develop a accompany their group. student should be
key when rocks. (Students standing by their o Metamorphic
classifying objects. will need to assign R/ PS: Students self. rocks
The students will each rock a will be allowed to
draw a tree number). look up the W/ PS: Once the o Igneous rocks
diagram and create different types of class has been
a written key to GA/ PS: Students minerals in their classified the
o Classification
correspond with will then give their books in order to teacher will ask the
the buttons that written key to a better classify students to
they have already friend and the them. construct a written DA: Students who
classified. friend will have to key to accompany have difficulties
follow the key to OL/ LI: Once the tree diagram testing in the
CC/ MA: Students see if they select students have that the teacher classroom will be
will then compare the correct rock at finished constructed. allowed to test in
the way they the end. classifying they another room
classified, their will be asked to E/ CM: Students where they are
buttons, with one DA: Students who present their tree will turn in their monitored.
other person. have a difficult diagrams to the keys for a grade
Students will see time reading will class. The teacher will
that there are many be allowed to have then select two
different ways to their friend read keys at random
classify. the key to them. and walk through
The teacher will them with the class
HW: Students will also try to pair this to see if their
be asked to bring student with classifications are
in at least 10 someone who has correct.
different rocks. good handwriting.


Pollution/recycling Plans/ Soil Dams Environment Environment
CM/ OL: Students MA/ W: Students R/ CM/ LI/ OL: PS/ W: The CI/ MO/ GA/
will discuss what will experiment Teacher will read, teacher will place CM: Students will
pollution is and with different soil expand on, and slips of paper with work in groups as
what causes types. Teacher will explain the book problems written they go around the
pollution. Students supply the soil Hoover Dam to the on the into a paper school and pick up
will also discuss types and the class. bag. Students will trash.
why pollution is students will select a problem
harmful to society. record their GA/ A/ PS: and use a CI/ GA/ CM/
observations. Students will form worksheet, MO: After
S: Students will groups and use provided by the students have
then participate in CM/ LI/ OL/ modeling clay to teacher, to come up finished picking up
an experiment Teacher will lead a mold a replica of a with a solution to trash they will
entitled Smell the class discussion on dam. Students will the problem they plant flowers and
Air. Students will the importance of be asked to create received. trees around the
be able to smell the soil and water to a name for their school. The teacher
difference between have plants. dam and be ready OL/ LI: When the will supply the
clean and dirty air. Students will to explain how students are done seeds and soil for
Teacher will walk verbalize examples they built it and they will present the class to plant
the students of places that how the dam is the problem and with. Each student
through this plants would not going to help solution to the will plant their
experiment and be able to grow as society. class. own flower or tree.
explain to them well.
different aspects of OL/ PS: Students TX/ W/ CC/ E: DA: Students who
air and pollution. R/ W/ TX/ L: will present their The teacher will have outdoor
Students will read models to the class then compile all of allergies will be
CM/ PS: Students an article out of and explain how the worksheets to ask to hand out the
will then discuss Time for Kids they made their make a book out of cups of seeds to
littering. Students Magazine: Plant dam and what their them. The book each student and to
will discuss ways editions. Students dam is going to do will be entitled observe a student
in which they can will read their for society. “Our Solutions to planting their
help with the litter article then they Environmental flower or tree for
problem. will write a one Problems”. them.
paragraph
summary of the
article.
Character Trait: Responsibility



