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Carlson - 5th Grade Science Assignments

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Assignments for the day!

Today we will be taking our 9-week common assessment!
 
If your child does not have access to their Science Edulastic, then they may write there answers on a separate sheet of paper. You, the parent, may then send me a picture of their answers via Remind. Thank you!

Due:

Assignments for the day!

We will be reviewing for our science common assessment. Students both in-person and distance learners will tune in to our Kahoot. 

Due:

Assignments for the day!

Distance Learners:

Legends of Learning:
Time Slacker: Unearth the Past
Mine Tales

 

How to Access Legends of Learning

  • Type in legendoflearning.com
  • Select Login (top right corner)
  • Select Student
  • Select play teacher assignments
  • Select Login
  • Enter your username and password
  • Your username is your first initial + last name + 1 (Example: kcarlson1) Unless you are Chris or Molly then you have an 11 after your name
  • Your password is carlson (all lowercase)
  • Enter the teacher code: CARLSON73

In Person

Assignments for the day!

Standard(s):

5.LS4: Biological Change: Unity and Diversity 

1) Analyze and interpret data from fossils to describe types of organisms and their environments that existed long ago. Compare similarities and differences of those to living organisms and their environments. Recognize that most kinds of animals (and plants) that once lived on Earth are now extinct. 

2) Use evidence to construct an explanation for how variations in characteristics among individuals within the same species may provide advantages to these individuals in their survival and reproduction.

 

Essential Question: What Was Ancient Earth-Like?

Lesson Part 2 of 3D printing):

I do:

  • Continue discussing and learning about fossils
  • Introduce our key vocabulary term.
    • Fossil- preserved remains or traces of a living thing (p.273)
    • Extinct- when the last species dies (p.274)
    • Mass Extinctions- large events, caused by climate change (p.294)

We do:

  • Today, we will be paleontologists, but with a twist! We will continue creating their 3D model of a fossil (This project will take 3 days!)

You do:

  • Students should be active in our class discussions.
  • Students will use the 3D pens to create a 3D model of a fossil. 
    • Safety, students will follow lab procedures. 3D requires the pen to heat to a high degree Fahrenheit to melt the 3D filament. (Imagine a hot glue gun, but that makes 3D models.)
  • CheckPoint: (Formative assessment)
    • Can the student provide examples of animals that are extinct?
    • Can the student identify a fossil and its use in today’s world?

Due:

Assignments for the day!

Distance Learners:

Legends of Learning:
Time Slacker: Unearth the Past
Mine Tales

 

How to Access Legends of Learning

  • Type in legendoflearning.com
  • Select Login (top right corner)
  • Select Student
  • Select play teacher assignments
  • Select Login
  • Enter your username and password
  • Your username is your first initial + last name + 1 (Example: kcarlson1) Unless you are Chris or Molly then you have an 11 after your name
  • Your password is carlson (all lowercase)
  • Enter the teacher code: CARLSON73

In Person

Assignments for the day!

Standard(s):

5.LS4: Biological Change: Unity and Diversity 

1) Analyze and interpret data from fossils to describe types of organisms and their environments that existed long ago. Compare similarities and differences of those to living organisms and their environments. Recognize that most kinds of animals (and plants) that once lived on Earth are now extinct. 

2) Use evidence to construct an explanation for how variations in characteristics among individuals within the same species may provide advantages to these individuals in their survival and reproduction.

 

Essential Question: What Was Ancient Earth-Like?

Lesson Part 2 of 3D printing):

I do:

  • Continue discussing and learning about fossils
  • Introduce our key vocabulary term.
    • Fossil- preserved remains or traces of a living thing (p.273)
    • Extinct- when the last species dies (p.274)
    • Mass Extinctions- large events, caused by climate change (p.294)

We do:

  • Today, we will be paleontologists, but with a twist! We will continue creating their 3D model of a fossil (This project will take 3 days!)

You do:

  • Students should be active in our class discussions.
  • Students will use the 3D pens to create a 3D model of a fossil. 
    • Safety, students will follow lab procedures. 3D requires the pen to heat to a high degree Fahrenheit to melt the 3D filament. (Imagine a hot glue gun, but that makes 3D models.)
  • CheckPoint: (Formative assessment)
    • Can the student provide examples of animals that are extinct?
    • Can the student identify a fossil and its use in today’s world?

Due:

Assignments for the day!

In Person

Assignments for the day!

