4 - Claar-Smith - Science Charts

A art
AC accountability
C compassion
CI community involvement- collaboration with the community
CC collaboration with colleagues/ resource teachers
CL cultural literacy and diversity
CM communication
CR creativity
CZ citizenship
DA differentiation/accommodation
E evaluation
GA group activity
I integrity
L literacy
LA Language Arts
LE leadership
LI listening
LS life skills
H health
HS home/school connection- collaboration with families
HW homework
M math
MA manipulative activity
MO movement/ physical education
MU music
O obedience
OL oral language/ public speaking
PS problem solving/ critical thinking
Q quiz
R reading
RE responsibility
RT respect
S science
SS social studies
T technology
TX text
W writing
Week # 1
Monday Tuesday Wednesday Thursday Friday
Day # 1 Day # 2 Day # 3 Day # 4 Day # 5
MCSOL S 4.1 MCSOL S 4.1 MCSOL S 4.2 MCSOL S 4.2 MCSOL S 4.2
Science Inquiry Science Inquiry Instruments/ Instruments/ Instruments/
Measurement Measurement Measurement
S/LI: The teacher S/LI: The teacher S/LI: The teacher S/LI: The teacher will S/LI: The teacher
will explain the will gather students will explain how show the students the will introduce mass
importance of to review key terms measurement is used correct procedure to and the balance, used
conducting introduced in the throughout science. read a thermometer. to measure mass.
experiments, making experiment from
sure the experiment S: The teacher will S/M/LI: The teacher S/GA: The teacher
Day 1. will have students
is reliable and the have pictures and will explain to the
results are valid. labels to represent students how to record work in pairs for the
S/M/LI: The following activities:
teacher will explain the instruments used and report the daily
the students will
S/LI: The teacher to make certain temperatures, using the
how to graph data receive a ball of clay.
will explain the measurements. record sheet and a
results from the Each group will split
terms observation, graph to look for the ball of clay into
experiment by
conclusion, S/LI: The teacher patterns in the weather. two pieces. The
inference, showing the will introduce
students sample students should weigh
prediction, temperature and the S: The students will the two pieces on the
hypothesis, and data put into a bar thermometer. complete a worksheet, balance to see if they
variable. graph on the board. matching the correct have the same mass
S/LI: The teacher temperature with the (students keep trying
S/GA: The students S/M/GA: The will give a reading on the until mass is same).
will conduct an students will sit PowerPoint thermometer. The students will keep
experiment in groups with their partner presentation on the one piece of clay in
of two, following and review their three different S/GA/MO: The the ball and then roll
steps as a whole hypothesis, systems used students will play the other one into a
class. The students prediction, and (Celsius, Fahrenheit, “Temperature Relay long snake. The
will begin by making observations. The and Kelvin). Race”. The teacher will students will weigh
a hypothesis as to results of the create 8-15 index cards each piece on the
what will happen. S/LI: The teacher with thermometers on balance again to see if
experiment will be
The students will will discuss the them, each having a the mass is the same
graphed. When still.
complete steps 1-4 students are done different parts of a different temperature.
and then stop to reviewing, they will thermometer. The students will split
S: The students will
make a prediction in gather as a whole into two teams. When
become familiar with
regards to which class and discuss S/MO/GA: The the teacher holds up the
nonstandard units of
solution will dissolve teacher will place a index card, the students
the results from the mass. The teacher will
the fastest. The thermometer outside have to read the demonstrate in front
experiment. The
students will observe the classroom temperature and then of the class by having
students will discuss
the rate of the window. The teacher find an article of putting a dictionary on
dissolving of the results and reasons will share with clothing (i.e. boot,
for variation. The one side of the
solutions. students that each sweater, bathing suit) balance. Then place a
(http://www.col- teacher will discuss day a pair of students that matches that nonstandard unit of
ed.org/cur/sci/ reliability, validity, will be responsible temperature. mass (i.e. pencils,
sci186.txt) independent and for reading the (http://www.lesson chalk, etc) to put in
dependent thermometer and planspage.com/ the other side. The
DA: The students variables, and recording the MathScienceTeaching student keeps adding
with LD, ED, and controls. The temperature on the TemperatureFVs objects until the
ADD will assist the students will then daily record sheet. C34.htm) masses are the same.
teacher in setting up make an inference
and taking down the and draw a
experiment conclusion based
materials. upon their results.
Week # 2
Instruments/ Instruments/ Instruments/ Instruments/ Instruments/
Measurement Measurement Measurement Measurement Measurement
S/LI: The teacher S/LI: The teacher S/LI: The teacher S/A: The teacher will S/LI: The teacher
will review the term will explain the term will explain the other put up a bulletin board will review the
mass and the volume and discuss way to measure that introduces standard unit of
instrument used to scenarios for when volume by using measuring distance. measurement for
measure, balance. volume is measured. cubes. distance, the meter.
S/LI: The teacher
S/LI: The teacher will
S/LA/H/ L: S/LI: The teacher explain the term S/A: The students
The teacher will read will explain the will explain that the will create the
concept of water distance and explain
a book that discusses measurement of the common unit of “Metric Mouse”
displacement, used to
healthy habits for length, width, and game, making strips
measure the volume measurement for
children, including height helps one meter long from
of an irregular object. distance, the meter.
exercising, eating determine volume. tagboard (covering in
healthy, getting rest, S/GA: The students plastic if possible).
etc. S: The students will S: The teacher will The students will
will meet in groups of explain the different
3. The students will find the volume of glue a picture of
S/H/MO/GA: several different parts of the bulletin cheese or a small
put the same amount
The students will shaped cubes, using board and have the piece of sponge to
of water in two pairs
measure their height of identical clear the given formula. students take turns the end of the strip.
in centimeters. containers and put The student will measuring the distance Students will each
Using wide strips of rubber bands on the record their data, from the baby bird in make their own game
colored paper, the outside of the labeling the object the nest to the mamma mouse and meter
students will cut the container to mark the description, length, bird (placed at strip and will play
strip the appropriate water line. Each width, height, and different distances against 2 other
length. The students student will make a total volume. around the board). students. Each
will arrange their prediction on how far The teacher will guide player spins to see
strips on the graph, up the water will S/M: The students the students with using how many
from shortest to move. The students will use “ground centimeters his or her
the centimeter ruler.
tallest. The students will then place, one at cards” that specify mouse can move
will then find their a time, a sinker (i.e. the length and width along the Metric
clay, rocks, bolts, etc) S: The students will
masses in kilograms of that object. The work on a measuring Mouse strip. Then
in the water. The
on the metric student will build worksheet named the player measures
students will measure
bathroom scale. The accordingly and add “What’s in the the distance with a
the water level as it