Elements Atoms Atoms Molecules Compounds
R/ OL/ L: Teacher R: Students will S: Students will W: Students will CM/ LA/ W:
will instruct the be instructed to participate in an record the Teacher will
students to read read the rest of experiment in which definition and introduce science
the first four Chapter 6 lesson 1 they will construct characteristics of a compounds by
sections of chapter from their an edible atom. molecule in their writing compound
6 lesson 1 in their textbook. science journals. word on the board
textbook. Teacher www.scholastic.com for the students to
will then ask CM/ S/ LS: (search: atoms) S/ MA: Students see. Teacher will
questions related Teacher will then will conduct an then ask the
to the reading and explain what an A: Students will experiment in students to write
wait for the electron, proton, draw a replica of which they will be these words in
students to and neutron are their edible atom in able to observe the their science
respond. and how they their science movement of journals and then
function. Students journals. molecules. to define each
GA/ S/ R/ T: will learn about Students will use a compound word in
Students will be the charges of R/ LI/ CM: Then cup of water and their own
divided into protons, neutrons, the teacher will read food coloring to language. Students
groups. Students and electrons. What is Smaller complete this will see that
will then receive Than a Pygmy activity. compound words
an element to W/ E: Students Shrew? Students are made up of
research during will then construct will be allowed to MO/ D: Students two parts just like
the class period. a graphic eat their atoms will play a game science
They will be organizer (chart) while the teacher is and will imitate compounds.
allowed to use with electrons, reading this book to the movement of
their textbooks neutrons, and them. molecules in a MO/ W/ E/ GA:
and each group protons being the variety of Students will
will be allowed 10 subjects. Students DA: Students who situations. Teacher receive an index
minutes on the will list all have food allergies will call out the card with an
internet. characteristics of will be given a situation and the element on it.
protons, neutrons, supplement if they students will have They will have to
OL: Students will and electrons. are allergic to one of to act out the walk around the
then present their the foods being movement of the room and try to
element to the MO/ D: Class will used. molecule. combine with
class in a 2 minute then play a game other elements to
presentation. in which each make a compound.
student will be Students will
HW: Students assigned to be record all of the
will use their positive or compounds they
textbooks and negative. Students think they have
define all of the will have to find made. The teacher
terms in chapter 6 the charge that will review which
lesson 1. they are attracted compounds could
to without talking. have been made.

Nutrition Food Pyramid Healthy Diet Exercise Unit 2 Test
LA/ W/ H/ LS: H/ S/ LS/ CM: H/ LS/ OL: The H/ CM/ LI:
Students will use a Students will teacher will The teacher will Students will be
dictionary to receive a copy of discuss with the discuss with the tested in the
define nutrition. the food pyramid. class the class the following areas:
Students will The teacher will importance of a importance of
record the lead a group healthy diet. exercise with the o Human Impact
definition in their discussion on each Students will class.
journals. section of the food contribute to this o Ecosystems
pyramid. Students discussion by MO/ H: Teacher
H/ LS/ OL: will give examples naming foods that will prepare o Atoms
Teacher will lead a of items that fall would be exercises that the
class discussion on under each appropriate for a whole class will be o Elements
nutrition. Students category of the healthy diet. able to do. These
will be actively food pyramid. will be easy o Molecules
engaged in this H/ PS/ W/ A/ E: exercises that the
activity. Students PS/ W/ H/ LS: Students will then students will be o Compounds
will be asked to Students will then be asked to create able to do at home.
respond. be given the option their own menu for The class will o Nutrition
to create their own a whole week. work out for a total
H/ LS/ W: Teacher food pyramid. Students must of 45 minutes.
o Food Pyramid
will pass out a Students will be include breakfast,
variety of nutrition given a blank lunch, and dinner. DA: Students who
labels to the class. outline of the food Students will are physically not o Healthy Diet
Each student will pyramid. create a healthy able to complete
receive their own menu and a regular the exercises will o Exercise
label. The teacher OL/ CM/ LI: menu. be allowed to do a
will discuss with Students will then different exercise, DA: Students who
the class what each present their E/ H/ W/ PS: if they can. If have difficulties
item on the label personal food Students will then students cannot do testing in the
represents. The pyramid to the take a look at their any of the classroom will be
students will be class. Students eating chart for the exercises then they allowed to test in
asked to record must explain why whole week. will be allowed to another room
what each item they chose each Students will brainstorm where they are
means in their section to be evaluate the food exercises that they monitored.
journals. included on their that they ate. can do. Students
food pyramid. Students will be will write these
HW: Journal/ asked to write exercises down
Chart what they HW: to continue down healthy and the teacher
eat today and with their charts. improvements that will look over
tomorrow. they can make to them.
their diet.
Character Trait: Self-Control

