Science Charts

LEGEND
A- art
AS – assessment
CA – class activity
CD – class discussion
CI – community involvement
CL – cultural literacy and diversity
CM – communication
CZ – citizenship
DA – differentation / accomodation
GA – group activity
L – literacy
LI – listening
LS – life skills
HS – home / school connection – collaboration with
families
HW – homework
MA – manipulative activity
MO – movement / physical education
MU – music
OL – oral language / public speaking
R – reading
RS - research
T – technology
TX – text
W - writing
 Science Charts

Day 11 Day 12 Day 13 Day 14 Day 15

JWG SOL S 5.1 JWG SOL S 5.1 JWG SOL S 5.1 JWG SOL S 5.1 JWG SOL S 5.1
Classifying Rocks Classifying Rocks Classifying Classifying Rocks Classifying Rocks
Minerals and Minerals and Minerals
MA: The students A: The teacher MA: The teacher MA: The teacher HS: The teacher
will take a “field will show the class will bring a variety will bring in both will invite parents
trip” outside and pictures of of different kinds rocks and minerals to accompany the
collect a variety of sculptures and of minerals and and set them out class on a field trip
rocks. buildings made of show them to the on tables. to a rock museum
different kinds of class. in the morning.
W: The teacher rock. The students GA: In groups, the
will lead the class will guess what LI: As a class, the students will walk MO: The class
in writing down kind of rock is students will around the tables will follow their
the different being shown. identify and fill out a trip to the rock
characteristics of characteristics of worksheet museum with a trip
the rocks T/GA: In groups, the minerals and requiring them to to a rock climbing
the students will compare them to identify the rocks gym.
GA/W:In groups, research a specific those of rocks. The and minerals.
the students will type of rock and teacher will DA: Students who
compare and find a picture of a emphasize the L/R: The teacher are academically
contrast the building or differences. will go over the gifted may write a
similarities and sculpture answers with the report on what they
differences of the containing it. LI: The teacher class and will learned on the field
rocks. will instruct the review the material trip.
CM: The groups students on from the past three
LI: The teacher will compare their specific ways of days.
will introduce findings and identifying
other kinds of discuss how rocks minerals.
rocks not found on are used.
the field trip and
their
characteristics
 Science Charts

Day 16 Day 17 Day 18 Day 19 Day 20

JWG SOL S 5.3 JWG SOL S 5.3 JWG SOL S 5.3 JWG SOL S 5.2 JWG SOL S 5.2
Scientific Scientific Scientific Estimations of Estimations of
Inquiries: Inquiries: Inquiries: Measurement Measurement
Graphing Graphing Graphing
Information Information Information
JWG SOL S 5.1 JWG SOL S 5.1
Classifying Rocks Classifying Rocks
and Minerals and Minerals

R/TX: The teacher A:The teacher will AS: The teacher LI: The teacher LI: The teacher
will introduce guide the class in will divide the will introduce the will instruct the
“The Victory taking pictures of class into two students to students on how to
Garden Kids the planting of the groups. One group properly use appropriate
Book”, and will seeds in the will walk around a estimating length, instruments for
pass out excerpts garden. set of tables and mass, volume, and measuring different
for the class to identify rocks and elapsed time. types of data.
read and study. DA: Students who minerals. The other
require extra visual group will R: The teacher MA/GA: The
LI/LS: The aids can draw and complete a written will read Counting teacher will divide
teacher will color the process. test which requires on Frank to the the class into
explain the class the student to class. groups and have
project which LI: The teacher graph certain them walk to
involves planting, will review rocks scientific MA: The teacher different stations
cultivating, and minerals by information. will conduct an using each
harvesting, and using previously activity in which instrument to
selling the crops. learned the students each measure different
information to use estimation to types of data and
MA: The class illustrate how to guess how many record it.
will walk outside graph scientific m&ms are in a jar.
to the site of the information. The closest HW: The students
garden and will GA: In groups, the estimation wins the will attempt to
investigate the soil. class will graph candy. graph the
information of information
LI: The teacher their choice. gathered during
will discuss how to class.
graph the
information
necessary
concerning the
garden.
 Science Charts