students will cut layers to the height centimeter ruler and
rises about the rubber Treasure Chest”. The
narrow strips of a band to determine the each time. The moves the mouse to
students will measure
contrasting color the water displacement. student will record that place. The
the distance from
appropriate length. The students will their data, labeling winner is the first
The x-axis will be the ground card (3 by different points spread player to reach the
record in their science over the worksheet and
labeled with the journal how they 2), layers (height), cheese 100
names of students. and total # of cubes label the distance centimeters away.
measured the change,
On the left y-axis, what happened to the (volume). The using the centimeter
the label height in water levels when students will then ruler. The students DA/A: Kinesthetic
centimeters and on they put the objects in graph their data. The will complete learners will benefit
the right y-axis, the and why, what object students will look for questions 1-5 to solve from this hands-on
label mass in made the water go up a pattern and guess the puzzle for finding activity by creating
kilograms. The the most and why. the # of cubes in 5, 6, out what is in the this game and
graph will report 7, 8 layers without treasure chest. understanding
those students that building. measurement of
need to practice distance using the
more healthy habits. ruler.
Week # 5
Environmental Environmental Environmental Environmental Environmental
Science/ Science/ Science/ Science/ Science/
Ecosystems Ecosystems Ecosystems Ecosystems Ecosystems
S/LI: The teacher S/LI: The teacher S/LI: The teacher S/LI: The teacher S/LI: The teacher
will explain the term will explain the term will explain the idea will explain the term will explain the role
system and give ecosystem and give of nonliving parts of habitat and how of a food chain in an
examples of systems examples of different an ecosystem (i.e. ecosystem.
in everyday life. ecosystems.
some organisms
sunlight, soil, air,
have to compete in S/LI: The teacher
water, and
S/LI: The teacher S/LI: The teacher temperature).
their habitat with will explain the three
will display a will explain the other organisms. levels of a food chain
transparency of a difference between S/A/OL: producer, consumer,
model (i.e. bicycle) the terms population S/LI: The teacher and decomposer.
The students will
and how there are and community and will explain the term
look through
different parts the how they pertain to S/W: The students
work together to an ecosystem.
magazines to find niche as all the ways will complete a
form one unit. The pictures of two an organisms basic worksheet to arrange
class will label the S/M: The students different needs are met. each list of
systems and the parts will make charts of ecosystems. The organisms into a food
of each system. their own community students will cut out S/T: The teacher chain. The students
showing the way the pictures and will then write a
will play a video
S/GA: The students humans’ needs are paste them on a paragraph about each
poster. The students
clip, which further
will make their own met and the ways list, using the words
will identify in each explains the terms
model. The students animals in the nearby first, next, then, and
will work in pairs communities meet picture the different habitats and niche. finally to describe the
and cut the tops off their needs. animals/plants in (http://idahoptv.org/ sequences they have
2-L bottles. The the community, the dialogue4kids/ determined.
students will pour a S/HW: The students living parts of the archive/episode
layer of gravel in the will research a ecosystem, and the Page.cfm?version S/A/GA/OL: The
bottom of each bottle favorite or unusual nonliving parts of ID=118001) students will work in
and then cover with plant or animal to the ecosystem. pairs to make one or
a layer of sand. The find out where they Students should be more food chain in a
students will then live and see how it is S/W: The students specific habitat. The
prepared to share
add a layer of soil to matched up to its will write a students will research
their posters with
each bottle and plant environment. The the class.
description of the the habitat and draw
three plants in each students will identify niche that they or paste pictures of
bottle. The students the roles of that presently assume. various producers
DA/W: Gifted
will spray the plants particular plant or The students will and consumers in the
students will be
and soil with water animal in their own habitat. The students
challenged to also explain how
and cover the tops of ecosystem/communit will then draw
the bottles with y. The students will determine how the their niches will arrows to identify the
plastic wrap. The write 2-3 paragraphs nonliving parts in likely change as they direction energy
students will put one summarizing their each picture are grow up. flows through the
bottle in a sunny spot findings. different and how chain. The students
and the other in a they affect the will share their work
dark closet/cabinet. living parts. with the class.
After three days, the
students will observe
and record what they
see.
Week # 6
Environmental Environmental Environmental Environmental Environmental
Science/ Science/ Science/ Science/ Science/
Ecosystems Ecosystems Ecosystems Ecosystems Ecosystems
S/LI: The teacher S/LI: The teacher S/LI: The teacher S/LI: The teacher will S/LA: The teacher
will review the will explain the will explain the explain the necessity of will read the book
information learned term life cycle. many different slow behavioral and Snakes and Other
about a food chain changes in an structural adaptations of Reptiles by Mary
and introduce the ecosystem (i.e. an organism. Elting to discuss the
S/A/LI: The erosion, climate different adaptations
term food web.
teacher will changes, etc). S/LI: The teacher will of reptiles.
S/LI: The teacher explain and facilitate discussion as
will explain that illustrate the life S/LI: The teacher to how certain animal S/LI/: The students
cycle of a plant will explain the features help animals will discuss
many organisms get
(plants from many different rapid get food, drink water, particular animal’s
energy from more
changes in an make shelters, and adaptations to find
than one source and seeds, flower parts ecosystem (i.e. maintain body heat. food, take a drink,
the teacher will give from seeds, plants thunderstorms, keep warm or cool
examples of this. from spores, and tornadoes, forest S/LI/OL/GA: down, and find
new plants from fires, etc). The students will shelter.
S/LI: The teacher old). discuss how an insect
will show the S/LI: The teacher color can help them S/A/GA/OL: The
students a “Forest will explain the term survive. The students students will use
Food Web” on a
S/W/A: The
succession as an will participate in an reference and animal
transparency, students will orderly change that activity to evaluate just books, to research the
pointing out the brainstorm the occurs in a how much an insects adaptations of a
many different various ways a community and color matters in common animal that
paths of energy seed can be when organisms (i.e. survival. The students lives in the
flow. spread. The plants, animals) take will imagine they are a community. The
students will then over an area. bird looking for an students will find as
S: The students write a short story insect. A green cloth many adaptations as
will receive a S/LI/OL: The represents the grass and possible, including
about a seed that
handout like the teacher will facilitate different colored pipe body covering,
is spread by a discussion on the cleaners represent colorings, and body
transparency and
various ways and repair of ecosystems, insects. In groups, parts. The students
name in sequence
all the organisms in
has various introducing the term students will brainstorm can work in groups to