Standard(s):

5.LS4: Biological Change: Unity and Diversity 

1) Analyze and interpret data from fossils to describe types of organisms and their environments that existed long ago. Compare similarities and differences of those to living organisms and their environments. Recognize that most kinds of animals (and plants) that once lived on Earth are now extinct. 

2) Use evidence to construct an explanation for how variations in characteristics among individuals within the same species may provide advantages to these individuals in their survival and reproduction.

 

Essential Question: What Was Ancient Earth-Like?

Lesson Part 2 of 3D printing):

I do:

  • Continue discussing and learning about fossils
  • Introduce our key vocabulary term.
    • Fossil- preserved remains or traces of a living thing (p.273)
    • Extinct- when the last species dies (p.274)
    • Mass Extinctions- large events, caused by climate change (p.294)

We do:

  • Today, we will be paleontologists, but with a twist! We will continue creating their 3D model of a fossil (This project will take 3 days!)

You do:

  • Students should be active in our class discussions.
  • Students will use the 3D pens to create a 3D model of a fossil. 
    • Safety, students will follow lab procedures. 3D requires the pen to heat to a high degree Fahrenheit to melt the 3D filament. (Imagine a hot glue gun, but that makes 3D models.)
  • CheckPoint: (Formative assessment)
    • Can the student provide examples of animals that are extinct?
    • Can the student identify a fossil and its use in today’s world?

Due:

Assignments for the day!

Assignments for the day!

Standard(s):

5.LS4: Biological Change: Unity and Diversity 

1) Analyze and interpret data from fossils to describe types of organisms and their environments that existed long ago. Compare similarities and differences of those to living organisms and their environments. Recognize that most kinds of animals (and plants) that once lived on Earth are now extinct. 

2) Use evidence to construct an explanation for how variations in characteristics among individuals within the same species may provide advantages to these individuals in their survival and reproduction.

 

Essential Question: 

What Was Ancient Earth-Like?

What is Fossil? 

Lesson:

You do:

  • Students will take the chapter assessment over fossils. The science test will be taken on Edulastic.

Due:

Assignments for the day!

Assignments for the day!

Standard(s):

5.LS4: Biological Change: Unity and Diversity 

1) Analyze and interpret data from fossils to describe types of organisms and their environments that existed long ago. Compare similarities and differences of those to living organisms and their environments. Recognize that most kinds of animals (and plants) that once lived on Earth are now extinct. 

2) Use evidence to construct an explanation for how variations in characteristics among individuals within the same species may provide advantages to these individuals in their survival and reproduction.

 

Essential Question: 

What Was Ancient Earth-Like?

What is Fossill? 

Lesson:

I do:

  • Review what we previously learned about fossils and ancient earth
  • Complete a review Kahoot 
  • Key vocabulary terms:
    • Fossil- preserved remains or traces of a living thing (p.273)
    • Extinct- when the last species dies (p.274)
    • Mass Extinctions- large events caused by climate change (p. 294)
    • Cast- Can form if the mold is later filled with mud that hardens (p. 273)
    • Index Fossil- helps identify a very short period of Earth’s history. (p.289)
    • Mold- Leaving a hollow space (p.273)

We do:

  • Today we will review for our Chapter 6 test. Students should know:
    • How does a fossil form?
    • What is a paleontologist?
    • What is an index fossil?
    • What is mass extinction?
    • Know that environmental changes drastically impacted fossils
    • Be familiar with the geologic time scale and what animals were highly populated during that era. (p.289)

 

You do:

  • Students should be active in our class discussions.
  • CheckPoint: (Formative assessment)
    • Can the student provide examples of animals that are extinct?
    • Can the student identify a fossil and its use in today’s world?
    • What is a paleontologist?
    • Can the student interpret and analyze data from the geologic time scale? (p. 289)
    • How does a fossil form?

Due:

Assignments for the day!

Assignments for the day!

Standard(s):

5.LS4: Biological Change: Unity and Diversity 

1) Analyze and interpret data from fossils to describe types of organisms and their environments that existed long ago. Compare similarities and differences of those to living organisms and their environments. Recognize that most kinds of animals (and plants) that once lived on Earth are now extinct. 

2) Use evidence to construct an explanation for how variations in characteristics among individuals within the same species may provide advantages to these individuals in their survival and reproduction.

 

Essential Question: What Was Ancient Earth-Like?

