day clarification of task nat geo resources...

ROBOTICS Grade 5 Week of August 10 – August 11, 2017

Inquiry

Monday

Long Term Investigation: SC.5.N.1.1, SC.5.N.1.5 *Long term investigations can take more than 1 week and should be ongoing. Data should be collected on all days and not just Monday.

No School: Teacher Pre-Planning Day

Day Clarification of Task Nat Geo Resources Supplementary Resources Connections

Big Idea 1: Practice of Science (Week 1 of 2)

Benchmark: SC.5.N.1.1 - Define a problem, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types such as: systematic observations, experiments requiring the identification of variables, collecting and organizing data, interpreting data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.

Big Idea Question / Essential Question (EQ):

Why do we use a science notebook? What information should be placed in my science notebook?

What is a scientist? What is safety in the science classroom?

What tools do scientists use to complete investigations and experiments?

SMPS What is a Scientist? p.4-7 Science Safety p.48-49 Science Tools p.40-47

Chapter 6 Lesson 1 (SI p.96-97)

AIMS Magnificent Microworld: Making Your Own Sets p. 30 The Enormous “E”: p. 38-44

AIMS Chemistry Matters: Measurement Tool Shop p. VI-XI

5th Grade IDEAS Supplemental Resource Folder Safety Scenarios Safety Scenarios2 Science Safety

IDEAS Science Icon/Science Tool Resources: 5th Grade Tool Cards

See STN Resource Map Robotics Lessons: Science Tools Science Notebooks

Key Vocabulary: Balance Beaker Graduated Cylinder Microscope Analyze Scientist Notebook

Teacher Background: Refer to the FCAT 2.0 Specs for a complete list of tools that fifth graders should know and apply. The FCAT 2.0 Specs can be found in the Elementary Science IDEAS Icon.

www.fossweb.com/delegate/ssi- wdf-ucm- webContent?dDocName=D3023742

See PT p.SN2-SN12 for Science Notebook information

Literature Connections: myON Lessons in Science Safety with Max Axiom Mass and Weight by Barbara A Summerville Measuring Mass (units, balances, scales, and spring scales)– p. 9-13

Assessment

-Notebook reflections for the Essential Questions See Notebook Rubric in the Assessment Icon

Cognitive Complexity: SC.5.N.1.1 – High

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5th Grade Robotics Week of August 14-18, 2017

Recommended District Science Form 1: August 14 – 25, 2017

Robotics lessons are found in the Robotics Icon on IDEAS.

The purpose of these lessons is to allow students time to familiarize themselves with the use of the Lego Robotics as a tool in the

classroom, while reinforcing the process skills.

Please change and adapt the lessons based on your students.

Big Idea 1: The Practice of Science

SC.5.N.1.1 - Define a problem, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types such as: systematic observations, experiments requiring the identification of variables, collecting and organizing data, interpreting data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.

4th and 5th August 14 Communicating This and That

Back to Back Lesson

4th and 5th August 15 Observing Dancing Birds

4th and 5th August 16 Inferring Programming Pieces

4th and 5th August 17 Predicting Backwards Engineering

4th and 5th August 18 Measuring Backwards Engineering

ROBOTICS Grade 5 Week of August 21 – August 25, 2017

District Form 1 Test: August 14th – August 25th

Inquiry Monday

Long Term Investigation: SC.5.N.1.1, SC.5.N.1.5 *Long term investigations can take more than 1 week and should be ongoing. Data should be collected on all days and not just Monday.

Mock STEM Fair Model Lessons Monday - Friday See Mock STEM Fair PPT and Mock STEM Fair Lessons in the grade 5 STEM Fair IDEAS Folder

Day Clarification of Task Nat Geo Resources Supplementary Resources Connections Big Idea 1:

Practice of Science (Week 2 of 2)

Benchmark: SC.5.N.1.1 - Define a problem, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types such as: systematic observations, experiments requiring the identification of variables, collecting and organizing data, interpreting data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.

Big Idea Question / Essential Question (EQ): How can brainstorming topics formulate a testable question? How does the scientific method help us establish an experiment? How does the scientific method help us carry out an experiment? How does the scientific method help us interpret/understand the data from an experiment? How do scientists develop testable questions based on research?

SMPS Big Book

See Mock STEM Fair PPT and daily individual lessons in the grade 5 STEM Fair IDEAS Folder.

2015 Data Chat Resource You Can’t Say That Vocab Game

See STN Resource Map

Key Vocabulary: Research Experiment Testable Question Purpose Hypothesis Variables Graph Bar graph Data table Qualitative / Quantitative Patterns Trends Trials Conclusion Topic Measureable Opinion

Teacher Background: Mock STEM Fair PPT and daily lessons are posted in the Grade 5 IDEAS STEM Fair folder.

Literature Connections: MyOn: Frankenstein’s Monster and the Scientific Method by Christopher L. Harbo Investigating the Scientific Method with Max Axiom

Assessment

-Notebook reflection for the Essential Question

See Notebook Rubric in the Assessment Icon

-Active Thinking SC.5.N.1.1

-District Form 1 Test: August 14th – August 25th

Cognitive Complexity: SC.5.N.1.1 – High

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ROBOTICS Grade 5 Week of August 28- September 1, 2017

Inquiry Monday

Long Term Investigation: SC.5.N.1.1, SC.5.N.1.5 *Long term investigations can take more than 1 week and should be ongoing. Data should be collected on all days and not just on Mondays.

Topic: STEM Fair Topics See Grade 5 STEM Fair Lesson Folder: Topics

Day Clarification of Task Nat Geo Resources: Supplementary Resources: Connections

Tuesday -

Friday

Big Idea 10: Forms of Energy (Week 1 of 2)

Benchmark: SC.5.P.10.1 Investigate and describe some basic forms of energy, including light, heat, sound, electrical, chemical, and mechanical.

SC.5.P.10.2 – Investigate and explain that energy has the ability to cause motion or create change.

SC.5.N.1.1 SC.5.N.1.2 SC.5.N.1.5

Big Idea Question / Essential Question (EQ): What is energy?

What is sound energy?

Prior Standards - Resources located in Supplemental Folder

SC.4.P.10.3 SC.4.P.10.4

-Unit Launch Physical TE p.196 and video p.196a

PT Chapter 7 -Lesson 2 T278, T282-T283 -Lesson 3 T286-T289 -Lesson 7 T302-T303

IDEAS Science/ Background PPTS: -Sound

Grade 5 IDEAS Supplemental Resource Folder

Six Forms of Energy PowerPoint & Picture Sort


Key Vocabulary: Motion Sound Energy Reflection Absorption Vibration Pitch Sonar

Teacher Background: Electrical energy will be covered in Chapter 8.

Mechanical energy will be covered in LDC Module 1.