Vertebrates Non-vertebrates Animals Vascular Plants Non-vascular Plants
GA/ R/ W/ LA: GA/ R/ OL: The OL/ LI: Students T: Teacher will E/ W/ S:
The class will be class will be will present the reserve the Students will be
divided into three divided into three animals that they computer lab for given a sheet of
groups. Group 1 groups again. Each brought from the class. Students paper with pictures
will be responsible group will be home and tell the will use the internet of twenty plants and
for reading chapter responsible for a class whether they to research vascular flowers on them.
1 lesson 1 in their different lesson in are vertebrate or and non- vascular The students will
textbooks. Group chapter two of their non-vertebrate plants and their then have to
two will be textbooks. Students animals. functions. Teacher classify the plants
responsible for will need to take will give students a and flowers starting
reading chapter notes and be PS/ S/ E: Students list of websites to with whether they
lesson 2 in their prepared to present will be given 20 visit during their are vascular or non-
textbooks. Group their lesson to the pictures of various time in the vascular plants.
three will be class. animals. Students computer lab.
responsible for will then classify S/ MO: Students
reading chapter 1 CM: The teacher those animals DA: Students who will then go on a
lesson 3 in their will follow-up the beginning with cannot stay focused nature walk around
textbooks. presentation by whether they are while using the the school. Students
Students will take covering any areas vertebrate animals computers will be will be in groups
notes on their that the students left or non-vertebrate given books to look and they will look
lessons and be out of their animals. through and see for plants and
prepared to present presentations. examples of flowers that are
their information A/ E: Students vascular and non- vascular and non-
to the class. A: Teacher will will use the vascular plants. vascular.
show pictures of animal pictures They will have to
E/ W/ A: non- vertebrate that the teacher take notes by hand GA/ S: Students
Teacher will show animals to the gave them to if they use this will take turns in
pictures of students. make a collage. method. their group to point
vertebrate animals. They will make out the plants and
The students will HW: Student will one collage for flowers. Students
record examples of be given the option vertebrate animals will discuss why the
these animals on to bring in an and one for non- plant or flower is
the worksheet animal (can be a vertebrate vascular or non-
provided by the stuffed one). animals. These vascular.
teacher. Students will have collages will be
to determine displayed in the
whether their classroom.
animal is a
vertebrate or non-
vertebrate animal
and be prepared to
show it to the class.

Plant Reproduction Plant Reproduction Plant Reproduction Plant Reproduction Plant Reproduction
T/ LI/ CM: W/ CM/ S: CM/ LI/ S: LA/ W/ PS/ A/ E: CM/ LI: Teacher
Teacher will Students will focus Teacher will Students will will give directions
project her on the parts of a discuss the effects create their own and instructions to
computer onto the plant. Teacher will of the seasons on plant. Students will the class before
screen for the class demonstrate and the life and create a short story they head outside
to see her guide lecture on parts of reproduction of (1 page) about to plant their
them through a a plant. Students plants. Students their specific plant. garden.
website. Teacher will fill in their will become Students will name
will take the charts on the acquainted with their plant and they MO/ S/ GA: Class
students to www. function of each plants that survive will draw a picture will plant a garden
Can-do.com/uci/ssi part of the plant. in certain types of of their plant. outside of the
2001/floweringpla weather. classroom. Teacher
Nts.html . A/ W/ S/ PS: OL/ A/ E: will supply seeds,
Students will be LA/ R: Each Students will bulbs, and buds
CM/ T/ S/ LI: given a picture of a student will learn present their plant for the students to
Students will help vascular flower how to use a to the class. Then plant. Students will
the teacher and they will have farmers almanac to each student will be able to see how
navigate through to label the parts of look up plants. place the picture of these plants
this webpage. The the flower and be their plant on the reproduce
teacher will read able to explain LA/ R/ W: bulletin board. throughout the
the website to the why it is a vascular Students will use When all students school year.
students and as a plant. the farmer’s have placed their
class they will almanac to locate plants on the S: A student will
complete all tasks. A/ W/ S/ PS: ten plants that bulletin board they be responsible for
Students will the grow best in each will have created a watering the
W/ E/ LI/ HW: receive a picture of season. Students class garden. garden daily. (This
Students will be a non-vascular will record their will be on a
required to take plant and have to findings in a chart DA: Students who rotation).
notes during this label the parts of given to them by are above average
activity. The the plant and be the teacher. in writing will be
teacher will give able to explain asked to write a
then supplemental why that plant is two page story.
notes or the non-vascular.
website address so
that they can look
at it at home.

