2012 STEM Essential
Standards Institute
Kate Duda, Dee Chinault, Julia Lagas
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Agenda Day 1
8:30-9:00 - Opening Session for Whole Group
9:00-11:30 – 1st Quarter Essential Standards and
Sample Lessons
11:30-12:30 – Lunch
12:30-2:00 –2nd Quarter Essential Standards and
Sample Lessons
2:00-2:10 - Break
2:00- 3:30ish – Finish 2nd Quarter
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Agenda – Day 2
8:30-10:00 -3rd Quarter Essential Standards and Sample
Lessons
10:00-10:10 – Break
10:10-11:30ish – Finish 3rd Quarter
11:30-12:30 – Lunch
12:30-2:00 –4th Quarter Essential Standards and
Sample Lessons
2:00-2:10 - Break
2:00- 3:30ish – Finish 4th Quarter
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CMS Essential Standards
The North Carolina Essential Standards – created
because of the Common Core Standards.
Laid out in strands. (Strand = Topic)
Example: 5.P.1.2
5 = Grade Level
P = Strand: Physcial Science
1 = Essential Standard
2 = Clarifying Objective
CMS Resource Guide
Created to assist with:
Planning Ideas
Easy access to objectives, and what they mean.
Essential Vocabulary – not limited to these!
Essential Questions
I Will Statements – what can the students do?
Suggested Resources and Activity Ideas
Always includes Discovery Ed nonfiction passages
Helpful Websites
Writing Prompts
CMSPlanningDocument2012FIFTH.pdf
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Science is Real!
http://www.youtube.com/v/ty33v7UYYbw?version=3
&f=videos&app=youtube_gdata
Start the lesson with something engaging!
Grab attention
Interest
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Why Inquiry?
"Tell me and I forget, show me and I remember, involve
me and I understand.”
Inquiry implies involvement that leads to
understanding.
Involvement in learning = possessing skills and attitudes
that permit you to seek resolutions to questions and
issues while you construct new knowledge.
http://www.thirteen.org/edonline/concept2class/inquiry/lp_science1.html
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Inquiry-Based Lessons
5-E Lesson Plan Model
Engage – Get the students interested and wondering
Explore – Students lead a guided or independent
investigation
Explain – Students and teacher explains what was
learned in the explore
Elaborate – Additional activity (reading passage, video,
animation, experiment, etc) to further understanding
Evaluate – mini assessment
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Scientific Inquiry
NOT on the essential standards – but SHOULD be!
Why?
“We are all scientists” mentality
Introduce/practice science process skills (observe,
predict, etc.)
Introduce/practice scientific method
Using these skills with fidelity
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Scientific Inquiry
Planning Document
2 National Standards for grades 3-5
“The SW have the abilities necessary to do scientific
inquiry.”
“The SW gain understandings about scientific inquiry.”
Found at: http://www.nap.edu/openbook.php?record_id=4962
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Scientific Inquiry: Lesson
Disclaimer – this LARGE lesson could be done in 2-3
days…not one day! Students must also be in groups of 4-5.
Engage
Start by drawing a picture of what you think a scientist looks
like.
Most students will draw the “mad scientist” – someone who
looks like Wayne! Explain that YOU could be a scientist!
They can be boys and girls just like you.
In order to become scientists, we have to know 2 important
things: science process skills and the scientific method.
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Scientific Inquiry: Lesson
Engage
Your process skills are the things you do every day, like
think critically, observe, predict, measure, and classify.
(Explain/demonstrate each skill) Let’s test your
observation skills first! TW show the students the two
pictures (provided). Give the students 1 minute to find
the “hidden” pictures. Discuss how they had to look
carefully and slowly.
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Observation
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Scientific Inquiry: Lesson
Engage
In order to do the scientific method well, you’ll need your
process skills. The main parts of the scientific method are:
1. Question- Great scientists always start with a question they
are wondering about.
2. Hypotheses- What do you think will happen?
3. Procedure-How are you going to answer your question and
which steps will you take?
