ELEMENTARY SCIENCE ESSENTIAL LABS
ETO TEACHER ACADEMY 2011-2012
Presented By: Julie Santamarina, ETO Elementary Science Curriculum Support Specialist
COMMON BOARD CONFIGURATION (CBC)
DATE: August 10, 2011
BELL RINGER: FCAT Style ?:
SC.5.N.1.3
BENCHMARK: 4th & 5th Grade
Essential Labs
OBJECTIVE:
Today we will examine the 4th
and 5th grade ETO Essential Lab
Documents and how they will
assist us in our work to enhance
student achievement by a hands
on minds on approach and then
tying the labs to FCAT style
question.
ESSENTIAL QUESTION:
How can utilizing the Essential
Lab Document impact teaching
and increase student
achievement?
VOCABULARY:
Annually Assessed Benchmarks,
variable, scientific process,
interactive journals
EXIT SLIP:
How can utilizing the
Essential Lab Document
impact teaching and
increase student
achievement?
AGENDA:
•Purpose
•FCIM Correlation
•Annually Assessed Benchmarks
•4th v.s 5th grade
•Processing Time
•Pacing Guide
•Bubble Mania (5th Grade)
•Teacher Reference Page
•Student Lab Sheet
•FCAT style Quiz
•Lesson Review and Resources
•Revisit Essential Question
•Exit Slip
•Homework Instruction
HOME LEARNING:
Review today’s lesson and
map out your next steps
to utilize these resources
in your daily lessons.
ESSENTIAL QUESTION
How can utilizing the Essential Lab
Document
impact teaching and increase student
achievement?
PURPOSE




The purpose of this document is to provide a venue for
4th and 5th grade science teachers to facilitate the
discussion of the New Generation Science Sunshine
State Standards Annually Assessed Benchmarks in the
5th grade science course
Allows the students to grow in critical thinking within
the content of the benchmark.
The labs were developed to enable all 4th and 5th
grade science teachers to address these very
important concepts in their science courses prior to the
Science FCAT
This document is intended to be used by the 4th and 5th
grade science teachers so that ALL teachers within this
grade level can collaborate as they work together, plan
together, and rotate lab materials among classrooms
ESSENTIAL LABS + FCIM
Pacing Guide (District Provided)
Focus Calendar (School Specific
and Data Driven)
PDCA Inst ruct ional Cycle
PLAN
• Data Disaggregation
• Calendar Development
ACT
FCAT Explorer
www.explorelearning.com (Gizmos)
Differentiated Instruction
Discovery Education
DO
•Lessons
•Essential Labs
•Science Projects and Activities
• Direct Instructional
Focus
CHECK
• Tutorials
• Assessment
• Enrichment
• Maintenance
• Monitoring
•FOCUS Assessment
ANNUALLY ASSESSED BENCHMARKS
BIG IDEA 1: THE PRACTICE OF SCIENCE
SC.4.N.1.1
SC.4.N.1.2
Raise questions about the natural world, use appropriate reference
materials that support understanding to obtain information (identifying
the source), conduct both individual and team investigations through
free exploration and systematic investigations, and generate
appropriate explanations based on those explorations.
Compare the observations made by different groups using multiple
tools and seek reasons to explain the differences across groups.
Recognize and explain the need for repeated experimental trials.
SC.4.N.1.3
SC.5.N.1.1
Define a problem, use appropriate reference materials to support
scientific understanding, plan and carry out scientific investigations of
various types such as: systematic observations, experiments requiring
the identification of variables, collecting and organizing data,
interpreting data in charts, tables, and graphics, analyze information,
make predictions, and defend conclusions.
Also assesses SC.3.N.1.1, SC.4.N.1.1, SC.4.N.1.6, SC.5.N.1.2, and
SC.5.N.1.4.