Photosynthesis Photosynthesis Photosynthesis Photosynthesis Unit 3 testing
R/ CM/ LI/ OL: T/ CM/ LI: T: Teacher will S: Class will go on Students will be
Teacher will read Teacher will reserve the a nature walk and tested in the
Magic School Bus project her computer lab to collect leaves. following areas:
Gets Planted to the computer onto the allow the students They will add
class. Teacher will screen, using an to do an online these leaves to the o Vertebrate
explain topics LCD, and she will investigation of leaves that they animals
covered in this show a video on photosynthesis. brought from
books as she reads. photosynthesis to Students will home. o Non-vertebrate
Students will listen the class. follow a series of animals
as she reads and be www.pbs.org links that will take LA/ R/ PS: The
allowed to ask Teacher will talk them step by step teacher will o Vascular Plants
questions. through and through provide leaf
explain the video photosynthesis. identification o Non-vascular
W/ LA: Students to the class. books and charts Plants
will record W/ E: Students for the students to
photosynthesis S/ W/ LI/ GA: will have a certain look at when they o Plant
vocabulary in their Teacher will task to complete at get back to the Reproduction
science journals. prepare part of an each website. room students will
The words they experiment the Students must then try to classify o Photosynthesis
will need are: night before class. complete the task the leaves that they
Photosynthesis, Students will be on the worksheet collected. DA: Students who
chlorophyll, conducting an given to them by have difficulties
chloroplasts, and experiment on the teacher. The CM/ LI/ S: testing in the
stoma. photosynthesis teacher will collect Teacher will then classroom will be
using lima beans. the worksheet at explain that the allowed to test in
S/ E: Teacher will the end of the day changing colors of another room
plant a plant two DA: Students with to make sure that leaves are an where they are
plants. One she vision difficulties the kids completed example of monitored.
will put in sunlight will be moved to each task. photosynthesis
and another in the front of the
darkness. Students room during the HW: Students will HW: Teacher will
will be able to video. The writing need to collect 10 send directions
observe in the video is very leaves and bring home to the
photosynthesis small and students them to class. parents and allow
through this will need to move them to preserve
activity. as close as possible the leaves their
child collected.
Students can bring
their leaves in to
show the class


Classification Classification Classification Classification Classification
S: The teacher S: The teacher will S/ CZ/ H/ MO/: S/ CM/ A/ L/ MA/ S/ E/ LA/ MA/ PS/
will present the show the students The students will PS: The students T/ W: The students
concept of how to use a go out on the will use the items will use the items
classification, and classification key to playground and they have collected they have collected
will demonstrate classify vehicles. will clean up the to make a to make a
how to use a trash that is safe. classification tree. classification key.
classification tree CC/ S/ CZ/ GA/ They will also Each student will They will use a
to classify dogs. LI/ MO/ PS: The collect rocks or use a poster board large poster board,
teacher will pass leaves. The to draw their tree and will word
S/ CL/ E/ LA/ LI/ out models of teacher will give on, and under each process the labels
MA/ OL/ PS/ SS: vehicles, one to the students a list final break in the for their key. Each
The teacher will each student. The of possible tree will be a clear instruction can then
read The Girl Who students will stand characteristics plastic baggie. be glued onto the
Loved Wild Horses up and the teacher they can look for. When the students board. Under each
aloud to the class. will use a The students will are finished with instruction, the
The students will classification key to collect at least their classification items that the
use a classification classify the fifteen rocks OR trees, they will student collected
tree to classify a vehicles. When the leaves. The exchange them are then glued or
group of ten teacher reads each students will try to with a partner, and otherwise attached
horses, with instruction, the collect very the partner will use to the board. The
different blankets students will divide unique objects so the tree’s student will write a
or colors. The up appropriately. that they can write instructions to put paragraph
students will each their own each of the fifteen explaining why
be given ten horse S/ LA/ GA/ CZ/ classification items in its place they classified each
cut-outs, with W: Once the keys. on the bottom of object where they
differences. Each students are the tree. did.
student will be divided, they will DL—students
given a board with move in their who have
Velcro and the groups to stand on a difficulty
classification tree long sheet of paper. maneuvering on
outlined. Each The students will the playground
student will attach collaborate to write will collect their
each horse where it the instructions and objects with a
belongs on the the vehicles in each buddy assigned by
classification tree, group on the paper. the teacher.
and will present Students who
their finished tree have trouble
to the class, keeping count of
explaining why their objects will
they placed each be given
item where they numbered baggies
did. to place each item
in.