4. Observation- Carefully observe your experiment and record
what you see.
5. Results- What happened?
6. Conclusion- Was your hypothesis correct? Did you answer
your question? Do you need to modify your experiment?
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Scientific Inquiry: Lesson
Explore
“Drops on a Penny” booklet – explain
VERY guided at this beginning point in the year!
Can assign jobs for groups
Model how to hold dropper and the procedure
Write hypothesis in “If…then….” statement.
Begin experiment
Your job as a teacher = facilitator!
Drop on a Penny Experiment booklet.pdf
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Scientific Inquiry: Lesson
Explain
Gather all materials and complete the conclusion section on their
own. When finished, come together for a class discussion. Sample
discussion questions:
Why do you think all scientists use the scientific method when
they complete experiments? They like to use it for consistency;
throughout the world there is an accepted way of doing science –
this is it!
Was your hypothesis correct? Why do you think they were so
different from what you originally predicted?
After completing this experiment, what do you think you could
test that would be different? What else do you want to find out?
Why do you think there were different answers is each group?
What types of things could we keep the same for the next time
we do an experiment (Which side of the penny we use, what year
of penny we use, the cleanliness of the penny, etc.)
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Scientific Inquiry: Lesson
Elaborate
Video: Discovery Education “How Scientists Work:
What is the Scientific Method?”
http://player.discoveryeducation.com/index.cfm?guidAs
setId=2A63EC31-9A53-4254-9ABF1C5295A4A26D&blnFromSearch=1&productcode=D
ETB
SW notice similarities to what they did today. They acted
just like the scientists in the video!
Evaluate
Self-evaluation
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Scientific Inquiry
Other Options…
Gummy bear experiments….put different brands of a
gummy bear in water…which one gets the biggest?
Observing soil
Fingerprints
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Forces and Motion
Essential Standard 5.P.1: Understand forces and motion
and the relationship between them
Clarifying Objectives:
5.P.1.1 Explain how factors such as gravity, friction, and
change in mass affects the motion of objects
5.P.1.2 Infer the motion of objects in terms of how far
they travel in a certain amount of time and the direction
in which they travel
5.P.1.4 Predict the effect of a given force or a change in
mass on the motion of an object
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Essential Question
How does an engineer incorporate the concepts of gravity, friction,
and change in mass of an object when designing, constructing, and
operating a roller coaster?
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Force and Motion Lesson
Engage
TTW introduce the coaster project with the students by sharing
the DE video
TTW ask students to define what an engineer does and the
process (Engineering is Elementary)
Students will list and coaster ideas or comments in their science
notebook for discussion after the video
TTW explain that the students will work in groups of 3 as
Engineers to design and construct a working coaster using the
supplies provided which will demonstrate the physics concepts
used in this unit.
TTW demonstrate how to use the tubes and set guidelines for
the project: students may work in the hallway and classroom,
students must have illustrations for each step in building the
coaster, all group members must be involved in both design,
construction, and presentation of the coaster
Students will review the lesson expectations on attached lab sheet
TTW explain the assessment section of the lesson after the
coasters have been
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Force and Motion Lesson
Explore
TSW answer the question in their science journals and will share answers at their tables
TSW develop one answer to share and discuss with the class
TSW work in their groups on Learningscience.org Physical Science middle grades
program: Making Tracks
Objective:
Working in your small group, design a roller coaster with three hills that a marble can
travel from start to finish
Build and modify that coaster until the marble can successfully travel from start to finish
Draw what the coaster looked like after modifications
Compare to the original drawing, explain what changes had to be made and why (use
physics vocabulary when writing explanations)
Design a coaster with three hills and a loop. The loop can be placed wherever the team
decides
Complete steps 2-4
Design a mega-coaster. This coaster has no limitations
Complete steps 2-3
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Force and Motion Lesson
Explain
Each group of students will present their mega-coaster to
the other groups. They will explain how their finished
coaster compared to their original design and how it
uses the laws of physics to work.