BIG IDEA 2: THE CHARACTERISTICS OF SCIENTIFIC KNOWLEDGE
SC.5.N.2.1
SC.5.N.2.2
Recognize and explain that science is grounded in empirical
observations that are testable; explanation must always be linked with
evidence. Also assesses SC.3.N.1.7, SC.4.N.1.3, SC.4.N.1.7,
SC.5.N.1.5, and SC.5.N.1.6
Recognize and explain that when scientific investigations are carried
out, the evidence produced by those investigations should be replicable
by others.
ANNUALLY ASSESSED BENCHMARKS
BIG IDEA 5: EARTH IN SPACE AND TIME
SC.4.E.5.1
SC.4.E.5.2
SC.4.E.5.3
Observe that the patterns of stars in the sky stay the same although they
appear to shift across the sky nightly, and different stars can be seen in
different seasons
Describe the changes in the observable shape of the moon over the course
of about a month.
Recognize that Earth revolves around the Sun in a year and rotates on its
axis in a 24-hour day.
Relate that the rotation of Earth (day and night) and apparent movements of
the Sun, Moon, and stars are connected.
SC.4.E.5.4
Also assesses SC.4.E.5.1, SC.4.E.5.2, and SC.4.E.5.3
Recognize that a galaxy consists of gas, dust, and many stars, including any
objects orbiting the stars. Identify our home galaxy as the Milky Way.
SC.5.E.5.1
Also assesses SC.3.E.5.1, SC.3.E.5.2, and SC.3.E.5.3
Distinguish among the following objects of the Solar System – Sun, planets,
moons, asteroids, comets – and identify Earth’s position in it.
SC.5.E.5.3
Also assesses SC.5.E.5.2.
ANNUALLY ASSESSED BENCHMARKS
BIG IDEA 6: EARTH STRUCTURES
SC.4.E.6.1
SC.4.E.6.2
Identify the three categories of rocks: igneous, (formed from molten rock);
sedimentary (pieces of other rocks and fossilized organisms); and
metamorphic (formed from heat and pressure)
Identify the physical props of common earth-forming minerals, including
hardness, color, luster, cleavage, and streak color, and recognize the role of
minerals in the formation of rocks.
Also assesses SC.4.E.6.1
Recognize that humans need resources found on Earth and that these are
either renewable or nonrenewable.
SC.4.E.6.3
Also assesses SC.3.E.6.6
Describe the basic differences between physical weathering (breaking down
of rock by wind, water, ice, temperature change, and plants) and erosion
(movement of rock by gravity, wind, water, and ice).
SC.4.E.6.4
ANNUALLY ASSESSED BENCHMARKS
BIG IDEA 8 : PROPERTIES OF MATTER
SC.5.P.8.1
SC.5.P.8.3
Compare and contrast the basic properties of solids, liquids, and
gases, such as mass, volume, color, texture, and temperature. Also
assesses SC.3.P.8.1, SC.3.P.8.2, SC.3.P.8.3, and SC.4.P.8.1
Demonstrate and explain that mixtures of solids can be separated
based on observable properties of their parts such as particle size,
shape, color, and magnetic attraction.
Also assesses SC.5.P.8.2
BIG IDEA 9: CHANGES IN MATTER
Investigate and describe that many physical and chemical changes are
affected by temperature.
SC.5.P.9.1
ANNUALLY ASSESSED BENCHMARKS
BIG IDEA 10: FORMS OF ENERGY
SC.5.P.10.1
SC.5.P.10.2
SC.5.P.10.4
Investigate and describe some basic forms of energy, including light,
heat, sound, electrical, chemical, and mechanical.
Also assesses SC.3.P.10.1, SC.3.P.10.3, SC.3.P.10.4, SC.3.P.11.1,
SC.3.P.11.2, SC.4.P.10.1, and SC.4.P.10.3
Investigate and explain that energy has the ability to cause motion or
create change.
Also assesses SC.3.P.10.2, SC.4.P.10.2, and SC.4.P.10.4
Investigate and explain that electrical energy can be transformed into
heat, light, and sound energy, as well as the energy of motion.
