Science

Curriculum > Middle > 7th Grade
  • Syllabus
  • Sample Lesson Plan
General Information
Period 5
Room 207
Teacher’s Office Hours: By appointment—please ask!
Course Length: Full‐year
Course Description
In this class, students will first review basic geography, landforms, the way in which ancient peoples populated the western hemisphere, Native American life, explorers who came to the New World, and the beginnings of American democracy. They will then focus on American History, from 1800 to the present, including the Lewis and Clark Expedition, movement west, the Civil War, WWI and WWII, The Great Depression, Civil Rights, and life today in the US.
In addition, students will learn the fundamentals of civics, including the voting process, and the structure and functions of the United States Government.
Course Learning Objectives
Through research papers, creation of 3‐D models, presentations, written and oral responses to primary and secondary resources, map‐making, and studying the US Constitution and democratic process, students will demonstrate their understanding of the effects of landforms and climate on human use of the land, compare and contrast different cultures, evaluate the effects of human migration and exploration on other cultures, defend their decisions drawn during mock trials, and generate a classroom constitution with equitable laws.
Course Language Objectives
Students will:
· use proper grammar while writing and speaking
· speak with proper pronunciation
· write essays using clear and proper English
· use proper terminology in context with and pertinent to the subject at hand
· decode word and phrase meanings using context clues and knowledge of Greek and Latin root words
Resources
Houghton Mifflin Social Studies—United States History; ISBN: 0‐618‐ 423‐63‐X; Aug 2004
Story excerpts, primary resources, and/or chapter books when available
Units, Themes, and Course Organization
Semester One:
Unit 1: The origins of the first Americans‐‐Timelines, Climate, Regions, Landforms, Native American tribes
Unit 2: Exploration and Settlement—World Travel, New Ideas, Conquest, Trade. European Settlements
Unit 3: The English Colonies—new England, Middle, Southern
Unit 4: American Revolution—Causes and Effects, Declaring Independence, The Constitution
Unit 5: The New Nation—Movement West, Trail of Tears, Industrial Revolution, Gold Rush, The Oregon Trail
Semester Two:
Unit 6: The Civil War—Causes, Compromise and Conflict, Reconstruction
Unit 7: Transforming the Nation—Transcontinental Railroad, The Great Plains, Conflicts with Native Americans, Rise of Cities, Electricity, Immigration through Ellis Island, the Great Migration
Unit 8: The Twentieth Century—New Territories, WWI, The 1920’s, Great Depression, WWII, The Cold War, Civil Rights, The 1960’s
Unit 9: The Nation and The World—Women’s Rights, Fall of Communism, Beginnings of High Technology, 21st Century Begins, NAFTA, USA Today, Citizenship and Democracy
Learning Activities and Methods
Students will read collaboratively and independently, they will create maps and models of landforms, regions, and routes discussed in class, they will write research papers, engage in debates, write constitutions and “laws”, participate in mock trials, and present a “wax museum” of famous people from US history.
Assessment

Evaluation:

evaluation example
Tests 30%
Quizzes 25%
Projects 25%
Homework 10%

Grading Scale:

Grading Scale
A+ 97 - 100 4.0
A 94 - 96.99 4.0
A- 90 - 93.99 3.7
B+ 87 - 89.99 3.3
B 84 - 86.99 3.0
B- 80 - 83.99 2.7
C+ 77 - 79.99 2.3
C 74 - 76.99 2.0
C- 70 - 73.99 1.7
D+ 67 - 69.99 1.3
D 64 - 66.99 1.0
D- 60 - 63.99 0.7
F 0 - 59.99 0
Classroom Policies
Classroom rules are very basic: Be respectful at all times—of other students, staff, and yourself Be prepared—bring all materials and your homework every day Be punctual
Please see your handbook for the consequences of dishonesty and attendance problems
Supplies
Every day, bring:
Your textbook
A4 lined notebook paper
Pens‐‐blue or black
Pens—a color other than blue or black (red, green, purple, etc.)
Pencils
Pencil sharpener with hand‐held shavings‐catcher
Have available for when I ask you to bring them:
Colored pencils
Ruler—30 cm/12 inch
Gluestick
Questions?
Parents, guardians, and host parents: If you have any questions, comments, or concerns, please feel free to contact me. E‐mail is the best way to reach me. I am happy to answer questions via e‐mail, meet with you in person, or have a phone conversation.
If you have questions, are struggling with the course material, are concerned about your grade, or have any other concerns, please come talk to me sooner rather than later. I am happy to find a time to meet with you before school, after school, or during lunch.

Important Note:

This Syllabus is intended to be a guideline. The description, requirement, and schedule are subject to revision and refinement by the teacher.

Weekly Informational Knowledge Overview - (Students will know...)
Students will know the definition of classifying and how scientists classify organisms.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to identify the different ways scientists classify organisms.
Monday
Tuesday
Wednesday
Thursday
Friday
***FIRST DAY OF CLASS***
Learning Objective:
Students will get to know their classmates.
Language Objective:
Students will get to know their classmates.
Main Activity:
Get to know you activities.
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Students will access their prior knowledge on classifying organisms.
Language Objective:
Students will be able to write facts from their background knowledge in a KWL chart.
Main Activity:
KWL Chart.
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Students will learn the vocabulary words of the chapter.
Language Objective:
Students will be able to define vocabulary words of the chapter.
Main Activity:
Classifying writing utensils, Vocabulary discussions, Workbook pg. 1
Evaluation:
Vocabulary:
classify, kingdom, phylum, class, species, vertebrate, invertebrate
Homework:
Workbook Pg. 2+3
Learning Objective:
Students will learn that living things are different but share similar structures.
Language Objective:
Students will be able to read.
Main Activity:
Reading of lesson 1
Completion of lesson checkpoint.
Evaluation:
Lesson check point
Vocabulary:
Homework:
workbook pg. 4
Learning Objective:
Students will learn that living things are different but share similar structures.
Language Objective:
Students will be able to identify the different ways scientists classify organisms.
Main Activity:
Reading of lesson 2.
Completion of lesson check point.
Evaluation:
lesson check point
Vocabulary:
Homework:
Materials / Resources (including technology)
Science Book
Science workbook
State of Minnesota Standards Covered
5.4.1.1.1 Describe how plant and animal structures and their functions provide an advantage for survival in a given natural system. For example: Compare the physical characteristics of plants or animals from widely different environments, such as desert verses tropical, and explore how each has adapted to its environment.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know the classification system of different organisms.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to identify the classification systems and which organisms go into the different levels.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
The students will know that living things are different but share similar structures.
Language Objective:
Students will be able to identify the classification systems and which organisms go into the different levels.
Main Activity:
Review of lesson 1, review of classwork from previous day.
Evaluation:
Vocabulary:
Homework:
Learning Objective:
The students will know that living things are different but share similar structures.
Language Objective:
Students will be able to identify the classification systems and which organisms go into the different levels.
Main Activity:
Part 1 of Lesson 2, reading as a class, taking notes
Evaluation:
Vocabulary:
Homework:
Workbook pg 5a
Learning Objective:
The students will know that living things are different but share similar structures.
Language Objective:
Students will be able to identify the classification systems and which organisms go into the different levels.
Main Activity:
Finish lesson 2, taking notes
Evaluation:
Vocabulary:
Homework:
Learning Objective:
The students will know that living things are different but share similar structures.
Language Objective:
Students will be able to write what they learned about by answering the review questions
Main Activity:
Lesson 2 Review Questions
Evaluation:
Lesson 2 review question.
Vocabulary:
Homework:
Learning Objective:
The students will know that living things are different but share similar structures.
Language Objective:
Students will be able to identify the classification systems and which organisms go into the different levels.
Main Activity:
Reading and reviewing of Lesson 3.
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Science Textbook
Science workbook
Science notebook
State of Minnesota Standards Covered
5.4.1.1.1 Describe how plant and animal structures and their functions provide an advantage for survival in a given natural system. For example: Compare the physical characteristics of plants or animals from widely different environments, such as desert verses tropical, and explore how each has adapted to its environment.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know the classification system of different organisms.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to identify the classification systems and which organisms go into the different levels.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
The students will know that living things are different things but share similar structures.
Language Objective:
Students will be able to identify the classification systems and which organisms go into the different levels.
Main Activity:
Rereading of the lesson 3 as a class, taking notes, review questions.
Evaluation:
review questions.
Vocabulary:
Homework:
Workbook pg. 6/finish review questions.
Learning Objective:
The students will be able to complete a project that shows their knowledge of vertebrates and invertebrates.
Language Objective:
Students will be able to portray information they know in a visual form of a poster.
Main Activity:
Students will be broken up into two groups that describe vertebrates and invertebrates.
Evaluation:
Poster
Vocabulary:
Homework:
Learning Objective:
The students will know that living things are different things but share similar structures.
Language Objective:
Students will be able to read and comprehend lesson 4.
Main Activity:
Reading of lesson 4, taking notes, review questions.
Evaluation:
review questions
Vocabulary:
Homework:
Workbook pg. 6.
Learning Objective:
Students will be reviewing for the science test on Friday.
Language Objective:
Review.
Main Activity:
Review questions and game.
Evaluation:
Vocabulary:
Homework:
Study for Test
Learning Objective:
Students will be able to show their knowledge in form of a written test.
Language Objective:
Review.
Main Activity:
Chapter 1 Test.
Evaluation:
Chapter 1 Test.
Vocabulary:
Homework:
Materials / Resources (including technology)
Science Textbook
Science workbook
Science notebook
Poster paper
Chapter 1 test
State of Minnesota Standards Covered
5.1.1.1.4 Understand that different models can be used to represent natural phenomena and these models have limitations about what they can explain.
5.4.1.1.1 Describe how plant and animal structures and their functions provide an advantage for survival in a given natural system. For example: Compare the physical characteristics of plants or animals from widely different environments, such as desert verses tropical, and explore how each has adapted to its environment.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know the classification system of different organisms
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to identify the classification systems and how they are classified.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
The student knows that living things are different but similar structures.
Language Objective:
Students will be able to identify the classification systems and how they are classified.
Main Activity:
Lesson 4: How are other organisms classified? Discuss the classification of plants, how are they the same and different from animal classification.
Evaluation:
Review questions.
Vocabulary:
Homework:
Workbook pg. 7
Learning Objective:
Students will review their knowledge of chapter 1 to prepare for the test.
Language Objective:
Students will be able to identify the classification systems and how they are classified.
Main Activity:
Chapter 1 Review and Test Prep.
Evaluation:
Vocabulary:
Homework:
Study for Chapter 1 Test.
Learning Objective:
Students will review their knowledge of chapter 1 to prepare for the test.
Language Objective:
Students will be able to identify the classification systems and how they are classified.
Main Activity:
Chapter 1 review activity
Evaluation:
Vocabulary:
Homework:
Study for Chapter 1 Test.