Elaborate
TTW participate in a group discussion comparing their
model coasters to real coasters
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Force and Motion Lesson
Evaluate
Students will work in their group to create an ad and
magazine article about their coaster for a fictional scientific
journal. The ad will include a drawing of the coaster where
the students will label using as many of the vocabulary
words as possible. They must create a name for the coaster
that represents the physics of the coaster, ex. The Banker
(a coaster designed where the marble banks every curve)
The ad must describe what made the coaster work and the
physics behind the coaster. This will serve as the assessment
for the project. Ads will be displayed at Endhaven
Amusement Park (the fifth grade hallway)
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Resources
www.discoveryeducation.com
http://www.funderstanding.com/slg/coaster/
http://www.questacon.edu.au/indepth/maketracks/m
aketracks.html
Informational Text:
Amusement Park Science by Dan Greenberg
Roller Coaster by Interact
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Matter: Properties and Change
Essential Standard: 5.P.2 Understand the interactions
of matter and energy and the changes that occur.
Clarifying Objective: 5.P.2.1 Explain how the sun’s
energy impacts the processes of the water cycle
(including: evaporation, transpiration, condensation,
precipitation, and runoff
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Essential Question
How does the sun’s heat
affect the water transfer
between the Earth and
the atmosphere?
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Matter: Properties and Change
Lesson
Engage
TTW play The Water Cycle Song which the students can sing along
TTW read the story A Drop Around the World and have students work
with their table groups to brainstorm and create a list in their science
journal, of the various forms of water and its uses and misuses.
TSW share their notes with the entire class
Show the video animation
teacher.scholastic.com/activities/studyjams/water_cycle/
TTW review the vocabulary with the students (the quiz will be
completed at the end of the class)
TTW show a Solar Still and review the directions for constructing one
TTW review the rules for this project
Work cooperatively in small groups and ensure everyone has sufficient
opportunities to see and understand the activity
Handle equipment and water responsibly
Handle and dispose of waste responsibly
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Water Cycle Song
YouTube Video: The Water Cycle Song
(with lyrics)
http://www.youtube.com/watch?v=u3QwLYfgwP0
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Matter: Properties and Change
Lesson 1
Explore
TSW write a prediction for what will happen when the solar still is
placed in a warm sunny position
TSW work in table groups to create a mini-solar still using the
direction sheet placed at their table
Illustrate the still and explain how it was created in the science
journal
Place the still in a sunny position to observe at intervals
determined by the teacher
Ask one group to volunteer to put one still in the shade (teacher
can use her still if the groups want to be in the sun)
TSW record the amount of water in the cup after the last
observation and will compare it to the amount of water which was
poured into the still
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Matter: Properties and Change
Lesson 1
Explain
TSW record their observations and create an
illustration showing the effects of the sun’s heat on the
Earth’s water
Answer question: How does the amount of water
poured into the still compare to the water in the cup
Elaborate
Students will participate in the water cycle skit Water in
its Never-Ending Cycle
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Matter: Properties and Change
Lesson
1
Evaluate
Each table group of students will answer one question to share with the
class
Questions:
Where did the water in the cup come from and what caused the water to
collect there?
What happened to the still that was placed in the shade? Why?
Do you think a still would work in the middle of a desert? Rainforest?
Where does the water that evaporates from the soil go when it is not
trapped in the still?
What does each stage of the the still process represent in the water cycle?
TSW return to the animation from the introduction of the lesson and
complete the 5 question quiz in their science journals. Check answers
together
Reteaching: Discovery Education Water Cycle-Animations and
Explorations
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Matter: Properties and Change
Lesson 2
Engage: Give the students time to build shapes using the
Unifix cubes
•
TTW build two 4x4 solid cubes using the cubes and ask
students to estimate how much one of the cubes would
weigh. Record estimates on the board
•
After weighing and discussing estimates, she will ask the
students how the cube could be divided into fractional parts
•
Weigh the sum of the fractional parts and the whole cube.
•
Are they the same, Why?
