Grade 2 - Amazon Web Services
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 District
Shore Road School
Superintendent: Dr. Joseph Famularo
Principal: Ms. Christine Augusto
Date Completed: July 15, 2011
Grade Levels: 2-6
Names of Collaborators:
Debra Amendola
Phinola Baeza
Marisa DeMarzo
Jennifer Desmond
Eloise Eisenhardt
Deana Genovesi
Linda Lebowitz
Jody Leibowitz
Graceann McClenahan
Kristen O’Connor
Project Supervisor:
Graceann McClenahan
Topics:
Grade 2: Simple Machines, Sound
Grade 3: Animal Adaptations, Bones, Butterflies, Volcanoes
Grade 4: Matter, Parts of a Flower, Simple Machines, Static Electricity
Grade 5: The Human Body, Matter
Grade 6: Cells, Heredity, Structure of the Earth
Grade 2
Leveled 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.
Curriculum Standards: S1 Physical Science Concepts
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 group
4. 2 sharpened pencils
5. 2 sheets of computer paper per group
6. Tape and fun tack
Instructional Procedures:
1. View video stream
2. Review six simple machines
3. Review and discuss basic concepts on teacher review sheet
4. Demonstrate the construction of tissue box car to illustrate how wheels and axles make work easier
5. Divide class into groups of three and have them construct their own car
Activity:
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 ________________________ 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_______________. 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?
Curriculum Standards: S1 Physical Science Concepts
Materials/Resources:
1. Big Book: Sound written by Lisa Trumbauer
2. Sounds All Around Us activity sheets
3. 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: Sound
4. 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 flush
Birds chirping
Claps…cheers
Ghost…ooooo!
Boing
Underwater gurgling
Sea lion
Thunder
Pop
Music
Click
Snore
Telephone
Water splashing
Doorbell
Baby talking
Whistle
Meow
Sounds All Around Us
1. [pic]
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3. [pic]
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5. [pic]
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[pic]
Sounds All Around Us: Answer Key
1. claps…cheers
2. telephone
3. boing
4. pop
5. snore
6. meow
7. click
8. doorbell
9. toilet flush
10. thunder
11. music
12. water splashing
13. whistle
14. ghost…oooo!
15. baby talking
16. sea lion
17. underwater gurgling
18. 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?
Curriculum Standards: S1 Physical Science Concepts
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,
Grade 3
Leveled Book Lesson Plans
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
Curriculum Standards:
- New York State Language Arts Standard 1
- New York State Science Standard 2
Time Line:
- this lesson will take approximately 40 minutes
(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 survive
o 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 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 (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
Curriculum Standards:
~New York State Language Arts Standard 1
~New York State Science Standard 2
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 |Animals that have larger bones than a human are… |Animals that have no bones… |
|a human are… | | |
| | | |
| | | |
| | | |
|__________________ |__________________ |_________________ |
| | | |
| | | |
Title: Monarch Butterflies by Kate Waters
Objective:
~to understand facts and information about butterflies
Curriculum Standards:
~New York State Language Arts Standard 1
~New York State Science Standard 2
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
Curriculum Standards:
~New York State Language Arts Standard 1
~New York State Science Standard 2
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
Curriculum Standards:
- New York State Language Arts Standard 1
- New York State Science Standard 3
Time Line:
- this lesson will take approximately 40 minutes
(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 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 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? | |
| | | |
| | | |
| | | |
| | | |
| | | |
| |What happens when plates bump into each | |
|Crust |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
Title: VOLCANOES by Paul P. Sipiera
Objective: to understand how what makes volcanoes erupt
Curriculum Standards:
- New York State Language Arts Standard 1
- New York State Science Standard 3
Time Line:
- this lesson will take approximately 40 minutes
(This could be part of a mini-unit on volcanoes, after completing the lesson on how volcanoes are formed.)
Materials/Resources:
- the book, Volcanoes, by Paul P. Sipiera
- copies of the worksheet
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.)
Activity:
- Students will listen to the information from pages 16-18.