one food chain experiences until reclamation. what color insect will take a picture of the
it reaches a perfect be the hardest to spot. animal and post it on
show in the
place to grow. DA/GA: The students will have a poster board. The
diagram. Then the
Appropriate for all to collect as many of students will then
students will name The students will
students, especially those colored “insects” label the different
in sequence all the type their stories ESL. The students in 15 seconds. The parts of the animal’s
organisms in on a word will draw a picture students will make a body to show
another food chain processor and showing an area of chart, counting the adaptations and how
that starts with the illustrate to put in land in its natural number of pipe cleaners they help the animal.
same producer. The their portfolio. state; then show how of each color “insect”. Each group will
students will use the land is used by orally present their
skills learned on people to meet a posters to the class.
Day 25 for this need; then show how
activity. the land can be
restored, in terms of
reclamation.
Week # 9
Scientific Data Scientific Data Scientific Data Scientific Data Scientific Data
S/LI: The teacher S/LI: The teacher S/LI: The teacher S/LI: The teacher S/Q: The teacher
will review the will show examples will show examples will review the will prepare a
different parts that of a bar graph. of a picture graph. information learned short quiz for the
all graphs should on Days 41-42 about students, covering
have (title, scales, S/LI: The students S/LI: The students line graphs and bar the material from
labels, bars, and will brainstorm the will brainstorm the
difference between a
graphs. Days 41-44.
axis). difference between
line graph and a bar a picture graph, a
graph. S: The teacher will S/Q: The students
S/LI: The teacher line graph and a give students a set of
will show examples bar graph. will label the
S/LI: The teacher data points (i.e. quiz different parts of a
of a line graph.
will show the scores for 20
distinguishing
S/LI: The teacher graph. The
S/LI: The teacher will show the
students).
features and students will
will explain the characteristics of a distinguishing identify a line
purpose of a graph features and S: The students will
bar graph that make record all their work graph, bar graph,
is to who pattern. it unique. characteristics of a and picture graph,
picture graph that in their science
journals. First, the listing two
S/LI: The teacher DA/S/M: The make it unique.
students will look at distinguishing
will show the students will be
distinguishing S: The students the numerical data characteristics of
given a plastic zip
features and lock bag of M&M’s. will brainstorm and make a each. The
characteristics of a The students will about a survey to prediction about the students will be
line graph that write in their science conduct in order to scores (i.e. more given a series of
make it unique. journals predictions obtain data for the students made B’s data points to plot,
of how many graph. than A’s). Then the using one of the
S: The students M&M’s there are for students will choose graphs. The
will brainstorm each color (red, blue, S/M: The students two out of the three students will be
about a survey to orange, green, will complete a
yellow). The
graphs discussed to assessed on
conduct in order to representation of the use to represent the
students will empty accuracy and
obtain data for the data collected, using data. After the data is
their M&M’s and creativity.
graph. the picture graph neatly organized into
arrange them
(i.e. if the students
according to color two graphs, the S/M/LA:
S/M: The students surveyed 6 people
into a bar graph. The students will write The teacher will
will complete a have blue eyes, the
students will then one paragraph for
representation of picture graph would read to the
draw a conclusion as each graph,
the data collected, to which color M&M have 6 cutouts of students a book
using the line eyes on the graph). explaining the titled The Great
is found most and conclusion they made
graph. The which is found least. The students will be Graph Contest by
students will be assessed on about the data points,
(Good DA for ESL Loreen Leedy.
assessed on students who are still neatness, creativity, whether or not their
neatness, creativity, trying to grasp the and the presence of predictions were
and the presence of arrangement of data all the parts of a correct, and which
all the parts of a in a bar graph) graph discussed. graph they felt
graph discussed. displayed the data
best, and why.
Week # 10
Virginia Virginia Virginia Virginia Virginia
Resources Resources Resources Resources Resources
S/SS/LI: The S/LI: The teacher S/LI: The teacher S/LI: The teacher will S/LI: The teacher
teacher will explain will explain the will discuss the explain to the students will introduce the
the terms watershed variety of natural formation and the term erosion. term fossil fuels.
and water resources, such as
forests, farmable
production of The teacher will discuss
resources. The S/LI: The teacher
land, wildlife and minerals, rocks, how glaciers help shape
teacher will give will have the
specific examples aquatic organisms, and ores that are the land and different students brainstorm
of the watershed and clean water and specific to the causes for the changing fuels that they
systems in Virginia. air. state of Virginia. shoreline. already know about.
The teacher will explain
S/LA/W: The S/LA/W: The how the wind is a huge
S/SS/LI: The S/LI: The teacher
students will factor in the process of
teacher will discuss
compare and contrast
students will write erosion, in regards to
will explain the
the different natural and synthetic about the sand dunes. main fuels that are
resources made resources. importance of made from the
available in Virginia’s mineral The students will remains of once-
Virginia, such as S/GA/OL: The resources, review the learned living things,
animal, plant and students will get into material from the including natural
including coal,
water resources. groups of 3 and textbook about erosion gas, coal, and
limestone, granite, petroleum.
prepare an oral to find action verbs that
S/SS: The students sand, and gravel.
presentation. The relate to the processes
will distinguish students will discuss of erosion and S/M/LI: The
among lakes, rivers, the ways that the soil S/LI: The teacher weathering. The teacher will show
and bays and and land provide will show the students will write a charts of the supply
describe space for many students samples class list and add any and demand of
characteristics of economic activities, of minerals, rocks, other action verbs to fossil fuels around
each. The students giving examples of and ores, describe how wind, the world.
will be able to give specific activities. water, and ice move.
identifying unique
two examples of The students will S/LI: The teacher
also discuss the and defining DA/S/LA: The ESL
each that are found will brainstorm with
many different characteristics of students will answer
in Virginia. the students about
recreational each. questions about the the search for new
opportunities, giving chapter with drawings.
S/SS/A: The energy sources.
examples of specific S/A: The students The teacher will allow
students will begin
opportunities. will work on the the students to dictate 2
a project of creating S/LA: The students
questions to an English
a map of Virginia to completion of will make a concept
S/A: The students proficient member of
label the important will continue to work their map their group (possibly a map to convey what
resources across the on their map creations, labeling Gifted Student). The they have learned
state. The students creations, labeling the prominent teacher will encourage about fossil fuels.
will create the base the natural resources locations of the ESL student to read The students will
of the map and label discussed, including certain minerals, aloud the answers they include the different
