Health Link for Monday, November 6, 2017:
Use the following link to complete the activities with your partner:
Once you have accessed the website, click on "kids," then type "What You Need to Know About Drugs" in the search box. Together with your partner, read the article and complete the following activities:
1. Show what you know questions 1-5. (Be sure to answer ALL parts of each of the questions).
2. Complete the QUIZ (Yes, you may use the article to answer each question).
3. Turn in BOTH your questions 1-5 and your quiz. These will be recorded for a health grade (2). Be sure your NAME IS ON THIS!
As you work collaboratively with your teams, please use my blog, the description of each assignment, and the links provided for you here to work through your PBL. You and your team may complete the assignments in any order, unless particular information is required BEFORE you can complete a task (e.g., you must research an element and complete the properties t-chart BEFORE you can go to the Maker Space to design your model of the element).
"Chemical and Physical Changes Screen Cast and Journal Entry" (pages 3 & 4 in your journal):
Go to this website: http://dhstem.weebly.com/chemical--physical-change.html
Watch the "How to" Video, then click on Assignment 1: Screen Cast Lesson Types of Changes. Follow the screen cast, taking notes on pages 3&4 in your PBL journal. Be sure to share, discuss, and collaborate with your team.
"Virtual Lab PowerPoint and T-Chart"
Use the website, https://www.teachingchannel.org/videos/teaching-physical-and-chemical-changes, to watch the presentation on physical and chemical changes. As you are watching, record information to complete your t-chart on p. 5 of your PBL journal.
Don't forget to collaborate with your team! :)
"Brain Pop Video and Activity Sheet"
Go to the Addison Learning Commons blog, access MackinVia. Once you are in MackinVia, go to Brain Pop and search for Chemical & Physical Changes. Answer the questions and complete the activity page 6 in your PBL journal.
"Solutions & Mixtures Screen Cast Video and Journal Notes"
Using page 7 in your PBL journal, click on this link to view the screen cast and take notes in your PBL journal:
Once you are in the site, scroll down to Mixtures and Solutions screen cast and click on that box in order to access the screen cast for your note taking.
"WebQuest: Physical and Chemical Changes"
Click on "States" to answer questions 1-3 in the first section on page 8 in your PBL journal.
For the next section of questions, 1-6, use this link: http://www.ric.edu/faculty/ptiskus/chemical/
And finally, go to: https://www.quia.com/quiz/303980.html and take the quiz. Record your score in your PBL journal in the space provided.
"Element Research Project: Properties T-Chart"
Research one of the elements from the list in your PBL journal, and use information from the above sites to complete the chemical and physical properties chart.
If you are having difficulty finding information about the properties of your element, please use this additional link as a resource. It also explains what properties of elements are!!
If you are having difficulty finding information about the properties of your element, please use this additional link as a resource. It also explains what properties of elements are!!
"Maker Space: Element Model or Anchor Chart"
Before you go to the make space, use a blank page in your PBL journal to draft a design of a model of your element or an anchor chart for your element. The team leader will bring the design to Mrs. Westbrook for approval PRIOR to going to the Maker Space.
Once your design has been approved, you may go to the Maker Space to create a model of your element, or create an anchor chart of your element.
"Comprehensive PowerPoint Presentation"
Using the information obtained throughout your PBL, you and your team will work collaboratively to create a PowerPoint presentation. The presentation must contain at least 10 slides, and it must have animations and transitions.
"Mixture or Solution Experiment"
Together, your PBL team will decide upon, search for, and conduct an experiment to model either a mixture or a solution. You may bring in the necessary supplies and materials for your experiment, or you may reach out to members of the community (trusted adults) for donations for your experiment.
Please include a copy of the experiment on a blank page in your PBL journal, and be sure to include each step of the Scientific Method.
In exchange for a solution or mixture experiment, your team may find a STEM activity having to do with matter/physical & chemical changes/mixtures & solutions to do instead.
Either way, be sure to include evidence of the activity in your PBL journal.
