Science

Curriculum > Elementary > 3rd Grade
  • Curriculum Overview
  • Syllabus
  • Sample Lesson Plan
Curriculum Overview
Course Title Grade Course Length
Science 3 rd 2 semesters
Course Description
Third grade science is a blend of the life, earth, physical, and space and technological sciences. Each concept serves a basis for further study in ensuing years. Students will conduct experiments suggested by the teacher, as well as inquiry-based experiments derived from their own questions. They will learn how to use instruments to measure and quantify, how to question and debate, and about careers in science.

Informational Knowledge Objectives
Week 1
Standards and rules in the classroom
Books and resources needed for learning
Understand the concepts and skills to learn in Math
Identify different tools and equipment used in Science
Relate the importance of science in our daily lives
Unit 1A: Plants
Students will know:
1. how plants and animals are alike and different
2. the main parts of a plant
3. the function of roots and stems
4. How plants areclassified.
5. How plants disperse their seeds.
6. The life cycle of a seed.
7. How plants of today are different from those of the ancient past.
8. How plants grow.
Unit 1B: Animals
Students will know:
1. How animals are classified
2. How animals adapt to their environment
3. How animals from the past compare to today’s animals
4. What animals need to thrive
5. Animal Lifecycles
6. How animals grow and change
7. Fun facts about structural and behavioral adaptation
Unit 1C: Where Plants and Animals Live
Students will know:
1. That all energy for life on earth comes from the sun.
2. the definition of “ecosystem”
3. what the components of ecosystems are
4. the different kinds of ecosystems (biomes)
5. how ecosystems differ from each other
6. How living things get energy and compete for resources.
7. the various ways that animals use plants to meet their needs for food, shelter, and oxygen.
8. How to describe different relationships and interactions within the ecosystems.
Unit 1D: How Plants and Animals Interact
Students will know:
1. how living things help each other through cooperation and symbiosis.
2. That plants make their own food from light and nutrients.
3. The definition of “producer”, “consumer”, “herbivore”, “carnivore”, “omnivore”, and “decomposer”.
4. The process by which energy moves through a food chain.
5. The process by which energy moves through a food web.
6. That disturbing a food web causes changes, often damaging, to the creatures that are part of it.
7. Thatliving things compete for resources and space.
8. That population numbers fluctuate as part of a natural competition cycle.
9. How environments change through actions of living things and natural events. Suggestion:
Discuss the ways humans change the environment
10. Lifecycles and changes form patterns that fluctuate repeatedly over many years.
Unit 1E: Healthy Environment for People
Students will know:
1. What people need to survive.
2. Examples of healthy food.
Suggestion:
Research the effects of soda on teeth, the brain, muscles, etc.
Research alternative uses of soda—cleaning batteries, etc.
Research the effects of eating nothing but fast food.
3. How food becomes energy for the body.
4. How to stay healthy through exercise and avoiding germs.
Procedural Knowledge Objectives
Week 1
Set standards and rules in the classroom
Distribute books and resources needed for learning
Understand the concepts and skills needed to learn Science
Identify different tools and equipment used in Science
Relate the importance of science in our daily lives
Unit 1A: Plants
Students will be able to:
1. Compare and contrast plants and animals.
2. Identify the main parts of a plant and its functions
3. Discuss the functions of roots and stems.
4. Diagram how plants are classified.
5. Describe the way plants disperse their seeds.
6. Draw the life cycle of a seed.
7. Compare and contrast plants of today to those of the past.
8. Describe the growth pattern of plants.
Unit 1B: Animals
SWBAT:
1. Classify animals according to their characteristics.
2. Describe the behavioral and structural adaptations of animals that enable them to adapt to their environment.
3. Compare and contrast animals from the past to today’s animals.
4. List the needs ofanimals.
5. Describe animal lifecycles.
6. Discuss how animals grow and change.
7. List fun facts about structural and behavioral adaptation.
Unit 1C: Where Plants and Animals Live
SWBAT:
1. Identify the sun as the source of all energy for life on earth in the form of heat and light.
2. Define“ecosystem”.
3. Identify the components of various ecosystems.
4. Identify given biomes from their characteristics.
5. Compare and contrast given biomes.
6. Name ways that living things depend on non-living things to meet their needs.
7. Identify and understands the various ways that animals needs plants to meet its need for food, shelter, and oxygen.
8. Identify and describe different relationships and interactions within the ecosystems.
Unit 1D: How Plants and Animals Interact
SWBAT:
1. Name ways in which plants and animals depend on each other for survival.
2. State that plants make their own food from light and nutrients.
3. Classify living things as producers, consumers, decomposers, herbivores, carnivores, or omnivores, .and describe their relationships to each other.
4. Describe the process by which energy moves through a food chain.
5. Describe the process by which energy moves through a food web.
6. Discuss how disturbing a food web causes changes, often damaging, to the creatures that are part of it.
7. Describe how living and non-living things share and compete for limited resources
8. Describe how population numbers fluctuate as part of a natural competition cycle.
9. How environments change through actions of living things and natural events.
10. Lifecycles and changes form patterns that fluctuate repeatedly over many years.
Unit 1E: Healthy Environment for People
SWBAT:
1. List the things people need to survive.
2. List examples of healthy food.
3. Describe how food becomes energy for the body.
4. State how to stay healthy through exercise and avoiding germs.

Unit 2: Earth Science

Informational Knowledge Objectives
Unit 2A: Water
Students will know:
1. Why water is important.
2. How humans use water.
3. How much of the earth is water, and how much is fresh water.
4. Where water is located.
5. How water changes form.
6. The elements of the water cycle
7. How water is cleaned.
Unit 2B: Weather
Students will know:
1. The definition of weather
2. The factors that affects weather
3. Facts about the layers of the atmosphere and their bearing on the weather.
4. How the weather is measured.
Suggestion:
Create improvised weather instruments such as thermometers, anemometers, wind vanes, and barometers
5. How to read a weather map.
6. The differences between weather patterns around the world.
7. The influence of the oceans and landforms on weather.
Suggestion:
Act out a rain shadow—a row of students plays the part of a mountain range; a group of students is the ocean. They carry wet sponges. As they move towards the mountains, they “rain”. By the time they are at the mountain tops (students’ heads) the sponges are dry. The other side of the “mtn range”is the rain shadow.
8. Examples of extreme weather conditions and how they are formed.
Suggestion:
excellent videos—Eyewitness, you tubes on Mt. St. Helens, Mt. Pinatubo, etc.
create a cause and effect diagram on the effect of a volcano eruption, tornado, etc., on ecosystems and
9. How to read a temperature chart and graph.
Unit 2C: Rocks and Soil
Students will know:
1. The definition of “rock:
2. That rocks form layers in the earth’s crust
3. The definition of “mineral”
4. The characteristics by which rocks are classified.
5. The three main groups of rocks and how each is formed.
6. The properties by which minerals are classified.
7. How humans use minerals.
8. Why humans need minerals
9. The definition of, and components of “soil”.
10. How and why topsoil is important to living things, including humans.
11. How soil is formed.
12. The characteristics of each soil layer.
13. How soils differ from one region to another.
14. The interactions between living things and soil.
Unit 2D: Changes on Earth
Students will know:
1. The layers of the earth.
2. The forces that shape landforms.
3. Examples of landforms.
4. How volcanoes are formed
5. The causes of earthquakes
6. How earthquakes and volcanic eruption rapidly change the surface of the earth.
7. The causes of weathering.
8. The causes of erosion
9. The difference between weathering and erosion.
10. How earthquakes are measured.
Unit 2E: Natural Resources
Students will know:
1. The definition of natural resource
2. The difference between renewable and nonrenewable resource.
3. Examples of renewable and nonrenewable resources.
4. Reasons to conserve natural resources
5. The problems inherent in creating and disposing of garbage.
6. Solutions to the problem of creating and disposing of garbage.
7. Pros and cons to each of the proposed solutions.
8. That resources can be reused.
9. The three R’s of consuming resources.
Suggestions:
Hold a debate on the most effective of the 3 R’s.
Interview community members to gather their attitudes towards recycling.
Research your area’s success with the 3 R’s.
Propose solutions to problems with the 3 R’s.
Write persuasive letters and/or editorials to the paper to convince people of the importance of reducing trash.
Procedural Knowledge Objectives
Unit 2A: Water
SWBAT:
1. List the reasons why water is important.
2. Discuss the ways humans use water.
3. Compare the amount of salt water to fresh water, and compare that to the amount of water that is available for use.
4. Describe the places where water is located.
5. Describe how water changes form.
6. Draw the elements of the water cycle, using vocabulary correctly.
7. Describe how water is cleaned.
Unit 2B: Weather
SWBAT:
1. Define “weather”.
2. List the factors that affect weather.
3. Write facts about the layers of the atmosphere and their bearing on the weather.
4. State and show how the weather is measured.
5. read a weather map.
6. Compare and contrast weather patterns around the world.
7. Discuss the influence of the oceans and landforms on weather.
8. List examples of extreme weather conditions and describe how they are formed.
9. Read a temperature chart and graph.
Unit 2C: Rocks and Soil
SWBAT:
1. Define “rock”.
2. Explain that rocks form layers in the earth’s crust.
3. define “mineral”
4. Classify rocks according to their characteristics.
5. Describe the three main groups of rocks and how each is formed.
6. Classify minerals according to their properties.
7. Describe how humans use minerals.
8. Explain why humans need minerals
9. Define “soil”, state its components.
10. Explain how and why topsoil is important to living things, including humans.
11. Explain how soil is formed.
12. Draw soil layers, focusing on the characteristics of each layer.
13. Compare and contrast soils from one region to another.
14. Describe the interactions between living things and soil.
Unit 2D: Changes on Earth
SWBAT:
1. The layers of the earth.
2. The forces that shape landforms.
3. Name several examples of landforms
4. Describe how volcanoes are formed The causes of earthquakes
5. Explain the causes of earthquakes.
6. Explain how volcanic eruption and earthquakes rapidly change the surface of the earth.
7. Describe the causes of weathering.
8. List the causes of erosion
9. Compare and contrast weathering and erosion.
10. Calculate the strength of an earthquake.
Unit 2E: Natural Resources
SWBAT:
1. Define“natural resource”.
2. Compare and contrast renewable and nonrenewable resource.
3. Identify examples of renewable and nonrenewable resources.
4. State reasons to conserve natural resources.
5. Discuss problems inherent in creating and disposing of garbage.
6. Describe solutions to the problem of creating and disposing of garbage.
7. Debate the pros and cons of each of the proposed solutions.
8. List the ways resources can be reused.
9. Compare and contrast the benefits of each of the three R’s.

Unit 3: Physical Science

Informational Knowledge Objectives
Unit 3A: Matter and Its Properties
Students will know:
1. The definition of “matter”.
2. The definition of “property”.
3. The three states of matter.
Suggestion:
Act out the three states of matter on the playground. One group is “solid” (links arms, barely moves), one group runs in tight circles around each other, one group has plenty of space between themselves, rarely touch while moving.
4. The components of matter.
5. How matter is classified.
6. The definition of “mass”.
7. The difference between mass and weight.
8. The definition of “volume”
9. How to measure properties such as mass and volume.
Unit 3B: Physical changes of Matter
Students will know:
1. That matter can change its physical properties--size, weight, color, and position--but will still be the same matter.
2. The difference between a mixture and a solution.
3. How to separate matter within a solution.
4. That matter can change its chemical properties, and will form new materials.
5. How chemical changes are used by humans.
Unit 3C: Forces and Motion
Students will know:
1. The definition of “motion”
2. The difference between position and relative position.
3. The difference between constant speed and variable speed.
4. The definition of “force”.
5. The consequences of force on an object.
6. The effects of mass and friction on an object’s movement.
7. The forces that can change an object’s direction.
8. The effect of gravity on objects.
9. The effect of magnetism on objects.
10. The definition of “work”.
11. The names of the six simple machines
12. How each simple machine makes work easier.
Suggestion”:
Have the students create Rube Goldberg machines, using all six simple machines at least once. Challenge them to perform a task with the machine.
13. How to calculate speed, distance, and time.
Unit 3D: Energy
Students will know:
1. The definition of energy.
2. The difference between potential and kinetic energy.
3. That energy can change form.
4. That the transformation of energy always gives off some heat.
5. That energy can travel in various forms, such as waves.
6. The components of a wave.
Heat:
7. The definition of thermal energy.
8. Sources of heat.
9. How heat affects matter.
Light:
10. The definition of light.
11. How light travels.
12. How light can change its path through various materials, resulting in reflection, refraction, or absorption.
13. Why matter has color, and how that color can “change”.
Electricity:
14. The definition of electricity.
15. The results of unbalanced negative and positive charges coming into contact.
16. How electricity moves from one place to another.
17. How electricity can change form.
Sound:
18. The causes of sound
19. The materials through which sound travels, and at what relative speeds.
20. How the human ear works.
Suggestion:
Make reed instruments with straws; use them to play simple tunes as a group.
Buy or borrow a decibel meter. Record the decibel level of typical sounds throughout the student’s day—the classroom during reading, the cafeteria, the playground, music coming from headphones…compare to charts detailing hearing damage and loss. Relate to a unit on health and the senses if possible.
The kinds of sounds animals make to communicate, find food, etc., such as sonar.
Procedural Knowledge Objectives
Unit 3A: Matter and Its Properties
SWBAT:
1. Define matter.
2. Define property
3. Describe the three forms in which matter exists.
4. Explain how matter is arranged in the periodic table.
5. Explains the makeup of matter
6. Define mass
7. Compare and contrast weight to mass.
8. Define volume
9. Calculate some physical properties of matter using metric measurements that incorporate tools such as rulers, thermometers and a scale.
Unit 3B: Physical changes of Matter
SWBAT:
1. Demonstrate how matter can change its physical properties--size, weight, color, and position--but will still be the same matter.
2. Explain the difference between a mixture and a solution.
3. Demonstrate how to separate matter within a solution.
4. Describe ways in which matter can change its chemical properties, and will form new materials.
5. Discuss how chemical changes are used by humans.
Unit 3C: Forces and Motion
SWBAT:
1. Define “motion”
2. Explain the difference between position and relative position.
3. Explain the difference between constant speed and variable speed.
4. define “force”.
5. Describe the consequences of force on an object.
6. Demonstrate the effects of mass and friction on an object’s movement.
7. Demonstrate the forces that can change an object’s direction.
8. Explain the effect of gravity on objects.
9. Describe the effect of magnetism on objects.
10. Define “work”.
11. List the names of the six simple machines
12. Demonstrate how each simple machine makes work easier.
13. Calculate speed, distance, and time.
Unit 3D: Energy
SWBAT:
1. define energy.
2. Compare and contrast potential and kinetic energy.
3. State examples of ways that energy can change form.
4. State that the transformation of energy always gives off some heat.
5. Explain that energy can travel in various forms, such as waves.
6. Draw and label the components of a wave.
Heat:
7. define thermal energy.
8. List sources of heat.
9. Explain how heat affects matter.
Light:
10. define light.
11. Describe how light travels.
12. Diagram the way light can change its path through various materials, resulting in reflection, refraction, or absorption.
13. Explain why matter has color, and how that color can “change”.
Electricity:
14. define electricity.
15. Explain the effect of unbalanced negative and positive charges coming into contact.
16. Explain how electricity moves from one place to another.
17. Describe how electricity can change form.
Sound:
18. Describe the causes of sound
19. Compare and contrast the materials through which sound travels, and at what relative speeds.
20. Explain how the human ear works.
21. Describe the kinds of sounds animals make to communicate, find food, etc., such as sonar.

Informational Knowledge Objectives
Unit 4A: Space
Students will know:
1. The definition of the sun.
2. The comparative sizes of the sun and the earth.
3. The patterns in movement of the sun and the earth.
4. The causes of day and night.
5. What causes shadows, and why they appear different throughout the day.
6. The definition of revolution.
7. The reason we have seasons.
8. The reason the moon appears to have phases.
9. What causes a lunar eclipse?
10. How magnifying tools (telescopes and binoculars) help astronomers study the stars.
11. The definition of constellation.
12. How to recognize the Big Dipper.
13. The components of the Solar System 14. How the components move in relation to each other.
15. Characteristics of each of the nine planets.
Suggestion:
Excellent website for studying the solar system:
http://kids.nineplanets.org/
Unit 4B: Technology

Students will know:
1. Thattechnological advances are often a consequence of needing to solve a problem.
2. Technology exists in most aspects of our lives.
3. Technology is still evolving, and will be different in the future.
4. Technology helps us get or produce energy.
5. Technology from the past is very different from that of the present.
Procedural Knowledge Objectives
Unit 4A: Space
SWBAT:
1. Define “sun”.
2. compare the size of the sun to the size of the earth.
3. Model the way the earth moves around the sun.
4. Explain the causes of day and night.
5. Explain the causes of shadows, and why they look different throughout the day.
6. define “revolution”.
7. Explain the reason we have seasons.
8. Explain the reason the moon appears to have phases.
9. Describe the steps that cause a lunar eclipse.
10. Explain how magnifying tools (telescopes and binoculars) help astronomers study the stars.
11. Define“constellation”.
12. Recognize the Big Dipper.
13. List the components of the Solar System
14. Describe how the components of the solar system move in relation to each other.
15. Describe the characteristics of each of the nine planets.
Unit 4B: Technology
SWBAT:
1. State examples of technological advances that are a consequence of needing to solve a problem.
2. List examples of technology that exists in our lives today.
3. Explain that technology is still evolving, and will be different in the future.
4. Describe how technology helps us get or produce energy.
5. Compare and contrast technology from the past to that of the present.
Course Description
Third grade science is a blend of the life, earth, physical, and space and technological sciences. Each concept serves a basis for further study in ensuing years. Students will conduct experiments suggested by the teacher, as well as inquiry-based experiments derived from their own questions. They will learn how to use instruments to measure and quantify, how to question and debate, and about careers in science.
Resources
Pearson Scott Foresman, 3rd Grade Science
superteachers.com, education.com, worksheetplace.com,havefunteaching.com, tlsbooks.com
Course Learning Objectives
At the end of the course, the students are expected to
-relate science and technology to society and the environment
-develop the skills, strategies, and habits of mind required for scientific inquiry and technological problem solving
-understand the basic concepts of science and technology.

The curriculum expectations are organized in four strands, which are the major areas of knowledge and skills in the science and technology curriculum. They are as follows:
-The Nature and Science of Engineering
-Physical Science
-Earth and Space Science
-Life Science

Grading Scale:

Grading Scale
Grade 3 Minnesota Academic Standards Scott Foresman Science
Strand: 3.1: The Nature of Science and Engineering
Substrand: 3.1.1: The Practice of Science
Standard: 3.1.1.1: Scientists work as individuals and in groups, emphasizing evidence, open communication and skepticism.
3.1.1.1.1: Provide evidence to support claims other than saying "Everyone knows that," or "I just know," and question such reasons when given by others. TE: 26-27, 68, 90-91, 100, 184-185, 268-271, 356
Standard: 3.1.1.2: Scientific inquiry is a set of interrelated processes incorporating multiple approaches that are used to pose questions about the natural world and investigate phenomena.
