journaling to remember

JOURNALIN

G TO

REMEMBER

5T

H GR

AD

E S

CI E

NC

E

Pres

ente

d by

Ros

s Ann

Hill,

Jean

na M

orto

n, B

ecky

Woo

dell

CAST 2013

Helpful hints for 5th GradersKeep It Simple but Stimulating

Glue: a little dab’l do

PATIENCE!!!

Spiral journal allows it to be clicked into a 3-ring binder

Pre-cut to save time

5.5) Matter and Energy. The student knows that matter has measurable physical properties and those properties determine how matter is classified, changed, and used. The student is expected to…

5.5 A classify matter based on physical properties, including mass, magnetism, physical state, relative density, solubility in water, and the ability to conduct or insulate thermal or electrical energy

All the physical properties in one foldable

Easy to review

Create each page after the activity or lab

use pre-printed pictures

helps review the key points

Don’t be afraid to draw

Take it step by step for students

Flaps within flaps

Can be used as a quick pop quiz the day after the lab

used as an assessment

remediate before gluing into the foldable

5.6) Force, motion, and energy. The student knows that energy occurs in many forms and can be observed in cycles, patterns, and systems. The student is expected to…

5.6 A explore the uses of energy, including mechanical, light, thermal, electrical, and sound energy

5.6 B demonstrate that the flow of electricity in circuits requires a complete path through which an electric current can pass and can produce light, heat, and sound

Students add to the page as they learn

1.Circuit activity

2.Light bulb demo

3.Hot plate demo

4.Sound demo

5.6 C demonstrate that light travels in a straight line until it strikes an object or travels through one medium to another and demonstrate that light can reflect such as the use of mirrors or other shiny surfaces and refracted such as the appearance of an object when observed through water

reflect and refract

convex and concaveprism, ROY G BIV

light waves

sum up a lot of learning on one page

A great review tool before the STAAR

5.7) Earth and Space. The student knows Earth’s surface is constantly changing and consists of useful resources. The student is expected to…

5.7 A explore the processes that led to the formation of sedimentary rocks and fossil fuels

Sedimentary*erosion*deposition*compaction*cementation

I teach the whole rock system, not just sedimentary. I like for them to see the whole process.

Then narrow down on sedimentary and transition to coal/fossil fuels.

Outside – create a key

Inside – leave blank so they can study.

lead them through drawing

allows students to have ownership over their learning

discuss each step as you go

5.7 B recognize how landforms such as deltas, canyons, and sand dunes are the result of changes to Earth’s surface by wind, water, and ice

5.7 C identify alternative energy sources such as wind, solar, hydroelectric, geothermal, and biofuels

Use as a progress check after students have seen pictures and watched a video, they label their drawing.

Include advantages and disadvantages

Use with wind, solar, hydro, geo, and bio

Used as an assessment

cut & paste activity

students place info in correct column

teacher checks and takes grade before pasting

student corrects errors then pastes

5.8) Earth and Space. The student knows that there are recognizable patterns in the natural world and among the Sun, Earth, and Moon system. The student is expected to…

5.8 C demonstrate that earth rotates on its axis once approximately every 24 hours causing the day/night cycle and the apparent movement of the Sun across the sky

The Earth orbits around the Sun and the Moon orbits around the Earth

Can be used for :• day/night cycle• 24 hour rotation model• layers of Earth & Sun• comparing Moon and

Earth• tides

5.9) Organisms and environments. The student knows that there are relationships, systems, and cycles within environments. The student is expected …

5.9 A observe the way organisms live and survive in their ecosystem by interacting with the living and non-living elements

Students choose their own organism

Take it step-by-step from organism to ecosystem

5.9 B describe how the flow of energy derived from the sun, used by producers to create their own food, is transferred through a food chain and food web to consumers and decomposers

www.sheppardsoftware.com

Use familiar pictures to jog their memory

Complete the activity on the website

5.10) Organisms and environments. The student knows that organisms undergo similar life processes and have structures that help them survive within their environments. The student is expected to…

5.10 A Compare the structure and functions of different species that help them live and survive such as hooves on prairie animals or webbed feet in aquatic animals

Students describe the structure and function of the body part

5.10 B differentiate between inherited traits of plants and animals such as spines on a cactus or shape of a beak and learned behaviors such as an animal learning tricks or a child riding a bicycle

Students create a t-chart

Use during an open notes quiz

Images are from various websites or personal work and are intended for educational purposes only.  

Becky Woodell5th Grade Science

bwoodell@idalouisd.netIdalou Middle School

Idalou, Texas

Happy Journaling