Day 31 Day 32 Day 33 Day 34 Day 35

JWG SOL S 5.2, JWG SOL S 5.3 JWG SOL S 5.3 JWG SOL S 5.2 JWG SOL S 5.2
5.3: Estimations of Scientific Inquiries Scientific Inquiries Estimations of Estimations of
Measurement & Measurement Measurement
Graphing
Information

RE: The teacher LI: The teacher CI: A doctor will L: The class will GA/MA: The
will go over will explain the come to the class use excerpts from teacher will
homework and scientific method and discuss how the Victory Garden provide the class
allow the students and use examples the scientific Kids Book to learn with the materials
to perform work of how the method is used to the different stages necessary to make
correctly on the students have been find the cures to in a garden and the graduated
board. using it in the past diseases and how time involved in cylinders. In small
two weeks. science is used in the growth groups, the class
MA: The teacher the medical realm. process. will work together
will lead the class T: The students and make one
outside and place will use the W: The students LI: The teacher graduated cylinder
two Styrofoam computer lab to will take notes and will go over the per group.
cups under the sun. take interactive share what they garden process in
One cup will quizzes and play found most detail and give LI: The teacher
contain dark dirt interactive games interesting and instructions. will then show the
and the other light concerning the beneficial. students how a
colored dirt. A scientific method. W: The students graduated cylinder
thermometer will The students will will write a brief is used and how it
be placed in each find the quizzes paragraph about is helpful and
and the class will and games at their expectations beneficial and
let them sit for five www.quia.com. for the garden and relevant to their
minutes. The The students will about the time lives.
temperatures will be divided into involved.
then checked and teams and will
data recorded. The compete against W: The class will
students will see their classmates for write a paragraph
how dark colors the most points about how having
attract heat more earned from a garden exercises
than light colors. quizzes and games. good stewardship.

DA: Students with

disabilities may
draw a set of
pictures instead.
 Science Charts

Day 36 Day 37 Day 38 Day 39 Day 40

JWG SOL S 5.4 JWG SOL S 5.4 JWG SOL S 5.4 JWG SOL S 5.4 JWG SOL S 5.4
Sound and Sound and Sound and Sound and Sound and
Communication Communication Communication Communication Communication

CA: The teacher LI: The teacher LI: The teacher CI: The class will CA: The teacher
will begin class by will discuss the will discuss take a field trip to will bring three
playing a trivia differences frequency with the a local fire station soda bottles to
game which between how class and give and learn how class and fill them
involves asking the animals hear and directions for the communication with different
students fun how humans hear. activity. occurs in amounts of water.
questions about The teacher will emergency The students will
sound such as show pictures of CA: Each student response vehicles. predict the order
“What was the bats and will will make their from lowest to
loudest sound ever instruct the own tubular W/HW: Each highest pitch each
heard?” and “What students how bats glockenspiel from student will write a bottle will make
was the lowest use frequency to materials provided one page paper when one blows
sound ever help them by the teacher. The explaining how across the top. The
recorded?” etc. navigate. students will see frequency and students will then
that the length of sound work using investigate
LI: The teacher T: The students the tubing both animals and different outcomes
will explain the will use the determines the people as and discuss why it
general properties internet to research frequency. examples. worked the way it
of sound, including five facts about did.
frequency, waves, bats.
and vibration. DA: ESL students
HW: The students may earn extra
will put their facts credit by writing
into paragraph on the differences
form and present it of sounds between
to the class. their native
language and
English.
 Science Charts

Day 51 Day 52 Day 53 Day 54 Day 55

JWG SOL S 5.5 JWG SOL S 5.5 JWG SOL S 5.5 JWG SOL S 5.5 JWG SOL S 5.5
Transmitting Transmitting Transmitting Transmitting Transmitting
Sound Sound Sound Sound Sound

