2 - Cyphers, Francis - Science Charts

Week 1- Science Charts
Jordan Cyphers & Samantha Francis

Monday Tuesday Wednesday Thursday Friday
Day 1 Day 2 Day 5 Day 4 Day 5
JSSOL S 2.1 JSSOL S 2.1 JSSOL S 2.1 JSSOL S 2.1 JSSOL S 2.1
Seasonal Changes Seasonal Changes Seasonal Changes Seasonal Changes Seasonal Changes
and Life Cycles and Life Cycles and Life Cycles and Life Cycles and Life Cycles
R/LA/S: The class LI/FT/S: The S/LI/W: The W/S/LI: The teacher LI/W/S: The
will read “Stories teacher will tell teacher will tell will tell the students teacher will tell the
for All Seasons” by the students about the students about about Spring. The students about
Eric Carle. Fall. The class Winter. The students will take Summer. The
will take a trip students will take notes on the students will take
outside to view notes on the characteristics of notes on the
S/W/A: The student the environmental characteristics of Spring, including the characteristics of
will complete a changes that are Winter, including environmental Summer, including
handout by writing occurring. The the environmental changes. The months the environmental
the name of the months and changes. The and holidays of changes. The
season and coloring holidays of Fall months and Spring will be months and
the picture that was will be discussed. holidays of discussed. holidays of Summer
given. Winter will be will be discussed.
discussed.
A/S: The students A/S: The students
T/W: The class will will draw, cut, GA/S: The will make a landscape OL/W/R/A/S: The
watch a video on and color leaves. students will get that includes the students will give a
the four seasons. They will draw in their groups environmental presentation about
The students will leaves like the and make a list of characteristics of their Summer.
take notes of the ones that they say things that they Spring along with Students will have a
video. outside and color have observed animals. paragraph and a
them red, orange, during Winter. picture of their
yellow, or brown. Summer
MU: The class will W/A/S: The S/LA/OL: The adventures.
since the song students will students will have a
“Winter, Spring, GA/A: The write a paragraph spelling bee using the
Summer, Fall” to student’s leaves on their favorite vocabulary words E/W: Students will
the tune of ‘This will be made into things about that they learned complete a
Old Man’. a bulletin board Winter. A picture about Spring. worksheet about
for the Fall of their favorite Summer. It will
CanTeach season. things should also include information
be included. about the climate
changes and
DA: For students OL: The students environment as well
who have trouble will present their as activity changes
cutting, a precut reports to the and holidays.
leaf will be given class.
to them to
decorate.
Seasonal Changes Seasonal Changes Seasonal Changes Seasonal Changes Seasonal Changes
and Life Cycles and Life Cycles and Life Cycles and Life Cycles and Life Cycles
GA/S: The students T/LI/S/W: The S/W/LI: The W/LI/S: The teacher W/A/S/OL: Each
will play a board teacher will tell teacher will will discuss the water student will draw a
game, made by the the students about discuss the food cycle with the class. picture and write a
class, about the four life cycles. web with the The teacher will go few sentences about
seasons. The game Examples that are class. The teacher over a diagram their favorite part of
will include the given are the will give the class showing each stage of Amazement Square.
months of each cycle of an example of a the cycle. The students will
season and the metamorphosis, food web on the share this with the
changes that occur the food web, and board. class.
during the seasons the water cycle. A/W/S: The students
along with The students will will draw their own
activities that can watch a video on GA/S/W/A: The water cycle and label
be done in the life cycles. students will get each stage correctly. GA/OL: The class
seasons. in their groups will review the life
LI/W: The cycle and make a group cycles that were
of metamorphosis food web. The DA: Students who discussed this unit.
E: The students will is introduced. The web should be are having difficulty The class will play
have a quiz on the students learn neat and colorful. will be given the a game of Jeopardy
four seasons. about the pictures of the cycle as review.
development of a GA/LI/A: The and must only label
butterfly. The teacher will the stages.
students are given discuss food E: The students will
a handout of the chains with the be given a quiz on
stages to class. The class FT: The class will all three of the life
complete. will make a large take a field trip to cycles discussed in
food chain as a Amazement Square class. The quiz will
A: Each student group. to look at the display be multiple choice,
will make a about water cycles. matching, and
mobile of the The students will go true/false.
cycle of the LA/R: The class through the water
butterfly. will read the book cycle at the log
“The Food station and see each
DA: For students Chain” by Lynn stage occur.
with difficulty the M. Stone.
mobile will be
made for them.
They will just
have to color.
Plants Plants Plants Plants Plants
R/S/PS: The LA: The students A/MA/W: Each GA/LI/CM/SS: The R/LI: The teacher
teacher will read a will learn four student will draw class will make a list will read the
short essay to the vocabulary words. a picture of a seed of seed plants that students the book
students about a The vocabulary plant. The grow in our area. The The Tiny Seed by
palm tree. The words are seed students will then class will review the Eric Carle.
students will learn plants, seed coat, glue that seed on characteristics of seed
that a palm tree parent plant, and their picture in plants.
grows coconuts and seeding. the shape of the FT: The class will
inside the coconuts plant that the seed take a trip to an
are the seeds that would grow into. GA/W/A: The apple orchard. The
the tree grew from. S: The students For example, students will learn students will pick
will be given a pumpkin seeds about seed coats. A apple and the
handout with can be glued in seed coat is the tough teacher will slice
GA/CC/MA/S: The pictures of the shape of a outside part of a seed. them in half so that
students will meet different seed pumpkin. After The students will the students can see