- 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 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 |
| |because __________ | |
| |_________________ |Small earthquakes occur… |
| |_________________ | |
|16 |_________________ | |
| |_________________ | |
| |_________________ | |
| | | |
| |Magma breaking through the surface and building | |
| |up… | |
|17 | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| |If there is a lot of water in the magma… | |
|17 | | |
|bottom | | |
| | | |
| | | |
Title: VOLCANOES by Paul P. Sipiera
Objective: to understand the effects of volcanic eruptions
Curriculum Standards:
- New York State Language Arts Standard 1
- New York State Science Standard 3
Time Line:
- this lesson will take approximately 40 minutes
(This could be part of a mini-unit on volcanoes, after completing the lesson on how volcanoes are formed, and how volcanoes erupt.)
Materials/Resources:
- the book, Volcanoes, by Paul P. Sipiera
- copies of the worksheet
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.)
Activity:
- Students will listen to the information from pages 36-43.
- Students will summarize / discuss key information from text.
- Students will complete the worksheet provided.
***** 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).
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 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!
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Grade 4
Leveled Book
Lesson Plans
Grade: 4th Subject: Science
Topic: 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 Properties
Graphic Organizer
|Solid |This object is a solid because |
| | |
|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. |_______________________ |
| |_______________________ |
| |_______________________ |
|Liquid |This object is a liquid because |
| | |
|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. |_______________________ |
| |_______________________ |
| |_______________________ |
|Gas |This object is a gas because |
| | |
|Balloon |_______________________ |
| |_______________________ |
|Gases do not have a shape of their own. Just like liquids, they |_______________________ |
|take the shape of their container. Gases are often invisible. |_______________________ |
| |_______________________ |
| |_______________________ |
Name: ________________________________
States of Matter and Their Properties
Identification Sheet
|State of Matter; |This object is a solid because |
| | |
|__________ |_______________________ |
| |_______________________ |
|Name of object: |_______________________ |
| |_______________________ |
|___________________ |_______________________ |
| |_______________________ |
|State of Matter; |This object is a liquid because |
| | |
|____________ |_______________________ |
| |_______________________ |
| |_______________________ |
|Name of object: |_______________________ |
| |_______________________ |
|____________________ |_______________________ |
|State of Matter; |This object is a gas because |
| | |
|___________ |_______________________ |
| |_______________________ |
| |_______________________ |
|Name of object: |_______________________ |
| |_______________________ |
|____________________ |_______________________ |
|[pic] |[pic] |
|[pic] |[pic] |
| | |
| |[pic] |
| | |
|[pic] | |
| | |
|[pic] |[pic] |
Name: ______________________________
Picture Worksheet #1
Grade: 4th Subject: Science
Topic: 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.
| | |Predictions |Observations |
| | | | |
|Position of the Fulcrum |Diagram |On a scale of 1-3, 1 being |On a scale of 1-3, 1 being |
| | |easiest, predict how easy it |easiest, predict how easy it |
| | |will be to lift the load with |will be to lift the load with |
| | |the fulcrum in each position. |the fulcrum in each position. |
| |[pic] | | |
| | | | |
|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: Science
Topic: 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
[pic]
Name:
| | |
|Balloon Setup |Results (attract, repel, neutral ) |
| | |
|No treatment | |
|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 Worksheet
Static 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.
________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
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: Science
Topic: 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: ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
--------------------------------------------------------------------------------------------
Name : __________________________________ Date: ____________________
Exit Slip for Static Electricity Marathon
Recommendation: ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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 minutes
Materials/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 slide
Anticipatory 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 | |_________________________________ |
| | |_________________________________ |
| | |_________________________________ |
|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. |
[pic]
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 Sciences
Standard 1: Learning Standards for ELA
Time Line:
Three 45-minute lessons
Materials/Resources:
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).
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 Co
Standard 1: Learning Standards for ELA
Time Line:
Two 45-minute lessons.
Materials/Resources:
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 class
4. 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).
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 C
Standard 1: NYS ELA Standards
Time Line:
Three 45-minute lesson
Materials/Resources:
Student reader, Pre/Post test, diagram or model of circulatory system.
Instructional Procedures:
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).
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
Standard 1: NYS ELA standards
Time Line: Three 45-minute lessons
Materials/Resources:
Student reader, The Great Body Shop, reproducible, diagram or model of the respiratory system.
Instructional Procedures:
Day 1
1. Pre-test
2. Introduce vocabulary: inhale, exhale, oxygen, carbon dioxide, nasal passage, pharynx, trachea, bronchial tube, pleura, bronchiole, alveoli, and diaphragm.
3. Play vocabulary game
4. 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.
Activities:
reading, filling in diagram, writing article, assessments
Assessment:
Pre/post test of the respiratory system.
