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The following CAP project was written to help enhance our 2nd through 6th grade science curricula. The main focus of this project was to

create lesson plans for leveled books that correlated with our science curriculum.

Bellmore Union Free School DistrictShore Road School

Superintendent: Dr. Joseph FamularoPrincipal: Ms. Christine AugustoDate Completed: July 15, 2011

Grade Levels: 2-6

Names of Collaborators:Debra Amendola

Phinola BaezaMarisa DeMarzo

Jennifer DesmondEloise EisenhardtDeana GenovesiLinda LebowitzJody Leibowitz

Graceann McClenahanKristen O’Connor

Project Supervisor:Graceann McClenahan

Topics:

Grade 2: Simple Machines, SoundGrade 3: Animal Adaptations, Bones, Butterflies, Volcanoes

Grade 4: Matter, Parts of a Flower, Simple Machines, Static ElectricityGrade 5: The Human Body, Matter

Grade 6: Cells, Heredity, Structure of the Earth

Grade 2Leveled Book Lesson Plans

Title: Simple Machines: Grade Two- Lesson 1

Objective: Children will be able to identify the six simple machines used in the world around them.

Curriculum Standards: S1 Physical Science Concepts

Materials/Resources:

1. Big Book: Simple Machines written by Melvin Berger 2. Six sheets of poster board 3. Magazines, toy catalogs 4. Markers, scissors, glue sticks 5. Simple machine example sheet

Instructional Procedures: 1. Introduce concepts of simple machines and how they make

work easier in our lives.2. Discuss cover picture on big book and how the ax works as a

simple machine.3. Read big book and list the six simple machines discussed in

book on poster board papers.

Activity: 1. Brainstorm with class the simple machines that they use in their lives.2. Categorize these objects. Teacher lists them on appropriate poster board as directed by children.

Assessment: For homework children will be instructed to bring in pictures of objects that demonstrate the simple machines discussed in class. Send home simple machine example sheet for reference.

Follow Up: Categorize and glue pictures onto appropriate poster boards

Simple Machine Example Sheet

1. Wheel and Axle: car, bicycle, wagon, skateboard, roller skates, can opener, fan, rolling pin, pencil sharpener

2. Inclined Plane: ramp, ladder, dump truck, roller coaster, stairs, propeller

3. Pulley: flag pole, window blind, rock climber pulley

4. Lever: oar, seesaw, hammer, scissor

5. Screw: screw, bottle cap, drill, jar lid

6. Wedge: ax, shovel, door stop, spoon, knife

Title: Simple Machines: Grade Two- Lesson 2

Objective: Children will understand how simple machines help to make work easier.


Materials /Resources:1. Video Stream: Simple Machines (16 minute video)

2. Rectangular tissue boxes- 1 for each group of 3 children

3. 4 paper cake plates per group4. 2 sharpened pencils 5. 2 sheets of computer paper per group6. Tape and fun tack

Instructional Procedures:1. View video stream2. Review six simple machines3. Review and discuss basic concepts on teacher review

sheet4. Demonstrate the construction of tissue box car to

illustrate how wheels and axles make work easier5. Divide class into groups of three and have them

construct their own carActivity:

In groups of three, children will construct a tissue box car and demonstrate how it makes work easier by moving materials from one place to another in their cars. Suggested materials: paper clips, crayons, pencils.

Assessment:For homework, children will complete cloze activity sheet to reinforce

key vocabulary and concepts.

Follow Up:1. Review homework vocabulary sheet

2. Simple Machine center: Construct one simple machine with Tinker toys

Name: _______________ #___ Date: _____________

Simple Machines

A ___________________________ is anything that

helps us do work. _____________________________ is done

when something is moved. Moving something from one

place to another is ________________________. You need

push machine pull friction

force work motion gravity

________________________ to make something move. A force

can be either a ____________________ or a

______________________. Some things get in the way of work.

______________________ is when two things rub together and

slows work down. The invisible force that pulls everything

down is ______________________. This force can also slow work

down. Simple machines help us make work easier.

Name: _______________ #___ Date: _____________

Simple Machines

A m___________________________ is anything that

helps us do work. W_____________________ is done when

something is moved. Moving something from one place to

another is m________________. You need

f________________________ to make something move. A force

can be either a p____________________ or a p_______________.

push machine pull frictionforce work motion gravity

Some things get in the way of work. F______________________

is when two things rub together and slows work down. The

invisible force that pulls everything down is

g______________________. This force can also slow work down.

Simple machines help us make work easier.

Teacher Reference Sheet: Simple Machines Lesson 2

Simple machines make work easier and faster.

Simple machines change the direction of force to make work easier and faster.

Simple machines increase force which makes us stronger.

Force is needed to make something move. Work is done when something is moved. Moving something from one place to another

is motion. A force can be either a push or a pull.

Friction gets in the way of work; it is when two things rub together. It slows work down.

Gravity is an invisible force that pulls everything down and makes work harder.

Title: Sound: Grade Two- Lesson 1

Objective: Children will be able to understand the following concepts:

1. How can sounds be different?2. Who and what can make sound?


Materials/Resources:1. Big Book: Sound written by Lisa Trumbauer2. Sounds All Around Us activity sheets3. Smartboard sound sheet

Instructional Procedures: 1. Introduce the concepts of sound as listed above.2. Brainstorm sounds around us for a class chart.3. Read the big book: Sound4. After reading the book, add any additional sounds to

list.5. Complete Sounds All Around Us Activity

Activity:1. Using Smartboard, play sounds on Sounds All Around

Us activity. Children will record what makes each sound on their worksheets.

Assessment:

Review and check as a whole class.

Name: _____________ Date:__________

Sounds All Around Us!1. __________________________2.__________________________3.__________________________4.__________________________5.__________________________6.__________________________7.__________________________8.__________________________9.__________________________10.__________________________11.__________________________12.__________________________13.__________________________14.__________________________15.__________________________16.__________________________17.__________________________

18.__________________________Sounds Word Box

Toilet flushBirds chirpingClaps…cheersGhost…ooooo!

BoingUnderwater gurgling

Sea lionThunder

PopMusicClickSnore

TelephoneWater splashing

DoorbellBaby talking

WhistleMeow

Sounds All Around Us

1. 2.3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18.

Sounds All Around Us: Answer Key

1. claps…cheers2. telephone3. boing4. pop5. snore6. meow7. click8. doorbell9. toilet flush10.thunder11.music12.water splashing13.whistle14.ghost…oooo!15.baby talking16.sea lion17.underwater gurgling18.birds chirping

Title: Sounds: Grade Two- Lesson 2

Objective: Children will be able to understand the following concepts:

1. How sound is made?2. What can sound travel through?


Materials/Resources:1. Video Stream: “The Wonder of Sound” (13 min.

video)2. Styrofoam cups (2 per child)3. yarn (approximately 1 yard per child) 4. large paper clips (2 per child)5. homework assignment letter

Instructional Procedures:1. Review sound concepts from previous lesson.2. View video stream.3. Discuss concept of vibration and materials that

sound travels through.

Activity:1. Construct telephones from materials listed above.2. Partner children to demonstrate how sound travels.

Assessment:Children will construct a homemade instrument out of

recycled materials to reinforce the concept of how sound is made.

Follow Up: Children will demonstrate their instrument’s sound in a class band. Dear Parents,

As part of our science curriculum, the children have been studying sound and the ear. To coordinate the concepts of recycling and sound, we

are asking the children to design and make a musical instrument out of recycled materials. Attached you will find many suggestions and ideas for this project. Please feel free to encourage your child to be creative. They need not follow only these suggestions. The instruments are due in school by ________________. It is very important that you check to make sure that the recycled materials that your child uses are safe. Please do not allow them to use any bottles that stored chemicals or household cleaners. Also, glass and sharp metal objects should be avoided. Thank you for your cooperation and continued support!

Sincerely,


Title: ANIMALS AND THEIR ADAPTATIONS By Kate Boehm Jerome

Objective: to introduce the concept of animal adaptations (inherited traits) as a means of survival

Curriculum Standards:- New York State Language Arts Standard 1- New York State Science Standard 2

Time Line: - this lesson will take approximately 45 minutes

(could be an introductory lesson for a mini-unit on adaptations)

Materials/Resources:- the book, Animals and their Adaptations by Kate Boehm

Jerome- copies of the worksheet

Instructional Procedures:- PRE-READING: For students to understand what they

will be listening to, it is important that several key ideas be discussed prior to reading the text.

o Animals have body parts/features that help them in a special way (many students are familiar with camouflage, so an animal such as a chameleon may be a good example…this actually comes up later in the text)

o Animals also have behavioral adaptations that help them survive (many students are familiar with bird migration, so that may be a good example)

o The importance of adaptations to their bodies and behavior help these animals find food, avoid being attacked or eaten by a predator, and survive in a variety of environments.

- Read pages 4 and 5 of text to build background knowledge.

- Use the pictures on page five as examples of adaptations.

- Before you begin reading the text, students should be prepared to listen for information about different animals from various biomes, and how they have adapted to their environment.

- Key vocabulary to discuss before reading this next section : adaptation, habitat, biome, behavior, predator

- Read pages 7-15. - Complete the worksheet based on the information

presented. (Activity may be completed whole class,

independently, or begin guided as a whole class and complete task independently for assessment purposes.)

Activity:- Students will listen to the information from pages 7-15. - Students will summarize / discuss key information from

text.- Students will complete the worksheet provided.

Assessment:- completion of the worksheet, as deemed appropriate by

teacher (guided-whole class, begin whole class and completed independently, or completely independently)

Name __________________________ Date _____________

Animals and their Adaptations by Kate Boehm Jerome

DIRECTIONS: Using information from the text, answer the questions below.

1. Based on what you learned about camels, describe at least one adaptation they have to help them survive in the desert biome. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. According to page 10, what two adaptations does an anteater have to help it find and eat ants?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________3. Describe the behavioral adaptation that the mountain lion uses for hunting.

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________4. Predators are animals that hunt and eat other animals.

What adaptation does a chameleon have to protect itself from predators?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. Using the chart on page 13, describe two specific examples of adaptations that keep these animals safe from predators. ___________________________________________________________________________________________________________________________________________________

6. Why is finding a mate so important to an animal?___________________________________________________________________________________________________________________________________________________Title: ANIMALS AND THEIR ADAPTATIONS

By Kate Boehm Jerome

Objectives: to learn about adaptations of ocean (water) animals



(This could be a second lesson for a mini-unit on adaptations.)

Materials/Resources:- the book, Animals and their Adaptations, by Kate

Boehm Jerome- copies of the worksheet

Instructional Procedures:- PRE-READING: Revisit yesterday’s lesson. In the

recap, students should discuss:o The definition of adaptation: a feature or behavior

that helps a living thing surviveo Why animals have adaptations o Revisit the following vocabulary words:

adaptation, habitat, biome, behavior, predator

- Advise students that today’s lesson will be about ocean animals that have adaptations.

