Loudon Elementary School

Skip to main content

Fifth Grade Science (Period Mrs. Curtis' Homeroom) Assignments

Upcoming Assignments RSS Feed

No upcoming assignments.

Past Assignments

Due:

Unit 4 Lesson 1: What Are Forces?

5.PS2.2 Make observations and measurements of an object’s motion to provide evidence that a pattern can 
be used to predict future motion.
5.PS2.3  Use evidence to support that the gravitational force exerted by Earth on objects is directed toward 
the Earth’s center.
5.PS2.4  Explain the cause and effect relationship of two factors (mass and distance) that affect gravity. 
 
Goals: identify some common forces, describe how varying the strength of a force affects the motion of an object, describe how objects of varying mass are each affected by a similar force, and compare and contrast balanced and unbalanced forces.
 
This week the students will work through Lesson 1, pages 171-188. They will learn about balanced and unbalanced forces, pushes and pulls, gravity, friction, and more. 
 
 
 

Due:

Unit 4 Lesson 1: What Are Forces?

5.PS2.2 Make observations and measurements of an object’s motion to provide evidence that a pattern can 
be used to predict future motion.
5.PS2.3  Use evidence to support that the gravitational force exerted by Earth on objects is directed toward 
the Earth’s center.
5.PS2.4  Explain the cause and effect relationship of two factors (mass and distance) that affect gravity. 
 
Goals: identify some common forces, describe how varying the strength of a force affects the motion of an object, describe how objects of varying mass are each affected by a similar force, and compare and contrast balanced and unbalanced forces.
 
This week the students will work through Lesson 1, pages 171-188. They will learn about balanced and unbalanced forces, pushes and pulls, gravity, friction, and more. 

Due:

Unit 4 Lesson 1: What Are Forces?

5.PS2.2 Make observations and measurements of an object’s motion to provide evidence that a pattern can 
be used to predict future motion.
5.PS2.3  Use evidence to support that the gravitational force exerted by Earth on objects is directed toward 
the Earth’s center.
5.PS2.4  Explain the cause and effect relationship of two factors (mass and distance) that affect gravity. 
 
Goals: identify some common forces, describe how varying the strength of a force affects the motion of an object, describe how objects of varying mass are each affected by a similar force, and compare and contrast balanced and unbalanced forces.
 
This week the students will work through Lesson 1, pages 171-188. They will learn about balanced and unbalanced forces, pushes and pulls, gravity, friction, and more. 

Due:

Unit 4 Lesson 1: What Are Forces?

5.PS2.2 Make observations and measurements of an object’s motion to provide evidence that a pattern can 
be used to predict future motion.
5.PS2.3  Use evidence to support that the gravitational force exerted by Earth on objects is directed toward 
the Earth’s center.
5.PS2.4  Explain the cause and effect relationship of two factors (mass and distance) that affect gravity. 
 
Goals: identify some common forces, describe how varying the strength of a force affects the motion of an object, describe how objects of varying mass are each affected by a similar force, and compare and contrast balanced and unbalanced forces.
 
This week the students will work through Lesson 1, pages 171-188. They will learn about balanced and unbalanced forces, pushes and pulls, gravity, friction, and more. 

Due:

Unit 4 Lesson 1: What Are Forces?

5.PS2.2 Make observations and measurements of an object’s motion to provide evidence that a pattern can 
be used to predict future motion.
5.PS2.3  Use evidence to support that the gravitational force exerted by Earth on objects is directed toward 
the Earth’s center.
5.PS2.4  Explain the cause and effect relationship of two factors (mass and distance) that affect gravity. 
 
Goals: identify some common forces, describe how varying the strength of a force affects the motion of an object, describe how objects of varying mass are each affected by a similar force, and compare and contrast balanced and unbalanced forces.
 
This week the students will work through Lesson 1, pages 171-188. They will learn about balanced and unbalanced forces, pushes and pulls, gravity, friction, and more. 

Due:

Unit 3 Test

Today the students will be finishing their Unit 3 Test.

Due:

Unit 3 Test

Today the students will be taking their Unit 3 Test.

Due:

Unit 3 Review

Today the students will be finishing a Unit 3 Review to get ready for their upcoming test on Unit 3. (pg. 165-167)

Due:

Unit 3 Review

Today the students will be finishing a Unit 3 Review to get ready for their upcoming test on Unit 3. (pg. 165-167)

Due:

Unit 3 Review

Today the students will be taking a Unit 3 Review to get ready for their upcoming test on Unit 3. (pg. 165-167)

Due:

Unit 3 Lesson 4: What are Mixtures and Solutions?

5.PS1.4 Evaluate the results of an experiment to determine whether the mixing of two or more substances
result in a change of properties.
 
Goals: compare and contrast mixtures and solutions; determine ways that mixtures can be separated; classify substances based on whether they dissolve in water; rate the properties of mixtures with the properties of starting materials
 
This week in science, we will be continuing in Unit 3 with Lesson 4. The students will be learning all about mixtures and solutions. We will be working through pages 137-150 in the science book this week.
 