Name _________________________
Pre/Post Test
Label the diagram.
[pic]
Answer Key Pre/Post Test
[pic]
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).
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
Standard 1: NYS ELA standards
Time Line:
Three 45-minute lessons
Materials/Resources:
Student reader, The Great Body Shop, reproducible, diagram or model of the skeletal system.
Instructional Procedures:
Day 1
1. Pre-test
2. Introduce vocabulary: cartilage, fuse, calcium, minerals, vertebrae, ribcage, skull, marrow, spine, hinge, joints, ball and socket, musculoskeletal system.
3. Play vocabulary game
4. 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. ()
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.
3. 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. humerous
2. ulna, radius
3. vertebrae
4. femur
5. tibia, fibula
6. phalanges
7. sternum
8. 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).
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
Standard 1: NYS ELA standards
Time Line:
Four 45-minute lessons
Materials/Resources:
Student reader, The Great Body Shop, Pre/Post test, Reproducible Master #5 in Teacher Guide, diagram or model of the muscular system.
Instructional Procedures:
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 in
your body?
2) ______ What are the three types of
muscles in your body?
3) ______ The muscles in your arm, leg
and neck are all ________.
4) ______ The stretchy cells that make
up your muscles are called__________.
5) ______ Muscles are controlled by
your ___________.
6) ______ To take care of your
muscles, you must
___________
7) ______ Food being digested is an
example of which type of
muscle action?
8) ______ Another word for muscles
tightening is_____________.
9) ______ Bones and muscles work
together in what type of body system?
10)_____Which muscles have big
bundles of fibers?
ANSWER KEY
Name __________________________
Pre/Post Test Marvelous Muscles
Match the definition with the correct word.
1) h How many muscles are in
your body?
2) k What are the three types of
muscles in your body?
3) l The muscles in your arm, leg
and neck are all ________.
4) j The stretchy cells that make
up your muscles are called__________.
5) n Muscles are controlled by
your ___________.
6) f To take care of your
muscles, you must ___________.
7) b Food being digested is an
example of which type of
muscle action?
8) a Another word for muscles
tightening is_____________.
9) m Bones and muscles work
together 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:
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, S6
NYS 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
Instructional Procedures:
Vocabulary Development- Do Now or pre-reading
Matter protons
Element neutrons
Mass electrons
Volume pure substances
Chemical symbol mixture
Atom heterogeneous mixture
Compound homogeneous mixtures
Molecule solution
Chemical formula solvent
Use 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 | | | |
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|Element | | | |
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|Mass | | | |
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|Volume | | | |
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|Chemical Symbol | | | |
|Atom | | | |
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|Compound | | | |
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|Molecule | | | |
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|Proton | | | |
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|Neutron | | | |
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|Electron | | | |
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|Chemical Formula | | | |
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|Pure Substances | | | |
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|Mixture | | | |
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|Heterogeneous mixtures | | | |
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|Homogeneous mixtures | | | |
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|Solution | | | |
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|Solvent | | | |
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|Solute | | | |
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Name _________________________ Date _________________________
Vocabulary Matching Review
[pic]
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
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[pic]
Title: The Nature of Matter ( R/40, W/60) by Christine Caputo: Chapter 2
Objectives:
• 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, S8
NYS 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
Instructional Procedures:
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.
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.
[pic]
Name ___________________________ Date _______________________
Scientific Method Write-up
Question:____________________________________________________
_____________________________________________________________
Hypothesis: ___________________________________________________
_____________________________________________________________
_____________________________________________________________
Materials: ___________________________________________________
_____________________________________________________________
Procedure: ___________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
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_____________________________________________________________
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_____________________________________________________________
_____________________________________________________________
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Results of Experiment: ________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Evaluate Hypothesis: ___________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Thoughts/Conclusions: _________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Three States of Matter
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.[pic]
.
[pic]
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 _____________
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|Chemical Changes |Explanation |
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Name ___________________________ Date _______________________
Scientific Method Write-up
Question:____________________________________________________
_____________________________________________________________
Hypothesis: ___________________________________________________
_____________________________________________________________
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Materials: ___________________________________________________
_____________________________________________________________
Procedure: ___________________________________________________
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Results of Experiment: ________________________________________
_____________________________________________________________
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Evaluate Hypothesis: ___________________________________________
_____________________________________________________________
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Thoughts/Conclusions: _________________________________________
_____________________________________________________________
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Grade 6
Leveled 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.