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Matter: Properties and Change
Lesson 2
Explore:
TSW build irregular shapes using Unifix cubes and will
record in their science journal:
1. Illustrate the shape and record the number of cubes it
took to build it
2. Weigh and record the weight of the shape
3. Divide the shape into fractional parts and record the
data
4. Weigh and add fractional parts
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Matter: Properties and Change
Resources
A Drop Around The World by Barbara Shaw
McKinney
Reader’s Theater skit Water in its Never-Ending Cycle
http://teacher.scholastic.com/activities/studyjams/wat
er_cycle/
www.discoveryeducation.com
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Energy: Conservation and
Transfer
Resource Guide
Pay special attention to the unpacking!
Convection: the movement of thermal energy by the movement
of liquids of gases. Ex- a convection oven. Cooks your food by
heating the space. Convection currents in air and ocean also
influence our climate.
Conduction: the transfer of heat by touching. Ex- stove
Radiation: the transfer of electromagnetic waves. Ex – the sun
http://player.discoveryeducation.com/index.cfm?guidAssetId=52
DED0B3-0D1D-47ED-AE2BB7E80DFB9803&blnFromSearch=1&productcode=DETB
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Energy: Conservation and
Transfer
Engage
Have the students stand behind their chairs. Have the
students move and wiggle their bodies as though they
were a heated molecule.
While they do this, be sure to point out their
characteristics they should be portraying (moving fast,
spread out).
Then ask the students to move as though they were a
colder molecule (moving slowly, closer together). Next
the teacher will have the students change their
movements as they heat up and cool off.
What makes molecules heat up? Cool off?
Heattransfer.pdf
Lesson 1
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Engage:
TTW ask the students what would happen to a Hershey
Kiss if it is held in your hand for 20 minutes
TTW explain: The heat moves from your hand to the
chocolate which raises the temperature of the chocolate
causing it to melt. A person’s hand is at the higher
temperature (98.6) than the chocolate bar which is at
room temperature.
Have the students make observations of how the chocolate
felt when they first received it. Have the students hold it
in their hand or put it in their pocket.
TSW take the chocolate out of their pocket after the
Explore part of the lesson and record and discuss their
observations.
Lesson 1
Explore:
TTW explain that there are 10 photos on display
around the room on chart paper which depict
everyday situations involving heat transfers.
Working with a partner, TSW write their answer to
the following questions on each chart:
1. What makes you think the heat is moving; what is the
evidence?
2. Where does the heat come fro0m and where does it
go?
3. What questions do you have about this situation?
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Lesson 2
Explore
The students can work in small groups. Each group will
receive a cup of warm water and cup of ice water. The
students will collect temperature data and record it in a
table. The students will then combine the two cups of
water and immediately collect temperature data again.
The class will continue to collect data every 2 minutes
for the next 10 minutes. Allow the students several
minutes to analyze and discuss their results. The groups
will briefly share an observation statement of their
data. The teacher will call on students to share other
experiences where heat transfer was observed.
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Lesson 2
Explore
The students can work in small groups. Each group will
receive a cup of warm water and cup of ice water. The
students will collect temperature data and record it in a
table. The students will then combine the two cups of
water and immediately collect temperature data again.
The class will continue to collect data every 2 minutes
for the next 10 minutes. Allow the students several
minutes to analyze and discuss their results. The groups
will briefly share an observation statement of their
data. The teacher will call on students to share other
experiences where heat transfer was observed.
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Lesson 2
Explain
Discuss the experiment implications – what did you discover?
What other wonderings do you have? Which method of transfer
did this show?
The class can then watch a short discovery education clip. While
students watch the video, they will reflect on the following
questions:
What happens to molecules when they are heated?
What happens to molecules when they are cooled?
In what other ways does heat energy transfer from one object to
the next?
Discovery Education Video Clip-(Temperature and Heat) - 5 min
http://player.discoveryeducation.com/index.cfm?guidAssetId=E45
E9DFA-8C07-42BA-AA44438D7AB2506F&blnFromSearch=1&productcode=DSCE
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Energy: Conservation and
Transfer
Elaborate
Start a 3-tab book for conduction, convection, and
radiation
The student must have a definition in their own words, a
detailed/labeled diagram to show the meaning, and an
explanation.