- Key vocabulary to discuss before reading this section: cells, attract, bacteria

- Read pages 16-23.

Activity:- Students will listen to the information from pages 16-

23. - Students will summarize / discuss key information from



teacher (guided-whole class, begin whole class and completed independently, or completely independently)

Name _________________________ Date _____________

Animals and their Adaptations by Kate Boehm Jerome (pgs. 16-23)

DIRECTIONS: Using information from the text, answer the questions below.

1. According to the text, the deeper you go in the ocean, the more things change. What are two things that change?________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

2. Complete the chart below using facts from the text. ADAPTATIONS OF OCEAN ANIMALS

Adaptation What the adaptation does

How the adaptation helps

cells make light attracts other fish easier to catch dinner

tooth-shaped spikes

“fishing pole” of bacteria

(anglerfish)

3. On page 23, the viperfish’s adaptation is described. In the space below, write an explanation of the adaptation and how it helps the viperfish. ________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________________________________________________________

Title: Bones by Heather Hammonds

Objective: ~to learn about the bones in our body

Curriculum Standards:~New York State Language Arts Standard 1~New York State Science Standard 2

Time Line: Introduction Lesson~this lesson is 40 minutes

Materials/Resources:~book: Bones by Heather Hammonds~worksheet on the bones in our body

Instructional Procedures:~discuss the bones the kids know and their function~read the book~complete the bone worksheet based on the

information read in the book

Activity:~Have a class discussion about the different bones in

our body and their function

~As a class we will read and discuss the book~Complete the worksheet using the information from

the book

Assessment:~Students are able to complete the worksheet on the

bones in our body.

Name____________________________ Date___________

Bones by Heather Hammonds

Directions: Using the information from the text, answer the following questions.

1. According to the text, our skeleton helps to hold us up. What is the skeleton made up of?____________________________________________________________________________________________________________________________________________________________________________________________________

2. Why are the spine and ribs so important?____________________________________________________________________________________________________________________________________________________________________________________________________

3. Where are more than half the bones in our body located?___________________________________________________________________________________________________________________________________________________

4. The group of bones in our head is called a skull. The skull serves as an important function to our skeleton. Why is it so important?_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. Where can you find the smallest and longest bones in your body?____________________________________________________________________________________________________________________________________________________________________________________________________

6. Based on the information in the text, how would you describe a bone?_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

7. After reading the text, describe 2 ways to take care of our bones.

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Title: Bones by Stephen Krensky

Objective(s): ~to learn about bones


Time Line: Lesson 2~this lesson is 40 minutes

Materials/Resources:~book: Bones by Stephen Krensky~worksheet on the bones in our body

Instructional Procedures:~Read the book Bones by Stephen Krensky~Discuss the story and how bones help us to do everyday activities.~Complete the worksheet based on the information

learned from the story.

Activity:~Read the book aloud to the class.~Complete the worksheet using the information from

the book.

Assessment:~Students are able to complete the worksheet showing their understanding of the story.

Follow –Up: ~book: Skeletons by Meish Goldish

~This is a book that can be used once the unit is over to compare and contrast the human skeleton to animal skeletons.

Name___________________________ Date___________

Bones by Stephen Krensky

Directions: Using the information from the text, answer the following questions.

1. How many bones are in the human body? ___________________________________________________________________________________________________________________________________________________

2. What does it mean when the author states that some of your bones act as armor on page 12?____________________________________________________________________________________________________________________________________________________________________________________________________

3. According to the text, which part of the skeleton was compared to a helmet? ___________________________________________________________________________________________________________________________________________________

4. Your bones do not bend, so they are joined in places where you need to bend. What are these places called?____________________________________________________________________________________________________________________________________________________________________________________________________

5. What is another word for the spine and what is its function?____________________________________________________________________________________________________________________________________________________________________________________________________

6. What is the role of our muscles?________________________________________________________________________________________________________________________________________________

7. Using the information from the text, complete the chart below.

Animals that have smaller bones than

a human are…

Animals that have larger bones than a

human are…

Animals that have no bones…

__________________ __________________ _________________

Title: Monarch Butterflies by Kate Waters

Objective: ~to understand facts and information about butterflies


Time Line: Butterfly Unit – 3 Days (other topics for this unit are the life cycle of a butterfly, and parts of a butterfly)

~Day 3 of 3 – this lesson is 50 minutes (question sheet may need an extra day)

Materials/Resources:~book: Monarch Butterflies by Kate Waters~worksheet on butterflies

Instructional Procedures:~read pages 16 - 31 of the text~complete the worksheet on facts and information about butterflies

Activity:~Students will listen for understanding and be able to have a discussion about butterflies.~Students will have an understanding of the important facts and information about butterflies.~As a class or independently, complete the worksheets on butterflies.

Assessment:~Students are able to complete the worksheet on butterflies.

Title: Monarch Butterflies by Kate Waters

Objective: ~to understand facts and information about butterflies


Time Line: Butterfly Unit – 3 Days (other topics for this unit are the life cycle of a butterfly, and parts of a butterfly)

~Day 3 of 3 – this lesson is 50 minutes (question sheet may need an extra day)

Materials/Resources:~book: Monarch Butterflies by Kate Waters~worksheet on butterflies

Instructional Procedures:~read pages 16 - 31 of the text~complete the worksheet on facts and information about butterflies

Activity:~Students will listen for understanding and be able to have a discussion about butterflies.~Students will have an understanding of the important facts and information about butterflies.~As a class or independently, complete the worksheets on butterflies.

Assessment:

~Students are able to complete the worksheet on butterflies.

Name____________________________ Date___________

Butterflies

1. What do all butterflies eat? When do butterflies eat? _______________________________________________________________________________________________________________________________________

2. Using the text, compare butterflies that hatch in the spring or early summer, to those that hatch at the end of the summer._________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Why do butterflies migrate?

_______________________________________________________________________________________________________________________________________

4. Even though butterflies only fly at night, how many miles a day can a butterfly travel?__________________________________________________________________________________________

5. Using the text, explain what roosting means? _______________________________________________________________________________________________________________________________________

6. How do scientists track monarch butterflies? Why do they track butterflies? _____________________________________________________________________________________________________________________________________________________________

____________________________________________________________________

7. Why is it important that milkweed fields are not cut down or poisoned with weed killer sprays?___________________________________________________________________________________________________________________________________________________________________________________________________________________________

8. Discuss the one mystery that scientists are hoping solve. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Title: VOLCANOES by Paul P. Sipiera

Objective: to understand how volcanoes are formed



(This could be part of a mini-unit on volcanoes. If so, this would be the first lesson of three. Two lessons that follow include information about: the causes of volcanic eruptions and the effects of volcanoes on the environment.)

Materials/Resources:- the book, Volcanoes, by Paul P. Sipiera- copies of the worksheet

Instructional Procedures:- Read pages 4-10 of the text.- Upon completion of text, discuss the key vocabulary

from the pages such as: crust, mantle, core, magma, plates, “Ring of Fire”.

- Complete the worksheet based on the information presented. (Activity may be completed whole class, independently, or begin guided as a whole class and complete task independently for assessment purposes.)

Activity:- Students will listen to the information from pages 4-10. - Students will summarize / discuss key information from



teacher (guided-whole class, begin whole class and completed independently, or completely independent)

Name _____________________________ Date __________

VOLCANOES by Paul Sipiera

DIRECTIONS: Complete the chart below. Then answer the questions that follow based on the information from the book.

Layer of the Earth

Question Answer

Core Describe the two parts of the core.

Mantle What do we know about the temperatures inside the mantle?

Crust What happens when plates bump into each other?

Name _____________________________ Date __________

VOLCANOES by Paul Sipiera – page 2

DIRECTIONS: Answer the questions based on the information from the book.

1. According to what you learned from the book Volcanoes, the soft rock that is inside the Earth’s mantle is called __________.

O crust O core O volcano O magma

2. What happens to lava when it cools?O it forms rock O it makes magma O it gets hot again O it gets soft

3. The Earth’s surface is divided into pieces called plates. When these plates are pushed, it can cause ________.

O a “Ring of Fire” O a volcanic eruption O crust to form O metal to form


Objective: to understand how what makes volcanoes erupt



(This could be part of a mini-unit on volcanoes, after completing the lesson on how volcanoes are formed.)


Instructional Procedures:- Read pages 16-18 of the text.- Upon completion of text, discuss how volcanic eruptions

and earthquakes are related- Complete the worksheet based on the information

presented. (Activity may be completed whole class, independently, or begin guided as a whole class and complete task independently for assessment purposes.)




Assessment:

- completion of the worksheet, as deemed appropriate by teacher (guided-whole class, begin whole class and completed independently, or completely independent)

Name _____________________________ Date __________

VOLCANOES by Paul Sipiera

DIRECTIONS: Complete the diagram based on the information from the book. Reread the information on the page number given to help find the missing cause or effect.

Page Number

Cause Effect

16

because _______________________________________________________________________________________________

Small earthquakes occur…

17Magma breaking through the surface and building up…

17bottom

If there is a lot of water in the magma…


Objective: to understand the effects of volcanic eruptions



(This could be part of a mini-unit on volcanoes, after completing the lesson on how volcanoes are formed, and how volcanoes erupt.)


Instructional Procedures:- Read pages 36-43 of the text.- Upon completion of text, discuss key vocabulary words,

such as: weather, climate, ash, crops, starvation- Discuss the overall impact that an eruption has on the

environment.- Complete the worksheet based on the information

presented. (Activity may be completed whole class, independently, or begin guided as a whole class and complete task independently for assessment purposes.)




***** There are SEVERAL different facts that could be included in the graphic organizer, using the key words provided. Based on the text, there would be multiple acceptable answers. Such variety leads to discussion either while the activity is being completed, (if teacher chooses to complete the assignment whole class) or discussion can be had at the closing of the lesson (as a review of what was learned if work was completed independently).


teacher (guided-whole class, begin whole class and completed independently, or completely independent)

Name ______________________________________ Date _____________________

VOLCANOES by Paul P. Sipiera

DIRECTIONS: After reading pages 36-43, complete the graphic organizer below based on what you learned from the text. In each box, write one fact about what happens after a volcano erupts. Include the key word under each box in your fact.

ash clouds crops weather

Once you have completed the diagram above, describe which one you think is the worst effect. EXPLAIN! ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Eff ects of Volcanoes

_________________________________

_________________________________

_________________________________

_________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________


Grade: 4th Subject: ScienceTopic: Introduction to the Three States of Matter

Objective: Students will be able to identify the 3 states of matter (solids, liquids, gases) and their properties.