"Law of Conservation of Mass Lab: Physical Changes"
Using the back of our lab sheet from 2 weeks ago, you and your team will use the materials set up in the classroom (balance scale, flashlight, gram masses, etc.) and your lab sheet to conduct the lab on physical changes in matter.
BEFORE the experiment, be sure to form your hypothesis! During the experiment, be sure to record your data in the correct spot on your lab sheet! After the lab, be sure to write your conclusion and make an inference about the lab.
October 23, 2017:
What is PBL? PBL is an acronym for Project-Based Learning. Through Project-Based Learning, the students will work collaboratively in teams to conduct research, ask questions, and gather in-depth knowledge of content area standards, and the PBL will incorporate standards from across the curriculum, specifically in the areas of science, reading, writing, and speaking/listening.
For more information on PBL's, please watch this video that we watched in class today:
Ask your child to share some of the characteristics of a PBL that they added to their web in their PBL journal today during our mini-lesson!!
Our PBL will span 3 weeks, and all assignments will need to be completed by November 13. This will be entirely completed in class, so please do not look for this to come home with the students, UNLESS a student is absent or is in ALP on Tuesdays. Those students will be responsible for making up what they missed.
Constructive/Destructive Process PBL for Review of Standards
Students will be working in teams (geologists, conservationists, and/or seismologists). The goal is for each team member to find information for their particular field of study. The students will use data sheets to record their findings, and they will report their findings to their teams (day 2). This research will allow for a review of the standards from quarter 1, and we will be taking our Touchstone this Friday, October 6!
What are hurricanes? How are they formed? How do they get their names? What are ways we can stay safe during hurricanes? What are characteristics of the various categories of hurricanes? How are hurricanes destructive processes? What are ways that hurricanes can be tracked?
Hurricane Research Project Links for Guiding Questions
In addition to the online resources, students may also use Hurricanes by Joseph K. Brennan to find answers to their guiding questions for the first portion of this research project.
Helpful vs. Hurtful Microorganisms!!
Please use this outline as a guide for complete your GRASPS activity. This activity/brochure will be due on Friday by the end of class. Remember, we do NOT have our full time together on Friday, as we will have 30-minute blocks due to the Honor Roll Assembly Friday at 1:30!
Goal Your goal is to make the public aware of helpful and harmful microorganisms.
Role You are a research scientist in the field of microbiology working for a publishing company.
Audience the general public
Situation You have been asked to research microorganisms.
Product an informative brochure
Standards Your brochure should have the following:
o Title Page: Helpful and Harmful Microorganisms
o Page 1: What is a Microorganism? (answer in a minimum of 5 sentences)
o Page 2: Harmful Microorganisms (give at least 3 examples)
o Page 3: Helpful Microorganisms (give at least 3 examples)
o Page 4: Labeled Illustrations (at least 3)
Here are some websites that you can use to complete your research about microorganisms, both harmful AND helpful!
Below you will find the rubric that I will use for scoring your brochures:
Electricity and Magnetism WebQuest!!
Please use the following websites to read and locate information to determine the answers to the questions on your Student Task Sheet about electricity and magnetism:
November 28, 2016
Hello!!! I have been posting the majority of our science related curriculum updates on the 5th grade homepage, but please begin checking this "Science with Ms. Westbrook" page for updates, assignments, and pictures from our science experiences throughout the year!!
This week we began introducing The Periodic Table of Elements, and the students were assigned a research project on the element of their choice. Here is an online copy of the assignment that the students will be receiving in class tomorrow. Please be sure to sign the top portion of the project assignment sheet and have your child show me during class on Wednesday. (They have also written the due date of December 14 in their agenda).
Here are the websites to use for gathering research about the elements of The Periodic Table:
The following websites will give information about the scientists that you will need for your timeline activity we will research in class:
The students will complete the majority of the research in class, but will need to complete the model or picture of the atom of their element entirely at home. I have shown the students some pictures from former students' projects on my science blog, so this way they can see how simple they can make it, or how creative they can be.
I am excited to learn more about some of the 118 elements on The Periodic Table from the kids, as well as to see their creativity with the models of the atom.
