Video links checked on 10/8/24. Please use the contact page if you find any links not working. Thanks so much for your feedback. It makes our science community more functional! Shirley **NEW** Here is an alignment for your files, planning. and/or for administrators. Fifth Grade Lessons Weekly Alignment to NGSS Thematic Playlists for Listening Centers or to develop a unit with. Students love these stories. These are great for ESL or to expand background knowledge for poverty at risk students, as well. For older students you can use them as an anticipatory set for close reads. (Students look closely at the picture clues to make predictions. or go back and look and see if there were hints or signs.) Or, they are great to start writing prompts. St. Patrick's Day StoriesEaster Stories Winter StoriesThere Was an Old Lady Who Swallowed a.....Stories Valentine's Stories Bullying Stories (Great for Back to School and setting a tone for a great classroom climate.) Tips for Teaching: At the bottom of this page. Organize your materials: Copies: Print master copy and put into binder. I would separate the binder into two parts. 1) Student booklets (18-one for each week) and 2) Teacher guide/answer keys. I would staple the Teacher's Guides into 18 weekly groups and pull them out of the binder as a group. Note: I didn't put them in the document separated because I thought it would be too confusing. Science Materials: Gather science tub materials and put into a tub. Tape the "Science Tub" label on the top or side. Anchor Charts: I would leave one of these to stay with the teacher guides with your master binder. I would pull them and make a second copy, laminate them, and have them in a spot ready to hang up each week. They have the student objective, standard, and essential question(s). To Simplify Life: Each week, have your student copies ready to go and the supplies for the whole week out.
Week 1 Supplies: Handouts; Quizlet Flashcards to send home on Monday. About Engineering; plastic bags or light material, scissors, string, small objects like little action figures. Student Objectives: Students will investigate what an engineer does. Students will practice being engineers and solve a problem using an engineering design process. Standard(s): 3-5.ETS1.1 Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. 3-5.ETS1.2 Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. 3-5.ETS1.3 Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.; Essential Question(s): What do engineers do? What kinds of engineers are there? Can you be an engineer? Monday- Give pre-test. Grade and save for Friday. Tell students that we are going to learn what engineers do and practice being engineers this week. Pass out the Engineering Inquiry Booklets for each student. Tell students to take notes in their booklets, write down thoughts, and ideas throughout the video. Play Video. Stop at 9:28. (be prepared to pause video to give students time to write) Give the class an extra 5 minutes after you stop the video to finish writing thoughts and ideas. Let them get into small groups to share what they discovered. (Sometimes student discussions take training. I use a timer and set it for small increments and facilitate when students don't talk by asking things like "Talk about what you noticed." etc. Let the students that didn't write ideas learn from their groups and fill in their booklets. They will need their booklets complete to refer to throughout the school year. Collect booklets. Introduce Quizlet Practice, (Sometimes I introduce the 1st one on the board and do the flash cards in teams. They find that even thought they don't know them the first time, they quickly pick them up. It's a good way to teach good study habits that carry over into other subjects. Students work with a partner using the online flashcards. About Engineering. Send home printed flashcards for students to study for test on Friday. Tuesday- Pass out the Engineering Inquiry Booklets for each student. Tell students to continue to take notes throughout the video. Play Video from 9:28-20:26. Give the class an extra 5 minutes after you stop the video to finish writing their thoughts.. Let them get into small groups to share what they discovered. Let the students that didn't have ideas learn from their groups and fill in their booklets. Students can work on Quizlet's Match.About Engineering. Encourage them to try to beat each other's scores. This gives them an objective and they will throw themselves into it more. Wednesday- Pass out the Engineering Inquiry Booklets for each student. Tell students to continue to take notes throughout the video. Play Video from 20:27. Stop at 27:36 to let students design a model of a robot and to label the variables. Have students get with a partner to compare solutions and discuss "other ideas" to modify. Play the video to the end. Give the students time to design a model of a treehouse and to label the variables. Let them get into small groups to compare how their models are similar and how they are different. Afterwards, debrief the class and ask them to share any ideas that they just loved. Students can work on Quizlet's Match. About Engineering. There won't be as much time today. Encourage students to play Quizlet's Match at home. Thursday- Explain that a Rube Goldberg Machine is a machine that makes a "chain reaction". Tell students that you want them to watch the short video and be able to explain to a partner what the chain reaction is in the video. Play video. Go over the "Failing Forward" handout. Discuss and have students write down thoughts or notes. Pass out supplies and let students work on a parachute design with partners or groups. Debrief after first prototype. Ask questions. "What did you notice?" "What worked well?" "What didn't work well?" Talk to your partner about what you want to improve. Try a 2nd design. Test. Repeat debrief. Quizlet Test Practice. (only matching and multiple choice should be check marked. Remind the class to study their flashcards for test tomorrow. Friday- Show video. Tell the class that not all problems are like designing and constructing a bridge to get in and out of San Francisco. What was the problem that the little girl had in this video? How did her brother solve her problem? Describe to your partner about a problem where you think that you used the engineer designing process. Do "My Reflection" handout. Give the class time to study the flashcards, match, or practice test on Quizlet. Give post-test. Give exit tickets. Pass out the pre-tests and go over with the post tests after grading. Collect and save Engineering Inquiry Booklets for later.