Learning Standards: New York State Standards Physical Science (S1) Scientific Connections/Applications

(S4)

Time Line: 45 minutes

Materials/Resources: book States of Matter by Suzanne Slade (read pages 4-

15) graphic organizer to help categorize states of matter different size containers water, marbles, blown up balloon

Anticipatory Set:As a group teacher will read States of Matter by Suzanne Slade. Students will summarize and recap information presented in the book and compare/contrast the 3 states of matter and identify their properties.

Procedure: teacher provides materials for each group of students students will work in small groups to examine and

identify the state of matter and describe its properties. have students work together to compare and contrast

the items with regards to the 3 states of matter the members of each group will discuss their findings

with each other independently, students will record how the item is

classified and describe the similarities and differences of the properties on Graphic Organizer

students will present information to class teacher will write responses on sheet with use of

Document Camera. as discussion comes to an end, students will summarize

what they learned.

Independent Activity/Assessment:Students will work independently to complete

Identification Sheet with Picture Worksheet # 1 to identify the 3 states of matter (solids, liquids, gases) and their properties.

Name: ________________________________

States of Matter and Their PropertiesGraphic Organizer

Solid

Glass Jar of Marbles

Solids are hard and can keep their shape. Solids cannot

change their own shape. Solids always take up the same amount

of space.

This object is a solid because

__________________________________________________________________________________________________________________________________________

Liquid

Beaker of water

Liquids can flow and be poured easily. They do not have a shape

of their own. Liquids take the shape of their container.

This object is a liquid because

___________________________________________________________________________________________________________________

_______________________

Gas

Balloon

Gases do not have a shape of their own. Just like liquids, they take the shape of their container.

Gases are often invisible.

This object is a gas because

__________________________________________________________________________________________________________________________________________

Name: ________________________________

States of Matter and Their PropertiesIdentification Sheet

State of Matter;

__________

Name of object:

___________________

This object is a solid because

__________________________________________________________________________________________________________________________________________

State of Matter;

____________

Name of object:

____________________

This object is a liquid because

___________________________________________________________________________________________________________________

_______________________

State of Matter;

___________

Name of object:

____________________

This object is a gas because

__________________________________________________________________________________________________________________________________________

Name: ______________________________

Picture Worksheet #1

Grade: 4th Subject: ScienceTopic: Simple Machine-Lever

Objective: Students will learn how much force is required to lift a load using a lever and the fulcrum

Learning Standards: New York State Standards Physical Science (S1)Scientific Connections/Applications (S4), Language arts (S1)

Time Line: 45 minutes

Materials/Resources: Non-Fiction book: What Do You Know About Simple Machines by Tilda

Monroe pgs. 4-9 2by4 piece of wood per group Empty soup can 3-4 Textbooks Lever Worksheet Document Camera/SmartBoard

Anticipatory Set:As a group, teacher will read What do You Know About Simple Machines

pages 4-9 by Tilda Monroe. Review how a lever acts as a simple machine.

Procedures: teacher will introduce and define key vocabulary ( lever, fulcrum, force arm, load) teacher displays Lever Worksheet on the SmartBoard to review directions of the

experiment. teacher shows materials and models the function of supplies. each student will get Lever Worksheet and make their own predictions as to how

the position of the fulcrum will affect the amount of force that must be applied to the lever in order to lift the load.

teacher will create groups and assign jobs to each group member. teacher will call up individual students to collect materials for their group.

the members of each group will work together to construct a lever using a the wood and soup can as modeled by teacher.

teacher will walk around and make sure each group is creating the lever as modeled.

students will stack books on one end of the board securing the fulcrum (soup can) under the middle of the board creating the same length force arm as modeled.

students will now apply pressure to the opposite end of load and rate how easy on a scale of 1-3, 1 being the easiest, it was to lift the load when the fulcrum was in the middle position.

repeat above , moving the fulcrum closer to the load and students record observations.

repeat a 3rd time, moving the fulcrum farthest position away from the load. Students will record observations.

students will share their results to class teacher will record findings on SmartBoard

Independent Activity/Assessment:Students will work independently to write a conclusion based on the data and

observations drawn from the experiment.

Name: _____________________________ Date: ____________

Lever Worksheet

Directions: Complete the prediction section of the worksheet before doing each trial. Position the fulcrum underneath the lever as directed in the first column on the chart. Draw the diagram as shown in the first example. Record your observations.

Position of the Fulcrum

Diagram

Predictions

On a scale of 1-3, 1 being easiest, predict how easy it will be to lift the load with the

fulcrum in each position.

Observations

On a scale of 1-3, 1 being easiest, predict how easy it will be to lift the load with the

fulcrum in each position.

Middle

Near the Load

Farther away from

the load

Name: ______________________________ Date: ______________

Drawing Conclusions

Directions: Write a conclusion based on the data recorded from your experiments.

Based on your observations, write a detailed paragraph stating what you have learned about the amount of effort required to lift a load and how the position of the fulcrum affected the outcome.

________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

Grade: 4th Subject: ScienceTopic: Static Electricity Day 1

Objective: Students will be able to determine what causes static electricity to discharge.

Learning Standards: New York State Standards Physical Science (S1) Scientific Connections/Applications (S4) Interdisciplinary Problem Solving (S7)

Time Line: two days 45 minute lesson per day

Materials/Resources: book Electricity by Sally M. Walker (read chapter 3, pages16-23) build A Charge Worksheet 4 same color balloons ( to visually demonstrate vocabulary), bag of balloons to

use for partner work (2 per group), variety of textured cloths

Anticipatory Set:As a group teacher will read Electricity by Sally M. Walker. Students will

summarize and recap information presented in the book . Use 4 inflated balloons, and/or SmartBoard interactive tools found in the lesson activity tool kit, to demonstrate examples of key vocabulary such as repel, attract, neutral, positive, negative charges.

Procedures: teacher provides materials for each group of students students will work with a partner to experiment with balloons and a variety of

fabrics to identify which fabrics generate a strong attraction and which will repel students record their results on to the Build a Charge Worksheet partners share results and conclusion with whole class based on class discussion teacher will help students draw the conclusion that

“opposites attract” and “like charges repel” as a result of the experiment as discussion comes to an end, students will summarize what they have learned teacher will briefly explain next day activity , Static Electricity Marathon, and

encourage students to start thinking about how static electricity can affect certain objects

Independent Activity/Assessment:

Students will work independently to complete Summary Worksheet.

Build a Charge Worksheet

Name:

Balloon Setup

No treatment

Results (attract, repel, neutral )

Only one balloon rubbed with a wool cloth

Both balloons rubbed with a wool cloth

Only one balloon rubbed against your hair

Both balloons rubbed against your hair

Balloons rubbed against item(s) of your choice

_____________ _____________

Name: ______________________________ Date: ______________

Summary WorksheetStatic Electricity

Directions: Write a summary based on the data recorded from your experiments. Be sure to use key vocabulary terms such as, repel, attract, positive, negative, and neutral charges.

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Think about it:

Start thinking about which fabric might generate the greatest static electricity to move the aluminum can across the finish line in the Static Electricity Marathon activity that follows.

Grade: 4th Subject: ScienceTopic: Static Electricity Marathon

Day 2

Objective: Students will be able to create a static electrical charge which will help them move an aluminum can across the finish line in a marathon

Learning Standards: New York State Standards Physical Science (S1) Scientific Connections/Applications (S4) Interdisciplinary Problem Solving (S7)

Time Line: 45 minute lesson (2nd day)

Materials/Resources: completed Build a Charge Worksheet for a reference directions for Static Electricity Marathon 2 same color blown up balloons, variety of textured cloths, masking tape

Anticipatory Set:Using a Document Camera, the teacher will display the Questions for Discussion

Worksheet to review concepts learned about Static Electricity. The teacher will introduce the directions for the Marathon.

Procedures: teacher presents the rules to the class on the SmartBoard for the marathon teacher will create a 2 lane course with a start and finish line (approximately 4ft

long) teacher will partner up 2 students to compete against one another.

each student will select a fabric that they believe will generate the strongest charge to move the can across the finish line in the shortest amount of time

students will take turns participating in the marathon class will meet to discuss outcomes and strategies

Independent Activity/Assessment:

Students will work independently to complete an Exit Slip to make recommendations for improved results.

Name : __________________________________ Date: ____________________

Exit Slip for Static Electricity Marathon

Recommendation:

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

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_____________________________________________________________

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Name : __________________________________ Date: ____________________

Exit Slip for Static Electricity Marathon

Recommendation:

_____________________________________________________________

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_____________________________________________________________

Name: ________________________ Date: _________

Questions for Discussion-Day 2

How did the balloons react towards each other when not treated?

How did the reaction change when you introduced another material?

What happened when you rubbed only one balloon against the fabric?

What results did you get when you rubbed both balloons against the fabric?

What happened when you rubbed only one balloon against your hair?

What results did you get when you rubbed both balloons against your hair?

What conclusions can you make about balloons that are rubbed against the same materials? Different materials?

Name: ______________________________ Date: _____________

Static Electricity Marathon

Directions:

Using this theory of opposites attract, your challenge is to come up with a way to create a strong static charge- enough of a charge that will cause an aluminum can to move without physically touching it.

I have marked out start and finish lines and have made available to you a variety of materials if you choose to use them.

Take a few minutes to discuss your strategies and then you may proceed to your starting line and begin your marathon.

Good Luck!

Grade: 4th Subject: Science Topic: Parts of a Flower

Objective: Students will be able to identify the parts of a flower and their function.

Learning Standards: New York State Standards Life Science (S2) Scientific Connections/Applications (S4) Scientific Communication (S7) Scientific Investigation (S8)

Time Line: 45 minutesMaterials/Resources:

book The Reason For A Flower by Ruth Heller fresh tulip for each group and 1 for teacher class book set - Flowers by Gail Saunders-Smith part/sketch/function worksheet and SmartBoard version of worksheet and game

slideAnticipatory Set:

As a group teacher will read The Reason for A Flower by Ruth Heller. Teacher will have a class discussion about key points and vocabulary (pollen, pollination, stamen, pistil, petal, sepal, stigma,) from the read aloud.

Procedures: teacher will open up worksheet on SmartBoard and give directions on how to

examine the tulip, part by part. teacher will model sketch of stamen students will be grouped randomly into groups of 4 by teacher teacher provides materials for cooperative group work( 1 fresh tulip and a book

Flowers per group and a worksheet for each student next students will work in their group to examine and identify the parts of their

tulip as each student identifies the part, they will sketch the part onto their worksheet teacher will visit each group to ensure accuracy and findings after each group has examined the flower and sketched the parts, the students will

share their observations with the class teacher will refer back to the books Flowers and The Reason for a Flower to

discuss functions as guided by the worksheet. together teacher and students will discuss and determine the function of each part teacher will reveal definition from SmartBoard worksheet and students will copy

information onto their worksheet students will orally summarize what was learned

Class Follow-up Activity/Assessment: Teacher will open up Parts of a Flower interactive game on SmartBoard and

students will be asked to label the flower and discuss its function.