Remember, the project is due Wednesday, December 14 and we will be presenting them on the 15th and 16th of December.
Types of Volcanoes research link:
What a FUN day we have had learning about ways in which we can take care of our Earth!! As part of our Earth Day celebrations, 5th graders at Addison worked in the gardens all around our beautiful campus! We pulled weeds, planted flowers, and threw down mulch!
Here we are tending to the birdbath/flowerpot in the Memory Garden at the front of the school:
More pics to come as we continue with our gardening after lunch~
I am catching up with grading and will be updating student grades in Synergy tomorrow and Friday. Thank you for your patience, as we have been knee-deep in testing!!
April 20, 2016
As our quarter 4 test, the students will design a poster to show what they have learned in Ms. Westbrook's Science Class this year. We started this in class today, but the students will need to finish this "test" at home. These will be due by the end of the day on Friday.
Here are the guidelines that we discussed in class, as well as a few examples from students who have finished already:
Section 1: Title/Author/Essential Question
Section 2: Four Key Science concepts that we learned this year, as well as 3 key vocabulary words from each unit.
Section 3: Illustrations (one for each concept learned).
Section 4: A written description of what the students have learned about each of the science concepts they have chosen to include on their poster. (paragraph form, complete sentences, key vocabulary include, and attention of capitalization, punctuation, and spelling).
|Different layout, different color paper... still OK~|
|Very neat, and still contains each of the 4 sections required~|
** More pictures of student work samples will be added as they come through**
Science Academic Bowl is coming!!
On Friday, April 15, the students will participate in the Science Academic Bowl where they will review key science concepts to help prepare them for the Georgia Milestone on Monday, April 18.
Here is a list of key concepts that will be part of the Academic Bowl questions, and possible topics on the assessment:
- weathering, deposition, erosion
- volcanoes, canyons
- chemical and physical changes
- positive, negative, neutral charges
- parallel/series circuits
- static electricity/current electricity
- electromagnets/bar magnets
- plant and animal cells
- microorganisms (mold, bacteria, etc.)
- plant and animal classifications
- inherited traits and learned behaviors
Week of March 21, 2016: What are we learning about in MWB's Science Class???
1. The students will identify and describe the process of PHOTOSYNTHESIS in plants, including the necessary ingredients for PHOTOSYNTHESIS to occur, and the steps within the process. (We will use an interactive Promethean Flipchart for the students to see PHOTOSYNTHESIS).
2. The students will write a creative narrative where they will pretend they are a plant. Their friends (the sun, water, carbon dioxide, and chlorophyll) are fighting over who is the most important part of the Photosynthesis process. "The Plant" will tell each "friend" why they are equally as important as the others in order for Photosynthesis to occur.
In Class Lab Experience:
On Thursday, we will be using microscopes and slides to study various plant an animal cells. The students will complete a lab sheet where they will look at cheek cells, onion cells, Spirogyra cells, Ameba cells, green leaf cells, and wood cells.
It is going to be another wonderful week of learning, leading, and growing together in 5th grade!!
Microscope Lab is Coming!!!
Since we will be going to Science Lab on Thursday working with microscopes, I want to be sure the students are familiar with the parts and their functions on the microscopes. Please read in your science text, study the labeling of the parts of the microscope, and be ready for your POP quiz on Thursday morning in homeroom!!
Here are the pages you need to read and study from our Science textbook:
|Why do Scientists use microscopes?|
|Becoming familiar with microscopes~|
|Be sure to study the parts of a microscope~|
I look forward to a very fun lab on Thursday, where the students will get to look at cells on an onion and the inside of a cheek!
March 15, 2016
As we continue through our unit on cells and microorganisms, it is important for the students to maintain knowledge of key vocabulary. For now, the key vocabulary includes the parts of the cells and knowledge of what the function is of each part. Be sure you have your diagrams/tasks/journals labeled correctly, and that you have written to describe the function of each part of the cell.
Here is a list of key vocabulary we have introduced so far: vacuole, endoplasmic reticulum, mitochondrion, nucleus, lysosomes, centriole, cell membrane, cytoplasm, ribosomes, golgi body, cell wall, and chloroplasts.