Week 2 Supplies: Handouts; 2 different colors of Post-its; chart paper; jars with lids, glow in the dark paint (Tulip is good); paint brushes, paint tray or paper to put paint on; glue; glitter; same and different sized flashlights; shoe boxes, cardboard, cardstock; scissors; glue. Quizlet Star Terms Student Objectives: Students will support an argument that the apparent brightness of the sun and stars is due to their relative distances from Earth. Standard(s): 5.ESS1.1 Support an argument that the apparent brightness of the sun and stars is due to their relative distances from Earth. Essential Question(s): How does the distance from Earth effect the apparent brightness of the sun and stars? Monday- Today is spent imprinting science knowledge about stars. Tell students that we are going to be studying about stars this week. Give student star study booklets. Play video. Students will take notes in their booklets. Collect for tomorrow. Do informational reading together. How Bright is Bright. Explore online games with a partner. Life Cycle of Stars, Types of Stars, Star Basics. Do I notice/I wonder chart. (click for example) Pass out two different colors of post-its. Post a chart paper that says "About Stars", "I noticed....", and "I wonder...". Have students write down one thing they noticed and one thing that they wonder about stars and initial their post-its. They read them as they put them up. Collect star study booklets. Tuesday- Draw attention to the student's wonderings and noticings chart. Have post-its available. Tell students that they can add anything that they notice or wondered about today. Pass out star study booklets. Play video. Add notes. Discuss handout about how objects look bigger if closer. (Disney castle and White House pics) Students will create fairy glow jars. (4:07- Teacher can watch ahead of time. Students have instructions. There are many fairy glow jars on YouTube. I chose this one because the video has a relatable child. Choose one that you like..) Ask students to share what they added to the chart at the end of the lesson. If time, have students play Helios, where they can create nuclear fusion. Collect star study booklets. Wednesday- Draw attention to the student's wonderings and noticings chart. Have post-its available. Tell students that they can add anything that they notice or wondered about today. Pass out their star study booklets. Play video 1. Students take notes in booklets. Play video 2. Students take notes. Put the students into groups. Have the flashlights available for them explore with. You will need to dim the lights for this part. Give the students time to explore with flashlights and fill out their Star Brightness Discovery pages. Have each group present their diagrams to the rest of the class. If you have an classroom elmo, this is very handy for this part. Let students share what they added to the chart. If time let students look through Nasa's Gallery of Space Images with a partner. Thursday- Draw attention to the student's wonderings and noticings chart. Have post-its available. Tell students that they can add anything that they notice or wondered about today. Pass out their star study handouts. Students will create a model to demonstrate how stars closer appear brighter. Example of a model (<--Click) With a partner, students will practice presenting their model. Their partner will fill out a "feedback form" from their handouts and they should discuss them. Let students share if they added to the chart. Let them take their feedback form home so that they can practice their presentations for Friday. Options: You can use the feedback form/rubrics included or you can create a feedback form/rubric together, as class. Friday- Project-based Assessment. Students will present their shoe box models and describe how they have demonstrated that stars closer appear brighter. Tip: Teacher should check as they present to see if they work. If time, let students explore previous online activities/games/gallery. Life Cycle of Stars, Types of Stars, Solar System Games, Nasa's Gallery of Space Images.