As you learn about each of the three topics, include the
information in the book.
Can also….
Read Discovery Ed passage “Heat Transfer”
Discovery Ed Virtual Lab “Too Hot to Handle”
http://player.discoveryeducation.com/index.cfm?guidAsse
tId=6932E175-5707-4469-BBDC97CD6957882B&blnFromSearch=1&productcode=DET
B
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Energy: Conservation and
Transfer
Evaluate
The students will write a reflection to the following
prompt: “When object become cool, are they gaining
or releasing energy? Explain how you know using
specific examples.”
DAY 2
Welcome Back! 
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Agenda – Day 2
8:30-10:00 -3rd Quarter Essential Standards and Sample
Lessons
10:00-10:10 – Break
10:10-11:30ish – Finish 3rd Quarter
11:30-12:30 – Lunch
12:30-2:00 –4th Quarter Essential Standards and
Sample Lessons
2:00-2:10 - Break
2:00- 3:30ish – Finish 4th Quarter
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Earth Systems, Structures, and
Processes
Essential Standard 5.E.1 Understand weather patterns
and phenomena, making connections to the weather
in a particular place and time.
Clarifying Objective 5.E.1.1 Compare daily and
seasonal changes in weather conditions (including
wind speed, direction, precipitation, and temperature)
Clarifying Objective 5.E.1.2 Predicting upcoming
weather events from weather data collected through
observation and measurement
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Essential Questions
• Can you design a way to
evaluate data to predict
changes in weather?
• In what ways do weather tools
aid in comparing weather
changes?
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Earth Systems, Structures, and
Processes Lesson
Engage
TTW share the book The Sky-Watchers by Patricia Baehr with the
students. The story is about a student their age who visits a friend
who has a working weather station
TTW have the models of weather instruments available for the
students reference when making their own
TTW go over the directions for how the station is to be built with
students working in teams of 5
Each student will have a different weather tool to build which will
be placed in the group station: barometer, thermometer,
hydrometer, anemometer, rain gauge, wind vane, data recording
folder
TTW provide each group with an outdoor thermometer and
pinwheel (students can make their own pinwheel however they do
not work as well)
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Earth Systems, Structures, and
Processes Lesson
Explore
TSW may work on their individual weather instruments or
they can team up to build the instruments
Students assist others when their instrument has been
constructed
Students take the completed station outside each day to
collect data which is recorded on the weather log
After the first day, begin each class with the students checking
their predictions for the current day weather
Discuss whether they predicted correctly, why or why not
Allow time at the end of each class for students to forecast the
weather for the following day based on the data collected
Calculate the averages from the data collected from each
small group and use that data for the whole class weather log
Discuss the class data and make a whole group prediction for
the following day
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Earth Systems, Structures, and
Processes Lesson
Explain
The students should take time to record data correctly
Analyze the data collected within the small groups and
make a prediction for the following day
Discuss data and predictions as a whole groups
Record data on the whole class weather log
Elaborate
TSW work with a partner on site
www.weatherwizkids.com
They will select from the left menu bar Meteorologist
and Weather Instruments
Students may reenact a weather forecast for a television
network using the data they collected.
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Earth Systems, Structures, and
Processes Lesson
Evaluate
TSW complete weather logs and will complete the
writing prompt:
Why is the weather data collected by meteorologist so
important in making long-term predictions of weather
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Resources
The Sky-Watchers by Patricia Baehr
Meet a Weather Forecaster by Terry Simon
http://www.weatherwizkids.com
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Ecosystems
Resource Guide
“Energy in Ecosystems” Lesson
5.L.2 Understand the interdependence of plants and
animals with their ecosystem.
5.L.2.2 Classify the organisms within an ecosystem
according to the function they serve: producers,
consumers, or decomposers (biotic factors).
5.L.2.3 Infer the effects that may result from the
interconnected relationship of plants and animals to their
ecosystem.