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

Light Light Light Light Light
S/ L/ LA/ R/ TX: S/ A/ MA: the S/ W/ PS: The S/ GA: Students S/ E/ CM: The
The student will students will use students will learn will discuss how students will be
read Day Light, prisms to about light and gemstones bend given a test over all
Night Light: investigate color shadows. The light using crystal the material
Where Light and light. The teacher will ask the shape. Students covered during
Comes From students will each students to will examine the week 23-25. The
be given a prism, hypothesize about effects of synthetic students and
S/ GA/ LI/ MA/ T: and they must what affects a gemstones on teacher will review
The teacher will draw what they see shadow’s size and light. Each student orally the major
turn off the lights in at least two shape. Then the will use a topics covered
in the classroom, places in the students will do a flashlight to before the test, and
and use a flashlight classroom with “Shadow Knows” examine an the students may
to demonstrate to crayons or colored experiment. Each assortment of play review games
students that light pencils. student will be synthetic when they are done
usually travels in a given an unused gemstones. with the test.
straight line. Then DL- For gifted pencil, a lump of
the teacher will use students, the clay, and a small S/ A/ GA: The
a mirror to show teacher will give flashlight. The students will set up
students that light them a worksheet students will stand a project to grow
can sometimes be with a list of light their pencil in the their own crystals,
reflected. The phenomena, such clay vertically, and from Newton’s
teacher will let as refraction, the teacher will Apple, show
several students reflection, and turn out the lights. number 1411.
demonstrate with absorption. These The students will Students will place
the flashlight. students must find move their strings with paper
an example of each flashlights around clips on the end
S/ CZ/ GA/ LS/ phenomenon to the pencil, trying and salt crystals
MA: The students draw. to determine what rubbed on them,
will do a “spoon affects the size and into a solution of
bending” shape of the Sodium Chloride,
experiment. They pencil’s shadow. epsom Salt, or
will fill their glass The teacher will alum powder, and
2/3 full with water, turn the lights back cover them with
and place the on, and each aluminum foil.
spoon in glass. student will write The teacher will
They will look an explanation of remove the crystals
through the side to their shadow’s in three weeks, and
examine how the behavior. give them to the
light’s path is bent students on day
by the water! 179.
Teacher will
explain that this is
called refraction.