Lesson Part 3 of 3D printing):

I do:

  • Continue discussing and learning about fossils
  • Review our reading of pages 285-296 in our science book.
  • Introduce our key vocabulary term.
    • Fossil- preserved remains or traces of a living thing (p.273)
    • Extinct- when the last species dies (p.274)
    • Mass Extinctions- large events, caused by climate change (p.294)

We do:

  • Today, we will be paleontologists, but with a twist! We will continue creating their 3D model of a fossil (This project will take 3 days!)

You do:

  • Students should be active in our class discussions.
  • Students will use the 3D pens to create a 3D model of a fossil. 
    • Safety, students will follow lab procedures. 3D requires the pen to heat to a high degree Fahrenheit to melt the 3D filament. (Imagine a hot glue gun, but that makes 3D models.)
  • CheckPoint: (Formative assessment)
    • Can the student provide examples of animals that are extinct?
    • Can the student identify a fossil and its use in today’s world?

Due:

Assignments for the day!

Assignments for the day!

Standard(s):

5.LS4: Biological Change: Unity and Diversity 

1) Analyze and interpret data from fossils to describe types of organisms and their environments that existed long ago. Compare similarities and differences of those to living organisms and their environments. Recognize that most kinds of animals (and plants) that once lived on Earth are now extinct. 

2) Use evidence to construct an explanation for how variations in characteristics among individuals within the same species may provide advantages to these individuals in their survival and reproduction.

 

Essential Question: What Was Ancient Earth-Like?

Lesson Part 2 of 3D printing):

I do:

  • Continue discussing and learning about fossils
  • Review our reading of pages 285-296 in our science book.
  • Introduce our key vocabulary term.
    • Fossil- preserved remains or traces of a living thing (p.273)
    • Extinct- when the last species dies (p.274)
    • Mass Extinctions- large events, caused by climate change (p.294)

We do:

  • Today, we will be paleontologists, but with a twist! We will continue creating their 3D model of a fossil (This project will take 3 days!)

You do:

  • Students should be active in our class discussions.
  • Students will use the 3D pens to create a 3D model of a fossil. 
    • Safety, students will follow lab procedures. 3D requires the pen to heat to a high degree Fahrenheit to melt the 3D filament. (Imagine a hot glue gun, but that makes 3D models.)
  • CheckPoint: (Formative assessment)
    • Can the student provide examples of animals that are extinct?
    • Can the student identify a fossil and its use in today’s world?

Due:

Assignments for the day!

Assignments for the day!

Standard(s):

5.LS4: Biological Change: Unity and Diversity 

1) Analyze and interpret data from fossils to describe types of organisms and their environments that existed long ago. Compare similarities and differences of those to living organisms and their environments. Recognize that most kinds of animals (and plants) that once lived on Earth are now extinct. 

2) Use evidence to construct an explanation for how variations in characteristics among individuals within the same species may provide advantages to these individuals in their survival and reproduction.

 

Essential Question: What Was Ancient Earth-Like?

Lesson Part 1 of 3D printing:

I do:

  • Continue discussing and learning about fossils
  • Read pages 290-296 in our science book.
  • Introduce our key vocabulary term.
    • Fossil- preserved remains or traces of a living thing (p.273)
    • Extinct- when the last species dies (p.274)
    • Mass Extinctions- large events, caused by climate change (p.294)

We do:

  • Today, we will be paleontologists, but with a twist! We will continue creating their 3D model of a fossil (This project will take 3 days!)

You do:

  • Students should be active in our class discussions.
  • Students will use the 3D pens to create a 3D model of a fossil. 
    • Safety, students will follow lab procedures. 3D requires the pen to heat to a high degree Fahrenheit to melt the 3D filament. (Imagine a hot glue gun, but that makes 3D models.)
  • CheckPoint: (Formative assessment)
    • Can the student provide examples of animals that are extinct?
    • Can the student identify a fossil and its use in today’s world?

Due:

Assignments for the day!

Assignments for the day!

Standard(s):

5.LS4: Biological Change: Unity and Diversity 

1) Analyze and interpret data from fossils to describe types of organisms and their environments that existed long ago. Compare similarities and differences of those to living organisms and their environments. Recognize that most kinds of animals (and plants) that once lived on Earth are now extinct. 

2) Use evidence to construct an explanation for how variations in characteristics among individuals within the same species may provide advantages to these individuals in their survival and reproduction.