The students will work on various activities, such as a mixtures and solutions card sort, to give them many opportunities to apply what they have learned.
 
 

Due:

Unit 3 Lesson 3: How Does Matter Change? Day 5

5.PS1: Matter and Its Interactions 2) Analyze and interpret data to show that the amount of matter is conserved even when it changes form, including transitions where matter seems to vanish.

Goal: compare and contrast physical and chemical changes; understand that during any physical or chemical change, the total mass remains unchanged.

-complete and turn in pgs. 132-136 in science book

Due:

Unit 3 Lesson 3: How Does Matter Change? Day 4

5.PS1: Matter and Its Interactions 2) Analyze and interpret data to show that the amount of matter is conserved even when it changes form, including transitions where matter seems to vanish.

Goal: compare and contrast physical and chemical changes; understand that during any physical or chemical change, the total mass remains unchanged.

-pgs. 130-131 in science book

Due:

Unit 3 Lesson 3: How Does Matter Change? Day 3

5.PS1: Matter and Its Interactions 2) Analyze and interpret data to show that the amount of matter is conserved even when it changes form, including transitions where matter seems to vanish.

Goal: compare and contrast physical and chemical changes; understand that during any physical or chemical change, the total mass remains unchanged.

-pgs. 128-129 in science book

Due:

Unit 3 Lesson 3: How Does Matter Change? Day 2

5.PS1: Matter and Its Interactions 2) Analyze and interpret data to show that the amount of matter is conserved even when it changes form, including transitions where matter seems to vanish.

Goal: compare and contrast physical and chemical changes; understand that during any physical or chemical change, the total mass remains unchanged; explain that matter expands when temperature increases and contracts when it decreases;explain that temperatures can cause changes to happen faster or slower.

-pgs. 124-127

Due:

Unit 3 Lesson 3: How Does Matter Change?

5.PS1: Matter and Its Interactions 2) Analyze and interpret data to show that the amount of matter is conserved even when it changes form, including transitions where matter seems to vanish.

Goal: compare and contrast physical and chemical changes; understand that during any physical or chemical change, the total mass remains unchanged.

-pgs. 121-123 in science book

Due:

Unit 3 Lesson 1: What are Solids, Liquids, and Gases? (Day 5)

5.PS1: Matter and Its Interactions 1) Analyze and interpret data from observations and measurements of the physical properties of matter to explain phase changes between a solid, liquid, or gas
 
Goal: describe each state of matter and list examples.
-complete pg. 115-116 independently 
 

Due:

Unit 3 Lesson 1: What are Solids, Liquids, and Gases? (Day 4)

5.PS1: Matter and Its Interactions 1) Analyze and interpret data from observations and measurements of the physical properties of matter to explain phase changes between a solid, liquid, or gas
 
Goal: I can compare solids, liquids, and gases based on their physical properties.
 
-watch BrainPop on States of Matter for review
-pgs. 112-113 to learn about other properties of matter
-one example used in the book is how even though water and honey are both liquid, they can move at different rates. I will bring in water and honey to show the students how one does indeed move faster than the other.

Due:

Unit 3 Lesson 1: What are Solids, Liquids, and Gases? (Day 3)

5.PS1: Matter and Its Interactions 1) Analyze and interpret data from observations and measurements of the physical properties of matter to explain phase changes between a solid, liquid, or gas

Goal: I can relate the states of matter to temperature. 

-review solids, liquids, and gases

-take short quiz on solids, liquids, and gases

-110-111 to learn about temperature

Due:

Unit 3 Lesson 1: What are Solids, Liquids, and Gases? (Day 2)

5.PS1: Matter and Its Interactions 1) Analyze and interpret data from observations and measurements of the physical properties of matter to explain phase changes between a solid, liquid, or gas

Goal: I can describe states of matter and the arrangement and movement of particles.

-I Spy States of Matter Game

-pg. 108-109 to learn about states of matter and the arrangement of their particles

Due:

Unit 3 Lesson 1: What are Solids, Liquids, and Gases? (Day 1)

5.PS1: Matter and Its Interactions 1) Analyze and interpret data from observations and measurements of the physical properties of matter to explain phase changes between a solid, liquid, or gas

 

Goal: describe some physical properties of matter.