Week 3 **Supplies: Handouts, Online Flashcards (for homework),; String or yarn; 4 pieces of masking tape; sun sign; Earth sign; Choose 1) chalk; ruler/meter stick/yard stick; piece of duct tape; compass (download free compass apps on cell); data sheet or 2) an object (like a water bottle) to create shadows; butcher paper; duct tape; pencil; ruler/meter stick/yard stick; compass (download free compass apps on cell); data sheet. Student Objectives: Students will represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. Standard(s): 5.ESS1.2 Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. Essential Question: How can you use data to show patterns of how shadows change? How can you use data to show patterns of the seasonal appearance of some stars in the night sky? Monday- Give pretest. Pass out the "Seasons from a Tilted Axis" booklets. Play video. Students take notes in booklets. Students can practice with a partner using the online flashcards. Give students time to practice Match. Send home printed flashcards for students to study for test on Friday. Collect booklets. Tuesday- Pass out the booklets. Play video and students take notes. Be prepared to stop to let students write or discuss. Students will do the kinestheticReconstructing Earth Rotation, Revolution, and the Seasons Activity. Debrief. Ask students if they discovered anything interesting that they would like to share. Collect booklets. Play Match. Wednesday- Pass out the booklets. Play video-What do you think we are going to learn about today? Play Video 2. Students take notes. Be prepared to stop to let students write or discuss. Explain. A time-lapse video shows time sped up. We can watch a whole day, sped up in just minutes to see small changes. Play video 3. (1 min.) What did you notice in the time-lapse video? Play video 4. Do the "Shadow Measurement Activity". If you do science in the afternoon, you might want to wait and start measurements in in the morning. If you wait until the morning, students can work on flashcards, Match, the online practice test. Collect booklets. Thursday- Pass out the booklets. Students will create a bar graphs. Graph 1 at Rapid Tables. For graph 2, use the template. The directions are in booklets. Start next investigation. Play video. Students take notes. Collect booklets. Let students research constellations in their location. If time, let students study on Quizlet- flashcards, Match, the online practice test- for tomorrow's test. Remind class to study their flashcards for homework. Friday- Students will explore the following sites with a partner (to discuss and brainstorm ideas) to answer the "big question" in their booklet. Reading informational,constellation game, viewing stars. Give post-test. Give exit tickets. Pass out the pre-tests and go over with the post tests after grading.
Week 4 **Supplies: Handouts; shoe boxes; butcher paper (different colors), construction paper (different colors) scissors, glue, markers; craft supplies (pipe cleaners, cotton, pom poms, tissue paper, glitter, etc. Whatever you usually use or have on hand); candle wax; sand; electric burner; glass beaker; cup; water; Quizlet Printed Flashcards. Student Objectives: Students will discover ways that the geosphere, biosphere, hydrospere, and/or atmosphere interact. Standard(s): 5.ESS2.1 Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. Essential Questions: How do the geosphere, biosphere, hydrosphere, and or atmosphere interact? Monday- Give pretest. Pass out the "Earth's Four Spheres" booklets. Play video. Students will take notes in their booklets. Tell the class that the next video gives us a closer look at the geosphere. Play video. Students take notes in booklets. Tell the class that the next video clip will give us a closer look at the biosphere. Remember that the biosphere covers the different biomes throughout the world. Feel free to sing along. Play video. Talk to your partner about how the geosphere and biosphere interact. Students can practice with a partner using the online flashcards. Give students time to practice Match. Send home printed flashcards for students to study for test. (two weeks to study...test next Friday) Collect booklets. If time play sphere quiz. Tuesday- Pass out the booklets. Play video and students take notes. Tell the class that the next video clip shows us more about the hydrosphere. Play Video. Tell the class that the next video clip shows us more about the atmosphere. Play video. Collect booklets. Play individual or with partners. With partners, try to beat each other's times. Earth Layers and Atmosphere Layers Labeling, Match. Wednesday- Pass out the booklets. The first video will show you more about how the Earth's spheres interact. Play video. Students take notes. Tell the class that the next video shows us more about how the hydrosphere and geosphere and interact. Play video. Tell the class that the next video clip will review what we know about the 4 spheres. However, watch closely. At 2:25 the video will explain even more about how the spheres interact. Play video. Do the Volcano in a Cup Experiment as a demonstration for the class. Students will write in their booklets their observations, thoughts, or ideas. Students can work on Earth Layers and Atmosphere Layers Labeling,Match, the online practice test. Collect booklets. Thursday- Students will start their biome diorama project. The purpose of this is to create a model with all of the spheres. When their biomes are complete, they will give a presentation to explain how the spheres interact with each other. Give students 15 minutes to do some research to select their biome. Good research site. Biomes. Look on the left hand side to find the biomes and click. After they've made their selection, group them around the room with others with the same biome. Select a leader to be the "reader" for the instructions. This will help the groups stay focused with the instructions, keep things moving, and they can brainstorm together. Students will follow the instructions step by step. Student Instructions. They can look at diorama examples to get ideas. Tell the class to make a list of things their parents will let them bring for home to bring in for Friday. Friday- Continue working on Biome diorama. Student Instructions.Diorama examples. Send dioramas home with the students to continue adding to their dioramas over the weekend. This allows them to get family support, supplies, and ideas. They are due on Monday.