Name: ______________________ Date: _________

Part/Sketch Function Worksheet

PART SKETCH FUNCTION

Stamen

_________________________________

_________________________________

_________________________________

_________________________________

Pistil

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

Petal

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

Sepal

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

Stigma

_________________________________

_________________________________

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_________________________________

PART SKETCH FUNCTION

STAMEN

One of many stems inside a flower. The male part of the flower that produces pollen.

PISTIL Female part made up of the stigma, style and ovary. The Pistil holds many eggs.

PETAL

One of the colored flaps or outer parts of a flower. Their bright colors attract insects and birds.

SEPAL The part of the flower that covers the bud before it blooms.

STIGMA Sticky bulb that receives the pollen grains.

Grade 5

Leveled Book Lessons

Title: Head to Toe: The Human Body

Objective(s):

The student will be able to describe the basic structure and functions of the human body.

Students will read, write, listen, and speak for information and understanding.

Curriculum Standards:

Standard 1: Learning Standards for Health,Physical Education, and Family and Consumer Sciences Learning Consumer SciencesStandard 1: Learning Standards for ELA

Time Line:

Three 45-minute lessons


Student readers, m Head to Toe: The Human Body

Instructional Procedures/Activity:

Day 1:

1. In cooperative groups, prior to beginning the book, have the students compete as to which group can brainstorm all the different body parts they can name.

2. Share the results. Discuss.3. Then have the students return to their cooperative

groups, and facilitate a second competition to brainstorm how many bodily functions the group can name.

4. Share the results. Discuss.

Day 2:

1. Distribute one reader to each group. Review the previous lesson introducing the many parts and functions of the human body.

2. Return the brainstorming lists to the cooperative groups. Using a different color marker, have the students skim through the book, and add any more body parts and/or functions to their lists.

3. Groups will read through pages 3-4, “The Amazing Machine.” Groups will choose their favorite fact and create a rap, poem or song to perform for the rest of the class.

4. Teacher will close the session by explaining that the class will be using this book and other resources to learn about the brain, the circulatory, respiratory, musculature and skeletal system.

Day 3:

1. Perform rap, poem or song.2. Administer Assessment: Body Parts/ Bodily Functions

Name __________________

Assessment: for the introduction to Head to Toe: The Human Body

List four major body parts and their primary bodily function in the chart below.

Major Body Part Bodily Function

Title: Head to Toe: The Human Body: The Boss of Your Body (the Brain)

Objective(s):

Student will be able to describe the basic structure and functions of the human body (the brain).



Standard 1: Learning Standards for Health,Physical Education, and Family and Consumer Sciences Learning Co

Standard 1: Learning Standards for ELA

Time Line:

Two 45-minute lessons.


Student reader, Pre/Post test, Reproducible Master 1 in Teacher Guide

Instructional Procedures:

Day 1

1. Have students take pre-test “The Boss of Your Body.”2. Introduce vocabulary words: voluntary, involuntary, cerebrum,

hippocampus, cerebellum, hemisphere, short-term, long-term, coordination, balance.

3. Have students read page 6-7

Day 2

1. Complete right-side, left side of brain exercise which is Brain Activity Master # 1 on page 46 of Teacher’s Guide.

2. Have students create a collage of either right or left side of the brain activities.

3. Share with the rest of the class4. Administer the post-test.

Activity:

Brain Activity Master # 1 on page 46, pre/post test.

Assessment:

Post-test of The Brain

Name ___________________________

Pre-test/Post test “The Boss of Your Body.”

True or False?

1. The right side of your body is controlled by the right side of your brain. _______

2. The left side of your body is controlled by the left side of your brain. _______

3. The cerebellum controls when you kick a ball. _______

4. The hippocampus helps you remember your phone number. _________

5. The cerebrum is divided into three equal parts. ________

6. The food you eat gets digested because of your brain. _________

7. Your brain tells you exactly when to shiver. _________

8. The brain weighs 5-7 pounds. _________

9. Your brain is as hard as a basketball. ________

10. Your brain is in control when you are sad or happy. ___________

Answer Key to Pre/Post-test “The Boss of Your Body.”

True or False?

1. The right side of your body is controlled by the right side of your brain. F

2. The left side of your body is controlled by the left side of your brain. F

3. The cerebellum controls when you kick a ball. T

4. The hippocampus helps you remember your phone number. T

5. The cerebrum is divided into three equal parts. F

6. The food you eat gets digested because of your brain. T

7. Your brain tells you exactly when to shiver. F

8. The brain weighs 5-7 pounds. F

9. Your brain is as hard as a basketball. F

10. Your brain is in control when you are sad or happy. T

Title: Head to Toe: The Human Body: The Heart of the Matter (the heart)

Objective(s):

Students will be able to describe the basic structure and functions of the human body (the heart).



Standard 1: Learning Standards for Health,Physical Education, and Family and Consumer Sciences Learning C

Standard 1: NYS ELA Standards Time Line:

Three 45-minute lesson


Student reader, Pre/Post test, diagram or model of circulatory system.


Day 1

1. Administer pre-test 2. Introduce vocabulary: arteries, capillaries, veins, oxygen, lungs, carbon dioxide, platelets, blood cells, nutrients, waste. 3. Students read pages 8-9 in reader.

4. Have students trace the route of the circulatory system using a diagram or model.

Day 2

1. Have students develop characters and write a basic script based on the parts of the circulatory system. For example: “I am oxygen and I have come from the lungs. I mix with blood so I can give oxygen to the other parts of the body.”

2. Have students practice skit.

Day 3

1. Have students perform circulatory skits.2. Administer assessment

Activity:

Reading, skits, assessment

Assessment:

Pre/post test “The Heart of the Matter”

Pre/Post Assessment: Head to Toe: The Human Body: The Heart of the Matter (the heart)

1. What is the difference between an artery and a vein?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. What is the function of the lungs in the circulatory system?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. What are the three types of cells in the body? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. Why are they so important?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. Why is it important to the circulatory system to eat right?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

6. What can happen to the circulatory system if you eat the wrong foods?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Title: Head to Toe: The Human Body: Breathe in…Breathe Out (the respiratory system)

Objective(s):

Students will be able to describe the basic structure and functions of the human body (the respiratory system).



Standard 1: Learning Standards for Health,

Physical Education, and Family and Consumer Sciences Learning

Standard 1: NYS ELA standards

Time Line: Three 45-minute lessons


Student reader, The Great Body Shop, reproducible, diagram or model of the respiratory system.


Day 1

1. Pre-test2. Introduce vocabulary: inhale, exhale, oxygen, carbon dioxide, nasal passage, pharynx, trachea, bronchial tube, pleura, bronchiole, alveoli, and diaphragm.3. Play vocabulary game4. Have students read pages 10-11 in reader.

Day 2

1. Present diagram or model of the respiratory system.2. Have students trace the route of the respiratory cycle.3. Administer post test.

Day 3

1. Discuss the various types of first aid the students should be familiar with. 2. Discuss artificial respiration. Define terms: trudged, paramedic 3. Read “Breath of Life” on pages 12-15. 4. Have students write a newspaper article describing what happened to Toby, and how Sally saved his life. Use the “Formula for a Well-Written Newspaper Article” handout as a guide.

http://www.media-awareness.ca/english/resources/educational/handouts/broadcast_news/news_article_formula.cfm

Activities:

reading, filling in diagram, writing article, assessments

Assessment:

Pre/post test of the respiratory system.

Name _________________________ Pre/Post Test

Label the diagram.

Answer Key Pre/Post Test

Title: Head to Toe: The Human Body: Bare Bones (the skeletal system)

Objective(s):

Students will be able to describe the basic structure and functions of the human body (the skeletal system).



Standard 1: Learning Standards for Health,Physical Education, and Family and Consumer Sciences Learning


Time Line:

Three 45-minute lessons


Student reader, The Great Body Shop, reproducible, diagram or model of the skeletal system.


Day 1

1. Pre-test2. Introduce vocabulary: cartilage, fuse, calcium, minerals, vertebrae, ribcage, skull, marrow, spine, hinge, joints, ball and socket, musculoskeletal system.3. Play vocabulary game4. Have students read pages 32-34 in reader.

Day 2

1. Have students look at model of skeleton.2. Have students create their own skeleton in proper order.

(scholasticprintables.com)3. Have students check work with master.4. Have students discuss which bone in their body they think is

the most important.

Day 3

1. Read “Bones” poem on page 35.2. Read information on calcium and vitamin D.

http://www.pubs.ext.vt.edu/348/348-019/348-019.html3. Have students brainstorm a list of all the foods which contain

calcium for each meal and complete reproducible “Menu for Healthy Bones and Teeth.”

Day 4 Assessment: Post-test

Name _____________________

Pre/Post-Test for Bare Bones

1. Name your upper arm bone __________________.

2. Name your two lower arm bones __________________,

___________________.

3. Your neck is made up of ___________________________.

4. Name your upper thigh bone _______________________.

5. Name your two lower leg bones ____________________,

____________________________.

6. Another name for your fingers are _________________________.

7. Your breast bone is also called the ____________________

8. The scapula is your _____________________.

Hint: The first letter of each answer is below:

u, r, c, s, ph, h, v, f, t, f Answers for Bare Bones Pre-Test

1. humerous2. ulna, radius3. vertebrae4. femur5. tibia, fibula6. phalanges7. sternum8. collar bone

Title: Head to Toe: The Human Body: Marvelous Muscles (the muscular system)

Objective(s):

Students will be able to describe the basic structure and functions of the human body (the muscular system).



Standard 1: Learning Standards for Health,Physical Education, and Family and Consumer Sciences Learning


Time Line:

Four 45-minute lessons


Student reader, The Great Body Shop, Pre/Post test, Reproducible Master #5 in Teacher Guide, diagram or model of the muscular system.


Day 1

1. Administer pre-test 2. Review vocabulary: voluntary, -involuntary, fibers, contract, relaxed, tightened, musculoskeletal system, smooth, heart, skeletal, tendons. 3. Have students read pages 36-37 in reader.

Day 2

1. Have students read and discuss “Muscles and Messages” from the Great Body Shop.

2. Have students complete “Marvelous Muscles” activity delineating the difference between involuntary and voluntary muscles. Use the Great Body Shop as a reference.

Day 3

1. Have students work in groups to use their muscles to complete handouts, “How Fit Can You Get?”2. Compete Assessment

Activity:

Reading, using a model, exercises, assessment.