-picture walk of Lesson 1

-page 103 together to introduce this week's lesson

-page 104-105 together to learn about matter and volume

-page 106-107 together to learn about more properties of matter

Due:

Unit 2 Lesson 3: How does Technology Improve our Lives? (Day 4)

5.ETS2.2  Describe how human beings have made tools and machines (X-ray cameras, microscopes, satellites,
computers) to observe and do things that they could not otherwise sense or do at all, or as quickly or
efficiently. 
5.ETS2.3 Identify how scientific discoveries lead to new and improved technologies.
Goals: describe the work of a prosthetic designer; identify design criteria for different kinds of prostheses
 
On this Fabulous Friday, the students will get to learn about a career in science, Prosthetic Designers. This career uses the design process, engineering, technology, and so many other concepts we have been learning about. This will be a day for students to not only be introduced to a career, but to also realize that science goes way beyond the classroom. The students will also learn about designing sports prostheses as I know many students like to play/learn about sports. (Pages 93-94)

Due:

Unit 2 Lesson 3: How does Technology Improve our Lives? (Day 3)

5.ETS2.2  Describe how human beings have made tools and machines (X-ray cameras, microscopes, satellites,
computers) to observe and do things that they could not otherwise sense or do at all, or as quickly or
efficiently. 
5.ETS2.3 Identify how scientific discoveries lead to new and improved technologies.
 
The students will complete pages 90-92 in their book to check for understanding and apply concepts they have learned over the past few days.

Due:

Unit 2 Lesson 3: How does Technology Improve our Lives? (Day 2)

5.ETS2.2  Describe how human beings have made tools and machines (X-ray cameras, microscopes, satellites,
computers) to observe and do things that they could not otherwise sense or do at all, or as quickly or
efficiently. 
5.ETS2.3 Identify how scientific discoveries lead to new and improved technologies.
Goal: identify risks and benefits with new technology 
 
-complete pages 86-89 together
Here the students will learn about risks and benefits in technology. This is extremely relevant to the students' lives because technology is everywhere. The students will also be introduced to bioengineering.

Due:

Unit 2 Lesson 3: How does Technology Improve our Lives? (Day 1)

5.ETS2.2  Describe how human beings have made tools and machines (X-ray cameras, microscopes, satellites,
computers) to observe and do things that they could not otherwise sense or do at all, or as quickly or
efficiently. 
5.ETS2.3 Identify how scientific discoveries lead to new and improved technologies.
Goals: give examples of how technology is used in daily life; describe why new products are developed.
 
This week the students will be learning all about technology. They were introduced to technology in Lesson 1, but this week we will dig deeper into technology.
 
-picture walk Lesson 3
-complete pages 81-85 together
-students will turn and talk to partner about 1 thing they learned in today's lesson 

Due:

How Do Scientists Learn about the Natural World? (Inquiry Flipchart)

5.ETS1.1: Research, test, re-test, and communicate a design to solve a problem.
 
Students will do a fun activity on this fabulous Friday! The students will create a weather origami predictor. With these they will make predictions, set a purpose, record data, draw conclusions, analyze data, and more. These are all concepts the students have been learning about in science so far this year, but now they get to put it into action! (pg. 19-22)

Due:

Unit 2 Lesson 1: What is the Design Process? (Day 4)

5.ETS.1.3 Describe how failure provides valuable information toward finding a solution.

5.ETS.2.3 Identify how scientific discoveries lead to new and improved technologies.

The students will complete pages 74-77 as a review of everything they have learned so far this week. The students will be able to work their partners/groups for parts of the work.

Due:

Unit 2 Lesson 1: What is the Design Process? (Day 2)

5.ETS.1.3 Describe how failure provides valuable information toward finding a solution.

5.ETS.2.3 Identify how scientific discoveries lead to new and improved technologies.

Goals: name and describe the steps in the design process

-go over pages 70-73 in the science book. Today the students will learn about each step in design process.

Due:

Unit 2 Lesson 1: What is the Design Process? (Day 2)

5.ETS.1.3 Describe how failure provides valuable information toward finding a solution.

5.ETS.2.3 Identify how scientific discoveries lead to new and improved technologies.

Goals: -list problems and solutions to start the design process

-review previous day's lesson

-look at pgs. 68-69 in science workbook

-students will complete a problem and solution chart where they will list some problems and then try to think up solutions for them. This is the first step in the design process.

Due:

Unit 2 Lesson 1: What is the Design Process? (Day 1)

5.ETS.1.3 Describe how failure provides valuable information toward finding a solution.

5.ETS.2.3 Identify how scientific discoveries lead to new and improved technologies.

-Goals: identify how discoveries lead to new technologies.

This week the students will start Unit 2 with being introduced to the design process, engineering, technology, and more.

-picture walk this week's lesson

-pgs. 63-67 in science book

Due:

What Is Science?

5.ETS1.1: Research, test, re-test, and communicate a design to solve a problem.
5.ETS2.3: Identify how scientific discoveries lead to new and improved technologies.
 
For science, we will be starting the year in Unit 1: How Scientists Work?. This week we will dig into Lesson 1 of the science workbook, pages 3-18. 
 
In this lesson the students will learn about what scientists do, different types of scientists, and set the foundation for science class the rest of the year. Throughout this week the students will complete work in the book, underline and highlight important words and phrases, take notes, and start working on their interactive glossary. The students will be learning key skills that they will use for the entire year in science.
 
At the end of the week, the students will take a short quiz over Lesson 1 to see how well they have attained the information given.