3.1.1.2.1: Generate questions that can be answered when scientific knowledge is combined with knowledge gained from one's own observations or investigations. Example: Investigate the sounds produced by striking various objects. TE: 90-91, 162-163, 184-185, 300, 378-379
3.1.1.2.2: Recognize that when a science investigation is done the way it was done before, even in a different place, a similar result is expected. TE: 140-143, 268-271, 412-415, 509-511
3.1.1.2.3: Maintain a record of observations, procedures and explanations, being careful to distinguish between actual observations and ideas about what was observed. Example: Make a chart comparing observations about the structures of plants and animals. TE: 26-27, 140-143, 162-163, 210-211, 314-315
3.1.1.2.4: Construct reasonable explanations based on evidence collected from observations or experiments. TE: 4, 100, 210-211, 290-291, 344-345
Substrand: 3.1.3: Interactions Among Science, Technology Engineering, Mathematics, and Society
Standard: 3.1.3.2: Men and women throughout the history of all cultures, including Minnesota American Indian tribes and communities, have been involved in engineering design and scientific inquiry.
3.1.3.2.1: Understand that everybody can use evidence to learn about the natural world, identify patterns in nature, and develop tools. Example: Ojibwe and Dakota knowledge and use of patterns in the stars to predict and plan. TE: 134-135, 240, 438-439
3.1.3.2.2: Recognize that the practice of science and/or engineering involves many different kinds of work and engages men and women of all ages and backgrounds. TE: 32, 64, 96, 192, 216, 408, 504
Standard: 3.1.3.4: Tools and mathematics help scientists and engineers see more, measure more accurately, and do things that they could not otherwise accomplish.
3.1.3.4.1: Use tools, including rulers, thermometers, magnifiers and simple balances, to improve observations and keep a record of the observations made. TE: 90-91, 172, 268-271, 290-291, 292-293, 344-345, 412-415, 466-467, 508-511
Strand: 3.2: Physical Science
Substrand: 3.2.3: Energy
Standard: 3.2.3.1: Energy appears in different forms, including sound and light.
3.2.3.1.1: Explain the relationship between the pitch of a sound, the rate of vibration of the source and factors that affect pitch. Example: Changing the length of a string that is plucked changes the pitch. TE: 390-395
3.2.3.1.2: Explain how shadows form and can change in various ways. TE: 371, 420, 426-427
3.2.3.1.3: Describe how light travels in a straight line until it is absorbed, redirected, reflected or allowed to pass through an object. Example: Use a flashlight, mirrors and water to demonstrate reflection and bending of light. TE: 370-373
Strand: 3.3: Earth and Space Science
Substrand: 3.3.3: The Universe
Standard: 3.3.3.1: The sun and moon have locations and movements that can be observed and described.
3.3.3.1.1: Observe and describe the daily and seasonal changes in the position of the sun and compare observations. TE: 420, 422-427, 428-4TE: 420, 422-427, 428-431
3.3.3.1.2: Recognize the pattern of apparent changes in the moon's shape and position. TE: 432-435
Standard: 3.3.3.2: Objects in the solar system as seen from Earth have various sizes and distinctive patterns of motion.
3.3.3.2.1: Demonstrate how a large light source at a great distance looks like a small light that is much closer. Example: Car headlights at a distance look small compared to when they are close. TE: 466-467
3.3.3.2.2: Recognize that the Earth is one of several planets that orbit the sun, and that the moon orbits the Earth. TE: 452, 454-457, 458-465
Strand: 3.4: Life Science
Substrand: 3.4.1: Structure and Function in Living Systems
Standard: 3.4.1.1: Living things are diverse with many different characteristics that enable them to grow, reproduce and survive.
3.4.1.1.1: Compare how the different structures of plants and animals serve various functions of growth, survival and reproduction. Example: Skeletons in animals and stems in plants provide strength and stability. TE: 6-9, 10-13
3.4.1.1.2: Identify common groups of plants and animals using observable physical characteristics, structures and behaviors. Example: Sort animals into groups such as mammals and amphibians based on physical characteristics. Example: Sort and identify common Minnesota trees based on leaf/needle characteristics. TE: 14-17, 38-43
Substrand: 3.4.3: Evolution in Living Systems
Standard: 3.4.3.2: Offspring are generally similar to their parents, but may have variations that can be advantageous or disadvantageous in a particular environment.
3.4.3.2.1: Give examples of likenesses between adults and offspring in plants and animals that can be inherited or acquired. Example: Collect samples or pictures that show similarities between adults and their young offspring. TE: 52-53
3.4.3.2.2: Give examples of differences among individuals that can sometimes give an individual an advantage in survival and reproduction. TE: 48-51

Assessment

evaluation example
QUIZZES 20%
UNIT TEST/ CHAPTER TEST 25%
PARTICIPATION (SEATWORK, WORKBOOK, RECITATION) 25%
HOMEWORK 10%
PROJECT (LABORATORY, EXPERIMENTS) 20%
TOTAL 100%
Weekly Informational Knowledge Overview - (Students will know...)
• Standards and rules in the classroom
• Books and resources needed for learning
• Understand the concepts and skills to learn in Math
• Identify different tools and equipment used in Science
• Relate the importance of Science in our daily lives
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Set standards and rules in the classroom
• Distribute books and resources needed for learning
• Understand the concepts and skills to learn in Science
• Identify different tools and equipment used in Science
• Relate the importance of Science in our daily lives
Monday
Tuesday
Wednesday
Thursday
Friday
***FIRST DAY OF CLASS***
Learning Objective:
• Set standards and rules in the classroom
• Get acquainted with their classmates
Language Objective:
• Introduce oneself and share one interesting fact about their selves
Main Activity:
• General Orientation with the school administration.
• Getting to know activities with the whole elementary students
• Set standards and rules in the classroom
• Get acquainted with their classmates
Evaluation:
Check out standards and names of their classmates
Vocabulary:
Homework:
Learning Objective:
• Set standards and rules in the classroom
• Distribute books and resources needed for learning
Language Objective:
• Set standards in using the books and resources needed for learning
Main Activity:
• Setting of classroom rules, standards and topics to study for the school year
• Distribution of books and assigning of responsibilities
Evaluation:
Name ways in how to be a good steward of things.
Vocabulary:
Homework:
Learning Objective:
• Understand the concepts and skills to learn in Science
• Identify different tools and equipment used in Science
Language Objective:
• Relate the importance of Science in our daily lives
Main Activity:
• Introduce concepts and skills to learn in Science
• Importance of Science and its relevance to daily activities and things around us.
• Name different process skills needed in learning Science
• Share the different activities that involves different skills and talents
Evaluation:
Have an activity of observing, identifying and classifying things found in school that has relevance with Science
Vocabulary:
Homework:
Learning Objective:
• Understand the concepts and skills to learn in Science
• Identify different tools and equipment used in Science
Language Objective:
• Relate the importance of Science in our daily lives
Main Activity:
• Have them observe surrounding and make their own classification
• Identify different tools and equipment used in Science
• Ask where do we used the following
Evaluation:
• Understand the concepts and skills to learn in Science
• Identify different tools and equipment used in Science
Vocabulary:
Observation, classification, identification, inferring
Homework:
Learning Objective:
• Understand the concepts and skills to learn in Science
• Identify different tools and equipment used in Science
Language Objective:
• Relate the importance of Science in our daily lives
Main Activity:
• Have them observe surrounding and make their own classification
• Identify different tools and equipment used in Science
• Ask where do we used the following
Evaluation:
• Understand the concepts and skills to learn in Science
• Identify different tools and equipment used in Science
Vocabulary:
Observation, classification, identification, inferring
Homework:
Materials / Resources (including technology)
Textbook, video, science tools and equipment
State of Minnesota Standards Covered
  • 3.1.1.1.1 Provide evidence to support claims, other than saying “Everyone knows that,” or “I just know,” and question such reasons when given by others.
  • 3.1.1.2.1 Generate questions that can be answered when scientific knowledge is combined with knowledge gained from one's own observations or investigations. For example: Investigate the sounds produced by striking various objects.
  • 3.1.1.2.2 Recognize that when a science investigation is done the way it was done before, even in a different place, a similar result is expected.
Weekly Informational Knowledge Overview - (Students will know...)
• What are the main parts of a plant?
• Why do plants need roots and stems?
• How are plants grouped?
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Identify the common characteristics of plants and animals
• Identify the main parts of a plant and its functions
• Describe the behavioral and structural adaptations of plants and animals to be able to adapt to the environment
• Identify the similarities and differences of plants and animals
• Classify plants according to their structures
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• Identify the common characteristics of plants and animals
• Identify the main parts of a plant and its functions
Language Objective:
• Name the common characteristics of plants and animals
Main Activity:
• Review of different skills used in Science. Ask them to observe a plant and an animal
• Identify the parts of the following, observe and compare their similarities and differences
• Introduce how these are used to adapt to their surroundings.
• List down the characteristics of plants
• Present the parts of a plant and the structures it has to live, survive and propagate
• Read and answer their textbook
Evaluation:
Label the parts of the plant
Vocabulary:
Leaves, roots, stems, flowers, fruits, seeds, xylem, phloem, system, deciduous, coniferous, pollinate, seed leaf, germinate, seedling
Homework:
Answer workbook lesson 1
Learning Objective:
• Identify the main parts of a plant and its functions
• Describe the behavioral and structural adaptations of plants and animals to be able to adapt to the environment
Language Objective:
• List the adaptation structures of plants to survive
Main Activity:
• Review of the parts and functions of plants
• Identify the main parts of a plant and its functions
• Describe the behavioral and structural adaptations of plants and animals to be able to adapt to the environment
• Present how the roots and stems are working together to deliver nutrients and water to the plant.
• Discuss concept in their board
Evaluation:
Make an experiment showing how roots absorbs minerals and water from the soil and delivers it to the stem to all parts
Vocabulary:
Leaves, roots, stems, flowers, fruits, seeds, xylem, phloem, system, deciduous, coniferous, pollinate, seed leaf, germinate, seedling
Homework:
Observe your experiment and make a prediction about it
Learning Objective:
• Describe the behavioral and structural adaptations of plants and animals to be able to adapt to the environment
• Identify the similarities and differences of plants and animals
Language Objective:
• Classify plants according to their structures
Main Activity:
• Review of parts and functions of plants and how they are important to the growth of the plant
• Describe the behavioral and structural adaptations of plants and animals to be able to adapt to the environment
• Identify the similarities and differences of plants and animals
• Classify plants according to their structures.
Evaluation:
Use their textbook to identify and describe each group.
Vocabulary:
Leaves, roots, stems, flowers, fruits, seeds, xylem, phloem, system, deciduous, coniferous, pollinate, seed leaf, germinate, seedling
Homework:
Answer their Science workbook
Learning Objective:
• Describe how plants can manufacture its own food
• Classify plants according to structures and behavioral adaptations
Language Objective:
• Classify plants according to structures and behavioral adaptations
Main Activity:
• Quick review of plants and animals similarities and differences
• Ask why some plants becomes carnivorous like the Venus fly trap? Explain how plants have adaptations behavior are used for them to survive and reproduce.
• Present how plants manufacture their food and how important they are to other living things.
• Watch a video about it.
• Discuss concepts in their book about it
Evaluation:
Answer their workbook
Vocabulary:
Leaves, roots, stems, flowers, fruits, seeds, xylem, phloem, system, deciduous, coniferous, pollinate, seed leaf, germinate, seedling
Homework:
Prepare for a quiz
Learning Objective:
• Assess students understanding of the concepts and skills from topic learned
Language Objective:
Main Activity:
• Review of the topics and lesson learned
• Give out the rules in taking a test
• Administer the test
Evaluation:
• Check if the lesson topic is learned
Vocabulary:
Homework:
Materials / Resources (including technology)
Pictures, video, celery stalks, food coloring, napkins, empty water bottles
State of Minnesota Standards Covered
  • 3.1.1.2.3 Maintain a record of observations, procedures and explanations, being careful to distinguish between actual observations and ideas about what was observed. For example: Make a chart comparing observations about the structures of plants and animals.
  • 3.4.1.1.1 Compare how the different structures of plants and animals serve various functions of growth, survival and reproduction. For example: Skeletons in animals and stems in plants provide strength and stability.
  • 3.4.1.1.2 Identify common groups of plants and animals using observable physical characteristics, structures and behaviors. For example: Sort animals into groups such as mammals and amphibians based on physical characteristics. Another example: Sort and identify common Minnesota trees based on leaf/needle characteristics.
Weekly Informational Knowledge Overview - (Students will know...)
• How Plants Grow and Spread
• Life cycle of a seed
• Comparing plants of today and of the past
• Classification of Animals
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Describe how plants grow and spread their seeds
• Illustrate the life cycle of a seed/plant
• Observe the growth of a seed/plant
• Compare and contrast the plants today from the past
• Classify animals according to their characteristics
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• Describe how plants grow and spread seeds
Language Objective:
• Illustrate the life cycle of the seed/plant
Main Activity:
• Review of how living things are classified and their parts
• Relate how the flower produces seeds and used for reproduction
• Describe the parts of a seed and its work
• Name ways in how seeds are dispersed
Evaluation:
Illustrate the life cycle of the seed
Vocabulary:
Seed, seed dispersal
Homework:
Answer the activities in their workbook
Learning Objective:
• Compare and contrast plants in the past and present
Language Objective:
• Create a diagram showing similarities and differences of plants
Main Activity:
• Review of the life cycle of plants
• Present pictures of plants that lived long ago. Observe how they are before and now.
• Introduce what are fossils and how they serve as our reference with the plants and animals that lived in the past.
• Have them read their textbook and discuss further details about the m
Evaluation:
Answer their workbook in Science
Vocabulary:
Fossil, markings, extinct, endangered, preservation, conservation
Homework:
Collect seeds that they want to grow and observe
Learning Objective:
• Observe how seeds grow
Language Objective:
• Make an illustration of how plants grow
Main Activity:
• Grow seeds
• Do the activity of observing seed growth and leaves its markings and fossil
Evaluation:
Check out their activity book for questions and list their
Vocabulary:
Homework:
Read lesson chapter at home
Learning Objective:
• Classify animals according to their characteristic – Backbone
Language Objective:
• Identify the characteristics of each group of animals
Main Activity:
• Present different pictures of animals and try to make a group out from it.
• Introduce how animals are classified and group – according to backbones
• Introduce the different groups of animals with backbone and without backbone
• Describe the characteristics of each group
Evaluation:
Let them classify animals according to their backbone and describe their characteristics
Vocabulary:
Vertebrates, Invertebrates, mammals, fish, birds, reptiles, amphibians, mollusks, insects, crustaceans
Homework:
Study for a chapter test
Learning Objective:
• Assess students understanding of the concepts and skills from topic learned
Language Objective:
Main Activity:
• Review of the topics and lesson learned
• Give out the rules in taking a test
• Administer the test
Evaluation:
• Check if the lesson topic is learned
Vocabulary:
Homework:
Materials / Resources (including technology)
Pictures, video, seeds, paper plates, napkins, empty water bottles
State of Minnesota Standards Covered
  • 3.1.1.2.3 Maintain a record of observations, procedures and explanations, being careful to distinguish between actual observations and ideas about what was observed. For example: Make a chart comparing observations about the structures of plants and animals.
  • 3.4.1.1.1 Compare how the different structures of plants and animals serve various functions of growth, survival and reproduction. For example: Skeletons in animals and stems in plants provide strength and stability.
  • 3.4.1.1.2 Identify common groups of plants and animals using observable physical characteristics, structures and behaviors. For example: Sort animals into groups such as mammals and amphibians based on physical characteristics. Another example: Sort and identify common Minnesota trees based on leaf/needle characteristics.
Weekly Informational Knowledge Overview - (Students will know...)
• Plant growth
• Animals in the past and present
• Classification of animals
• Animal Needs
• Animal Lifecycles
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Compare and contrast plants in the past and present
• Classify animals according to their characteristic – Backbone
• Animal Needs
• Animal Lifecycles
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• Compare and contrast plants in the past and present
Language Objective:
• Create a diagram showing similarities and differences of plants
Main Activity:
• Review of the life cycle of plants and how they spread seeds and propagate
• Present pictures of plants that lived long ago. Observe how they are before and now.
• Introduce what are fossils and how they serve as our reference with the plants and animals that lived in the past.
• Have them read their textbook and discuss further details about the m
Evaluation:
Answer their workbook in Science
Vocabulary:
Fossil, markings, extinct, endangered, preservation, conservation
Homework:
Learning Objective:
• Classify animals according to their characteristic – Backbone
Language Objective:
• Identify the characteristics of each group of animals
Main Activity:
• Present different pictures of animals and try to make a group out from it.
• Introduce how animals are classified and group – according to backbones
• Introduce the different groups of animals with backbone and without backbone
• Describe the characteristics of each group
Evaluation:
Let them classify animals according to their backbone and describe their characteristics
Vocabulary:
Vertebrates, Invertebrates, mammals, fish, birds, reptiles, amphibians, mollusks, insects, crustaceans
Homework:
Do worksheets at home
Learning Objective:
• Identify the needs of animals
Language Objective:
• Name the things that animals needs for them to live and grow
Main Activity:
• Present a video of how animals are grouped and what are the things they need for them to live and survive
• Present the needs of animals. How are these are met.
• Relate how these living creatures has the ability to survive on its own however with man interference can cause they’re endangerment or worst extinctions. Or their preservation
• Discuss lesson in their textbook.
Evaluation:
Answer their workbook
Vocabulary:
Habitat, water, food, shelter
Homework:
Answer their activity book on seed growth.
Learning Objective:
• Predict that animals go through a series of stages in their growth and development
Language Objective:
• Identify stages of lifecycles of animals
Main Activity:
• Review of grouping of animals and their characteristics and their needs
• Present how animals grow and develop. Introduce the life cycle of different animals.
• Compare and contrast their life cycles.
• Discuss the information in their textbook.
Evaluation:
Have them answer their workbook on this lesson.
Vocabulary:
Life cycles, complete metamorphosis, incomplete metamorphosis, egg, larvae, pupa, adult
Homework:
Prepare for a test tomorrow.
Learning Objective:
• Assess students understanding of the concepts and skills from topic learned
Language Objective:
Main Activity:
• Review of the topics and lesson learned
• Give out the rules in taking a test
• Administer the test
Evaluation:
• Check if the lesson topic is learned
Vocabulary:
System, deciduous, coniferous, pollinate, photosynthesis, germinate, seed leaf, fossil, extinct
Homework:
Materials / Resources (including technology)
Pictures, video, seeds, paper plates, napkins, empty water bottles, textbook , workbook
State of Minnesota Standards Covered
  • 3.1.1.2.3 Maintain a record of observations, procedures and explanations, being careful to distinguish between actual observations and ideas about what was observed. For example: Make a chart comparing observations about the structures of plants and animals.
  • 3.1.3.2.1 Understand that everybody can use evidence to learn about the natural world, identify patterns in nature, and develop tools. For example: Ojibwa and Dakota knowledge and use of patterns in the stars to predict and plan.
  • 3.1.3.4.1 Use tools, including rulers, thermometers, magnifiers and simple balance, to improve observations and keep a record of the observations made.
  • 3.4.1.1.1 Compare how the different structures of plants and animals serve various functions of growth, survival and reproduction. For example: Skeletons in animals and stems in plants provide strength and stability.
  • 3.4.1.1.2 Identify common groups of plants and animals using observable physical characteristics, structures and behaviors. For example: Sort animals into groups such as mammals and amphibians based on physical characteristics. Another example: Sort and identify common Minnesota trees based on leaf/needle characteristics
Weekly Informational Knowledge Overview - (Students will know...)
