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

Distance Learners:

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?

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

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.

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?

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?

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?

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?

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?
  
  

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.

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.

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?

 

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:

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:

 

Essential Question- How can you use engineering to solve a problem?

 

 

 

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

 

 

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.

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

 

You do: Complete chapter 2 assessment.

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).

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

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.

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)