Week 5 **Supplies: Handouts; Quizlet Printed Flashcards from last week; empty 2-liter bottle; scissors; aquarium gravel, stones, or pebbles; potting soil or topsoil; seeds or plants; clear packing tape to seal bottle; sun. Student Objectives: Students will discover ways that the geosphere, biosphere, hydrospere, and/or atmosphere interact. Standard(s): 5.ESS2.1 Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. Essential Questions: How do the geosphere, biosphere, hydrosphere, and or atmosphere interact? Monday- Pass out the "Earth's Four Spheres" booklets. Students will use the feedback form to evaluate a partners presentation/project. Class will present their projects. If time, class can practice Study Jams, Match, and the online practice test. Collect booklets. Tuesday- Tell the class that today we are going to be plan creating an ecosystem in a soda bottle so that we can inquire further into how our Earth's systems, the geosphere, biosphere, hydrosphere, and atmosphere interact with each other. Do research and plan the ecosystem that you will be creating. Let class do some research, while they create their plans. Ecosystem ideas. Encourage ideas, but let the class know that they will need to bring in supplies by tomorrow if they decide to do something different. They can gather plants from outside, or use decorations or figures that they have., or use the seeds that the teacher provides. If you have woods or a good area to collect plants from, make sure you schedule time to collect them on Wednesday before you start science. If time, class can practice Study Jams, Match, and the online practice test. Collect booklets. Wednesday- Pass out the booklets. Let the class use their plans and the directions to create their ecosystems in the bottle. If time, class can practice Study Jams, Match, and the online practice test. Collect booklets. Thursday- Pass out the booklets. Practice presentations on the bottle ecosystems with a partner. Start presentations. If time, class can practice Study Jams, Match, and the online practice test. Collect booklets. Friday- Finish presentations. Play review jeopardy. Pass out the pre-tests and go over with the post tests after grading.
Week 6 **Supplies: Handouts (If you do writing on computers, then you might opt not to print out the writing paper for the booklets for Tuesday and Wednesday.); Quizlet Flashcards; plastic cups, ice cubes, chocolate ice cream, milk, food coloring, sprinkles, straw. Student Objectives: Students will be able to describe the amounts of water, salt water, and freshwater and how it is distributed on Earth. Standard(s): 5.ESS2.2 Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth. Essential Question: How are water, salt water, and freshwater distributed on Earth? Can you graph the percentages of water (salt water; freshwater) distribution on Earth. Monday- Give pretest. Pass out the "What on the World" booklets. Play video. Students will take notes in their booklets. Students will go to Pie Graph informational read and questions. (their directions are in their handouts) Students will create a graph and discuss their charts with a partner. Collect booklets. Give out printable flashcards to study for the week. Students will do Quizlet's flashcards. Tuesday- Pass out the booklets. Play video and students take notes. Students will write a funny story demonstrating understanding that the same water is being recycled on Earth. Students talk to a partner about the rubric and what an "A" would look like. Give them time to write. They can finish at home if they need to. If they finish early, they can do Quizlet's Match. Wednesday- Pass out the booklets. Play video and students take notes. Students will peer review the funny stories demonstrating that they understand that the same water is being recycled on Earth. Give students time to rewrite a final draft. Give them time to write. They can finish at home if they need to. If they finish early, students can explore "Water Sense" and/or Quizlet's Match. Thursday- Pass out the booklets. Play video and students take notes. Play video on groundwater. Students will make an edible aquifer model. (3-D model) Then, they will draw their model. (2-D model) If they finish early they can do Quizlet's test practice. Friday- Pass out the booklets. Play video and students take notes. Play review jeopardy. If time, let students study Match, test practice, or flashcards before the test. Give test. Give exit ticket. Pass out the pre-tests and go over with the post tests after grading.