Assessment:

Pre/Post test Marvelous Muscles

Name __________________________

Pre/Post Test Marvelous Muscles

Match the definition with the correct word. 1) ______ How many muscles are inyour body?2) ______ What are the three types ofmuscles in your body?3) ______ The muscles in your arm, legand neck are all ________.4) ______ The stretchy cells that makeup your muscles are called__________.5) ______ Muscles are controlled byyour ___________.6) ______ To take care of yourmuscles, you must___________7) ______ Food being digested is anexample of which type ofmuscle action?8) ______ Another word for musclestightening is_____________.9) ______ Bones and muscles worktogether in what type of body system?10)_____Which muscles have big

bundles of fibers?

a) contractingb) involuntaryc) heartd) skeletale) stretchf) exerciseg) heart, soft, hardh) 650i) eyelidj) fiberk) smooth, heart, skeletall) voluntarym) musculoskeletaln) brain

ANSWER KEY

Name __________________________

Pre/Post Test Marvelous Muscles

Match the definition with the correct word. 1) h How many muscles are inyour body?2) k What are the three types ofmuscles in your body?3) l The muscles in your arm, legand neck are all ________.4) j The stretchy cells that makeup your muscles are called__________.5) n Muscles are controlled byyour ___________.6) f To take care of yourmuscles, you must ___________.7) b Food being digested is anexample of which type ofmuscle action?8) a Another word for musclestightening is_____________.9) m Bones and muscles worktogether in what type of body system?10) d Which muscles have big

bundles of fibers?Title: The Nature of Matter ( R/40 & W/60) By Christine Caputo

Objectives:

a) contractingb) involuntaryc) heartd) skeletale) stretchf) exerciseg) heart, soft, hardh) 650i) eyelidj) fiberk) smooth, heart, skeletall) voluntarym) Musculoskeletaln) brain

Students will be able to identify the building blocks of matter as elements and atoms.

Students will be exposed to the organization of the periodic table as well as identify common elements ( oxygen, hydrogen, carbon, etc.)

Students will be able to discriminate between atoms, compounds and molecules.

Students will describe what a mixture is and discriminate between a heterogeneous and homogeneous mixture.

Curriculum Standards: NYS Science S1, S4, S5, S6NYS ELA 1, 2, 3

Materials/Resources: The Nature of Matter by Christine Caputo SMART Board- interactive/multimedia- Gallery- Chemistry Vocabulary list- graphic organizer, matching review Document camera Venn Diagram sheet


Vocabulary Development- Do Now or pre-readingMatter protonsElement neutronsMass electronsVolume pure substancesChemical symbol mixtureAtom heterogeneous mixtureCompound homogeneous mixturesMolecule solutionChemical formula solventUse vocabulary graphic organizer to help record words- students can either work in pairs or individually

Day 1

Whole class- hand out books and look over Table of Contents- discuss the progression of topic. Pinpoint Types of Matter as starting point. In groups, students should preview pages 6-8 and create a question to be answered by each bold faced heading. After conferencing with each group, assign the pages to be read and instruct them to answer the questions formed. Come together as a whole class and review questions and answers. Organize the information in note form for the students to write down.

Looking at page 8, have the students study the periodic table. List what they notice and then list questions they might have. Pose the question of how we can answer our questions.

Activity:Use the interactive periodic table on SMART Notebook to help

answer some of the questions. Students can click on each element and find out all about it. There is also an interactive quiz about the most commonly used elements

Assessment: Students write a learning log/response notebook entry about something what they had learned.

Day 2

Vocabulary matching worksheet to review vocabulary defined yesterday. (See materials)

Students are assigned to read pages 10-12 in cooperative groups. Prior to this, hand out sheet with triple Venn Diagram to compare and contrast atoms, compounds, molecules. Each group should complete this sheet after reading. As a class review and record information collected on sheet scanned on SMART Notebook.

Activity: Using Build an Atom (Gallery: Chemistry: Elements) on SMART Notebook, have students experiment with building an atom, identifying protons, neutrons and electrons. Students should come to the conclusions of the position of protons, neutrons, and electrons. The Particle Theory (Gallery: Chemistry: Elements) can also be used to view structure of common atoms.

Building upon new knowledge of atoms, type elements into search box of SMART Notebook and insert Structures and Bonding onto page. Students can experiment with creating compounds and molecules. Show the students the chemical formulas that are created on the bottom of the screen.

Assessment- Using marshmallows and toothpicks create some common molecules; water, salt, carbon dioxide, etc. Have the students write the chemical formulas and decide whether they are molecules, compounds or both.

Day 3

Review vocabulary for mixtures to tap into prior knowledge. Have students then preview the pictures on pages 13 & 14. Can they name the mixtures that they see?

Instruct students to read pages 13 and 14 to find out the differences between heterogeneous mixtures and homogeneous mixtures. Look at the pictures on the two pages again and sort them into either heterogeneous or homogeneous mixtures.

Activity: You may either choose an activity from page 15 or complete the following activity:

Give the students materials to make trail mix and to make salt water. Once made discuss which is the heterogeneous mixture and which is the homogeneous one. Discuss the possibility of being able to separate each mixture back to its original materials. Demonstrate how this can be done with the salt water mixture. Use a coffee filter to pour the salt water mixture through and see if the salt separated from the water. (this needs to be done prior to the salt dissolving into the water). Discuss the results.

Assessment: Students should record their findings in Science notebook, noting their process and conclusions.

Vocabulary Word

Definition Draw a Picture Hint: What can help you remember the definition?

Matter

Element

Mass

Volume

Chemical Symbol

Atom

Compound

Molecule

Proton

Neutron

Electron

Chemical Formula

Pure Substances

Mixture

Heterogeneous mixtures

Homogeneous mixtures

Solution

Solvent

Solute

Name _________________________ Date _________________________

Vocabulary Matching Review

1.________________ positive particles in an atom

2. ________________ substance formed when atoms of more than on element bond.

3. ________________ an abbreviation that consists of 1 or 2 letters

4. _________________ amount of space an object takes up

5. _________________ anything that has mass or volume

6. _________________ simplest type of matter

7. ___________________ found in the nucleus of the atom

8. ___________________ travel at high speeds around the nucleus of the atom.

9. ____________________ it shows the elements that make up a compound

Matter volume protonsElement chemical symbol neutronsMass atom electronsCompound molecule chemical formulaSolvent mixture solutionHeterogeneous mixture solute pure substance

Homogeneous mixture

10. ____________________ the smallest unit of an element/compound and has all its properties

11. ________________________ the amount of matter in an object

12. ______________________ smallest part of an element that has the properties of the element.

13. _____________________ something that dissolves the solute

14. _____________________ can not see the different parts of this mixture

15. _____________________ a type of homogeneous mixture

16. _____________________ all molecules having the same properties

17. ____________________ a blend of two or more substances

18. ___________________can see the parts of this mixture

19. ___________________ the object that is being dissolved

Venn Diagram

Title: The Nature of Matter ( R/40, W/60) by Christine Caputo: Chapter 2

Objectives:

CompoundsAtoms

Molecules

Name and describe the three states of matter Describe how the state of matter relates to the motion and

arrangement of its particles.

Curriculum Standards:NYS Science S1, S4, S8NYS ELA 1, 2

Materials/ Resources: The Nature of Matter by Christine Caputo Marbles or balls, variety of containers Welcome to Discovery Education Player Anticipation Guide Graphic organizer for note taking Scientific Method sheet Pictures of water in three different states of matter Homework Instructions for Five Tab Book


Day 1: States of Matter

Anticipatory Set: Give students Anticipation Guide on three states of matter to assess their prior knowledge. Review this as a whole class. Show video from Discovery Education on matter. Students should correct any statements that they marked false based on the video.

Welcome to Discovery Education Player

Post video discussion should ensue with corrections of anticipation guide.

Hand out books to students, letting them know that they will be reading and gaining more in depth information regarding the states of matter. Prior to reading hand out graphic organizer, explaining that any vocabulary should be defined using context clues. Students should be assigned to read pages 19-25 to fill in graphic organizer.

http://player.discoveryeducation.com/index.cfm?guidAssetId=870dd1eb-59b0-41e4-b284-ade686e45b45&blnPopup=1

http://player.discoveryeducation.com/index.cfm?guidAssetId=870dd1eb-59b0-41e4-b284-ade686e45b45&blnPopup=1

After reading, come back together as a class and fill in one graphic organizer so that all students have the same information.

Activity/Assessment: Complete Checkpoint on page 21 with marble or small balls as well as experiment on page 24 Changing the Temperature of a Gas. Fill out a scientific process sheet for experiment.

Day 2 Changes in State- ( Can split into two day activity)

Anticipatory Set: On the SMART board, display three pictures of water in the different states: Ice, liquid and steam. Have the students discuss what is the same in each picture and then predict what they think is the factor that makes all three different. Record their predictions.

Read Changes in State pages 26-31.As reading, complete graphic organizer (Five Tab Book) that details the changes in state. Go over each term as a class to ensure common definition and change in state. Look for terms that are related to each other and help build those connections.

Activity: Demonstrate the changes of matter with the class. This can be done with making jello. It requires the use ice and water. During the process of jello making, ask questions related to the states of water, using defined terms from the reading. Use a temperature to collect data about the states of matter, then create a line graph that illustrates the changes in matter.

Assessment: Give sheet about the change in molecules for homework. This will assess both the objective and review vocabulary from pages 26-31.

Name _________________________ Date __________________________

Anticipation Guide for Matter

Read each sentence carefully, then next to each line circle T for true and F for false.

1. T F There is three states of matter: solids, liquids and gases.

2. T F Solids have a definite shape but no definite volume.

3. T F All states of matter expand (get larger) when they are heated and contract (get smaller) when they are cooled.

4. T F In liquids, molecules are loose, sliding around.

5. T F The amount of matter in a liquid is always different.

6. T F Liquids have a definite shape that never changes.

7. T F Molecules in gases move around quite quickly.

8. T F Gas molecules are arranged in a specific pattern.

9. T F Gas molecules have shape and never fill the full volume of a container.

10. T F All matter contains molecules that have a different amount of movement.

For any statement that is marked False, please change the sentence to make it correct.

