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 Teacher Name: Grade Level: 5th Grade Date Range: Bundle Number and Title: Bundle 4: Interactions in MatterScope Number and Title: Scope 1: Matter is Everywhere Standard(s): 5-PS1-1Performance Expectation(s): Develop a model to describe that matter is made of particles too small to be seen.Vocabulary: gas, matter, particle, model, microscope, dissolve Scope Investigative Phenomena: How do we know matter exists, even if it cannot be seen?EngageHow the teacher will capture students’ interestWhat kind of questions should the students ask themselves after the engagement?*Teacher Background knowledge can be found under the Home tab. Date(s): Engage Objective: Students will be able to classify things that are composed of matter and things that are not composed of matter. Lesson DescriptionInstructional Ideas for this 5E component: Anchor Charts X Inquiry/Wondering Wall X Vocabulary Wall ? Strategy(s) for Student Discussion ? Strategy(s) to Display Student Thinking ?At the start of a Bundle, teacher presents the Anchor Phenomenon that will be referred to throughout the bundle and refined in the scopes. It is located in the Teacher Guide along with the Mission Briefing.Anchor Phenomena: How can we use the properties of matter to clean up water after anatural disaster?Correlation to Teacher Planning Companion Document (pg. #’s): 113-115Overview of Teacher Actions (Refer to online description for detailed explanation): Introduce students to the Investigative Phenomena (Student Wondering of Phenomena Question). Allow students time to generate possible answers to the question. Begin recording student thinking within the Investigative Phenomena Table (as an anchor chart). This will be followed by:Phenomenon VideoAccessing Prior Knowledge (Display on Promethean Board)Graphic Organizer (Introduce)Hook (See online explanation)Correlation to Student Notebook/Journal (pg. #’s): Mission log: Student Notebook p.5-7Phenomenon: Online only, Graphic Organizer p353 Hook online (Teacher access only)Overview of Student Actions: Generate possible answers to the question and record on Phenomenon Table.Generate possible answer to phenomenon.Students choose the statement they agree with.Students look over the graphic organizer and predict what they will learn throughout the scope.Balloon activity to discuss the concept that will be learned throughout the scope.Explore What hands-on/minds-on activities will students be doing?What “big idea” conceptual questions the teacher will use to encourage and/or focus students’ exploration?Explore 1- Objective: Students will dissolve sugar in water to learn that matter is still there, even though it can’t be seen. Explore 2- Objective: Students will use scientific knowledge and prior experience to design a solution that will help them figure out which water sample has been contaminated.Explore 3 (optional)- Objective: Students will create a model showing that matter exists, even when we cannot see it.Explore 4 (if appl.)- Objective: Name of Activity 1: Where’s the Sugar? Date(s): Correlation to Teacher Planning Companion Document (pg. #’s): p.117Correlation to Student Notebook/Journal (pg. #’s): 355-357Overview of Teacher Actions: Look online for Preparation, a Materials List, and Procedure and Facilitation PointsOverview of Student Actions: Students dissolve sugar in water to learn that matter is still there, even though it cannot be seen.Name of Activity 2: Contaminated Water Date(s): Correlation to Teacher Planning Companion Document (pg. #’s): 117Correlation to Student Notebook/Journal (pg. #’s): 359-361Overview of Teacher Actions: Look online for Preparation and Materials and discussion questions.Overview of Student Actions: Student action are found under the Explore 2 Procedure and Facilitation Points. Each student group will be given three samples of water that have been used to water the plants. They will find which sample has been contaminated and report back to Pablo. They will also need to teach Pablo how to test his own water in the future.Name of Activity 3: Guided Practice (if needed for intervention) Date(s): Correlation to Teacher Planning Companion Document (pg. #’s): 16Correlation to Student Notebook/Journal (pg. #’s): printed handout from onlineOverview of Teacher Actions: See Guided Practice Activity under Intervention tabOverview of Student Actions: See Procedure and Facilitation Points.Name of Activity 4 (if applicable): Date(s): Correlation to Teacher Planning Companion Document (pg. #’s): Correlation to Student Notebook/Journal (pg. #’s): Overview of Teacher Actions: Overview of Student Actions: ExplainWhat vocabulary will be introduced and how will it connect to students’ observations?What questions or techniques will the teacher use to help students connect their exploration to the concept under examination? What higher order thinking questions will be used to solicit student explanations and help them to focus throughout the unit and justify their explanations? Can be done in ‘chunks’ following individual Exploration activities.Date(s): Explain Objective(s): Students will be able to connect hands-on learning experiences to science content.Identify Activities/Materials (more than one can be selected):Picture Vocabulary X Linking Literacy X STEMscopedia X Communicate Science Concept Review Game X Science Rock ? Content Connection Videos X Teacher created ?Teacher Planning Companion Document pg. #’s: 118Student Notebook/Journal pg. #’s: 363-366STEMscopedia pg. #’s: 97-100Lesson DescriptionOverview of Teacher Actions: Pre-reading, During reading and post reading instructions found in Linking Literacy Tab.Concept review game to be assigned for online use.Teacher will show Solids “True or False” video (52 seconds) or assign online *Student Handout to be copiedOverview of Student Actions: Found online under Linking Literacy Tab and in Student Notebook.Students play Concept review game during computer time or homework as an independent activity.Students will answer guided questions that correlate with Solids “True or False” video.ElaborateExtends learning/connects learning to other content areasDate(s): Elaborate Objective(s): Students will participate in numerous differentiated and extension opportunities to help students make connections to the content.Identify Activities/Materials:Math Connections X Reading Science X Scientist Spotlight X Science Today XCareer Connections X Simulation Practice ? Intervention (extension) ? Acceleration (extension) ? Teacher created ?Teacher Planning Companion Document pg. #’s: 19Student Notebook/Journal pg. #’s: 35-40Lesson DescriptionOverview of Teacher Actions: Math handout will be given as independent work to connect Math with Science content.Reading Science (Can be used in class or as part of assessment)Science Today Teacher may show on promethean board and ask guided questions under Facilitation points section. This may also be assigned for independent online use.Career Connections Teacher may show on promethean board and ask guided questions under Facilitation points section. This may also be assigned for independent online use.Scientist Spotlight (Physicist Stephen Chu) Teacher may display on Promethean Board or assign for online viewing. Overview of Student Actions: Students will complete handout of Math Connections.Reading Science (located in Student Notebook p.367-371) Science Today Student handout (printed from online)Career Connections: Students view video and discuss guided questions or view independently.Scientist Spotlight: Students read about Physicist Stephen ChuEvaluateEvaluate & assess student learningDate: Evaluate Objective: Students will be able to express their understanding of how internal and external structures of plants and animals help meet their basic needsIdentify Assessment Items:Claim-Evidence-Reasoning Item X Open-Ended Response Item X Multiple Choice Items XTeacher-Made Multiple Select ? Student Response to Scope Investigative Phenomena ? Teacher-Made Item Set ? Concept Attainment Quiz Items (within intervention tab) ?District Benchmark ?Overview of Summative Assessment: Open Ended Response located in Student Notebook p. 373Matter Claim-Evidence-Reasoning located in Students Notebook p375-376. Rubric found online to be printed and attached. Multiple Choice Items located under Evaluate tab to be printed and attached.*Reading Science could be used as part of assessment (Lower lexiles can be printed from online Teacher Assessment tab.)Suggested sources for additional test questions can be found on Problem- and ABC LEAP 2025 book.District Diagnostic Test to be given at the beginning of the year. Accommodations: ................
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