in their groups and plants. The the seeds are meet in their groups the seeds inside of
sort different types students will learn glued on the to examine the seed the apple.
of seeds by their that seed plants picture the coat of a bean,
size and color. After are plants that are students will peanut, and walnut.
the students sort the grown from write two Each member of the W/A: The students
seeds by size and seeds. The sentences about group will draw a will write a short
color they will students will learn their seed plant. picture of one of the essay about the trip
come up with their that all seeds do seeds labeling the to the apple orchard
own ways of not look the same. Addison-Wesley seed coat and writing and what they have
grouping the seeds. Science Teacher’s a few sentences about learned about seeds
Edition 2.
the seed. and plants. The
GA/MA: The students will make
W: The students students will meet a cover page for
DA: For students
will journal about in their groups to their essay which
who have
the discoveries they plant their seed will include a title
difficulty drawing
made while sorting plant. Each group and picture.
a handout with a
seeds. will water their
picture of a seed
seed daily and
plant will be
record its growth.
given to them.
Plants Plants Plants Plants Living things are
part of a system
A/W: The students W: The students T: The students OL/E/W/A: The S/LI: The teacher
will learn about will learn the will review all students will give will discuss the
what seeds need in definition of a that they have oral presentations on concept of living
order to grow. The seedling and the learned about the seed plant of their and non living
students will learn process of a seeds and ask any choice. They should things. The students
that a seed needs plants growth. questions that have a picture of their will learn about
three things before The students will they may have seed and seed plant cells.
it can grow. A seed write a paper on about seeds. The along with a short
needs air, water, the process of students will then report.
and the sun or plant growth. watch a video on W/S/A: The
warmth. The seeds and plant students will learn
students will make growth. GA: The students what a cell looks
a chart showing the E/PS: The The students will will have a packet of like and the
three things that a students will take notes while worksheets to characteristics of a
seed needs in order complete a watching the complete as a group. cell. The students
to grow. handout about video. will label the
seeds. The nucleus on a cell
students will be DA: For the GA/S/W: The diagram. The
MU: The students expected to know students who students will check students will then
will sing the song the parts of a have difficulty the growth of their color their cells.
“I’m a Little Seed” seed, be able to keeping their plants and document
to the tune of “I’m put pictures of attention focused their changes to
a Little Teapot”. plant growth in and staying on finish out the plant A/S: The students
the correct order, task a worksheet unit. will get to look at
CanTeach and be able to list will be given to cells through a
the three things them to be microscope. The
LA/A: The students that all seeds need completed while students will draw a
will read the poem in order to grow. watching the picture of what they
“My Garden” and video. see when looking
draw a picture to go through the
with the poem. microscope.
CanTeach
JSSOL S 2.12 JSSOL S 2.12 JSSOL S 2.12 JSSOL S 2.12 Living JSSOL S 2.12
Living things are Living things are Living things are things are part of a Living things are
part of a system part of a system part of a system system part of a system
S/LI: The teacher S/LI: The teacher S/LI: The teacher S/LI: The teacher GA/LI/S: The
will introduce the will introduce the will introduce the will introduce the students will review
concept of concept of concept of growth concept of all of the concepts
movement. The respiration. All to the classroom. reproduction to the that they learned in
students will learn living things have The students will classroom. The the unit about living
about the a respiratory learn that all students will learn things as part of a
movement of living system in order to living things grow that all living things system. The
things. breathe and stay and need certain have the ability to students will review
alive. things in order to reproduce. Humans, the different parts
continue to grow. birds, fish, and all of the system and
T/S: The students MA/LI/CM: The other living things are how they work
will watch a video teacher will blow A/W/S: The able to reproduce. together. In order to
on living things as up a balloon. The students will review the students
part of a system and teacher will ask review plant will get into their
the concept of the class if they growth and learn T/S: The students groups and play a
movement. have an idea what about the growth will watch a video on game of Jeopardy.
organ might be of other living the reproduction of
similar to the things. The flowers.
W: The students balloon and the students will S/W: As the final
will turn in notes way it was make a diagram part of the review
from the video. inflated. The of the growth A: The students will the students will
students should process of any draw a diagram of complete a
arrive at the living thing. The how a flower worksheet covering
DA: Students who answer: the students must be reproduces. the material
have difficulty lungs. The sure to label each covered in the unit.
taking notes will be teacher will stage of growth.
given a handout. present
The students will information on DA: Students
have to fill in the the Respiratory with difficulties
blanks to complete system. will have their
the notes. living thing
S: The students selected for them.
will learn about They will be
the part of the given a handout
respiratory that is partially
system, including completed. They
the nose and will finish the
lungs. growth process.
Vertebrate and Vertebrate and Vertebrate and Vertebrate and Vertebrate and
Invertebrate Invertebrate Invertebrate Invertebrate Invertebrate
organisms organisms organisms organisms organisms
LI/S: The teacher LI/S: The teacher LI/S: The teacher FT: The class will S/LI/W: The