Also assesses SC.3.E.6.1, SC.4.P.11.1, SC.4.P.11.2, SC.5.P.10.3,
SC.5.P.11.1, and SC.5.P.11.2.
BIG IDEA 13: FORCES AND CHANGES IN MOTION
SC.5.P.13.1
Identify familiar forces that cause objects to move, such as pushes or
pulls, including gravity acting on falling objects.
Also assesses SC.3.E.5.4 and SC.4.P.8.4
Investigate and describe that the greater the force applied to it, the
greater the change in motion of a given object.
SC.5.P.13.2
Also assesses SC.4.P.12.1, SC.4.P.12.2, SC.5.P.13.3, and SC.5.P.13.4.
ANNUALLY ASSESSED BENCHMARKS
BIG IDEA 14: ORGANIZATION AND DEVELOPMENT OF LIVING THINGS
SC.5.L.14.1
Identify the organs in the human body and describe their functions,
including the skin, brain, heart, lungs, stomach, liver, intestines,
pancreas, muscles and skeleton, reproductive organs, kidneys,
bladder, and sensory organs.
SC.5.L.14.2
Compare and contrast the function of organs and other physical
structures of plants and animals, including humans, for example:
some animals have skeletons for support — some with internal
skeletons others with exoskeletons — while some plants have stems
for support.
Also assesses SC.3.L.15.1 and SC.3.L.15.2.
BIG IDEA 16: HEREDITY AND REPRODUCTION
SC.4.L.16.4
Compare and contrast the major stages in the life cycles of Florida
plants and animals, such as those that undergo incomplete and
complete metamorphosis, and flowering and non-flowering seedbearing plants.
ANNUALLY ASSESSED BENCHMARKS
BIG IDEA 17: INTERDEPENDENCE
Trace the flow of energy from the Sun as it is transferred along the
food chain through the producers to the consumers. Also assesses
SC.3.L.17.2 and SC.4.L.17.2. AA MC
SC.4.L.17.3
Compare and contrast adaptations displayed by animals and plants
that enable them to survive in different environments such as life
cycles variations, animal behaviors and physical characteristics.
SC.5.L.17.1
Also assesses SC.3.L.17.1, SC.4.L.16.2, SC.4.L.16.3, SC.4.L.17.1,
SC.4.L.17.4, and SC.5.L.15.1.
DOCUMENT FORMAT
INTRODUCTION
RESOURCES
•MATERIALS LIST (SPECIFIC TO EACH LAB)
•LABORATORY SAFETY CONTRACT
•LAB ROLES
•ANNUALLY ASSESSED BENCHMARK
LAB ACTIVITIES
•TEACHER RESOURCE PAGE
•STUDENT LAB SHEET (FOLLOW UNIFORM TEMPLATES SIMILAR TO MIDDLE SCHOOL)
•FCAT STYLE QUESITONS (3-10 DEPENDING ON BENCHMARK)
APPENDIX
•ESSENTIAL QUESTIONS RELATED TO LABS
•GIZMO’S RELATED TO LABS
•DISCOVERY CLIPS RELATED TO LABS
SC.5.N.1.1 BUBBLE MANIA LAB
cups
o
spoons
Various detergents:(Joy, Palmolive, Dawn, etc.)
straws
water
rulers
plastic tablecloths or large garbage bags
glycerin (optional) can be added to each of the soap
solution to improve the consistency of the
solution.