Literature Connections:

myON The Powerful World of Energy with Max Axiom Aliens & Energy by Agnieszka

Biskup Chapter 2 – Kinds of Energy

Light, Sound, Heat, Chemical Pages

10-17

The Case of the Soda Explosion by Darlene R Stille Mystery 3 – Sounding Off (Sound Waves in Space)

Assessment

-Create a 3-Sheet Layered “Lookbook” foldable. Complete 2 layers: 1 layer for the Title

“Forms of Energy” and 1 layer describing sound energy, where it comes from, and its

uses. (Dinah Zike’s Big Book of Science pg. 25 – use 3 sheets). Students will add to this

foldable next week.

-Active Thinking SC.5.P.10.1

Cognitive Complexity:

SC.5.P.10.1 – Moderate; SC.5.N.1.1 – High; SC.5.N.1.2 –Moderate; SC.5.N.1.5 - Moderate

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ROBOTICS 5th Grade Week of September 4 – September 8, 2017

Inquiry Monday

Long Term Investigation: SC.5.N.1.1, SC.5.N.1.5

*Long term investigations can take more than 1 week and should be ongoing. Data should be collected on all days and not just on Mondays.

No School: Labor Day

Day Clarification of Task LDC Resources: Supplementary Resources: Connections

Tuesday

- Friday


Benchmark: SC.5.P.10.2 – Investigate and explain that energy has the ability to cause motion or create change.

SC.5.N.2.1 SC.5.N.1.3

Prior Standards – Resources located in Supplemental Folder

SC.4.P.12.2

LDC Lessons – Week 1 Days 2 - 5

To find these lessons, go to the 5th grade curriculum resources folder, click on LDC and find the Forms of Energy lessons there.

2013 Data Chat Resource I Have, Who Has Energy

2014 Data Chat Resource Energy Change

Key Vocabulary: Kinetic energy Potential Energy Mechanical Energy Motion

Teacher Background:

See Science Olympics Handbook for 5th grade event rules and specifications.


See LDC Student Text Booklet

Assessment

-LDC Notebook stops -LDC Performance Task

Cognitive Complexity: SC.5.P.10.2 – High SC.5.N.2.1 – Moderate; SC.5.N.1.3 - Moderate

ROBOTICS 5th Grade

Week of September 11 – September 15, 2017

Inquiry Monday



Topic: STEM Fair Research See Grade 5 STEM Fair Lesson Folder: Research

Day Clarification of Task LDC Resources: Supplementary Resources: Connections

Tuesday -

Friday

LDC Week 2 – Days 7-10 Big Idea 10: Forms of Energy (Week 2 of 2)

Benchmark: SC.5.P.10.2 – Investigate and explain that energy has the ability to cause motion or create change.

SC.5.N.2.1 SC.5.N.1.3


SC.4.P.12.1

LDC Lessons – To find these lessons, go to the 5th grade curriculum resources folder, click on LDC and find the Forms of Energy lessons there.

2013 Data Chat Resource

I Have, Who Has Energy

2014 Data Chat Resource Energy Change

Key Vocabulary: Kinetic energy Potential Energy Mechanical Energy Motion

Teacher Background:

See Science Olympics Handbook for 5th grade event rules and specifications.



Assessment

-LDC Notebook stops

-LDC Performance Task

Cognitive Complexity: SC.5.P.10.2 – High SC.5.N.2.1 – Moderate; SC.5.N.1.3 - Moderate

ROBOTICS 5th Grade Week of September 18-22, 2017

Inquiry Monday


Topic: STEM Fair Formulating a Question See Grade 5 STEM Fair Lesson Folder: Formulating a Question


Tuesday -

Friday

Big Idea 10: Forms of Energy

Benchmark: SC.5.P.10.1 Investigate and describe some basic forms of energy, including light, heat, sound, electrical, chemical, and mechanical.

SC.5.N.1.1 SC.5.N.1.2 SC.5.N.1.5

Big Idea Question / Essential Question (EQ): What are light, heat and chemical energy?


SC.3.P.10.3 SC.3.P.10.4

PT Chapter 7 -Lesson 8 T303a-T303d

(SI 118-121) -Lesson 4 T290-T293

PT Chapter 8 -Lesson 11 T356r-T356u

(SI 140-143)

PT Chapter 7 -Lesson 5 T294-T297 -Lesson 6 T298-T301

Unit Wrap-Up PT 356x: Go on an energy hunt

IDEAS Science/ Background PPTS: -Thermal/Heat -Chemical

Grade 5 IDEAS Supplemental Resource Folder Six Forms of Energy PowerPoint & Picture Sort

2013 Data Chat Resource Hot Questions

2014 Data Chat Resource Forms of Energy

2015 Data Chat Resource Energy Concentration


Key Vocabulary: Light Energy Mirror (as a tool) Reflection Refraction (bends) Heat / Thermal Energy Chemical Energy Investigation Predict

Teacher Background:

Electrical energy will be covered in Chapter 8.

Mechanical energy will be covered in LDC Module 1.

Literature Connections: myON Max Axiom: Forms of Energy The Powerful World of Energy with Max Axiom Aliens & Energy by Agnieszka Biskup Chapter 2 – Kinds of Energy Light, Sound, Heat, Chemical

Pages 10-17 The Case of the Soda Explosion by Darlene R Stille Mystery 3 – Sounding Off (Sound Waves in Space)

Assessment

- Complete the 3-Sheet Layered “Lookbook” foldable. Complete additional layers describing light, heat, chemical energy, where it comes from, and its uses. -Notebook real world examples of energy. See Notebook Rubric in the Assessment Icon -Mini Assessment SC.5.P.10.1.#1 -Mini Assessment SC.5.P.10.1 #2

Cognitive Complexity: SC.5.P.10.1 – Moderate; SC.5.P.10.3 – High; SC.5.P.10.4 - High SC.5.N.1.2 – Moderate; SC.5.N.1.1 – High














ROBOTICS 5th Grade

Week of September 25 – September 29, 2017

Inquiry

Monday


Topic: STEM Fair Purpose and Hypothesis See Grade 5 STEM Fair Lesson Folder: Purpose and Hypothesis


Tuesday

- Friday


Benchmark:

SC.5.P.10.1 Investigate and describe some basic forms of energy, including light, heat, sound, electrical, chemical, and mechanical.

SC.5.P.10.3- Investigate and illustrate that an electrically charged object can attract an uncharged object and can either attract or repel another charged object without contact between the objects.

SC.5.N.1.2 SC.5.N.1.1

Big Idea Question / Essential Question (EQ): How can you electrically charge an object? How are electricity and magnetism related?