 

Essential Question: What Are Fossils?

Lesson Part 2:

I do:

  • Continue with the introduction of fossils
  • Introduce our key vocabulary term.
    • Fossil- preserved remains or traces of a living thing (p.273)
    • Extinct- when the last species dies (p.274)

We do:

  • Today we will become paleontologists! We will complete the Dancing Bear Fossil Sorting Activity.
  • We will read pages 272-273 in our science book.
  • Together, we will analyze over 100 fossils! 

You do:

  • Students should be active in our class discussions.
  • Students will work in their pod using the identification guide and geological time chart to sort and identify different specimens.
    • Safety, as these are various specimens students will be expected to wear gloves. I will review everyone’s medical charts to see if there are any students allergic to latex gloves.
  • CheckPoint: (Formative assessment)
    • Can the student provide examples of animals that are extinct?
    • Can the student identify a fossil and its use in today’s world?

Due:

Assignments for the day!

Assignments for the day!

Standard(s):

5.LS4: Biological Change: Unity and Diversity 

1) Analyze and interpret data from fossils to describe types of organisms and their environments that existed long ago. Compare similarities and differences of those to living organisms and their environments. Recognize that most kinds of animals (and plants) that once lived on Earth are now extinct. 

2) Use evidence to construct an explanation for how variations in characteristics among individuals within the same species may provide advantages to these individuals in their survival and reproduction.

 

Essential Question: What Was Ancient Earth-Like?

Lesson Part 1:

I do:

  • Review what we previously learned about fossils 
  • Introduce our key vocabulary term.
    • Fossil- preserved remains or traces of a living thing (p.273)
    • Extinct- when the last species dies (p.274)
    • Mass Extinctions- large events caused by climate change (p. 294)

We do:

  • Today we will become paleontologists by going to “Paleo-University” 
  • We will read pages 286-289 in our science book. Tomorrow we will begin our fieldwork as Paleontologists.
  • There will be emphasis on students interpret and analyze data from the geologic time scale on page   289.

You do:

  • Students should be active in our class discussions.
  • CheckPoint: (Formative assessment)
    • Can the student provide examples of animals that are extinct?
    • Can the student identify a fossil and its use in today’s world?
    • What is a paleontologist?
    • Can the student interpret and analyze data from the geologic time scale? (p. 289)

Due:

Assignments for the day!

Assignments for the day!

Standard(s):

5.LS4: Biological Change: Unity and Diversity 

1) Analyze and interpret data from fossils to describe types of organisms and their environments that existed long ago. Compare similarities and differences of those to living organisms and their environments. Recognize that most kinds of animals (and plants) that once lived on Earth are now extinct. 

2) Use evidence to construct an explanation for how variations in characteristics among individuals within the same species may provide advantages to these individuals in their survival and reproduction.

 

Essential Question: What Are Fossils?

Lesson Part 3:

I do:

  • Review our key vocabulary term.
    • Fossil- preserved remains or traces of a living thing (p.273)
    • Extinct- when the last species dies (p.274)

We do:

  • We will review our previously read pages 273-279 in our science book.
  • We will create our own fossil using salt dough.

You do:

  • Students should be active in our class discussions.
  • CheckPoint: (Formative assessment)
    • Can the student provide examples of animals that are extinct?
    • Can the student identify a fossil and its use in today’s world?

Due:

Assignments for the day!

Assignments for the day!

Standard(s):

5.LS4: Biological Change: Unity and Diversity 

1) Analyze and interpret data from fossils to describe types of organisms and their environments that existed long ago. Compare similarities and differences of those to living organisms and their environments. Recognize that most kinds of animals (and plants) that once lived on Earth are now extinct. 

2) Use evidence to construct an explanation for how variations in characteristics among individuals within the same species may provide advantages to these individuals in their survival and reproduction.

 

Essential Question: What Are Fossils?

Lesson Part 3:

I do:

  • Review our key vocabulary term.
    • Fossil- preserved remains or traces of a living thing (p.273)
    • Extinct- when the last species dies (p.274)

We do:

  • We will read pages 273-279 in our science book.

You do:

  • Students should be active in our class discussions.
  • CheckPoint: (Formative assessment)
    • Can the student provide examples of animals that are extinct?
    • Can the student identify a fossil and its use in today’s world?

Due:

Assignments for the day!

Assignments for the day!