will introduce the will tell the will tell the take a field trip to the students learn that
concept of students about students about local zoo. The most invertebrate
vertebrate and vertebrate invertebrate students will have to animals are
invertebrate. animals. The most animals. The most identify the animals underwater animals.
Vertebrate means common thing common as either vertebrate or The students will
that the animal has with a backbone invertebrate invertebrate. learn about fish and
a backbone. is humans. The animal is the other underwater
Invertebrate means students will learn jellyfish. W/S/OL/SS: The animals. The class
that the animal does about humans, students will write a will make a list of
not have a horses, and other paper on their underwater animals.
backbone. vertebrate T: The students favorite animal at the
animals. will watch a zoo. The paper
Macomb video on should include R/S: The students
Jellyfish. characteristics of the will read the book
A/S: The students T: The students animal, whether it is “The Rainbow
will draw a make- will watch a video vertebrate or Fish” by Marcus
believe animal. The about horses. W/A/S: The invertebrate, and Pfister.
animal will be draw students will draw what type of
with either a a jellyfish and environment the
backbone or S/W/A: The write a few animal lives in. A/S: The students
without a students will write sentences about will make their own
backbone. a report of horses. it. They must M/W/S: The class rainbow fish. They
They can use to include whether it will keep a record of will trace and cut
write about any is vertebrate or all of the students out a fish. Then
OL/S/LI: The type of horse but invertebrate. favorite animals. The they will decorate
students will they must be sure students will turn the the fish with paint
present their to include its record into a tally and sequins.
animals to the class characteristics DA: For students chart and then make a
and describe them and well as who have graph. This will show
as either vertebrate whether it is difficulty writing the students which GA: The student’s
or invertebrate. The vertebrate or the teacher will animal was liked by rainbow fish will be
students must tell invertebrate. The give them a few the most students. posted on this
the class why they students must be sentences with a month’s new
made their animal sure to include a blank in each bulletin board.
with or without a picture of the sentence to be
backbone. horse. filled in.
JSSOL S 2.2 JSSOL S 2.2 JSSOL S 2.2 JSSOL S 2.2 TEST
Vertebrate and Vertebrate and Vertebrate and Vertebrate and
Invertebrate Invertebrate Invertebrate Invertebrate
organisms organisms organisms organisms
A/S: The students FT: The students T: The students GA/S/MO/PS: The E: The students will
will have a big will take a field will watch a students will play a be tested on all
project on fish. trip to an video on game about material that has
Each student takes aquarium. While vertebrate and vertebrate and been presented up
a shoe box and at the aquarium invertebrate invertebrate animals. to this point. The
makes a habitat for the students will animals. All of the students test will cover
fish. The students observe many will stand in a circle seasonal changes
can make it a sea, different with the teacher and life cycles,
an ocean, or even a invertebrate S/R: The students standing in the seeds and plants,
fish tank. animals and their will take notes on middle. The teacher living things as part
environments. the video on will call out the name of a living system,
vertebrate and of an animal and the and vertebrate and
OL: The students invertebrate students will either invertebrate
will share their S/W: The animals. stand up straight, if it organisms. The test
habitats with the students will write is a vertebrate animal, will be multiple
rest of the class and a paper about or slouch, if it is an choice and
describe the their trip to the D/S: The students invertebrate animal. matching.
environment that aquarium. will draw a
they created. picture of a
vertebrate animal S/GA: The students
A/S: The students and an will review of the test
DA: The students will make a poster invertebrate tomorrow. The
who have difficulty of thing that they animal that they review will cover
cutting and gluing observed at the learned about. seasonal changes and
will use stickers to aquarium. life cycles, living
make their habitat. Students should things as part of a
be sure to include living system, and
their favorite part vertebrate and
of the trip. invertebrate
organisms. For
review the class will
play games such as
Jeopardy and Who
Wants To Be A
Millionaire.
Earth’s orbit Earth’s orbit Earth’s orbit Earth’s orbit Earth’s orbit
R: The students S/A/MA: The S/W/LI/GA: The S/MO: The students E: The students will
will read a short students will learn students will will learn that the be expected to
story titles “The that the Earth is a think of words Earth moves in two complete a handout
World goes sphere rotates on that describe a ways at the same that covers all of
‘Round” an axis. The sunset. The time. The Earth the material that
students will teacher will rotates on its axis and was covered during
Addison-Wesley make their own compile a list of moves in a circle the unit. The
Science Teachers globe. The the student’s around the sun. The students will be
Edition 2
students will words on the students will be split expected to be able
S: The teacher will decorate their board. After the up into pairs. One of to tell the difference
discuss the Earth’s Styrofoam sphere list has been the students will from night and day
rotation with the to look like the completed the stand still and be the and the Earth’s
students. The Earth. They will class will write a sun while the other position for each
students will learn then stick it on a paragraph about a student is the Earth. and how many days
that it takes 365 day popsicle stick to sunset. The student who is it takes for the
(one year) for the create the axis. the Earth will spin in Earth to rotate
Earth to go around The students will circles while also around the sun.
the sun. now have their W: While the circling around the
own globe. teacher writes the sun.
HW: The students paragraph about a R/W/S: The
S/MA/MO: The sunset on the Addison-Wesley Science students will
will draw three Teachers Edition 2