SC.3.P.11.2 SC.3.P.11.1 SC.4.P.8.4

PT Chapter 8 -Lesson 1 T317e-T317H (SI 122-125) -Lesson 2 T318 -Lesson 3 T322-T325

AIMS Mostly Magnets Make an Electromagnet p.187-194 Physical Science Grade 5 Energy Connections p. 328-329

HOP What is the Kissing Balloon? P.410-411 (teacher demonstration)

Grade 5 IDEAS Supplemental Resource Folder Charged Balloons Ghostly Static Salty Sounds of Static Anti-Static Test Static Electricity Stations

Electric Field Hockey (interactive activity) http://phet.colorado.edu/en/simulatio n/electric-hockey


Key Vocabulary: Predict Infer Observation Compare Electrical Energy Attract Repel Electricity Current Electricity Static Electricity Electromagnet

TECO Electricity Kit: Electricity Chart Static Electricity Static Electricity 1 TECO School Safety Box Flyers

Teacher Background: Literature Connections: myON The Shocking World of Electricity with Max Axiom The Shocking Truth about Electricity by Jennifer Swanson p.12-15

Assessment

-LDC Performance Task

-Active Thinking SC.5.P.10.3 Cognitive Complexity: SC.5.P.11.1 – Moderate SC.5.P.11.2 – Moderate

http://phet.colorado.edu/en/simulation/electric-hockey



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ROBOTICS 5th Grade Week of October 2- October 6, 2017

Inquiry

Monday


Topic: Variables See Grade 5 STEM Fair Lesson Folder: Variables


Tuesday -

Friday

Big Idea 11: Energy Transfer and Transformation (Week 1 of 1)

Benchmark: SC.5.P.11.1- Investigate and illustrate the fact that the flow of electricity requires a closed circuit (a complete loop).

SC.5.P.11.2- Identify and classify materials that conduct electricity and materials that don’t.


How can you create a closed circuit?

How is electricity used?

How does electricity flow effectively?

PT Chapter 8 -Lesson 7 T343a-T343d (SI 126-129) -Lesson 4 T326 – T327 -PT Science in a Snap T328-T329 -Lesson 9 T346-T351

AIMS Electrical Connections: Pathfinders p. 45-52 Sparky’s Light Kit p. 40-44 Circuit Quiz Boards p. 53-57 Conductor or Insulator p.67-73

Grade 5 IDEAS Supplemental Resource Folder Complete Circuits Circuit Boards Light the Bulb Circuit Board Conductor Search Testing Circuit Boards Exploring Electrical Circuits Conductors and Nonconductors PP (2nd Edition) Batteries Included p.325-344 IDEAS Science/ Background PPT:

-Circuits - Electricity Circuit Simulation - http://phet.colorado.edu/en/simulation/ circuit-construction-kit-dc

MEA’s Wire We all Wet? See STN Resource Map

Key Vocabulary: Electricity Current Electricity Conductor Insulator Circuit Light bulb (as a tool) Flashlight (as a tool) Battery (as a tool)

TECO Electricity Kit: Electricity Chart Making a Simple Circuit Simple Circuit Making a Simple Switch Circuit Complete and Incomplete Circuit Testing for Conductors Conductors & Insulators Making a Series Circuit

Teacher Background: Items do not assess the difference between parallel and series circuits.

Literature Connections: myON The Shocking World of Electricity with Max Axiom The Shocking Truth about Electricity by Jennifer Swanson p.12-15 Conductors & Insulators by Chris Oxlade p.6-23

Assessment

-Probe Vol. 3 “Batteries, Bulbs, and Wires” p.57

-Correctly identify closed circuits from a given set of pictures or diagrams. -Notebook or draw a picture of a closed circuit and explain how the closed circuit works. -Notebook about conductors and insulators. Give examples of each. - Create a 2-Tab Book foldable describing conductors and insulators. -Mini Assessment SC.5.P.11.1. #1

Cognitive Complexity: SC.5.P.11.1 – Moderate SC.5.P.11.2 – Moderate

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ROBOTICS 5th Grade Week of October 9 – October 13, 2017

End of the first nine weeks

Inquiry Monday



Topic: STEM Fair Materials/ Step By Step Directions See Grade 5 STEM Fair Lesson Folder: Materials/ Step By Step Directions


Tuesday -

Thursday


Benchmark:

SC.5.P.10.1 Investigate and describe some basic forms of energy, including light, heat, sound, electrical, chemical, and mechanical.

SC.5.P.10.4- Investigate and explain that electrical energy can be transformed into heat, light, sound, and motion.

SC.5.N.1.2 SC.5.N.1.1


How can electrical energy be used to create heat, light, sound, and motion?


SC.3.P.10.3 SC.3.P.10.4

PT Chapter 8 -Lesson 5 T330-T339 -Lesson 6 T340-343 -Lesson 8 T344-T345

NG Explore on your Own “Soaring With Science” T276a-T276h

Unit Wrap-Up Make a Movie about Motion T356W

2013 Data Chat Resource I Have, Who Has Magnet & Electricity

2014 Data Chat Resource Energy Transformation

2015 Data Chat Resource Energy Transfer Bingo Science Taboo Heat Transfer


Energy Transformation video Bill Nye the Science Guy – Energy & Energy Transformation

https://www.youtube.com/w atch?v=c5xEXtZi8Jg Robotics: (Lesson is found in robotics icon on IDEAS) Airplane Rescue

Key Vocabulary: Transform Energy of Motion

Teacher Background: Literature Connections: myON The Shocking World of Electricity with Max Axiom Ghosts & Atoms by Jodi Wheeler- Toppen – p. 14-15 Aliens & Energy by Agnieszka Biskup Chapter 3 The Shocking Truth about Electricity by Jennifer Swanson p.6-11

TECO Electricity Kit: Electricity Chart Electricity at Home

Assessment

- Notebook reflections for the Essential Questions -Explain how electrical energy can be transformed into heat, light, sound, and energy of motion. Provide examples of each type. -AH Chapter 8 - Mini Assessment SC.5.P.10.1.#1 -Mini Assessment SC.5.P.10.1 #2 -Mini Assessment SC.5.P.10.4 #1

Cognitive Complexity: SC.5.P.10.1 – Moderate; SC.5.P.10.3 – High; SC.5.P.10.4 - High SC.5.N.1.2 – Moderate; SC.5.N.1.1 – High

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Inquiry Monday



No School


Tuesday -

Friday

Big Idea 13: Forces and Changes in Motion (Week 1 of 2)

Benchmark: SC.5.P.13.1- Identify familiar forces that cause objects to move, such as pushes or pulls, including gravity acting on objects.

SC.5.P.13.2- Investigate and describe that the greater the force applied to it, the greater the change in motion of a given object.

SC.5.N.1.6 SC.5.N.2.1

Big Idea Question / Essential Question (EQ): What are types of forces? What kinds of forces affect the motion of a given object? How can forces cause objects to move?