Curriculum Standards:
Science Performance S2: Life Science
Time Line:
5 days: 1 - 50 minute lesson per day
Materials/Resources:
Basic Heredity By: Lee Christie (2 levels: 4th & 6th)
Instructional Procedures:
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
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.
Day 2: 50 minute lesson
1. Read and discuss pages 4 – 11
2. 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”.
Day 4: 50 minute lesson
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”.
Day 5: 50 minute lesson
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.
Curriculum Standards:
Science Performance S2: Life Science
Time Line:
6 days
Materials/Resources:
Body Systems: Human Cells By: Gary Rushworth
Body Systems: Human Cells Chapter 1 Sheet
Body Systems: Human Cells Chapter 2 A Sheet
Body Systems: Human Cells Chapter 2 B Sheet
(Diffusion demonstration)
Types of Cells Sheet
Organization of Cells
Instructional Procedures:
Day 1: 50 minute lesson
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
1. Read and discuss chapter 2. As students read, answer questions provided on Body Systems: Human Cells Chapter 2A Sheet.
Day 3: 50 minute lesson
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:
Day 4: 40 minute lesson
1. Read and discuss chapter 3.
Day 5: 50 minute lesson
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.
Day 6: 50 minute lesson
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.
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 ________
[pic]
Occurs Across [pic]
Materials Move From
| |Stem Cells |
| |________________________ |
| | |
|Types of Cells |________________________ |
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|By: |________________________ |
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|_______________________ |________________________ |
| |Diagram: |
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|Skin Cells |Red Blood Cells |
|________________________ |________________________ |
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|________________________ |________________________ |
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|________________________ |________________________ |
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|________________________ |________________________ |
|Diagram: |Diagram: |
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|White Blood Cells |Bone Cells |
|_______________________ |________________________ |
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|_______________________ |________________________ |
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|_______________________ |________________________ |
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|_______________________ |________________________ |
|Diagram: |Diagram: |
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|Muscle Cells |Nerve Cell |
|_______________________ |_______________________ |
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|_______________________ |_______________________ |
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|_______________________ |_______________________ |
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|_______________________ |_______________________ |
|Diagram: |Diagram: |
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[pic]
Title: The Structure of Earth
Objectives:
Identify the layers inside Earth.
Describe different scientific methods used to learn about Earth’s inner structure.
Curriculum Standards:
Science Performance: S3: Earth and Space Sciences
Time Line:
7 days
Materials/Resources:
The Structure of Earth By: Laura McDonald (4th & 6th grade)
Chapter 1 Vocabulary Sheet
Prove It! Sheet
Earth’s Interior Sheet
The Core Sheet
The Lower Mantle Sheet
The Earth’s Upper Mantle and Core Sheet
The Crust Sheet
Instructional Procedures:
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?
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!”
Day 3: 50 minute lesson
1. Read pages 16 – 21. Have students complete the sheet called “Earth’s Interior”.
Day 4: 50 minute lesson
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”.
Day 5: 50 minute lesson
1. Read and discuss pages 28 – 29 focusing on the lower mantle.
2. Complete the sheet called “The Lower Mantle”.
Day 6: 50 minute lesson
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.
Day 7: 50 minute lesson
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 |
| | | |
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| | | |
| | | |
| | | |
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| | | |
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.
[pic] Evidence from Earth…
Aristotle:
_________________________________________________
_________________________________________________
Cavendish:
_________________________________________________
_________________________________________________
_________________________________________________
Geologists:
_________________________________________________
_________________________________________________
[pic] Evidence from Space…
Meteorites:
_________________________________________________
_________________________________________________
_________________________________________________
[pic] Volcanoes…
• _____________________________________________
_______________________________________________
• _____________________________________________
_______________________________________________
• _____________________________________________
_______________________________________________
• _____________________________________________
_______________________________________________
• _____________________________________________
_______________________________________________
[pic] 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: ___________________________________
[pic]
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.
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?
_________________________________________________
_________________________________________________
_________________________________________________
[pic]
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:
2. Read textbook SCIENCE whole class pg. B43 “Tropical Rain Forest.”
3. Take notes that include important information/details/vocabulary.
Day 2: 50 minute lesson
1. 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:
Assessment:
Review graphic organizer/ concept map.
Concept Map Organizer:
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.
