Video links checked on 8/29/19. 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
Here is a 5th grade link to bookmark for your class. This will make it more efficient for the class to get on their activity and science games. http://funtasticfifthgraders.weebly.com
** NEW ** 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 StoriesBullying Stories Math and Reading CCSS Resource-Free Program 5/5/17 Cool free math/ela site aligned with the CCSS to "prevent the summer slide". It's designed for 4th and 5th grade. I went to a workshop at Busch Stadium (St. Louis Cardinals) and they shared a free program. You can monitor your student progress and the games are progressive and engaging. Summer Slugger Video To register: Summer Slugger I tried it with one of my students that I let work ahead of the others in math and he really enjoys it. NGSS Resource-Free Program 5/5/17 There is also a science resource that I just got from them. (I haven't tried it yet) It's designed for NGSS grades 4-7. Hockey Scholar demo video Total time for students 4 hours. This one is called Future Goals
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 10 Supplies: Handouts; .Print Quizlet flashcards to send home on Monday; Print out Element BINGO cards (optional for Tuesday); red, blue, and green mini-circles in Ziploc sandwich bags. (use construction paper and hole punch-you can do it ahead of time, or the class can do it); glue stick; shoestring licorice; red gum drops; green gum drops; white chocolate chips; thin pretzel sticks; paper plates; container of frosting (for glue) Student Objectives:: Students will be able to describe the what matter and particles are. Students will be able to develop a model to describe that matter is made of particles to small to be seen. Standard(s): 5.PS1.1 Develop a model to describe that matter is made of particles too small to be seen. Essential Question: Can you describe what matter is made of? Can you draw a model to demonstrate a small particle? Monday- Give students pre-test. Collect. Pass out the small particle booklets. Play video. Students will take notes. Play next video. Let students just watch and saturate the information. (It's the same as the last video. (It's very visual) Students will look over the chart in their booklets. They can make predictions on what we will be working on this week. Collect booklets. Students will work on the flashcards. If time, explore matter matching online game. Tuesday- Pass out the small particle booklets. Watch videos and make a prediction to your partner about what we will be studying today. Play video 1, video 2, and video 3. We will be exploring the periodic table. Watch the next video and tell how this Barney video on mixing colors is like the periodic table. Play video 4. Ask students how mixing colors might relate with the periodic table. (Primary colors can be mixed into many other colors and shades of colors. The Periodic Table lists the elements. Like the primary colors, it is the smallest structure. Very basic. They can be mixed to form other structures.) These main elements are mixed to create new Students will explore getting familiar with the periodic table. Once they become more familiar, they can try the other levels. Periodic Table Interactive Levels. If time let students play Scatter. Collect booklets. Wednesday- Pass out the small particle booklets. Watch video. Students will use their periodic tables to complete the table. Pull up informational page for reference. Next, students will complete the 2 models to see if a partner can figure out the periodic table information. (they test each other) Do atom simulations. If time, Scatter. Collect booklets. Thursday-Pass out the small particle booklets. Watch video. Students create a 3D Model of an Atom. When they are finished, they will leave them on their desks and use the scavenger hunt page to do a scavenger hunt gallery walk. Set timer for a set time for the scavenger hunt. Students walk around the room with their periodic tables and their scavenger hunt papers to write down the element information that their peers created. If time, students can explore Periodic Table Interactive Levels, Scatter, or atom simulations. Collect booklets. Remind students to study flashcards for test tomorrow. Friday- Students can practice on Quizlet for their test. Give students test. Give exit ticket. Pass out the pre-tests and go over with the post tests after grading. Play Jeopardy with the class.