Standard(s):

5.LS4: Biological Change: Unity and Diversity 

1) Analyze and interpret data from fossils to describe types of organisms and their environments that existed long ago. Compare similarities and differences of those to living organisms and their environments. Recognize that most kinds of animals (and plants) that once lived on Earth are now extinct. 

2) Use evidence to construct an explanation for how variations in characteristics among individuals within the same species may provide advantages to these individuals in their survival and reproduction.

 

Essential Question: What Are Fossils?

Lesson Part 1:

I do:

  • Introduce fossils
  • Introduce our key vocabulary term.
    • Fossil- preserved remains or traces of a living thing (p.273)
    • Extinct- when the last species dies (p.274)

We do:

  • We will brainstorm animals that are now extinct and what a fossil is.
  • Concluding our brainstorm, we will watch our Generation Genius video showing fossils and their extinction. (Click the link below to watch our lesson video.) 

https://www.generationgenius.com/?share=8DB38 

  • Following the video, I will lead the class in our discussion questions. (The discussion questions are also linked in the URL above)

You do:

  • Students should be active in our class discussions.
  • CheckPoint: (Formative assessment)
    • Can the student provide examples of animals that are extinct?
    • Can the student identify a fossil and its use in today’s world?

Due:

Assignments for the day!

Standard(s):

5.LS3.1 Distinguish between inherited characteristics and those characteristics that result from direct

interaction with the environment. Apply this concept by giving examples of characteristics of living

organisms that are influenced by both inheritance and the environment.

Test over Chapter 5 Organisms and Their Traits

Essential Questions:

What are physical and behavioral adaptations?

How do animals grow and reproduce?

How are traits passed from parents to offspring?

  •  

You do:

  • Students will complete their chapter 5 test on Edulastic.
  • Concluding the test, students will work on their Heredity project that is due on Monday 09/21

Due:

Assignments for the day!

Standard(s):

5.LS3.1 Distinguish between inherited characteristics and those characteristics that result from direct

interaction with the environment. Apply this concept by giving examples of characteristics of living

organisms that are influenced by both inheritance and the environment.

REVIEW FOR TEST (TEST WILL BE ON 09/18)

Essential Questions:

What are physical and behavioral adaptations?

How do animals grow and reproduce?

How are traits passed from parents to offspring?

I do:

  • Review Key Vocabulary Terms:
    • Adaptation- a characteristic that helps a living thing survive (p. 216)
    • Environmental Influences- characteristics that are influenced by the environment where the organism lives. (p.222)
    • Acquired characteristics- a feature of a living thing that is caused by its environment (p.222)
    • Instincts- behaviors that animals know to do without being taught (p. 224)
    • Learned behaviors- behaviors that are learned during their lifetimes (p.226)
    • Inherited traits- characteristics that are can be passed down from parents to their young. (p.250)
    • Genes- carry information for the inherited traits in a living thing (p.251)
    •  

We do:

  • We will use Kahoot to review the lessons we have learned this week.

You do:

  • Students should be active in our class discussions.
  • Students should study for their test tonight!
  • CheckPoint: (Formative assessment)
    • If no, students should re-read/review pages 222-228 in their Science book
    • Can the student clearly explain what a behavioral adaptation is?
    • Can the student explain the effect of environmental influences that lead to acquired characteristics?
    • Can the student explain the differences between instincts and learned behaviors?
    • Can the student provide examples of environmental influences, acquired characteristics, instincts, and learned behaviors?

Due:

Assignments for the day!

Standard(s):

5.LS3.1 Distinguish between inherited characteristics and those characteristics that result from direct

interaction with the environment. Apply this concept by giving examples of characteristics of living

organisms that are influenced by both inheritance and the environment.

Essential Question: How are traits passed from parents to offspring?

I do:

  • Introduce our key vocabulary terms.
  • Inherited traits- characteristics that are can be passed down from parents to their young. 
  • Genes- carry information for the inherited traits in living things
  • Introduce and explain our unit project that will be due 09/21

We do:

  • We will re-cap yesterday's Generation Genius video and our brainstorm examples of inherited traits
  • Students were asked to bring a photo of their family. During this time, we will look at each student's families and see photos of their peers' inherited traits.