Learning Objective:
Students will use simple strategies to determine meaning and increase vocabulary for reading including the use of prefixes, suffixes, root words, multiple meanings, antonyms, synonyms, and word relationships.
Language Objective:
Students will be able to recall vocabulary words learned in chapter 2.
Main Activity:
Introduction to Chapter 2, reviewing of vocabulary words, looking vocabulary words up in the glossary, KWL chart.
Evaluation:
Vocabulary words.
Vocabulary:
cell membrane, nucleus, cell wall, chloroplast, cytoplasm, vacuole, tissue, organ, organ system.
Homework:
Reading science workbook pg. 11
Learning Objective:
Students will describe the cell as the basic unit of all living things.
Language Objective:
The student will describe the needs and functions of cells.
Main Activity:
Reading of lesson 1, discussion on the different topics discussed. Answer review questions.
Evaluation:
review questions.
Vocabulary:
Homework:
workbook pg. 14
Materials / Resources (including technology)
Science book
Science Workbook
State of Minnesota Standards Covered
5.1.1.1.4 Understand that different models can be used to represent natural phenomena and these models have limitations about what they can explain.
5.4.1.1.1 Describe how plant and animal structures and their functions provide an advantage for survival in a given natural system. For example: Compare the physical characteristics of plants or animals from widely different environments, such as desert verses tropical, and explore how each has adapted to its environment.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know the vocabulary words for chapter 2 and be able to use them when discussing the topics.
Students will know the functions of cells and be able to state how they work together.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to recite the vocabulary words for chapter 2 and be able to use them when discussing the topics.
Students will be able to explain the functions of cells and be able to state how they work together
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
The students will use simple strategies to determine meaning and increase vocabulary for reading including the use of prefixes, suffixes, root words, multiple meanings, antonyms, synonyms, and word relationships.
Language Objective:
Students will be able to use the vocabulary words to discuss the content in Chapter 2.
Main Activity:
Introduction to chapter 2, KWL chart, looking up vocabulary words in the glossary.
Evaluation:
KWL Chart
Vocabulary:
cell membrane, nucleus, cell wall, chloroplast, cytoplasm, vacuole, tissue, organ, organ system.
Homework:
workbook pg. 11, 12-13.
Learning Objective:
The students describe the cell as the basic unit of all living things. The students will be able to describe the needs and functions of the cell.
Language Objective:
Students will be able to write and orally describe a cell and its needs and functions.
Main Activity:
Lesson 1 introduction workbook pg. 14 , reading of lesson , completing outline, completing lesson checkpoint.
Evaluation:
lesson checkpoint.
Vocabulary:
Homework:
complete workbook pg 14A.
Learning Objective:
Students will be able to select the appropriate graphical representations to collect, record and report data.
Language Objective:
Students will be able to make predictions based on their prior knowledge.
Main Activity:
pg. 36, what do yeast cells need to grow? Students will make predictions collect data and report the data they have found.
Evaluation:
Poster they have created.
Vocabulary:
Homework:
pg. 15, #’s 1-4.
Learning Objective:
The students describe the cell as the basic unit of all living things. The students will be able to describe the needs and functions of the cell.
Language Objective:
Students will be able to put the knowledge they have learned and create a poster showing the different cells.
Main Activity:
Cell Poster Project. This will be done with groups.
Evaluation:
Poster projects.
Vocabulary:
See Monday.
Homework:
bring in any materials for project.
Learning Objective:
The students describe the cell as the basic unit of all living things. The students will be able to describe the needs and functions of the cell.
Language Objective:
Students will be able to put the knowledge they have learned and create a poster showing the different cells.
Main Activity:
Finish Cell poster project.
Evaluation:
poster project
Vocabulary:
see Monday
Homework:
Materials / Resources (including technology)
Scott Foresman Science book
Workbook
Poster paper
State of Minnesota Standards Covered
5.1.1.1.4 Understand that different models can be used to represent natural phenomena and these models have limitations about what they can explain.
5.4.1.1.1 Describe how plant and animal structures and their functions provide an advantage for survival in a given natural system. For example: Compare the physical characteristics of plants or animals from widely different environments, such as desert verses tropical, and explore how each has adapted to its environment.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know the functions of cells and be able to state how they work together.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to explain the functions of cells and be able to state how they work together.
Monday
Tuesday
Wednesday
Thursday
Friday
***NO CLASS, Eidul Adha***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
The students describe the cell as the basic unit of all living things. The students will be able to describe the needs and functions of the cell.
Language Objective:
Students will be able to put the knowledge they have learned and create a poster showing the different cells.
Main Activity:
Cell Poster Project. This will be done with groups.
Evaluation:
Poster projects.
Vocabulary:
See Monday.
(had to switch plans last week, which is why, this is here this week.)
Homework:
bring in any materials needed
Learning Objective:
The students describe the cell as the basic unit of all living things. The students will be able to describe the needs and functions of the cell.
Language Objective:
Students will be able to put the knowledge they have learned and create a poster showing the different cells.
Main Activity:
Finish Cell poster project.
Evaluation:
poster project.
Vocabulary:
Homework:
None
Learning Objective:
Students will be able to select the appropriate graphical representations to collect, record and report data.
Language Objective:
Students will be able to make predictions based on their prior knowledge.
Main Activity:
pg. 36, what do yeast cells need to grow? Students will make predictions collect data and report the data they have found.
Evaluation:
Poster they have created.
Vocabulary:
None
(didn’t get to this last week)
Homework:
Learning Objective:
Students will know that the living things are different but share similar structures.
Language Objective:
Students will be able to explain the functions of cells and be able to state how they work together.
Main Activity:
Sharing of project, Lesson 2 reading, lesson comprehension questions.
Evaluation:
lesson 2 questions.
Vocabulary:
none
Homework:
none
Materials / Resources (including technology)
Scott Foresman Science book
Workbook
Poster paper
State of Minnesota Standards Covered
5.1.1.1.4 Understand that different models can be used to represent natural phenomena and these models have limitations about what they can explain.
5.4.1.1.1 Describe how plant and animal structures and their functions provide an advantage for survival in a given natural system. For example: Compare the physical characteristics of plants or animals from widely different environments, such as desert verses tropical, and explore how each has adapted to its environment.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how the different cells work together.
Students will know how the different organs work together.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to state how different cells work together.
Students will be able to state how the different organs work together.
Monday
Tuesday
Wednesday
Thursday
Friday
***NO CLASS, LA NAVAL CELEBRATION***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Students will know that living things are different but share similar structures.
Language Objective:
Students will be able to state how living things are different but share similar structures.
Main Activity:
Introduction to Lesson 2 (we didn’t get to it last week) Reading of lesson 2, fill in Graphic Organizer.
Evaluation:
Graphic Organizer.
Vocabulary:
None
Homework:
Workbook pg. 15
Learning Objective:
Students will know that living things are different but share similar structures.
Language Objective:
Students will be able to state how living things are different but share similar structures.
Main Activity:
Rereading lesson 2 independently, answering review questions.
Evaluation:
review Questions.
Vocabulary:
none
Homework:
none
Learning Objective:
The students will understand how body systems interact (for example: how bones, and muscles work together for movement.
Language Objective:
Students will be able to state how the body interacts.
Main Activity:
Reading of lesson 3, filling of graphic organizer.
Evaluation:
graphic organizer.
Vocabulary:
organ system,
Homework:
Workbook page. 16
Learning Objective:
The students will understand how body systems interact (for example: how bones, and muscles work together for movement.
Language Objective:
Students will be able to state how the body interacts.
Main Activity:
Rereading of lesson 3, lesson review questions.
Evaluation:
review questions.
Vocabulary:
None
Homework:
None
Materials / Resources (including technology)
Scott Foreman Science Book
Scott Foreman Science Workbook
State of Minnesota Standards Covered
5.4.1.1.1 Describe how plant and animal structures and their functions provide an advantage for survival in a given natural system. For example: Compare the physical characteristics of plants or animals from widely different environments, such as desert verses tropical, and explore how each has adapted to its environment.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how the different cells work together.
Students will know how the different organs work together.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to state how different cells work together.
Students will be able to state how the different organs work together.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will use the knowledge they learned in chapter 2 to study for the test.
Language Objective:
Students will be able to state how different cells work together.
Students will be able to state how the different organs work together.
Main Activity:
Review Packet.
Evaluation:
none
Vocabulary:
none
Homework:
Learning Objective:
Students will use the knowledge they learned in chapter 2 to study for the test.
Language Objective:
Students will be able to state how different cells work together.
Students will be able to state how the different organs work together.
Main Activity:
Review Packet.
Evaluation:
Review Packet.
Vocabulary:
Homework:
Learning Objective:
Students will use the knowledge they learned in chapter 2 to study for the test.
Language Objective:
Students will be able to state how different cells work together. Students will be able to state how the different organs work together.
Main Activity:
Review Packet.
Evaluation:
Review Packet.
Vocabulary:
Homework:
Learning Objective:
Students will use the knowledge they learned in chapter 2 to study for the test.
Language Objective:
Students will be able to state how different cells work together.
Students will be able to state how the different organs work together.
Main Activity:
Review Packet.
Evaluation:
Review Packet.
Vocabulary:
Homework:
None
***NO CLASS, FEAST OF THE HOLY SEPULCHRE***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Review Packet
State of Minnesota Standards Covered
5.4.1.1.1 Describe how plant and animal structures and their functions provide an advantage for survival in a given natural system. For example: Compare the physical characteristics of plants or animals from widely different environments, such as desert verses tropical, and explore how each has adapted to its environment.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how the different cells work together.
Students will know how the different organs work together.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to state how different cells work together.
Students will be able to state how the different organs work together.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will use the knowledge they learned to complete a review game.
Language Objective:
Students will be able to state how different cells work together.
Main Activity:
Review Game- Wrap-up chapter 2 KWL.
Evaluation:
none
Vocabulary:
none
Homework:
Complete Study Guide.
Learning Objective:
Students will use the knowledge they learned in chapter 2 to complete a test.
Language Objective:
Students will be able to state how different cells work together.
Main Activity:
Chapter Two test.
Evaluation:
Chapter 2 Test.
Vocabulary:
None
Homework:
None
Learning Objective:
The students will complete the KWL chart based off information they already know.
Language Objective:
None
Main Activity:
Introduction to Chapter 3, KWL, and Vocabulary- Have the students write the words and definitions on cards separately. . Use vocabulary cards to play the memory game. Reading Science.
Evaluation:
Vocabulary
Vocabulary:
artery capillary vein valve mucus trachea bronchioles air sacs esophagus.
Homework:
pg.22-23 workbook
Learning Objective:
the students know that human body is made of systems with structures and functions that are related.
Language Objective:
Students will be able to state how the different organs work together.