Week 11 Supplies: Handouts; ice cubes; balance scales (1 per group); sandwich bags (1 per group-labeled with group number or name); Microwave oven; each student will need a microwavable coffee cup or mug; a paper plate; ½ TBSP butter; 4 lg. marshmallows; a spoon; 1 cup of rice krispy cereal Student Objectives: Students will measure, graph, and collect evidence of the weight of matter during physical and chemical change. Standard(s): 5.PS1.2 Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved. Essential Question: Can you use measuring and graphing to collect evidence that the weight of matter doesn't change during physical or chemical change. Monday- Pass out the measuring and graphing matter booklets. Play video. Students will take notes. The next video is a Bill Nye video. Students will watch the video and make a list of different ways to measure and their thoughts, ideas, or notes on them. Students will explore matter and measurement with online activities and games. Measuring Tools, Get the weight, and Matter Matching Game. Collect booklets. Tuesday- Pass out booklets. Watch video. Do investigation. Students will explore the following matter/ measurement games/activities while the ice melts. Scatter/Matching; Get the Weight Metrics; Measurement Games. You can put the ice near a heat source to accelerate it. Finish investigation. Collect booklets. Wednesday- Pass out booklets. Do investigation. Students will explore the following matter/measurement games/activities while they wait for teacher to call them for the microwave and facilitation. Any that we've explored this week. Measuring Tools, Get the weight, Matter Matching Game, Scatter/Matching; Get the Weight Metrics; Measurement Games. Students can eat their experiment! Collect booklets. Thursday- Pass out booklets. Watch video. Students will work on organizing a bar graph. The last time it was more guided. This should be more independent. They have the background knowledge and tools. If they get stuck, have a partner guide them. Explore online graph activities. Debrief with class. (In Teacher Guide) Do exit tickets. Collect booklets. Friday- Pass out booklets. Students will create a Powtoon. Play the tutorial to set up an account and be ready to keep stopping to let the students stay together. When they get to about 1:22, they will select the "studio" to make animated presentations. (They already did a PowerPoint, this will teach them to do video presentations.) The tutorial is less than 7 minutes long. After 2 minutes, the accounts should be set up. Have the students close or turn off the screens on their computers to keep their attention. The next 5 minutes shows features. Most students can't wait to take off. You can assign partners to "help" each other figure things out if they get stuck. They probably won't need it, though. Let the students know when they have 15 minutes left of class so that they can wrap it up. When they are done, they can share with a partner what they created. Collect booklets.
Week 12 **Supplies: Handouts, mystery box, student’s objects, ; meter sticks; rulers.; five mystery objects for Monday (suggest: book/hardness; playdoh/malleable; conductivity/small pan; magnetic/coins; desk/measurement Student Objectives: Students will plan an investigation. Students will demonstrate that they understand matter properties and can apply understanding by identifying them. Standard(s): 5.PS1.3 Make observations and measurements to identify materials based on their properties. Essential Question: How do you plan an investigation? Can you observe and measure properties to identify them? Monday- Pass out mystery matter booklets. Play video. Students will take notes. Go through the "What's the Matter" instructions. Assign groups A, B, C, D, E and the students to each. (teacher tracker in guide) Students will work on their investigations and anchor charts. They will need to do research to get ideas. Do first mystery matter guess. Students collect data on the third data page. On Monday, you will go over the investigation, assign groups, do the first mystery investigation (handout), and facilitate. Use the teacher tracker for items to keep track of the items when the students bring them in. After Monday, you will just be facilitating, while they do the inquiries and planning. Collect booklets. Tuesday- Pass out mystery matter booklets. Students will do their investigative planning. They will need to do research to get ideas. Get into groups. Do mystery matter guess. Students collect data. Collect booklets. Wednesday- Pass out mystery matter booklets. Students will do their investigative planning. They will need to do research to get ideas. Get into groups. Do mystery matter guess. Students collect data. Collect booklets. Thursday- Pass out mystery matter booklets. Students will do their investigative planning. They will need to do research to get ideas. Get into groups. Do mystery matter guess. Students collect data. Collect booklets. Friday- Pass out mystery matter booklets. Students will do their investigative planning. They will need to do research to get ideas. Get into groups. Do mystery matter guess. Students collect data. Student debrief. (In teacher guide). Exit ticket.
Week 13 **Supplies: Handouts; Large bag of russet potatoes; food processor or knife and cutting board; 2 large mixing bowls; hot water; strainer; spoon to stir; large jar with a lid; fork; sugar; milk; heavy whipping cream; vanilla extract (or other flavoring); salt; ice,; 1 gallon-sized Ziploc bags sandwich Ziploc bags; Glue (white, clear or gel); small box Borax; Water; glitter, food coloring,; measuring cups; measuring spoons; spatula; extra slime from Tuesday's investigation; paper plates; baby oil; water; dye; potato powder from part 1; tonic water; black light; spatula; paper bags or butcher paper to put down for work area; 3% Hydrogen peroxide, yeast (catalyst); dish soap; empty bottles (tall skinny); warm water. Yeast (catalyst), paper funnel; powdered sugar; baking soda; alcohol; dry sand; tin pie pan; lighter. (I only put item down once. many items are used more than one day. ie Ziploc bags Student Objectives: Students will conduct an investigation to determine whether the mixing of two or more substances results in new substances. Standard(s): 5.PS1.4 Conduct an investigation to determine whether the mixing of two or more substances results in new substances. Essential Questions: How can we determine if we get a new substance when we mix two or more substances? Monday- Pass out chemical change booklets. Play video. Students will take notes. This is going to be a week of many interesting investigations. This week is set up to bombard the students with many simple inquiries so that they can internalize patterns. Inquiries start with predictions, have observations, data tracking, and drawing a conclusion. The investigations this week are preparing students from teacher-led inquiries to student-led inquiries. The videos for the remainder of the week are to be used at the teacher's discretion. I put them up mostly for teacher preparation. If you have a low group or a group that has little experience with investigations, you might decide to show them some or most of the videos. Do not show them Wednesday's video. On this day, students are to design their own formula and it will ruin the objective to take the formula from the video. The student role is to take over the inquiries. The teacher's role is to walk around and facilitate. Ask them open-ended questions. Start the magic mud investigation. Do the ice cream in bags investigation. Collect booklets. Tuesday- Pass out chemical change booklets. Play video. Do the slime investigation. Collect booklets. Save slime for tomorrow's experiment. Wednesday- Pass out chemical change booklets. Play video. Do the kinetic sand investigation. Student-led investigation. Collect booklets. Thursday- Pass out chemical change booklets. Finish the magic mud investigation. (It left off at 1:46) Play video. Do the elephant toothpaste investigation. Read about catalysts. Collect booklets. Friday- Pass out chemical change booklets. Play video. Do the fire snake investigation. Collect booklets. Do exit ticket.