Curriculum Standards:
S2: Life Sciences Concepts
Time Line:
Five 50 minute lessons
Materials/Resources:
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/18
Rushworth, Garry. The Life Cycle of Water Plants. China: Benchmark Press. 2011. Level K/20
Warren, Howard. The Life Cycle of Plants. . China: Benchmark Press. 2010. Level O/34
Warren, Howard. The Life Cycle of Plants. . China: Benchmark Press. 2011. Level K/20
Rushworth, Garry. The Life Cycle of Water Plants. China: Benchmark Press. 2011. Level P/38
Rushworth, Garry. The Life Cycle of Trees. China: Benchmark Press. 2011. Level N/30
Instructional Procedures:
Day 1: 50 minute lesson
1. 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.
Day 4: 50 minute lesson
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 lesson
1. 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:
Assessment:
Review notes/graphic organizer/Venn Diagram
GRAPHIC ORGANIZER
The Life Cycles of Plants, Water Plants and Trees
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|PLANTS |WATER PLANTS |TREES |
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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.
Curriculum Standards:
S1: Physical Sciences Concepts
S3: Earth and Space Sciences Concepts
Time Line:
Fourteen 50 minute sessions
Materials/Resources:
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/20
Rushworth, Gary. Our Solar System: The Sun. Canton: Benchmark Education. 2011. Level N/30
Rushworth, Gary. Our Solar System: The Moon. Canton: Benchmark Education. 2011. Level K/20
Rushworth, Gary. Our Solar System: The Moon. Canton: Benchmark Education. 2011. Level O/34
Rushworth, Gary. Our Solar System: Earth. Canton: Benchmark Education. 2011. Level K/20
Rushworth, Gary. Our Solar System: Earth. Canton: Benchmark Education. 2011. Level P/38
Instructional Procedures:
Days 1, 2 and 3: Three 50 minute lessons
1. 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 lessons
1. 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 lessons
1. 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 lesson
1. 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:
Play games at:
Watch the video at:
Assessment:
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.
Curriculum Standards:
S1: Physical Sciences Concepts
S2: Life Sciences Concepts
S4: Scientific Connections and Applications
S5: Scientific Thinking
Time Line:
Six 50 minute sessions
Materials/Resources:
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.
Instructional Procedures:
Days 1 and 2 and 3: Three 50 minute lessons
1. Read and discuss the article at:
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:
Assessment:
Review notes and picture frame book
-----------------------
push machine pull friction
force work motion gravity
push machine pull friction
force work motion gravity
[pic]
____________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________
________________________________________________________________
________________________________________________________________________________________________________________________________________
Diffusion
_________________________________________________________________________________________________________
____________________________
___________________________
To
____________________________
_________________:
Groups of organs that work together to do a specific job.
_________________:
Are organized groups of similar cells that work together to do a specific task.
Many cells:
Similar cells group themselves into…
Cell:
A single cell is __________ to perform all the jobs necessary to keep an organism alive.
Organs:
______________________________________________________
Core
Outer Core
Depth: ___________________
Temperature:
___________________
State: ___________________
Composition: ___________________
Inner Core
Depth: _____________________
Temperature: _____________________
State: _____________________
Composition:
_____________________
Upper Mantle
Asthenosphere
• __________________
State: _______________
Movement of rock: ________________________________________
Lithosphere
• ____________________________________
State: _______________
Thickness: ________________________________________________________________________________
CLIMATE/ PLANTS ANIMALS
GEOGRAPHY
rr
PROBLEMS SOLUTIONS
DESTRUCTION
RAIN FORESTS
a) contracting
b) involuntary
c) heart
d) skeletal
e) stretch
f) exercise
g) heart, soft, hard
h) 650
i) eyelid
j) fiber
k) smooth, heart, skeletal
l) voluntary
m) musculoskeletal
n) brain
a) contracting
b) involuntary
c) heart
d) skeletal
e) stretch
f) exercise
g) heart, soft, hard
h) 650
i) eyelid
j) fiber
k) smooth, heart, skeletal
l) voluntary
m) Musculoskeletal
n) brain
Matter volume protons
Element chemical symbol neutrons
Mass atom electrons
Compound molecule chemical formula
Solvent mixture solution
Heterogeneous mixture solute pure substance
Homogeneous mixture
Atoms
Molecules
Compounds
Main Idea with States of Matter
Changes in State
2/3
1/3
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