Main Activity:
Introduce lesson 1, reading of lesson 1
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
None
***HALLOWEEN PARTY***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Science Book
Science Workbook
State of Minnesota Standards Covered
5.4.1.1.1 Describe how plant and animal structures and their functions provide an advantage for survival in a given natural system. For example: Compare the physical characteristics of plants or animals from widely different environments, such as desert verses tropical, and explore how each has adapted to its environment.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know that the human body is made of systems with structures and functions that are related.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to explain how the human body is made of systems with structures and functions that are related.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
students will be able to read a text and determine the main idea or essential message, identifies relevant supporting detail and facts, and arranges events in chronological order.
Language Objective:
Students will be able to explain how the human body is made of systems with structures and functions that are related.
Main Activity:
Review lesson 3 vocabulary and how to read science: sequence.
Evaluation:
vocabulary
Vocabulary:
artery, capillary, vein, valve, mucus, trachea, bronchioles, air sacs, esophagus
Homework:
pg. 22-23, 24
Learning Objective:
the students know that the human body is made of systems with structures and functions that are related.
Language Objective:
Students will be able to explain how the human body is made of systems with structures and functions that are related.
Main Activity:
Reading of lesson 1, filling out graphic organizer.
Evaluation:
Graphic organizer.
Vocabulary:
Homework:
workbook pg. 24A
***END OF GRADING PERIOD 1 ***
Learning Objective:
the students know that the human body is made of systems with structures and functions that are related.
Language Objective:
Students will be able to explain how the human body is made of systems with structures and functions that are related.
Main Activity:
rereading of lesson 1, answer lesson review questions.
Evaluation:
lesson review questions.
Vocabulary:
Homework:
pg. 25
***START OF GRADING PERIOD 2***
Learning Objective:
The student knows that the human body is made of systems with structures and functions that are related.
Language Objective:
Students will be able to explain how the human body is made of systems with structures and functions that are related.
Main Activity:
Reading of lesson 2, filling out graphic organizer.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
workbook pg. 25
Learning Objective:
The student knows that the human body is made of systems with structures and functions that are related.
Language Objective:
Students will be able to explain how the human body is made of systems with structures and functions that are related.
Main Activity:
rereading of lesson 2, lesson review questions.
Evaluation:
Review questions.
Vocabulary:
Homework:
None
Materials / Resources (including technology)
Science Book
Science workbook
Graphic Organizer
State of Minnesota Standards Covered
5.4.1.1.1 Describe how plant and animal structures and their functions provide an advantage for survival in a given natural system. For example: Compare the physical characteristics of plants or animals from widely different environments, such as desert verses tropical, and explore how each has adapted to its environment.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know that the human body is made of systems with structures and functions that are related.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to explain how the human body is made of systems with structures and functions that are related.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will be able to explain how the human body is made of systems with structures and functions that are related.
Language Objective:
Students will be able to explain how the human body is made of systems with structures and functions that are related.
Main Activity:
Finish heart and circulatory system activity. Start lesson 2 Reading on respiratory system.
Evaluation:
heart and circulatory system activity
Vocabulary:
Homework:
Learning Objective:
Students will learn about the respiratory system and the different parts of it.
Language Objective:
Students will be able to explain how the human body is made of systems with structures and functions that are related.
Main Activity:
Finish Reading lesson 2; Lesson 2 Checkpoint questions; respiratory diagram.
Evaluation:
Checkpoint questions
Vocabulary:
none
Homework:
workbook pg. 25
Learning Objective:
Students will be able to identify the digestive system.
Language Objective:
Students will be able to explain how the human body is made of systems with structures and functions that are related.
Main Activity:
Read lesson 3, only the part about the digestive system. Answer lesson check point. Graphic organizer.
Evaluation:
Graphic organizer.
Vocabulary:
Homework:
Learning Objective:
Students will learn about the urinary system.
Language Objective:
Students will be able to explain how the human body is made of systems with structures and functions that are related.
Main Activity:
Finish reading lesson 3. Answer lesson check point questions. Complete diagram
Evaluation:
lesson questions
Vocabulary:
none
Homework:
pg.26 A
Learning Objective:
Students will review chapter 3
Language Objective:
Review
Main Activity:
Chapter 3 Review pg. 84-85
Evaluation:
chapter review
Vocabulary:
Homework:
none
Materials / Resources (including technology)
Science book
Science workbook
State of Minnesota Standards Covered
5.4.1.1.1 Describe how plant and animal structures and their functions provide an advantage for survival in a given natural system. For example: Compare the physical characteristics of plants or animals from widely different environments, such as desert verses tropical, and explore how each has adapted to its environment.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know that the human body is made of systems with structures and functions that are related.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to explain how the human body is made of systems with structures and functions that are related.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will show what they learned about the circulatory system and the respiratory system.
Language Objective:
Students will be able to explain how the human body is made of systems
Main Activity:
Finish project that was started on Friday.
Evaluation:
Project
Vocabulary:
Homework:
None
Learning Objective:
Students will see how to measure lung capacity through an experiment.
Language Objective:
Students will be able to explain how the human body is made of systems with structures and functions that are related.
Main Activity:
Bubble activity to measure lung capacity. Pg. 80+81. Introduce digestive system with video.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
None
Learning Objective:
Students will learn about how the digestive system works and the different parts of the digestive system.
Language Objective:
Students will be able to explain how the human body is made of systems with structures and functions that are related.
Main Activity:
Reading of lesson 3, the digestive system. Answer check point questions.
Evaluation:
Check-point questions.
Vocabulary:
Homework:
None
Learning Objective:
Students will learn about how the digestive system works and the different parts of the digestive system.
Language Objective:
Students will be able to explain how the human body is made of systems with structures and functions that are related.
Main Activity:
Start the Urinary system. Reading of the lesson, answer check point questions.
Evaluation:
Check-point questions.
Vocabulary:
Homework:
workbook Pg. 26
Learning Objective:
Students will learn about how the digestive system works and the different parts of the digestive system.
Language Objective:
Students will be able to explain how the human body is made of systems with structures and functions that are related.
Main Activity:
Watching of the Magic School Bus Digestive system and circulatory system. Write in journals about what you learned.
Evaluation:
Journals
Vocabulary:
Homework:
None
Materials / Resources (including technology)
Magic School Bus
Science Book
Science Workbook
State of Minnesota Standards Covered
5.1.1.2.1 Generate a scientific question and plan an appropriate scientific investigation, such as systematic observations, field studies, open-ended exploration or controlled experiments to answer the question.
5.1.1.2.2 Identify and collect relevant evidence make systematic observations and accurate measurements, and identify variables in a scientific investigation.
5.4.1.1.1 Describe how plant and animal structures and their functions provide an advantage for survival in a given natural system. For example: Compare the physical characteristics of plants or animals from widely different environments, such as desert verses tropical, and explore how each has adapted to its environment.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know that the human body is made of systems with structures and functions that are related.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to explain how the human body is made of systems with structures and functions that are related.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will review the different body systems and prepare for test.
Language Objective:
Students will be able to explain how the human body is made of systems with structures and functions that are related.
Main Activity:
Finish magic school bus, read “Book of Blood” and “Inside My Body”. Write response in journals.
Evaluation:
Journals
Vocabulary:
Homework:
None
Learning Objective:
Students will review the different body systems and prepare for test.
Language Objective:
Students will be able to explain how the human body is made of systems with structures and functions that are related.
Main Activity:
Finish reading books above; Chapter 3 review.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Learning Objective:
Students will review the different body systems and prepare for test.
Language Objective:
Students will be able to explain how the human body is made of systems with structures and functions that are related.
Main Activity:
Chapter 3 review game.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Study for Chapter 3 test; Chapter 3 Study Guide.
***AMERICAN THANKSGIVING***
Learning Objective:
Students will review the different body systems and prepare for test.
Language Objective:
Students will be able to explain how the human body is made of systems with structures and functions that are related.
Main Activity:
Chapter 3 Test.
Evaluation:
TEST
Vocabulary:
Homework:
None
Learning Objective:
Students will participate in different Thanksgiving activities.
Language Objective:
Students will be able to share what they are thankful for.
Main Activity:
Thanksgiving activities.
Evaluation:
None
Vocabulary:
Homework:
None
Materials / Resources (including technology)
Science Book
“Book of Blood”
“Inside My Body
State of Minnesota Standards Covered
5.4.1.1.1 Describe how plant and animal structures and their functions provide an advantage for survival in a given natural system. For example: Compare the physical characteristics of plants or animals from widely different environments, such as desert verses tropical, and explore how each has adapted to its environment.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know that similar cells will form different kinds of structures.
Students will know that green plants use carbon dioxide, water and sunlight energy to turn minerals and nutrients into food growth, maintenance, and reproduction.
Students will know that to work collaboratively, all team members should be free to reach, explain, and justify their own individual conclusions.
Students will know that natural events are often predictable and logical.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to state that similar cells will form different kinds of structures.
Students will be able to state that green plants use carbon dioxide, water and sunlight energy to turn minerals and nutrients into food growth, maintenance, and reproduction.
Students will be able to state that to work collaboratively, all team members should be free to reach, explain, and justify their own individual conclusions.
Students will be able to state that natural events are often predictable and logical.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will use simple strategies to determine meaning and increase vocabulary for reading.
Language Objective:
Students will be able to state that similar cells will form different kinds of structures.
Main Activity:
Introduction to chapter 4, Introduce vocabulary, workbook page 31.
Evaluation:
vocabulary
Vocabulary:
photosynthesis, xylem, phloem, pollen, pollination, embryo, spore, tropism, growth hormone
Homework:
Workbook pg. 34
Learning Objective:
Students will use devices to develop relationships among ideas.
Language Objective:
Students will be able to state that green plants use carbon dioxide, water and sunlight energy to turn minerals and nutrients into food growth, maintenance, and reproduction.
Main Activity:
Review cause and effect in science. Start lesson 1, review homework.
Evaluation:
Lesson 1
Vocabulary:
Homework:
Workbook. Pg. 32-33.
Learning Objective:
The students understand how similar cells are organized to form structures (for example tissues, organs) in plants and animals.
Language Objective:
Students will be able to state that green plants use carbon dioxide, water and sunlight energy to turn minerals and nutrients into food growth, maintenance, and reproduction.
Main Activity:
Read lesson 1, Graphic Organizer for note taking.
Evaluation:
graphic organizer.
Vocabulary:
Homework:
Reread lesson one, answer review questions.
Learning Objective:
The students understand how similar cells are organized to form structures (for example tissues, organs) in plants and animals.
Language Objective:
Students will be able to state that to work collaboratively, all team members should be free to reach, explain, and justify their own individual conclusions.
Main Activity:
Review homework, complete workbook pg. 34 A
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Finish workbook pg. 34A
Learning Objective:
The students understand how similar cells are organized to form structures (for example tissues, organs) in plants and animals.
Language Objective:
Students will be able to state that similar cells will form different kinds of structures.
Main Activity:
Reading of lesson 2, review vocab, complete graphic organizer. If finished, complete lesson review questions.