the watersheds, forests, areas of farm rocks, and ores. had dictated. types of fossil fuels,
animal, plant, and land, wildlife and their sources, how
water resources. aquatic organisms. they can be used,
the problems they
cause, and some
solutions to these
problems.
Week # 13
Force/Motion/ Force/Motion/ Force/Motion/ Force/Motion/ Energy Force/Motion/
Energy Energy Energy Energy
will review with the will explain the will explain the term explain the term force will explain the
students Newton’s terms position and speed, writing the and discuss different different kinds of
Laws of Motion. motion, reviewing equation sources that can be a forces: gravity,
Day 61 activity speed=distance / time.
force. weight, and friction.
S/LI: The teacher S/LI: The teacher
will explain that S/LI: The teacher S/LI: The teacher will S/LI: The teacher
will explain the will give several real-
directions describe life examples of when explain the different will give students
movement and terms frame of causes of force, such instructions on
speed is used and
reference and
position. defined. as starting and further investigating
relative motion,
stopping motion; the kinds of forces.
reviewing DA S/PS: The teacher
GA/MO: The changing motion,
activity from Day 61. will give the students
students will get explaining the term S/MO: The
into groups of two. a worksheet to answer acceleration by students will place a
S/GA: The students a few questions
Each student will will get into groups walking across the hook on a spring
regarding speed.
choose a place in of two, tie a piece of classroom and coming scale through the
the school string around a S/MO/GA: The to an abrupt stop; two openings placed
(approved by pencil, and place the students will complete speed; and direction. on the end of a
teacher). The pencil their desk. the worksheet, shoebox. The
student will record The students will answering questions S/MO/GA: The students will place
where and how they take turns observing and constructing the students will pull each several books in the
are moving to that the pencil as the “speed trial” in groups other down the hall on box. The students
place, including other student pulls of four to five coaster carts, going will use the spring
distance, time, and on the string. The students. certain distances scale to slowly pull
position. The students will identify (http://www.science- measured on the floor. the box across a
when movement class.net/Lessons/
student will write Another member of desk (practicing
occurs. Physics/Force_Motio
directions without n
the group will record several times to get
naming the place. /speed_trials.pdf) the time it takes for the a slow, steady pull).
The partner will S/GA: The students student to go each The students will
follow the will identify what distance, the same measure the force of
M/HW/OL: The
directions given. frame of reference force being maintained their pull as they
students will use
they used to indicate internet resources to on the balance reading. drag the box and
the movement of the find the different
DA/A: Gifted The students will record the
pencil when the speeds of land
students will graph their own measurement and
other student pulled animals. The students
investigate further the string. findings, answering the surface on which
by drawing a map will create a graph of questions such as, is they dragged the
the speeds of some of
of their directions. S/LA/HW/W: the graph a straight box. The students
the faster animals and
The students will The students will some of the slower line? If not what is it? will repeat the
see if the map is research how authors animals. (The Is the graph like their following steps,
easier to read than use point of view in students will present partner’s? How are dragging the box
the written writing and explain their data to the class they the same? across varying
directions. how this relates to on Day 63 if time Different? surfaces (i.e. carpet,
frame of reference. permits). (http://www.iit.edu/ cement, tile, etc).
~smile/ph9012.html)
Week # 14
Force/Motion/ Force/Motion/ Force/Motion/ Force/Motion/ Force/Motion/
Energy Energy Energy Energy Energy
S/LI: The teacher S/LI: The teacher S/LI: The teacher S: The teacher will S/LI: The teacher
will explain will review the will explain the give each student an will review the
gravity in regards activity from Day 65 term energy to be “Energy Activities reading passages,
and show where activities, and
to the relationship friction is present.
the ability to cause with Energy Ant” homework from Day
between Earth, the a change. workbook. 69.
sun, and the S/GA: The teacher
moon. will gather the S: The teacher S/R/GA: The S/LI/T: The students
students in a will help students student will get in will watch a quick
S/LI: The teacher semicircle to review come up with groups of two and segment from the
will give each and discuss the several activities complete pages 7-12 PBS program
upcoming activity. ZOOM,
student a handout where energy is in the workbook. demonstrating
describing the S/W: The students needed. The students will potential and kinetic
relationship will list at least ten read the passages energy. The students
between gravity, items that have S/LI: The teacher and work together to will take notes on
weight, and mass. movement and will explain the complete each how to conduct the
choose one item to terms potential activity. The same experiment
S/M: The focus on when and kinetic students will after the clip is
answering given played.
students will read energy. complete the energy
questions (i.e. How
the worksheet to does this item move? game on pages 15- S/GA: The students
review the listed How can we slow the S/GA/OL/MO: 16. will get in groups of
terms. The movement down? The students will three and complete
students will Speed the movement brainstorm S/HS: The students the same experiment
complete the up?) The students different scenarios will complete pages from the clip.
“weight chart”, will share their where both 4-6 at home,
answers with the S/W: The students
using the mass potential and collaborating with a
class. will record in their
plus gravity of kinetic energy are parent/guardian journals 2-3
each planet to S/MO: The students present. The when needed. paragraphs,
determine their will explore different students will get (http://www.eia. explaining what they
weight. activity centers. in groups of three doe.gov/kids/ learned about
(http://www.teach Activity One: Which or four and choose classactivities/ potential and kinetic
er car is fastest and how one scenario to Activitybook_ energy from the
can you slow it down ZOOM clip and from
vision.fen.com/ explain to the web.pdf)
and speed it up? conducting the
planets/lesson- Activity Two: class, using props, experiment
plan/353.html) How quickly can you acting, or other themselves.
move books the visual aids. (http://msteacher.
length of a yardstick org/epubs/science
using your pinkly. /science2/activities.
The students will aspx#potential)
record in their own
journals: predictions DA: ESL students
made, materials will view the ZOOM
used, observations, clip to understand
data table, visually how to do
conclusions. the activity.
Week # 17
Electricity Electricity Electricity Electricity Electricity
will explain that will explain the term will transition into explain the idea of will introduce
particles of matter electric field. talking about controlling currents, opened vs. closed
have an electric electric currents by introducing the circuits.
charge. S/LI: The teacher terms conductor,
and the moving of
will explain the insulator, and resistor S: The teacher will
terms attract and
charges. have students get into
S/LI: The teacher
will explain the repel as it relates to S/LI: The teacher will a circle holding
the electric field. S/LI: The teacher hands. The teacher
term static will discuss the explain the difference
will use an Energy
electricity, showing between a conductor