pictures of their students will learn board the students complete a
house. When they that at any given will also write the crossword and word
time the sun is paragraph in their S/A: The students search puzzle of the
go home they will will learn the terms
look at the sun in only shining on journals. terms that they have
half of the Earth. day and night. They learned with the
the morning, at will learn that a day
noon, and in the The students will unit.
get their globes DA: Students consists of 24 hours.
afternoon. The The students will
students will draw and flashlights. who have trouble
With the lights writing legibly look at a picture of
the sun in their the Earth and tell
picture and include off, the students will be given a
will shine their printed copy of which side is having
the time that they day and night. The
observed the sun. flashlights on the class
their globes and paragraph to glue students will then
see that while one into their journal draw a picture and
Addison-Wesley
Science Teacher Edition side has light the next to their label half of the Earth
2 other side does attempt at writing as day and the other
not. the paragraph. half as night.
Effects of the moon Effects of the Effects of the moon Effects of the moon Effects of the moon
moon
S/W: The students A: The students A/MA/S: The PS: The teacher W/A: The students
will learn about the will make four students will be will ask the will learn the four
characteristics of boxes on their given clay to make students to look at a different shapes of
the moon. They paper and draw a model of the picture showing the the phases of the
will learn that the the different moon. The model astronaut’s moon. Each student
moon is rocky and shapes of the should include footprints in the will fold their paper
barren, covered moon that they plains and craters. dust. The teacher so that it makes
with dust, and have seen. will tell the students four boxes. In each
scarred with that the moon does box the students
craters. The A/M/HW: The S/SS/R/W: The not have any air or will draw a picture
students will write students will be students will learn water, so there is no of the moon and
a paragraph about given a calendar. about astronauts. rain, snow, or wind. write the phase.
the moon and its The students are The teacher will The teacher will ask
features. to look at the read “The U.S. the students how FT: The students
moon every night Space Camp Book long they think the will take a field trip
for a month and of Astronauts” by footprints will stay to the closest
R/LA: The students cut out the shape Anne Baird. The on the moon. planetarium to view
will learn the of the moon that students will write a the moon and the
vocabulary for the they observed and biography on one of MA: The teacher stars.
unit. The glue it on the the first astronauts. will create a model
vocabulary is plain, calendar for that for the question. In
crater, astronaut, day. The calendar DA: Students who a pan the teacher
and space. will be turned in are unable to read will put sand and
at the end of the well will be given then put a
Addison-Wesley month. At least 7 information on an handprint, rather
Science Teachers days must be astronaut in a than a footprint, in
Edition 2
completed for the reading level that is the sand. The
A/W: The students student to get easier for them. students will watch
will write each credit. If the and nothing will
vocabulary word whole month in OL: The students happen. Without air
three times and completed, extra will present their or water the
draw a picture. credit will be biographies to the footprints would
awarded. class and tell the last for a long time.
class their favorite
Addison-Wesley thing that they Addison-Wesley
Science Teachers learned either about Science Teachers
Edition 2 Edition 2
the astronaut or the
moon.
Effects of the moon Effects of the Forces of motion Forces of motion Forces of motion
moon
S/W: The students E: The students LI/S: The teacher LI/S: The teacher The students will
will learn about the will be given a will introduce the will introduce the continue to
things that are on worksheet to concept of force concept of motion to experiment with
the moon and complete about to the students. the students. force and motion.
things that cannot the moon. It will
live on the moon. be a true and false
Each student will worksheet. The T/S: The students GA/S: The students Tell students that
make a chart. The questions will will watch a will get into their they will be
chart will have two cover the material video on forces groups and make a conducting an
columns, one will that has already and motion. ramp using a books experiment with
say ‘on the moon’ been presented to and a rule. The motion and forces.
and the other will the class. students can put more Demonstrate
say ‘not on the S/GA: The books under the ruler making a ramp by
moon’. The students will do to make the ramp placing one or more
students will A: The students an experiment to steeper. They will run books under one
complete the chart will be given understand force a toy car down the end of the plywood.
as items are construction and that the ramp. The car is in Show students how
discussed in class. paper to cut out amount of energy motion. to gently push the
the four phases of used to move an toy car down the
the moon and object is force. Discovery Education ramp and then
DA: Students who match them The students will measure the speed
have trouble correctly with the get into their and distance it
listening and name of the groups and see traveled with a
writing at the same phase. how much force it meter stick and
time will be given a takes to move stopwatch. Discuss
handout with a list certain objects. the forces at work
of the items that are The students will on the car. What
being discussed in record their data makes it move
class. an later compare toward the bottom
it to the data of the ramp? What
collected by the keeps it from
rest of the class. moving faster?
The class will
learn which Discovery Education
object took the
most force in
order to move it.
Forces of motion Forces of motion Forces of motion Forces of motion Forces of motion
LI/S: The teacher S/LI: The LI/S: The teacher LI/S: The students LI/S: The teacher
will introduce the students will will introduce the will continue to will introduce the