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Ecosystems
Teacher Notes:
Students will need to be organized into small groups of
4-5.
Discuss the importance of working cooperatively in a
group during this time.
Students will need to have background knowledge on
what an abiotic and biotic factor is, and that animals
and plants live together in a community.
Students will also need a basic understanding of what a
food chain is, and how an energy pyramid is very similar
to a food chain. An energy pyramid shows the exchange
of energy in a visual way.
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Ecosystems Lesson
Engage
This lesson will focus on how animals and plants rely on
each other in order to survive – in other words, how
they are interconnected.
View the pictures in your small groups, “Determine
which abiotic and biotic factors are in the pictures.”
To begin the discussion, start by asking each group of
share one abiotic factor. As students respond, discuss
why each abiotic factor is needed for the biotic factors to
survive.
“What types of activities does it do?”, “What other
animals does it hunt?”, “Who preys upon this animal?”,
“Is this animal nocturnal? If yes, why?”
Finally ask, “Which ecosystem would these animals and
plants likely live in, and how do you know?”
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Ecosystems Lesson
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Ecosystem Lesson 1
Give each student a set of Prairie cards.
TTW ask the students to arrange the card where the plants are at
the bottom and every organism is fed.
Create different scenarios where there are fewer plants due to a
drought or fire or when some insects have been eliminated due to
a pesticide.
Engage students in a discussion of how each organism affects the
others.
Students will draw food chains and webs in their science journals
and can create a scenario which can serve as a writing prompt.
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Ecosystems Lesson 2
Explore
“In order to better understand how animals are
interconnected, we will pretend to be in a food chain,
which can also be a food pyramid.”
Organize into a food pyramid.
The teacher as the sun, 9 students as grass, 7 students as a
grasshopper, 6 students as mice, 4 students as snakes, and
2 students as hawks.
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Ecosystems Lesson 2
Explore
Now explain to the students that, “I am acting as the sun. You
are each an animal representing your population in the
community. As the sun, I give energy to the grass (and all
producers) so that they can do photosynthesis and grow.”
The TW hand each student acting as grass 7 connecting cubes.
Explain, “Each grass now has the energy from the sun in the
form of a cube. They will need some energy to grow, but they will
get eaten by the grasshopper, so the grasshopper will receive their
energy.” SW keep one cube, and pass on the rest to the
grasshoppers behind them.
“The grasshoppers will need some energy to live and survive, but
they will get eaten by the mice.” Ask all grasshoppers to keep one
(or two) cubes that they needed to survive, and pass the rest on to
the snakes. “The snakes need more energy to survive because
they are larger and require more energy to hunt and live. But
eventually some will get eaten by a hawk.” Snakes will keep 2
energy cubes and pass the rest onto the hawks. “The hawk also
needs lots of energy, and will keep it because he isn’t eaten by
anything else until he dies and is decomposed.”
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Ecosystems Lesson 2
Explore
Try another variation of this activity from the following
list, re-passing the energy cubes each time:
Decrease the snakes. Who will get more/less energy if
there are less snakes? How will this affect the other
populations?
Increase the hawks. How will having more hawks affect
the populations of snakes?
Decrease the grass. What will happen to all of the other
populations in this food chain?
Decrease the mice and increase the hawks. How will this
affect the rest of the food chain?
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Ecosystems Lesson 2
Explain
“Why did we just act as a food pyramid, and what did you learn from our
activities?”
If it didn’t come up during the class discussion, explain “Today we acted as
animals and plants from a food pyramid to show that there is an energy transfer
between organisms. The animal that is eating the other organism is receiving
their energy. We showed that by passing the connecting cubes between each
other. We also saw how one small change in a food chain can cause big changes
everywhere else. For example, if the snakes decreased, it would initially cause:
- the hawks to decrease because they will not have as many snakes to hunt
- the mice to increase because they are not hunted as much by the snakes
-the grass to decrease because there are more snakes to eat it
Eventually, the food chain would balance itself out because some animals will die
and some will begin hunting more of another animal that they prey upon. There
are more producers because there needs to be enough energy to pass through the
pyramid/food chain. No animal exists alone; all organisms within a
community are all interconnected. When one small change occurs, it affects
everything else.