Students... tonight for homework, tell your parents which two parts of cells will ONLY be found in plant cells and why. Parents, do you know???
March 10, 2016
Congratulations to the following students who made a 100% on the Electricity and Magnetism test today!!!
Sofia de Lira
Way to go, Super Scientists!!
March 8, 2016
Dear Parents and Students,
I am attaching a study guide that I generated based on what I listed on the blog for our upcoming test on Electricity and Magnetism. I have no doubts that if the students study what is on this study guide, they will do very well on the test on Thursday!
I look forward to seeing all that the students have learned about Electricity and Magnetism. Please note that some of the questions (3) will be short answer, therefore the students will be required to write in complete sentences and answer each portion from each question.
Week of 3/7/2016:
Here is a look ahead at the standards that we will be introducing this week:
S5L3. Students will diagram and label parts of various cells (plant, animal, single-celled, multi-celled).
b. Identify parts of a plant cell (membrane, wall, cytoplasm, nucleus, chloroplasts) and of an animal cell (membrane, cytoplasm, and nucleus) and determine the function of the parts.
Due to the intensity of this unit, we will be incorporating a variety of hands-on experiences for the students to look at animal and plant cells. Those activities include:
* Working most days in our interactive science journals with a special focus on key vocabulary, labeling, and diagrams of plant and animal cells.
* I will be incorporating videos, movies, and Promethean Flipcharts to offer as many visuals as I can for the students.
* We will be doing labs, both in our classroom and in Mrs. Knobbe's Science Lab.
* And our Science textbooks will be used more frequently throughout this unit of study.
I am really looking forward to this unit of study, and I think that the students are going to enjoy it as well! They are really interested in a possible "Edible Cell Project" down the line ;)
Have your students explain how cells in both plants and animals can be compared to the homes that we live in :)
Monday, March 7, 2016
We have been so busy in science lately!! We have wrapped up our unit on Electricity and Magnetism and are moving on to our new standard: Cells and Microorganisms!!
1. The students' Electricity/Magnetism projects are due on Wednesday, March 9.
2. Our End-of-the-Unit Test will be THIS Thursday, March 10!
Here are some helpful study hints:
A. The WebQuest/Scavenger Hunt that we completed (the links are below and the students were asked to keep their activity sheets to use for a study guide).
B. There will be questions that are pulled from our Electricity Jeopardy Review Game that we played last week. Here are the links:
Electricity Jeopardy Review #1
Jeopardy Review #2
C. Key Vocabulary (electricity, electric current, static electricity, series circuit, parallel circuit, heat energy, light energy, sound energy, electromagnet).
February 12, 2016
Here is a quick movie from our Electricity Lab last week~
The kids had a really good time coming up with various ways to light the light bulb!!
|Parts of a Microscope that are SIMILAR to the microscopes in our lab~|
|For your reading pleasure~|
** Also, the students will need to decide which project they would like to select that will be due on March 9. I will be looking for project commitments on Monday, February 22 upon return from our Winter Break.
February 10, 2016
In class, we have been studying Electricity and Magnetism! Now, it is time for the students to be creative and show what they know!
The students will choose one of the following activities to serve as their project for this quarter. The projects are to be done entirely at home and will be due on March 9, 2016.
* Put together a PowerPoint presentation using standards, classroom information, and labs to tell all about Electricity and Magnetism. (The students have wonderful information in their interactive science journals!).
* Build an electrical project or perform an electrical experiment. (This project will need to include at least 1 paragraph explaining the electricity or magnetism concepts being used).
* Create an electricity/magnetism game (card game, board game, file folder game).
* Write a newspaper article on one of the following scientists: Benjamin Franklin, Michael Faraday, or Thomas Edison
As part of their grade for this project, the students will present their projects to the class in order to demonstrate their knowledge of the standards we have been studying in science. I look forward to seeing their hard work and creativity with these projects!