SC.4.P.8.4

PT Chapter 6 -Lesson 1 T245e-T245h

(SI 96-99) -Lesson 3 T246-T253 -Lesson 4 T254-T257 -Lesson 9 T266-T269

IDEAS Science/ Background PPT: -Gravity

2013 Data Chat Resource Magnetism Connect Four

PP (1st edition) Sheep in a Jeep Part D- “Sheep Belts” p. 195

Grade 5 IDEAS Supplemental Resource Folder

Raceway to Science


Key Vocabulary: Scale Indicator disk Spring Newton (n) Force Motion Gravity Acceleration Spring Scale

Teacher Background: See “Formidable Forces” p.343-

344 in the AIMS 5th Grade Physical Science book for background on types of forces.

Literature Connection Newbridge Big Book Force and Motion

myON Max Axiom: Forces and Motion Motion – Capstone Press The Case of the Soda Explosionby

Darlene R Stille

The Gripping Truth about Forces and

Motion by Agnieszka Biskup P. 1-22 Zombies and Forces and Motion by Mark Weakland

Assessment

-Probe Vol. 1“Talking About Gravity” p. 97 -Notebook reflections for the Essential Questions -Mini Assessment SC.5.P.13.1 #1 -Mini Assessment SC.5.P.13.2 #1 -Mini Assessment SC.5.P.13.2 #2

Cognitive Complexity: SC.5.P.13.1 – Low; SC.5.P.13.2 – Moderate; SC.5.N.1.6 - Moderate; SC.5.N.2.1 - Moderate

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Inquiry Monday



Topic: STEM Fair Step By Step Directions See Grade 5 STEM Fair Lesson Folder: Step by Step Directions


Tuesday

- Thursday

Big Idea 13: Forces and Changes in Motion (Week 2 of 2)

Benchmark:

SC.5.P.13.3- Investigate and describe that the more mass an object has, the less effect a given force will have on the object’s motion.

SC.5.P.13.4- Investigate and explain that when a force is applied to an object but it does not move, it is because another force is being applied by something in the environment so that the forces are balanced.

SC.5.N.1.6


How does the mass of an object affect the object’s motion? Why do still objects remain still even when force is applied? How do balanced and unbalanced forces affect an object?

PT Chapter 6 -Lesson 2 T245i-T245l

(SI p.100-103) -Lesson 5 T258-T263 -Science in a Snap T262-T263 -Lesson 7 T263g-T263j -Lesson 8 T264-T265 -Lesson 9 T270-T276

NG Explore on your Own “Soaring With Science” T276a-T276h

Unit Wrap-Up Make a Movie about Motion T356W

IDEAS Science/ Background PPT: -Newton’s 3 Laws of Motion

AIMS Physical Science grade 2: Lid Skid p. 343-347

AIMS Physical Science grade 5: Formidable Forces p. 343 Sling Shot Sedans p. 377-383 Bumper Cars p. 385-396

See STN Resource Map Robotics- Lesson found in icon on IDEAS Tractor Pull or See Saw

Key Vocabulary: Conclude Force Balanced Forces Unbalanced Forces Equal Unequal Acceleration Friction Hypothesis Variable Explain

Teacher Background: Literature Connections: myON A Crash Course in Forces and Motion with Max Axiom

The Gripping Truth about Forces and Motion by Agnieszka Biskup pgs 1- 22

Zombies and Forces and Motion by

Mark Weakland Mass and Weight by Barbara A Summerfield

Assessment

- Notebook reflections for the Essential Questions -AH Chapter 6 -Probe Vol. 3 “Apple on a Desk” p. 63 - 4 Door foldable with examples of the forms of energy -Active Thinking SC.5.P.13.3 -Active Thinking SC.5.P.13.4

Cognitive Complexity: SC.5.P.13.3 – Moderate; SC.5.P.13.4 – High SC.5.N.1.6 - Moderate





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ROBOTICS 5th Grade Week of October 30 – November 3, 2017

Inquiry Monday


Topic: STEM Fair Data Collection See Grade 5 STEM Fair Lesson Folder: Data Collection


Tuesday -

Friday


Benchmark: SC.5.N.1.1 – Define a problem, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types such as: systematic observations, experiments requiring the identification of variables, collecting and organizing data, interpreting data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.

SC.5.N.2.2


What are the trends you are observing in your data?

Are there any factors that are affecting your data?

What other types of tools and or measurements could

you use to collect your data if you were to conduct

the same experiment again in the future?

How can your data be used in the real world?

STEM Fair Week

This week should focus on allow students time to complete their data collection and document their scientific findings in their STEM Fair log. Encourage students to include both qualitative and quantitative data along with detailed reflections about their observations.

Conference with students and/or small groups conducting experiments to have them analyze their data and provide feedback teacher/student, student/student related to their STEM Fair log.

2015 Data Chat Resource

You Can’t Say That Vocab Game

Key Vocabulary: Research Experiment Testable Question Purpose Hypothesis Variables Graph Bar graph Data table Qualitative / Quantitative Trials Conclusion

Teacher Background:

Refer back to the MOCK STEM Fair lessons for background and support ideas posed in the Grade 5 IDEAS STEM Fair folder.

Official STEM Fair Rules and Procedures for students advancing onto the Hillsborough Regional STEM Fair are posted in the STEM Fair icon.


myON Investigating the Scientific Method with Max Axiom Frankenstein’s Monster and the Scientifc Method by Cristopher L. Harbo

Assessment

-Notebook reflections for the Essential Question -Active Thinking SC.5.N.1.1

Cognitive Compexity: SC.5.N.1.1 – High SC.5.N.2.2 – Moderate


ROBOTICS 5th Grade Week of November 6 – November 10, 2017

Inquiry Monday


Topic: STEM Fair Data Collection / Intro to Graphing See Grade 5 STEM Fair Lesson Folder: Data Collection / Intro to Graphing


Tuesday -

Friday

Big Idea 8: Properties of Matter (Week 1 of 4)

Benchmark:

SC.5.P.8.1-Compare and contrast the basic

properties of solids, liquids, and gases such as

mass, volume, color, texture and temperature.

SC.5.N.2.2


How can the physical properties of an object be

determined?

What tools can assist you when you compare and

contrast properties of matter?

How can temperature affect matter?


SC.3.P.8.1

SC.4.P.8.1

PT Chapter 5 -Lesson 1 T197e-T197h

(SI 88-91) -Lesson 2 T198-T205

Grade 5 IDEAS Supplemental Resource Folder Molecule Motion

2015 Data Chat Resource Thermometer Comparison People Word Web – S,L.G Properties of Matter Review

2013 Data Chat Resource I Have Who Has Magnets and Electricity

AIMS Chemistry Matters: Oh Dear, What Can This Matter Be? p. 1-10 It ’ s a M at ter o f St u ff a n d Sp ac e p. 11-21


Key Vocabulary: Observe Classify Volume Mass Atom Mixture Solution Color Texture Temperature Celsius Fahrenheit

Teacher Background:

When completing the Molecule Motion, make sure you keep the same number of particles.