Main Idea with States of Matter

Name ___________________________ Date _______________________

Scientific Method Write-up

Question:____________________________________________________

_____________________________________________________________

Hypothesis: ___________________________________________________

_____________________________________________________________

_____________________________________________________________

Materials: ___________________________________________________

_____________________________________________________________

Procedure: ___________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

Results of Experiment: ________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

Evaluate Hypothesis: ___________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

Thoughts/Conclusions: _________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

Three States of Matter

http://www.google.com/imgres?imgurl=http://www.pehub.com/wordpress/wp-content/uploads//water-drop_from-web.jpg&imgrefurl=http://fourelementsfacebook.blogspot.com/2011_05_01_archive.html&usg=__ZQfGl9WbkJgRmXiinsI78W6sQKs=&h=640&w=800&sz=89&hl=en&start=7&zoom=1&tbnid=L73Dwc8okR-zSM:&tbnh=114&tbnw=143&ei=NkIgTpKvL5TUgAfCo-HjBQ&prev=/search%3Fq%3Dwater%2Bin%2Bthree%2Bstates%26um%3D1%26hl%3Den%26safe%3Dstrict%26sa%3DN%26biw%3D1280%26bih%3D881%26noj%3D1%26tbm%3Disch&um=1&itbs=1

http://www.google.com/imgres?imgurl=http://www.glogster.com/media/1/3/68/46/3684629.jpg&imgrefurl=http://www.glogster.com/glog.php%3Fglog_id%3D1564559%26scale%3D54%26isprofile%3Dtrue&usg=__soIoP4ZKD7Sf81CBd3ACHvx8Hd4=&h=450&w=600&sz=67&hl=en&start=72&zoom=1&tbnid=XDwryr8ZlyxewM:&tbnh=161&tbnw=215&ei=DkIgTtM8jOiBB-WlpOMF&prev=/search%3Fq%3Dwater%2Bin%2Bthree%2Bstates%26um%3D1%26hl%3Den%26safe%3Dstrict%26sa%3DN%26biw%3D1280%26bih%3D881%26noj%3D1%26tbm%3Disch&um=1&itbs=1&iact=rc&dur=187&page=4&ndsp=20&ved=1t:429,r:8,s:72&tx=106&ty=79

Instructions for Five Tab Book

1. Fold a sheet of paper almost in half, leaving a bit of a tab. Label bottom part “ Changes in State”

2. Fold the paper so that one third is exposed and two thirds are covered.

3. Fold the two-thirds section in half.

4. Fold the one-third section ( single thickness) backward to form a solid line.

5. Cut along each fold to create a five tab book.

1.

2.

.

Changes in State

2/31/3

Name ___________________________ Date ________________________

Molecular Movement in Changes of State of Matter

Explain the change in state of matter and the change in molecular movement.

1. Melting:_________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

2. Freezing; ________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

3. Vaporization: ____________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

4. Condensation: ____________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________5. Sublimation: _____________________________________________

_____________________________________________________________

_____________________________________________________________

Name _____________________________ Date ______________________

Data Sheet for Jello

1. Temperature of Liquid __________

2. Temperature when gas/steam present ___________

3. Temperature when turned to solid _____________

Graph the results of your data. Don’t forget to label all axes and give the graph a title. Use page 32 in The Nature of Matter book as a model.

Title: The Nature of Matter ( R/40 & W/60) By Christine Caputo- Chapter 3

Objective(s): Be able to name the physical and chemical properties of matter Be able to describe how the properties of matter can change

Curriculum Standards: NYS Science Standards S1, S4, S5, S6NYS ELA Standards 1, 2, 3

Materials/Resources: The Nature of Matter by Christine Caputo Experiments : Dirtmeister's Science Lab on Ecosystems, Experiments Objects to describe properties of Chart for physical and chemical properties Baking soda Vinegar Balance Plastic cups Scientific method write up

Anticipatory Set: Give each group of students an object. Explain to them that they need to study the object and then write down all its properties. Also pose to them the question of “How do you think you could change this matter” After a few minutes have each group present their object and what they listed as its physical properties.

Once finished, explain that there are many more ways to describe the properties of an object than they think. Purpose for reading: Find out about the physical and chemical properties of matter and matter can be changed. Have students fill in chart as they are reading pages 34-39.Once reading is completed, review information written in chart.

Activity: Choose an activity that best suits you Dirtmeister's Science Lab on Ecosystems Write down several physical properties for a sheet of construction paper. Show how

to cause the paper to undergo at least three different physical changes. Experiments

Assessment: Have students create a journal with two columns on each page. For two days, write down any physical and chemical changes that they have observed. Be sure to include descriptions of the physical and chemical properties of the examples before and after the change.

http://mypage.direct.ca/k/kasmith/gina/page4.html

http://teacher.scholastic.com/dirt/matter/lab.htm

http://mypage.direct.ca/k/kasmith/gina/page4.html

http://teacher.scholastic.com/dirt/matter/lab.htm

Day 2:

Students should be given time to write in their observation log about physical and Chemical changes they have observed.

Read page 40 in book to the students. Define the law of conservation of mass. Discuss what this truly means and study the picture of the water molecule. Relate this to math (algebra) where we say one side must be equal to the other side.

Activity/Assessment: conduct an experiment with baking soda and vinegar that illustrates the law of conservation of mass. On one end of the balance, place a ½ cup of vinegar in one plastic cup and 1 tbs. of baking soda in another. On the other side of the balance, place the cup where the two ingredients have been combined. Do they weigh the same?

Name _________________________ Date _________________________

Properties of Matter

Define the following words, using context clues, and then fill in the table below.

Physical Properties:

Extensive Properties:

Intensive Properties :

Physical Changes:

Chemical Property:

Chemical Change:

Chemical Reaction:

Using the pictures on pages 36- 39, describe the physical and chemical changes that have occurred.

Physical Changes Explanation

Chemical Changes Explanation

Name ___________________________ Date _______________________

Scientific Method Write-up

Question:____________________________________________________

_____________________________________________________________

Hypothesis: ___________________________________________________

_____________________________________________________________

_____________________________________________________________

Materials: ___________________________________________________

_____________________________________________________________

Procedure: ___________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

Results of Experiment: ________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

Evaluate Hypothesis: ___________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

Thoughts/Conclusions: _________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

Grade 6Leveled Book Lesson

Plans

Title: Basic Heredity

Objective(s):

The students will learn how genes and heredity affect appearances, health, and other traits.

The students will learn how scientists study heredity and genes.


Science Performance S2: Life Science

Time Line:5 days: 1 - 50 minute lesson per day


Basic Heredity By: Lee Christie (2 levels: 4th & 6th)http://www.nclark.net/traitsinventory.pdf


Day 1: 50 minute lesson

1. Have a discussion on different physical traits found within group. Discuss where these traits came from.

2. Hand out sheet called “An Inventory of My Traits”. Sheet can be found using the website http://www.nclark.net/traitsinventory.pdf

3. Have students complete the sheet and compile the group results on a bar graph.

4. Hand out book called Basic Heredity. Read and discuss pages 2-3.


1. Read and discuss pages 4 – 112. As students read, or at the end answer questions found on

worksheet labeled “Basic Heredity Chapter 1”.Day 3: 50 minute lesson

1. Read and discuss pages 12-15 focusing on genetic mutations.2. Answer questions found on worksheet labeled “Basic Heredity

Chapter 2 Pages 11 - 15”.


1. Read and discuss the rest of chapter 2, pages 16 – 21.2. Answer questions found on worksheet labeled “Basic Heredity Chapter 2 Pages 16 – 21”.


http://www.nclark.net/traitsinventory.pdf

http://www.nclark.net/traitsinventory.pdf

1. Read and discuss chapter 3 pages 22 – 27.2. Answer questions found on worksheet labeled “Basic Heredity: Chapter 3”.

Activities/Assessments:

For each chapter, see comprehension sheets below.

Name _____________________ Date _____________Basic Heredity: Chapter 1 Teacher ____________

Directions: Answer the following questions based on pages 4 – 11 in the book called Basic Heredity.

1. What is the job of deoxyribonucleic acid?

_________________________________________________________________________________________________________________________________________________________________________________

2. How is DNA shaped?

___________________________________________________________

3. How many bases make up the steps of the ladder of DNA? ____________

4. What are the names of the four bases and how are they paired?

_________________________________________________________________________________________________________________________________________________________________________________

5. What are genes made of? What is the job of genes?

_________________________________________________________________________________________________________________________________________________________________________________

6. What are chromosomes? What is the job of chromosomes?

_________________________________________________________________________________________________________________________________________________________________________________

7. Complete the T-chart with facts about mitosis and meiosis

Mitosis Meiosis

8. What are traits? What are some traits that can be inherited?

_________________________________________________________________________________________________________________________________________________________________________________

Name ___________________ Date _____________Basic Heredity: Chapter 2 Pages 11-15 Teacher _____________

Directions: Answer the questions based on pages 11 – 15.

1. On which chromosome pair is the sex of an organism determined?

___________________________________________________________

2. What letter is associated with the female chromosome? ____________

What letter is associated with the male chromosome? ______________

What chromosome will a child always inherit from her mother? ___________

What chromosomes can a child inherit from his father? _____________

What sex will a child be if it inherits the X chromosome from the father? __________________

What sex will a child be if it inherits the Y chromosome from the father?

__________________

The chromosome passed on from the _______________ will determine the sex of the organism.

3. What is a mutation?

______________________________________________________________________________________________________________________

4. Most genes show up in pairs. Sometimes a gene on one of the X chromosomes is faulty. If this happens in a female that has inherited two X chromosomes, what usually will happen?

_________________________________________________________________________________________________________________________________________________________________________________

4b. If an X chromosome is faulty in a male that has inherited an X chromosome and a Y chromosome, what will this result in? What is one type of genetic disorder that is typically found mainly in males?

_________________________________________________________________________________________________________________________________________________________________________________

5. What is imprinting? ______________________________________________________________________________________________________________________

Name _____________________ Date ______________

Basic Heredity: Pages 16 – 21 Teacher ____________

1. An organism’s genotype is ______________________________________________________________________________________________________________________

2. An organism’s phenotype is ______________________________________________________________________________________________________________________

3. Why do identical twins share the same genotype and phenotype, but not the same fingerprints?_________________________________________________________________________________________________________________________________________________________________________________

4. Who was Gregor Mendel? What did he do with the study of genetics?_________________________________________________________________________________________________________________________________________________________________________________

5. What are alleles? ______________________________________________________________________________________________________________________

6. Why do alleles come in pairs for each trait? ______________________________________________________________________________________________________________________

7. What is a dominant allele? What is a recessive allele?_________________________________________________________________________________________________________________________________________________________________________________

8. When is the only time a recessive allele will be expressed?______________________________________________________________________________________________________________________

9. What happens when neither gene is dominant? Give an example of this.

_________________________________________________________________________________________________________________________________________________________________________________

Name ____________________ Date ______________Basic Heredity: Chapter 3 Teacher ____________

1. Provide an example on how genes and our environment interact.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. How do genes play a role in an individual’s health?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. What are susceptibility genes? What are some factors that will help determine whether or not you will inherit the gene?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. What is behavioral genetics?

_________________________________________________________________________________________________________________________________________________________________________________

5. What proof is there that genes shape behavior? (Hint: Refer to study on identical twins)

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Title: Body Systems: Human Cells

Objectives:

Identify the structure and functions of cells.Describe some of the types of cells found in the human body.Explain what is meant by levels of organization in the human body.


