October 11, 2012

Today you will begin working on  your Water Cycle project.

Yesterday you wrote down the path of your water molecule through the water cycle.  Today, you are going to get to be creative, and make a story about the journey of this water molecule.

The directions are linked HERE.

You will have 3 days in class to work on this (Thursday, Friday, and Monday)

October 9, 2012

5th graders, today you will be continuing to learn about the water cycle.  You already have some background knowledge in this.  Take a look at your notes from yesterday.

What do the following words mean?

a.  evaporation
b.  condensation
c.  precipitation
d.  accumulation/collection

Add to your notes about the following terms:
e.  aquifer/ground water
f.  run-off
g.  transpiration
h. percolation
i.  (add your own)

Add to your notes as you complete the following interactives:

http://www.epa.gov/ogwdw/kids/flash/flash_watercycle.html
http://teacher.scholastic.com/activities/studyjams/water_cycle/
http://player.discoveryeducation.com/views/hhView.cfm?guidAssetId=087777c8-4ff0-45d2-878f-e7cd90f7ee19

Draw a picture in your notes of the water cycle with all your new terms labeled.

September 27, 2012

Today you have two tasks.

1.  Complete your summary (if you haven't already done so)
2.  Begin to write an ARGUMENT about why people should read the article that you chose.  If you have time to finish this, then finish it!

Please follow the directions below carefully to complete.  This will be checked in class tomorrow, and you are expected to have the summary completed, and the argument started.


SUMMARY:
Download the file called "Science Lesson Summary 9.27" here and follow the directions carefully.  You are adding this on to the summary that you have already started either on paper or on a Google Document.


ARGUMENT:

Download the file called "Argument Science Lesson" here and follow the directions carefully.  You can type the argument paragraph or write it by hand.

Your argument must give at least 2 reasons why a person should read your article, with evidence to support each reason.


Extra time can be spent perfecting your blog on Blogger, or on the science links on the 5/6 website.

Week 5, September 21

In the near future, each student will be creating a science blog where they can post news about interesting science current events.

To get us started, I want every student to find a science article that you are interested in.  It will help us next week as we create our blogs and do our first blog entry.  I have posted great science websites for kids that are good resources to find these articles  (follow the link below).  If you have your own news source that you'd like to use, that is fine, as long as it is a CREDIBLE source.

List of News Sites


Next, fill out the Science News note-taking sheet...  You can take the notes either on  the computer, or written on the paper provided by the sub...  Your choice.  Here is the link to the sheet  LINK
Read the example that I did before you start  HERE


Any extra time can be spent on science links off the website, or reading more articles.

Week 5, September 19

5th graders, today you are going to be working with "conservation of mass".


I have set up 3 stations.  Each station has a mixture and a mass scale.  Your job is to follow the directions for each station, and fill out your data chart as you go along.

When complete, respond to the following question:


1.  What happened to the total mass once the mixture was separated?


2.  How are the mass of the mixture, and the mass of the individual parts related?


3.  What do you think conservation of mass could mean after today's activities?


Please post your answers to these questions as a comment on this blog.

Week 4, Day 1

Read pages 8-17 in the "Changes in Matter" book

Make note cards for the following vocabulary words:

physical change

change of state

melting point

boiling point

freezing point

evaporates

condenses
freezes

Think of an example of water changing state in nature.  Draw and label a diagram of this change.  Add arrows to represent thermal energy and show the direction of its movement (see page 13 for an example).

Post a comment in response to this blog (write in complete sentences).   What example of water changing state in nature did you draw in your notebook?

Week 3, Day 4

Complete all assignments from yesterday's lesson.


Watch the video assigned to you on Discovery Education


Be ready to discuss with Miss Z. today at the end of class.

Week 3, Day 3

For 10-15 minutes, explore the following links:

States of Matter Interactive  (click "Run Now")

States of Matter Interactive 2




Try to write the sentences below into your notebook with words from the word bank.