Evaluation:
Review questions.
Vocabulary:
Homework:
None
Materials / Resources (including technology)
Science Book,
Science Workbook
Graphic Organizer
State of Minnesota Standards Covered
5.4.1.1.1 Describe how plant and animal structures and their functions provide an advantage for survival in a given natural system. For example: Compare the physical characteristics of plants or animals from widely different environments, such as desert verses tropical, and explore how each has adapted to its environment.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know that similar cells will form different kinds of structures.
Students will know that green plants use carbon dioxide, water and sunlight energy to turn minerals and nutrients into food growth, maintenance, and reproduction.
Students will know that to work collaboratively, all team members should be free to reach, explain, and justify their own individual conclusions.
Students will know that natural events are often predictable and logical.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to state that similar cells will form different kinds of structures.
Students will be able to state that green plants use carbon dioxide, water and sunlight energy to turn minerals and nutrients into food growth, maintenance, and reproduction.
Students will be able to state that to work collaboratively, all team members should be free to reach, explain, and justify their own individual conclusions.
Students will be able to state that natural events are often predictable and logical.
Monday
Tuesday
Wednesday
Thursday
Friday
***NO CLASS, FOUNDATION DAY***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
NO CLASS
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Students will know that green plants use carbon dioxide, water and sunlight energy to turn minerals and nutrients into food growth, maintenance, and reproduction.
Language Objective:
Students will be able to state that green plants use carbon dioxide, water and sunlight energy to turn minerals and nutrients into food growth, maintenance, and reproduction.
Main Activity:
Reviewed lesson 1, completed note taking graphic organizer.
Evaluation:
graphic organizer
Vocabulary:
Homework:
Crossword
Learning Objective:
Students will know that similar cells will form different kinds of structures.
Language Objective:
Students will be able to state that similar cells will form different kinds of structures.
Main Activity:
Completion of Workbook pg. 35, Reading Lesson 3, Completion of Checkpoint and Lesson review questions.
Evaluation:
workbook
Vocabulary:
Homework:
None
Learning Objective:
Students will know that to work collaboratively, all team members should be free to reach, explain, and justify their own individual conclusions.
Language Objective:
Students will be able to plant a seed, and know the different necessities of a plant.
Main Activity:
Planting Activity, completion of workbook 35A.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Materials / Resources (including technology)
Seeds
Cups dirt
Science Book
Science Workbook
State of Minnesota Standards Covered
5.4.1.1.1 Describe how plant and animal structures and their functions provide an advantage for survival in a given natural system. For example: Compare the physical characteristics of plants or animals from widely different environments, such as desert verses tropical, and explore how each has adapted to its environment.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know that similar cells will form different kinds of structures.
Students will know that green plants use carbon dioxide, water and sunlight energy to turn minerals and nutrients into food growth, maintenance, and reproduction.
Students will know that to work collaboratively, all team members should be free to reach, explain, and justify their own individual conclusions.
Students will know that natural events are often predictable and logical.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to state that similar cells will form different kinds of structures.
Students will be able to state that green plants use carbon dioxide, water and sunlight energy to turn minerals and nutrients into food growth, maintenance, and reproduction.
Students will be able to state that to work collaboratively, all team members should be free to reach, explain, and justify their own individual conclusions.
Students will be able to state that natural events are often predictable and logical.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will know that similar cells will form different kinds of structures.
Language Objective:
Students will be able to state that similar cells will form different kinds of structures.
Main Activity:
Workbook pg. 35A, Graphic Organizer Notes for Lesson 2.
Evaluation:
workbook
Vocabulary:
Homework:
Finish Graphic Organizer.
Learning Objective:
Students will be able to state that similar cells will form different kinds of structures.
Language Objective:
Students will be able to read orally to the class.
Main Activity:
Workbook pg. 36, Reading of lesson 3 Part 1. Pgs. 102-105, complete check point questions.
Evaluation:
workbook
Vocabulary:
Homework:
Finish check point questions.
Learning Objective:
Students will describe how seed-bearing plant reproduces.
Language Objective:
Students will be able to read orally to the class.
Main Activity:
Finish Reading lesson 3, complete lesson checkpoint questions.
Evaluation:
check-point questions.
Vocabulary:
Homework:
Finish Lesson Check point questions, workbook pg. 36A
Learning Objective:
Students will know how a seed-bearing plant reproduces.
Language Objective:
Students will describe how a seed-bearing plant reproduces.
Main Activity:
Note taking of Lesson 3.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
None
Learning Objective:
Students will take part in holiday activities.
Language Objective:
Students will take part in holiday activities.
Main Activity:
Holiday activities.
Evaluation:
none
Vocabulary:
Homework:
None
Materials / Resources (including technology)
Science Book
Science Workbook
State of Minnesota Standards Covered
5.4.1.1.1 Describe how plant and animal structures and their functions provide an advantage for survival in a given natural system. For example: Compare the physical characteristics of plants or animals from widely different environments, such as desert verses tropical, and explore how each has adapted to its environment.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know that similar cells will form different kinds of structures.
Students will know that green plants use carbon dioxide, water and sunlight energy to turn minerals and nutrients into food growth, maintenance, and reproduction.
Students will know that to work collaboratively, all team members should be free to reach, explain, and justify their own individual conclusions.
Students will know that natural events are often predictable and logical.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to state that similar cells will form different kinds of structures.
Students will be able to state that green plants use carbon dioxide, water and sunlight energy to turn minerals and nutrients into food growth, maintenance, and reproduction.
Students will be able to state that to work collaboratively, all team members should be free to reach, explain, and justify their own individual conclusions.
Students will be able to state that natural events are often predictable and logical.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will know that similar cells will form different kinds of structures.
Language Objective:
Students will be able to state that similar cells will form different kinds of structures.
Main Activity:
Review Chapter 4 as a whole, vocab words etc.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
None
Learning Objective:
Students will know that green plants use carbon dioxide, water and sunlight energy to turn minerals and nutrients into food growth, maintenance, and reproduction.
Language Objective:
Students will be able to state that green plants use carbon dioxide, water and sunlight energy to turn minerals and nutrients into food growth, maintenance, and reproduction.
Main Activity:
Review lesson1.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Reread Chapter 4.
Learning Objective:
Students will review the information they learned in chapter 4 before winter break.
Language Objective:
Review
Main Activity:
Chapter 4 reading quiz. Review of lesson 2.
Evaluation:
Quiz
Vocabulary:
Homework:
None
Learning Objective:
Students will review the information they learned in chapter 4 before winter break.
Language Objective:
Review
Main Activity:
Review of lesson 3.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Learning Objective:
Students will be able to state that similar cells will form different kinds of structures.
Language Objective:
Students will be able to state that similar cells will form different kinds of structures.
Main Activity:
Reading the seeding section. Answer review questions.
Evaluation:
Review questions.
Vocabulary:
Homework:
Materials / Resources (including technology)
Science Book
State of Minnesota Standards Covered
5.4.1.1.1 Describe how plant and animal structures and their functions provide an advantage for survival in a given natural system. For example: Compare the physical characteristics of plants or animals from widely different environments, such as desert verses tropical, and explore how each has adapted to its environment.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how similar cells will form different kinds of structures of plants and animals.
Students will know how green plants use carbon dioxide, water and sunlight energy to turn minerals and nutrients into food growth, maintenance, and reproduction.
Students will know that to work collaboratively, all team members should be free to reach, explain, and justify their own individual conclusions.
Students will know that natural events are often predictable and logical.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to state that similar cells will form different kinds of structures.
Students will be able to state that green plants use carbon dioxide, water and sunlight energy to turn minerals and nutrients into food growth, maintenance, and reproduction.
Students will be able to state that to work collaboratively, all team members should be free to reach, explain, and justify their own individual conclusions.
Students will be able to state that natural events are often predictable and logical.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will learn about the reproduction system and how seeds grow plants.
Language Objective:
Students will be able to state that green plants use carbon dioxide, water and sunlight energy to turn minerals and nutrients into food growth, maintenance, and reproduction.
Main Activity:
Finished reading lesson 3, Review questions.
Evaluation:
Review questions.
Vocabulary:
Homework:
None
Learning Objective:
Students will learn about the reproduction system and how seeds grow plants.
Language Objective:
Students will be able to state that green plants use carbon dioxide, water and sunlight energy to turn minerals and nutrients into food growth, maintenance, and reproduction.
Main Activity:
Workbook page. 34A+37A.
Evaluation:
Workbook
Vocabulary:
Homework:
None
Learning Objective:
Students will learn about the reproduction system and how seeds grow plants.
Language Objective:
Students will learn what causes plants to grow.
Main Activity:
Read lesson 4 part 1.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Learning Objective:
Students will learn about the reproduction system and how seeds grow plants.
Language Objective:
Students will learn what causes plants to grow.
Main Activity:
Read lesson 4 part 2, Review Questions.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
None
Learning Objective:
Students will complete a review game to review for chapter 4 test.
Language Objective:
Review
Main Activity:
Chapter 4 Review.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Study for Science Test.
Materials / Resources (including technology)
Science Book
Science Workbook
Review Game
State of Minnesota Standards Covered
5.4.1.1.1 Describe how plant and animal structures and their functions provide an advantage for survival in a given natural system. For example: Compare the physical characteristics of plants or animals from widely different environments, such as desert verses tropical, and explore how each has adapted to its environment.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know that the changes in light, water, temperature, and soil are mostly responsible for the existence of different kinds of organisms and population densities of an ecosystem.
Students will know that the size of a population depends on the resources available in its community.
Students will know the descriptions of the land biomes and can name examples of the animals and plants that live in them.
Students will know how organisms adapt to the physical environment of their biome.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to explain how the changes in light, water, temperature, and soil are mostly responsible for the existence of different kinds of organisms and population densities of an ecosystem.
Students will be able to explain how the size of a population depends on the resources available in its community.
Students will be able to explain the descriptions of the land biomes and can name examples of the animals and plants that live in them.
Students will be able to explain how organisms change to the physical environment of their biome.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will use the information they learned and answer test questions.
Language Objective:
Students will use the information they learned and answer test questions.
Main Activity:
Chapter 4 Science Test.
Evaluation:
Test
Vocabulary:
Homework:
None
Learning Objective:
Students will know that the changes in light, water, temperature, and soil are mostly responsible for the existence of different kinds of organisms and population densities of an ecosystem.
Language Objective:
Students will be able to explain how the changes in light, water, temperature, and soil are mostly responsible for the existence of different kinds of organisms and population densities of an ecosystem.
Main Activity:
Introduce chapter 4, introduce vocabulary words.
Evaluation:
vocabulary
Vocabulary:
ecosystem, population, community, niche, habitat, energy, cycle
Homework:
Bring in boxes.
Learning Objective:
Students will be able to explain how the changes in light, water, temperature, and soil are mostly responsible for the existence of different kinds of organisms and population densities of an ecosystem.