LI: The teacher CI: The class will AS/GA/T: The GA: In groups, the LI: The teacher
will explain to the host a K9 unit teacher will give students will be will begin by
class how sound officer with his the students a set given a set of introducing
travels through dog for a of key questions questions theories
solids, liquids, and demonstration of concerning the concerning concerning noise
gases. The teacher how dogs respond topic of sound, whether or not pollution. The class
will encourage to high pitched including waves, hearing is based on will brainstorm
class participation whistles that are vibration, ear size, how many potentially
by asking them to beyond human frequency, pitch ears, or age. The dangerous ways
make predictions hearing capability. etc. In groups, the students will that noise can be
concerning certain students will use experiment within transmitted.
sounds. T/HW: The their notes as well the classroom and
students will be as secondary write down their CA: The students
GA: In groups, the given a list of sources to produce findings. will survey the
class will walk animals to choose the answers to five loudness of sounds
around a set of from and will go of the questions. LI: The teacher at different
tables with on the internet and will explain how locations around
displays such as a research how that OL/AS: The the human ear the school and in
battery-operated particular animal students will works and will go the classroom.
radio in a sealed uses sound in its choose one of their over the correct
plastic bag everyday life. questions to answers to the CA/MA: The class
underwater with a present to the class questions. will investigate
hydrophone, a DA: Academically as a group. sound insulation by
length of metal gifted students A: The students watching the
rod, a string may write an essay will create a model teacher place a
telephone etc. comparing the way of the human ear clock in a box
After each group animals and and will label its
has experimented humans hear, different parts.
with each display, highlighting the
the class will differences.
reconvene and
discuss the results.
 Science Charts

Day 56 Day 57 Day 58 Day 59 Day 60

JWG SOL S 5.5 JWG SOL S 5.5 JWG SOL S 5.5 JWG SOL S 5.5 JWG SOL S 5.5
Transmitting Transmitting Transmitting Transmitting Transmitting
Sound Sound Sound Sound Sound

LI: The teacher LI: The teacher CI: The class will GA/OL: In AS: The students
will present the will present the take a field trip to groups, the will be given a
students with students with a nursing home students will use formal multiple
information information about and note cases of all of their notes choice test on all of
regarding noise hearing hearing and secondary the material
pollution. impairment among impairment while sources and covered in the past
different age they communicate compile a short three weeks
HW/OL: The groups and ask with people. presentation in a concerning sound,
students will them to give television frequency,
research possible several possible LI: The students documentary vibrations, pitch,
solutions for noise reasons for it. will listen as a setting. animals etc.
pollution and doctor gives a brief
present their CA: The students overview of the DA: Students with
findings to the will brainstorm causes of hearing a weakness for test
class. ideas about causes impairment. taking may opt to
of hearing write a three page
LI: The teacher impairment. The paper explaining in
will show the teacher will guide detail all of the
students cause and the students as concepts from the
effect analysis of they accept and past three weeks.
how loud noise for reject each other’s
prolonged periods explanations.
of time can be
damaging. MA: The students
will take out their
model of the
human ear and
study how exactly
hearing is impaired
and what is the
source of the
problem.
 Science Charts

Day 71 Day 72 Day 73 Day 74 Day 75

JWG SOL S 5.6 JWG SOL S 5.6 JWG SOL S 5.6 JWG SOL S 5.6 JWG SOL S 5.6
Light Light Light Light Light