You do:

  • Students should be active in our class discussions.
  • Students will analyze their own family photos and look at and for inherited traits.
  • Students will begin their Heredity project.
  • CheckPoint: (Formative assessment)
    • Can the students identify and provide examples of inherited traits?
    • Can students identify a DNA (double helix strand) and explain its importance?
      • If no, students should re-read/review pages 250-253 in their Science book and re-watch our Generation Genius video.

Due:

Assignments for the day!

Standard(s):

5.LS3.1 Distinguish between inherited characteristics and those characteristics that result from direct

interaction with the environment. Apply this concept by giving examples of characteristics of living

organisms that are influenced by both inheritance and the environment.

Essential Question: How are traits passed from parents to offspring?

 

I do:

  • Introduce our key vocabulary terms.
    • Inherited traits- characteristics that are can be passed down from parents to their young. 
    • Genes- carry information for the inherited traits in a living thing

We do:

  • We will brainstorm examples of inherited traits
  • Concluding our brainstorm, we will watch our Generation Genius video showing variations in traits.. (Click the link below to watch our lesson video.) https://www.generationgenius.com/?share=CE124 
  • Following the video, I will lead the class in our discussion questions. (The discussion questions are also linked in the URL above)

You do:

  • Students should be active in our class discussions.
  • CheckPoint: (Formative assessment)
    • Can the students identify and provide examples of inherited traits?
    • Can students identify a DNA (double helix strand) and explain its importance?
        • If no, students should re-read/review pages 250-253 in their Science book and re-watch our Generation Genius video.

Due:

Assignments for the day!

Standard(s):

5.LS3.1 Distinguish between inherited characteristics and those characteristics that result from direct

interaction with the environment. Apply this concept by giving examples of characteristics of living

organisms that are influenced by both inheritance and the environment.

Essential Question: How are traits passed from parents to offspring? 

I do:

  • Introduce our key vocabulary terms.
    • Inherited traits- characteristics that are can be passed down from parents to their young. 
    • Genes- carry information for the inherited traits in a living thing
  • Introduce students to DNA (and its characteristics double helix, carries genes, and more)

We do:

  • Together we will read pages 250-253.

You do:

  • Students will build their own DNA structure from toothpicks, Twizzlers, and marshmallows
  • Students will annotate during our reading of pages 250-253.
  • CheckPoint: (Formative assessment)
    • Can the students identify and provide examples of inherited traits?
    • Can students identify a DNA (double helix strand) and explain its importance?
        • If no, students should re-read/review pages 250-253 in their Science book.

Due:

Assignments for the day!

Standard(s):
5.LS3.1 Distinguish between inherited characteristics and those characteristics that result from direct
interaction with the environment. Apply this concept by giving examples of characteristics of living
organisms that are influenced by both inheritance and the environment.
 
Essential Question: How do animals grow and reproduce?
 
I do:
  • Introduce our key vocabulary terms.
    • Life cycle- stages an animal goes through during its lifetime
    • Reptiles- They have dry skin covered with scales or bony plates and usually lay soft-shelled eggs
    • Amphibians- animals that can live on land or in water 
  • Explain the requirements of students' posters:
    • Must include the title and page number of where they are getting the information
    • A diagram of the "life cycle" that is represented on that page
    • Must include three "vocabulary words" (If there is only one or not one at all, students should choose three words they feel are specific and needed in order to understand that content. (I.e reptile, amphibian, mammals, juveniles)
    • Must have all students' names listed on the back of the poster.
We do:
  • Students will work with their pods to develop a poster summarizing a life cycle of an animal. (15 minutes)
    • Group 1- The More You Grow (p. 238-239)
    • Group 2- Eggscellent on Land and in Water (p. 240-241)
    • Group 3- We're Not So Similiar (p. 242-243)
    • Group 4- It's Time for A Change (p.244-245)
  • Students will then present their poster to the rest of the students. (15 minutes)
    • During the presentation students must:
      • The presentation must be 2 minutes long but not exceed 3 minutes
      • Introduce themselves
      • Introduce the animal that learned about
      • Explain the life cycle of that animal
      • Define the 3 vocabulary words they felt is important to this animals life cycle
      • Provide other students with the opportunity to ask questions
        • (If other students have questions, then the group is in charge of answering those questions as they are experts on that topic.)
You do:
  • Students should be active in their group.
  • Students should summarize material from their assigned readings
  • CheckPoint: (Formative assessment)
    • Can the student clearly explain how animals grow and reproduce?
    • Can the student provide examples of various animals' life cycles?
      • If no, students should re-read/review pages 237-245 in their Science book.