Language Objective:
Students will be able to explain how the changes in light, water, temperature, and soil are mostly responsible for the existence of different kinds of organisms and population densities of an ecosystem.
Main Activity:
Reading of lesson 1, answer lesson check point questions.
Evaluation:
Check point question.
Vocabulary:
Homework:
Workbook pg. 44A
Learning Objective:
Students will be able to explain how the changes in light, water, temperature, and soil are mostly responsible for the existence of different kinds of organisms and population densities of an ecosystem.
Language Objective:
Students will be able to explain how the changes in light, water, temperature, and soil are mostly responsible for the existence of different kinds of organisms and population densities of an ecosystem.
Main Activity:
Reading of lesson 2, Lesson check point questions.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Workbook pg. 45A
***SEMESTER 1 EXAMS, END OF 1ST SEMESTER***
Learning Objective:
Students will be able to explain how the changes in light, water, temperature, and soil are mostly responsible for the existence of different kinds of organisms and population densities of an ecosystem.
Language Objective:
Students will be able to explain how the changes in light, water, temperature, and soil are mostly responsible for the existence of different kinds of organisms and population densities of an ecosystem.
Main Activity:
Ecosystem Project poster project.
Evaluation:
Poster
Vocabulary:
Homework:
None
Materials / Resources (including technology)
Science Book
Science Notebook
State of Minnesota Standards Covered
5.1.1.1.4 Understand that different models can be used to represent natural phenomena and these models have limitations about what they can explain.
5.1.1.2.2 Identify and collect relevant evidence make systematic observations and accurate measurements, and identify variables in a scientific investigation.
5.4.1.1.1 Describe how plant and animal structures and their functions provide an advantage for survival in a given natural system. For example: Compare the physical characteristics of plants or animals from widely different environments, such as desert verses tropical, and explore how each has adapted to its environment.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know that the changes in light, water, temperature, and soil are mostly responsible for the existence of different kinds of organisms and population densities of an ecosystem.
Students will know that the size of a population depends on the resources available in its community.
Students will know the descriptions of the land biomes and can name examples of the animals and plants that live in them.
Students will know how organisms adapt to the physical environment of their biome.
Students will know the different characteristics of water biomes and give examples of plants and animals that live in each of them.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to explain how the changes in light, water, temperature, and soil are mostly responsible for the existence of different kinds of organisms and population densities of an ecosystem.
Students will be able to explain how the changes in light, water, temperature, and soil are mostly responsible for the existence of different kinds of organisms and population densities of an ecosystem.
Students will be able to explain the descriptions of the land biomes and can name examples of the animals and plants that live in them.
Students will be able to explain how organisms change to the physical environment of their biome.
Students will be able to name different characteristics of water biomes.
Monday
Tuesday
Wednesday
Thursday
Friday
***START OF 2nd SEMESTER***
Learning Objective:
Students will be able to name different characteristics of water biomes.
Language Objective:
Students will be able to explain how the changes in light, water, temperature, and soil are mostly responsible for the existence of different kinds of organisms and population densities of an ecosystem.
Main Activity:
Reading of lesson 3, answer questions.
Evaluation:
Vocabulary:
Homework:
None
Learning Objective:
Students will be able to name different characteristics of water and land biomes.
Language Objective:
Students will be able to explain how the changes in light, water, temperature, and soil are mostly responsible for the existence of different kinds of organisms and population densities of an ecosystem.
Main Activity:
Ecosystem project, painting of boxes.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
None
Learning Objective:
Students will be able to name different characteristics of water and land biomes.
Language Objective:
Students will be able to explain how the changes in light, water, temperature, and soil are mostly responsible for the existence of different kinds of organisms and population densities of an ecosystem.
Main Activity:
Ecosystem project, painting of boxes.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
None
Learning Objective:
Students will be able to name different characteristics of water and land biomes.
Language Objective:
Students will be able to explain the descriptions of the land biomes and can name examples of the animals and plants that live in them.
Main Activity:
Ecosystem project, putting different parts of the ecosystem into their project.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
none
Learning Objective:
Students will be able to name different characteristics of water and land biomes.
Language Objective:
Students will be able to explain the descriptions of the land biomes and can name examples of the animals and plants that live in them.
Main Activity:
Finish Ecosystem project, putting different parts of the ecosystem into their project.
Evaluation:
Project
Vocabulary:
Homework:
None
Materials / Resources (including technology)
Boxes
Science book
State of Minnesota Standards Covered
5.4.1.1.1 Describe how plant and animal structures and their functions provide an advantage for survival in a given natural system. For example: Compare the physical characteristics of plants or animals from widely different environments, such as desert verses tropical, and explore how each has adapted to its environment.
5.4.2.1.1 Describe a natural system in Minnesota, such as a wetland, prairie, or garden, in terms of the relationships among its living and nonliving parts, as well as inputs and outputs.
5.4.2.1.2 Explain what would happen to a system such as a wetland, prairie or garden if one of its parts were changed.
5.4.4.1.1 Give examples of beneficial and harmful human interaction with natural systems.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know the changes in the environment and how they are affect the organisms in the ecosystem.
Students will know how the organisms change over time.
Students will know how changes in the ecosystem effect changes in the organisms.
Students will know that 75% of the earth is made up of water and the properties and features of the water in the oceans.
Students will know the different forms of fresh water, and be able to explain the process of getting fresh water.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to name changes in the environment and how they are affect the organisms in the ecosystem.
Students will be able to state how organisms change over time.
Students will be able to state how changes in the ecosystem effect changes in the organisms.
Students will be able to state that 75% of the earth is made up of water and the properties and features of the water in the oceans.
Students will be able to state the different forms of fresh water, and be able to explain the process of getting fresh water.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will learn the different types of interactions in the ecosystem
Language Objective:
Students will be able to name changes in the environment and how they are affect the organisms in the ecosystem.
Main Activity:
Reviewing of Lesson 4-6 in textbook.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Learning Objective:
Students will be to state the different changes that happen in an ecosystem.
Language Objective:
Students will be able to name changes in the environment and how they are affect the organisms in the ecosystem.
Main Activity:
Group brainstorm on how people change ecosystems, Group brainstorm on how species change, Group brainstorm on how changes can cause changes. Group Poster Project.
Evaluation:
Poster project.
Vocabulary:
Homework:
None
Learning Objective:
Students will be able to learn the vocabulary words of Chapter 7
Language Objective:
Vocabulary
Main Activity:
Introduction to Chapter 7, Vocabulary words. (Earth and Water)
Evaluation:
Vocabulary
Vocabulary:
salinity, aquifer, water table, reservoir, condensation, evaporation, precipitation, sublimation, sleet
Homework:
pg. 63 workbook.
Learning Objective:
Students will learn about the different characteristics of water on the earth.
Language Objective:
Students will be able to state how organisms change over time.
Main Activity:
Reading of lesson 1: Describing Oceans: Discussion, lesson review questions
Evaluation:
Review questions
Vocabulary:
Homework:
Workbook pg. 66A
Learning Objective:
Students will learn the different forms of fresh water and how they get fresh water.
Language Objective:
Students will be able to state how organisms change over time.
Main Activity:
Reading of lesson 2: Where Fresh water is found? Discuss, answer lesson questions
Evaluation:
Teacher watches and monitors
Vocabulary:
Homework:
Workbook pg. 67A
Materials / Resources (including technology)
Science Book
Poster Paper
State of Minnesota Standards Covered
5.4.1.1.1 Describe how plant and animal structures and their functions provide an advantage for survival in a given natural system. For example: Compare the physical characteristics of plants or animals from widely different environments, such as desert verses tropical, and explore how each has adapted to its environment.
5.4.2.1.1 Describe a natural system in Minnesota, such as a wetland, prairie, or garden, in terms of the relationships among its living and nonliving parts, as well as inputs and outputs.
5.4.2.1.2 Explain what would happen to a system such as a wetland, prairie or garden if one of its parts were changed.
5.4.4.1.1 Give examples of beneficial and harmful human interaction with natural systems.
Weekly Informational Knowledge Overview - (Students will know...)
C7L3: Students will know what the water cycle is and how it is influenced by temperature, pressure, and the topography of the land.
C7L3: Students will know how the atmospheric pressure changes the water cycle.
Weekly Procedural Knowledge Overview - (Students will be able to...)
C7L3: Students will be able to state what the water cycle is and how it is influenced by temperature, pressure, and the topography of the land.
C7L3: Students will be able to state how the atmospheric pressure changes the water cycle.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will learn about the water cycle and the different factors that affect it.
Language Objective:
Students will be able to state what the water cycle is and how it is influenced by temperature, pressure, and the topography of the land.
Main Activity:
Read Lesson 3 as a class. Discussion.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
None
Learning Objective:
Students will learn about the water cycle and the different factors that affect it.
Language Objective:
Students will be able to state how the atmospheric pressure changes the water cycle.
Main Activity:
Reread Lesson 3, complete review questions. Complete pg. 68A
Evaluation:
PG 68 A.
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Field Trip
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)
Science Book
Science Workbook.
State of Minnesota Standards Covered
5.4.1.1.1 Describe how plant and animal structures and their functions provide an advantage for survival in a given natural system. For example: Compare the physical characteristics of plants or animals from widely different environments, such as desert verses tropical, and explore how each has adapted to its environment.
5.4.2.1.1 Describe a natural system in Minnesota, such as a wetland, prairie, or garden, in terms of the relationships among its living and nonliving parts, as well as inputs and outputs.
5.4.2.1.2 Explain what would happen to a system such as a wetland, prairie or garden if one of its parts were changed.
5.4.4.1.1 Give examples of beneficial and harmful human interaction with natural systems.
Weekly Informational Knowledge Overview - (Students will know...)
C7L3: Students will know what the water cycle is and how it is influenced by temperature, pressure, and the topography of the land.
C7L3: Students will know how the atmospheric pressure changes the water cycle.
Weekly Procedural Knowledge Overview - (Students will be able to...)
C7L3: Students will be able to state what the water cycle is and how it is influenced by temperature, pressure, and the topography of the land.
C7L3: Students will be able to state how the atmospheric pressure changes the water cycle.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will know what the water cycle is and how it is influenced by temperature, pressure, and the topography of the land.
Language Objective:
Students will be able to state what the water cycle is and how it is influenced by temperature, pressure, and the topography of the land.
Main Activity:
Water Cycle Scavenger Hunt
Evaluation:
Teacher watches and monitors
Vocabulary:
Homework:
None
Learning Objective:
Students will know what the water cycle is and how it is influenced by temperature, pressure, and the topography of the land..
Language Objective:
Students will be able to state what the water cycle is and how it is influenced by temperature, pressure, and the topography of the land.
Main Activity:
Water cycle foldable notes
Evaluation:
Water cycle notes
Vocabulary:
Homework:
***NO CLASS, EDSA REVOLUTION ANNIVERSARY***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Students will know how the atmospheric pressure changes the water cycle.