• Classification of animals
• Animal Needs
• Animal Lifecycles
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Identify common and distinguishing characteristics of groups of vertebrates and invertebrates animals
• Classify the different groups of animals
• Identify the needs of animals
• Describe the stages of growth of animals, lifecycle, growth, development, reproduction and death.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• Identify common and distinguishing characteristics of groups of vertebrates animals
• Classify the different groups of animals
Language Objective:
• Distinguish the differences of group of animals
Main Activity:
• Form a group and Have a game of identifying animals and grouping them in how they are similar
• Present their work. Introduce how animals can be classified to their backbones and to distinguishing traits.
• Present different group and describe their characteristics, Give more examples
Evaluation:
Make a chart of animals showing their traits and characteristics.
Vocabulary:
Traits, characteristics, vertebrates, invertebrates, mammals, reptiles, amphibians, birds, fish
Homework:
Give examples of different groups of vertebrates
Learning Objective:
• Identify common and distinguishing characteristics of groups of invertebrates animals
• Classify the different groups of animals
Language Objective:
• Distinguish the differences of group of animals
Main Activity:
• Form a group and Have a game of identifying invertebrate animals and grouping them in how they are similar
• Present their work. Introduce how animals can be classified to their backbones and to distinguishing traits.
• Present different group and describe their characteristics, Give more examples
Evaluation:
Make a chart of animals showing their traits and characteristics.
Vocabulary:
Traits, characteristics, vertebrates, invertebrates, mammals, reptiles, amphibians, birds, fish Sea Jellies, Worms, Mollusks, Arthropods
Homework:
Give examples of different groups of invertebrates
Learning Objective:
• Predict that animals go through a series of stages in their growth and development
Language Objective:
• Identify stages of lifecycles of animals
Main Activity:
• Review of grouping of animals and their characteristics and their needs
• Present how animals grow and develop. Introduce the life cycle of different animals.
• Compare and contrast their life cycles.
• Discuss the information in their textbook.
Evaluation:
Have them answer their workbook on this lesson.
Vocabulary:
Life cycles, complete metamorphosis, incomplete metamorphosis, egg, larvae, pupa, adult
Homework:
Draw the life cycles of their choice animal
Learning Objective:
• Identify the needs of animals
Language Objective:
• Name the things that animals needs for them to live and grow
Main Activity:
• Present a video of how animals are grouped and what are the things they need for them to live and survive
• Present the needs of animals. How these needs are met.
• Relate how these living creatures has the ability to survive on its own however with man interference can cause they’re endangerment or worst extinctions. Or their preservation
• Discuss lesson in their textbook.
Evaluation:
Answer their workbook
Vocabulary:
Habitat, water, food, shelter
Homework:
Name ways on how we can help in providing the needs of animals.
Learning Objective:
• Predict that animals go through a series of stages in their growth and development
Language Objective:
• Identify stages of lifecycles of animals
Main Activity:
• Review of grouping of animals and their characteristics and their needs
• Present how animals grow and develop. Introduce the life cycle of different animals.
• Compare and contrast their life cycles.
• Discuss the information in their textbook.
Evaluation:
Have them answer their workbook on this lesson.
Vocabulary:
Life cycles, complete metamorphosis, incomplete metamorphosis, egg, larvae, pupa, adult
Homework:
Materials / Resources (including technology)
Pictures, textbooks, workbooks, videos of animals life cycles and growth
State of Minnesota Standards Covered
  • 3.1.1.2.3 Maintain a record of observations, procedures and explanations, being careful to distinguish between actual observations and ideas about what was observed. For example: Make a chart comparing observations about the structures of plants and animals.
  • 3.4.1.1.1 Compare how the different structures of plants and animals serve various functions of growth, survival and reproduction. For example: Skeletons in animals and stems in plants provide strength and stability.
  • 3.4.1.1.2 Identify common groups of plants and animals using observable physical characteristics, structures and behaviors. For example: Sort animals into groups such as mammals and amphibians based on physical characteristics. Another example: Sort and identify common Minnesota trees based on leaf/needle characteristics.
Weekly Informational Knowledge Overview - (Students will know...)
• Animal Lifecycles
• How animals grow and change
• How Adaptations help animals
• Animals in the past and present
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Describe the stages of growth of animals, lifecycle, growth, development, reproduction and death.
• Distinguished the inherited and learned character traits and behavior of animals in their interaction with their environment
• Identify and describe behavioral and structured adaptations of plants and animals to survive in their environment
• Identify that fossils are evidences about the animals that lived in the past
• List down changes in their habitat that may be beneficial or harmful to the animals or plants
Monday
Tuesday
Wednesday
Thursday
Friday
***NO CLASS, Eidul Adha***
Learning Objective:
• Identify common and distinguishing characteristics of groups of invertebrates animals
• Classify the different groups of animals
Language Objective:
• Distinguish the differences of group of animals
Main Activity:
• Form a group and Have a game of identifying invertebrate animals and grouping them in how they are similar
• Present their work. Introduce how animals can be classified to their backbones and to distinguishing traits.
• Present different group and describe their characteristics, Give more examples
Evaluation:
Make a chart of animals showing their traits and characteristics.
Vocabulary:
Traits, characteristics, vertebrates, invertebrates, mammals, reptiles, amphibians, birds, fish Sea Jellies, Worms, Mollusks, Arthropods
Homework:
Classify animals as to vertebrates and invertebrates
Learning Objective:
• Predict that animals go through a series of stages in their growth and development
Language Objective:
• Identify stages of lifecycles of animals
Main Activity:
• Review of grouping of animals and their characteristics and their needs
• Present how animals grow and develop. Introduce the life cycle of different animals.
• Compare and contrast their life cycles.
• Discuss the information in their textbook.
Evaluation:
Have them answer their workbook on this lesson.
Vocabulary:
Life cycles, complete metamorphosis, incomplete metamorphosis, egg, larvae, pupa, adult
Homework:
Describe a lfe cycle of one animal they want to focus on.
Learning Objective:
Identify the needs of animals
Language Objective:
• Name the things that animals needs for them to live and grow
Main Activity:
• Present a video of how animals are grouped and what are the things they need for them to live and survive
• Present the needs of animals. How these needs are met.
• Relate how these living creatures has the ability to survive on its own however with man interference can cause they’re endangerment or worst extinctions. Or their preservation • Discuss lesson in their textbook.
Evaluation:
Answer their workbook
Vocabulary:
Habitat, water, food, shelter,
Homework:
List down structural adaptations of animals that makes them survive
Learning Objective:
• Name ways in how animals reproduce and adapt to survive in their environment
Language Objective:
• Identify the terms used for animals adaptation
Main Activity:
• Recap of the group of animals
• How do the following reproduce their kind? Present the life cycle of each group and how do they develop
• Name some adaptation skills that each group has to survive and reproduce
• Discus the lesson in their textbook
Evaluation:
• Answer the activity in their workbook
Vocabulary:
Adaptation, traits, migration, hibernation, protective armor, poison, camouflage, mimicry, estivation
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Pictures, videos of animals life cycle and adaptations, textbooks and workbooks
State of Minnesota Standards Covered
3.1.1.2.3 Maintain a record of observations, procedures and explanations, being careful to distinguish between actual observations and ideas about what was observed. For example: Make a chart comparing observations about the structures of plants and animals.
3.4.1.1.1 Compare how the different structures of plants and animals serve various functions of growth, survival and reproduction. For example: Skeletons in animals and stems in plants provide strength and stability.
3.4.1.1.2 Identify common groups of plants and animals using observable physical characteristics, structures and behaviors. For example: Sort animals into groups such as mammals and amphibians based on physical characteristics. Another example: Sort and identify common Minnesota trees based on leaf/needle characteristics
Weekly Informational Knowledge Overview - (Students will know...)
• Lifecycles and stages of development
• How Adaptations help animals
• Fun facts about structural and behavioral adaptation
• Animals in the past and present
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Distinguished the inherited and learned character traits and behavior of animals in their interaction with their environment
• Identify and describe behavioral and structured adaptations of plants and animals to survive in their environment
• Identify that fossils are evidences about the animals that lived in the past
• List down changes in their habitat that may be beneficial or harmful to the animals or plants
Monday
Tuesday
Wednesday
Thursday
Friday
***NO CLASS, LA NAVAL CELEBRATION***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
• Predict that animals go through a series of stages in their growth and development
Language Objective:
• Identify stages of lifecycles of animals , mammals, birds, reptiles, amphibians, fish and invertebrates
Main Activity:
• Review of grouping of animals and their characteristics and their needs
• Present how animals grow and develop.
• Introduce the life cycle of different animals.
• Compare and contrast their life cycles as to complete or incomplete metamorphosis
• Discuss the information in their textbook.
Evaluation:
Have them answer their workbook on this lesson.
Vocabulary:
Life cycles, complete metamorphosis, incomplete metamorphosis, egg, larvae, pupa, adult
Homework:
Draw a life cycle of the animal you like:
Learning Objective:
• Distinguished the inherited and learned character traits and behavior of animals in their interaction with their environment
Language Objective:
• Identify and describe behavioral and structured adaptations of plants and animals to survive in their environment
Main Activity:
• Review of life cycles , unlock the meaning o the word adaptation
• Introduce how animals adapt to their surrounding using structured body parts and behavioral adaptations or learned characters from parents
• Present a sample video for each of the following group of animals to identify how they adapt to their environment to survive.
• Mammals – bears, chipmunk, beaver , Reptiles – turtle, horned lizard, Amphibians – frogs , Birds – pelican, owl, ostrich , Fish - salmon
Evaluation:
• List down the behavioral and structural adaptations of these animals
Vocabulary:
Adaptation, traits, migration, hibernation, protective armor, poison, camouflage, mimicry, estivation, beaks, webbed feet, warm blooded and cold blooded
Homework:
Study the vocabulary words and answer their workbooks
Learning Objective:
• Name ways in how animals adapt to survive in their environment
Language Objective:
• Identify the terms used for animals adaptation
Main Activity:
• Recap of the group of animals
• How do the following reproduce their kind? Present the life cycle of each group and how do they develop
• Name some adaptation skills that each group has to survive and reproduce
• Discus the lesson in their textbook
Evaluation:
• Answer the activity in their workbook
Vocabulary:
Adaptation, traits, migration, hibernation, protective armor, poison, camouflage, mimicry, estivation
Homework:
Choose an animal they love, describe its needs, life cycle and adaptations
Learning Objective:
• Identify that fossils are evidences about the animals that lived in the past
• List down changes in their habitat that may be beneficial or harmful to the animals or plants
Language Objective:
• Name animals that lived long ago
Main Activity:
• Ask if they believed that dinosaurs lived before on earth? How did they know? What are their evidences?
• Identify that fossils are evidences about the animals that lived in the past. Introduce how paleontologists are studying fossils or markings that tell us about the history of living things before.
• Describe how these are assembled and searched.
• List down changes in their habitat that may be beneficial or harmful to the animals or plants
Evaluation:
• What are the probable cause of extinction of other animals
Vocabulary:
Fossils, markings, extinct,, paleontologist
Homework:
Materials / Resources (including technology)
Pictures, videos of animals life cycle and adaptations, textbooks and workbooks
State of Minnesota Standards Covered
3.1.1.2.3 Maintain a record of observations, procedures and explanations, being careful to distinguish between actual observations and ideas about what was observed. For example: Make a chart comparing observations about the structures of plants and animals.
3.4.1.1.1 Compare how the different structures of plants and animals serve various functions of growth, survival and reproduction. For example: Skeletons in animals and stems in plants provide strength and stability.
3.4.1.1.2 Identify common groups of plants and animals using observable physical characteristics, structures and behaviors. For example: Sort animals into groups such as mammals and amphibians based on physical characteristics. Another example: Sort and identify common Minnesota trees based on leaf/needle characteristics
Weekly Informational Knowledge Overview - (Students will know...)
• What are Ecosystems?
• What things make up an ecosystem?
• What are relationships in the ecosystems?
• What are the different kinds of ecosystems?
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Identifies that the sun provides the energy for the Earth in the form of heat and light
• Name the things that make up the ecosystem
• Identify the needs of living things to live, grow and survive
• Name ways on how living things and non-living things depend to each other to meet their needs
• Identify and understands the various ways that animals needs plants to meet its need for food, shelter, and oxygen.
• Identify and describe different relationships and interactions in the ecosystems
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• Identifies that the sun provides the energy for the Earth in the form of heat and light
• Name the things that make up the ecosystem
Language Objective:
• List down the things that makes up the ecosystem
Main Activity:
• Present different kinds of ecosystem use a video clip and ask them to list down all the things that they can see in the different ecosystems.
• Ask what are the things they’ve listed. If to group or classify them what 2 big groups can they make.
• Introduce the living and the non-living part of the ecosystem.
• Identify and ask how the following help each other. Like the sun, land, air and water, plants, animals, microorganisms and humans.
• Introduce Photosynthesis, carbon-oxygen cycle, nitrogen and how plants help animals.
• Discuss the content in their textbook.
Evaluation:
Illustrate the ecosystem and its parts
Vocabulary:
Environment, ecosystem, population, community, individual species, plants, producers, animals, land, water, air, sunlight
Homework:
Answer their workbook
Learning Objective:
• Name the things that make up the ecosystem
• Identify the needs of living things to live, grow and survive
Language Objective:
• Illustrate how ecosystem are formed or made
Main Activity:
• Recap of the living and non-living part of the ecosystem and how the sun’s heat and light provides the energy to the ecosystem,
• Illustrate photosynthesis, its production of food and respiration of oxygen which animals needs and vice versa plants needs CO2 to survive which is released by animals.
• Present how from photosynthesis plants are able to manufacture food which is used by plant eaters, herbivores, then carnivores, omnivores and how these are broken down by decomposers to return back to the soil. How the cycle is repeatedly done all the time.
• Illustrate the relations of a species, population, community, ecosystem and environment
Evaluation:
Make an illustration of relationships in the ecosystem : Plants and animals, sunlight, water, soil, air and plants
Vocabulary:
Environment, ecosystem, population, community, individual species, plants, producers, animals, land, water, air, sunlight
Homework:
Answer lesson checkpoint.
Learning Objective:
• Name ways on how living things and non-living things depend to each other to meet their needs
• Identify and understands the various ways that animals needs plants to meet its need for food, shelter, and oxygen.
Language Objective:
• Identify the needs of living things to live, grow and survive
Main Activity:
• Show illustration of photosynthesis, CO2 and Oxygen Cycle ask how these are part of the activities that happens in the ecosystem.
• Identify the needs of plants and animals.
• Make a comparison of its similarities and differences and also how they work and need each other to survive,
• Name ways in how living things and non-living depend on each other and also how plants and animals they help and use each other for survival and growth.
Evaluation:
List down the various ways in how plants and animals interact and help each other .
Vocabulary:
Environment, ecosystem, population, community, individual species, plants, producers, animals, land, water, air, sunlight, carbon-oxygen cycle, photosynthesis
Homework:
Answer their workbook
Learning Objective:
• Identify and understands the various ways that animals needs plants to meet its need for food, shelter, and oxygen.
Language Objective:
• Identify and describe different relationships and interactions in the ecosystems
Main Activity:
• What are the various ways in how plants and animals interact and help each other?
• What happens if the population of one or the either is imbalanced what will happen to its ecosystem.
• Present how all things work together using a video of the rainforest and how the truffle and salmon becomes a cycle of life that sustain the others
Evaluation:
Explain how each part of the ecosystem is important.
Vocabulary:
Environment, ecosystem, population, community, individual species, plants, producers, animals, land, water, air, sunlight
Homework:
***NO CLASS, FEAST OF THE HOLY SEPULCHRE***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Textbooks, worksheets, workbooks, ppt and video
State of Minnesota Standards Covered
3.1.1.2.3 Maintain a record of observations, procedures and explanations, being careful to distinguish between actual observations and ideas about what was observed. For example: Make a chart comparing observations about the structures of plants and animals.
3.4.1.1.1 Compare how the different structures of plants and animals serve various functions of growth, survival and reproduction. For example: Skeletons in animals and stems in plants provide strength and stability.
3.4.1.1.2 Identify common groups of plants and animals using observable physical characteristics, structures and behaviors. For example: Sort animals into groups such as mammals and amphibians based on physical characteristics. Another example: Sort and identify common Minnesota trees based on leaf/needle characteristics
Weekly Informational Knowledge Overview - (Students will know...)
• Kinds of ecosystems
• Differentiating different ecosystem
• Comparing and contrasting ecosystems
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Identify and describe different ecosystems
• Distinguish different kinds of ecosystem,
• Compare and contrast different forest ecosystem
• Compare and contrast different water ecosystem
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• Identify and describe different ecosystems
• Distinguish different kinds of ecosystem
Language Objective:
• Explain the importance of each kind of ecosystem
Main Activity:
• Review of the composition make up of an ecosystem and how they relate to each other
• Present different ecosystems and describe the features of the living and non-living component of it .
• Describe as well its relation to its weather, climate and as its location on the earth.
• Watch a short clip video of a desert ecosystem and list down the animals and plants that can thrive and grow in there.
Evaluation:
Describe a desert ecosystem and what thrives and grow in this place.
Vocabulary:
Ecosystem, desert, tundra, grassland, savanna, tropical rainforest, temperate forest, coral reef, deep sea
Homework:
Answer workbook pages
Learning Objective:
• Identify and describe different ecosystems
• Distinguish different kinds of ecosystem,
Language Objective:
• Identify the differences of the following forest ecosystem
Main Activity:
• Review of the different ecosystems and describe the features of the living and non-living component.
• Describe as well its relation to its weather, climate and as its location on the earth.
• Introduce the different forest ecosystem and how are they similar and different.
• Describe the distinctive trait of the following ecosystems.
• Watch a short video of forest ecosystems and
Evaluation:
Describe a forest ecosystem and what thrives and grow in this place.
Vocabulary:
Ecosystem, desert, tundra, grassland, savanna, tropical rainforest, temperate forest, coral reef, deep sea
Homework:
Answer workbook pages
• Identify and describe different ecosystems
• Distinguish different kinds of ecosystem,
Learning Objective:
• Identify and describe different ecosystems
• Distinguish different kinds of ecosystem,
Language Objective:
• Identify the differences of the following forest ecosystem
Main Activity:
• Review of the different ecosystems and describe the features of the living and non-living component.
• Describe as well its relation to its weather, climate and as its location on the earth.
• Introduce the different water ecosystem and how are they similar and different.
• Describe the distinctive trait of the following ecosystems.
• Watch a short video of water ecosystems
Evaluation:
Describe a water ecosystem and what thrives and grow in this place.
Vocabulary:
Ecosystem, desert, tundra, grassland, savanna, tropical rainforest, temperate forest, coral reef, deep sea
Homework:
Answer workbook pages
Learning Objective:
• Compare and contrast different forest ecosystem
• Compare and contrast different water ecosystem
Language Objective:
• Compare and contrast using a Venn diagram
Main Activity:
• Recap of the different ecosystems
• Identify their similarities and differences of the following ecosystems
• Name a distinctive character for the different ecosystem
• Fill in the Venn Diagram for the following
Evaluation:
Present their work.