February 2, 2016~
We are excited about our new addition for our science classroom!! Spartacus is an adorable Eastern Red-Painted Turtle, and we are already in love with him!!
|Just checking things out~|
|We did find out that he needs warmth in order to remain healthy~|
|He was quite the "ham" for the camera this morning! He turned on his side as he saw me taking his picture!|
|Meeting the children for the first time~|
|Look at that face!|
Congratulations to the following students who made a 100% on their Static Electricity Quiz!!
WAY TO GO! YOU DID A GREAT JOB SHOWING WHAT YOU KNOW ABOUT STATIC ELECTRICITY, ESPECIALLY ON THE VERY DETAILED CONSTRUCTED RESPONSE QUESTIONS!!
January 20, 2016 -- Static Electricity Science Quiz is Coming!!!
The quiz on Static Electricity will be Thursday, January 21, 2016~
The students have been learning all about Static Electricity for the past few weeks, so now it is time for them to show what they know!! Here is the study guide that we completed together in class today, as well as other items from various class periods that they will need to review.
|Basic information about atoms, friction, and various charges objects have~|
Here are some other items for review/refresh:
1. Static Electricity Lab (Science Lab)
2. "Different Strokes" In-Class Lab
3. Static Electricity task sheet (Compare/contrast picture 1 and picture 2).
4. Key vocabulary (from Science Journal)
|A flipchart from class on electric discharges and lightning~|
Some students did not finish today's task during class, so they will need to complete it for homework and turn it in to me on Monday when they come to class.
The students are to read each fact box about lightning, choose 7 facts from the article, and design a poster to tell someone about lightning.
"Must Haves" for their poster include:
1. Illustrations (at least 1)
3. Title/Name/Date/Homeroom Teacher
4. At least 7 facts about lightning
Here is a copy of the Lightning Fact Boxes:
I did not realize that the actual size of a lightning bolt is between the size of a quarter and a half dollar!!! I guess you learn something new everyday! ;-)
Have a great weekend!
January 8, 2016
* Styrofoam packing peanuts
* Empty water bottles
Thank you so much for your continued generosity!! Each donation is greatly appreciated!!
I hope everyone has a wonderful weekend!
PS, ask your child/children to tell you something they have learned about electricity this week through our lessons and work sessions (especially about static electricity and current electricity).
Welcome Back!! I hope that everyone had a wonderful break and is rested and ready for great things to happen in 2016!!
Throughout the 3rd nine weeks, we will be learning and exploring all about electricity and magnetism!! Here is a look ahead to the standards that we will be covering in class:
a. Investigate static electricity.
b. Determine the necessary components for completing an electric circuit.
c. Investigate common materials to determine if they are insulators or conductors of electricity.
d. Compare a bar magnet to an electromagnet.
We will also continue with our bi-monthly visits to Mrs. Knobbe's Science Lab where the students will conduct hands-on experiments to investigate the standards, as well as in-class explorations!
Today's presentations (and those who went early yesterday) have been extremely informational, creative, and fun to watch! Here are just a few of the visual aids that have been brought in to represent some of the various elements of The Periodic Table:
** The PowerPoint presentations that were presented were equally as awesome !! The students have worked hard researching The Periodic Table, as well as the element of their choice! That research and hard work really shows through with these projects!
So proud of all of my Super 5th Grade Scientists!
Monday, December 14, 2015
Super Scientists' Wall of Fame!!
Congratulations to these students who made a 100% or higher on our Matter Unit Test today:
I am so proud of the hard work that has been put into this quarter! We are looking forward to hearing from one another this week when the students present their research to their class!
Matter Unit Test is coming up!!
On Monday, December 14, the students will be taking the end of the unit test on Matter. Here are some helpful study hints (good things to know for the test ;):
I. Vocabulary: (atom, element, chemical change, physical change, compound, Law of Conservation of Mass, molecule, mixture, change of state, chemical property).
II. Study Guide on Physical and Chemical Changes
III. Chapter 3 from our science textbook
Happy Studying, and GOOD LUCK EVERYONE!!!
Science HW-12.03.2015: The students will gather research about The History of the Periodic Table. They need to record information that they find in their Science Journals, where they have written their other information, and they will need to be sure they have this with them in class on Monday to begin Writer's Workshop.