Language Objective:
Students will be able to state how the atmospheric pressure changes the water cycle.
Main Activity:
the Water Cycle Song, Watch Magic School Bus “All Wet Down”. Write about what we learned in journal.
Evaluation:
Journals
Vocabulary:
Homework:
None
Learning Objective:
Language Objective:
Main Activity:
SPAS Sports Day
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Science Book
Foldable Notes
State of Minnesota Standards Covered
5.4.2.1.1 Describe a natural system in Minnesota, such as a wetland, prairie, or garden, in terms of the relationships among its living and nonliving parts, as well as inputs and outputs.
5.4.2.1.2 Explain what would happen to a system such as a wetland, prairie or garden if one of its parts were changed.
Weekly Informational Knowledge Overview - (Students will know...)
C7L3: Students will know what the water cycle is and how it is influenced by temperature, pressure, and the topography of the land.
C7L3: Students will know how the atmospheric pressure changes the water cycle.
C7L4: The students will know how the temperature, pressure, and the topography of the land affect the water cycle.
Weekly Procedural Knowledge Overview - (Students will be able to...)
C7L3: Students will be able to state what the water cycle is and how it is influenced by temperature, pressure, and the topography of the land.
C7L3: Students will be able to state how the atmospheric pressure changes the water cycle.
C7L4: Students will be able to state the different components that affect the water cycle.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will know what the water cycle is and how it is influenced by temperature, pressure, and the topography of the land.
Language Objective:
Students will be able to state what the water cycle is and how it is influenced by temperature, pressure, and the topography of the land.
Main Activity:
Watching Magic School Bus (The one on the water cycle). Write about what we learned in journals.
Evaluation:
Journal
Vocabulary:
Homework:
Learning Objective:
Students will know how the atmospheric pressure changes the water cycle.
Language Objective:
Students will be able to state how the atmospheric pressure changes the water cycle.
Main Activity:
Warm/cold water density experiment.
Evaluation:
Experiment lab sheet
Vocabulary:
Homework:
Learning Objective:
The students will know how the temperature, pressure, and the topography of the land affect the water cycle.
Language Objective:
Students will be able to state how the atmospheric pressure changes the water cycle.
Main Activity:
Reading of Lesson 4 as a class, completing workbook pg. 69A, Outside looking at the clouds.
Evaluation:
Workbook
Vocabulary:
Homework:
Learning Objective:
Students will learn how clouds are formed.
Language Objective:
Students will be able to identify the different types of clouds.
Main Activity:
Making of a cloud Science Experiment
Evaluation:
Experiment notes
Vocabulary:
Homework:
Learning Objective:
The students will know how the temperature, pressure, and the topography of the land affect the water cycle.
Language Objective:
Students will be able to state the different components that affect the water cycle.
Main Activity:
Bill Nye the Science Guy: Water Cycle. Watch the video and discuss. Write about it in journals.
Evaluation:
Journals
Vocabulary:
Homework:
Materials / Resources (including technology)
Science Book. Magic school bus video, Bill Nye video
State of Minnesota Standards Covered
5.4.2.1.1 Describe a natural system in Minnesota, such as a wetland, prairie, or garden, in terms of the relationships among its living and nonliving parts, as well as inputs and outputs.
5.4.2.1.2 Explain what would happen to a system such as a wetland, prairie or garden if one of its parts were changed.
5.4.4.1.1 Give examples of beneficial and harmful human interaction with natural systems.
Weekly Informational Knowledge Overview - (Students will know...)
C8Experiement: Students will know how scientist use experiments to draw conclusions.
C8Vocabulary: Students will know simple strategies to help them understand the vocabulary words.
C8L1: Students will know that the air pressure relates with the water cycle, altitude and currents.
C8L2: Students will know the different outcomes when air masses meet.
Weekly Procedural Knowledge Overview - (Students will be able to...)
C8Experiement: Students will be able to complete the marshmallow experiment to learn about air pressure.
C8Vocabulary: Students will be able to state definitions of the chapter vocabulary and understand what they mean.
C8L1: Students will be able to state how the air pressure relates to the water cycle, altitude, and currents.
C8L2: Students will be able to describe the different out comes when air masses meet.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will know simple strategies to help them understand the vocabulary words.
Language Objective:
Students will be able to state definitions of the chapter vocabulary and understand what they mean.
Main Activity:
Chapter 7 Science Review Game
Evaluation:
Teacher watches and monitors
Vocabulary:
Homework:
Learning Objective:
Students will know that the air pressure relates with the water cycle, altitude and currents.
Students will know the different outcomes when air masses meet.
Language Objective:
Students will be able to state how the air pressure relates to the water cycle, altitude, and currents.
Main Activity:
Chapter 7 Science Test
Evaluation:
Test
Vocabulary:
Homework:
Learning Objective:
Students will know simple strategies to help them understand the vocabulary words.
Language Objective:
Students will be able to state definitions of the chapter vocabulary and understand what they mean.
Main Activity:
Introduce Chapter 8, Introduce Vocabulary- Students will divide a sheet of paper into boxes. Write one vocabulary word in each box and draw a picture to illustrate the meaning of the word.
Evaluation:
Vocabulary:
Vocabulary
Homework:
Learning Objective:
Students will know how scientist use experiments to draw conclusions.
Language Objective:
Students will be able to complete the marshmallow experiment to learn about air pressure.
Main Activity:
Activity book 101-102, Complete experiment.
Evaluation:
Experiment worksheet/notes.
Vocabulary:
Homework:
Read Lesson 1, Answer Review Questions.
Learning Objective:
Students will know the different outcomes when air masses meet.
Language Objective:
Students will be able to describe the different out comes when air masses meet.
Main Activity:
Review Lesson 1, Start lesson 2.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Materials / Resources (including technology)
Review Game
Science Book
State of Minnesota Standards Covered
5.1.1.1.2 Recognize that when scientific investigations are replicated they generally produce the same results, and when results differ significantly, it is important to investigate what may have caused such differences.
5.1.1.1.3 Understand that different explanations for the same observations usually lead to making more observations and trying to resolve the differences
5.4.2.1.1 Describe a natural system in Minnesota, such as a wetland, prairie, or garden, in terms of the relationships among its living and nonliving parts, as well as inputs and outputs.

5.4.2.1.2 Explain what would happen to a system such as a wetland, prairie or garden if one of its parts were changed.
5.4.4.1.1 Give examples of beneficial and harmful human interaction with natural systems.
Weekly Informational Knowledge Overview - (Students will know...)
C8L2: Students will know the different outcomes when air masses meet.
C8L3: Students will know different types of severe weather.
C8L3: Students will know the structures of different types of severe weather.
Weekly Procedural Knowledge Overview - (Students will be able to...)
C8L2: Students will be able to describe the different out comes when air masses meet.
C8L3: Students will be able to identify characteristics of different types of severe weather.
C8L3: Students will be able to identify the structures of the different severe weathers.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will learn about different air masses.
Language Objective:
Students will be able to identify characteristics of different types of severe weather.
Main Activity:
Reading of lesson 2 as a class. Class discussion on air masses.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Learning Objective:
Students will learn about the severe thunderstorms.
Language Objective:
Students will be able to identify characteristics of different types of severe weather.
Main Activity:
Independent Work: Reading of lesson three, answer questions, workbook page 78A.
Evaluation:
Workbook
Vocabulary:
Homework:
Learning Objective:
Students will learn about the severe thunderstorms.
Language Objective:
Students will be able to identify characteristics of different types of severe weather.
Main Activity:
Independent Work: Reading of lesson three, answer questions, workbook page 78A
Evaluation:
Workbook
Vocabulary:
Homework:
Learning Objective:
Students will learn how the air moves through air pressures.
Language Objective:
Students will be able to identify the structures of the different severe weathers.
Main Activity:
Watching of the Magic School Bus: Air Pressure.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Learning Objective:
Students will learn about tornados.
Language Objective:
Students will be able to identify the structures of the different severe weathers.
Main Activity:
Making of the Tornado in the bottle. Discussion.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Materials / Resources (including technology)
Science book , tornado equipment, bottles, connectors, duct tape, water, food color,
State of Minnesota Standards Covered
5.1.1.1.2 Recognize that when scientific investigations are replicated they generally produce the same results, and when results differ significantly, it is important to investigate what may have caused such differences.
5.1.1.1.3 Understand that different explanations for the same observations usually lead to making more observations and trying to resolve the differences
Weekly Informational Knowledge Overview - (Students will know...)
C8L3: Students will know different types of severe weather.
C8L3: Students will know the structures of different types of severe weather.
C8L4: Students will know the different tools to tell a weather forecast.
C8L4: Students will know how natural events are predicted.
C8L5: Students will know the differences between climate and weather.
Weekly Procedural Knowledge Overview - (Students will be able to...)
C8L3: Students will be able to identify characteristics of different types of severe weather.
C8L3: Students will be able to identify the structures of the different severe weathers.
C8L4: Students will be able to identify the different weather tools.
C8L4: Students will be able to explain how natural events are predicted.
C8L5: Students will be able to explain how climates change.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will learn about the severe thunderstorms.
Language Objective:
Students will be able to identify characteristics of different types of severe weather.
Main Activity:
Independent Work: Reading of lesson three, answer questions, workbook page 78A
Evaluation:
workbook
Vocabulary:
Homework:
Learning Objective:
Students will review their independent work.
Language Objective:
Students will be able to identify the structures of the different severe weathers.
Main Activity:
Review Independent work, Student presentation on severe weather.
Evaluation:
presentaations
Vocabulary:
Homework:
Learning Objective:
Students will learn about different tools to determine the weather.
Language Objective:
Students will be able to identify the different weather tools.
Main Activity:
Reading of Lesson 4, Discussion, Answer review questions.
Evaluation:
Review questions.
Vocabulary:
Homework:
Learning Objective:
Students will learn the difference between climate and weather.
Language Objective:
Students will be able to explain how climates change.
Main Activity:
Reading of Lesson 5, Discussion, Answer review questions.
Evaluation:
review questions.
Vocabulary:
Homework:
Learning Objective:
Students will know different types of severe weather.
Language Objective:
Students will be able to identify characteristics of different types of severe weather.
Main Activity:
Watching Magic School Bus, Severe weather. Write about it in journals.
Evaluation:
journal
Vocabulary:
Homework:
Materials / Resources (including technology)
Science Book
Science Workbook
State of Minnesota Standards Covered
5.1.1.1.4 Understand that different models can be used to represent natural phenomena and these models have limitations about what they can explain.
5.1.1.2.1 Generate a scientific question and plan an appropriate scientific investigation, such as systematic observations, field studies, open-ended exploration or controlled experiments to answer the question.
5.4.4.1.1 Give examples of beneficial and harmful human interaction with natural systems.
Weekly Informational Knowledge Overview - (Students will know...)