Week 14 Supplies: Handouts; 6 checkers per group; (Each student)- a piece of paper, scissors, 4 large lifesavers, 3 straws, 1 balloon, 1 rubber band, and 5 pennies; glue; and can share masking tape; Quizlet flashcards (print and send home on Monday) Student Objectives: Students will demonstrate understanding of how gravity works, including the 3 Laws of Newton. Students will argue that the gravitational force exerted by Earth on objects is directed down. Standard(s): 5.PS2.1 Support an argument that the gravitational force exerted by Earth on objects is directed down. Essential Questions: What evidence is there that the gravitational force exerted by Earth on objects is directed down. Monday- Give pre-test, collect, and save. Pass out the gravity booklets. Play video. Students will take notes. Play Magic School Bus Gains Weight. Students find fill in the blank answers while they watch video. Do flashcards. If time explore and play gravity game. Tuesday- Pass out booklets. Play video. Students will take notes. Play Magic School Bus Plays Ball. Students find fill in the blank answers while they watch video. Play scatter. If time play friction game. Wednesday- Pass out booklet. Play video 1. Students will take notes. Play video 2 and video 3. Students will do the checker investigation. Play video 4. Play scatter. If time play gravity launch game. Thursday- Pass out booklet. Play video 1, video 2, and video 3. Students will do the rocket racer investigation. If time, play scatter. Friday- Pass out booklets. Students will make anchor charts to demonstrate their knowledge of the Laws of Motion. Grade and give them feedback.. Give students test. Pass out the pre-tests and go over with the post tests after grading.
Week 15 **Supplies: Handouts; plastic heavy-duty trash bag; plastic sandwich bags; string; scissors; hole punch; eggs Student Objectives: Students will argue that the gravitational force exerted by Earth on objects is directed down. Students will define a simple problem, generate and compare multiple solutions, and plan and carry out fair tests for multi prototypes, making improvements. Standard(s): 5.PS2.1 Support an argument that the gravitational force exerted by Earth on objects is directed down. 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. 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. 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 evidence is there that the gravitational force exerted by Earth on objects is directed down. Can you define a simple problem? What are some solutions? Can you use science to design a prototype to solve the problem? Monday- Students will do flashcards with a partner to review. Review Video-Defining a problem. Play gravity song. Pass out the new booklets, "Let's Play Engineer!" Read the invitation together. Read through each step on the the assignment page, together. Students will do "Define a Problem" page. (individual/partners/groups--teacher's choice) Students will do engineering scatter. If time, do gravity games. Tuesday- Pass out booklets. Play video. 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. Play gravitational scatter. If time, do gravity games. Wednesday- Pass out booklets. Tell the class that it's good when people get along and work together. Watch what happens when people don't get along. Play video 1 and video 2. Tell class it's time to plan and test our prototypes. Remind them that "failing forward" is a good way to learn. Put the students in small groups of 3 or 4. 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 gravity games while they wait for others to finish. When everyone is finished, test the prototypes. Thursday-Pass out booklets. Play video. The students should be in the same groups. 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 gravity games 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?"