concept of gravity continue to concept of speed to experiment with concept of friction
to the students. experiment with the students. speed. to the students.
gravity
GA/S: The teacher
MA/S/GA: The GA/S: Each group S/GA/W: The will need to obtain
students will do an GA/MA/S: When will be given ruler, students will get boards or thick
experiment to test students try a toy car, and a few into their groups cardboard and
gravity. The dropping a feather books to make the and be given six cover each with
students will get or a sheet of paper ramp steeper. The pennies. The different materials.
into their groups. from the same students will students will Also needed are
Each group will be height from which experiment by discuss the weight two small identical
given two balls. they dropped the added more books of the pennies. plastic or tin
One of the balls other objects, they or taking away Then, have them containers for each
will be heavy and will discover that books to see which tape three pennies group, connected
the other ball will the feather and causes the car to go on top of their toy by a piece of string,
be light. If the balls the paper fall the fastest and what car. Tell students to and washers. On
are dropped at the more slowly. causes the car to go roll the car down these boards should
same time the force Suggest that they the furthest. the ramp three be a start and finish
of gravity will be bunch the sheet of times, recording the line of equal
the same on both paper up into a Discovery Education speed and distance distance. Place tub
objects. ball and drop it for each separately. with the block on
from the same DA: Students who Did the car move the start line. The
height. They will have trouble faster or slower students then add
find that the ball behaving in this with the added washers until the
of paper reaches kind of activity will weight? Why do tub with the block
the floor in less be given alternative you think this is? moves to the finish
time than the work to complete Talk about mass line. The students
sheet of paper. while the rest of the and how it affects will record the
class works on the speed. number of washers
Discovery Education experiment. it took to move the
Discovery Education tub.
LessonsPlanPage
Forces of motion Forces of motion Forces of motion Forces of motion
LI/CM/S: The MA/S/W: The FT: The students GA/LI/S: The E: The students will
teacher will ask the students will give will take a field trip students will review be tested on all
students provide a presentation on to the Science for tomorrows test. material that has
examples of what they have Museum to learn The review will been presented up
friction. How does learned about more about the include games such to this point. The
rain affect the force, motion, forces of motion. as Jeopardy and test will cover the
roads? How does speed, gravity, Who Wants To Be Earth’s orbit, the
the traction on and friction. A Millionaire. The effects of the moon,
different tires Students will be review will cover and forces of
change how a car assigned their all of the material motion. The test
moves? area to present. discussed since the will be multiple
last test. choice, matching,
and True/False.
W/S: The students OL/PS/S/W/CM:
will write a paper The presentations
on friction. The will be done in
paper will include front of the class.
the definition of This will help
friction and refresh the
example so friction. student’s
memories of the
things that they
DA: Students who have learned in
have trouble the past couple of
writing papers will weeks.
get additional
assistance.
Solids, Liquids, and Solids, Liquids, Solids, Liquids,
Solids, Liquids, and Solids, Liquids, and
Gases and Gases and Gases Gases Gases
S/LI: The students S/LI: The teacher S/LI: The teacher
MA/S/LI/A: The W/A/S: The
will learn the three will teach the will teach the students will be given students will be
groups of matter. students about the students about the
a blank bingo sheet given a worksheet.
The three groups of state of liquids. A state of a gas. Gas
and a list of items The worksheet will
matter are liquid, liquid does not is similar to liquid
that they can draw on have ten pictures on
solid, and gas. The have its own in the fact that it
their sheet. Each it. The students
teacher will read shape but it takes also changes student will make must classify each
the definition of the shape of its shape. Most their own bingo sheet picture as solid,
each state to the container gasses are and then the teacher liquid, or gas. The
class. meaning that a invisible and air
will start the game. students will also
liquid can change is made up of As an item is called color the pictures.
shapes. most of those out the student must
W/LI/MO/S: The gases. place a chip on the
first state that the square. When a FT: The teacher
teacher will address A/S: The teacher MA: The students student gets five in a will take the
is solids. Solids will show the will be given row they must shout students outside and
have their own students examples balloons. Each Bingo. The student around school
shape and do not of a liquid. The student will blow will then tell the grounds looking for
change when teacher will put up their balloon. teacher what items solids, liquids, and
moved from place water in one The reason that were called out and in gases. Each time
to place. The container and then the balloon grows order to win the game the teacher sees one
teacher will show pour it into bigger is because the student must be of the three states of
the students another container the air that we able to tell the state of matter she will stop
examples of solids, of a different blew into is made each shape. The the class and ask
such as people, shape to show the up of mostly gas winners will receive a the students what
desks, and books. students that so it made the small prize. they see and how
The students will liquids can balloon inflate. they would classify
them write a list of change shapes. what they are
as many solids as The students will DA: For students looking at.
they can think of in draw pictures of who are unable to
five minutes. The as many different blow up a balloon
students will share examples of will be given a
their lists with the liquids as they balloon that has
class. can in five already been