Literature Connections: myON Max Axiom: States of Matter The Solid Truth about Matter by Mark Weakland p.22-27 Werewolves and States of Matter by Janet Slingerland Chapter 3

Assessment

-Notebook reflections for the Essential Questions -Probe Vol. 3, “Thermometer” p. 33 -Probe Vol. 1, “Hot and Cold Balloons” p. 45 -Mini Assessment SC.5.P.8.1 #1

Cognitive Complexity: SC.5.P.8.1 – Moderate SC.5.P.N.2 – Moderate

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ROBOTICS 5th Grade Week of November 13 – 17, 2017

Inquiry Monday


Topic: STEM Fair Graphing / Analyzing Data See Grade 5 STEM Fair Lesson Folder: Graphing / Analyzing Data


Tuesday

- Thursday


Benchmark:

SC.5.P.8.1-Compare and contrast the basic properties

of solids, liquids, and gases such as mass, volume,

color, texture and temperature.

SC.5.N.1.1


How are mass and weight different?

How does gravity affect a person’s weight?

How can you measure different kinds of matter?


SC.3.P.8.2 SC.3.P.8.3

PT Chapter 5 -Lesson 3 T206-T209

Explore on Your Own “What’s the Matter?” T244a-T244h

Rising to the Challenge Primary: Observe Matter p. 75-77

2015 Data Chat Resource Is it Mass or Volume? Mass & Volume Sort

2015 Data Chat Resource Sorting Properties

AIMS Floaters and Sinkers: Massive Boxes p. 142-146

3 Methods for Measuring Volume http://www.cpalms.org/Resources/ PublicPreviewResource17014.aspx

(click on Lesson Content)


Key Vocabulary: Mass Volume Weight Compare Contrast Gram Masses

Teacher Background: Mass and volume are concepts are taught in prior grade levels. District data reflects our students struggle with the conceptual understanding between the two.

The focus of this week is to provide multiple opportunities for students to make deeper connections and demonstrate true understanding of the application.

Literature Connections: myON Mass and Weight by Barbara A. Summerville p.4-5 The Solid Truth about Matter by Mark Weakland p.22-27 Werewolves and States of Matter by Janet Slingerland Chapter 4

Assessment

-Notebook reflections for the Essential Questions -Mini Assessment SC.5.P.8.1 #2

Cognitive Complexity: SC.5.P.8.1 – Moderate SC.5.N.1.1 - High

http://www.cpalms.org/Resources/PublicPreviewResource17014.aspx





https://www.myon.com/reader/index.html?a=lolps_stmat_f12




ROBOTICS 5th Grade Week of November 27 – December 1, 2017

Inquiry Monday


Topic: STEM Fair Conclusion See Grade 5 STEM Fair Lesson Folder: Conclusion

Day Clarification of Task Nat Geo Resources Supplementary Resources Connections

Tuesday

- Friday


Benchmark:

SC.5.P.8.2- Investigate and identify materials that will dissolve in water and those that will not and identify the conditions that will speed up or slow down the dissolving process.

SC.5.N.1.1


What materials will dissolve in water?

What materials will not dissolve in water?

How can you speed up or slow down the dissolving process?

PT Chapter 5 -Lesson 8 T227a-T227d

(SI 92-95) -Lesson 5 T216-T219 -Lesson 7 T226-T227

Explore on Your Own “What’s the Matter?” T244a-T244h

Rising to the Challenge Primary: Observe Matter p. 75-77

HOP How does temperature affect solubility? p. 54-56

AIMS Physical Science grade 5: Does it Dissolve? P. 99-105

Grade 5 IDEAS Supplemental Resource Folder: Dissolving Solids, Liquids and Gases Investigating Dissolving Time of Solids Mysterious M&Ms

Key Vocabulary: Measure Conclude Observe Solution Solvent Solute

Teacher Background: Literature Connections: myON The Truth about Matter by Mark Weakland p. 22-27 Werewolves and States of Matter by Janet Slingerland Chapter 4

Assessment

-Active Thinking SC.5.P.8.2 -Mini Assessment SC.5.N.1.1 #1 -Mini Assessment SC.5.N.1.1 #2

Cognitive Complexity: SC.5.P.8.2 – High SC.5.N.1.1 - High

https://www.myon.com/library/search.html




ROBOTICS 5th Grade Week of December 4 – December 8, 2017

Inquiry

Monday


Topic: STEM Fair Wrap Up


Tuesday -

Friday


Benchmark:

SC.5.P.8.3 Demonstrate and explain that mixtures of

solids can be separated based on observable

properties of their parts such as particle size, shape,

color and magnetic attraction.

SC.5.P.8.4 Explore the scientific theory of atoms (also

called the atomic theory) by recognizing that all

matter is composed of parts that are too small to be

seen without magnification.


How can mixtures of solids be separated?

What is matter made of?

PT Chapter 5 -Lesson 3 T210-T211 -Lesson 4 T212 – T215 -Science in a Snap T213

HOP What Are Mixtures and Solutions? p. 17 How Can You Separate a Mixture of

Salt and Pepper? p. 19

AIMS Physical Science Grade 5: Mixed Up Matter p. 125-132 Mix it Up Flip Book p. 123-124 Sweet Sensations p. 133-141 A Sorted Mixture p. 143-149 Small Parts p. 151-152

AIMS Chemistry Matters: Messing with Mixtures p. 49-57 Grade 5 IDEAS Supplemental Resource Folder Molecule Motion


Key Vocabulary: Atoms Atomic Theory Protons Neutrons Electrons Mixture Magnet Attraction Magnification

Teacher Background: Literature Connections: myON Ghosts & Atoms by Jodi Wheeler Toppen p. 4-5 & p. 26-27

Werewolves and States of Matter by Janet Slingerland Chapter 5

The Solid Truth about Matter by Mark Weakland p.18-19

Assessment

-Notebook reflections for the Essential Questions -Probe Vol. 4 “Iron Bar” p. 17 -Probe Vol. 1 “Is it Made of Molecules?” p. 85 -Active Thinking SC.5.P.8.3 -Active Thinking SC.5.P.8.4

Cognitive Complexity: SC.5.P. 8.3 – Moderate SC.5.P.8.4 - Low



https://www.myon.com/reader/index.html?a=lolps_stmat_f12


District Form 2 Test: December 18th – January 12th

Inquiry Monday


Topic: STEM Fair at School Sites


Tuesday -

Friday

Big Idea 9: Changes in Matter (Week 1 of 1)

Benchmark:

SC.5.P.9.1- Investigate and describe that many physical and

chemical changes are affected by temperature.

SC.5.N.1.2


How are physical and chemical changes affected by

temperature?