S/GA: The students term circuit. Ball for this
the students pictures and an insulator,
will work with a demonstration. One
of a negative and a explaining the safety
partner, blow up S: The teacher student will put a
positive charge. balloons, hanging behind having finger on one side of
will build a circuit insulators to prevent
one balloon from a prior to class and the Energy Ball and
S/LI: The teacher shelf or table. The electric shock. The another student will
will explain the idea point out the teacher will cover
students will rub a do the same thing on
of separating different important some safety tips for
piece of silk the other side of the
charges. alongside each parts that make up electricity. Energy Ball. The
balloon. The student a circuit. teacher will explain
S: The students will slowly bring the S/GA: The students that this is a closed
will cut an equal # free balloon near the S/GA/MA: The will get in groups of 4- circuit (the Energy
of (+) and (-) signs hanging balloon. students will work 6 students and Ball will light up).
out of paper. The The students will in groups and use experiment with Then the teacher will
students will place observe the hanging the proper materials that are have two students
tape on the (-) signs balloon and record materials to set up conductors and stop holding hands
and put them sticky observations in their working circuits as insulators. The and the teacher will
side up. The science journal. The students will use a explain this is an
the teacher
students will then student will then rub wire to connect a light- opened circuit (the
the hanging balloon
demonstrated. The Energy Ball will stop
roll a ball across students will bulb holder to a dry-
their desk and again with the silk cell hold. The students lighting up).
cloth, pulling the display their (http://www.pro
observe what completed circuits will attach a second
cloth away and teacher.org/a/
happens. The wire to the light-bulb
slowly bringing it and explain how it 18832_Electricity
students will write holder only. Then
back. The students works to the class. .html)
in their science attach a third wire to
will record The students will
journal their observations. The the dry-cell holder S/LA: The students
observations and be graded on their only. The students
students will repeat use of the will take turns
how the movement these steps, using will then make a chart reading in the class
of charges onto the vocabulary from and predict which
wool, a paper towel, reading circle. The
ball relates to the the terms they have objects are conductors
and plastic wrap. teacher will have the
movement of learned. The and insulators. The students read Hello!
charges in science DA/S: The gifted students will students will test and Hello! A Look Inside
and explain how the students will review explain what could record their the Telephone by Eve
overall charge of the results of their happen if a part of observations. and Albert Stwertka.
the ball and desk trials and tell the system was
changed. whether the balloons removed.
or material had like
or opposite charges.
Week # 18
Electricity Electricity Electricity Electricity Electricity
S/LI: The teacher S/LI: The teacher S/LI: The teacher S/LI: The teacher S/LI: The teacher
will introduce two will explain the will explain the term will explain review will explain to
types of circuits, terms magnets and electromagnets. the main points of students the
parallel and series magnetism.
S: The students will
electricity and historical
circuits.
S/LI: The teacher try several positions introduce the role of contributions to
S/LI: The teacher will explain the two with a magnet and heat in electricity. electricity and
will show the kinds of magnets, compass, recording magnetism.
students north pole and south their observations S/LI: The teacher
pole. The teacher and how the magnet will introduce solar S/LI: The teacher
illustrations of a
will do a affects the compass and thermal will show the
series circuit,
demonstration with needle. They will
having only one
two magnets, place the compass
electricity. history of
current path. The showing how the flat on the cardboard electricity and
teacher will explain different poles react so the needle is lined S/LI: The teacher magnetism with a
what will happen if to each other. up with the north and will give students timeline showing
one light bulb is tape the middle third several examples of events and dates
removed or burnt S/LI: The teacher of the insulated wire devices that are that led to major
out. will explain what onto the cardboard in powered by solar advances.
lines of force are on a a north-south line.
S/LI: The teacher and thermal
magnet. The students will
will show the tape one end of the electricity. S/OL: The
students S/LI: The teacher wire to the flat end students will use
illustrations of a will explain the term of a D-cell battery S/OL: The students research resources
parallel circuit, magnetic field and and tape the battery will role play a to look up to find
having more than show the students to the cardboard. feature news report out when electrical
one current path. illustrations to Without moving the on how electricity is devices were
The teacher will compare force fields. cardboard, the
generated and invented: food
explain what will students will put the
S: The students will compass on the brought into homes mixer, hair dryer,
happen if one light
complete an activity taped-down part of through solar and refrigerator, stove,
bulb is removed or
burnt out. to create their own the wire and touch thermal electricity. and clothes dryer.
magnets. The the free end of the The student will
students will learn wire to the (+) end of S/OL/A: The display their
S/LA: The students
the stroking a piece the battery and students will create findings by
will create a Venn
of unmagnetised iron observe the compass
Diagram to designs for futuristic making a time line
or steel with a known needle, repeating
compare and magnet will make it steps and recording solar-powered or a poster.
contrast the series a magnet. observations. devices, including
and parallel appliances, vehicles,
circuits. DA/S: The students S/W: The students sports equipment,
will look at the book will write in their clothing, and
Magnets by Janice journals the jewelry. The
VanCleave. The comparison between
students will share
students will find how an
one experiment to electromagnet works their inventions with
conduct and share with they way the the class.
what they discovered compass needle
to the class. moved.
Week 21
Day 101 Day 102 Day 103 Day 104 Day 105
Plant Growth Plant Growth Plant Growth Plant Growth Plant Growth
S/R/LI/L: The S/W/LI: The S/M/W: Students S/L/R: The teacher S/M/W: Students will
teacher will read the teacher will give will measure (if will read Magic measure (if any) the
story The Giving notes on the any) the growth of School Bus: Plants growth of their plants
Tree, by Shel Seeds. and record the results
Silverstein and
overhead for the their plants and in their journal. They
explain the students to copy record the results will also write about
S/W/LI: The teacher
importance of plants. into their notes in their journal. any observations they
will give notes on the
describing the They will also overhead for the can make about their
S/GA/RE: Students three important write about any students to copy into plants.
will divide up into things for plant observations they their notes describing
groups of three- each growth- sunlight, can make about S/W/LI: The teacher
the reproductive parts
child will plant a will give notes on the
bean (presoaked in
nutrients, water, their plants. of the flower.
overhead for the
water) in potting soil and carbon students to copy into
in a Styrofoam cup, dioxide. S/W/LI: The S/GA: Students get their notes describing
marking their name teacher will give into small groups to the process a seed
on it. One of the S/CM/PS: The notes on the dissect a large flower goes through to
