Weekly Lesson – Oct. 10th – 14th - 2016 (Week 8) Teachers: Bagley & Kopecky

Grade Level/Subject – 5th Grade Science
TEKS
Objectives / 5.5 A – Classify matter based on physical properties including mass, magnetism, physical state (solid, liquid, and gas), relative density (sinking and floating), solubility in water, and the ability to conduct or insulate thermal energy or electric energy.
5.5 C – Demonstrate that some mixtures maintain physical properties of their ingredients such as iron filings and sand.
5.5D – Identify changes that can occur in the physical properties of the ingredients of solutions such as dissolving salt in water or adding lemon juice to water.
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
10/10 / ******Define mixtures/solutions – write definition in portfolio notebook and discuss examples of each…
***Mixtures – (two or more combined substances that can be easily separated) – i.e. – chex mix – hand; sand/water – sieve – discuss different ways to separate mixtures – hands, water to determine density, sieve, filter, magnets etc.
***Solutions – (two or more combined substances that are homogeneously blended to form a new substance) and how to separate them – sugar/water, salt/water, kool-aid/water – let the liquid evaporate to separate!!!
STATIONS FOR MIXTURES/SOLUTIONS – explore, separate and record data.
MIXTURES: SOLUTIONS:
***Sand/Rocks *** drink mix/water
***Sand/Iron filings *** salt/water
***Sand/Cork ***sugar/water
***Salt/Pepper
***Aluminum cans/plastic water bottles
Complete stations from yesterday and let each student make their own mixture/solution for a snack. Discuss different ways they could separate the snack. / ***Mixtures and Solutions portfolio page and all materials listed in**Portfolio pages
***Snack – goldfish, pretzels, fruit loops and M & M’s, water bottles and individual packets of drink mix. the lesson
Tues
10/11 / ***Begin Conductors and insulators - write definition in portfolio notebook and discuss examples of each. Watch the Study Jams video on HEAT.
***Demonstrate with a wooden spoon how a chocolate chip will melt when thermal energy (flame from a candle) is added. Discuss how it does not burn your hand because wood is an insulator. Discuss other insulators - insulation in homes, a thermos, styrofoam cups, oven mitt etc....
***Then demonstrate how a metal spoon melts the chocolate chip much more quickly because it is a conductor and that when left over the flame long enough it will burn your hand (again because it is a conductor and the handle is not covered with an insulator). Discuss other conductors - metals, copper wires, water, aluminum foil etc...
***Using an aluminum pie plate (conductor)over the candle flame (thermal energy) and a wooden clothes pin (insulator) - demonstrate how heat added to an object (chocolate chips) can cause change - melting process. / ***Chocolate chips, candle, wooden spoon, metal spoon
Wed
10/12 / **STEMSCOPE – Explain: Science Voc. Game
Then continue discussion with the lab......
***Hot Chocolate Lab - Using chocolate chips, aluminum foil folded into a bridge, and an open flame - determine how long it takes the chocolate chips to melt - how long does it take for the thermal energy to travel through the aluminum foil in order to melt all of the chocolate chips. See portfolio page for procedures and list of materials. /
***Aluminum foil, candle, toothpicks, chocolate chips,
Thur.
10/13 / STEMSCOPE: Elaborate: Interactive Investigation
Evaluate: Scope Review Game
***Continue lab and complete portfolio pages.
Study vocabulary and play vocabulary game on Stemscope. Study portfolio pages that cover physical properties, mass, volume, temperature and conductors and insulators. / ***Chromebooks
Fri
10/14 / STEMSCOPE: Intervention: Concept Attainment Quiz
CA - #5 (was originally 1st Six Weeks Test)-
***Complete Portfolio Pages and do portfolio check. / ***Test
Academic Vocabulary / ***Mixture – A combination of two or more substances where each keeps its own properties and both can be easily separated.
***Solution –A particular type of mixture where a substance dissolves in another; the molecules spread evenly through the other substance, such as salt added to water.
***Substance – A single part of a mixture or solution.
***Physical Change – Make different without changing what the material is made of, such as cutting, folding, or melting.
***Dissolve – Spread out uniformly in a liquid.
***Physical Property – Measurable characteristics that describe the physical state of something, including mass, magnetism, temperature, density, shape, volume, and conductivity.
High Level Questions / ***Explain the differences between mixtures and solutions
***Give examples of mixtures and solutions
***Describe how to separate a mixture.
***Describe how to separate a solution.
Differentiation / ____ Oral Testing
_____Interactive activities - Think Pair Share
__X___Games - Stand up, hand up, pair up, STEM Scope games – vocabulary
_____Peer Tutoring
_X____Stations – Small group
__X___Chromebooks
______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
____Science Vocabulary – listed in academic vocabulary
_X__Science Reading Passages – STAAR questions - following STAAR Strategies – HIT THE QUAN!!!