Science Performance S2: Life Science

Time Line:

6 days


Body Systems: Human Cells By: Gary RushworthBody Systems: Human Cells Chapter 1 SheetBody Systems: Human Cells Chapter 2 A SheetBody Systems: Human Cells Chapter 2 B Sheethttp://www.schools.utah.gov/curr/science/sciber00/7th/cells/sciber/osmosis2.htm (Diffusion demonstration)Types of Cells SheetOrganization of Cells



1. Read and discuss chapter 1. As students read, complete the chart and definitions on the parts of a cell.Day 2: 50 minute lesson

http://www.schools.utah.gov/curr/science/sciber00/7th/cells/sciber/osmosis2.htm


1. Read and discuss chapter 2. As students read, answer questions provided on Body Systems: Human Cells Chapter 2A Sheet.


1. Review the section in chapter 2 on diffusion. As students look back at the pages on this concept, have them fill out the graphic organizer presented in the Body Systems: Human Cells Chapter 2B Sheet.

2. Complete activity on diffusion listed in the “Activity” section using the website: http://www.schools.utah.gov/curr/science/sciber00/7th/cells/sciber/osmosis2.htm


1. Read and discuss chapter 3.


1. Complete the booklet on “Types of Cells”. Students should refer to chapter 3 to review the function and structure of each type of cell.


1. Read and discuss chapter 4. Complete the graphic organizer on the organization of cells.

Activity/Assessments:

*To be done on Day 3 to show a demonstration on diffusion within cells. Use the link to view how to conduct the demonstration. http://www.schools.utah.gov/curr/science/sciber00/7th/cells/sciber/osmosis2.htm





Assessments will be ongoing through use of the worksheets within each of the chapters.

Name _________________ Date __________Body Systems: Human Cells Chapter 1 Teacher ________

Directions: Complete the chart below as you read the information presented in chapter 1.

Animal Cells Plant Cells Both Animal and Plant

Cells

Cell Membrane

Cell Wall

Cytoplasm

Nucleus

Mitochondria

Vacuoles

Endoplasmic Reticulum

Directions: Using the information presented in chapter one, describe the function of each of the parts of a cell.

1. Cell Membrane: __________________________________________________________________________________________________

2. Cell Wall: __________________________________________________________________________________________________

3. Cytoplasm: __________________________________________________________________________________________________

4. Nucleus: __________________________________________________________________________________________________

5. Mitochondria: __________________________________________________________________________________________________

6. Vacuoles: __________________________________________________________________________________________________

7. Endoplasmic Reticulum: __________________________________________________________________________________________________

Name _________________ Date __________Body Systems: Human Cells Chapter 2 A Teacher ________

Directions: Answer the questions below based on the information read in chapter 2.

1. Why are cells so important?

__________________________________________________________________________________________________

2. What do cells need in order to survive? Where do cells get these substances?

__________________________________________________________________________________________________

3. What is glucose? Which organelle in the cell is responsible for turning glucose into energy?

__________________________________________________________________________________________________

4. What important function do lysosomes have within the cell?

__________________________________________________________________________________________________

Name ___________________ Date ___________Body Systems: Human Cells Chapter 2 B Teacher ________

Diffusion_________________________________________________________________________________

________________________

Occurs Across

Materials Move From

Types of Cells

By:

_______________________

Stem Cells________________________

________________________

________________________

________________________Diagram:

Skin Cells________________________

________________________

________________________

________________________

Red Blood Cells________________________

________________________

________________________

________________________

____________________________

___________________________To

____________________________

Diagram: Diagram:

White Blood Cells_______________________

_______________________

_______________________

_______________________Diagram:

Bone Cells________________________

________________________

________________________

________________________Diagram:

Muscle Cells_______________________

_______________________

_______________________

_______________________Diagram:

Nerve Cell_______________________

_______________________

_______________________

_______________________Diagram:

Title: The Structure of Earth

Organs:

______________________________________________

________

Cell:A single cell is __________ to

perform all the jobs necessary to keep an organism alive.

Many cells:

Similar cells group themselves into…

_________________:

Are organized groups of similar cells that

work together to do a specific task.

_________________:Groups of organs that work together to do a

specific job.

Objectives:

Identify the layers inside Earth.Describe different scientific methods used to learn about Earth’s inner structure.


Science Performance: S3: Earth and Space Sciences

Time Line:

7 days


The Structure of Earth By: Laura McDonald (4th & 6th grade)Chapter 1 Vocabulary SheetProve It! Sheetwww.enchantedlearning.comEarth’s Interior SheetThe Core SheetThe Lower Mantle SheetThe Earth’s Upper Mantle and Core SheetThe Crust Sheet


Days 1 & 2: 2 - 50 minute lessons

1. Begin by posing the following questions to generate prior knowledge:

A. You live on Earth’s crust. But what are the layers that lie beneath Earth’s crust?

B. How would you describe these layers?C. How do you think scientists would find out more about

the inner layers of the Earth?

http://www.enchantedlearning.com/

2. Read the Introduction of the book. The students will learn about the “Kola Superdeep Borehole Project”. Focus on the purpose of the project, where the project took place and why the project took so long to complete.

3. Turn to page 6 in text. Focus on the Essential Question: How do scientists learn about the structure of Earth? Have a discussion to generate ideas.

4. Focus on the Essential Vocabulary on page 7. Have students fill in the organizer called “Chapter 1: Vocabulary” prior to reading.

5. Read pages 6 – 13 in chapter 1. As students read, have them complete the sheet called “Prove It!”


1. Read pages 16 – 21. Have students complete the sheet called “Earth’s Interior”.


1. Focus on the Essential Question: What are the characteristics of Earth’s core and lower mantle? Have a discussion to generate ideas.

2. Read and discuss pages 22 – 27. Complete the sheet called “The Core”.


1. Read and discuss pages 28 – 29 focusing on the lower mantle.

2. Complete the sheet called “The Lower Mantle”.


1. Focus on the Essential Question: What are the characteristics of Earth’s upper mantle and crust? Have a discussion to generate ideas.

2. Read, discuss and complete the sheet called “The Earth’s Upper Mantle and Core” for pages 32 – 35 in the book The Structure of Earth.


1. Read and discuss pages 36 (“The Crust”) through 41 from the book The Structure of Earth.

2. Complete the sheet called “The Crust”.

Activities/Assessments:

For each chapter, see comprehension sheets below.**Two comprehension sheets can also be found in the Teacher’s Guide

Name __________________ Date ___________ Chapter 1: Vocabulary Teacher _________

Words I Know Words I Think I Know

Words I Don’t Know

Name ________________ Date ____________Prove It! Teacher _________

As you read pages 6 – 13, complete this sheet to show support of what the inside of the Earth is like.

Evidence from Earth…Aristotle:

_________________________________________________

_________________________________________________

Cavendish:

_________________________________________________

_________________________________________________

_________________________________________________

Geologists:

_________________________________________________

_________________________________________________

Evidence from Space…Meteorites:

_________________________________________________

_________________________________________________

_________________________________________________

Volcanoes…

_____________________________________________

_______________________________________________

_____________________________________________

_______________________________________________

_____________________________________________

_______________________________________________

_____________________________________________

_______________________________________________

_____________________________________________

_______________________________________________

Evidence from Earthquakes…

Earthquakes are caused by __________________________

_______________________________________________

Earthquakes are made by different kinds of waves:

Primary Waves: __________________________________

_______________________________________________

Secondary Waves: ________________________________

_______________________________________________

Seismographs: ___________________________________

_______________________________________________

Seismographs in 1900 (Describe experiment and what it proved about interior of Earth):

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

Name _______________ Date _________Earth’s Interior Teacher _________

Directions: Using page 16 as a guide, label the parts of Earth’s interior. Then, using the information provided on this page, define each of the parts.

1. Crust: _______________________________________

2. Inner Core: ___________________________________

3. Mantle: ______________________________________

4. Outer Core: ___________________________________

Name __________________ Date ___________ The Core Teacher _________

Complete the graphic organizer about the Earth’s core using pages 22 – 27 in the book The Structure of Earth.

Core

Inner Core

Depth: _____________________

Temperature: _____________________

State: _____________________

Composition:_____________________

Outer Core

Depth: ___________________

Temperature:___________________

State: ___________________

Composition: ___________________

http://www.enchantedlearning.com/label/

Magnetic Fields:

___________________________________________ ___________________________________________ ___________________________________________

Name __________________ Date ___________ The Lower Mantle Teacher _________

Directions: Answer the questions based on pages 28 and 29 in the book The Structure of Earth.

1. Where is the lower mantle located?

_________________________________________________

2. What is the scientific name for the lower mantle?

_________________________________________________

3. What state is the lower mantle?

_________________________________________________

4. If scientists knew more about the lower mantle, what two things would it help us to understand?

_________________________________________________

_________________________________________________

_________________________________________________

Name __________________ Date ___________ Earth’s Upper Mantle & Crust Teacher _________

1. Why are scientists able to learn more about the upper mantle and crust than they do about the Earth’s inner layers?

_________________________________________________

_________________________________________________

_________________________________________________

Asthenosphere

__________________

State: _______________

Movement of rock: ________________________________________

Lithosphere

____________________________________

State: _______________

Thickness: ________________________________________________________________________________

Upper Mantle

2. What is the Moho? What is it named after?

_________________________________________________

_________________________________________________

_________________________________________________

3. Why is the Moho so important to scientists?

_________________________________________________

_________________________________________________

_________________________________________________

Name _________________ Date _______________The Crust Teacher _____________

1. Crust: _________________________________________________

_________________________________________________

Depth: ______________________

Thickness: ___________________

Pressure: ____________________

State: ______________________

2. Describe the events that caused the Earth’s crust to form.

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

3. The lithosphere is made up of pieces called continental plates. Describe the movement of these plates? What results if there is a bump or rubbing together of the plates?

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

4. The Earth’s surface features are a result of how the lithosphere and asthenosphere affect each other. Give

examples of this in each of the geographic features listed below.

A. Volcanoes: _________________________________________________

_________________________________________________

B. Mountain Chains:_________________________________________________

_________________________________________________

C. Valleys:_________________________________________________

_________________________________________________

GRADE SIX SCIENCE LESSON PLAN

Title: Ecosystems: Rain Forests

Objective(s):To understand key concepts/vocabulary included in the readings on rain forests.To complete a graphic organizer including key concepts.

Curriculum Standards:S2: Life Sciences Concepts

Time Line:Four 50 minute lessons

Materials/Resources:Badders, Carnine, Feliciano, Jeanpierre, Sumners and Valentino. SCIENCE. Boston: Houghton Mifflin Co. 2007.Greeley, August. Fading Forests: The Destruction of Our Rainforests. Barrington: Rigby Inc. 2002.