ROCK EAGLE TRIP! November 18-20, 2015
|Getting ready to canoe~|
|Taking a break from dancing~|
|5th Grade Teachers in the Dining Hall~|
|Ms. Westbrook's Homeroom acting silly pre-Rock Eagle Hike~|
|A few of us on our way UP the mountain~|
December 03, 2015---MAKING SLIME!
|Stirring the SLIME!!|
|Wow! Blue Slime!|
|Check out our Slime Snake!|
|So. Much. Fun!|
Slime Recipes will be sent home with the students this afternoon, so feel free to spend some quality family time making SLIME!!! :)
Suggested websites for researching the Periodic Table:
For this project, the students have selected one element from The Periodic Table of Elements that they would like to research. We have begun the research in class, but the students may need to locate additional information at home. Next week in science class, we will be taking the research we have gathered and will use a common graphic organizer to organize that information, then we will begin the writing process where the students will write an informational piece on their element from The Periodic Table.
Students will be presenting their project to their classmates during the week of December 14-18, and possibly extending into the week we get back from the holiday break.
Here is a list of the required information the students will need for their research writing project:
Name and Symbol of the element
Location of the element on the Periodic Table
Classification/Group (ex., metal, non-metal, noble gas, etc.)
Standard State (ex. Solid, liquid, gas)
Discovery (When/Where/By Whom)
Description of the element (ex., color, density, atomic mass, etc.)
Ways it is used
Interesting Facts (At least 4-5, but I’d prefer 8-10)
In addition to completing some research at home, each student will also be required to design a visual aid that correlates/describes their element. They may make a 3D model, design a poster using pictures, or create a PowerPoint presentation. These will be due the week of Dec. 14, and will be part of their final grade for this assignment.
I look forward to reading these information pieces of writing, and hearing all about what the students have learned about elements of The Periodic Table!
On Friday in science with Ms. Westbrook, the students will each become the owner of their very own restaurant! They must decide which type of restaurant they would like to open (Italian, Mexican, a doughnut shop, brunch spot, etc.). The kicker??? To design a menu that ONLY contains menu items that have gone through a CHEMICAL CHANGE!
They can go ahead and pre-plan their menu between now and Friday, because on Friday they will be using markers, crayons, etc. to design their menu featuring their restaurant. (Feel free to send a piece of poster board in with them on Friday morning that they can use in class).
I am excited to see what the students come up with, based on what we have learned about physical and chemical changes in class!
PS~ We will be having health classes on Thursday of this week due to our "Skinny Day" schedule switching to Thursday~
New to the Science Lab~ "Fit Fridays!!"
Each Friday we will be studying health standards and will complete correlated standards-based tasks. These standards and tasks include the following:
Nutrition and Personal Health
Growth and Development
In addition to covering health standards on Fridays, I will be taking each of my classes outside (weather permitting) to the track to walk/run for the last 10 minutes of the class period.
Here's to healthy living!!
This week in Science: (November 2-6):
This week we are continuing our unit on Matter and we will be identifying the difference between mixtures and solutions, physical changes versus chemical changes, and we will be using various food items to create a "menu" of chemical changes.
Students will explain the difference between a physical change and a chemical change.
a. Investigate physical changes by separating mixtures and manipulating (cutting, tearing, folding) paper to demonstrate examples of physical change.
b. Recognize that the changes in state of water (water vapor/steam, liquid, ice) are due to temperature differences and are examples of physical change.
c. Investigate the properties of a substance before, during, and after a chemical reaction to find evidence of change.
Did you know that research proves that students learn better and focus more when lights in classrooms are provided by lamp light versus overhead lighting???? As a goal to shift towards "Brain-Based Learning," I would gladly accept donations of lamps for our science classroom! I would appreciate lamps that are old, new, short, and tall... In our science class we welcome them ALL!
You may bring any lamps you would like to donate to our classroom any day next week! (Light bulbs would be appreciated too!) ;)
Thank you in advance for your continued support of our science classroom!