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Ecosystems Lessons
Elaborate
In their groups, the students will read the Discovery
Education passage called “Food Chains”. While
reading, the students will write three important facts
from the passage on their recording sheet. As a class,
come back together and allow students to share their
important facts from the passage. Discuss the
similarities to our activity.
http://player.discoveryeducation.com/index.cfm?guidAs
setId=68D6C50A-9342-4139-ADB865CDEEC1D6CC&blnFromSearch=1&productcode=
DETB
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Ecosystems Lessons
Evaluate
Individually, students should respond to this writing
prompt on their recording sheet:
Imagine you are a deer in the deciduous forest, and you
typically eat grass, moss, and berries. You are hunted by
wolves, coyotes, and grizzly bears. How would your
community become affected if your population increased?
Explain.
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Structures and Functions of
Living Organisms
Essential Standard 5.L.1 Understand how structures
and systems of organisms (to include the human body)
perform functions necessary for life
Clarifying Objective 5.L.1 Explain why some
organisms are capable of surviving as a single cell while
others require many cells that are specialized to survive
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Essential Question
How are single and multicellular organisms alike and
different?
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Structures and Functions of
Living Organisms Lesson
Engage
TTW introduce the lesson with Discovery EducationIntroducing the Cell
TSW view various microscope slides of cells and create
an illustration of each
TTW explain the difference between single and multicellular using Discovery Education Fundamentals
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Structures and Functions of
Living Organisms Lesson
Explore
TSW use the microscope at their table and will view
both single and multicellular organisms
TSW make a sketch of each cell in their science journal
categorizing and comparing them
TSW read leveled text titled Cells and complete the
graphic organizer
TSW answer the comprehension question for that level
in their journal
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Structures and Functions of
Living Organisms Lesson
Explain
TSW share their answers from the graphic organizer
and the teacher will add them to a class chart
TSW share the answers to their comprehension
questions with the class (Each leveled text has a
different question)
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Structures and Functions of
Living Organisms Lesson
Elaborate
TSW use enchantedlearning.org to obtain further cell
information
Evaluate
Journal entry: Why are cells referred to as the “Building
blocks of life”
D
Resources
http://player.discoveryeducation.com/index.cfm?guid
AssetId=B44914C8-A0E0-4F26-8B1722E8F4EA4586&blnFromSearch=1&productcode=D
ETB
www.enchantedlearning.com
Looking at Cells by Rebecca L. Johnson
Leveled Texts for Science (Life Science Shell
Education) Cells
K
Evolution and Genetics
Resource Guide
DON’T WORRY!!!!!!!!!!!!!! It’s really NOT that bad! 
Student really just need to recognize that offspring
inherit characteristics from their parents.
5.L.3 Understand why organisms differ from or are
similar to their parents based on the characteristics of
the organism.
5.L.3.1 Explain why organisms differ from or are similar to
their parents based on the characteristics of the organism.
K
Evolution and Genetics
This is meant as an introductory lesson on heredity
and genetics, and can be broken up into many days.
You will need to create a “Trait Tree” before this lesson
on the wall.
You will need 12 branches: 1-Attached Earlobes, 2-Free
Earlobes, 3-Can Roll Tongue, 4-Cannot Roll Tongue, 5Has Freckles, 6-Do not have Freckles, 7-Brown Hair, 8Blonde Hair, 9-Black Hair, 10-Red Hair, 11-Right
Thumb on Top, 12- Left Thumb on Top. (If you also do
Widow’s Peak, you will need 13-Has Widow’s Peak, 14Does not Have Widow’s Peak)
K
Evolution and Genetics
Lesson
Engage
Today we will be starting a new short unit, which will focus
on learning more about how we look and act the way we do.