SC.5.N.2.1 FIZZLING FUN LAB
water
measuring cup or graduated cylinder
zip-lock bag
paper towel
teaspoon
baking soda
vinegar
trays or newspaper (optional)
safety goggles
SC.5.N.2.2 CHEMICAL CHANGE IN A BAG LAB
damp rid
baking soda
50 mL of red cabbage juice or 30 mL of phenol red
solution
Ziploc bags (3 per group)
graduated cylinder
spoon (s)
cups (optional)
SC.5.E.5.1/SC.5.E.5.3 SOLAR STRETCH LAB
11 stakes (2-3 ft. long)
hammer
11 tag board cards
trundle wheel
staple gun and staples
various size balls
Basketball or similar sized ball
Measuring tape
SC.5.E.7.1 RAINMAKER LAB
o
1 hot plate
o
ice cubes
o
1 pie pan
o
1 teakettle or small pot
o
oven mitt
o
Water Dance by Thomas
SC.5.P.8.1 APPLE OF MY EYE LAB
o
o
o
o
o
o
Balance
Measuring tape
Ruler
1 apple
1 plastic knife
Container with water (enough to see if apple
floats or sinks)
MATERIALS PAGE
SC.5.E.7.3 DON’T PRESSURE ME LAB
o
NEWSPAPER
o
PLASTIC CUP
o
WOODEN RULER OR SLAT
o
CARDBOARD
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
Barometer
1 bucket
coffee can with a lid or a jar
balloon
rubber band
hammer
Safety goggles
scissors
ice pick
straw
Making a Weather Station,
index card
Natalie Lunis, Benchmark Educ.
glue stick
metric ruler
plastic soda bottle with a screw-on lid
masking tape
SC.5.P.8.3 DOES IT DISSOLVE LAB
o
plastic cups
o
1 tsp. white sugar
o
Graduated Cylinder
o
Sand paper
o
1 tsp. pepper
o
Paper towels
o
1 tsp. cinnamon
o
1 tsp. salt
o
1 tsp. baking soda
SC.5.P.9.1 THE HEAT IS ON LAB
2 cans the same height
1 votive candle
clock or timer
safety goggles
matches
10 chocolate chips
toothpicks
paper towels
heavy duty aluminum foil
SC.5.P.10.1
HOW DOES SOUND TRAVEL THROUGH
DIFFERENT MATERIALS LABS
o
3 balloons
o
Water
o
sand
o
1 Dcell
I FINALLY SEE THE LIGHT LAB
o
o
o
SOLAR CANS LAB
SC.5.L.14.2 BRAIN DRAIN OLYMPICS LAB
2 cans
White paper
Black paper
2 thermometers
Paper
masking tape
stopwatch or clock with second hand
1 man’s shirt with buttons
1 large jar of peanut butter
1 bolt with a screw-on nut
1 plastic
knife
SC.5.P.10.2 SLINGSHOT LAB
Toy car
Meter Tape
Goggles (optional)
Tape
3x5 index card
SC.5.P.10.4 ELECTRICAL ENERGY TRANSFORMATION
LAB
o
o
o
loaf of
bread
tubular fluorescent bulb
paper
paper clips
paper plates
1 pad of writing paper
scissors
several sheets of paper
1 box of paper clips
1 man’s shoe with laces pencil
SC.5.L.17.1 BUILD A BETTER BEAK LAB
SC.5.P.13.1/SC.5.P.13.2 RAMPS AND SLIDERS
overhead projector/document camera
masking tape
balance
sphere (e.g. marble)
masses for balance
commercial ramp and slider or
slider: ½ paper cup
milk carton with an open end
ramp: ruler with a groove
1 clothespin
1 toothpick
plastic cup
1 plastic spoon
measuring tape
calculator
graph paper
carpet, tile sandpaper, wax paper)
SC.5.L.14.1
1 pair of scissors
raisins
drinking straw pieces in a container of shredded
paper
marbles
DIGESTION
o
CASH REGISTER TAPES
o
BUTCHER PAPER
o
GLUE
o
CONSTRUCTION PAPER
o
SCISSORS
o
CALCULATOR
foam packing squiggles
aluminum pan of water
one-minute timer
LUNG POWER
1 plastic tub or basin
flexible straws
1 plastic, gallon jug
measuring cup or graduated cylinder
1
index card
1 permanent marker
paper towels
newspaper
metric measuring tapes
FILTERING SYSTEM
o
o
o
Will I See the Light? activity sheet
o
1 flashlight bulb
o
10-15 cm wire
o
wire strippers
o
o
o
o
coffee pot and filter (optional)
2 plastic cups
food coloring
1 coffee filter
1 piece of chalk
model of the human body
50 ml of water
1 small spoon
paper towels
1 rubber band
Bubble Mania Lab Report- Teacher Reference Form
Essential Question: Why is it important to repeat the experiment at least three times? To ensure that the results of the
experiment are valid or reliable, and to ensure that mistakes were not made during the experiment.