SC.4.P.9.1

PT Chapter 6 -Lesson 6 T220-T225 -Lesson 9 T228-T229 -Lesson 10 T230-T244

IDEAS/Science Icon/ Background PPT -Chemical Changes

2014 Data Chat Resource Familiar Changes Active Thinking

PP (1st Edition) C hem ical Chang e Cafe’ : “Pancakes, Pancakes: p. 224-228

AIMS Physical Science Grade 5: Mixed Reactions p. 85-97 Micro Muffins p. 173 Physical and Chemical Changes p. 165-166

Grade 5 IDEAS Supplemental Resource Folder Physical or Chemical Physical or Chemical Changes: A Story Substances Dealing with Heat


Key Vocabulary: Temperature Physical Change Chemical Change Evaporation Condensation

Teacher Background: Literature Connections: myON: -Chemical Reactions -Super Cool Chemical Reaction Activities (myON)

Assessment

-AH p. 43-46 -Probe Vol. 4 “Burning Paper” p. 23 -AH Physical Science Benchmark Test p. 60-68 -Mini Assessment SC.5.P.9.1 #1 -Mini Assessment SC.5.P.9.1 #2

Cognitive Complexity: SC.5.P.9.1 - High SC.5.N.1.2 - Moderate


https://www.myon.com/reader/index.html?a=masea_chemi_s15

https://www.myon.com/reader/index.html?a=masea_chemi_s15



Inquiry Monday


STEM Fair Reflection


Tuesday -

Friday


Benchmark:

SC.5.N.2.1 Recognize and explain that science is

grounded in empirical observations that are testable;

explanations must always be linked with evidence.

SC.5.N.1.5 Recognize and explain that authentic

scientific investigation frequently does not parallel

the steps of the “scientific method”.

SC.5.N.1.6 Recognize and explain the difference

between personal opinion/interpretation and verified

observation.

SC.5.N.1.2 SC.5.N.1.1

Practice of Science Lessons

Lessons are located in the Practice of Science folder in the Grade 5 Curriculum Resources icon.

Select 4 lessons from the lesson menu based on student data for your individual class needs.

Lesson Menu:

Communicating

Inferring

Observing

Predicting

Measuring

Lessons are located in the Practice of Science folder in the Grade 5 Curriculum Resources icon.

Key Vocabulary: Communicate Observe Predict Investigate Infer Measure Mass Balance Grams Units

Teacher Background:

Utilize student data to prioritize the lessons you select to integrate into your instructional plan for the week.


myON Frankenstein’s Monster and the Scientific Method by Christopher L. Harbo

Measure It! Mass and Weight by Barbara A. Somervill

Assessment

Active Thinking SC.5.N.1.6 Cognitive Complexity: SC.5.N.2.1 – Moderate; SC.5.N.1.5 – Moderate; SC.5.N.1.6 – Moderate; SC.5.N.1.2 – Moderate; SC.5.N.1.1 – High

ROBOTICS 5th Grade Week of January 8 – January 12, 2018


Inquiry

Monday

Long Term Investigation: *Long term investigations can take more than 1 week and should be ongoing. Data should be collected on all days and not just on Mondays.

No School


Tuesday -

Friday

Big Idea 5: Earth in Space and Time (Week 1 of 1)

Benchmark: SC.4.E.5.1 – Observe that patterns of stars in the sky

stay the same although they appear to shift across

the sky nightly, and different stars can be seen in

different seasons.

SC.4.E.5.2 - Describe the changes in the observable

shape of the moon over the course of about a month.

SC.4.E.5.4 – Relate the rotation of the Earth (day

and night) and apparent movements of the Sun,

Moon, and stars are connected.

SC.4.E.5.5 – Investigate and report the effects of

space research and exploration on the economy and

culture of Florida.

SC.5.N.1.1

Big Idea Question / Essential Question (EQ): Big Idea Question/Essential Question (EQ): How can

you explain the way the night sky appears to change?

How does the moon appear different in the sky each

night?

How would you describe the movement of the

Sun, Moon, Earth, and other stars?

ET Chapter 5

-Lesson 5 p. T186-T187

- Lesson 6

- Lesson 7

- Lesson 8 • Directed Inquiry, SI p. 72-75

- Lesson 9

- Lesson 10

- Lesson 11

NG Explore on Your Own p. ET208a

Unit Wrap Up p. ET328v

AIMS-Out of this World

The Moon Shines Bright p. 53-62

PP

The Changing Moon, p. 235-250

HOE

How Does the Moon Travel

Around the Earth? p. 440

What Are the Phases of the

Moon? p. 442

Supplemental Resource Folder

Florida’ s Space Industry

The Lunar Cycle, Moon Phase

Viewer, Moon Motion

Background PowerPoints

Phases of the Moon

NASA Spinoff

www.spinoff.nasa.gov

Key Vocabulary:

Phase

New Moon First Quarter Full

Moon

Last/Third Quarter

Literature Connections: myON The Moon Book – Layne de Marin The Moon Book - Gail Gibbons Newbridge BB:

Assessment

AH Ch. 5 Test p. 30-32 Probe Vol. 2 p. 185 “Objects in the Sky”, Probe Vol. 4 p. 161 “Moon Light” Probe Vol. 1 p. 177 “Gazing at the Moon” and/or p. 183 “Going Through a Phase” Mini Assessment SC.4.E.5.2 Mini Assessment SC.4.E.5.5

Cognitive Complexity: SC.4.E.5.1. – High; SC.4.E.5.2 - Moderate SC.4.E.5.3 – Moderate; SC.4.E.5.4 – High

http://www.spinoff.nasa.gov/

http://www.spinoff.nasa.gov/

ROBOTICS 5th Grade Week of January 15 – 19, 2018

Inquiry Monday


No School


Wednesday

- Friday

Big Idea 5:

Earth in Space and Time (Week 1 of 2)

Benchmark: SC.5. E.5.1 - Recognize that a galaxy consists of gas,

dust, and many stars. Identify our home galaxy as the

Milky Way.

SC.5.E.5.2 – Recognize the major common

characteristics of all planets and compare/contrast

the properties of inner and outer planets.


What makes up our galaxy?

What galaxy do we live in?

What are the common characteristics of all planets?

How are the inner and outer planets different?

LDC Lessons – Week 1 To find these lessons, go to

the 5th grade curriculum resources folder, click LDC and find the Galaxy lessons there.

Key Vocabulary: Star Sun Universe Galaxy Milky Way Solar System Define Planet Moon Glove Hemisphere Model

Teacher Background: Literature Connections:


Assessment


-Mini Assessment SC.5.E.5.1 #1 -Mini Assessment SC.5.E.5.1 #2

Cognitive Complexity: SC.5.E.5.1 - Low SC.5.E.5.2 - Moderate

ROBOTICS 5th Grade Week of January 22 – January 26, 2018

Inquiry

Monday


Robotics: What is the design process? Lesson found in the robotics icon in IDEAS.