Due:

Assignments for the day!

Standard(s):
5.LS3.1 Distinguish between inherited characteristics and those characteristics that result from direct
interaction with the environment. Apply this concept by giving examples of characteristics of living
organisms that are influenced by both inheritance and the environment.
 
Essential Question: What are physical and behavioral adaptations?
Lesson Part 2:
I do:
  • Re-cap yesterday's lesson
    • What is an adaptation?
    • What is an example of a physical adaptation?
  • Introduce our key vocabulary terms.
    • Adaptation- a characteristic that helps a living thing survive (p. 216)
    • Environmental Influences- characteristics that are influenced by the environment where the organism lives. (p.222)
    • Acquired characteristics- a feature of a living thing that is caused by its environment (p.222)
    • Instincts- behaviors that animals know to do without being taught (p. 224)
    • Learned behaviors- behaviors that are learned during their lifetimes (p.226)
We do:
  • Annotate as we read pages 222-228
You do:
  • Students should be active in our class discussions.
  • CheckPoint: (Formative assessment)
    • Can the student clearly explain what a behavioral adaptation is?
    • Can the student explain the effect of environmental influences that lead to acquired characteristics?
    • Can the student explain the differences between instincts and learned behaviors?
    • Can the student provide examples of environmental influences, acquired characteristics, instincts, and learned behaviors?
      • If no, students should re-read/review pages 222-228 in their Science book.

Due:

Assignments for the day!

Standard(s):
5.LS1.1. Compare and contrast animal responses that are instinctual versus those that that are gathered
through the senses, processed, and stored as memories to guide their actions.
 
Essential Question: What are physical and behavioral adaptations?
Lesson Part 1:
I do:
  • Introduce physical adaptations the topic of physical adaptations
  • Introduce our key vocabulary term.
    • Adaptation- a characteristic that helps a living thing survive (p. 216)
We do:
  • We will brainstorm different physical adaptations that animals/humans have.
  • Concluding our brainstorm, we will watch our Generation Genius video showing different physical adaptations that animals have. (Click the link below to watch our lesson video.) https://www.generationgenius.com/?share=E6BA4 
  • Following the video, I will lead the class in our discussion questions. (The discussion questions are also linked in the URL above)
You do:
  • Students should be active in our class discussions.
  • CheckPoint: (Formative assessment)
    • Can the student clearly explain what an adaptation is?
    • Can the student provide an example of a physical adaptation?
      • If no, students should re-read/review pages 216-221 in their Science book.

Due:

Assignments for the day!

Culminating Activity for Chapter 2 (Earthquake Testing Day)
Standard:
 
Essential Question- How can you use engineering to solve a problem?
 
I do:
  • Bring a pan of jello, this will act as the "earthquake" and the shifting of the ground.
  • Test each student's structure (10 seconds of an "earthquake"
  • Question students on how we use the design process for our earthquake experiment
    • What is our problem?
    • After we found our problem what did we do?
    • What are the last stages of the design process that we must do today in order to complete the design process?
We do:
  • Re-cap the design process
    • 1. Find a problem
    • 2. Plan 
    • 3. Test and Improve
    • 4. Redesign
    • 5. Communicate
  • Apply the design process to our Earthquake Structure
You do:
  • Have your structure completed
  • Watch as your structure is being tested
  • Finish our Earthquake Structure handout
  • CheckPoint:
    • Can the student accurately and sequentially explain the design process?
      • If no, the student should re-read pages 68-70 in their science textbook.
 
 

Due:

Assignments for the day!

Standard: 5.ETS1: Engineering Design
1) Research, test, re-test, and communicate a design to solve a problem.
2) Plan and carry out tests on one or more elements of a prototype in which variables are controlled
and failure points are considered to identify which elements need to be improved. Apply the results of
tests to redesign the prototype.3) Describe how failure provides valuable information toward finding a solution
 
Cumulative Chapter 2 Task
 
We do: It is testing day! We will test each student's prototype to see if they hold up during an earthquake. 
 
You do: Students will assess their own prototype and then finish the design process by redesign and communicating their design to other students in the class.

Due:

Assignments for the day!