Week 7 **Supplies: Handouts; Microsoft PowerPoint Note: If student computers don't have this on their computers try Microsoft Online PowerPoint, Prezi, or Google Apps has a PowerPoint that can be downloaded. You might need to work with your IT person to figure out the best way to access the online ones if you don't have Microsoft PowerPoint. If none of these options work, the students can make a booklet. Each day instead of the slide, substitute a "page" of the book to design, add information, and label. Student Objective: Students will research how communities use science to protect the Earth's resources and environment. Students will independently create a PowerPoint Presentation. Students will present PowerPoint Presentation. 5.ESS3.1 Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. Essential Question: How do communities use science ideas to protect the Earth's resources and environment? Monday- The students this week will be watching many videos and play environmental online games to saturate ideas about the different ways people affect the environment and ideas to help the environment. Discuss and post student objective anchor chart from teacher's guide. Pass out booklets. Play video 1 & video 2. Students take notes. Have students turn to partner and 1) restate in their own words what renewable and non-renewable energy is; and 2) Explain to your partner how you remember the difference between them. Renewable and non-renewable energy was covered in the 4th grade NGSS. This is important review and background knowledge for this standard. Students will start their PowerPoint Presentations. Direct them to the rubric in their booklets to use as a reference for designing their presentations. If they finish their first page early, they can play online game, Build a Windmill. Collect booklets. Tuesday- Pass out booklets. Play video 1, video 2, and video 3. Students take notes. Let them take it in. Praise students for good notes. Today is the day that we want to start fade "note taking support". Their interactive booklets are more open-ended today, allowing them to pick out important pieces to document. Play video 4. (You won't have to play the whole video.) Play video 5 & video 6. Play video 7 and video 8. Students will do the next slide on theirPowerPoint Presentations. Direct students to use their rubric. They can do more slides than one, but it needs to stay focused on how celebrities use science to help the Earth. They will need to do research to pull in this connection. Collect booklets. If time, students can explore environmental games on Climate Kids. Wednesday- Pass out booklets. Play video 1, video 2, and video 3. Students take notes. Praise students for good notes. Students will do the next slide(s) on their PowerPoint Presentations. Direct students to use their rubric. They need to stay focused on how community people use science to help the Earth. They will need to do research to pull in this connection. Collect booklets. Students explore ideas of a "recyclable city", if time. Thursday- Pass out booklets. Play video 1. Students take notes. Praise students for good notes. Students will do the next slide(s) on their PowerPoint Presentations. Direct students to use their rubric. They need to stay focused on how the students use science to help the Earth. They will need to do research to pull in this connection. (Good science kids sites: Green Planet for Kids; Earth's Kids; Kids for Saving Earth; EPA.gov for students; Earth Day Games) If time, students can play "Dumptown" game. Friday- Pass out booklets. Students will brainstorm ideas and discuss with a partner. Students will do the last slide(s) on their PowerPoint Presentations. Direct students to use their rubric. They need to stay focused on how the students use science to help the Earth. They will need to do research to pull in this connection. Collect booklets. If time, let students explore games on "Earth Day". Week 8 **Supplies: Handouts; Microsoft PowerPoint, index cards. Student Objective: Students will research how communities use science to protect the Earth's resources and environment. Students will independently create a PowerPoint Presentation. Students will present PowerPoint Presentation. 5.ESS3.1 Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. Essential Question: How do communities use science ideas to protect the Earth's resources and environment? Monday- Direct students to use their feedback form while practicing. Give the students 10 minutes to practice in their heads what they will say for their presentation. Have index cards available if they want to write down notes. Students will get a partner to practice their presentations and get a feedback form. (10 minutes) Switch and give a different partner feedback. (10 minutes) (if only time for one peer feedback, that is fine. 2 is more desirable.) If time, explore games on "Climate Kids". Tuesday- Students will use the two feedback forms that they got from their peers. They can use today to make revisions to their presentations and practice. If time, let students explore games on "Climate Kids". Wednesday- Students will practice their presentations silently. (10 minutes) Students will get a partner to practice their presentations and get a feedback form. (10 minutes) Switch and give a different partner feedback. (10 minutes) (if only time for one peer feedback, that is fine. 2 is more desirable.) If time, explore games on "Climate Kids". Thursday- Students will do PowerPoint presentations. Grade as they go and try to give them their teacher graded rubric as you go. (You might want copies of the rubrics or you could use a student data sheet while grading to jot down their scores if you want to give them immediate feedback.) If time, explore games on "Climate Kids". Friday- Students will do PowerPoint presentations. If time, explore games on "Climate Kids".