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

Ocean Systems Ocean Systems Ocean Systems Ocean Systems Ocean Systems
S/ CM/ GA/ LI/ S/ LA/ L/ CL/ LI: S/ L/ LA/ CL: S/ L/ LA/ CL: S/ CM/ W/ OL
A/ PS: The The students will The students will The students will :The students will
teacher will set up read Under the read Under the read Under the continue
an aquarium with Ice, by Kathy Ice. Ice, Thursday’s activity
light sand and Conlan, and the until all the
some floating and class will discuss S/ A/ CM/ R/ W/ S/ CM/ W/ OL: students have
submerged objects that there are many OL : Every The students will every creature.
in it, at the front of different types of student will write walk around the
the classroom. ocean systems, five interesting class, meeting as S/ L/ LA/ CL:
The teacher will with different facts or trivia many other The teacher will
use a piece of plants and animals about their “creatures” as they read The Young
cardboard in the adapted to life in assigned ocean can. Each student Man and the Sea,
tank to create them. creature on note will be given a by
waves of different cards, to present to note sheet with all Rodman Philbrick,
magnitudes and S/ A/ CM/ R/ W: the class along the creatures listed. aloud to the class.
frequencies, while The teacher will with their Every student must
the students assign an ocean costumes. The fill in three facts S/ OL/ CM/ GA:
observe the creature to each students will about each creature The class will
reactions of the student, and the continue to make as they meet the briefly discuss the
sand and objects. student will be their costumes and creature in the different ocean
The teacher will responsible for research their classroom. systems they have
ask the students to using the textbook, creatures. studied.
discuss why the internet sources, DL- students with
objects reacted the and library DL- students who a learning
way they did, and resources to find have a learning disability or
ask them how pictures and disability or a writing difficulty
waves in nature information about writing difficulty only need to
could form. The their assigned will only collect collect one
teacher may also creature. Each three interesting interesting fact
use a fan to student will use art facts about their about the other
investigate the materials to create creatures, and they creatures. For
effects of wind on a mask or other will be given students who
the ocean. The costume in class, templates to write cannot easily write
students will write to represent their their facts on. the facts, the
a paragraph about ocean creature. teacher will create
the ocean currents The students will slips of paper for
they saw, and draw make their all the creatures,
a picture of an costumes. and have students
ocean wave. give these to the
student who cannot
write efficiently.