three students will and see the different become a plant and
class will have a overhead for the
put their bean plant parts of a flower. The then how it makes
discussion about students to copy
in the sun but not teacher will guide seeds again. The
the things that the into their notes them through the
water it. One of the teacher will explain
students will provide students need in describing the process. Students will why it was necessary
their bean plant with order to survive parts of a plant- have a worksheet to to wet the seed before
water but put it in a and compare that leaves, stems, fill in and must draw planting it (to hasten
dark part of the to the needs of roots, and flowers. the different parts they the process of
classroom or a closet. plants. encounter in the growth).
The third student will S/A: The students flower and write
put their bean plant observations about the S/PS/GA/T: Students
will label a
in direct sunlight and characteristic of each will be put in small
make sure it also pictures of a tree groups. Each group
part.
receives water. and flower with will be given a
(www.teachnet.org/IM
Throughout the the basic parts and specific kind of plant
SL/ps1/flowerpower/i
week, the students then color it in. nside.htm) based on how it
will document the holds/transfers it
growth of their bean seeds. Students will
DA/HS: Gifted and/or
plant and make need to make a list of
observations in their higher achieving all the kinds of plants
journals. students can find a they can find that
different flower from hold that quality.
S/OL/PS: The home, dissect it at Students may use
teacher will ask the home and describe encyclopedias and the
students what they similarities between it internet for additional
think will happen by and the flower resources.
the end of the second dissected in class.
week to each of their They can then at a
plants and make a later time present their
hypothesis as a class. findings to the class.
Week 22
Plant Growth Plant Growth Plant Growth Plant Growth Plant Growth
S/M/W: Students S/W/T: The S/M/W: Students S/Q: Students will S/M/W: Students
will measure (if teacher will will measure (if take a quiz on the will measure (if
any) the growth of instruct the any) the growth of parts of a plant and any) the growth of
their plants and students on the their plants and flower and the their plants and
record the results stages of record the results process of record the results
in their journal. photosynthesis in their journal. photosynthesis. in their journal.
They will also with notes from They will also They will also
write about any the overhead. write about any S/LI/PS: The write about any
observations they observations they teacher will observations they
can make about S/MO: Students can make about discuss the can make about
their plants. will be given a their plants. importance of their plants.
stage of chlorophyll in
S/A: Students will photosynthesis to S/PS/OL: The making plants S/M/GA: Students
make a model of a dramatize in front teacher will green. The teacher will get back in
flower, labeling all of the class. introduce the will show what a their original
of the parts by (Creating Meaning concept of leaf looks like groups and graph
drawing it on Through Literature dormancy in without on graph paper the
paper and coloring and the Arts, p. plants. Students chlorophyll in its growth of each of
it in. 245) will give examples leaves and their plants over
of times when compare it to the the two weeks.
DA: For students plants become untampered leaf.
with difficulties in dormant (like in The teacher will S/OL: Students
drawing, the the winter and then describe how will compare
teacher can during drought) this is what results and discuss
provide pictures and the teacher happens to leaves as a class the
with a flower will explain how in the fall (they results of the plant
drawn on with all plants go through change color). experiment.
of the parts already this process and (http://library.think
labeled that they why it is quest.org/5420/cell
can simply fill important. experplnt.html)
with color.
S/HW: Students
will be given a
review worksheet
to complete for the
next class in which
there will be a quiz
on plants.
Week 25
Meteorology/ Meteorology/ Meteorology/ Meteorology/ Meteorology/
Weather Weather Weather Weather Weather
S/GA/OL/HS/T/AC: S/GA/OL/HS/T: S/GA/OL/HS/T: S/GA/OL/HS/T: S/GA/OL/HS/T:
The teacher will Student announced Student announced Student announced Student announced
announce the daily weather report. weather report. weather report. weather report.
activity for the next
two weeks in which a S/L/R: The teacher
S/W/LI: The teacher S/PS: The class will S/GA/PS/M:
pair (or threesome) of will read the book,
students will be
will explain in more brainstorm and list Students will check
detail the purpose of Magic School Bus: and measure the
responsible for giving on the board all of
each instrument. Wet All Over, which depth of the water in
the weather forecast the possible kinds
for that day, noting The teacher will then is a book about the their pie plates.
water cycle. of precipitation (ex.
present conditions introduce the topics They will record
Rain, snow, hail,
such as temperature, of temperature, air these new results and
pressure, cloud cover, S/W/LI: The teacher sleet).
pressure, and wind. discuss the reason
precipitation, and then will give notes
why the numbers are
must give a forecast describing the water S/A/MA/M:
S/MA/PS: The different. (Sunlight
for the next day. The cycle and including Students will make
teacher will make a and heat is important
present portion of this key terms such as their own rain
homemade evaporation, for evaporation.)
can be done with gauge and
equipment in the barometer to show condensation, and
air pressure and demonstrate its use S/W/LI: The teacher
classroom and simple precipitation.
observation through examine the effects in measuring will provide notes
the window; the inside the classroom S/MA: The teacher precipitation. about humidity on
forecast part will come and outside. will bring in many (Discover the the overhead and
from watching the (http://teacher.schola familiar examples of Wonder, p. E8) explain that
weather the night stic.com/activities/w each type, such as a condensation and
before at home. watch/gather_data/b soda with ice having S/HW/W: Students humidity are directly
arometer.htm) condensation on the will research one related to each other
S/LI: The teacher will
Students will also side of it. weather topic and and why students
introduce the different
instruments used to
examine this type a one page tend to sweat more
phenomenon as the S/GA/PS/M: In small report about it due when it is humid.
predict/forecast
teacher takes an groups, students will The teacher will talk
weather such as the in one week.
thermometer, empty bottle with a experiment with the about clouds specific
barometer, rain gauge, wadded up sheet of concept of to storms. The
evaporation. Each DA: Students with
and anemometer. The paper at the bottom teacher will also talk
teacher will provide a group will have two learning disabilities
and puts it facedown about the different
worksheet with a pie plates. They will and/or family
in water, first asking conditions necessary
picture of each what the class thinks put equal amounts of concerns will be for a storm (low
instrument and its water in each and given in-school
will happen and then pressure, warm,
purpose for the record the depth; then time to work on
showing what humid, etc.) and then
students to put in their they will put one their papers and
notebook. actually happens- the plate in the window talk about thunder
paper stays dry to will also be given storms and lightning.
and the other in a
show air pressure in the option of
S/MA: The teacher dark place in the
will show the students action. classroom. Students
staying after school S/LS: The teacher
each instrument and must hypothesize with the teacher to will give some tips