Week 9 Supplies: Handouts; Quizlet Flashcards. About Engineering. (Review from Week-no need to send home); About 4000 wooden craft sticks. (buy in bulk 1000. 200 per group for 2 days); craft glue (hot glue works best....craft glue is safer); student textbooks to place on top of bridges. Student Objectives: Students will define a simple problem. Students will generate and compare multiple solutions. Students will plan and carry out fair tests for multi prototypes, making improvements. Standard(s): 3-5.ETS1.1 Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. 3-5.ETS1.2 Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. 3-5.ETS1.3 Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.; Essential Question(s): Can you define a simple problem? What are some solutions? Can you use science to design a prototype to solve the problem? Monday- Pass out students' engineering booklets that you collected the end of the first week. Give class 5 minutes to go over with a partner. (What do you remember? What was your favorite discovery?) Students will do flashcards with a partner to review. Review Video-Defining a problem. Pass out the new booklets, "Let's Play Engineer!" Read the story, Just Add Water, together. Read through each step on the the assignment page, together. Have students examine the map with a partner and tell each other what they noticed. Students will do "Define a Problem" page. (individual/partners/groups--teacher's choice) Students will Review Match, if time. Tuesday- Pass out both engineering booklets. Students will do research and do the next two pages in their booklets. Encourage them to generate 4 ideas to solve the problem. This will probably take the entire period. If a student or group finishes early, they can help others do research. Review Match, if time. Wednesday- Watch Review video. Play video 2, video 3, and video 4. Tell class it's time to plan and test our prototypes. Remind them that "failing forward" is a good way to learn. Pass out both engineering booklets. Put the students in small groups of 3 or 4 and give each group 200 Popsicle sticks and craft glue. Students will do the next page, "Plan and Test Your Prototype", then name their variables. When they are finished, they can build their prototype. They can play online game "Bridge Designer", while they wait for others to finish. When everyone is finished, test the prototypes. Have the all bring up the same textbook. Students will stack the textbooks on top of their model to see which group built the sturdiest bridge. Count how many books before their prototype breaks. Keep track on the board. They can do the last box, "How did it go? What aspects can be improved?" Debrief. Ask, "What were some problems that you found?" "What did you do that worked well?" "Do you have ideas of things that you want to change for tomorrow?" Thursday-Pass out both engineering booklets. The students should be in the same groups. Give each group 200 Popsicle sticks and craft glue. Students will do the next page, "Plan and Test Your Prototype", then name their variables. When they are finished, they can build their prototype. They can play online game "Bridge Designer",, while they wait for others to finish. When everyone is finished, test the prototypes. Keep track on the board. They can do the last box, "How did it go? What aspects can be improved?" Debrief. Ask, "What were some problems that you found?" "What did you do that worked well?" "If you did it again, what would you change?" Friday- Students will get into their groups and fill out their group presentation papers in their handouts. They can use these to practice as a group. Everyone should have a part. Give them time to practice. Students will do presentations. Students will do exit tickets. They can play online game "Let's Build a Bridge", if time.
Tips for Teaching: **You will notice routines in place as you teach. Tips for organizing these lessons are noted at the bottom of the page. ** Coming soon....Student Page Links- Waiting for the class to type in a link can be quite a hassle. Here is a page to have the class bookmark, so they can click on the "student link" as you come to it. You can also give the link to parents. **The first week is more scripted and long to get some routines in place. The teacher instructions are more simplistic after "Week 1". This format was originally designed to be user-friendly for substitutes. . **Each week has a student booklet and a teacher guide/answer key booklet. Most weeks, the students take notes from a series of "Crash Course" videos. They are concise, illustrative, and very fast. The purpose of students taking notes is not to see how fast they can keep up or to try to trick them. The purpose is to teach them how to take good notes. The booklets are designed for interactive note taking. The videos are short. Be flexible and stop when students need time to write notes or words down. Allow them time to compare with those around them for spelling or accuracy. (You don't want them to study "bad notes", after all.) Note taking is a skill and 5th grade is a good time to get some good habits in place and to step up their game. .