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

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

KTSOL S 5.2 KTSOL S 5.2 KTSOL S 5.2 KTSOL S 5.10: KTSOL S 5.10:
Estimating Estimating Estimating Mixtures and Mixtures and
physical properties physical properties physical properties solutions solutions
S/ GA/ LS/ M/ PS: S/ L/ R: The S/ GA/ LI/ MA/ S/ GA/ MA/ PS: S/ GA/ MA/ PS:
The teacher will students will read LS: The students Students will work The students will
Place several Estimating will take out their in groups, and each explore the effects
shapes and sizes of by Marion estimates from group will have a of heat on
container in the Smoothey. Monday, and the beaker of 50 mL of concentration,
front of the teacher will help water, salt and a dilution and
classroom. The S/ GA/ PS/ MO/ groups of students tablespoon. The saturation.
students will LS/ E: The measure the actual students will make Students in groups
estimate how many teacher will allow values of observations as will set up three
marshmallows, the students to marshmallows, they add one beakers of 50 mL
how many liters of move about the water and jelly spoonful at a time, of water, one very
water, and how classroom, beans that fill up until the salt does cold, one room
many kilograms of estimating weight, the containers. not dissolve. The temperature, and
jelly beans it length, and volume Then the students teacher will ask the one hot. They will
would take to fill of numbered will make edible students why they repeat Thursday’s
up each container. objects. The animals using think this is so? experiment and
They will answer students will write toothpicks, The students will record how many
these questions on their estimates on a frosting, jelly repeat their spoonfuls they are
a worksheet from worksheet, and beans and experiment with able to add to each
the teacher. Each turn it in to the marshmallows. sugar, and discuss before they are
student must also teacher. Then the The teacher will any differences. saturated. The
tell why they think teacher will reveal collect the edible students will leave
their answer is the actual values. animals, and give S/ LI: The teacher all three beakers,
correct. Students will them back at the will explain the as well as
discuss why some end of the day. concepts of Thursday’s final
S/ LA/ L/ LI/ GA: of their estimates concentration, saturated beaker,
The teacher will are closer than DL—If a student dilution and over the weekend,
read Mr. Popper's others, including has allergies that saturation in in a warm area by
Penguins previous will not allow reference to the the window.
by Richard and experience, them to eat jelly salt and sugar
Florence Atwater density, etc. beans or experiments.
to the class. The marshmallows, the
class will estimate teacher will bring S/ GA/ PS: The
how many an alternative. students will
penguins, etc. estimate the
maximum salt that
can be added, and
will leave one
beaker with that
concentration.
Mixtures and Graphs, charts, Graphs, charts, The Nature of The Nature of
solutions diagrams diagrams Science Science
S/ PS/ GA/ OL/ S/ M/ PS/ A: S/ A/ GA: The S/ GA/ R/ LA/ S/ CI/ CL/ CZ/
LS: Students will Students will use students will OL/ LS/ CZ: The GA/ LS/ MO/ PS:
observe their graphs and charts measure the students will read The students will
beakers from to further explore relative growth on and discuss go on a nature
Friday, noting how the salt and sugar their “grass heads” selections from walk to clean up a
some have salt experiments from from week 33. Nibbling on local natural are,
present on the Week 35, as well They will graph Einstein's brain : exploring their
bottom, while as the “mystery the data and use a the good, the bad world and
others do not. The powder” chart or diagram to & the bogus in discussing
class will discuss experiments from show their findings science, observations. The
why this could be week 33. Students (Cornett 217). by Diane Swanson. teacher will award
so. will construct a bonus points for
diagram that shows students every time
S/ PS/ E: Mixtures their setup and they relate
quiz—the students results for the salt something they see
will follow exact and sugar to what they have
directions and mix experiments. learned during the
several order- and year.
amount- dependent S/ M/ PS/ A:
mixtures, and they Students will
will be evaluated construct a chart
by the successful that could help
mixing of the them identify the
mixtures (colors powders they
and solubility will experimented with
be very indicative). in week 33.
DL—For students
with learning
disabilities, the
teacher will
provide semi-
complete diagrams
and charts, and the
student will fill in
only part of the
information.
References
Addison- Wesley Science. Teacher's ed. Addison-Wesley.
A Demonstration of Photosynthesis and Transpiration.
http://www.canteach.ca/elementary/life10.html
Atwater, R. (1938) Mr. Popper's Penguins. USA.
Bartle, Lisa R. (1999, Apr 20). The Database of Award-Winning Children's Literature.
Branley, F. M. (1975) Day Light, Night Light: Where Light Comes From. New York, NY: Harper
Collins.
Brimner, Larry D. (1998). Earth. New York: Scholastic Library Publishing.
Burghardt, Renie. (2002). Plant Reproduction: There are many types of plant reproduction.
http://sdsd.essortment.com/seedsplantsr_rmjc.htm.
Curran, Gregory L. (2004). Lesson 1-4: Classification of
Matter.http://www.fordhamprep.org/gcurran/sho/sho/lessons/lesson14.htm
Cycles. http://www.cotf.edu/ete/modules/msese/earthsysflr/rock.html.
Families: Classification of Plants & Animals. http://www.fi.edu/tfi/units/life/classify/classify.html
Foresman, Scott. Discover the Wonder. Teacher's ed. Glenview, Illinois: Scott Foresman and
Company, 1996.
Friedl, A. E. (1986). Teaching Science to Children: An Integrated Approach. New York, NY:
Random House.
Gallant, R. A. (1997). Sand on the Move: The Story of Dunes. USA.
Goble, P. (1978). The Girl Who Loved Wild Horses. New York, NY: Aladdin.
Groleau, Rick (2001). Illuminating Photosynthesis.
http://www.pbs.org/wgbh/nova/methuselah/photosynthesis.html#
Hillbrands, Jennifer (2001). The Reproduction of Flowering Plants. http://www.can-
do.com/uci/ssi2001/floweringplants.html
Johnson, Rebecca L. (2005) Plate Tectonics. Minneapolis: Lerner Publications.
KTCA Saint Paul/ Minneapolis. Newton’s Apple Teachers Guide. 3M Innovation
Lowery, L. (2007) NSTA Pathways to the Science Standards: Elementary School Edition.
Arlington, VA: NSTA.
Markle, S. (2005). Family Science: Activities, Projects, and Games That Get Everyone Excited
About Science! Hoboken, NJ: John Wiley & Sons.
Murray, Julie. (2005). Hoover Dam. Edina, MN: ABDO Publishing Company.
Photosynthesis: Don't "Leaf" Out Fall's Most Valuable Lesson!
http://www.educationworld.com/a_lesson/lesson/lesson024.shtml
Rutten, J. (1999). Erosion. Chanhassen, MN: Child’s World.
Shadow Experiment (10/07) http://teacher.scholastic.com/dirt/shadow.htm
Simon, S. (1994) Mountains. New York, NY: William Morrow & Co.
Smell the Air. http://www2.scholastic.com/browse/article.jsp?id=18252.
Smoothey, M. M. (1994). Estimating. New York, NY: Marshall Cavendish
Sound Experiment (10/07). http://teacher.scholastic.com/dirt/vibes.htm
Stewart, Melissa (2003). Igneous Rocks. Heinemann.
Teachers Association (2001). The Rock Cycle.
http://www.minsocam.org/MSA/K12/rkcycle/rkcycleindex.html
The Online Nursery. http://www2.scholastic.com/browse/article.jsp?id=2857.
Time for Kids: Plants! (2006). New York: Harpercollins Children’s Books.
Twin Cities Public Television (2006). Photosynthesis.
http://www.newtonsapple.tv/TeacherGuide.php?id=915.
Westbroek, G. Weathering and Erosion Experiment. Utah State Department of Education. (10/07)
http://www.usoe.k12.ut.us/CURR/Science/sciber00/8th/earth/sciber/weather.htm
Williams, Tatia. Ecosystem in a Box.
http://www.lessonplanspage.com/ScienceSSMDEcosystemAndContents-EcoInABox5.htm
Winner, C. (1999). Erosion. Minneapolis, MN: Carolrhoda Books.
Wood, E. Walker, P. (1999). 50 Terrific Science Experiments. Columbus, OH: School Specialty
Publishing.