Vocabulary:
Ecosystem, desert, tundra, grassland, savanna, tropical rainforest, temperate forest, coral reef, deep sea
Homework:
***HALLOWEEN PARTY***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Textbooks, worksheets, workbooks, ppt and video
State of Minnesota Standards Covered
3.1.1.2.3 Maintain a record of observations, procedures and explanations, being careful to distinguish between actual observations and ideas about what was observed. For example: Make a chart comparing observations about the structures of plants and animals.
3.1.3.2.1 Understand that everybody can use evidence to learn about the natural world, identify patterns in nature, and develop tools. For example: Ojibwa and Dakota knowledge and use of patterns in the stars to predict and plan.
3.1.3.2.1 Understand that everybody can use evidence to learn about the natural world, identify patterns in nature, and develop tools. For example: Ojibwa and Dakota knowledge and use of patterns in the stars to predict and plan.
3.4.1.1.1 Compare how the different structures of plants and animals serve various functions of growth, survival and reproduction. For example: Skeletons in animals and stems in plants provide strength and stability.
3.4.1.1.2 Identify common groups of plants and animals using observable physical characteristics, structures and behaviors. For example: Sort animals into groups such as mammals and amphibians based on physical characteristics. Another example: Sort and identify common Minnesota trees based on leaf/needle characteristics
Weekly Informational Knowledge Overview - (Students will know...)
• Assess students’ understanding of the concepts and skills learned from the topic
• Kinds of Ecosystem
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Assess students’ understanding of the concepts and skills learned from the topic
• Identify and describe different ecosystems
• Distinguish ecosystems from one another
• Relate the importance of having balance in an ecosystem
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• Assess students’ understanding of the concepts and skills learned from the topic
Language Objective:
• Identify different classification of living things
Main Activity:
• Review game of lesson learned about plants
• Describe vocabulary words learned and provide examples
• Do activities in their workbooks
Evaluation:
Check if the concepts presented were learned and recalled
Vocabulary:
Plants, photosynthesis,
Homework:
Do homework worksheets
Learning Objective:
• Assess students’ understanding of the concepts and skills learned from the topic
Language Objective:
• Identify different classification of living things
Main Activity:
• Review game of lesson learned about animals
• Describe vocabulary words learned and provide examples
• Do activities in their workbooks
Evaluation:
Check if the concepts presented were learned and recalled
Vocabulary:
Homework:
Prepare for test
***END OF GRADING PERIOD 1 ***
Learning Objective:
• Assess students’ understanding of the concepts and skills learned from the topic
Language Objective:
• Identify different classification of living things
Main Activity:
• Review game of lesson learned about relationship of plants and animals
• Describe vocabulary words learned and provide examples
• Do activities in their workbooks
• Administer the topic test
Evaluation:
Check if the concepts presented were learned and recalled
Vocabulary:
Homework:
***START OF GRADING PERIOD 2 ***
Learning Objective:
• Identify and describe different ecosystems
Language Objective:
• Distinguish ecosystems from one another
Main Activity:
• Review of what is ecosystem,
• Ask how they work together? Cite out how different parts are link together
• Present the relationship of different parts of the ecosystem and how they work together.
• Identify and describe different ecosystem present in different parts of the world
• Discuss the topics in their book.
Evaluation:
Answer their workbook about these ecosystems
Vocabulary:
Ecosystem, Biotic, abiotic, forest ecosystem, water or aquatic ecosystem, grasslands
Homework:
Choose their ecosystem that they want to work on and create a diorama of it
Learning Objective:
• Identify and describe different ecosystems
Language Objective:
• Distinguish ecosystems from one another
Main Activity:
• Review of what is ecosystem,
• Present the relationship of different parts of the ecosystem and how they work together.
• Identify and describe different ecosystem present in different parts of the world
• Compare and contrast different ecosystems
• Discuss the topics in their book.
Evaluation:
Answer their workbook about these ecosystems
Vocabulary:
Ecosystem, Biotic, abiotic, forest ecosystem, water or aquatic ecosystem, grasslands
Homework:
Materials / Resources (including technology)
Textbooks, workbooks, worksheets, video, ppt
State of Minnesota Standards Covered
3.4.1.1.1 Compare how the different structures of plants and animals serve various functions of growth, survival and reproduction. For example: Skeletons in animals and stems in plants provide strength and stability.
3.4.1.1.2 Identify common groups of plants and animals using observable physical characteristics, structures and behaviors. For example: Sort animals into groups such as mammals and amphibians based on physical characteristics. Another example: Sort and identify common Minnesota trees based on leaf/needle characteristics.
3.4.3.2.1 Give examples of likenesses between adults and offspring in plants and animals that can be inherited or acquired. For example: Collect samples or pictures that show similarities between adults and their young offspring.
Weekly Informational Knowledge Overview - (Students will know...)
• Identify and describe different ecosystems in the world.
• How do living things interact?
• How do living things get energy?
• How do living things compete?
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Identify and describe different ecosystems
• Describe how plants, animals, and protists interact with each other
• Name ways in how plants, animals depend with each other for survival and reproduction
• Classify members of the ecosystems as producers, consumers, decomposers and describe their relationship to each other
• Describe how living and non-living things share and compete for limited resources
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• Identify and describe different ecosystems
Language Objective:
• Describe the different characteristics of ecosystem
Main Activity:
• Review of what makes up an ecosystem.
• Introduce and describe different ecosystems.
• Present videos of different ecosystems.
• Describe and differentiate the ecosystems learned.
Evaluation:
Answer their workbooks
Vocabulary:
Ecosystem, biotic, abiotic, tundra, desert, rainforest, tropical, temperate
Homework:
Learning Objective:
• Describe how plants, animals, and protist interact with each other
• Name ways in how plants, animals depend with each other for survival and reproduction
Language Objective:
• Describe how organisms relate to each other.
Main Activity:
• Present an ecosystem
• Ask how different organisms interact to each other for survival. Present sets of animals ask how the following are related.
• Introduce different ways in how organisms relate to each other: mutualism, predation, parasitism and the like.
• Have them read and share their ideas and discuss the information in their textbook.
Evaluation:
Answer their check points for clarity and understanding
Vocabulary:
Homework:
Answer workbook
Learning Objective:
• Describe how plants, animals, and decomposers interact with each other
Language Objective:
• Name ways in how plants, animals depend with each other for survival and reproduction
Main Activity:
• Relate how plants are called producers and together the consumers in their pyramid
• Share the feeding relationship of the following. Share what is a food chain,
• Have them identify the relationship of the following.
• Present an example for the following.
Evaluation:
Have them make a link of how they help each other.
Vocabulary:
Ecosystem, food chain, producers, consumers, herbivores, carnivores, omnivores, decomposer
Homework:
Create your food chain pictures
Learning Objective:
• Classify members of the ecosystems as producers, consumers, decomposers and describe their relationship to each other
Language Objective:
• Name ways in how plants, animals depend with each other for survival and reproduction
Main Activity:
• Review of the concepts learned about the feeding relations of the different organisms in the ecosystem
• Have them work in teams to identify the different organisms in the ecosystem and share how their relationships are. Predation, symbiosis, mutualism or parasitism
• Make a poster showing relationships of producers, consumers, herbivores, carnivores, omnivores, decomposers. Have them link out to other living organisms too.
Evaluation:
Check if their poster is correct
Vocabulary:
producers, consumers, herbivores, carnivores, omnivores, decomposers.
Homework:
Learning Objective:
• Describe how living and non-living things share and compete for limited resources
Language Objective:
• List down reasons why living things compete
Main Activity:
• Review of the concepts learned about the feeding relations of the different organisms in the ecosystem
• Have them watch short clip videos where animals compete for food, finding a mate and leadership and
• Make a food web poster showing relationships of producers, consumers, herbivores, carnivores, omnivores, decomposers. Have them link out to other living organisms too.
Evaluation:
Check if their poster is correct
Vocabulary:
producers, consumers, herbivores, carnivores, omnivores, decomposers.
Homework:
Materials / Resources (including technology)
Video, books, workbooks, pictures, posters, worksheets
State of Minnesota Standards Covered
3.4.1.1.1 Compare how the different structures of plants and animals serve various functions of growth, survival and reproduction. For example: Skeletons in animals and stems in plants provide strength and stability.
3.4.1.1.2 Identify common groups of plants and animals using observable physical characteristics, structures and behaviors. For example: Sort animals into groups such as mammals and amphibians based on physical characteristics. Another example: Sort and identify common Minnesota trees based on leaf/needle characteristics.
3.4.3.2.1 Give examples of likenesses between adults and offspring in plants and animals that can be inherited or acquired. For example: Collect samples or pictures that show similarities between adults and their young offspring.
Weekly Informational Knowledge Overview - (Students will know...)
• Identify and describe different ecosystems in the world.
• How do living things interact?
• How do living things get energy?
• How do living things compete?
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Identify and describe different ecosystems
• Describe how plants, animals, and protists interact with each other
• Name ways in how plants, animals depend with each other for survival and reproduction
• Classify members of the ecosystems as producers, consumers, decomposers and describe their relationship to each other
• Describe how living and non-living things share and compete for limited resources
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• Identify and describe different ecosystems
Language Objective:
• Describe the different characteristics of ecosystem
Main Activity:
• Have a guessing game of what ecosystem are the following.
 o Dry and hot with less rainfall.
 o Crocodiles are the most animals that lives here
 o During winter the plants shed off their leaves and animals are hibernating.
 o Dry and cold covered with ice during the winter
• Review of what makes up an ecosystem.
• Introduce and describe different ecosystems.
• Present videos of different ecosystems.
• Describe the different ecosystems learned.
Evaluation:
Answer their workbooks
Vocabulary:
Ecosystem, biotic, abiotic, tundra, desert, rainforest, tropical, temperate
Homework:
Read lesson 1 of the chapter
Learning Objective:
• Describe how plants, animals, and protists interact with each other
• Name ways in how plants, animals depend with each other for survival and reproduction
Language Objective:
• Describe how organisms relate to each other.
Main Activity:
• Present a food chain.
• Ask how different organisms interact to each other for survival. Present sets of animals ask how the following are related.
• Introduce different ways in how organisms relate to each other: mutualism, predation, parasitism and the like.
• Have them read and share their ideas and discuss the information in their textbook.
Evaluation:
Answer their check points for clarity and understanding
Vocabulary:
Competition, parasite, host, ecosystem, habitat, food chain, population, community
Homework:
Study the vocabulary concepts
Learning Objective:
• Describe how plants, animals, and protists interact with each other
Language Objective:
• Name ways in how plants, animals depend with each other for survival and reproduction
Main Activity:
• Review on photosynthesis. Relate how plants are called producers and together the consumers in their pyramid
• Share the feeding relationship of the following.
• Have them identify the relationship of the following.
• Present an example for the following.
Evaluation:
Have them make a link of how they help each other.
Vocabulary:
Ecosystem, food chain, producers, consumers, herbivores, carnivores, omnivores, decomposer
Homework:
Make your own food chain.
Learning Objective:
• Classify members of the ecosystems as producers, consumers, decomposers and describe their relationship to each other
Language Objective:
• Name ways in how plants, animals depend with each other for survival and reproduction
Main Activity:
• Review of the concepts learned about the feeding relations of the different organisms in the ecosystem
• Have them work in teams to identify the different organisms in the ecosystem and share how their relationships are.
• Make a poster showing relationships of producers, consumers, herbivores, carnivores, omnivores, decomposers. Have them link out to other living organisms too.
Evaluation:
Check if their poster is correct
Vocabulary:
producers, consumers, herbivores, carnivores, omnivores, decomposers.
Homework:
Study for a test tom
Learning Objective:
• Assess if the concept taught are learned and mastered.
Language Objective:
• Identify vocabularies used in the topic
Main Activity:
• Review of the concept learned.
• Remind them of the steps in taking a test.
• Administer the test.
Evaluation:
Check if they have learned the concepts taught.
Vocabulary:
Homework:
Materials / Resources (including technology)
Video, books, workbooks, pictures, posters, worksheets
State of Minnesota Standards Covered
3.4.1.1.1 Compare how the different structures of plants and animals serve various functions of growth, survival and reproduction. For example: Skeletons in animals and stems in plants provide strength and stability.
3.4.1.1.2 Identify common groups of plants and animals using observable physical characteristics, structures and behaviors. For example: Sort animals into groups such as mammals and amphibians based on physical characteristics. Another example: Sort and identify common Minnesota trees based on leaf/needle characteristics.
3.4.3.2.1 Give examples of likenesses between adults and offspring in plants and animals that can be inherited or acquired. For example: Collect samples or pictures that show similarities between adults and their young offspring.
Weekly Informational Knowledge Overview - (Students will know...)
• How do living things interact and get their energy?
• How do living things compete?
• How do environments change?
• Ways on how man affects his environment.
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Classify living things as producers, consumers, decomposers, carnivores, omnivores, herbivores
• Explain and illustrate how living things interact and transfer their energy
• Describe how living things compete for their resources
• Explain how organisms changes and affects their environment
• Illustrate and explain how changing the habitat of an organism may be beneficial or harmful to them
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• Classify living things as producers, consumers, decomposers, carnivores, omnivores, herbivores
• Explain and illustrate how living things interact and transfer their energy
Language Objective:
• Identify living things as producers, consumers, decomposers, carnivores, omnivores, herbivores
Main Activity:
• Recap of ecosystem and different kinds of examples
• Unlock vocabulary words on how living things interact to each other.
• Introduce different cycles that happen in the ecosystem at all times.
• Describe the importance of each relationship.
• Discuss concept in their textbook
Evaluation:
Answer their workbooks
Vocabulary:
Ecosystem, food chain, producers, consumers, herbivores, carnivores, omnivores, decomposer, competition, predation, parasite, host, predator, prey, ecological balance
Homework:
Learning Objective:
• Classify living things as producers, consumers, decomposers, carnivores, omnivores, herbivores
• Explain and illustrate how living things interact and transfer their energy
Language Objective:
• Illustrate food chain and food web
Main Activity:
• Review of the how living things are classified as producers, consumers and decomposers and the different cycles that happen in the ecosystem at all times.
• Describe the importance of each relationship for their survival and reproduction,
• Present a video of how living things relate to its environment and other living things. Present food chain and food web.
• Discuss examples in their textbook
Evaluation:
Group out the class and have them make a poster of a food chain and food web
Vocabulary:
Ecosystem, food chain, producers, consumers, herbivores, carnivores, omnivores, decomposer, competition, predation, parasite, host, predator, prey, ecological balance
Homework:
Answer their workbook
Learning Objective:
• Assess if the concept taught are learned and mastered.
Language Objective:
• Identify vocabularies used in the topic
Main Activity:
• Review of the concept learned.
• Remind them of the steps in taking a test.
• Administer the test.
Evaluation:
Check if they have learned the concepts taught
Vocabulary:
Homework:
***AMERICAN THANKSGIVING***
Learning Objective:
• Describe how living things compete for their resources
• Explain how organisms changes and affects their environment
Language Objective:
• Describe how living things growth affects their environment
Main Activity:
• Present a video on how living things compete for their resources and the effect on their environment.
• Name ways on how animals compete for their resources like food, mate or habitat
• Discuss the concepts regarding this in their book.
• Describe how living things compete for their resources
• Explain how organisms changes and affects their environment
Evaluation:
Answer their workbook.
Vocabulary:
Ecosystem, food chain, producers, consumers, herbivores, carnivores, omnivores, decomposer, competition, predation, parasite, host, predator, prey, ecological balance
Homework:
Learning Objective:
• Explain how organisms changes and affects their environment
• Illustrate and explain how changing the habitat of an organism may be beneficial or harmful to them
Language Objective:
• Illustrate in a poster on how changing the habitat of living things affects them
Main Activity:
• Present a video of how changes in their environment with man’s activity affects the living things
• Have a discussion and sharing of their observation on when we change their habitat affects them.
• Give importance of taking care of living things especially the endangered ones.
• Name way on how we can help in saving them in our own little way as children.
Evaluation:
• Illustrate in a poster on how changing the habitat of living things affects them
Vocabulary:
Ecosystem, food chain, producers, consumers, herbivores, carnivores, omnivores, decomposer, competition, predation, parasite, host, predator, prey, ecological balance
Homework:
Materials / Resources (including technology)
Video, books, workbooks, pictures, posters, worksheets
State of Minnesota Standards Covered
3.4.1.1.1 Compare how the different structures of plants and animals serve various functions of growth, survival and reproduction. For example: Skeletons in animals and stems in plants provide strength and stability.
3.4.1.1.2 Identify common groups of plants and animals using observable physical characteristics, structures and behaviors. For example: Sort animals into groups such as mammals and amphibians based on physical characteristics. Another example: Sort and identify common Minnesota trees based on leaf/needle characteristics.
3.4.3.2.1 Give examples of likenesses between adults and offspring in plants and animals that can be inherited or acquired. For example: Collect samples or pictures that show similarities between adults and their young offspring.
Weekly Informational Knowledge Overview - (Students will know...)
• How do environments change?
• Ways on how man’s activities affect his environment.
• Healthy Environment
• Health Habits: Ways for people to stay healthy
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Explain how organisms changes and affects their environment
• Illustrate and explain how changing the habitat of an organism may be beneficial or harmful to them
• List down factors that changes the environment
• Explain that changes in the habitat of an organism may be beneficial or harmful
• Knows that the human body is made up of systems with structures and functions that are related
• Name the things that people needs to be and to stay healthy
• Name ways to avoid getting sick
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• Explain how organisms changes and affects their environment
• Illustrate and explain how changing the habitat of an organism may be beneficial or harmful to them
Language Objective:
• List down factors that changes the environment
Main Activity:
• Present a video in how natural disasters and human activities changes the environment.
• List down benefits and harmful effects of these to the plants and animals living in that ecosystem
• Explain how changing the habitat of an organism may be beneficial or harmful to them
Evaluation:
Make a poster illustrating how changing the habitat of an environment affects them
Vocabulary:
Ecosystem, food chain, producers, consumers, herbivores, carnivores, omnivores, decomposer, competition, predation, parasite, host, predator, prey, ecological balance
Homework:
Read and study lesson 4
Learning Objective:
• Explain how organisms changes and affects their environment
• Illustrate and explain how changing the habitat of an organism may be beneficial or harmful to them
Language Objective:
• Illustrate in a poster on how changing the habitat of living things affects them
Main Activity:
• Present a video of how changes in their environment with man’s activity affects the living things
• Have a discussion and sharing of their observation on when we change their habitat affects them.
• Give importance of taking care of living things especially the endangered ones.
• Name way on how we can help in saving them in our own little way as children.
Evaluation:
• Illustrate in a poster on how changing the habitat of living things affects them
Vocabulary:
Ecosystem, food chain, producers, consumers, herbivores, carnivores, omnivores, decomposer, competition, predation, parasite, host, predator, prey, ecological balance
Homework:
Learning Objective:
• Explain that changes in the environment may be beneficial or harmful
• Knows that the human body is made up of systems with structures and functions that are related
Language Objective:
• List down ways to have a healthy environment
Main Activity:
• Review on the effects of changes in the environment can cause beneficial and harmful effects
• Present a video of how these changes can cause harmful effects to the environment and to humans
• Introduce how the human body is made up of systems with structures and functions that are related and how ill effects on changes in the environment affects the health of people
• Have them name ways in how to have a healthy environment
Evaluation:
List down ways on how to have a healthy environment
Vocabulary:
Ecosystem, food chain, producers, consumers, herbivores, carnivores, omnivores, decomposer, competition, predation, parasite, host, predator, prey, ecological balance
Homework:
Illustrate how to have a healthy environment and body.