Word bank:

condensation, evaporation, freezing, melting


When matter changes from a solid into a liquid it is called_____________________________.

When matter changes from a liquid into a gas it is called _____________________________.

When matter changes from a gas into a liquid it is called _____________________________.

When matter changes from a liquid into a solid it is called ____________________________.


Now, hypothesize:

What do you think a melting point is?

What do you think a boiling point is?

What do you think a freezing point is?

Be ready to share the last 10 minutes of class!

Week 3, Day 1

Today you will complete the plan for "How do we separate salt and water mixtures?"  in class with Mrs. Gibson.  Collect your data on the table that we made.

AFTER:

Complete the following in your science binder to finish up your inquiry):

1.  Conclusions and Interpretations (What happened?  Why did that happen?)

2.  New Questions (What new questions do you have that are related to today's inquiry?)


After, explore the following site if you have time:

Interactive    (Choose "Run Now!")

And all the links on our science website:  Science Site

Week 2, Day 3

1.  Choose a partner and with them sign into ONE Discovery Education account.  Watch the assigned video.

www.discoveryeducation.com

2.  Go to the following website to play with the water molecules inside a solid, liquid, and gas.

http://www.harcourtschool.com/activity/states_of_matter/index.html

How does the movement of particles change between a solid liquid and gas?  What causes the molecules to slow down or speed up?  RECORD YOUR ANSWERS IN YOU SCIENCE BINDER.

3.  On Monday we are doing a scientific inquiry.  We will be separating a salt water mixture, but this time with different materials.  Today you will be setting up the question, hypothesis, plan, and data table.  Please read the following carefully, and record in your binder anything that is requested.

Your question will be:

How can we separate a salt-water mixture?  (Please write this question on a new page in your science notebook)

We will have the following materials to do the inquiry:

Materials:

salt, water, hot plate, pan, stirring spoon

Beneath your question, write a hypothesis in your binder on how the mixture will be separated, using the materials we have available.

After writing your hypothesis, write a detailed plan which includes materials and steps that we can follow to complete the inquiry on Monday.

Finally, create a data table which we can use to record our results.

4.  Any extra time can be spent playing with the molecule link, or on Discovery Education exploring matter videos.  

Thanks for a great week!!

Week 2, Day 3

Before working on the computer, please complete the scientific inquiry for separating the black ink.



1.  Respond to the following question in your science binder:  

What properties did the black ink separate by?  How do you know? 

(Example:  It separated by texture.  I know this because when I felt the ink the texture of the ink felt different in various spots.  One part felt smooth, another felt rough.  This is why I know the black ink separated by texture.  --- THIS IS MADE UP!!)


2.  Sign into you new Discovery Education account.  Your username is your student ID number, so the same one you use to sign into the computer.  Your password is your 8 digit birthday.  So, for example, if you are born on October 18, 1983, your password would be 10181983

3.  In your account you have been assigned a video to watch called "Science Facts and Fun:  Everything is Something".  Please watch the video.  

4.  Any extra time can be spent exploring the Discovery Education website.

Week 2, Day 2

Read and follow the steps below.  Record in your science binder as directed.

Engaging Scenario:

Jessie is excited when she hears the phone ring. She answers and hears her aunt’s voice calling from California. “I want you to come visit,” she tells Jessie. “I’ve already made flight reservations for you for this weekend. I can’t talk long. Quick, write down this flight information.” Jessie fumbles around for a pen and paper. She cannot find any so grabs a black marker and finds only a paper towel to write the information down. She hangs up the phone and runs to tell her mother, leaving the paper towel on the kitchen counter next to the sink. When she returns her heart sinks. The black writing with flight times has disappeared and in its place are many smudgy colors on a very wet napkin. What happened? She emails her aunt to get the information again, but still wonders, “what happened?”

Jessie decides to experiment in the kitchen a bit. She wants to replicate what happened.  She searches for the black marker and a paper towel.