Standard: 5.ETS1: Engineering Design
1) Research, test, re-test, and communicate a design to solve a problem.
2) Plan and carry out tests on one or more elements of a prototype in which variables are controlled
and failure points are considered to identify which elements need to be improved. Apply the results of
tests to redesign the prototype.3) Describe how failure provides valuable information toward finding a solution
 
Chapter 2 Test (Lessons 2.1, 2.2, & 2.3)
You do: Complete chapter 2 assessment.

Due:

Assignments for the day!

Standard: 5.ETS1: Engineering Design
1) Research, test, re-test, and communicate a design to solve a problem.
2) Plan and carry out tests on one or more elements of a prototype in which variables are controlled
and failure points are considered to identify which elements need to be improved. Apply the results of
tests to redesign the prototype.3) Describe how failure provides valuable information toward finding a solution
 
Essential Idea: Careers in Science (Prosthetic Designers)
 
I do: Lead class discussion on the career of prosthetic designers.
 
We do: Finish chapter 2 reading, page 93. Review for the chapter 2 test.
 
You do: Students will finish building the prototype of their design (using the design process as a guide).

Due:

Assignments for the day!

Standard: 5.ETS1: Engineering Design
1) Research, test, re-test, and communicate a design to solve a problem.
2) Plan and carry out tests on one or more elements of a prototype in which variables are controlled
and failure points are considered to identify which elements need to be improved. Apply the results of
tests to redesign the prototype.3) Describe how failure provides valuable information toward finding a solution
 
Essential Question: How does technology improve our lives?
 
I do: Lead class discussion on how technology improves our lives.
 
We do: We will talk about risk and benefits of technology, living technology, and misconceptions of technology. (Active reading pages 82, 86-87, 88-89.that need to be taken into account when designing a structure strong enough to withstand an earthquake.
 
You do: Students will begin building the prototype of their design (using the design process as a guide).

Due:

Assignments for the day!

Standard: 5.ETS1: Engineering Design
1) Research, test, re-test, and communicate a design to solve a problem.
2) Plan and carry out tests on one or more elements of a prototype in which variables are controlled
and failure points are considered to identify which elements need to be improved. Apply the results of
tests to redesign the prototype.3) Describe how failure provides valuable information toward finding a solution
 
Essential Question: How can you design a solution to a problem?
 
I do: Introduction to our earthquake experiment.
 
We do: We will talk about key factors that need to be taken into account when designing a structure strong enough to withstand an earthquake.
 
You do: Students will begin brainstorming prototypes of their design (using the design process as a guide).

Due:

Assignments for the day!

Standard: 5.ETS1: Engineering Design
1) Research, test, re-test, and communicate a design to solve a problem.
2) Plan and carry out tests on one or more elements of a prototype in which variables are controlled
and failure points are considered to identify which elements need to be improved. Apply the results of
tests to redesign the prototype.3) Describe how failure provides valuable information toward finding a solution
 
Essential Question: How can you design a solution to a problem?
 
I do: Introduction to our earthquake experiment.
 
We do: We will talk about key factors that need to be taken into account when designing a structure strong enough to withstand an earthquake.
 
You do: Students will begin brainstorming prototypes of their design (using the design process as a guide).

Due:

Assignments for the day!

Standard: 5.ETS1: Engineering Design
1) Research, test, re-test, and communicate a design to solve a problem.
2) Plan and carry out tests on one or more elements of a prototype in which variables are controlled
and failure points are considered to identify which elements need to be improved. Apply the results of
tests to redesign the prototype.3) Describe how failure provides valuable information toward finding a solution
 
Essential Question: What is the design process?
 
Activity- We will explore the engineering design process.
 
I do: Model the design process and guide group discussion over the design process.
 
We do: Pages 64-74 
 
You do: Independent work, page 76-78

Due:

Assignments for the day!

Chapter (Unit) 1 Test over "How Scientists Work" and "What is Science"

Due:

Assignments for the day!

Topic of the Day: How to excel in experimentation. 
 
Activity- We will explore independent and dependent variables and apply the scientific method during our viewing of Myth Busters Jr.
 
Task- Complete a graphic organizer identifying the independent and dependent variables, scientific method, and "debunk myths!" This will act as our cumulative activity for chapter one in our science book. Following this, we will review for our chapter 1 science test.

Due:

Assignments for the day!

Essential Question 1: What are some science tools?
 
Activity- We will explore tools and their purpose in science and then look at data displays.
 
Task- Complete a graphic organizer identifying tools and determining their use. Investigate how scientists collect, record, and interpret data. (p. 39 in textbook)