Benchmark: SC.5.N.1.3- Recognize and explain the need for repeated experimental trials.
Problem Statement: How does the brand of detergent affect the size of the bubble it will make?
Hypothesis: If various detergents are tested, then ______________will make the largest bubbles.
Materials:








3 cups
spoon
various detergents of your choice (Joy, Palmolive, Dawn, etc.)
straws
water
rulers
plastic tablecloths or large garbage bags to spread on the table for easy clean-up.
glycerin (optional) can be added to each of the soap solution to improve the consistency of the solution.
Note: Be sure that you have pre-labeled the cups with a permanent marker with the names of the detergents for the
students. Moreover, the same amount of water should be added to each cup to ensure consistency with the soap solutions.
The teacher can make the soap solution ahead of time for the students or the teacher can have the students make the soap
solution as a group.
Procedures:
1. Make a drop of each detergent on the table with your medicine dropper.
2. Find an air bubble and blow into it with a straw.
3. After the bubble has popped, measure the width of the bubble.
4. Record your results in your data table.
5. Repeat steps 1-4 the other detergents.
Data:
Detergents


BIG IDEA 1
THE NATURE
OF SCIENCE
Width of Bubble (inches)
Trial 1
Trial
2
______ cm
_____cm
______ cm
_____cm
______cm
_____cm
Trial
3
_______cm
_______cm
_______cm
Total
(Add up)
______cm
______cm
______cm
Variable: (What was changed during the experiment?) The different types of detergent
Control: What factor stayed the same for each experiment?
The amount of detergent that was added to the water to make a soap solution, all of the soaps were dish detergents, all of the
bubbles were blown on the same surface, the same amount of water were added to the detergent to make a soap solution, etc.
Conclusion: Students should compare their prediction with the results of their data to complete the conclusion portion of their lab
report.
Title: Bubble Mania Lab
Benchmarks: SC.5.N.1.3-Recognize and explain the need for repeated experimental
trials.
Problem Statement (10 POINTS):
How does ___________________________________________________________
affect______________________________________________________________?
Control (5 POINTS)
Variable (5 POINTS)
Hypoth
esis
(15 POINTS):
If
then
_____________________________________________________
Materials:







,
3 cups per group (label each cup with the name of the detergent solution)
plastic spoon
various dish detergents
straws
water
rulers
plastic table cloth or large garbage bags (optional)
Procedure:


BIG IDEA 1
THE NATURE
OF SCIENCE
1. Pour two (3) teaspoons of each detergent on the table with your plastic spoon.
2. Find an air bubble in the puddle of the soap mixture and blow into it with a straw.
3. After the bubble has popped, measure the width of the bubble imprint with a ruler in
centimeters.
4. Record your results in your data table.
5. Repeat steps 1-4 with the other detergents.
Observations (10 POINTS): Students should write what they observe about the various
detergents.