Instructional Procedures:Day 1: 50 minute lesson

1. Watch movie on rain forests at: http://www.kidsknowit.com/interactive-educational-movies/free-online-movies.php?movie=Biomes

2. Read textbook SCIENCE whole class pg. B43 “Tropical Rain Forest.”

3. Take notes that include important information/details/vocabulary.

Day 2: 50 minute lesson1. Divide class into six groups to read text Fading Forests: The

Destruction of Our Rainforests independently.2. Have students continue to take notes working together as a

group.Day 3: 50 minute lesson

1. Complete a five fold graphic organizer in groups (see attached).

Activity:Rainforest Scavenger Hunt for Kids: http://kids.mongabay.com/lesson_plans/doris_baron/scavenger_hunt.html

Assessment:Review graphic organizer/ concept map.

Concept Map Organizer:Rain Forests

CLIMATE/ PLANTS ANIMALSGEOGRAPHY

rr

PROBLEMS SOLUTIONS

RAIN FORESTS

Title: The Life Cycles of Plants

Objective(s):

To understand key concepts/vocabulary included in the readings on the life cycles of plants and trees.To take notes that includes important information about the life cycles of plants and trees.To complete a graphic organizer including key concepts.To complete a three-way Venn diagram.


S2: Life Sciences Concepts

Time Line:

Five 50 minute lessons


Badders, Carnine, Feliciano, Jeanpierre, Sumners and Valentino. SCIENCE. Boston: Houghton Mifflin Co. 2007.Rushworth, Garry. The Life Cycle of Trees. China: Benchmark Press. 2010. Level J/18Rushworth, Garry. The Life Cycle of Water Plants. China: Benchmark Press. 2011. Level K/20Warren, Howard. The Life Cycle of Plants. . China: Benchmark Press. 2010. Level O/34Warren, Howard. The Life Cycle of Plants. . China: Benchmark Press. 2011. Level K/20Rushworth, Garry. The Life Cycle of Water Plants. China: Benchmark Press. 2011. Level P/38Rushworth, Garry. The Life Cycle of Trees. China: Benchmark Press. 2011. Level N/30


Day 1: 50 minute lesson1. Read textbook SCIENCE whole class pg. A16- A22: “Plants.”2. Take notes that include important

information/details/vocabulary.Day 2: 50 minute lesson

1. Continue to read text and take notes.2. Divide class into six groups based on reading levels and student abilities.3. Have students read text together as a group.4. Have students begin to take notes working together as

a group.Day 3: 50 minute lesson

1. Have students continue to take notes working together as a group.

2. When finished, assign each group a different colored pencil. Have students complete a graphic organizer (see attached) in that color pencil taking the information from their notes.


1. Have students report the information written on their organizer to the class. As each group reports, instruct all other students to write the information they are listening to in the appropriate place on the graphic organizer in the pencil color of the group who is speaking.

Day 5: 50 minute lesson1. Instruct students to utilize all their notes to complete a

three- way Venn Diagram in the same colors used to take notes to compare and contrast the life cycles of plants, water plants and trees.

Activity:

Play the game “The Great Plant Escape” at:http://urbanext.illinois.edu/gpe/gpe.html

Assessment:

Review notes/graphic organizer/Venn Diagram

GRAPHIC ORGANIZERThe Life Cycles of Plants, Water Plants and Trees

PLANTS WATER PLANTS TREES

Title: Our Solar System: the Sun, the Moon and Earth

Objective(s):

To understand key concepts/vocabulary included in the readings on the sun, the moon and Earth.To take notes that includes important information about the sun, the moon and Earth.To complete graphic organizers including key concepts about the sun, the moon and Earth.To complete a vocabulary book.


S1: Physical Sciences ConceptsS3: Earth and Space Sciences Concepts

Time Line:

Fourteen 50 minute sessions


Badders, Carnine, Feliciano, Jeanpierre, Sumners and Valentino. SCIENCE. Boston: Houghton Mifflin Co. 2007.Rushworth, Gary. Our Solar System: The Sun. Canton: Benchmark Education. 2011. Level K/20Rushworth, Gary. Our Solar System: The Sun. Canton: Benchmark Education. 2011. Level N/30Rushworth, Gary. Our Solar System: The Moon. Canton: Benchmark Education. 2011. Level K/20Rushworth, Gary. Our Solar System: The Moon. Canton: Benchmark Education. 2011. Level O/34Rushworth, Gary. Our Solar System: Earth. Canton: Benchmark Education. 2011. Level K/20Rushworth, Gary. Our Solar System: Earth. Canton: Benchmark Education. 2011. Level P/38


Days 1, 2 and 3: Three 50 minute lessons1. Read textbook SCIENCE whole class chapter 12 pg.

D46- D69: “Earth, Moon, and Sun.”2. Take notes that include important

information/details/vocabulary.3. Answer questions for review, vocabulary and test prep

p. D51, D61, D67, and D70.Days 4, 5 and 6: Three 50 minute lessons

1. Divide class into two groups based on reading/ ability level.

2. Instruct students to read text Our Solar System: Earth together as a group, adding to their notes (important information, details, vocabulary) as they read. Groups should read one chapter each day.

Days 6, 7 and 8: Three 50 minute lessons1. Divide class into two groups based on reading/ ability

level.2. Instruct students to read text Our Solar System: The

Moon together as a group, adding to their notes (important information, details, vocabulary) as they read. Groups should read one chapter each day.

Days 9, 10 and 11: Three 50 minute lessons1. Divide class into two groups based on reading/ ability

level.2. Instruct students to read text Our Solar System: The

Sun together as a group, adding to their notes (important information, details, vocabulary) as they read. Groups should read one chapter each day.

Day 12: One 50 minute lesson1. Construct a vocabulary organizer/ vocabulary book.

Fold a sheet of notebook paper in half like a hot dog. On one side, cut every third line to result in ten tabs per notebook paper page. Label the tabs and transfer vocabulary words and definitions to organizer. Title and decorate a piece of colored construction paper and attach as a cover.

Days 13 and 14: Two 50 minute lessons

1. Construct a three-tab book to record information/notes about the sun, moon and Earth. Fold a sheet of paper like a hot dog. With the paper horizontal and the fold of the hot dog up, fold the right side toward the center, trying to cover one half of the paper. If you fold the right edge over first, the final graphic organizer will open and close like a book. Fold the left side over the right side to make a book with three folds. Open the folded book. Place one hand between the two thicknesses of paper and cut up the two valleys on one side only. This will create three tabs. Label each tab Earth, Sun, Moon. Record information inside each tab. Decorate the cover.

Activity:

Visit the websites: http://t4.jordan.k12.ut.us/grade_level/sixth/science/6_s_solarsystem.htmlhttp://www.nasa.gov/audience/forstudents/index.html

Play games at:http://www.scholastic.com/magicschoolbus/games/space/index.htmhttp://www.wonderville.ca/browse/gameshttp://starchild.gsfc.nasa.gov/docs/StarChild/solar_system_level1/activity/solar_system_shuffle.html http://starchild.gsfc.nasa.gov/docs/StarChild/solar_system_level2/javascript/moonlight.htmlhttp://www.channelone.com/news/space_race/ http://www.virginiasol.com/test/space.htm

Watch the video at:

http://assignments.discoveryeducation.com/?cdPasscode=T4654-AFBB

Assessment:



http://www.virginiasol.com/test/space.htm

http://www.channelone.com/news/space_race/

http://starchild.gsfc.nasa.gov/docs/StarChild/solar_system_level2/javascript/moonlight.html

http://starchild.gsfc.nasa.gov/docs/StarChild/solar_system_level2/javascript/moonlight.html

http://starchild.gsfc.nasa.gov/docs/StarChild/solar_system_level1/activity/solar_system_shuffle.html

http://starchild.gsfc.nasa.gov/docs/StarChild/solar_system_level1/activity/solar_system_shuffle.html

http://www.wonderville.ca/browse/games

http://www.scholastic.com/magicschoolbus/games/space/index.htm

http://www.scholastic.com/magicschoolbus/games/space/index.htm

http://www.nasa.gov/audience/forstudents/index.html

http://t4.jordan.k12.ut.us/grade_level/sixth/science/6_s_solarsystem.html

http://t4.jordan.k12.ut.us/grade_level/sixth/science/6_s_solarsystem.html

Review notes/graphic organizers/vocabulary book/ three-tab book

Title: Radiation and Gene Mutation

Objective(s):

To understand key concepts/vocabulary included in the readings on radiation and gene mutation.To take notes that includes important information about radiation and gene mutation.To complete a picture frame book.


S1: Physical Sciences ConceptsS2: Life Sciences ConceptsS4: Scientific Connections and ApplicationsS5: Scientific Thinking

Time Line:

Six 50 minute sessions


Karam, Andrew and Ben Stein. Radical Radiation! Life in the Atomic Age. China: Harcourt Achieve Inc. 2007.Carangelo, Audrey. Radiation, Rats, and Mutant Monsters! China: Harcourt Achieve Inc. 2007.


Days 1 and 2 and 3: Three 50 minute lessons1. Read and discuss the article at:

http://books.google.com/books?id=kQYaftfiyIEC&pg=PA49&lpg=PA49&dq=games+for+sixth+grade+science+radiation+and+genetic+mutations&source=bl&ots=Xe9pUrTRKT&sig=lDjuVwzhJyfh0YD7Wh2wRdYTDwI&hl=en&ei=EFwgTsyXIpOugQe0-4njBQ&sa=X&oi=book_result&ct=result&resnum=3&ved=0CFIQ6AEwAg#v=onepage&q=games%20for%20sixth%20grade%20science%20radiation%20and%20genetic%20mutations&f=false

2. Using the SmartBoard, review vocabulary on pages 30- 31 in the text Radical Radiation! Life in the Atomic Age whole class.

3. Using the SmartBoard, read Radical Radiation! Life in the Atomic Age whole class. Highlight important information on the SmartBoard and instruct students to copy highlighted information in their notebooks.

Days 4, 5 and 6: Three 50 minute lessons

1. Using the SmartBoard, review vocabulary on pages 22-23 and “Big Ideas” on page 2 in the text Radiation, Rats, and Mutant Monsters whole class.




2. Divide class into six groups to read text together. Put six students in each group so they can each take a character to read out loud.

3. Create a picture frame book. Fold a sheet of paper in half like a hamburger. Open the hamburger and gently roll one side toward the valley. Try not to crease the roll. Cut a rectangle out of the middle of the rolled side of the paper to leave a half-inch border and form a frame. Fold another sheet of paper in half like a hamburger. Apply glue to the inside border of the picture frame and place the folded, uncut sheet of paper inside. Decorate the outside frame. Instruct students to create their own picture of a mutant monster or animal and color. Glue the picture inside the frame. Instruct students to select ten important or interesting facts from their notes and write them on the inside of the picture frame book.

Activity:

Play the game “The Mighty Mutation Maker” at:http://www.nature.ca/genome/04/0413_e.cfm

Assessment:

Review notes and picture frame book

http://www.nature.ca/genome/04/0413_e.cfm

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