Learning Objective:
• Name the things that people needs to be and to stay healthy
• Name ways to avoid getting sick
Language Objective:
• List down ways to prevent getting sick
Main Activity:
• Review of effects of changes in the environment to the health of living things
• Introduce how our body works and needs to be taken cared for just like of plants and animals having needs and care.
• Name ways in how their parents or caregivers took care of them and health habits that they do to keep themselves healthy.
• Present a clip of ways to stay healthy and things they can do to prevent getting sick or preventing sicknesses.
Evaluation:
Make a list of health habits and practices that they do to stay healthy and strong
Vocabulary:
Ecosystem, food chain, producers, consumers, herbivores, carnivores, omnivores, decomposer, competition, predation, parasite, host, predator, prey, ecological balance
Homework:
Prepare for a test
Learning Objective:
• Assess if the concept taught are learned and mastered.
Language Objective:
• Identify vocabularies used in the topic
Main Activity:
• Review of the concept learned.
• Remind them of the steps in taking a test.
• Administer the test.
Evaluation:
Check if they have learned the concepts taught
Vocabulary:
Homework:
Materials / Resources (including technology)
Video, books, workbooks, pictures, posters, worksheets
State of Minnesota Standards Covered
3.4.1.1.1 Compare how the different structures of plants and animals serve various functions of growth, survival and reproduction. For example: Skeletons in animals and stems in plants provide strength and stability.

3.4.1.1.2 Identify common groups of plants and animals using observable physical characteristics, structures and behaviors. For example: Sort animals into groups such as mammals and amphibians based on physical characteristics. Another example: Sort and identify common Minnesota trees based on leaf/needle characteristics.
3.4.3.2.1 Give examples of likenesses between adults and offspring in plants and animals that can be inherited or acquired. For example: Collect samples or pictures that show similarities between adults and their young offspring.
Weekly Informational Knowledge Overview - (Students will know...)
• Healthy Environment
• Health Habits: Ways for people to stay healthy
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Explain that changes in the habitat of an organism may be beneficial or harmful
• Knows that the human body is made up of systems with structures and functions that are related
• Name the things that people needs to be and to stay healthy
• Name ways to avoid getting sick
Monday
Tuesday
Wednesday
Thursday
Friday
***NO CLASS, FOUNDATION DAY***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
• Explain that changes in the environment may be beneficial or harmful
• Knows that the human body is made up of systems with structures and functions that are related
Language Objective:
• List down ways to have a healthy environment
Main Activity:
• Review on the effects of changes in the environment can cause beneficial and harmful effects
• Present a video of how these changes can cause harmful effects to the environment and to humans
• Introduce how the human body is made up of systems with structures and functions that are related and how ill effects on changes in the environment affects the health of people
• Have them name ways in how to have a healthy environment
Evaluation:
List down ways on how to have a healthy environment
Vocabulary:
Ecosystem, food chain, producers, consumers, herbivores, carnivores, omnivores, decomposer, competition, predation, parasite, host, predator, prey, ecological balance
Homework:
Answer their workbook
Learning Objective:
• Name the things that people needs to be and to stay healthy
• Name ways to avoid getting sick
Language Objective:
• List down ways to prevent getting sick
Main Activity:
• Review of effects of changes in the environment to the health of living things
• Introduce how our body works and needs to be taken cared for just like of plants and animals having needs and care.
• Name ways in how their parents or caregivers took care of them and health habits that they do to keep themselves healthy.
• Present a clip of ways to stay healthy and things they can do to prevent getting sick or preventing sicknesses.
Evaluation:
Make a list of health habits and practices that they do to stay healthy and strong
Vocabulary:
Cells, tissue, organs, system, virus, germs, healthy lifestyle, exercise, healthy food
Homework:
Make a chart of health habits
Learning Objective:
• Name the things that people needs to be and to stay healthy
• Name ways to avoid getting sick
Language Objective:
• List down ways to prevent getting sick
Main Activity:
• Review of effects of changes in the environment to the health of living things
• Introduce how our body works and needs to be taken cared for just like of plants and animals having needs and care.
• Name ways in how their the human body is made up of systems with structures and functions that are related
• Present a clip of ways to stay healthy and things they can do to prevent getting sick or preventing sicknesses.
Evaluation:
Make a list of health habits and practices that they do to stay healthy and strong
Vocabulary:
Cells, tissue, organs, system, virus, germs, healthy lifestyle, exercise, healthy food
Homework:
List down their health habits practices
Learning Objective:
• Name the things that people needs to be and to stay healthy
• Name ways to avoid getting sick
Language Objective:
• Make a list of health habits
Main Activity:
• Review of things needed by our body to be healthy.
• Introduce that prevention is better than cure.
• Watch a video in how virus and germs are spread and how can we prevent ourselves from getting infected.
• Emphasize the importance of having vaccines shots and healthy lifestyle and habits to keep oneself healthy and strong.
Evaluation:
List down ways to prevent getting sick
Vocabulary:
Cells, tissue, organs, system, virus, germs, healthy lifestyle, exercise, healthy food
Homework:
Materials / Resources (including technology)
Video, books, workbooks, pictures, posters, worksheets
State of Minnesota Standards Covered
3.1.1.1.1 Provide evidence to support claims, other than saying “Everyone knows that,” or “I just know,” and question such reasons when given by others.
3.1.1.2.1 Generate questions that can be answered when scientific knowledge is combined with knowledge gained from one's own observations or investigations. For example: Investigate the sounds produced by striking various objects.
Weekly Informational Knowledge Overview - (Students will know...)
• Examples of healthy food.
• How food becomes energy for the body.
Weekly Procedural Knowledge Overview - (Students will be able to...)
• List examples of healthy food.
• Describe how food becomes energy for the body.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• Examples of healthy food.
Language Objective:
• List examples of healthy food.
Main Activity:
• Brainstorm foods that kids like to eat.
• Give small squares of paper to draw and label the food (2-4 each)
• Bring students together and talk about different ways we can sort/categorize the foods.
Evaluation:
Observation
Vocabulary:
Cells, tissue, organs, system, virus, germs, healthy lifestyle, exercise, healthy food
Homework:
Learning Objective:
• Examples of healthy food
Language Objective:
• List examples of healthy food
Main Activity:
• Review the foods that kids put on to their squares
• On chart paper or the white board put two headings- Healthy - Unhealthy
• Have students discuss where they think each food should go.
• If one section has less, ask for examples of more of that type of food and add to the chart.
• Have students create a page for a class book. Divide paper in half and draw- write their favorite healthy and unhealthy food.
Evaluation:
Student work- class book
Vocabulary:
Cells, tissue, organs, system, virus, germs, healthy lifestyle, exercise, healthy food
Homework:
Learning Objective:
• Examples of healthy food.
Language Objective:
• List examples of healthy food.
Main Activity:
Conduct an experiment about unhealthy food
Suggestion:
 Research the effects of soda on teeth, the brain, muscles, etc.
 Research alternative uses of soda—cleaning batteries, etc.
• Research the effects of eating nothing but fast food.
Evaluation:
Observation
Vocabulary:
Cells, tissue, organs, system, virus, germs, healthy lifestyle, exercise, healthy food
Homework:
Learning Objective:
• How food becomes energy for the body.
Language Objective:
• Describe how food becomes energy for the body.
Main Activity:
• Read about how food becomes energy for the body.
• Discuss things we need energy for- sports, games, learning, etc
• Complete work on class book and share with the class.
Evaluation:
Class book
Vocabulary:
Cells, tissue, organs, system, virus, germs, healthy lifestyle, exercise, healthy food
Homework:
***Last day- Holiday party***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Cells, tissue, organs, system, virus, germs, healthy lifestyle, exercise, healthy food
Homework:
Materials / Resources (including technology)
Textbooks, chart paper, paper squares, markers, pencils, materials for experiment of choice
State of Minnesota Standards Covered
3.1.1.2.1 Generate questions that can be answered when scientific knowledge is combined with knowledge gained from one's own observations or investigations. For example: Investigate the sounds produced by striking various objects.
Weekly Informational Knowledge Overview - (Students will know...)
• Where is water?
• Why is water important?
• Uses of water
• How do forms of water change?
• Water cycle
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Uses simple strategies to determine meaning and increase vocabulary for reading and understanding of Science concepts
• Use various kinds of instruments to collect and analyze information
• Reads and organizes information using cause and effect to explain relationships
• Recognizes and identifies the importance of water to living things
• Name uses of water
• Identify the approximate percentage of water on the Earth’s surface
• Understands how water changes form
• Identify and describe the stages of water cycle
• Illustrate how water cycle happens
• Use charts and graphs to understand patterns of change
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• Uses simple strategies to determine meaning and increase vocabulary for reading and understanding of Science concepts
• Use various kinds of instruments to collect and analyze information
Language Objective:
• Use the vocabulary words in simple sentences
Main Activity:
• Review of the previous chapter about how living things interact with each other in different relationships.
• Ask where can we find water? How much water do we have in our body? If we gather up all the water on Earth how much water do we have?
• Introduce the unit and the topic to learn this week and how important it is. Present the water above and within the surface of the earth.
• Unlock vocabulary words that they will encounter in the chapter. Find their meaning using the glossary
• Introduce using the KWL graphic organizer using the vocabulary words
Evaluation:
Divide class into small groups to write the descriptions of what they would like to know about the vocabulary words using KWL.
Vocabulary:
Water vapor, ground water, wetland, different water forms, evaporation, condensation, precipitation, water cycle
Homework:
Use the following vocabulary words in sentences.
Learning Objective:
• Use various kinds of instruments to collect and analyze information
• Reads and organizes information using cause and effect to explain relationships
Language Objective:
• Identify kinds of instruments to collect and analyze information
• Use cause and effect graphic organizer to explain the outcome of the activity
Main Activity:
• Review of the vocabulary words
• Introduce different instruments used to measure liquid and organizers that can be used to identify relationships in Science.
• Ask: Where is the water on Earth found? Perform the activity in Directed Inquiry, use the steps to walk them through the activity. Introduce how water is being recycled through water cycle, illustrated in their activity.
• Using the information in How to read Science, form groups and answer the cause and effect graphic organizer
Evaluation:
• Work in teams to show outcome of their activity and their cause and effect graphic organizer.
Vocabulary:
Water vapor, ground water, wetland, different water forms, evaporation, condensation, precipitation, water cycle
Homework:
Read ahead and find out the importance of water
Learning Objective:
• Recognizes and identifies the importance of water to living things
• Name uses of water
• Identify the approximate percentage of water on the Earth’s surface
Language Objective:
• Make a web map about the uses and importance of water
Main Activity:
• Review of the vocabulary words and changes that water can undertake
• Identify the approximate percentage of water on the Earth’s surface using the quick activity of mixing 3g of salt to 1 liter of water. Quickly relate which animals live in salt water and fresh water. Ask why oceans are salty? Can we drink ocean water? Why?
• Introduce them the importance of water and its uses. Read along lesson about the importance of water and its uses to humans and other living things.
• Ask: how much water is found in our body? How does water in our bodies help us in cold and warm weather?
• Discuss the concept in their textbook
Evaluation:
• Work in teams and make a web map using the concept: water uses and importance.
Vocabulary:
Water vapor, ground water, wetland, different water forms, evaporation, condensation, precipitation, water cycle
Homework:
Answer their lesson 1 in their workbook.
Learning Objective:
• Understands how water changes form
• Identify and illustrate the stages of water cycle
Language Objective:
• Identify and describe the stages of water cycle
Main Activity:
• Quick review of the uses and importance of water
• Ask: what will happen if we place an ice cube in this cup and leave it. Using prediction answer the question.
• Introduce the states of water and unlock the vocabulary words. Discuss the concept in their book and illustrate how these states occur and combine together forms the water cycle.
• Do quick study for the learning groups.
Evaluation:
Work together and make a sequencing detail of how water cycle happen either by illustration or sequencing words
Vocabulary:
Water vapor, ground water, wetland, different water forms, evaporation, condensation, precipitation, water cycle
Homework:
Do lesson 2 in their workbook
Learning Objective:
• Demonstrate how water cycle happens using a water cycle model
Language Objective:
• Explain how water cycle happens with their models and information gathered
Main Activity:
• Review of water, its uses, importance and how it changes and is recycled
• Investigate how you can make a model of the water cycle.
• Form teams and work on the activity using the materials and steps in their textbook.
• Use cooperative learning skills in doing their activity wherein they assign a member that will do the different jobs: rapporteur, leader / facilitator , demonstrator, recorder
Evaluation:
• Check if they were able to accomplish their task and have them present their outputs.
Vocabulary:
Water vapor, ground water, wetland, different water forms, evaporation, condensation, precipitation, water cycle
Homework:
Materials / Resources (including technology)
Textbooks, workbooks, videos, ppt, pictures, measuring instruments for liquid, reseal able containers, water and ice
State of Minnesota Standards Covered
3.1.1.2.4 Construct reasonable explanations based on evidence collected from observations or experiments.
3.1.3.2.1 Understand that everybody can use evidence to learn about the natural world, identify patterns in nature, and develop tools. For example: Ojibwa and Dakota knowledge and use of patterns in the stars to predict and plan.
3.1.3.4.1 Use tools, including rulers, thermometers, magnifiers and simple balance, to improve observations and keep a record of the observations made.
Weekly Informational Knowledge Overview - (Students will know...)
• Water Cycle
• Weather and Kinds of severe weather
• Different weather patterns
• Safety measures during severe weather
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Identify and describe the stages of water cycle
• Illustrate how water cycle happens
• Describes the parts of the weather
• Identifies ways of measuring and predicting weather
• Name ways on how weather affects the daily activities of man
• Describe ways weather depicts natural patterns of change
• Identify and compare types of severe weather and how to be protected from them
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• Identify and describe the stages of water cycle
• Illustrate how water cycle happens
Language Objective:
• Describe different changes that happens in a water cycle
Main Activity:
• Quick review of the uses and importance of water
• Ask: what will happen if we place an ice cube in this cup and leave it. Using prediction answer the question.
• Introduce the states of water and unlock the vocabulary words. Discuss the concept in their book and illustrate how these states occur and combine together forms the water cycle.
• Do quick study for the learning groups.
Evaluation:
Work together and make a sequencing detail of how water cycle happen either by illustration or sequencing words
Vocabulary:
Water vapor, ground water, wetland, different water forms, evaporation, condensation, precipitation, water cycle
Homework:
Illustrate water cycle
Learning Objective:
• Describes the parts of the weather
• Identifies ways of measuring and predicting weather
Language Objective:
• Name ways on how weather affects the daily activities of man
Main Activity:
• Review of the water cycle.
• Let them out of the room and observe their surrounding and ask what is the weather for the day.
• Ask what made them say that kind of weather?
• Introduce weather and factors that affects weather. Relate how these factors are used to measure and predict weather.
• Have them watch a video on how weather is predicted and how the weather station come up with their prediction of weather.
Evaluation:
Identify different weather conditions and factors that affect weather and how to measure it.
Vocabulary:
Weather, atmosphere, clouds, wind, air temperature, rain,
Homework:
Observe the weather for the week
Learning Objective:
• Identifies ways of measuring and predicting weather
• Name ways on how weather affects the daily activities of man
Language Objective:
• Identifies different measuring instruments and tools used to predict weather
Main Activity:
• Review of weather and factors that affects it
• Introduce different weather conditions and factors that determine weather.
• Present different instruments and tools that meteorologist used to measure and predict weather.
• Have them watch different activities that weather men do to predict weather.
• Let them identify ways on how to predict weather and how it affects the activities of man.
Evaluation:
Match the instruments with their work.
Vocabulary:
Weather, atmosphere, clouds, wind, air temperature, rain, PAGASA, NASA, thermometer, barometer, rain gauge, anemometer, wind vane
Homework:
Complete weather observation and describe how weather affects the activities of man
Learning Objective:
• Describe ways weather depicts natural patterns of change
• Identify and compare types of severe weather and how to be protected from them
Language Objective:
• List down safety measures for the following severe weather.
Main Activity:
• Review of weather and factors that affects it.
• Ask what will happen if the weather condition worsen.
• Present different severe weather conditions: hurricane, tornado, blizzard
• Relate how these are formed and the effect it does to man and its environment
• Compare types of severe weather and how to be protected from them
• Watch a video clip on how they are formed and safety measures to do when they occur.
Evaluation:
List down safety measures for the following severe weather
Vocabulary:
Weather, atmosphere, clouds, wind, air temperature, rain, PAGASA, NASA, thermometer, barometer, rain gauge, anemometer, wind vane, hurricane, tornado, blizzard
Homework:
List down safety measures for different weather conditions
Learning Objective:
• Assess the lessons learned from the topic discuss
Language Objective:
Main Activity:
• Review of concept learned about water and weather
• Do chapter review and give instructions in taking a test.
• Administer the test.
Evaluation:
Check for mastery of concepts presented.
Vocabulary:
Homework:
Materials / Resources (including technology)
Textbooks, workbooks, videos, ppt, pictures, measuring instruments for liquid, reseal able containers, water and ice
State of Minnesota Standards Covered
3.1.1.2.4 Construct reasonable explanations based on evidence collected from observations or experiments.
3.1.3.2.1 Understand that everybody can use evidence to learn about the natural world, identify patterns in nature, and develop tools. For example: Ojibwa and Dakota knowledge and use of patterns in the stars to predict and plan.
3.1.3.4.1 Use tools, including rulers, thermometers, magnifiers and simple balance, to improve observations and keep a record of the observations made.
Weekly Informational Knowledge Overview - (Students will know...)
• Weather
• Factors that affects weather
• Different weather patterns
• Weather Instruments
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Name the different factors that affect weather and the changes it undertakes
• Observe and predict weather using the different factors and weather instruments
• Describe how water cycle takes place and how it affects weather
• Describe the different weather conditions that affect weather.
• Create improvised weather instruments like thermometer, anemometer, wind vane
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• Name the different factors that affect weather and the changes it undertakes
Language Objective:
• Observe and predict weather using the different factors and weather instruments
Main Activity:
• Weather conditions observation; cloud formation, temperature,
• Introduce the different factors that affect weather like air mass, air pressure, cold and warm front. And how these can be used to determine our weather.
• Discuss the lesson in their textbook.
Evaluation:
Answer check point questions
Vocabulary:
Evaporation, Condensation, Precipitation, Humidity, Front, Meteorologist, Barometer, Anemometer, Wind vane
Homework:
Learning Objective:
• Describe how water cycle takes place and how it affects weather
Language Objective:
• Describe the different weather conditions that affect weather.
Main Activity:
• Review of the bodies of water and different distribution on earth.
• Ask how these affects our weather. Present the vocabulary words to be used in this lesson.
• Present the different factors that affect weather.
• Emphasize that weather can change easily and how it varies from one place to another. Point out on the factors.
• Identify the different factors using illustrations or video illustrations for the following.
Evaluation:
Using a simple activity demonstrates how these factors affect weather and how they can be used to describe the condition of the atmosphere.
Vocabulary:
Evaporation, Condensation, Precipitation, Humidity, Front, Meteorologist, Barometer, Anemometer, Wind vane
Homework:
Answer workbook
Learning Objective:
• Describe the different weather conditions that affect weather.