show the students how about where the water work on it and about what to do in
to read each level will be in two research their topic. the case of a storm.
instrument. days.
Week 26
Meteorology/ Meteorology/ Meteorology/ Meteorology/ Meteorology/
Weather Weather Weather Weather Weather
S/GA/OL/HS/T: S/GA/OL/HS/T: S/GA/OL/HS/T: S/GA/OL/HS/T: S/GA/OL/HS/T:
Student announced Student announced Student announced Student announced Student announced
weather report. weather report. weather report. weather report. weather report.
S/SS: The teacher S/LI: The teacher S/W/LI: The teacher
S/T: The teacher S/E/AC: Students
will review with the will continue with will talk about
students their basic the topic of wind.
will provide a glaciers, where they
will take a unit test
map skills from The teacher will taping of a weather form (poles) and on weather/
social studies in provide the students report and then why they formed meteorology.
regards to directions with a chart discuss (cold temperatures).
(north, south, east, documenting the meteorology S/R: When
west, and all of the various wind speeds technology such as S/SS/LI: The students are done
directions in through to tornadoes “fronts”. The teacher will also talk with their test, they
between such as SE). and hurricanes, with teacher will show about how icebergs can pick a book
The teacher will a discussion on each. pictures of weather are large chunks about a weather-
inform the students maps showing broken off of related topic from
that these cardinal S/T/GA: Students glaciers and that the
warm/cold fronts a selection of
directions are also will get on the Titanic sunk because
used in meteorology computer in partners
and the pressure it hit an iceberg.
books the teacher
in determining wind and can make their systems associated has in the
direction. own hurricane and with each. S/PS: The class will classroom to read.
discover the compare and
S/A: Students will conditions that are S/A: Students will contrast the climate
be given a compass prime for a be given a in Virginia to that of
rose without any hurricane. worksheet with the North and South
directions on it to (http://www.nhc.noa different pressure Poles by making a
draw the eight basic a.gov/HAW2/pdf/ca systems noted and Venn Diagram on
cardinal directions, nelab.htm) students must use the board.
with north at the top.
either a red or blue
S/MA: The teacher S/HW/W: Students
S/MO: The teacher will demonstrate the
crayon to draw the write in their journal
will give each group tornado-in-soda appropriate front. a two page account
of students a bottle activity in of what it would be
compass and instruct which colored water DA: Students with like to live in a
them in which side is put in a clear soda learning climate totally
of the room they bottle and oil, spun, disabilities can be different from
should go (i.e., the and turned upside- partnered up with Virginia and use
north side of the down to create a higher achieving important ideas from
room, all of the pseudo-tornado. students or a this class and from
students should go teacher’s aid to the other classes.
there). S/LS: The teacher Students must also
provide additional
will give some tips study for their test
about what to do in
assistance and tomorrow and
the case of a tornado accountability. complete a review
and review the worksheet.
school’s policy on an
emergency.
Week 29
Earth Patterns Earth Patterns Earth Patterns Earth Patterns Earth Patterns
S/PS: Students will S/W/LI: The teacher S/PS/LI: The teacher S/PS/LI: The teacher S/PS: The teacher
brainstorm what they will give notes on the will hold a marker up will ask the class to will then ask the
know about the topic overhead for students at the front of the recall what they class to explain that
of the earth, sun, and to copy down with classroom and ask the learned yesterday the sun and Earth are
moon and their definitions of rotation, class what will about rotation and not the only two
relationship. revolution, orbit, happen when she lets revolution. The
ellipse, and axis. The
things in the solar
Students will fill out a go. Then she will ask teacher will explain system. Why is it
KWL form with teacher will use a what will cause the how rotation gives us
spinning top as a not completely dark
information that they marker to drop day and night and that at night? [because of
model of how the earth
already know and [gravity]. This will revolution gives us
rotates on its axis. the moon] Then the
want to learn. lead into a discussion our seasons. The
(Discover the Wonder, teacher will explain
Students will then p. A6-7)
of how gravity is teacher will explain
that the moon does
make a list on the responsible for orbits- that although it looks
board of everything the moon around like the sun is rising not give off any
S/PS: The teacher will light, but instead
that they already ask the class to sit still Earth and Earth and setting in the
know. around the sun. This morning and evening, reflects the light of
and close their eyes
is what causes orbits; it is really because of the sun.
and answer if they are
S/LI/T/SS: The moving or not. They the orbit of the moon the rotation of the
teacher will play a will probably say no. also causes tides. earth. S/MA/A/O: Have
very short clip (the Then ask if Earth is each student get a
first 15 seconds) of moving [yes]. Then S/MA: The teacher S/MA: The teacher piece of paper, glue,
Neil Armstrong’s ask the question again will demonstrate this will get a globe out and aluminum foil.
initial response to if the class is moving by whirling a foam and a flashlight to Each student will cut
landing on the moon [yes, through space on ball attached to a represent the sun. out the word “moon”
(his one small step the surface of the piece of string, The teacher will turn out of foil and glue it
phrase). Earth]. (Discover the making an orbit out the lights and use to the piece of paper.
(http://youtube.com/ Wonder, p. A6) Ask around her head and a lamp (with a student The teacher will then
watch?v=RMINSD7 the class then if they then at one point, let volunteer) against the
are moving through
ask how this relates
MmT4&mode=relate go of the string and earth to demonstrate to the subject (the
d&search=Neil%20ar space, why they do not observe the straight day and night on
feel like they are moon reflects light).
mstrong%20moon%2 path the ball makes. Earth and how it
moving and get a class
0landing%20one%20 (Science, p. D65) rotates. The teacher DA/L/C: For
discussion started on
small%20step%20apo will use a similar
it. Then explain that students who may be
llo%2011%20space) not only does Earth S/SS: The teacher method when
slower, they can
rotate on its axis, it will talk about how demonstrating
have help from a
S/W/CR: Students also revolves around before Galileo and revolution around the
will put themselves in Copernicus everyone sun and how this classmate who got
the sun in an ellipse. done more quickly.
Neil Armstrong’s thought that Earth causes a change in the
place and write their S/W: The teacher will was at the center of seasons (winter,
reaction to being the draw a picture of this the solar system. spring, summer, and S/MA: The teacher
first person in history path on the board and Then discuss how fall). will then
to land on the moon. students will copy this these men discovered demonstrate a full
into their notes. that the sun is really S/W/LI: The teacher moon and a new
DA: For students that at the center of the will provide a few moon using the
may be hard of S/TX/W/HW: solar system and went more notes about lamp, Earth, and a
hearing, the teacher Students will need to against the common some of the important white Styrofoam ball
can provide a script do a worksheet for belief of the church. terminology of the to represent the
of Neil Armstrong’s homework to fill in the seasons and time (like moon.
words. blanks for important equinox, solstice,
terminology. lunar month, year).
Week 30