Tuesday -

Friday

Big Idea 5:

Earth in Space and Time (Week 2 of 2)

Benchmark:

SC.5.E.5.2 Recognize the major common

characteristics of all planets and compare/contrast

the properties of inner and outer planets.

SC.5.E.5.3 Distinguish among the following objects of

the Solar System, Sun, planets, moons, asteroids,

comets, and identify Earth’s position in it.

SC.5.N.1.2 SC.5.N.1.5


What are the common characteristics of all planets?

How are the inner and outer planets different?

How are the following objects different: sun, planets,

moons, asteroids, and comets?

How is Earth positioned in the solar system?

LDC Lessons – Week 2 To find these lessons, go to

the 5th grade curriculum resources folder, click on LDC and find the Galaxy lessons there.

Key Vocabulary: Sun Planet Moon Globe Hemisphere Model

Teacher Background: Literature Connections:


Assessment


-Mini Assessment SC.5.E.5.3 #1 -Mini Assessment SC.5.E.5.3 #2

Cognitive Complexity: SC.5.E.5.2 – Moderate; SC.5.E.5.3 – High; SC.5.N.1.2 – Moderate; SC.5.N.1.5 – Moderate

ROBOTICS 5th Grade Week of January 29 – February 2, 2018

Inquiry Monday


Robotics: What is a spontaneous challenge? Lesson found in the robotics icon in IDEAS.


Tuesday

- Friday

Big Idea 7:

Earth Systems and Patterns (Week 1 of 1)

Benchmark: SC.5.E.7.1 Create a model to explain the parts of the water

cycle. Water can be a gas, a liquid, or a solid and can go

back and forth from one state to another.

SC.5.E.7.2 Recognize that the ocean is an integral part of

the water cycle and is connected to all of Earth’s water

reservoirs via evaporation and precipitation process.

SC.5.N.1.2 SC.5.N.1.5

Big Idea Question / Essential Question (EQ): What changes can you observe in the steps of the

water cycle?

How does the water cycle connect all forms of water

on the Earth?


SC.3.P.9.1

SC.4.P.8.2

Chapter 4 Lesson 1 (SI 58-61)

ET Chapter 4 -Lesson 1 T145g-T145j -Lesson 2 T150-151 -Lesson 4 T156-163

ET “Science in a Snap” T162-163

IDEAS/Science Icon/Background PPT Water Cycle AIMS Earth Science 5th Grade Checking on the Water Cycle p. 103-110 At the Solars p. 125-136

SWFWMD http://www/swfwmd.state.fl.us/educati on/ Order free materials:

Water cycle bracelets Water Drops – Water Cycle

Project Wet The Incredible Journey p.161

Grade 5 IDEAS Supplemental Resource Folder Whatacycle – small cards, labels, worksheet, and lesson plan It’ s in the Air

WILD Aquatic Alice in Waterland How Wet is Our Planet? Water Wings

Precipitation Essay & Video http://www.teachersdomain.org/resourc e/ess05.sci.ess.watcyc.precipitation/

Key Vocabulary: Water cycle Evaporation Condensation Precipitation Runoff Recognize

*see Teacher Background

Teacher Background: The terms “groundwater” and “reservoir” should be taught in the context of the lessons. Nat Geo: Raise Your SciQ! Fog ET pg T158 Nat Geo: Science Misconceptions Cloud Composition ET pg T159

Literature Connections: Magic School Bus Gets Wet all Over by Joanna Cole

Water Dance by Thomas Locker A Drop Around the World by Barbara McKinney myON The Case of the Soda Explosion by Darlene R Stille - Mystery 9 – On Empty The Water Cycle by Craig Hammersmith Water Up, Down and All Around by Natalie M Rofinsky

Assessment

-Probe Vol. 3 “Rainfall” p. 171 -Probe Vol. 3 “Where Did the Water Come From?” p. 163 -Mini Assessment SC.5.E.7.1 #1 -Mini Assessment SC.5.E.7.1 #2

Cognitive Complexity: SC.5.E.7.1 – High; SC.5.E.7.2 - Moderate; SC.5.E.7.4 – High; SC.5.N.1.2 - Moderate; SC.5.N.1.5 – Moderate

http://www/swfwmd.state.fl.us/educati

http://www/swfwmd.state.fl.us/educati

http://www.teachersdomain.org/resourc

http://www.teachersdomain.org/resourc

ROBOTICS 5th grade Week of February 5 – February 9, 2018

Inquiry Monday


Robotics: What is a spontaneous challenge? (Week 2) Lesson found in the robotics icon in IDEAS.


Tuesday

- Friday

Big Idea7:


Benchmark: SC.5.E.7.3 Recognize how air temperature, barometric

pressure, humidity, wind speed and direction, and

precipitation determine the weather in a particular

place and time.

SC.5.E.7.4 Distinguish among the various forms of

precipitation (rain, snow, sleet, and hail), making

connections to the weather in a particular place and

time.

SC.5.N.1.2 SC.5.N.1.1

Big Idea Question / Essential Question (EQ): What are the common weather instruments and how

are they used to measure weather conditions?

How do different forms of precipitation compare?

ET Chapter 4 -Lesson 2

Chapter 4 Lesson 8 (SI p.62-65) Use to collect weather data if it was not collected previously.

ET Chapter 4 -Lesson 3 -Lesson 5 (T164-T165)


SI pg. 45

AIMS

Weather Sense – Temperature,

Air Pressure, and Wind

Wind Ways p. 122-127

Just Gust p. 128-132

It ’ s a Breez e p. 114-121

Grade 5 IDEAS Supplemental Resource Folder Weather Winners

Weather Instruments

Weather Data Sheet Wind Vane Rain Gauge SWFWMD – WaterWeb Weather http://www.swfwmd.state.fl.us/ publications/files/waterweb_we ather.pdf

Key Vocabulary: Weather Thermometer (Celsius, Fahrenheit)

Anemometer Wind Vane Hygrometer Barometer Rain Gauge Humidity Air Pressure (barometric) Wind Direction Wind Speed

Teacher Background: This week should focus on measuring weather conditions and tools. Additional lessons available in the Grade 5 IDEAS supplemental resource folder. Nat Geo: Raise your SciQ! Relative Humidity ET pg T153

Literature Connections: myON Forecasting Weather by Terri Sievert

Assessment

-Create a 5 Door foldable with the components of weather and the tools used to measure (ex: temperature, barometric pressure, humidity, wind speed and wind direction, and precipitation).

Cognitive Complexity: SC.5.E.7.3 – Moderate; SC.5.N.1.2 – Moderate; SC.5.N.1.1 – High

http://www.swfwmd.state.fl.us/

http://www.swfwmd.state.fl.us/

ROBOTICS 5th Grade Week of February 12 – February 16, 2018

Inquiry Monday


Robotics: What is a spontaneous challenge? (week 3) Lesson found in the robotics icon in IDEAS.