5th - Turner and Currie - Science Charts

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Science Legend

T/ W: Students T: Teacher will rent A/ GA/ S: S/ GA: Students A: Teacher will

NO SCIENCE THIS WEEK

NO SCIENCE THIS WEEK

NO SCIENCE THIS WEEK

Character Trait: Responsibility

NO SCIENCE THIS WEEK

NO SCIENCE THIS WEEK

NO SCIENCE THIS WEEK

NO SCIENCE THIS WEEK

NO SCIENCE THIS WEEK

NO SCIENCE THIS WEEK

NO SCIENCE THIS WEEK

NO SCIENCE THIS WEEK

NO SCIENCE THIS WEEK

NO SCIENCE THIS WEEK

NO SCIENCE THIS WEEK

NO SCIENCE THIS WEEK

NO SCIENCE THIS WEEK

NO SCIENCE THIS WEEK

NO SCIENCE THIS WEEK

Addison- Wesley Science. Teacher's ed. Addison-Wesley.

A Demonstration of Photosynthesis and Transpiration.

Atwater, R. (1938) Mr. Popper's Penguins. USA.

Brimner, Larry D. (1998). Earth. New York: Scholastic Library Publishing.

Curran, Gregory L. (2004). Lesson 1-4: Classification of

Families: Classification of Plants & Animals. http://www.fi.edu/tfi/units/life/classify/classify.html

Gallant, R. A. (1997). Sand on the Move: The Story of Dunes. USA.

Hillbrands, Jennifer (2001). The Reproduction of Flowering Plants. http://www.can-

Johnson, Rebecca L. (2005) Plate Tectonics. Minneapolis: Lerner Publications.

KTCA Saint Paul/ Minneapolis. Newton’s Apple Teachers Guide. 3M Innovation

Arlington, VA: NSTA.

About Science! Hoboken, NJ: John Wiley & Sons.

Photosynthesis: Don't "Leaf" Out Fall's Most Valuable Lesson!

Rutten, J. (1999). Erosion. Chanhassen, MN: Child’s World.

Shadow Experiment (10/07) http://teacher.scholastic.com/dirt/shadow.htm

Smell the Air. http://www2.scholastic.com/browse/article.jsp?id=18252.

Smoothey, M. M. (1994). Estimating. New York, NY: Marshall Cavendish

Sound Experiment (10/07). http://teacher.scholastic.com/dirt/vibes.htm

Stewart, Melissa (2003). Igneous Rocks. Heinemann.

Teachers Association (2001). The Rock Cycle.

The Online Nursery. http://www2.scholastic.com/browse/article.jsp?id=2857.

Williams, Tatia. Ecosystem in a Box.

Winner, C. (1999). Erosion. Minneapolis, MN: Carolrhoda Books.

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