Language Objective:
• Describe that weather depicts natural patterns of change
Main Activity:
• Weather conditions observation; cloud formation, temperature,
• Review of the different factors that affect weather.
• Present the different instruments that the meteorologist are using to observed to help us predict what weather we will experience for the day or of the week. Present what is NASA and PAGASA’s role in this. Discuss the lesson in their textbook.
• Present videos showing different weather instruments and how these records weather conditions.
Evaluation:
Identify the different weather instruments and their work
Vocabulary:
Evaporation, Condensation, Precipitation, Humidity, Front, Meteorologist, Barometer, Anemometer, Wind vane
Homework:
Collect materials for project
Learning Objective:
• Describe the different weather conditions that affect weather
Language Objective:
• Identify different extreme weather.
Main Activity:
• Weather conditions observation; cloud formation, temperature,
• Review of the different factors that affect weather like air mass, air pressure, cold and warm front. And how these can be used to determine our weather.
• Present different clouds and how these can be observed to help us predict what weather we will experience. Present how extreme weather are formed and safety measures to do during the following weather
• Discuss the lesson in their textbook.
Evaluation:
Answer check point questions
Vocabulary:
Evaporation, Condensation, Precipitation, Humidity, Front, Meteorologist, Barometer, Anemometer, Wind vane
Homework:
***SEMESTER 1 EXAMS, END OF 1ST SEMESTER***
Learning Objective:
• Assess concepts learned from the topic discussed
Language Objective:
Main Activity:
• Recap of the topics learned about water its forms and kinds
And how weather is affected by it and how water cycle transpires.
• Administer the test.
Evaluation:
Check if they are able to understand the concepts learned.
Vocabulary:
Homework:
Materials / Resources (including technology)
Pictures of different weather instruments, Illustration / Chart of water Cycle, PPt and videos of weather, Globe
State of Minnesota Standards Covered
3.1.1.2.4 Construct reasonable explanations based on evidence collected from observations or experiments.
3.1.3.2.1 Understand that everybody can use evidence to learn about the natural world, identify patterns in nature, and develop tools. For example: Ojibwa and Dakota knowledge and use of patterns in the stars to predict and plan.
3.1.3.4.1 Use tools, including rulers, thermometers, magnifiers and simple balance, to improve observations and keep a record of the observations made.
Weekly Informational Knowledge Overview - (Students will know...)
• The different factors that can affect weather
• Identify different weather conditions
• How to make an improvised weather instruments and explain how it works
• What steps to make during a hurricane, tornado or blizzard
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Observe and predict weather using the different factors and weather instruments.
• Describe the different weather conditions that affect weather.
• Identify weather instruments like thermometer, anemometer, wind vane
• Describe how extreme weather forms like hurricane, tornado, blizzard
• List down safety measures to do when there is an extreme weather condition
Monday
Tuesday
Wednesday
Thursday
Friday
***START OF 2nd SEMESTER***
Learning Objective:
• Observe and predict weather using the different factors and weather instruments
Language Objective:
• Describe the different weather conditions that affect weather.
Main Activity:
• Weather Observation outside of the room.
• Have them observe factors that affects weather like the amount of clouds, temperature of the air, presence of wind
• Introduce the different weather conditions that affect weather.
• Present how these are monitored and studied by meteorologist using different weather instruments.
• Have them watch a video of predicting weather by observing these conditions.
Evaluation:
Have them answer their workbooks
Vocabulary:
Weather, atmosphere, temperature, air pressure, water vapor, humidity, wind speed and direction
Homework:
Listen for the weather forecast for tomorrow
Learning Objective:
• Identify ways of predicting and measuring weather using weather instruments
Language Objective:
• Identify different weather instruments
Main Activity:
• Review of the factors that affects weather
• Introduce the weather instruments needed to measure and observe these factors to make an accurate weather forecast.
• Explain and show through a video clip how people uses these instruments and make efforts to learn about weather conditions to help people save lives and properties.
Evaluation:
Identify the weather instruments and their work.
Vocabulary:
Weather, atmosphere, temperature, air pressure, water vapor, humidity, wind speed and direction, thermometer, anemometer, wind vane, rain gauge, hygrometer, barometer, weather balloon, weather station,
Homework:
Learning Objective:
• Identify weather instruments like thermometer, anemometer, wind vane
Language Objective:
• Describe the work / function of weather instruments
Main Activity:
• Review of the factors that affects weather • Introduce the weather instruments needed to measure and observe these factors to make an accurate weather forecast. • Explain and show through a video clip how people uses these instruments and make efforts to learn about weather conditions to help people save lives and properties
Evaluation:
Identify the weather instruments and their work.
Vocabulary:
Weather, atmosphere, temperature, air pressure, water vapor, humidity, wind speed and direction, thermometer, anemometer, wind vane, rain gauge, hygrometer, barometer, weather balloon, weather station,
Homework:
Learning Objective:
• Identify the importance of weather forecasting and how it affects people and its environment
Language Objective:
• Explain how people are affected with weather.
Main Activity:
• Ask why it is important that we know what kind of weather will it be?
• Introduce the importance of knowing the weather is predicted to help them in their daily activities and clothes to wear.
• Make a match-up of activities and weather.
• Why it is important to evaluate weather and how does it affects man and
Evaluation:
Answer their workbooks
Vocabulary:
Weather, atmosphere, temperature, air pressure, water vapor, humidity, wind speed and direction, thermometer, anemometer, wind vane, rain gauge, hygrometer, barometer, weather balloon, weather station,
Homework:
Learning Objective:
• Assess concept learned about the weather
Language Objective:
Main Activity:
• Review of weather and extreme weather patterns
• Use Chapter check for pretest and review
• Administer the test
Evaluation:
Check if the results are good
Vocabulary:
Homework:
Materials / Resources (including technology)
Pictures of different weather instruments, Illustration / Chart of water Cycle, PPt and videos of weather, weather conditions
State of Minnesota Standards Covered
3.1.1.2.4 Construct reasonable explanations based on evidence collected from observations or experiments.
3.1.3.2.1 Understand that everybody can use evidence to learn about the natural world, identify patterns in nature, and develop tools. For example: Ojibwa and Dakota knowledge and use of patterns in the stars to predict and plan.
3.1.3.4.1 Use tools, including rulers, thermometers, magnifiers and simple balance, to improve observations and keep a record of the observations made.
Weekly Informational Knowledge Overview - (Students will know...)
• How to make an improvised weather instruments and explain how it works
• What are extreme weather conditions and how they are formed?
• What steps to make during a hurricane, tornado or blizzard
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Students will make an improvised weather instruments and explain how it works.
• Students will be able to explain different types of extreme weather.
• Students will be able to state safety precautions to take during extreme weather.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• How to make an improvised weather instruments and explain how it works
Language Objective:
• Students will make an improvised weather instruments and explain how it works.
Main Activity:
WIND VANE
Fill a heavy paper plate with small rocks or other weights. Invert another paper plate on top and tape or glue the edges together to make a base stand. Mark north, south, east and west on the top plate. Insert a new pencil into the center of the base, eraser end up. Attach paper arrows to either end of a drinking straw. Push a straight pin through the straw's center point and into the pencil eraser. Set the wind vane in a safe place outdoors with the north marking facing north. Watch the movement for signs of wind direction.
Evaluation:
Observation
Vocabulary:
Weather, atmosphere, temperature, air pressure, water vapor, humidity, wind speed and direction, thermometer, anemometer, wind vane, rain gauge, hygrometer, barometer, weather balloon, weather station
Homework:
Learning Objective:
• What are extreme weather conditions and how they are formed?
Language Objective:
• Students will be able to explain different types of extreme weather.
Main Activity:
 excellent videos—Eyewitness, you tubes on Mt. St. Helens, Mt. Pinatubo, etc.
 create a cause and effect diagram on the effect of a volcano eruption, tornado, etc., on ecosystems
Evaluation:
Student made cause/effect diagrams
Vocabulary:
Weather, atmosphere, temperature, air pressure, water vapor, humidity, wind speed and direction, thermometer, anemometer, wind vane, rain gauge, hygrometer, barometer, weather balloon, weather station
Homework:
Learning Objective:
• Assess concept learned about the weather
Language Objective:
• Students will be able to explain different types of extreme weather.
Main Activity:
• Review of weather and extreme weather patterns
• Use Chapter check for pretest and review
• Students can work in small groups to review/ quiz each other
Evaluation:
Observation
Vocabulary:
Weather, atmosphere, temperature, air pressure, water vapor, humidity, wind speed and direction, thermometer, anemometer, wind vane, rain gauge, hygrometer, barometer, weather balloon, weather
Homework:
Learning Objective:
• Assess concept learned about the weather
Language Objective:
Main Activity:
• Administer the test
Evaluation:
Check if the results are good.
Vocabulary:
Homework:
Learning Objective:
• Make an improvised model of a tornado
Language Objective:
• Identify the steps in making an improvised tornado
Main Activity:
• Review of extreme weather
• Present how the model is made. Distribute their materials and have them assemble their work.
• Test if their experiment works
Evaluation:
Share their ideas on how tornadoes are formed and compare and contrast with storms
Vocabulary:
Homework:
Materials / Resources (including technology)
heavy paper plates, small rocks or other weights, tape or glue, Science textbooks, pencils, paper, pins, plastic bottles, duct tape, connectors
State of Minnesota Standards Covered
3.1.1.2.4 Construct reasonable explanations based on evidence collected from observations or experiments.
3.1.3.2.1 Understand that everybody can use evidence to learn about the natural world, identify patterns in nature, and develop tools. For example: Ojibwa and Dakota knowledge and use of patterns in the stars to predict and plan.
3.1.3.4.1 Use tools, including rulers, thermometers, magnifiers and simple balance, to improve observations and keep a record of the observations made.
Weekly Informational Knowledge Overview - (Students will know...)
• The different kinds of rocks
• How rocks are formed
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Identify different kinds of rocks according to formation and characteristics • Explains how rocks are formed
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• Identify different kinds of rocks according to formation and characteristics
Language Objective:
• Classify rocks according to their formation
Main Activity:
• Have them collect rocks in their surrounding
• Present different kinds of rocks and how they are formed.
• Present a video of how rocks are formed and different features they have to classify them in the group as igneous, sedimentary and metamorphic.
• Ask how each groups of rocks are form and different.
Evaluation:
• Have them classify rocks as to their kinds and features.
Vocabulary:
Rocks, minerals, igneous, sedimentary, metamorphic rocks:
Homework:
Write the meaning of their vocabulary words
Learning Objective:
• Explains how rocks are formed
Language Objective:
• Make a rock cycle and how rocks are formed
Main Activity:
• Review of the different rocks and how are they formed.
• Present a video in how igneous rocks, sedimentary and metamorphic rocks are formed.
• Ask how the rock cycle works and keeps on going like that of water cycle and photosynthesis.
• Discuss the information in their textbook
Evaluation:
Identify the meaning and formation of the different kinds of rocks.
Vocabulary:
Rocks, minerals, igneous, sedimentary, metamorphic rocks:
Homework:
***ELEMENTARY SCHOOL FIELD TRIP ***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
***NO CLASS, CHINESE NEW YEAR***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
***NO CLASS, CHINESE NEW YEAR***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Pictures, textbooks, video clips, TV projector., rocks
State of Minnesota Standards Covered
3.1.1.2.4 Construct reasonable explanations based on evidence collected from observations or experiments.
3.1.3.2.1 Understand that everybody can use evidence to learn about the natural world, identify patterns in nature, and develop tools. For example: Ojibwa and Dakota knowledge and use of patterns in the stars to predict and plan.
3.1.3.4.1 Use tools, including rulers, thermometers, magnifiers and simple balance, to improve observations and keep a record of the observations made.
Weekly Informational Knowledge Overview - (Students will know...)
• The different kinds of rocks
• How rocks are formed
• What are minerals
• Why soil is important
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Compares different kinds of rocks
• Explains how rocks are formed
• Compares different kinds of minerals
• Identify different uses of minerals
• Explain that the changes in the Earth’s surface are due to slow processes and rapid processes
• Compares the properties of different kinds of soil
• Name importance of soil
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• Compares different kinds of rocks
• Explains how rocks are formed
Language Objective:
• Classify rocks according to their formation
Main Activity:
• Have them collect rocks in their surrounding
• Present different kinds of rocks and how they are formed.
• Present a video of how rocks are formed and different features they have to classify them in the group as igneous, sedimentary and metamorphic.
• Ask how each groups of rocks are form and different.
Evaluation:
• Have them classify rocks as to their kinds and features.
Vocabulary:
Rocks, minerals, igneous, sedimentary, metamorphic rocks
Homework:
Make a rock collection of different kinds of rocks.
Learning Objective:
• Describe the characteristics of minerals
• Identify different uses of minerals
Language Objective:
• Compares different kinds of minerals
Main Activity:
• Present pictures of different minerals and their characteristics
• Introduce properties of minerals for it to be classified as one. Compare and contrast the following.
• Present how minerals are used in our daily activities and how they are present with our food and medicines.
• Watch a video about different kinds of minerals and its uses.
Evaluation:
Make a list of minerals and their uses
Vocabulary:
Rocks, minerals, igneous, sedimentary, metamorphic rocks
Homework:
Answer their homework worksheets about minerals
***NO CLASS, EDSA REVOLUTION ANNIVERSARY***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
• Compares the properties of different kinds of soil
• Name importance of soil
Language Objective:
• Explain that the changes in the Earth’s surface are due to slow processes and rapid processes
Main Activity:
• Review of classification and uses of rocks and minerals
• Ask the properties of rocks and minerals ask what happens when they wear and tear.
• Present the layers of the earth and focus particularly on the crust and soil and its layers.
• Introduce the properties of different kinds of soil and its importance.
• Watch a video of the kinds of soil its uses and importance.
Evaluation:
Compare and contrast the different kinds of soil and its uses.
Vocabulary:
Soil, decay, nutrient, humus, sand, clay, loam, topsoil, subsoil, bedrock, crust,
Homework:
Collect different kinds of soil and its uses.:
Learning Objective:
• Show how rocks are formed and layers of soil through an activity
Language Objective:
• Using materials available compare it with the kinds of rocks and layers of soil.
Main Activity:
• Present activity of how rocks are formed through cooling, cementation and heating.
• Use candies and rolling pins or bottles to indicate how rocks are formed and how the layers of the soil are.
Evaluation:
Explain how rocks are formed and the kinds of soil and uses
Vocabulary:
Rocks, minerals, igneous, sedimentary, metamorphic rocks Soil, decay, nutrient, humus, sand, clay, loam, topsoil, subsoil, bedrock, crust,
Homework:
Materials / Resources (including technology)
Pictures, textbooks, video clips, TV projector, assorted candies, rocks and soil
State of Minnesota Standards Covered
3.1.1.2.4 Construct reasonable explanations based on evidence collected from observations or experiments.
3.1.3.2.1 Understand that everybody can use evidence to learn about the natural world, identify patterns in nature, and develop tools. For example: Ojibwa and Dakota knowledge and use of patterns in the stars to predict and plan.
3.1.3.4.1 Use tools, including rulers, thermometers, magnifiers and simple balance, to improve observations and keep a record of the observations made.
Weekly Informational Knowledge Overview - (Students will know...)
• Formation of different kinds of rocks
• How rocks cycle happen
• The different kinds of minerals and its uses
• Properties and uses of different kinds of soil
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Describe the formation of different kinds of rocks
• Explain how rocks cycle happen
• Identify and compare different kinds of minerals and its uses
• Name properties and uses of different kinds of soil
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• Describe how igneous, sedimentary and metamorphic rocks are formed
Language Objective:
• Identify how rocks are formed.
Main Activity:
• Name different uses of rocks.
• Identify the different physical properties of minerals.
• Introduce how rocks are formed and what is it made of.
• Present how igneous rocks are formed. Give examples and characteristics of these kinds of rocks.
• Discuss the information in their textbook.
• Compare and contrast rocks and give out samples for each group.
• Have them watch a short clip about rock cycle and how igneous rocks are formed
Evaluation:
Do their workbook exercises.
Vocabulary:
Igneous rocks, Sedimentary rocks, Metamorphic rocks, Minerals
Homework:
Do worksheet homework
Learning Objective:
• Describe the rock cycle
Language Objective:
• Describe how igneous, sedimentary and metamorphic rocks are formed
Main Activity:
• Name different uses of rocks.
• Introduce how rocks are formed and what is it made of and how the rock cycle occur.
• Discuss the information in their textbook.
• Compare and contrast rocks and give out samples for each group.
• Have them watch a short clip about rock cycle,
Evaluation:
Answer their workbook.
Vocabulary:
Igneous rocks, Sedimentary rocks, Metamorphic rocks, Minerals,
Homework:
Do worksheet homework
Learning Objective:
• Describe the formation of different kinds of rocks
Language Objective:
• Explain how sediments overtime becomes rocks
Main Activity:
• Introduce how sedimentary rocks are formed and what is it made of.
• Present how igneous rocks are weathered and formed into sediments and later on to sedimentary rocks. Give examples and characteristics of these kinds of rocks.
• Discuss the information in their textbook.
• Compare and contrast rocks and give out samples for each group.
• Using candies make their own sedimentary rocks showing layers of sediments and minerals ,
Evaluation:
Ask how sedimentary rocks are formed.
Have them feast on their sedimentary rock candy.
Vocabulary:
Igneous rocks, Sedimentary rocks, Metamorphic rocks, Minerals, soil, decay. Nutrients, loam
Homework:
Do worksheet homework
Learning Objective:
• Identify and compare different kinds of minerals and its uses
Language Objective:
• Give importance of minerals
Main Activity:
• Present materials that has minerals like toothpaste, salt, powder, gold, silver
• Ask what the uses of the following objects? Where these materials do came from?
Evaluation:
Vocabulary:
Igneous rocks, Sedimentary rocks, Metamorphic rocks, Minerals, soil, decay. Nutrients, loam
Homework:
Study for a test
Learning Objective:
• Assess if concepts learned are mastered.
Language Objective:
Main Activity:
• Use chapter review for a quick flashback of the topics learned.
• Give out the instructions to follow when taking a test.
• Administer the test
Evaluation:
Check if they were able to understand the mastered the lesson.
Vocabulary:
Homework:
Materials / Resources (including technology)
Kinds of rock sample pictures and real objects, textbook, workbook, tv projector, ppt
State of Minnesota Standards Covered
3.1.1.2.4 Construct reasonable explanations based on evidence collected from observations or experiments.
3.1.3.2.1 Understand that everybody can use evidence to learn about the natural world, identify patterns in nature, and develop tools. For example: Ojibwa and Dakota knowledge and use of patterns in the stars to predict and plan.
3.1.3.4.1 Use tools, including rulers, thermometers, magnifiers and simple balance, to improve observations and keep a record of the observations made.
Weekly Informational Knowledge Overview - (Students will know...)
• The parts / layers of the earth.
• The different landforms of the earth.
• How volcanoes are formed
• How earthquakes and volcanic eruption rapidly changes the surface of the earth.
• Compare and contrast weathering and erosion.
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Identify the layers of the soil and kinds of soil
• Name different landforms
• Describe how volcanoes are formed.
• Describe how earthquakes occur and how they rapidly change the surface of the earth.
• Compare and contrast weathering and erosion
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• Identify the layers of the soil and kinds of soil
Language Objective:
• Differentiate the kinds of soil
Main Activity:
• Relate how rock cycle turns rocks to soil.