What is the question that Jessie is trying to answer?  Write down the question in your science binder

What do you think the answer is to the question Jessie is trying to answer?  Write down your hypothesis in your science notebook

How might she design her experiment using the following materials?  Write down the materials and a step by step plan to solve the question in your notebook 

1 strip of paper towel

1 black marker (water color, not permanent)

1 paper cup

1 pencil

What happens to a black marker line when it gets wet?  Come up with a plan to answer the question.  Write it down in your notebook. Set up a table to collect results, and write down your results in your science binder.  Collect data over a ten minute period.

Week 2, Day 1

BURNING QUESTION:  How can mixtures be separated by their properties?

1.  Read through the slideshows titled Mixtures Part 1 and Mixtures Part 2.  You must look at these before you go on to the rest of the activity!  Even if you looked at them last week, look through them again.



2.  Read the engaging scenario below

Engaging Scenario:

Jessie's summer vacation has started out to be very boring.  She hopes to get a job or travel over the summer.  She is thrilled when her grandfather asks for her help.  The nut and bolt order that just came to his house has nuts and bolts mixed together.  He needs the nuts and bolts separated.  When she arrives, he gives her a bag of nuts and bolts to separate.  She spends her afternoon separating the nuts and bolts.  What properties might Jessie have used to separate th bolts?


3.  As a group, use the bag of nuts and bolts on your table to separate the mixture, just as Jessie is doing. 

4.  On your own, write down the different categories that you have sorted the nuts and bolts into in your science binder. 

5. In your science binder, write down some physical properties that you notice about each nut and bolt. 

Week 1, Day 2: Tools for Measuring Matter

Start by exploring the links below.  Start thinking about the answers to the following questions while you explore.  Record your initial answers in your science notebook and be ready to discuss tomorrow.

1.  What is mass?
2.  What is volume?
3.  What is density?
4.  What is weight?
5.  What is a physical property?

Measuring mass-  interactive balance scale:

If this tool is a "mass balance", what is mass?
http://www.teacherled.com/resources/oldscales/oldscalesload.html


Mass, volume, and density comparison:

Play with the settings for mass and volume.  What happens to the volume as you increase the mass?  What happens to the mass as you increase the volume?  What is the difference between mass and volume?

Change the material that is in the water.  How does the density change when you change the materials? 
http://phet.colorado.edu/sims/density-and-buoyancy/density_en.html


View the slideshow linked below and read the Changes in Matter book (pages 4-6).  Create vocabulary cards for the following terms:

Mass, volume, density, weight, physical property

On one side write the vocabulary word, on the second side write the definition of the word.  Keep the vocabulary cards secure in the ring.

View the following slideshows at the link below for definitions:  Mixtures Part 1, and Mixtures Part 2
https://sites.google.com/a/jeffcoschools.us/colorow-5th-grade-science/links/unit-1-parts-wholes-and-mixtures   

Looking ahead...  Tomorrow we will discuss these terms and what you think they mean after today's independent exploration.

Week 1, Day 1: Preassessment- Mixtures Unit

1.  Collect 1 bag of Lucky Charms materials in the 5th grade bin.  Don't eat them... They are dirty from lots of hands touching them (trust me)!  Bring the Lucky Charms to your desk.  Keep them away from the computer!!

2. Make sure you know your GoogleDocs username and password.  You will need it to access the quiz.

3.   Click on the link below and complete the pre-assessment.  Enter your username and password when it is requested.  Wipe your fingers free of food before you type on the keys to give your answers!
Pre-Assessment: Mixtures.  Submit when finished.

4.  Clean up the Lucky Charms and put them back in the bin.  Use paper towels to clean up any sticky messes.

STOP-  Wait for your group to finish their quizzes before you continue.  You can explore the 5/6 science website while you wait for classmates to catch-up.

5.  Shut down your computer and put it away.  With your table group, collect one set of "Scientific Inquiry" materials.  Return to the desk, and as a whole group, follow the directions in the box.