4-H Club begins tomorrow, October 27! Permission slips will be going home today with those students who are interested in participating. I encourage the students to join this club, as we will learn all about communication, leadership, Georgia's wildlife, and will even get to make homemade jelly!
Happy Monday, Super Scientists!!!
We have an exciting and busy week ahead of us in science class! Here is a look ahead at what we will be doing:
EQ: How can I observe and describe changes in matter?
EQ: How can I compare and contrast physical and chemical changes?
Classroom activities this week:
· * Pop Quiz Monday on Matter
· * Constructed Responses to describe changes in matter in depth
· * Hands-on experiment in class to demonstrate, observe, and describe changes in various states of matter using a microwave
· * Thursday is Science Lab Day with Mrs. Knobbe!!
· * Friday we will be studying and learning all about nutrition!
I I look forward to learning and growing in science with the kiddos this week!
For tonight's homework the students will need to finish making their vocabulary cards for our new unit of study, Matter! The words can be found below and there are 11 words in all. They need to write the vocabulary word on one side, the definition on the other, and go over ONLY the vocabulary word with markers, colored pencils or crayons. These words will be added to our Science Word Wall in our classroom!
Parents and Students:
Here is a look ahead at our upcoming unit of study: Matter Matters! (Quarter 2, 7 weeks, with two weeks of review and enrichment).
S5P1. Students will verify that an object is the sum of its parts.
S5P1.a. Demonstrate that the mass of an object is equal to the sum of its parts by manipulating and measuring different objects made of various parts.
S5P1.b. Investigate how common items have parts that are too small to be seen without magnification.
S5P2. Students will explain the difference between a physical change and a chemical change.
S5P2.a. Investigate physical changes by separating mixtures and manipulating (cutting, tearing, folding) paper to demonstrate examples of physical change.
S5P2.b. Recognize that the changes in state of water (water vapor/steam, liquid, ice) are due to temperature differences and are examples of physical change.
S5P2.c. Investigate the properties of a substance before, during, and after a chemical reaction to find evidence of change.
change of state
law of conservation of mass
How can you be sure to make an A+ on the Constructive and Destructive Processes test on Monday, October 12??? Here are some clues:
What are some landforms in Georgia?
What are Destructive Forces? Constructive Forces?
What are erosion, weathering, and deposition?
Question for Thinking: Can plants cause weathering??? Study the relationship between plants and weathering to find out!
Good luck, and HAPPY STUDYING!!!
I would like to introduce you to the newest members of our Addison 5th Grade Science Family~ Our new Beta Fish, West and Brooks, who were donated by Renee Clark from Mrs. Phillips' homeroom class! We are very excited about them, and some of you have had the opportunity to meet West and Brooks because you have welcomed them into your home for the weekend or over the break. Thank you so much for taking care of our babies!
The students will be taking our end-of-the-unit assessment on Monday, October 12. This test will cover everything that we have studied and learned about constructive and destructive processes. I will be sending home a study guide for each of the students, but I am also uploading the study guide here!
Good luck studying!
Science HW for September 16, 2015
In class, the students have been working on writing constructed responses to explain their understanding of various standards and content that we have studied in science over the course of the past several weeks. If they did not finish constructed responses #1 and #2 they will need to complete it for homework tonight, and turn it in tomorrow when they arrive to class. Here are the constructed response questions:
What happens to the Earth's surface when plates collide? Please include specific information about each of the plate movements that we have discussed in both class and in the science lab (convergent, divergent, and transforming).
Do you think the Earth's surface has always looked the way it does now? How do you know?
August 24-28, 2015
Here is a look ahead to our new unit of study that we will be starting in science this week:
S5E1 Constructive and Destructive Processes- Students will be able to identify surface features of the Earth caused by constructive and destructive processes.
S5E1a Constructive Processes- Identify surface features caused by constructive processes -Deposition (deltas, sand dunes, etc.)-Earthquakes-Volcanoes-Faults.
