Weekly Lesson – Sept. 18th – 22nd - 2017 (Week 5) Teachers: Robinson, Kopecky & Crittenden

Grade Level/Subject – 5th Grade Science
TEKS
Objectives / 5.2 A – Describe, plan and implement simple experimental investigations testing one variable
5.2 B – Ask well defined questions, formulate testable hypotheses, and select and use appropriate equipment and technology
5.3 C- Collect information by detailed observations and accurate measuring
5.2 D – Analyze and interpret information to construct reasonable explanations from direct (observable) and indirect (inferred) evidence.
5.2 E – Demonstrate that repeated investigations may increase the reliability of results
5.2 F – Communicate valid conclusions in both written form and verbal forms.
5.2 G – Construct appropriate simple graphs, tables, maps, and charts using technology, including computers to organize, examine, and evaluate information.
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
9/18 / ***Introduce new set of vocabulary words through matching or fill in the blank – words in academic vocabulary.
***Begin Classification Lab– classifying objects according to their physical properties (discuss physical properties – describe matter) the mass of an object, length, temperature, state of matter etc…. Then using several objects have the students classify them according to likenesses/differences.
For example, pencil, marker, twistable- are classified as writing tools.
***Complete the portfolio page. / ***Vocabulary pages
***Variety of objects to classify – pens, pens, markers, magnets, scissors, lids paper clips etc.
Tues
9/19 / *****Cookie Jar Lab– Discuss Empirical Evidence / Indirect Evidence and how scientists consider empirical evidence as direct evidence because it can be observed. Discuss how that ties in with Physical Properties and how they describe the matter. For example, direct evidence can be measured, find the length of objects, the mass of objects, the color, the shape etc…
***Indirect Evidence – Evidence that can only be inferred – discuss what inferences are and that it is based on an assumption or hypothesis. / ***Jar filled with given number of cookies – animal crackers & portfolio page
Wed
9/19 / ***Complete labs and portfolio pages /
***Portfolio Notebooks
Thur.
9/20 / *Inference Bag Lab – using bags with different science tools in each – have the students describe what the tool is by using the physical properties to predict or infer what it is…on STEMSCOPE. / ***Socks with tools inside for describing using physical properties
Fri
9/22 / ***Chrome books
***Catch up on portfolio pages and any labs not completed.
***Grade Portfolio Notebooks / ***Chrome – books
***Portfolio Notebooks
Academic Vocabulary / ***Inferred – to draw a conclusion as by reasoning
***Variable – the condition or factor that changes in an experiment so the effects can be observed
***Control – the part of an experiment that cannot be changed
***Hypothesis – an educated guess – like a prediction
***Valid – real or truth…– one that makes sense and is true EX. A valid driver’s license
***Conclusion – a statement saying whether the results of an experiment support the hypothesis.
***Physical Properties – words that describe matter – color, size, texture, shape, temperature etc…
***Classify – to organize objects, putting them into groups according to likeness.
***Direct Evidence – supports the truth – what can be proven
***Indirect Evidence – evidence that inferred or assumed what is true…not direct evidence
High Level Questions / ***Explain the differences variable and control
***Give examples of physical Properties
***Describe the the difference between direct and indirect evidence.
Differentiation / ____ Oral Testing
_____Interactive activities - Think Pair Share
_X____Games - Stand up, hand up, pair up, STEM Scope games – vocabulary
_____Peer Tutoring
_____Stations – Small group
_X____Chromebooks
____X__ Hands-On Labs
Enrichment / Science Enrichment: Students who are having trouble in a given subject or falling behind in their work can be pulled during this time to complete work and receive extra help.