• Introduce how soil is formed. Introduce the layers of the soil.
• Present samples of soils and its characteristics.
• Relate the importance of soil and its uses.
• Label the parts of the soil. Compare and contrast the soil and rock.
Evaluation:
List down different soil and its uses.
Vocabulary:
Soil, rocks, weathering, erosion, deposition, sandy, loam, clay
Homework:
Answer workbook lesson 1.
Learning Objective:
• Name different landforms
Language Objective:
• Describe how landforms are formed
Main Activity:
• Review of soil its layer and kinds.
• Introduce how soil is formed, weathered and eroded. Relate how landform is formed with it.
• Present how different landforms are formed and how they are coming from rocks.
• Introduce the different factors that cause rocks to weather and break down and formed into different landforms.
• Tell the importance and uses of landforms.
Evaluation:
Identify the different landforms and its uses.
Vocabulary:
Soil, rocks, weathering, erosion, deposition, sandy, loam, clay
Homework:
Answer the lesson 2 of their workbook.
Learning Objective:
• Describe how volcanoes are formed.
• Describe how earthquakes occur and how they rapidly change the surface of the earth.
Language Objective:
• Identify how earthquakes and volcanic eruptions occur and how they rapidly change the surface of the earth.
Main Activity:
• Review of the kinds of soil and its layers.
• Present different landforms and how they are changed by volcanic eruptions and earthquakes.
• Present a video of earthquakes and volcanic eruptions that changes the surface of the Earth.
• Introduce that these events can rapidly change the earth’s surface and how they are measures. Emphasize that they cannot be predicted so safety measures and warning should be headed and followed.
• Read and discuss the contents of their textbook
Evaluation:
Answer their workbook
Vocabulary:
Soil, rocks, weathering, erosion, deposition, sandy, loam, clay
Homework:
List down the safety measures and things to do during the earthquake and volcanic eruptions.
Learning Objective:
• Compare and contrast weathering and erosion
Language Objective:
• Identify factors that causes weathering and erosion
Main Activity:
• Review of events that cause rapid change in the Earth’s surface.
• Present pictures of rock formation and ask how these rocks formed.
• Introduce the concept of weathering and erosion. How these two causes a slow or a rapid change in the earth’s surface.
• Present what are factors or agents that cause weathering and erosion.
• Compare and contrast the following.
• Present videos showing weathering and erosion.
Evaluation:
Have them name factors or agents that causes weathering and erosion.
Vocabulary:
Soil, rocks, weathering, erosion, deposition, sandy, loam, clay, earthquakes, fault, epicenter, volcanic eruption
Homework:
Answer their Science workbook.
Learning Objective:
• Assess students’ understanding of the concept and skill learned
Language Objective:
• Read and explain concepts and skills learned.
Main Activity:
• Review using chapter check.
• Have Q&A of concepts learned.
• Remind them of the instructions in taking a test.
• Administer the test.
Evaluation:
Check if the concepts were learned.
Vocabulary:
Homework:
Materials / Resources (including technology)
Textbook, workbook, TV Projector, ppt, videos, rocks and pictures
State of Minnesota Standards Covered
3.1.1.2.4 Construct reasonable explanations based on evidence collected from observations or experiments.
3.1.3.2.1 Understand that everybody can use evidence to learn about the natural world, identify patterns in nature, and develop tools. For example: Ojibwa and Dakota knowledge and use of patterns in the stars to predict and plan.
3.1.3.4.1 Use tools, including rulers, thermometers, magnifiers and simple balance, to improve observations and keep a record of the observations made.
Weekly Informational Knowledge Overview - (Students will know...)
• how volcanic eruption and earthquakes occur
• how volcanic eruption and earthquakes rapidly change the surface of the earth
• What are weathering and erosion and how do they occur
• how weathering and erosion change the surface of the earth
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Describe how volcanic eruption and earthquakes occur
• Explain how volcanic eruption and earthquakes rapidly change the surface of the earth.
• Compare and contrast weathering and erosion
• Explain how weathering and erosion change the surface of the earth
• Compares the properties of different kinds of soil
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• Describe how volcanic eruption and earthquakes occur
Language Objective:
• Describe how volcanic eruption and earthquakes occur
Main Activity:
• Read science book 226-227about how volcanic eruption occur
• Do ‘quick activity’ – transparency 28- making volcanoes with vinegar and baking soda
• Extend by giving clay to form volcanoes and decorate
Evaluation:
Observation of experiment
Vocabulary:
Weathering, erosion, soil, decay, nutrients, loam, sand, clay, crust, mantle, core, magma, lava
Homework:
Learning Objective:
• Describe how volcanic eruption and earthquakes occur
Language Objective:
• Describe how volcanic eruption and earthquakes occur
Main Activity:
• Read science book 228-229 about how earthquakes occur
• Watch YouTube clips from famous earthquakes. (ex: San Francisco, 1906)
• Students write answers to questions on 229 in journals
Evaluation:
Journals
Vocabulary:
Weathering, erosion, soil, decay, nutrients, loam, sand, clay, crust, mantle, core, magma, lava
Homework:
Learning Objective:
• What are weathering and erosion and how do they occur
• How weathering and erosion change the surface of the earth
Language Objective:
• Explain how weathering and erosion change the surface of the earth
• Compares the properties of different kinds of soil
Main Activity:
• Read pg. 230-233 on how weathering and erosion change the surface of the earth
• Discuss and students complete workbook pg. 76
Evaluation:
Workbook
Vocabulary:
Weathering, erosion, soil, decay, nutrients, loam, sand, clay, crust, mantle, core, magma, lava
Homework:
Learning Objective:
• What are weathering and erosion and how do they occur.
• How weathering and erosion change the surface of the earth
Language Objective:
• Explain how weathering and erosion change the surface of the earth
• Compares the properties of different kinds of soil.
Main Activity:
• Do guided inquiry investigation on erosion
• Activity resources pg. 103-104
Evaluation:
Observation, activity sheets
Vocabulary:
Weathering, erosion, soil, decay, nutrients, loam, sand, clay, crust, mantle, core, magma, lava
Homework:
Learning Objective:
• Chapter review
Language Objective:
Main Activity:
• Review on pg. 238-239
• Give test
Evaluation:
test
Vocabulary:
Weathering, erosion, soil, decay, nutrients, loam, sand, clay, crust, mantle, core, magma, lava
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
3.1.1.2.4 Construct reasonable explanations based on evidence collected from observations or experiments.
3.1.3.2.1 Understand that everybody can use evidence to learn about the natural world, identify patterns in nature, and develop tools. For example: Ojibwa and Dakota knowledge and use of patterns in the stars to predict and plan.
3.1.3.4.1 Use tools, including rulers, thermometers, magnifiers and simple balance, to improve observations and keep a record of the observations made.
Weekly Informational Knowledge Overview - (Students will know...)
• What are Natural Resources
• Ways on how to use natural resources
• The difference between renewable and non-renewable resources
• Ways of conserving the natural resources
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Identify and classify Natural Resources
• Name ways on how to use natural resources
• Compare the difference between renewable and non-renewable resources
• List down ways of conserving the natural resources
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• Identify and classify Natural Resources
• Name ways on how to use natural resources
Language Objective:
• Give examples of different kinds of Natural Resources
Main Activity:
• Present pictures of nature and things we get from it and we use in our daily activities
• Introduce the concept of what are natural resources and how we use it in our daily activities
• Make a list of natural resources and its uses.
• Explain how they are formed and how they are very useful to man
• Discuss the concepts in their textbook.
Evaluation:
Use their workbook and activity book to answer questions regarding natural resources
Vocabulary:
Natural resource, renewable resources, non-renewable resources, conservation, recycle
Homework:
What are natural resources? Make a list of ways on how we use them.
Learning Objective:
• Compare the difference between renewable and non-renewable resources
Language Objective:
• List down renewable and non-renewable
Main Activity:
• Review of natural resources
• Present pictures of renewable resources and non-renewable
• Post the questions what can possible happen if we consume all of our non-renewable resources.
• Name ways on how we can protect our resources
• Discuss topic in their book and try to identify ways of conserving non-renewable resources and maximizing the renewable resources
Evaluation:
Answer the workbook
Vocabulary:
Natural resource, renewable resources, non-renewable resources, conservation, recycle
Homework:
Compare and contrast renewable from non-renewable resources
Learning Objective:
• List down ways of conserving the natural resources
Language Objective:
• Explain the importance of conserving the natural resources
Main Activity:
• Review of natural resources. Classify which are renewable and non-renewable
• Name ways on how we use our resources. Name ways of conserving our resources
• Introduce ways in how we can use our resources again.
• Introduce the 3 R’s in environment conservation
• Name importance of segregating our used resource materials
• Present videos of how things are recycled, reuse and recycle
Evaluation:
Have them answer activity questions
Vocabulary:
Natural resource, renewable resources, non-renewable resources, conservation, recycle
Homework:
Have them come up of a project that uses recyclable materials
***NO CLASS, DAY OF VALOR***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
***NO CLASS, DAY OF VALOR***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
3.1.1.2.4 Construct reasonable explanations based on evidence collected from observations or experiments.
3.1.3.2.1 Understand that everybody can use evidence to learn about the natural world, identify patterns in nature, and develop tools. For example: Ojibwa and Dakota knowledge and use of patterns in the stars to predict and plan.
3.1.3.4.1 Use tools, including rulers, thermometers, magnifiers and simple balance, to improve observations and keep a record of the observations made.
Weekly Informational Knowledge Overview - (Students will know...)
• What are natural resources and its kind
• How natural resources are used by people
• Differentiate renewable from non-renewable resources
• Ways how to conserve natural resources
• How we can reuse resources
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Identify and classify natural resources
• Explain how natural resources are used by people
• Classify renewable from non-renewable resources
• Name ways how to conserve natural resources
• Name how we can reuse resources
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• Identify and classify natural resources
Language Objective:
• Describe what are natural resources
Main Activity:
• Guided inquiry- what are some ways to use freshwater resources- pg.258-259 • Activity book 113-114
Evaluation:
Workbook page
Vocabulary:
Natural resources, renewable resources, non-renewable resources, conservation, recycle
Homework:
Learning Objective:
• How we can reuse resources
Language Objective:
• Name how we can reuse resources
Main Activity:
• Read about reusing resources- the 3 r’s
• Workbook p. 86
Evaluation:
workbook
Vocabulary:
Natural resources, renewable resources, non-renewable resources, conservation, recycle
Homework:
Learning Objective:
• How we can reuse resources
Language Objective:
• Name how we can reuse resources
Main Activity:
• Read about recycling- math in science
• Workbook p. 87
Evaluation:
workbook
Vocabulary:
Natural resources, renewable resources, non-renewable resources, conservation, recycle
Homework:
Learning Objective:
• Chapter review
Language Objective:
Main Activity:
• Chapter 9 review and test
• Read pg. 26 about a recycling plant worker
• What other job’s involve the 3 r’s?
Evaluation:
Observation
Vocabulary:
Natural resources, renewable resources, non-renewable resources, conservation, recycle
Homework:
***END OF GRADING PERIOD 3***
Learning Objective:
• Unit review
Language Objective:
Main Activity:
• Chapter test
• Unit B wrap-up
• Unit B test
Evaluation:
test
Vocabulary:
Natural resources, renewable resources, non-renewable resources, conservation, recycle
Homework:
Materials / Resources (including technology)
Textbook, workbook, video clips, materials around them, pictures, recyclable materials
State of Minnesota Standards Covered
3.1.1.2.4 Construct reasonable explanations based on evidence collected from observations or experiments.
3.1.3.2.1 Understand that everybody can use evidence to learn about the natural world, identify patterns in nature, and develop tools. For example: Ojibwa and Dakota knowledge and use of patterns in the stars to predict and plan.
3.1.3.4.1 Use tools, including rulers, thermometers, magnifiers and simple balance, to improve observations and keep a record of the observations made.
Weekly Informational Knowledge Overview - (Students will know...)
• What are natural resources and its kind
• How natural resources are used by people
• Differentiate renewable from non-renewable resources
• Ways how to conserve natural resources
• How we can reuse resources
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Classifies resources as renewable and non-renewable
• Understands the use of comparison and contrast.
• Explain the importance of natural resources
• Identify that the using 3R’s on using natural resources improve and protect the quality of life
• List down activities of man that practices 3R’s
Monday
Tuesday
Wednesday
Thursday
Friday
***START OF GRADING PERIOD 4***
Learning Objective:
• How we can reuse resources
Language Objective:
• reuse recycled items to create something new
Main Activity:
• Have students discuss how we can reuse resources
• Reuse recycled items to create something new
Evaluation:
Observation, recycled creations
Vocabulary:
Natural resources, renewable resources, non-renewable resources, conservation, recycle
Homework:
Learning Objective:
• Identify and list down uses of natural resources
Language Objective:
• Explain the importance of natural resources
Main Activity:
• Have students finish and present their creations to the class
• Explain the importance of natural resources
Evaluation:
Presentation, recycled project
Vocabulary:
Natural resources, renewable resources, non-renewable resources, conservation, recycle
Homework:
Learning Objective:
• Identify that the using 3R’s on using natural resources improve and protect the quality of life
Language Objective:
• Share ideas on how using 3R’s improve and protect the quality of life
Main Activity:
• Have students get in groups to discuss ways we can reduce, reuse and recycle.
• Gather in whole group and share our ideas
• Students will use these ideas to pick a theme for their poster project tomorrow
Evaluation:
Observation
Vocabulary:
Natural resources, renewable resources, non-renewable resources, conservation, recycle
Homework:
Learning Objective:
• Create a poster or project using recyclable materials that can help improve life and conserve the earth’s natural resources.
Language Objective:
Main Activity:
• Students will create a poster or project using recyclable materials that can help improve life and conserve the earth’s natural resources.
• They may use pieces of recycled items we have collected for a 3D effect.
Evaluation:
Posters
Vocabulary:
Natural resources, renewable resources, non-renewable resources, conservation, recycle
Homework:
Learning Objective:
• Create a poster or project using recyclable materials that can help improve life and conserve the earth’s natural resources.
Language Objective:
Main Activity:
• Students will finish posters or project using recyclable materials that can help improve life and conserve the earth’s natural resources.
• Each student/group will present to the class.
Evaluation:
Posters
Vocabulary:
Natural resources, renewable resources, non-renewable resources, conservation, recycle
Homework:
Materials / Resources (including technology)
Textbook, workbook, video clips, materials around them, pictures, recyclable materials
State of Minnesota Standards Covered
3.1.1.2.4 Construct reasonable explanations based on evidence collected from observations or experiments.
3.1.3.2.1 Understand that everybody can use evidence to learn about the natural world, identify patterns in nature, and develop tools. For example: Ojibwa and Dakota knowledge and use of patterns in the stars to predict and plan.
3.1.3.4.1 Use tools, including rulers, thermometers, magnifiers and simple balance, to improve observations and keep a record of the observations made.
Weekly Informational Knowledge Overview - (Students will know...)
• What are the properties of matter
• Compare and contrast the forms of matter
• What is the makeup of matter
• Use tools such as rulers, thermometers, balance to determine the physical properties of matter
• How to use a tool to observe and study details of objects
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Observes and describes the properties of matter
• Compares and contrast the forms of matter
• Explains the makeup of matter
• Determines the physical properties of matter using metric measurements that incorporates tools such as rulers, thermometers, balance
• Use a tool to observe and study details of objects
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• What are the properties of matter
Language Objective:
• Observes and describes the properties of matter
Main Activity:
• Introduce the unit and discuss properties of matter
• Read pg.274-277
• Activity book book pg.123-124
Evaluation:
Workbook
Vocabulary:
Matter, property, pressure, element, atom, periodic table, mass, volume, density, buoyancy
Homework:
Learning Objective:
• Compare and contrast the forms of matter
Language Objective:
• Compares and contrast the forms of matter
Main Activity:
• Compares and contrast the forms of matter
• Read pg. 278-283
• Workbook pg. 94
Evaluation:
Workbook
Vocabulary:
Matter, property, pressure, element, atom, periodic table, mass, volume, density, buoyancy
Homework:
Learning Objective:
• Use tools such as rulers, thermometers, balance to determine the physical properties of matter
• How to use a tool to observe and study details of objects
Language Objective:
• Determines the physical properties of matter using metric measurements that incorporates tools such as rulers, thermometers, balance
• Use a tool to observe and study details of objects
Main Activity:
• Read pg. 284-289
• Workbook pg. 95
• Guided inquiry pg. 290-291- Activity pg. 125-126
Evaluation:
Workbook and activity book
Vocabulary:
Matter, property, pressure, element, atom, periodic table, mass, volume, density, buoyancy
Homework:
***NO CLASS, JOSE ABAD SANTOS DAY***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
• Chapter review and test
Language Objective:
Main Activity:
• Chapter review pg. 294-295
• Chapter test
• If time- workbook pg. 96- math in science- measuring properties
Evaluation:
Test
Vocabulary:
Matter, property, pressure, element, atom, periodic table, mass, volume, density, buoyancy
Homework:
Materials / Resources (including technology)
Pictures,
State of Minnesota Standards Covered
3.1.1.2.4 Construct reasonable explanations based on evidence collected from observations or experiments.
3.1.3.2.1 Understand that everybody can use evidence to learn about the natural world, identify patterns in nature, and develop tools. For example: Ojibwa and Dakota knowledge and use of patterns in the stars to predict and plan.
3.1.3.4.1 Use tools, including rulers, thermometers, magnifiers and simple balance, to improve observations and keep a record of the observations made.
Weekly Informational Knowledge Overview - (Students will know...)
• That matter can change its physical properties--size, weight, color, and position--but will still be the same matter.
• The difference between a mixture and a solution.
• How to separate matter within a solution.
• That matter can change its chemical properties, and will form new materials.
• How humans use chemical changes.
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Demonstrate how matter can change its physical properties--size, weight, color, and position--but will still be the same matter.
• Explain the difference between a mixture and a solution.
• Demonstrate how to separate matter within a solution.
• Describe ways in which matter can change its chemical properties, and will form new materials.
• Discuss how humans use chemical changes.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• That matter can change its physical properties--size, weight, color, and position--but will still be the same matter.
Language Objective:
• Demonstrate how matter can change its physical properties--size, weight, color, and position--but will still be the same matter.
Main Activity:
• Introduce ‘Changes in Matter’
• Learn vocabulary
• Directed inquiry pg. 300 – Activity book 133-134
• Read pg. 302-305
Evaluation:
Observation/ activity workbook
Vocabulary:
Physical change, states of matter, mixture, solution, chemical change
Homework:
Learning Objective:
• The difference between a mixture and a solution.
Language Objective:
• Explain the difference between a mixture and a solution.
Main Activity:
• Read about mixtures and solutions pg.306-307
• Demonstrate the strainer separating sand from marbles like in the picture
• Leave at a center for students to try
• Workbook page 103
Evaluation:
Workbook
Vocabulary:
Homework:
Learning Objective:
• How to separate matter within a solution
Language Objective:
• Demonstrate how to separate matter within a solution
Main Activity:
• Read about mixtures and solutions pg.308-309
• Investigate whether or not certain solids dissolve in water. (Sugar, sand)
• Write results of investigation in journal
Evaluation:
Science journal
Vocabulary:
Homework:
Learning Objective:
• That matter can change its chemical properties, and will form new materials
• How humans use chemical changes.