minutes. The inflated so that
teacher will they can follow
collect their work. along with the
activity.
Solids, Liquids, and Solids, Liquids, Solids, Liquids, Magnets Magnets
Gases and Gases and Gases
W/A/LI/OL/MO/GA: GA/LI/MA: The E: The students MA/S/GA/W: The S/W/PS: The
The teacher will have teacher will have will be given a students will get in students will learn
the students design the students play handout. The their groups and test the definition of a
monsters that are around the world. handout will a magnet. The magnet and its
composed of one type The students will have pictures of students will slide characteristics.
of matter- solid, be matched up items that are the magnet around After learning the
liquid, or gas. The with two students either a solid, their desk and over definition each
teacher will ask them playing at one liquid, or gas. various items to see student will write a
to imagine how the time. The The students will which items the list of a few items
monster might look, students will be have to circle the magnet picks up. that they now think
sound, and move. The shown a correct answers. Each group will will be picked up
teacher will then have flashcard or told The questions compile a list of the by a magnet.
the students write an item and they will cover all of items that were
short sentences must classify it the picked up by the
describing the as one of the characteristics of magnet and of the MA/PS/S: The
monsters. Volunteers three states of the three types of items that were not students will get
may act out their matter. The goal matter. picked up by the into their groups
monster while their is for a student to magnet. for an activity.
classmates are trying make it all the Each group will be
to guess the type of way around the LA/S: The given a bag of
matter that each room by students will LI/W/S/GA: The miscellaneous
monster is made of. answering first complete a students will share items. The group
and correctly crossword puzzle their results with the will look at all of
Addison-Wesley Science when matched up and a word teacher and the rest the items to see
Teacher’s Edition 2 against every search puzzle of the class to make what they have in
student in the using the terms a class list. By common and
class. that they learned observing the items whether they
for this unit. that were and were believe they are
not picked up by the magnetic or non-
DA: Students magnet each group magnetic. After the
who have trouble will come up with group has made
hearing will be their own definition their hypothesis
shown flashcards of what a magnet is they will be given
rather than just and how it works. magnet to see
being told an which items are
item. magnetic and with
are non-magnetic.
Magnets Magnets Magnets Magnets Magnets
MA/LI/S: The S/W/MA: The GA/S/MA: The W/A/S/LA: The E: The students
students learn about students will be teacher will tell students will write a will have a quiz on
the magnetic poles. given a the students that paper on magnets magnets and the
The teacher shows worksheet about she has and how the poles poles. The students
the students have to the strength of discovered a new attract and repel each will have to know
pole react to each magnets. The way to fish by other and other which poles attract
other by using a students will eachusing magnets. objects. The paper and repel and why
model. Different have three Make a fishing will be written in the some objects are
poles attract and like magnet and pole by tying one student’s best magnetic and some
pole push each other paperclips. The end of a piece of handwriting. Along objects are not
away. students will teststring to a with the paper there magnetic.
the magnets magnet and the will be a title page
GA: The students strength by other end to a and artwork.
will get into groups seeing how many stick. Prepare a GA/MA/S: The
of two. Each student paperclips the pond by putting students will pair
will have a magnet. magnet can hold. blue tissue paper DA: For students up and create a
The students will test in a box. Fasten a who have trouble maze. The students
the pole to see when Addison-Wesley paper clip to each writing complete will then place a
they attract and when Science Teachers of several paper sentences the teacher paperclip at the
Edition 2
they repel each other. fish and put them will give them a start of the maze.
in the box. Drop booklet. The booklet The other student
GA/LI/W/A: The
GA/S/MO/A/W/MA: the magnet into will have a title page will take a magnet
class will talk
The students will the box and begin and a few pages with and drag the
about the many
draw a picture and fishing. Discuss sentences for them to paperclip through
items that are
write a sentence to go with the students fill in the blanks and the maze.
magnetic and
with the picture about how the magnet create their own
make a list of
what happened in “caught” the fish artwork.
some of the
their experiment. and why the
magnetic things
They should either magnet actually
that are located in
draw two like poles attracted the
the classroom.
being attracted to paper.
Once list is made
each other or two
the students will Addison-Wesley
different poles
draw pictures of Science Teachers
repelling each other.
items that are Edition 2
magnetic and
items that are not
magnetic.
Magnetic Magnetic Magnetic Magnetic Magnetic
Compasses Compasses Compasses Compasses Compasses
LI/S: The students A/S: The students S/LI: The students SS/S/W/OL: The W/S/LA: The
will learn about will draw a will learn about students will each students will write
compasses. picture of a early explorers and present their report their vocabulary
Compasses are tiny compass. Each their use of on compasses and words three times
magnets that help student will cut compasses. historians. The each and draw a
determine direction out and color their students will find a picture or write a
by pointing north compass. They way to dress like sentence for the
and south. will us a bobby as LA/SS: The their historian or word.
the needle on the students will read era.
compass so that the book
GA/MA/S: The they came move “Christopher E: The students will
students will get in the needed to read Columbus” by S/W: The students have a quiz. The
their groups and a different Stephen Krensky. will complete a students will need