C8L3: Students will know different types of severe weather.
C8L3: Students will know the structures of different types of severe weather.
C8L4: Students will know the different tools to tell a weather forecast.
C8L4: Students will know how natural events are predicted.
C8L5: Students will know the differences between climate and weather.
Weekly Procedural Knowledge Overview - (Students will be able to...)
C8L3: Students will be able to identify characteristics of different types of severe weather.
C8L3: Students will be able to identify the structures of the different severe weathers.
C8L4: Students will be able to identify the different weather tools.
C8L4: Students will be able to explain how natural events are predicted.
C8L5: Students will be able to explain how climates change.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will learn about different tools used to measure weather.
Language Objective:
Students will be able to identify the different weather tools.
Main Activity:
making a barometer.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Learning Objective:
Students will learn about different tools used to measure weather.
Language Objective:
Students will be able to identify the different weather tools.
Main Activity:
Making of a thermometer experiment.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Learning Objective:
Students will learn about different severe weather.
Language Objective:
Students will be able to identify characteristics of different types of severe weather.
Main Activity:
watching the Bill Nye The Science Guy Weather and Climate. Write about it in journals.
Evaluation:
Journal
Vocabulary:
Homework:
***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)
Science Book, equipment to make barometer and thermometer
State of Minnesota Standards Covered
5.1.1.2.2 Identify and collect relevant evidence make systematic observations and accurate measurements, and identify variables in a scientific investigation.
5.1.1.2.3 Conduct or critique an experiment, noting when the experiment might not be fair because some of the things that might change the outcome are not kept the same, or that the experiment isn't repeated enough times to provide valid results.
Weekly Informational Knowledge Overview - (Students will know...)
C8L2: Students will know the different outcomes when air masses meet
C8L3: Students will know different types of severe weather.
C8L3: Students will know the structures of different types of severe weather.
C8L4: Students will know the different tools to tell a weather forecast.
C8L4: Students will know how natural events are predicted.
C8L5: Students will know the differences between climate and weather.
Weekly Procedural Knowledge Overview - (Students will be able to...)
C8L2: Students will be able to describe the different out comes when air masses meet.
C8L3: Students will be able to identify characteristics of different types of severe weather.
C8L3: Students will be able to identify the structures of the different severe weathers.
C8L4: Students will be able to identify the different weather tools.
C8L4: Students will be able to explain how natural events are predicted.
C8L5: Students will be able to explain how climates change.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will know the different outcomes when air masses meet
Language Objective:
Students will be able to describe the different out comes when air masses meet.
Main Activity:
Watch Magic School Bus Severe Storms. Write about it in journals.
Evaluation:
Journal
Vocabulary:
Homework:
Learning Objective:
Students will know different types of severe weather.
Language Objective:
Students will be able to identify characteristics of different types of severe weather.
Main Activity:
Watching Billy Nye the Science: Serve Storms. Write about it in journals.
Evaluation:
Journal
Vocabulary:
Homework:
Learning Objective:
Students will know the structures of different types of severe weather.
Language Objective:
Students will be able to identify the structures of the different severe weathers.
Main Activity:
Introduce Chapter 8 Science Project.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Learning Objective:
Students will know the structures of different types of severe weather.
Language Objective:
Students will be able to identify the structures of the different severe weathers.
Main Activity:
Work on Science Project.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
***END OF GRADING PERIOD 3***
Learning Objective:
Students will know the differences between climate and weather.
Language Objective:
Students will be able to explain how climates change.
Main Activity:
Presentation of Science Project.
Evaluation:
Projects/ presentations.
Vocabulary:
Homework:
Materials / Resources (including technology)
Posters
Science Book
Youtube
State of Minnesota Standards Covered
5.1.1.1.4 Understand that different models can be used to represent natural phenomena and these models have limitations about what they can explain.
5.1.1.2.2 Identify and collect relevant evidence make systematic observations and accurate measurements, and identify variables in a scientific investigation.
5.1.1.2.3 Conduct or critique an experiment, noting when the experiment might not be fair because some of the things that might change the outcome are not kept the same, or that the experiment isn't repeated enough times to provide valid results.
Weekly Informational Knowledge Overview - (Students will know...)
C8L2: Students will know the different outcomes when air masses meet
C8L3: Students will know different types of severe weather.
C8L3: Students will know the structures of different types of severe weather.
C8L4: Students will know the different tools to tell a weather forecast.
C8L4: Students will know how natural events are predicted.
C8L5: Students will know the differences between climate and weather.
Weekly Procedural Knowledge Overview - (Students will be able to...)
C8L2: Students will be able to describe the different out comes when air masses meet.
C8L3: Students will be able to identify characteristics of different types of severe weather.
C8L3: Students will be able to identify the structures of the different severe weathers.
C8L4: Students will be able to identify the different weather tools.
C8L4: Students will be able to explain how natural events are predicted.
C8L5: Students will be able to explain how climates change.
Monday
Tuesday
Wednesday
Thursday
Friday
***START OF GRADING PERIOD 4***
Learning Objective:
Students will know different types of severe weather.
Language Objective:
Students will be able to identify characteristics of different types of severe weather.
Main Activity:
Review Game for Chapter 8.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Learning Objective:
Students will know the structures of different types of severe weather.
Language Objective:
Students will be able to identify the structures of the different severe weathers.
Main Activity:
Review Lesson for lesson 3: Venn Diagram comparing different storms. Charades of different storms.
Evaluation:
Venn diagrams.
Vocabulary:
Homework:
Learning Objective:
Students will know the different tools to tell a weather forecast.
Language Objective:
Students will be able to explain how natural events are predicted.
Main Activity:
Chapter 8 Science Test.
Evaluation:
Test
Vocabulary:
Homework:
Learning Objective:
Students will know the different layers of the earth.
Language Objective:
Students will be able to describe the different layers of the earth.
Main Activity:
Introduce Chapter 9 Vocabulary, work on Chapter 9 Vocabulary book.
Evaluation:
Vocabulary
Vocabulary:
Homework:
Learning Objective:
Students will know the different layers of the earth.
Language Objective:
Students will be able to describe the different layers of the earth.
Main Activity:
Work on Chapter 9 Vocabulary book.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Materials / Resources (including technology)
Science Book
Bazinga Game Board
State of Minnesota Standards Covered
5.1.1.1.4 Understand that different models can be used to represent natural phenomena and these models have limitations about what they can explain.
5.1.3.4.1 Use appropriate tools and techniques in gathering, analyzing and interpreting data.
5.3.4.1.3 Compare the impact of individual decisions on natural systems.
Weekly Informational Knowledge Overview - (Students will know...)
C9L1: Students will know the different layers of the earth.
C9L2: Students will know how different geological features are created.
C9L2: Students will know how the earth’s surface is shaped by slow processes and rapid, cataclysmic events.
Weekly Procedural Knowledge Overview - (Students will be able to...)
C9L1: Students will be able to describe the different layers of the earth.
C9L2: Students will be able to state how different geological features are created based on the movement of the earth’s crust.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will know the different layers of the earth.
Language Objective:
Students will be able to describe the different layers of the earth.
Main Activity:
Introduction to lesson 1, reading as a class. Completion of review questions and workbook pg.88A.
Evaluation:
workbook
Vocabulary:
Homework:
Learning Objective:
Students will know how different geological features are created.
Language Objective:
Students will be able to describe the different layers of the earth.
Main Activity:
Introduction to lesson 2. Reading Lesson 2 as a class.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Learning Objective:
Students will know how the earth’s surface is shaped by slow processes and rapid, cataclysmic events.
Language Objective:
Students will be able to state how different geological features are created based on the movement of the earth’s crust.
Main Activity:
Finish reading lesson 2, answer review questions and workbook pg. 89A
Evaluation:
workbook
Vocabulary:
Homework:
Learning Objective:
Students will know how the earth’s surface is shaped by slow processes and rapid, cataclysmic events.
Language Objective:
Students will be able to state how different geological features are created based on the movement of the earth’s crust.
Main Activity:
Magic School Bus, Volcanoes.
Evaluation:
Teacher watches and monitors
Vocabulary:
Homework:
***NO CLASS, LABOR DAY***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Science Book
Science Workbook
State of Minnesota Standards Covered
5.3.1.2.1 Explain how, over time, rocks weather and combine with organic matter to form soil.
5.3.1.2.2 Explain how slow processes, such as water erosion, and rapid processes, such as landslides and volcanic eruptions, form features of the Earth's surface.
Weekly Informational Knowledge Overview - (Students will know...)
C9L3: Students will know how different geological features are created.
C9L3: Students will know how the earth’s surface is shaped by slow processes and rapid, cataclysmic events.
Weekly Procedural Knowledge Overview - (Students will be able to...)
C9L3: Students will be able to state how different geological features are created based on the movement of the earth’s crust.
C9L3: Students will be able to state the differences between chemical weathering and mechanical weathering.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will know how different geological features are created.
Language Objective:
Students will be able to state how different geological features are created based on the movement of the earth’s crust.
Main Activity:
Reading of lesson 3 as a class. Class Discussion on the differences, completing Venn-diagram.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Learning Objective:
Students will know how different geological features are created.
Language Objective:
Students will be able to state how different geological features are created based on the movement of the earth’s crust.
Main Activity:
Reviewing of Lesson 3: Lesson 3 review questions, lesson 2 workbook pg. 90A
Evaluation:
workbook
Vocabulary:
Homework:
Learning Objective:
Students will know how the earth’s surface is shaped by slow processes and rapid, cataclysmic events.
Language Objective:
Students will be able to state how different geological features are created based on the movement of the earth’s crust.
Main Activity:
Watching Bill Nye the Science Guy: Earthquakes.
Evaluation:
Teacher watches and monitors
Vocabulary:
Homework:
***NO CLASS, JOSE ABAD SANTOS DAY***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Students will know how the earth’s surface is shaped by slow processes and rapid, cataclysmic events.
Language Objective:
Students will be able to state how different geological features are created based on the movement of the earth’s crust.
Main Activity:
Science Experiment part 1: Building of the volcanoes using paper cups, clay, and paper plates.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Materials / Resources (including technology)
Science Book
Workbook
Clay, paper plates, paper cups
State of Minnesota Standards Covered
5.3.1.2.1 Explain how, over time, rocks weather and combine with organic matter to form soil.
5.3.1.2.2 Explain how slow processes, such as water erosion, and rapid processes, such as landslides and volcanic eruptions, form features of the Earth's surface.
Weekly Informational Knowledge Overview - (Students will know...)
C9L4: Students will know that eroded materials are transported and deposited over time in new areas to form new features.
C9L5: Students will know the different characteristics used to identify minerals.
C9L6: Students will know the different characteristics used to classify minerals.
Weekly Procedural Knowledge Overview - (Students will be able to...)