Language Objective:
• Describe ways in which matter can change its chemical properties, and will form new materials. • Discuss how humans use chemical changes
Main Activity:
• Read about chemical changes on pg. 310-311
• Make pancakes in class to demonstrate a useful chemical change.
• Write about it in science journal
Evaluation:
Science journal
Vocabulary:
Homework:
***NO CLASS, LABOR DAY***
Learning Objective:
3.1.1.2.4 Construct reasonable explanations based on evidence collected from observations or experiments.
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
3.1.1.2.4 Construct reasonable explanations based on evidence collected from observations or experiments.
3.1.3.2.1 Understand that everybody can use evidence to learn about the natural world, identify patterns in nature, and develop tools. For example: Ojibwa and Dakota knowledge and use of patterns in the stars to predict and plan.
3.1.3.4.1 Use tools, including rulers, thermometers, magnifiers and simple balance, to improve observations and keep a record of the observations made.
Weekly Informational Knowledge Overview - (Students will know...)
• That matter can change its physical properties--size, weight, color, and position--but will still be the same matter.
• The difference between a mixture and a solution.
• How to separate matter within a solution.
• That matter can change its chemical properties, and will form new materials.
• How humans use chemical changes.
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Demonstrate how matter can change its physical properties--size, weight, color, and position--but will still be the same matter.
• Explain the difference between a mixture and a solution.
• Demonstrate how to separate matter within a solution.
• Describe ways in which matter can change its chemical properties, and will form new materials.
• Discuss how humans use chemical changes.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• How humans use chemical changes.
Language Objective:
• Discuss how humans use chemical changes.
Main Activity:
• Read about how humans use chemical changes on pg. 312-313
• Discuss how our every day lives would be different without chemical changes.
• Write in science journal about a day without these chemical changes (see pg. 313 TE)
Evaluation:
Journal
Vocabulary:
Matter, property, pressure, element, atom, periodic table, mass, volume, density, buoyancy
Homework:
Learning Objective:
• How to separate matter within a solution.
Language Objective:
• Demonstrate how to separate matter within a solution.
Main Activity:
• Guided Inquiry- Investigate how can properties help you separate a mixture. Pg. 314-315
• Activity book pg. 135-136
Evaluation:
Activity book, observation
Vocabulary:
Matter, property, pressure, element, atom, periodic table, mass, volume, density, buoyancy
Homework:
Learning Objective:
• Explain the difference between a mixture and a solution.
Language Objective:
• Explain the difference between a mixture and a solution
Main Activity:
• Read pg. 316-317- A closer look at mixtures and answer the questions
• Make our own snack mixture (Or use purchased trail mix) and list the quantities of each item, then weigh in grams?
• Write about our mixtures in science journal
Evaluation:
Observation, journal
Vocabulary:
Matter, property, pressure, element, atom, periodic table, mass, volume, density, buoyancy
Homework:
***NO CLASS, JOSE ABAD SANTOS DAY***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
• Chapter review
Language Objective:
Main Activity:
• Chapter review p. 318-319
• Chapter test
Evaluation:
Test
Vocabulary:
Matter, property, pressure, element, atom, periodic table, mass, volume, density, buoyancy
Homework:
Materials / Resources (including technology)
Pictures,
State of Minnesota Standards Covered
3.1.1.2.4 Construct reasonable explanations based on evidence collected from observations or experiments.
3.1.3.2.1 Understand that everybody can use evidence to learn about the natural world, identify patterns in nature, and develop tools. For example: Ojibwa and Dakota knowledge and use of patterns in the stars to predict and plan.
3.1.3.4.1 Use tools, including rulers, thermometers, magnifiers and simple balance, to improve observations and keep a record of the observations made.
Weekly Informational Knowledge Overview - (Students will know...)
• The definition of “motion”
• The difference between position and relative position.
• The difference between constant speed and variable speed.
• The definition of “force”.
• The consequences of force on an object.
• The effects of mass and friction on an object’s movement.
• The forces that can change an object’s direction.
• The effect of gravity on objects.
• The effect of magnetism on objects.
• The definition of “work”.
• The names of the six simple machines
• How each simple machine makes work easier.
• How to calculate speed, distance, and time
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Define “motion”
• Explain the difference between position and relative position.
• Explain the difference between constant speed and variable speed.
• Define “force”.
• Describe the consequences of force on an object.
• Demonstrate the effects of mass and friction on an object’s movement.
• Demonstrate the forces that can change an object’s direction.
• Explain the effect of gravity on objects.
• Describe the effect of magnetism on objects.
• Define “work”.
• List the names of the six simple machines
• Demonstrate how each simple machine makes work easier.
• Calculate speed, distance, and time.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• The definition of “motion”
Language Objective:
• Define “motion”
Main Activity:
• Introduce the chapter- teach vocabulary- workbook pg. 109
• Read pg. 322-325
• Do Directed inquiry on pg. 324
• Activity book pg. 143-144
Evaluation:
Workbook, Activity book
Vocabulary:
Position, motion, relative position, speed, force, friction, gravity, magnetism, work
Homework:
Learning Objective:
• The difference between position and relative position.
• The difference between constant speed and variable speed.
Language Objective:
• Explain the difference between position and relative position.
• Explain the difference between constant speed and variable speed.
Main Activity:
• Read pg. 326-331
• Discuss Checkpoint questions along the way to check for understanding.
• Workbook pg. 112
• Time permitting do social studies link/ technology link in TE
Evaluation:
Workbook
Vocabulary:
Position, motion, relative position, speed, force, friction, gravity, magnetism, work
Homework:
Learning Objective:
• The definition of “force”.
• The consequences of force on an object.
• The effects of mass and friction on an object’s movement.
• The forces that can change an object’s direction
Language Objective:
• Define “force”.
• Describe the consequences of force on an object.
• Demonstrate the effects of mass and friction on an object’s movement.
Demonstrate the forces that can change an object’s direction.
Main Activity:
• Read book pg. 332-335
• TE- My science journal- forces in sports.
• Write about forces used in activities
• Go outside and act out our action drawings
Evaluation:
Journal, observation
Vocabulary:
Position, motion, relative position, speed, force, friction, gravity, magnetism, work
Homework:
Learning Objective:
• The effect of gravity on objects.
• The effect of magnetism on objects.
Language Objective:
• Explain the effect of gravity on objects.
• Describe the effect of magnetism on objects.
Main Activity:
• Read about gravity and magnetism pg. 336-337
• Set up exploration centers with magnets and metal and non-metal items
• Have kids work in groups and make notes of discoveries in journals
• Have them gather back together and share
Evaluation:
Observation
Vocabulary:
Position, motion, relative position, speed, force, friction, gravity, magnetism, work
Homework:
Learning Objective:
• Define “work”.
• List the names of the six simple machines
Language Objective:
• Define “work”.
• List the names of the six simple machines
Main Activity:
• Read about simple machines on pg. 33-343
• Discuss the 6 simple machines and where they have seen used them.
• Workbook pg. 114
Evaluation:
Workbook
Vocabulary:
Position, motion, relative position, speed, force, friction, gravity, magnetism, work
Homework:
Materials / Resources (including technology)
Magnets, various classroom items, some metal, Textbook, workbook, science journal, projector
State of Minnesota Standards Covered
3.1.1.2.1 Generate questions that can be answered when scientific knowledge is combined with knowledge gained from one's own observations or investigations. For example: Investigate the sounds produced by striking various objects.
3.1.1.2.2 Recognize that when a science investigation is done the way it was done before, even in a different place, a similar result is expected.
3.1.1.2.3 Maintain a record of observations, procedures and explanations, being careful to distinguish between actual observations and ideas about what was observed. For example: Make a chart comparing observations about the structures of plants and animals.
3.1.3.4.1 Use tools, including rulers, thermometers, magnifiers and simple balance, to improve observations and keep a record of the observations made.
Weekly Informational Knowledge Overview - (Students will know...)
• The definition of “motion”
• The difference between position and relative position.
• The difference between constant speed and variable speed.
• The definition of “force”.
• The consequences of force on an object.
• The effects of mass and friction on an object’s movement.
• The forces that can change an object’s direction.
• The effect of gravity on objects.
• The effect of magnetism on objects.
• The definition of “work”.
• The names of the six simple machines
• How each simple machine makes work easier.
• How to calculate speed, distance, and time
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Define “motion”
• Explain the difference between position and relative position.
• Explain the difference between constant speed and variable speed.
• Define “force”.
• Describe the consequences of force on an object.
• Demonstrate the effects of mass and friction on an object’s movement.
• Demonstrate the forces that can change an object’s direction.
• Explain the effect of gravity on objects.
• Describe the effect of magnetism on objects.
• Define “work”.
• List the names of the six simple machines
• Demonstrate how each simple machine makes work easier.
• Calculate speed, distance, and time.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• Describe the consequences of force on an object
• Explain the effect of gravity on objects.
• How each simple machine makes work easier.
Language Objective:
• Describe the consequences of force on an object.
• Explain the effect of gravity on objects.
• Demonstrate how each simple machine makes work easier.
Main Activity:
• Do the Guided Inquiry on pg. 344-345
• Activity book pg. 145-146
• Have children use what they know about the simple machines, force, and gravity to create some other models with classmates.
• Share their discoveries with the class
Evaluation:
Workbook, observation
Vocabulary:
Position, motion, relative position, speed, force, friction, gravity, magnetism, work
Homework:
Learning Objective:
• How to calculate speed, distance, and time
Language Objective:
• Calculate speed, distance, and time.
Main Activity:
• Students will calculate speed, distance, and time.
• Read pg. 346-347 and answer the questions
• Workbook pg. 115
Evaluation:
Workbook
Vocabulary:
Position, motion, relative position, speed, force, friction, gravity, magnetism, work
Homework:
Learning Objective:
• Chapter Review-Test
Language Objective:
• Read and discuss pg. 348-349 together
• Take Chapter test
Main Activity:
Test
Evaluation:
Vocabulary:
Position, motion, relative position, speed, force, friction, gravity, magnetism, work
Homework:
Learning Objective:
• The consequences of force on an object.
• The effect of gravity on objects.
• How each simple machine makes work easier.
Language Objective:
• Describe the consequences of force on an object.
• Explain the effect of gravity on objects.
• Demonstrate how each simple machine makes work easier.
Main Activity:
• Read pg. 350-351-Exercising in space.
• Do the ‘take Home Activity’ (design a machine to exercise) in small groups.
• Share our inventions
Evaluation:
Observation of group work
Vocabulary:
Position, motion, relative position, speed, force, friction, gravity, magnetism, work
Homework:
Learning Objective:
• The consequences of force on an object.
• The effects of mass and friction on an object’s movement.
• The forces that can change an object’s direction.
Language Objective:
• Describe the consequences of force on an object.
• Demonstrate the effects of mass and friction on an object’s movement.
• Demonstrate the forces that can change an object’s direction.
Main Activity:
• Build background knowledge- Ask about experiences flying in an airplane
• Read Biography-The Wright Brothers pg. 352
• Have students look up directions for paper airplane making
• Use rulers, tape, etc.
• Make a chart to record the time and distance each plane flew.
• Bring it outside and test their planes
Evaluation:
Observation, chart
Vocabulary:
Position, motion, relative position, speed, force, friction, gravity, magnetism, work
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
3.1.1.2.1 Generate questions that can be answered when scientific knowledge is combined with knowledge gained from one's own observations or investigations. For example: Investigate the sounds produced by striking various objects.
3.1.1.2.2 Recognize that when a science investigation is done the way it was done before, even in a different place, a similar result is expected.
3.1.1.2.3 Maintain a record of observations, procedures and explanations, being careful to distinguish between actual observations and ideas about what was observed. For example: Make a chart comparing observations about the structures of plants and animals.
3.1.3.4.1 Use tools, including rulers, thermometers, magnifiers and simple balance, to improve observations and keep a record of the observations made
Weekly Informational Knowledge Overview - (Students will know...)
• The definition of energy.
• The difference between potential and kinetic energy.
• That energy can change form.
• That the transformation of energy always gives off some heat.
• That energy can travel in various forms, such as waves.
• The components of a wave.
Heat:
• The definition of thermal energy.
• Sources of heat.
• How heat affects matter.
Light:
• The definition of light.
• How light travels.
• How light can change its path through various materials, resulting in reflection, refraction, or absorption.
• Why matter has color, and how that color can “change”.
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Define energy.
• Compare and contrast potential and kinetic energy.
• State examples of ways that energy can change form.
• State that the transformation of energy always gives off some heat.
• Explain that energy can travel in various forms, such as waves.
• Draw and label the components of a wave.
Heat:
• Define thermal energy.
• List sources of heat.
• Explain how heat affects matter.
Light:
• Define light.
• Describe how light travels.
• Diagram the way light can change its path through various materials, resulting in reflection, refraction, or absorption.
• Explain why matter has color, and how that colors can “change”.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• The definition of energy.
Language Objective:
• Define energy.
Main Activity:
• Introduce the chapter- Energy- pg. 354-355
• Learn new vocabulary- workbook pg. 119
• Directed inquiry pg.356- Can Energy produce light and heat?
• Activity book pg. 153-154
Evaluation:
Workbook, activity book
Vocabulary:
Potential energy, kinetic energy, thermal energy, reflect, refract, absorb, electric charge, electric current, circuit
Homework:
Learning Objective:
• The difference between potential and kinetic energy
Language Objective:
• Compare and contrast potential and kinetic energy.
Main Activity:
• Read pg. 358-361
• Workbook pg. 122
Evaluation:
Workbook
Vocabulary:
Potential energy, kinetic energy, thermal energy, reflect, refract, absorb, electric charge, electric current, circuit
Homework:
Learning Objective:
• That energy can change form.
• That the transformation of energy always gives off some heat.
• That energy can travel in various forms, such as waves.
• The components of a wave.
Language Objective:
• State examples of ways that energy can change form.
• State that the transformation of energy always gives off some heat.
• Explain that energy can travel in various forms, such as waves.
• Draw and label the components of a wave.
Main Activity:
• Read pg. 362-365 about how energy changes form
• Workbook pg. 123
Evaluation:
Workbook
Vocabulary:
Potential energy, kinetic energy, thermal energy, reflect, refract, absorb, electric charge, electric current, circuit
Homework:
Learning Objective:
• Define thermal energy.
• List sources of heat.
• Explain how heat affects matter.
Language Objective:
• Define thermal energy.
• List sources of heat.
• Explain how heat affects matter.
Main Activity:
• Read about heat energy pg. 366-369
• Workbook pg. 124
• Do a demonstration/ activity involving heat- Make toast, or boil water/pasta/rice
• Write about what happened because of the heat in journals
Evaluation:
Workbook, journal
Vocabulary:
Potential energy, kinetic energy, thermal energy, reflect, refract, absorb, electric charge, electric , current, circuit
Homework:
Learning Objective:
• The definition of light.
• How light travels.
• How light can change its path through various materials, resulting in reflection, refraction, or absorption.
• Why matter has color, and how that color can “change”.
Language Objective:
• Define light.
• Describe how light travels.
• Diagram the way light can change its path through various materials, resulting in reflection, refraction, or absorption.
• Explain why matter has color, and how that colors can “change”.
Main Activity:
• Read about light energy pg. 370-373
• Workbook pg. 125
• My Science Journal pg. 372-TE- write about what you see in a mirror, in a spoon.
Evaluation:
Workbook, journal
Vocabulary:
Potential energy, kinetic energy, thermal energy, reflect, refract, absorb, electric charge, electric current, circiut
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
3.1.1.2.1 Generate questions that can be answered when scientific knowledge is combined with knowledge gained from one's own observations or investigations. For example: Investigate the sounds produced by striking various objects.
3.1.1.2.2 Recognize that when a science investigation is done the way it was done before, even in a different place, a similar result is expected.
3.1.1.2.3 Maintain a record of observations, procedures and explanations, being careful to distinguish between actual observations and ideas about what was observed. For example: Make a chart comparing observations about the structures of plants and animals.
3.1.3.4.1 Use tools, including rulers, thermometers, magnifiers and simple balance, to improve observations and keep a record of the observations made
Weekly Informational Knowledge Overview - (Students will know...)
• The definition of electricity.
• The results of unbalanced negative and positive charges coming into contact.
• How electricity moves from one place to another.
• How electricity can change form.
• The causes of sound
• The materials through which sound travels, and at what relative speeds.
• How the human ear works.
• The kinds of sounds animals make to communicate, find food, etc., such as sonar.
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Define electricity.
• Explain the effect of unbalanced negative and positive charges coming into contact.
• Explain how electricity moves from one place to another.
• Describe how electricity can change form.
• Describe the causes of sound
• Compare and contrast the materials through which sound travels, and at what relative speeds.
• Explain how the human ear works.
• Describe the kinds of sounds animals make to communicate, find food, etc., such as sonar
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• The definition of electricity.
• The results of unbalanced negative and positive charges coming into contact.
• How electricity moves from one place to another.
• How electricity can change form.
Language Objective:
• Define electricity.
• Explain the effect of unbalanced negative and positive charges coming into contact.
• Explain how electricity moves from one place to another.
• Describe how electricity can change form.
Main Activity:
• Read pg. 374-377- Electrical energy
• Workbook pg. 126
• Create static electricity with balloons
Evaluation:
Workbook
Vocabulary:
Potential energy, kinetic energy, thermal energy, reflect, refract, absorb, electric charge, electric current, circuit
Homework:
Learning Objective:
• Chapter review and Test
Language Objective:
Main Activity:
• Chapter review and Test
• Read pg. 382-383
• Take test
Evaluation:
Test
Vocabulary:
Potential energy, kinetic energy, thermal energy, reflect, refract, absorb, electric charge, electric current, circuit
Homework:
Learning Objective:
• The causes of sound
Language Objective:
• Describe the causes of sound
Main Activity:
• Introduce Sound vocabulary read pg. 386-387 & 390-395 • Workbook pg. 134
Evaluation:
Workbook
Vocabulary:
Vibration, pitch, compression wave
Homework:
Learning Objective:
• The causes of sound
• The materials through which sound travels, and at what relative speeds.
• How the human ear works.
The kinds of sounds animals make to communicate, find food, etc., such as sonar.
Language Objective:
• Describe the causes of sound
• Compare and contrast the materials through which sound travels, and at what relative speeds.
• Explain how the human ear works.
• Describe the kinds of sounds animals make to communicate, find food, etc., such as sonar.
Main Activity:
• Read about how sound travels pg. 396-401
• Workbook pg. 135
Evaluation:
Workbook
Vocabulary:
Vibration, pitch, compression wave
Homework:
Learning Objective:
Chapter review- Test-activity
Language Objective:
Main Activity:
• Chapter review & test
 Make reed instruments with straws; use them to play simple tunes as a group.
 Buy or borrow a decibel meter. Record the decibel level of typical sounds throughout the student’s day—the classroom during reading, the cafeteria, the playground, music coming from headphones…compare to charts detailing hearing damage and loss. Relate to a unit on health and the senses if possible.
Evaluation:
Test
Vocabulary:
Vibration, pitch, compression wave
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
3.1.3.4.1 Use tools, including rulers, thermometers, magnifiers and simple balance, to improve observations and keep a record of the observations made.
3.2.3.1.1 Explain the relationship between the pitch of a sound, the rate of vibration of the source, and factors that affect pitch. For example: Changing the length of a string that is plucked changes the pitch.
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