Detergent
Observations
Data (20 POINTS):
Detergents
Trial #1
Trial #2
Trial #3
Total Width (cm)
(Add across)
______ cm
_____cm
_______cm
______cm
______ cm
_____cm
_______cm
______cm
______cm
_____cm
_______cm
______cm
Conclusion (35 POINTS):
After analyzing the data it was determined that the hypothesis was
. (Correct OR Incorrect), because
learned that
____
To conclude, from this lab I
______________________________________________________________


BIG IDEA 1
THE NATURE
OF SCIENCE
Science Mini-Assessment
Grade 5 SC.5.N.1.1
Form A
1. Hector experiments with honey, vegetable oil, and colored water. One at a time, he slowly adds 30
milliliters of each liquid into a beaker. He observes what happens, then draws the picture below.
Which is LEAST important for Hector to record in this experiment?
A.
B.
C.
D.
2.


BIG IDEA 1
THE NATURE
OF SCIENCE
the amount of each liquid used
the order in which the liquids formed layers
the type of liquids used
the air pressure and temperature
Kama made three paper airplane designs using plain paper. Standing in the same spot each time, she
threw each airplane, measured the distance it flew, in meters, and recorded the data she collected.
Kama rebuilt plane C using construction paper. The new plane flew 10.7 meters. What statement is
TRUE?
Model Airplane Data
Distance
Paper Plane
Flown
Design
(meters)
A
2.5
B
4.7
C
6.3
A.
B.
C.
D.
Plane C would not fly when made of construction paper.
Plane C did not fly as far when made of construction paper.
Plane C flew farthest when made of construction paper.
The type of paper used did not affect the distance plane C flew.
3. Look at the table.
Year
1910
1930
1950
1970
Average Annual Temperature
55° F
58° F
59° F
61° F
Average Annual Rainfall
57 cm
77 cm
84 cm
65 cm
This data was collected in one city by many scientists over the years. What would a scientist use this data for
today?
A.
B.
C.
D.
predicting the weather
understanding the water cycle
forecasting the movement of air masses
forming a description of the local climate
4.. Medical and technological advances often occur as scientists look for ways to solve problems facing
humans. How has the development and widespread use of a tool that measures blood pressure improved the
quality of life for people on Earth?
E.
F.
G.
H.
This tool helps doctors cure bacterial infections.
This tool helps doctors identify people who have cancer.
This tool helps doctors treat people with variable levels of blood sugar.
This tool helps doctors identify people with elevated blood pressure levels.
5. In Tania’s city, workers are making changes to the city sewer system. These changes will stop sewage, and the
bacteria it contains, from getting into the river and other local water bodies when it rains. How does this project help
the people living in Tania’s city?


BIG IDEA 1
THE NATURE
OF SCIENCE
I. It helps people by cleaning the air they breathe.
J. It helps people by lowering their taxes.
K. It helps people by making the water safer to use.
D. It helps people by making the soil more fertile
4TH GRADE CONTENT VS. 5TH GRADE
CONTENT
APPENDIX B
FCAT 2.0 NGSSS
4TH GRADE YEAR AT A GLANCE
5TH GRADE YEAR AT A GLANCE
PROCESSING MOMENT
1.
2.
3.
Think – Pair – Share (TPS)
Think about the information provided
so far.
Pair up with someone
Share with your partner something
NEW you’ve learned.
LET’S INVESTIGATE
Hector experiments with honey, vegetable oil, and
colored water. One at a time, he slowly adds 30
milliliters of each liquid into a beaker. He observes what
happens, then draws the picture below. Which is
LEAST important for Hector to record in this
experiment?
A. the amount of each
liquid used
B. the order in which the
liquids formed layers
C. the type of liquids used
D. the air pressure and
temperature
RESOURCES
Essential Labs:
eto.dadeschools.net
Standards:
http://www.floridastandards.org/Standards/FLStanda
rdSearch.aspx
Item Specifications:
http://www.floridastandards.org/Resource/FCAT_Item
_Specifications.aspx
FCAT 2.0:
http://fcat.fldoe.org/fcat2/
fcatexplorer.com
Essential Question
EXIT SLIP
How can utilizing the
Essential Lab
Document
impact teaching and
increase student
achievement?
QUESTIONS?