C9L4: Students will be able to state how the surface of the earth is shaped by both slow processes and rapid, cataclysmic events.
C9L5: Students will be able to identify minerals based on their characteristics.
C9L6: Students will be able to classify minerals based on their characteristics.
C9L6: Students will be able to explain the rock cycle and how it can be used to determine the relative ages of rocks.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will know that eroded materials are transported and deposited over time in new areas to form new features.
Language Objective:
Students will be able to state how the surface of the earth is shaped by both slow processes and rapid, cataclysmic events.
Main Activity:
Students will take the volcanoes that they made, add vinegar and baking soda, to watch them explode. Students will then right about the process and how it relates to real volcanoes.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Learning Objective:
Students will know that eroded materials are transported and deposited over time in new areas to form new features.
Language Objective:
Students will be able to state how the surface of the earth is shaped by both slow processes and rapid, cataclysmic events.
Main Activity:
Students will be able to read Lesson 4 as a class. Students will complete Lesson Review questions, and Workbook pg. 91A
Evaluation:
workbook
Vocabulary:
Homework:
Learning Objective:
Students will know the different characteristics used to identify minerals.
Language Objective:
Students will be able to identify minerals based on their characteristics.
Main Activity:
Students will be able to read Lesson 5 as a class. Students will complete Lesson Review questions, and Workbook pg. 92A
Evaluation:
workbook
Vocabulary:
Homework:
Learning Objective:
Students will know the different characteristics used to classify minerals.
Language Objective:
Students will be able to classify minerals based on their characteristics.
Main Activity:
Students will be able to read Lesson 6 as a class. Students will complete Lesson Review questions, and Workbook pg. 93A
Evaluation:
workbook
Vocabulary:
Homework:
Learning Objective:
Students will know that eroded materials are transported and deposited over time in new areas to form new features.
Language Objective:
Students will be able to explain the rock cycle and how it can be used to determine the relative ages of rocks.
Main Activity:
Watching Magic School Bus: Water Erosion.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Materials / Resources (including technology)
Science Book
State of Minnesota Standards Covered
5.3.1.2.1 Explain how, over time, rocks weather and combine with organic matter to form soil.
5.3.1.2.2 Explain how slow processes, such as water erosion, and rapid processes, such as landslides and volcanic eruptions, form features of the Earth's surface.
Weekly Informational Knowledge Overview - (Students will know...)
C9L1: Students will know the different layers of the earth.
C9L2: Students will know how different geological features are created.
C9L2: Students will know how the earth’s surface is shaped by slow processes and rapid, cataclysmic events.

C9L4: Students will know that eroded materials are transported and deposited over time in new areas to form new features.
C9L5: Students will know the different characteristics used to identify minerals.
C9L6: Students will know the different characteristics used to classify minerals.
Students will know the different forces that break down materials.
Weekly Procedural Knowledge Overview - (Students will be able to...)
C9L1: Students will be able to describe the different layers of the earth.
C9L2: Students will be able to state how different geological features are created based on the movement of the earth’s crust.

C9L4: Students will be able to state how the surface of the earth is shaped by both slow processes and rapid, cataclysmic events.
C9L5: Students will be able to identify minerals based on their characteristics.
C9L6: Students will be able to classify minerals based on their characteristics.
C9L6: Students will be able to explain the rock cycle and how it can be used to determine the relative ages of rocks.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will know the different characteristics used to classify minerals.
Students will know the different forces that break down materials.
Language Objective:
Students will be able to explain the rock cycle and how it can be used to determine the relative ages of rocks.
Main Activity:
Students will find and collect rocks to crush. Students will then take a hammer to smash the rocks into small pieces.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Learning Objective:
Students will know the different characteristics used to classify minerals.
Students will know the different forces that break down materials.
Language Objective:
Students will be able to explain the rock cycle and how it can be used to determine the relative ages of rocks.
Main Activity:
The teacher will mix the student’s rock pieces into glue and paint. The students will be able to paint a picture using their rock paint.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Learning Objective:
Students will know how different geological features are created.
Language Objective:
Students will be able to state how different geological features are created based on the movement of the earth’s crust.
Main Activity:
Students will complete the lesson review on pg. 294 and pg. 295. Review as a class.
Evaluation:
Review pages.
Vocabulary:
Homework:
Learning Objective:
Review
Language Objective:
Review
Main Activity:
Chapter 9 Test
Evaluation:
Test
Vocabulary:
Homework:
Learning Objective:
Students will know the different characteristics used to classify minerals.
Students will know the different forces that break down materials.
Language Objective:
Students will be able to explain the rock cycle and how it can be used to determine the relative ages of rocks.
Main Activity:
Introduce Chapter 10. Introduce Chapter 10 vocabulary. Students will be able to find the vocabulary words in the glossary. Have the students write the words and definitions on cards separately. . Use vocabulary cards to play the memory game.
Evaluation:
Teacher watches and monitors
Vocabulary:
Homework:
Materials / Resources (including technology)
Science Book
Hammer
Paint
Rocks
Glue
State of Minnesota Standards Covered
5.3.1.2.1 Explain how, over time, rocks weather and combine with organic matter to form soil.
5.3.1.2.2 Explain how slow processes, such as water erosion, and rapid processes, such as landslides and volcanic eruptions, form features of the Earth's surface.
Weekly Informational Knowledge Overview - (Students will know...)
C10L1: Students will know the resources that can be identified as being renewable or nonrenewable.
C10L2: Students will know that there is a limited supply of usable energy sources.
C10L2: Students will know that wind and moving water are examples of renewable energy.
C10L4: Students will know the ways people can reuse, recycle, and reduce the uses of resources to improve and protect the quality of life.
Weekly Procedural Knowledge Overview - (Students will be able to...)
C10L1: Students will be able to identify resources as being renewable or nonrenewable.
C10L1: Students will be able to recognize the costs and risks to society and the environment posed by the use of nonrenewable energy.
C10L2: Students will be able state the energy sources which are limited and the development of renewable energy sources.
C10L2: Students will be able to describe the different sources for producing different forms of energy.
C10L2: Students will be able to describe the different materials taken from the earth.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will know the resources that can be identified as being renewable or nonrenewable.
Language Objective:
Students will be able to identify resources as being renewable or nonrenewable.
Main Activity:
Introduce Chapter 10 Poster project. The students will form groups of 2. Each group will create a poster based on the important information of their lesson. The students will present on Friday.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Learning Objective:
Students will know that there is a limited supply of usable energy sources.
Language Objective:
Students will be able to recognize the costs and risks to society and the environment posed by the use of nonrenewable energy.
Main Activity:
Working on Chapter 10 Poster Project.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Learning Objective:
Students will know that wind and moving water are examples of renewable energy.
Language Objective:
Students will be able state the energy sources which are limited and the development of renewable energy sources.
Main Activity:
Working on Chapter 10 Poster Project.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Learning Objective:
Students will know the ways people can reuse, recycle, and reduce the uses of resources to improve and protect the quality of life.
Language Objective:
Students will be able to describe the different sources for producing different forms of energy. Students will be able to describe the different materials taken from the earth.
Main Activity:
Working on Chapter 10 Poster Project.
Evaluation:
Teacher watches and monitors
Vocabulary:
Homework:
Learning Objective:
Students will know the ways people can reuse, recycle, and reduce the uses of resources to improve and protect the quality of life.
Language Objective:
Students will be able to describe the different sources for producing different forms of energy. Students will be able to describe the different materials taken from the earth.
Main Activity:
Students will present their Chapter 10 poster project. Watching of Magic School Bus: Recycle. Students will write about Recycling.
Evaluation:
Posters / presentations.
Vocabulary:
Homework:
Materials / Resources (including technology)
Poster Paper
Science Book
State of Minnesota Standards Covered
5.3.4.1.1 Identify renewable and non-renewable energy and material resources that are found in Minnesota and describe how they are used.
5.3.4.1.2 Give examples of how mineral and energy resources are obtained and processed and how that processing modifies their properties to make them more useful.
5.3.4.1.3 Compare the impact of individual decisions on natural systems.
Weekly Informational Knowledge Overview - (Students will know...)
C11L1: Students will know the different properties of matter.
C11L1: Students will know that the weight of an object always equals the sum of its parts.
C11L2: Students will know that materials may be made of parts too small to be seen without magnification.
C11L3: Students will know that matter is conserved during heating and cooling.
Weekly Procedural Knowledge Overview - (Students will be able to...)
C11L1: Students will be able to determine that properties of materials can be compared and measured.
C11L2: Students will be able to understand that elements combine to form molecules.
C11L2: Students will be able to understand the common properties of salts.
C11L4: Students will be able to identify the differences and similarities between mixtures and solutions.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will know the different properties of matter.
Language Objective:
Students will be able to determine that properties of materials can be compared and measured.
Main Activity:
Introduce Chapter 11. As a class, create a KWL chart. The teacher will fill in the chart as the students share their ideas. The students will think-pair-share. Students will then review vocabulary words.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Learning Objective:
Students will know that the weight of an object always equals the sum of its parts.
Language Objective:
Students will be able to understand that elements combine to form molecules.
Main Activity:
Introduce Lesson 1 as a class. Read lesson 1, class discussion. Have the students complete the check point questions.
Evaluation:
Check point questions.
Vocabulary:
Homework:
Workbook pg. 110A
Learning Objective:
Students will know that materials may be made of parts too small to be seen without magnification.
Language Objective:
Students will be able to understand the common properties of salts.
Main Activity:
Introduce Lesson 2 as a class. Read lesson 2, class discussion. Have the students complete the check point questions.
Evaluation:
Teacher watches and monitors..
Vocabulary:
Homework:
Workbook pg. 111A
Learning Objective:
Students will know that matter is conserved during heating and cooling.
Language Objective:
Students will be able to identify the differences and similarities between mixtures and solutions.
Main Activity:
Introduce Lesson 3 as a class. Read lesson 3, class discussion. Have the students complete the check point questions.
Evaluation:
Teacher watches and monitors
Vocabulary:
Homework:
Workbook pg. 112A
Learning Objective:
Students will know that matter is conserved during heating and cooling.
Language Objective:
Students will be able to identify the differences and similarities between mixtures and solutions
Main Activity:
Introduce Lesson 4 as a class. Read lesson 4, class discussion. Have the students complete the check point questions.
Evaluation:
Teacher watches and monitors
Vocabulary:
Homework:
Workbook pg. 113A
Materials / Resources (including technology)
Poster Paper
Science Book
Science Workbook
State of Minnesota Standards Covered
5.1.1.1.1 Explain why evidence, clear communication, accurate record keeping, replication by others, and openness to scrutiny are essential parts of doing science.
5.1.1.1.2 Recognize that when scientific investigations are replicated they generally produce the same results, and when results differ significantly, it is important to investigate what may have caused such differences.
5.1.1.1.3 Understand that different explanations for the same observations usually lead to making more observations and trying to resolve the differences
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