Week 16 Supplies: Handouts; Quizletprinted flashcards(send home on Monday); 3 clear jars with lids (put a hole in the top of each lid with a hammer and nail); newspaper; plastic; and banana peel, orange peel, or apple core; labels; soil Student Objective: Students will develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. Students will understand that plants change air, water, and decomposed materials in soil into matter. Standard(s): 5.LS2.1 Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. Essential Question: How is matter made? How does matter move among plants, animals, decomposers, and the environment. Monday- Give students pre-test. Collect. Play "Decomposer Song". Pass out the decomposer booklets. Playvideo 1. Students will take notes. Playvideo 2. Students will start the compost investigation. Video for teacherto view investigation. Collect booklets. Students will work on the flashcards. PlayFling the Teacher. Tuesday- Pass out the booklets. Play "Decomposer Song". Play Magic School Bus Meets the Rot Squad. Students will take notes. Students will log compost observations. Students will do a close read with a partner. They should be able to describe to each other what a decomposer is and give some examples. Students will play game to sortcomposer/producer/decomposer. Students will work onscatterandFling the Teacher. Wednesday- Pass out the booklets. Play "Decomposer Song". Playvideo 1andvideo 2. Students will log compost observations. Students will create a Powtoon. If time, students can doscatterorFling the Teacher. Thursday-Pass out the booklets. Play "Decomposer Song". Students will log compost observations. Students will evaluate a friends Powtoon from Wednesday to provide them with feedback. Students will create a Powtoon. If time, students can doscatterorFling the Teacher. Friday- Pass out the booklets. Play "Decomposer Song". Students will log compost observations. Students will do a self-evaluation on their Powtoon from Thursday. Give students test. Pass out the pre-tests and go over with the post tests after grading. If extra time, students can review any game from this week. Collect booklets and keep them by the compost investigation, so that students can continue to log their observations.
Week 17 **Supplies: Handouts;Quizlet flashcards(print and send home on Monday); Student investigation form, lima beans, sandwich bags, paper towels, water; Tablespoon; masking tape. Student Objectives: Students will describe how plants get the materials that they need for growth mostly from air and water. Standard(s):5.LS1.1 Support an argument that plants get the materials they need for growth chiefly from air and water. Essential Question: Can you describe how plants get the materials that they need for growth mostly from air and water. Monday- Give students pre-test. Collect. Write compost observations. Pass out the plant booklets. Play video. Students will take notes. Start 2 week plant investigation. Sort "living" and "non-living". If time, practiceflashcards. Collect books. Tuesday- Pass out the plant booklets. Watch the Magic School Bus Gets Planted. Write compost observations. Write bean plants observations. Play make the plant grow; Collect booklets. Playscatter. Wednesday- Pass out the booklets. Watchvideo about hydroponics. Write compost observations. Write bean plants observations.Students study themodel of photosynthesiswith a partner and then create their own model. Collect booklets. Play photosynthesis game and scatter. Thursday-Pass out the booklets. Watch video about hydroponics. Write compost observations. Write bean plants observations. Students study the model of photosynthesis with a partner and then create their own model. Collect booklets. Explore plant activities. MSB Gets Planted, interactive plant activities, andprimary plant games. Friday-Pass out the booklets. Write compost observations. Write bean plants observations. Give students test.Pass out the pre-tests and go over with the post tests after grading. If extra time, students can explore and discover from any game from this week. plant grow, photosynthesis game, scatter. MSB Gets Planted, interactive plant activities, and primary plant games. Collect the booklets and put them by the decomposition booklets in a stack, so that students can continue to make their bean plant observations.
Week 18 **Supplies: Handouts; Quizlet flashcards (print and send home on Monday) Student Objectives: Students will design a model to show that the energy in animal's food was once energy from the sun. Standard(s): 5.PS3.1 Use models to describe that energy in animals’ food was once energy from the sun. Essential Question: Can you illustrate that the energy in animal's food was once energy from the sun? Monday- Give students pre-test. Collect. Pass out the sun/energy/animal booklets, Write compost observations. Write bean plants observations. Play video. Students will take notes. Students design a model to demonstrate how the sun's energy travels to Earth. Collect booklets. Students will work on the flashcards. Play Fling the Teacher. Tuesday- Write compost observations. Write bean plants observations. Pass out the booklets. Play video. Students will take notes. Do aclose readand talk about with your partner. Explore omnivores, carnivores, and herbivores: Put in the right stall; Match (play until you get a 100%); Sort animals (try to beat a partner's score); Create a chart. Collect booklets. Play Fling the Teacher orscatter. Wednesday- Write compost observations. Write bean plants observations. Pass out the booklets. Play video.Students will take notes. Do a close read and talk about it with your partner. Explore The Food Chain. Play"Food Chain"online game. Collect booklets. Play scatter or Fling the Teacher. Thursday-Write compost observations. Write bean plants observations. Pass out the booklets. PlayThe Magic School Bus Gets Eaten. Students will take notes. Do a close read and talk about with your partner. Play food chain online game. PlayFood Fightwith a partner to create a food web for your animal. (critical thinking)Collect booklets. Scatter or Fling the Teacher. Friday- Pass out the booklets. Give students test. Pass out the pre-tests and go over with the post tests after grading. Finish up the compost investigation. Finish up the lima bean investigation. (see teacher guide)
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. **On the weeks with Quizlets- to print Quizlet cards 1) make sure you are under "flashcards"; 2) click "tools" (top right); 3) click "print" (right side); 4) on Step 1- click layout preferred; 5) on Step 2-open PDF. 6) print as usual. (Recommend: Send home flashcards for homework on Mondays to study throughout the week.) **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. .
