Science 5th GRADE
April 15 , 2013 – April 19, 2013
Important: Daily homework is subject to change; students are responsible for copying homework from
the whiteboard in the Science Lab every day. If the homework I assigned takes more than 20 minutes,
please have your child stop working and let me know by sending an email or a note to me.
Thank you
INSTRUCTOR: Mrs. Shannan Marley-Whitehead  smarley@agbumds.org  (818) 883-2428 ext. 319
 http://www.agbumds.org/msmarley/
DATE
LECTURE & ACTIVITY
HOMEWORK ASSIGNMENTS
MONDAY
APRIL 15
TUESDAY
APRIL 16
Read and Discuss Lesson 3 " Ocean Effects" pages
164-167.
Learning Objectives: Students will understand
that precipitation can take the form of rain, sleet,
hail, or snow and explain how the ocean
influences weather.
Go over Workbook Pages 116-120.
Learning Objectives: Students will understand
that precipitation can take the form of rain, sleet,
hail, or snow and explain how the ocean
influences weather.
WEDNESDAY
APRIL 17
Go over Reading Review Questions on hardcover
page 120.
THURSDAY
APRIL 18
Learning Objectives: Students will understand
that precipitation can take the form of rain, sleet,
hail, or snow and explain how the ocean
influences weather.
Go over Lesson 3 Quiz Me Questions (1-6).
Begin Study Guide Workbook pages 46-47.
FRIDAY
APRIL 19
Learning Objectives: Students will understand
that precipitation can take the form of rain, sleet,
hail, or snow and explain how the ocean
influences weather.
Go over Study Guide pages 46-49.
Begin Study Guide Workbook pages 50-51.
Learning Objectives: Students will understand
that precipitation can take the form of rain, sleet,
hail, or snow and explain how the ocean
influences weather.
 Read Workbook Pages 164-167.
Answer all Questions.
 Review Chapter 5 Vocabulary: condensation,
convection current, dew point, evaporation,
humidity, ocean current, precipitation,
transpiration, and water vapor.
 Answer ALL Reading Review Questions on
hardcover page 120. Please begin your
answer with a topic sentence.
 Review Chapter 5 Vocabulary: condensation,
convection current, dew point, evaporation,
humidity, ocean current, precipitation,
transpiration, and water vapor.
 Answer Lesson 3 Quiz Me Questions (1-6).
 Review Chapter 5 Vocabulary: condensation,
convection current, dew point, evaporation,
humidity, ocean current, precipitation,
transpiration, and water vapor.
 Complete Study Guide Workbook Pages 4649.
 Review Chapter 5 Vocabulary: condensation,
convection current, dew point, evaporation,
humidity, ocean current, precipitation,
transpiration, and water vapor.
 Complete Study Guide Workbook Pages 5053.
 Review Chapter 5 Vocabulary: condensation,
convection current, dew point, evaporation,
humidity, ocean current, precipitation,
transpiration, and water vapor.
 Chapter 5 is scheduled for Thursday, 4-2513.
California Content Standard(s) Covered:
3. Water on Earth moves between the oceans and land through the processes of evaporation and
condensation. As a basis for understanding this concept:
a. Students know most of Earth’s water is present as salt water in the oceans, which cover
most of Earth’s surface.
b. Students know when liquid water evaporates, it turns into water vapor in the air and can
reappear as a liquid when cooled or as a solid if cooled below the freezing point of water.
c. Students know water vapor in the air moves from one place to another and can form fog or
clouds, which are tiny droplets of water or ice, and can fall to Earth as rain, hail, sleet, or
snow.
4. Energy from the Sun heats Earth unevenly, causing air movements that result in changing
weather patterns. As a basis for understanding this concept:
a. Students know uneven heating of Earth causes air movements (convection currents).
b. Students know the influence that the ocean has on the weather and the role that the water
cycle plays in weather patterns.
6. Scientific progress is made by asking meaningful questions and conducting careful
investigations. As a basis for understanding this concept and addressing the content in the
other three strands, students should develop their own questions and perform investigations.
Students will:
a. Classify objects (e.g., rocks, plants, leaves) in accordance with appropriate criteria.
b. Develop a testable question.
c. Plan and conduct a simple investigation based on a student-developed question and
write instructions others can follow to carry out the procedure.
d. Identify the dependent and controlled variables in an investigation.
e. Identify a single independent variable in a scientific investigation and explain how this
variable can be used to collect information to answer a question about the results of
the experiment.
f. Select appropriate tools (e.g., thermometers, meter sticks, balances, and graduated
cylinders) and make quantitative observations.
g. Record data by using appropriate graphic representations (including charts, graphs,
and labeled diagrams) and make inferences based on those data.
h. Draw conclusions from scientific evidence and indicate whether further information is
needed to support a specific conclusion.