I wanted to start by showing you some pictures of my family
to see if you can notice some of the things that make me
and my family look similar. Let’s start by sharing some
character traits that you know – create a quick list on the
board.
familypics.pptx
Say that these character traits describe a person’s behavior,
and today we’re going to discover more about physical traits
– the special features we have on the outside – or a way of
describing the way a person looks.
K
Evolution and Genetics
Lesson
Engage
Show Family Pics PPT
Observe pictures and notices similarities and
differences. One recorder per group.
Group Observations
Picture
1
2
3
4
Names:_____________________________
Similarities
Differences
K
Evolution and Genetics
Lesson
Explore
Explain that today we will be exploring and discovering more
about the traits that people have, and what makes us unique.
We will have four stations.
Station #1: Reading “A Litter of Kittens” on iPads (or paper)
Station #2: Interacting with SMART board lesson on traits
Station #3: Using laptops to view EduSmart module “Inherited
Traits” (citrix)
Station #4: Determining My Traits @ the Trait Tree (With the
teacher)
*We aren’t going to do this lesson in this way – for lack of
time/materials….
K
Evolution and Genetics
Lesson
Our Explore…
Reading “A Litter of Kittens” on iPads (or paper)Interacting with
SMART board lesson on traits
Determining My Traits @ the Trait Tree (With the teacher)
K
K
Evolution and Genetics
Lesson
Explain
After the stations the teacher will reconvene the students back to
their seats to share their new learning. While discussing as a class,
ask:
1. What do you notice about the child’s hair if both parents
have dark hair?
2. What do you notice about their eyes when compared to
their parents? Their siblings?
3. We learned in our rhase lessons that our parents make us
who we are as a person – inside and out. Traits such as the
ones observed today are INHERITED or passed on to their
children.
Genetics Bingo
K
Engage:
TTW show the kitten picture and have the students discuss and
answer the questions as a class
TSW circle the dominate and recessive genes on a list and
compare with their peers in a small group
Explore:
TSW play Genetics Bingo discussing traits throughout.
K
Evolution and Genetics
Lesson
Elaborate
Many Options:
Discovery Ed Video: “Inherited Traits”
http://player.discoveryeducation.com/index.cfm?guidAsse
tId=3EBA7B19-D24F-4A01-9855EECA0F2E0AA8&blnFromSearch=1&productcode=DH
C
Discovery Ed Glossary:
http://player.discoveryeducation.com/index.cfm?guidAsse
tId=32F674C9-2A09-4A18-846902995D1C5916&blnFromSearch=1&productcode=DETB
Discovery Ed Passage: “The Tallest Animals on Land”
http://player.discoveryeducation.com/index.cfm?guidAsse
tId=ACB45587-906D-4055-AB6BCB50D07CEF34&blnFromSearch=1&productcode=DET
B
K
Evolution and Genetics
Lesson
Evaluate
Name___________________Date_________
!
1.
2.
Heredity Lesson Closing
Here are two cool things I learned today:
________________________________________________________
________________________________________________________
: I’d like to learn more about _____________________________________
? A question I have is __________________________________________
K
Evolution and Genetics
Lesson
Homework Option…..
Science Homework
Name________________Date____
Talk with your mom and/or dad tonight, and determine which
traits you have in common and the traits that make you
unique.
Similarities
Differences
If you have extra time, visit
http://learn.genetics.utah.edu/content/begin/tour/ to learn
more about traits.
K/D
EOG Science Review
Spend at least 2-3 weeks on science review.
Start with the first unit, and work your way through from the
beginning of the year to the end. Spend a few days on each unit.
Utilize the released test for the units we taught last year. Create
a “real” EOG…let the kids see what it will actually look like. Do
a few EOG style problems each day together. Show them your
thinking and model how you would solve the problem.
Next year’s EOG will be an multiple choice “operational test”,
which means that it DOES count, but they are basically renorming it to see what a level I, II, III, and IV are.
Questions/Comments?
Kate Duda: kate.duda@cms.k12.nc.us
Dee Chinault: dee.chinault@cms.k12.nc.us
Julia Lagas: julia.lagas@cms.k12.nc.us