Weekly Lesson – Feb. 6th – 10th - 2017 (Week22) Teachers: Bagley & Kopecky

Grade Level/Subject – 5th Grade Science
TEKS
Objectives / 5.8 D – Identify and compare the physical characteristics of the Sun, Earth, and Moon
ELPS / ELPS.c.1 / The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.2 / The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.3 / The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.4 / The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:
ELPS.c.5 / The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:
Activities (Guided/Independent)
Assessments / Materials/Resources
Mon
2/6 / ***STEMSCOPE – Evaluate – Post Assessment, Scope Review Game and Active Assessment
***Discuss the Moon as the Earth’s natural satellite.
***Highlight notes from TEXAS STAAR – p. 119 about the moon and discuss.
***Sing “Up on the Moon”…
***Venn Diagram – fill in characteristics of the moon based on facts from STEMscopedia and highlighted notes.
***Students work on the model of the Sun, Earth and Moon by completing the moon facts on a small gray balloon blown up smaller that the Sun and the Earth OR the colored bulletin board paper. / ***Venn Diagram
***Small gray balloons and permanent markers – one per group.
OR white or gray bulletin board paper
Tues
2/7 / ***Math Benchmark
Wed
2/8 / ***Reading Benchmark /
Thur.
2/9 / ***STEMSCOPE – ENGAGE - Using the Venn Diagram the students created last week, they can compare/contrast the surface of the moon to the Earth. Use pieces/characteristics to engage students to sort different characteristics of the Sun, Earth and Moon and fill in venn diagram
***Using flour and rocks – demonstrate how when meteorites hit the moon creating craters in the moon. Discuss how the moon has a rocky, dusty surface with landforms like valleys and mountains…all caused by craters. The moon has no WED like here on Earth.
***Complete Moon phase portfolio page and then continue discussion of moon phases. / ***Portfolio pages &
***flour and rocks
Fri
2/10 / ***Complete demonstration and discussion of the moon from yesterday and discuss how the moon does not create its own light, but reflects light from the sun.
***READ Papa Please Get The Moon For Me by Eric Carle - Discuss with students that we see the different moon phases throughout a monthly cycle OR 27-29 days. The moon is rotating as it revolves around the Earth, while the Earth is rotating and revolving around the Sun. Therefore, when we are experiencing nighttime, we are only seeing part of the moon – what the sun is reflecting upon the moon. This is what creates our moon phases.
***Moon Phase portfolio page & Moon Cards
***Complete Moon phase portfolio page and then continue discussion of moon phases.
***Continue discussion of moon phases by using oreo cookies to create the moon phases. / ***Portfolio pages, book, cards and cookies
Academic Vocabulary / ***Earth, Moon and Sun Vocabulary –
  1. Moon – A natural satellite that orbits a planet; some planets have no moons; others have over 60 moons.
  2. Craters – Bowl –shaped indents or cavities on the surface of a planet, moon, or asteroid that are caused by collision with another object, such as a meteorite.
  3. Weight – The heaviness of an object; force of gravity on mass = weight.
  4. Sun – The star at the center of our solar system that supplies heat and light to Earth; its enormous gravity keeps the solar system in orbit.
  5. Earth – The planet that all known life exists on.
  6. Surface – The outermost covering or layer.

High Level Questions / ***Give examples of how the Earth, Moon and Sun are alike and different.
***Sing and describe the phases of the MOON
***Describe and explain the differences between the Earth, Sun, and Moon –physical characteristics
Differentiation / ____ Oral Testing
_____Interactive activities - Think Pair Share
_____Games - Stand up, hand up, pair up, STEM Scope games – vocabulary
_____Peer Tutoring
__X___Stations – Small group
_X____Chromebooks
__X____ Hands-On Labs
Enrichment / Science Enrichment: Each week the students will complete two of the following assignments for science enrichment:
_X__Moby Max Science/STEMSCOPE
__X__Science Vocabulary – listed in academic vocabulary - STUDY
___Science Reading Passages – STAAR questions - following STAAR Strategies – HIT THE QUAN