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- About Me
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- Grading Policy
- K-5 Science Supply Lists
- A Peek in the Science Classroom
- Communicating Objectives to Students
- K-5 I Can State Standards
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- TO DO: Science
- TO DO: Reading, Writing, Spelling
- TO DO: Math, Social Studies
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Instructional Focus:
Students will recognize the components of various systems and then investigate dynamic and sustainable relationships related to those systems using scientific inquiry.
Background Knowledge:
All students must use the scientific processes, with appropriate laboratory safety techniques, to construct and extend their understanding in all science content areas!
Science Safety-
I CAN:
- describe science safety rules and explain why they are necessary.
- identify and use science safety gear (e.g. goggles, gloves, aprons).
- listen and follow directions and explain why this is an important part of science class.
- understand which senses can be used and when during science investigations.
Scientific Method & Science Process Skills-
I can:
- explain the purpose of the Scientific Method and describe each step while providing an example.
- effectively use the Scientific Method.
- utilize the process skills essential to science inquiry/literacy: observe, compare, classify, utilize numbers, measure, communicate, collect, record, interpret data, predict, infer, define based on observations, hypothesize, make/use models, identify & use variables, experiment/investigate.
Science Inquiry-
I CAN:
- observe and ask questions about the natural environment.
- plan and conduct simple investigations.
- employ simple equipment and tools to gather data and extend the senses.
- use appropriate mathematics with data to construct reasonable explanations.
- communicate about observations, investigations, and explanations.
- review, and ask questions about the observations and explanations of others.
Earth and Space Science
Explain the processes that shape Earth’s surface. Understand how heating and cooling affect the weathering of Earth’s surfaces and Earth’s past environments.
Vocabulary: landforms, earthquake, volcano, glacial movement, weathering, erosion, deposition, fossil
Earth’s Surface-
I CAN:
- identify and describe the layers of the Earth and compare them to a familiar object.
- describe the amount of water that covers the Earth, and compare % of fresh vs. salt.
- tell the amount of fresh water and identify ways to conserve it.
- define a variety of land forms and give examples.
- use a variety of maps and photographs to understand common land forms and their features.
- identify the processes that can change the surface of the Earth (erosion, deposition, volcanic activity, earthquakes, glacial movement, weathering).
- connect the processes that continually build up or tear down the earth to the resulting landforms.
- draw conclusions by observing nature, experiments, or virtual examples to explain how weathering occurs at different rates depending on the characteristics of the rocks or exposure to different weathering factors.
- identify differences between erosion (carrying away) and weathering (breaking down) and explain gravity’s role in erosion.
- identify differences between erosion (destructive) and deposition (construction) anduse topographic maps, aerial photographs, and surficial geology maps to locate erosional and depositional areas in Ohio.
Life Science
Describe how heating and cooling affect Earth’s past environments. Describe the fossil evidence found that can help decode the Earth’s history.
Vocabulary- ecosystem, organism, limiting factors, competition, environment, adapt, adaptation, extinct, fossils, slow change, rapid change
Earth’s Living History: Changes in Ecosystems
I CAN:
- identify the characteristics of living things.
- sort and classify organisms by using similarities and differences between them.
- tell how a living thing uses its environment to meet its needs.
- interpret how animal behavior and adaptations are related to the environment they live in.
- describe how the kinds and numbers of other organisms present and the availability of food and resources affect animal behavior.
- use hand lenses/microscopes to identify similarities and differences between organisms by observing structures, gross anatomy, behavior patterns, habitats, and other features.
- explain how rapid changes (fire) and slow changes (climate change) affect the population of living things in an ecosystem/environment
Earth’s Non-living History: Fossils
I CAN:
- trace changes and relationships that have occurred in Ohio’s environments by using fossils and other records.
- use fossils to describe how some organisms have changed to adapt to their environments while others became extinct.
Physical Science
I CAN:
Explain that the total amount of matter remains constant when an object is broken into smaller pieces, changes states (solid, liquid, gas) or when a solid is dissolved in a liquid.
Vocabulary: melting, weight, Conservation of Matter, constant , dissolving, evaporation , experimental,
evidence, gas, liquid ,mass, matter, hase change, property, solid, volume, phases, States of Matter
1. Matter
- I can explain that anything that takes up space or has weight is made of matter.
- I can list, draw the molecule arrangements, and give examples of the four states of matter.
- I can explain that matter remains constant when it undergoes a change based on research and experimental experiences.
- I can explain and demonstrate that when an object is broken into smaller pieces, the total
- amount of matter remains constant.
- I can explain and demonstrate that when a solid is dissolved in a liquid, the total amount of
- Matter remains constant.
- I can explain and demonstrate that when matter changes state (solid, liquid, gas), the total amount of matter remains constant.
- I can explain that the sum of all of the parts in an object equals the mass of the object.
- I can observe situations, conduct demonstrations, and record data about energy transfer from hot objects to cold objects as heat, resulting in a temperature change.
- I can make predictions about the heat conductivity of different materials.
- I can demonstrate and explain that electric circuits require a complete loop of conducting materials through which electrical energy can be transferred.
- I can demonstrate and explain how electrical energy in circuits can be transformed to other forms of energy, including light, heat, sound and motion.
- I can demonstrate and explain that when a wire conducts electricity, the wire has magnetic properties and can push and/or pull magnets.
Grow Your Brain
Explore current brain research and understand that intelligence isn’t a static thing since you can
develop a growth mindset by engaging in healthy activities and by eliminate unhealthy ones to
become a better learner.
Vocabulary: reactive, growth mindset, processes, neuron, dendrite, connections, neurologist
The Brain & Learning
develop a growth mindset by engaging in healthy activities and by eliminate unhealthy ones to
become a better learner.
Vocabulary: reactive, growth mindset, processes, neuron, dendrite, connections, neurologist
The Brain & Learning
- I can use the terms reactive to describe the bottom layer of my brain and describe some ofthe things controlled here (emotions, automatic processes like heart beating).
- I can explain that the reactive brain’s goal is to ensure survival, so if threatened it engages in three processes flight, fight, and freeze.
- I can explain that my reactive brain will engage in these behaviors when I am stressed, angry,tired, hungry, sad, or traumatized which will interfere with my learning.
- I can explain that day dreaming, going to the bathroom, and moving around are flight behaviors; falling asleep is a freeze behavior, and talking or disrupting class is a fight behavior.
- I can describe and engage in activities that help me control this. (stretching, pattern
- breathing, being hydrated, etc.)
- I can use the term learning to describe the top layer of my brain and describe ways that I can
- change this part of the brain for the better.
- I can make a fold-able that illustrates how the thinking brain processes information.
- I can draw a diagram that shows how neurons and dendrites connect to help me learn and remember.
- I can explain what happens to dendrites when they aren’t used and tell why the learning brain does this.
- I can experiment and record results that show how deep breathing and exercise affect my memory.
- I can research activities that hurt my learning part of the brain.
- I can explore various techniques to develop my own best way to study.