explore the room direction. By reading this handout. The to understand a
using a compass. book the students handout will have compass and the
The students will will learn the multiple pictures of purpose of a
start at any place in DA: For those importance of a compasses labeled compass. The
the room. The students who are compass and the in order to allow the students will also
teacher will tell the not good at importance of students to see what need to correctly
students to take cutting out objects knowing the direction it is draw a picture of a
three steps to the will be given a cut direction in which pointed. The compass.
north, two steps to out of a circle to one is traveling. students will
the east, etc. make into their correctly identify
own compass. the direction that
W/SS/S: The the compass is
students will write pointing.
a report on the
importance of a
compass and
historians who
either used a
compass or found
another way to
determine direction.
Inventors and Inventors and Inventors and Inventors and Inventors and
Simple Machines Simple Machines Simple Machines Simple Machines Simple Machines
S/LI: The teacher S/LI/MA: The LI/S/MA: The LI/S/A: The teacher S/T: The students
will teach the teacher will tell teacher will tell the will tell the students will watch a short
students about the students about students about about wedges. A video on simple
machines. The levers. Various inclined planes. wedge is used to machines and their
inside of a machine objects that could Incline planes are spread things apart different uses.
is the most be used as a lever found in all kinds or to raise an object.
important part. In such as a ruler, of places. A ramp The most common
the inside there are plastic serving for someone in a wedge in a school is MA/S/A: The
many different spoons, meter wheel chair is one probably the door students will be
gadgets that keep sticks, paint of the most stopper. The teacher given a blank bingo
the machine sticks, plastic common ramps will show the class card to fill out.
working. knives or forks, seen everywhere the door stopper and They will also be
etc. The teacher today. An inclined show them that it is given a list of
will show plane makes it a wedge because it possible answers to
LI/S/T: The students an easier on people spreads the door put on their card.
teacher will show example of a when having to apart from the wall. The teacher will
the students a lever and how it relocate a heavy The students will call out the items.
picture of the inside works. The object. The students create their own When a student
of a machine. The students will will make an wedge. gets five in a row
inside of the make a lever inclined plane they must recall the
machine is labeled using their ruler. using their ruler Thelessonplanspage.co objects and tell
lever, wheel and and book. m what type of simple
axle, inclined machine the object
plane, screw, A/S/MA: The S/LI/GA: The is.
wedge, and pulley. teacher will S/LI: The teacher teacher will tell the
The students will discuss the wheel will discuss the students about
start to learn the and axle with the screw with the pulleys. The DA: For students
importance of class. The wheel class. A good students will get in who work at a slow
simple machines. and axle is used example of a screw their groups of two pace the bingo card
everywhere from is the bottom of a and be given a piece will be given to
the clock to a car. light bulb. The of string. One them already filled
Students will teacher will pass student will place in. They will color
make their own around a light bulb the string over their their bingo card
clock using a for the students to finger while the while the other
bobby as the get a closer look at other students pull students fill out
wheel and axle. the example of a the strings on both their cards.
screw. sides of the partner’s
finger.
Inventors and Inventors and Inventors and Inventors and Simple
Simple Machines Simple Machines Simple Machines Machines
GA/S/A: The SS/LI/S: The S/SS/A: The S/SS/A: The teacher E: The students will
students will get in teacher will teacher will read will read the students be tested on all of
groups and identify discuss what an the students a a book at Benjamin the material that has
all six types of inventor is to the
book about Franklin and his been presented
simple machines. class. The teacher
Alexander invention of the since the last test.
The students will will give the Graham Bell and bifocals. Each student The test will cover
label and color the students exampleshis invention of will make a pair of solids, liquids, and
handout. After each of inventors suchthe telephone. bifocals from gases, magnets,
simple machine is as, Alexander Each student will construction paper magnetic
labeled and colored Graham Bell and draw a picture of and decorate them. compasses, and
the students will cut Benjamin a telephone The students will inventors and
the machines out. Franklin. making it look wear their glasses for simple machines.
The group will then like they think the the rest of the lesson.The test will be
get together and use original telephone matching, multiple
their simple A/S/SS: The looked like or choice, and
machines to make students will draw how they would S/SS/W: The students true/false.
their own machine a picture of have made it if will write a paragraph
or robot. something that they have about Benjamin
they wish that invented it. Franklin and the
they could invent. bifocals and how they
E: The students will It can be anything would have made
be given a from a new toy to SS/S/LA/OL: them look if they had
worksheet to something that The students will been the inventors.
complete on all of may cause a big play the game
the different simple change in ‘Telephone’. The
machines. America if it were teacher will start DA: The students
really made. Now with a sentence who struggle in
all of the students and it will be writing will be given
have become passed to each many sentences that
inventors. student. The they can use to write
telephone allowed about Franklin. The
people a way to students will have to
communicate to arrange the sentences
people close or in the order that they
far away. think is best.
Resources:
Addison-Wesley. (1989). Addison-Wesley Science Teacher’s Edition 2. New York, NY:

Addison-Wesley Publishing Company.
Burris, Tumar. 2007. Discovery Education. Retrieved October 15, 2007 from
http://school.discoveryeducation.com/lessonplans/programs/rulesforces/.
Carle, Eric. (1998). Stories for All Seasons. New York, NY: Scholastic, Inc.
Carle, Eric. (2001). The Tiny Seed. New York, NY: Scholastic, Inc.
Iram and James. Songs and Poems. CanTeach. Retrieved October 15, 2007 from
http://www.canteach.ca/elementary/songspoems22.html
Unknown. 2007. The Lesson Plan Page. Retrieved October 15, 2007 from
http://www.lessonplanpage.com.
Unknown. 2004. UCS Science Curriculum. Retrieved October 15, 2007 from
http://www.macomb.k12.mi.us/utica/science/2/2sciweb2.html.

2 - Cyphers, Francis - Science Charts

Diunggah oleh

Informasi Dokumen

Deskripsi Asli:

Judul Asli

Hak Cipta

Format Tersedia

Bagikan dokumen Ini

Bagikan atau Tanam Dokumen

Opsi Berbagi

Apakah menurut Anda dokumen ini bermanfaat?

Apakah konten ini tidak pantas?

Hak Cipta:

Format Tersedia

2 - Cyphers, Francis - Science Charts

Diunggah oleh

Hak Cipta:

Format Tersedia

Week 1- Science Charts

Jordan Cyphers & Samantha Francis

Addison-Wesley. (1989). Addison-Wesley Science Teacher’s Edition 2. New York, NY:

Anda mungkin juga menyukai