Earth Patterns Earth Patterns Earth Patterns Earth Patterns Earth Patterns
S/A/CR: The S/MA/LI/W: The S/GA/T: The class S/TX: The class S/Q/I: Students
teacher will ask teacher will then will meet in the will take turns will take a quiz on
each student when demonstrate (with computer lab. reading from the the relationship
they come in the student volunteers) Small groups of textbook about between the sun,
room to draw a the entire process of students will be important key earth, and moon by
moon in their notes rotation, the sun
asked to research words as “star”, identifying some
and then some revolving around
Earth and Earth one of 6 possible “planet”, phases of the
volunteers to come topics: 1) relative “asteroid”, and moon, and
to the board to draw revolving around the
moon, an entire year. size of “comet” to matching
it. Likely, no one sun/moon/Earth discover that the definitions.
The teacher will then
will draw a full
stop the process (how many moons sun, moon, and
moon or a new when the sun is could fit in the Earth are not the S/W: Students will
moon. directly between earth, earths into only things in the fill in the L part of
Earth and the sun, the sun, etc.), 2) solar system or the KWL graphic
S/MA: The teacher called a solar
will then explain composition of universe. (Science, organizer for
eclipse. Explain that
that in between a sun, 3) moon, 4) p. D70-71) things that they
these are very rare.
full moon and new and Earth, 5) have learned in this
The teacher will also
moon are parts of explain a lunar distance between S/W: Students will unit.
the moon. Explain eclipse, both of these each object and be given a
that the part of the being added to the where they fall in worksheet with
moon does not notes. The teacher the solar system, each of these terms
disappear will then and 6) supposed and then fill in the
completely but is demonstrate (again age of each body definition from the
instead covered up with the flashlight) as believed by book.
by a shadow from the difference most scientists and
Earth. The teacher between a partial write down their S/T: Students will
will demonstrate and total eclipse. findings for each. watch a short
this with the lamp, video on asteroids,
globe, and moon S/TX: The teacher
will show pictures of S/OL: After comets, and
again. The teacher finding this meteors.
eclipses found in the
will hand out a information, each (http://youtube.co
textbook (Discover
worksheet with all the Wonder, p. A21) group will present m/watch?v=uE66-
of the phases of the their findings to 2Wwi4I)
moon and pictures S/MA: Students will the class.
of each phase. then do an activity to DA: Gifted
show that the path of DA: For students students can
S/GA/TX: Students light is straight,
who may not be research the next
will then complete a using three notecards
worksheet with familiar with how time a comet is
with holes punched,
important terms to search (Google) scheduled to be
a flashlight, and
from the book and black paper. for a topic, the seen from Earth:
must identify (Discover the teacher can which comet it will
different phases. Wonder, p. A14) provide some be and its
websites and a estimated year of
brief explanation. arrival.
Week 33
MCSOL MCSOL MCSOL MCSOL MCSOL
N/A N/A N/A N/A N/A
Standardized Standardized Standardized Standardized Standardized
Testing Testing Testing Testing Testing
Week 34
Human Body Human Body Human Body Human Body Human Body
S/CC/H: The gym S/MO: Students S/T: Students will S/R/W: Students S/MO/MU:
teacher/ health will learn about watch a Bill Nye will read a book Students will then
teacher will teach a muscles by doing video about blood about the body for form a large circle
lesson about the various actions and and circulation and the first half of around the room
human body, trying to figure out write down class, exchanging and sing the Bones
involving the full- where the muscle answers to a with other students song (the head
skeleton often seen is that works that teacher-created when they are bone is connected
in classrooms. part of the body. worksheet to check done with the book to the neck bone…
This teacher will Students can then comprehension. they are reading. etc.) and/or the
talk about compare answers Students must then Hokie Pokie.
important bones, and discuss as a S/LI/PS: The class write a paragraph
muscles, and major class what muscles will have a about something S/A/GA/CR:
organs in the body. control each discussion about interesting that Students will take
movement. The how important they learned in large sheets of
S/W/LI/CZ/RT: teacher will blood is to the their book. paper and with a
Students will listen explain what the body- allowing the partner, trace
to the teacher and name of the bones and muscles S/M/GA: The around their body
take notes when muscle is (i.e. to connectively small intestines are and then label
appropriate while bicep, tricep, etc.). work and live. 7.5 meters long- important organs
observing good The teacher will Students will also the class will find and parts of the
behavior and also explain that discuss the this distance and body. The teacher
respect for the without muscles, importance of the explain the will have a sample
guest speaker. you would just be heart to the rest of importance of on the board for
stiff bones. The the body. them being twisted students to make
teacher will also together instead of sure they are on the
demonstrate how S/MO: Students one long distance. right track.
muscles work will learn how to The teacher will
together to do take their pulse also explain that
something by and find their there are miles of
expanding and pulse, at rest and blood vessels and
contracting. after doing 25 nerves in the body.
(http://www.teache jumping jacks Students will also
rvision.fen.com/m (active heart rate). measure the length
usculoskeletal- of some of their
system/lesson- bones (like the
plan/6363.html) femur- the longest
bone in the body)
DA: Gifted and also measure
students can their height with a
research the partner.
findings they make
and discover more
muscle groups.
Resources
(2001, August 5). Electricity. Retrieved October 11, 2007, from Pro Teacher Web
site: http://www.proteacher.org/a/18832_Electricity.html
(2007). Gravity and Weight on Other Planets. Retrieved October 14, 2007, from Teacher
Vision Web site: http://www.teachervision.fen.com/planets/lesson-
plan/353.html?for_printing=1&detoured=1
A., K. (n.d.) Chlorophyll experiment. Retrieved October 5, 2007, from
http://library.thinkquest.org/5420/cellexperplnt.html.
Abuhmeid. (2007) Solar system: asteroids and comets. Retrieved October 13, 2007, from
http://youtube.com/watch?v=uE66-2Wwi4I.
Aho, C. (1976). Measure matters a measurement program. Palo Alto, Calif: Creative
Publications.
Beanz2u. (2006 but originally recorded 1969) First moon landing 1969. Retrieved October 11, 2007,
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A art

Vision Web site: http://www.teachervision.fen.com/planets/lesson-

A., K. (n.d.) Chlorophyll experiment. Retrieved October 5, 2007, from

2007, from Energy Kid's Page Web site:

Elementary Science Study (Education Development Center). (1987). Primary balancing

the balance book. Nashua, N.H.: Delta Education.

Frank, M. S. (2002). Harcourt science: physical science. Grade 4. Orlando: Harcourt

Dialogue for Kids Web site:

Science: Earth science units C and D: Teacher’s edition. Orlando: Harcourt.

from Lesson Plans Page Web site:

National Hurricane Center. (2002) Create-a-cane!. Retrieved October 7, 2007, from

body. [Motion picture]. United States: Walt Disney Video.

of Technology Web site: http://www.iit.edu/~smile/ph9012.html

Science Net Web site:

library. New York: Newbridge Communications.

Scholastic. (2007) Weather Watch. Retrieved October 6, 2007, from

Education Center Web site: http://www.col-ed.org/cur/sci/sci186.txt

Young, R. (n.d.) Inside a flower. Retrieved October 5, 2007, from

Teacher's Domain Web site:

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