S5E1b Destructive Processes- Identify and find examples of surface features caused by destructive processes- Erosion (water-rivers and oceans, wind) - Weathering- Impact of organisms-Earthquakes- Volcano.
S5E1c Technology, Human Interventions, and Constructive and Destructive Processes- Relate the role of technology and human intervention in the control of constructive and destructive processes. Examples include, but are not limited to- Seismological studies-Flood control (dams, levees, storm drain management, etc.)- Beach reclamation (
coastal islands). Georgia
How do constructive and destructive forces change our Earth?
How does deposition change the Earth?
How do earthquakes act as a constructive force?
How do volcanoes act as a constructive force?
How do erosion and weathering act as a destructive force?
How do earthquakes and volcanoes as a destructive force?
What role do humans plan in constructive and destructive changes?
(To be completed for homework if they do not finish in class)
We will also be going to Science Lab to conduct a very fun lab!
I am looking forward to an amazing week of learning!
Also, be looking for updated pictures from our Gum Experiment we have been working on for the past 2 class periods.
Thank you for bringing in the chewing gum!! We are very excited about our Gum Experiment tomorrow in class!
Please have your child study each step of the Scientific Method, because they will be required to write them on their lab sheet.
August 19, 2015
This week we have been identifying and sorting the steps of the Scientific Method. We have spent the past 2 class periods working on a task where the students must read steps of a parachute experiment, correctly identify which step on the Scientific Method it is describing, and paste it under the correct card in their Interactive Science Notebooks. Many students have not had a chance to finish, so they will need to finish for homework so that we can move on to discussing ways that scientists display data.
Here are the steps with the parachute experiment that the students need to sort: (This is due tomorrow, Thursday, August 20 when they arrive to homeroom).
1. The heavier the parachute the faster it will travel to the ground, because there will be a stronger gravitational pull.
2. We will need a coffee filter, a film canister, string, marbles, and scissors.
3. I dropped the parachute with no marbles, then with 1 marble, 2 marbles, 3 marbles, and then recorded the times.
4. Will a parachute travel faster to the ground if it has more weight?
5. The parachute did travel faster to the ground when more weight was added.
6. I have noticed that parachutes float down to the ground at different speeds.
7. I have learned that it is important to control all the variables in an investigation except one, the independent variable.
So far, I am proud of the students' work that I have graded so far, as they have shown great knowledge of the Scientific Method!
August 18, 2015
I am so excited to share some of the student's acronyms that they came up with from yesterday's lesson to help them remember the steps of the Scientific Method! Here are just a few:
August 17, 2015
Happy Monday!! I hope everyone had a wonderful weekend!!
Thank you so much to those of you who have already donated chewing gum for our experiment on Friday!!! Please continue to have those sent in so that we have enough for all of our 5th grade students (110+).
Also, please have your child tell you their acronym that they came up with in class today to help them remember the steps to the Scientific Method. Here is mine:
People (Plan Experiment)
Comfortably (Conduct Experiment)
SUPER SCIENCE SUCCESSES!!
I have been so proud of the Super Science Leaders I have seen in class over the course of the past couple of weeks! We have learned all about Scientific Tools and their purpose when observing, measuring, and manipulating objects, we have introduced the steps of the Scientific Method, and we have had the opportunity to conduct our first lab of the year in the Science Lab with Mrs. Knobbe.
Here is a glance at the standards and tasks that we will be working on for the week of August 17-21, 2015:
S5CS8. Students will understand important features of the process of scientific inquiry.
S5CS4. Students will use ideas of system, model, change, and scale in exploring scientific and technological matters.
Standards-based classroom tasks:
1. Student created acronym to remember the steps of the Scientific Method.
2. Scientific Method Sort Activity using the story "The Parachute."
3. How do scientists display data using various types of graphs, diagrams, charts, etc.
4. Science Experiment on Friday: "Which type of gum keeps it's flavor the longest?" PLEASE DONATE THE FOLLOWING TYPES OF CHEWING GUM: Juicy Fruit, Double Mint, and Big Red! Thank you! :)
I am excited for another week of seeing our Super Science Leaders and Learners in the classroom!
Have the best weekend!