Tuesday -

Friday

Big Idea7:


Benchmark: SC.5.E.7.3 Recognize how air temperature, barometric

pressure, humidity, wind speed and direction, and

precipitation determine the weather in a particular

place and time.

SC.5.E.7.4 Distinguish among the various forms of

precipitation (rain, snow, sleet, and hail), making

connections to the weather in a particular place and

time.

SC.5.N.1.2 SC.5.N.1.1

Big Idea Question / Essential Question (EQ): How do

air temperature, barometric pressure, humidity, wind

speed and direction, and precipitation determine the

weather in a particular place and time?

Describe how the weather conditions affect each

other?

When and where do different forms of precipitation

occur?

ET Chapter 4 -Lesson 5 (T166-169) -Lesson 7


*Review data collected from this lesson for patterns.


*Students use question 4 to design an open inquiry.

LM 75-78

NG Explore on Your Own: “Hurricane Hunters”

Grade 5 IDEAS Supplemental Resource Folder Weather Map

Earth Systems & Patterns Questions

T he weather Channel T eacher’ s Guid e

Take a Cloud Walk book

Holeclouds

Cloudwheel

Do You Know Clouds Have Names?

Elementary GLOBE Cloud activity

Cloud Observation Form

4 Basic Types of Clouds

AIMS

Primarily Weather

Cloudy Weather p. 121-127

Weather Sense – Moisture

Make Dew p. 70-77

Families of Flakes p. 118-123

Rain Check p. 105-110

Earth Book

Cloudy Logic p.290-301

Interactive Weather Maker

http://teacher.scholastic.com/activi

ties/wwatch/sim/game.htm

Key Vocabulary: Weather Humidity Front Air Pressure (barometric) Wind Direction Wind Speed Cumulus Cumulonimbus Stratus Cirrus

Teacher Background: This week should focus on weather patterns, precipitation and clouds: Stratus, Cumulus, Cumulonimbus, & Cirrus. Students will need to be familiar with these types of clouds as they relate to weather. Additional lessons available in the Grade 5 IDEAS Supplemental Resource Folder.

Literature Connections: myON Fluffy, Flat, and Wet A Book About Clouds by Dana Meachen Rau

Clouds by Erin Edison

CPalms Feeling the Pressure-An Engineering Design

Challenge

http://www.cpalms.org/Resources/PublicPr

eviewResource32082.aspx

Assessment

-Probe Vol. 3 “What Are Clouds Made Of?” p. 155 -Mini Assessment SC.5.E.7.3 #1

Cognitive Complexity: SC.5.E.7.3 – Moderate; SC.5.N.1.2 – Moderate; SC.5.N.1.1 – High

http://teacher.scholastic.com/activi%20ties/wwatch/sim/game.htm

http://teacher.scholastic.com/activi%20ties/wwatch/sim/game.htm



ROBOTICS 5th Grade Week of February 19 – February 23, 2018

Inquiry Monday


Robotics: What is a spontaneous challenge? (week 4) Lesson found in the robotics icon in IDEAS.


Wednesday -

Friday

Big Idea7:


Benchmark: SC.5. E.7.5 Recognize that some of the weather-

related differences, such as temperature and

humidity, are found among different environments,

such as swamps, deserts, and mountains.

SC.5.N.1.1 SC.5.N.1.6 SC.5.N.2.1 SC.5.N.2.2


How does the climate vary in different environments

such as swamps, deserts, and mountains?

How is temperature affected by geographic location?



HOE

H o w Do es the Nature o f T he

E art h’ s Surface Affect

Atmospheric Temperature? p. 212-

213

How Do Mountains Affect Yearly

Rainfall? p. 214-215

AIMS

Weather Sense – Temperature, Air

Pressure, and Wind

On Location p. 51-58

Key Vocabulary: Elevation Latitude Swamp Mountain Desert Topographical Map (as a tool)

Teacher Background:

Nat Geo: Raise Your SciQ! Florida’s Humid Subtropical Climate ET pg. T170

Literature Connections: Treasures, Grade 5: Unit 2 Seasons in the Tropics TE p.222-225 Treasures Leveled Reader Dynamic Earth myOn Deserts Thirsty Wonderlands by Laura Salas pgs. 1-9

Assessment

-ET p.192v “Monitor and Report the Weather” small group project -AH Chapter 4 -AH Earth Science Benchmark Test p. 34-40 (omit #15 on pg. 38) -Mini Assessment SC.5.E.7.3 #2

Cognitive Complexity: SC.5.E.7.5 – Moderate; SC.5.N.2.2 - Moderate SC.5.N.1.1 - High; SC.5.N.1.6 - Moderate; SC.5.N.2.1 - Moderate

ROBOTICS 5th Grade Week of February 26 – March 2, 2018

Inquiry Monday


Robotics: Quick Build Spontaneous Challenge Lesson found in the robotics icon in IDEAS.


Wednesday -

Friday

Big Idea7:


Benchmark: SC.5.E.7.6 Describe characteristics (temperature and

precipitation) of different climate zones as they relate

to latitude, elevation, and proximity to bodies of

water.

SC.5.N.1.1 SC.5.N.1.6 SC.5.N.2.1 SC.5.N.2.2


How does the climate vary in different environments

such as swamps, deserts, and mountains?

How is temperature affected by geographic location?



Grade 5 IDEAS Supplemental Resource Folder Climate

PowerPoint Comparing

Climate Zones

Climate Zone Maps

Data Chat Book:

Climate Zone Game

NASA: Our World What is Weather? eClips

http://www.nasa.gov/audience/fore ducators/nasaeclips/search.html?te rms=&category=1000 AIMS

Weather Sense – Temperature, Air

Pressure, and Wind

Nationwide Highs p. 69-73

Heat Bands p. 74-79

Key Vocabulary: Climate Zones:

-Temperate Zone -Tropical Zone -Polar Zone

Elevation Latitude Topographical Map (as a tool)

Teacher Background: Nat Geo: Raise Your SciQ! Effects of elevation on climate ET pg. T172

Literature Connections: Treasures, Grade 5: Unit 2 Seasons in the Tropics TE p.222-225 Treasures Leveled Reader Dynamic Earth

Assessment

-AH Chapter 4 -AH Earth Science Benchmark Test p. 34-40 (omit #15 on pg. 38) -Grade 5 Nine Weeks Assessment

Cognitive Complexity: SC.5.E.7.6 – High; SC.5.N.2.2 - Moderate SC.5.N.1.1 - High; SC.5.N.1.6 -Moderate; SC.5.N.2.1 –Moderate

http://www.nasa.gov/audience/fore

http://www.nasa.gov/audience/fore

day clarification of task nat geo resources...

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