LI: The teacher CD: The teacher OL: Each group CA: The teacher LI: The teacher
will begin by will lead the class will present their will provide each will begin the
introducing the in discussion about findings. While student with a lesson by bouncing
students to various what the students watching the glass of water and a ball up and own
facts about light. learned from the presentations, each a piece of white off the floor and
The teacher will tutorial. student will make paper. The students relating that to how
make distinctions a learning chart will get out of their light reflects off of
between sound GA: The teacher containing seats, if necessary, a mirror. The
waves and light will divide the important facts and and position their teacher will use
waves. class into eight questions about glasses and paper examples of
groups and will each form of near the window objects throughout
CA: As a class, the assign each group energy. so as to create a the classroom to
students will make one of the eight rainbow. illustrate reflection.
a comparison chart kinds of DA: Students with
between sound electromagnetic disabilities may CD: The teacher CA: The teacher
waves and light energy in the recite a poem or will lead the class will give each
waves. Each spectrum. Each sing a song instead in a discussion as student a prism and
student will copy group must of a presentation. to what caused the will have them
the chart from the perform secondary rainbow. The play with it to learn
board for their own research using both HW: The students teacher will that light from the
personal copy. books and the will choose one instruct the sun contains all of
internet. question from their students about the colors that can
A: The students learning chart and refraction. possibly be seen by
will draw a picture research the the human eye.
of the sun and the answer. CA: The teacher
earth as the teacher will place rocks CD: The teacher
discusses how inside an aquarium will lead the class
energy from the and tell the in discussing the
sun reaches the students to gather different
earth. around it and ask characteristics and
volunteers to features of light.
T: The students determine which
will go on the rocks are easier to
internet and touch and try to
complete a tutorial pick up and which
about the ones are harder.
electromagnetic
spectrum.
 Science Charts

Day 76 Day 77 Day 78 Day 79 Day 80

JWG SOL S 5.6 JWG SOL S 5.6 JWG SOL S 5.6 JWG SOL S 5.6 JWG SOL S 5.6
Light Light Light Light Light

LI: The teacher LI: The teacher LI: The teacher CA/MA: Each T/W/HW: The
will instruct the will introduce the will instruct the student will be students will each
students on the class to Isaac student about given a battery, a use a computer and
differences Newton and his Albert Einstein and light bulb, and a Microsoft Word to
between opaque, accomplishments his theory of piece of wire. Each write a 1-2 page
translucent, and and theories relativity. student will paper about one of
transparent light. concerning light. experiment until the theories of light
DA: Academically they figure out that was discussed
CA/MA: The gifted students how to make the earlier in the week.
teacher will may write a report light bulb work. Students will use
present the expressing their both their notes
students with opinion on his LI: The teacher and secondary
multiple items that theory and how it will instruct the sources found on
contain those three relates to present students about the the internet. The
qualities of light. day science. properties involved student may write
As a class, the and will give them another paper
teacher will go instructions for the concerning a
through each item next activity. different theory for
and write it down extra credit.
on the board. Each CA/MA: The
student will create student will create
their own chart their own
listing each flashlight using
material under the pvc pipe, batteries,
proper light a light bulb, and
identity and will plastic film.
use it for future
reference.
 Science Charts

Day 91 Day 92 Day 93 Day 94 Day 95

JWG SOL S 5.7 JWG SOL S 5.7 JWG SOL S 5.7 JWG SOL S 5.7 JWG SOL S 5.7
Properties of Properties of Properties of Properties of Properties of
Matter Matter Matter Matter Matter

. CA: The teacher CA: In groups, the CA/A: The class GS: The teacher LI: The teacher
will bring in a students will use a will be work in will contact a high will inform the
container of water dropper to place groups of 4 to 6 school chemistry students of
and invite the two drops of students and will teacher and have different terms for
students to gather perfume in a large collect samples them come to the different kinds of
around as the balloon. After and pictures of class and describe compounds,
teacher places a blowing up the different forms of different methods elements, and
wooden block in balloon, the matter and identify of investigating the mixtures.
the water. students will tie it the elements, composition of the
in a knot and smell compounds, and kinds of matter GA: The groups
CD: The teacher the outside of the mixtures with each found in the from Wednesday
will ask the class balloon. After item. The students students’ school will work together
to describe the waving the balloon will collect and homes, and in to make a large
properties of the in the air for about samples from public buildings wall chart. Under
solid object and two minutes, the around the and places. the headings,
the liquid. The students will smell classroom and ‘Elements’,
teacher will ask the the balloon again. around the school. W: The students ‘Mixtures’, and
students how the Students will also will each write a ‘Compounds’,
two objects are CD: The teacher cut out pictures letter to the students will
alike and how they will lead the class from old American display their
are different. The in discussing what magazines Chemical Society previously put
teacher will guide the students showing other with a question together samples
the students in smelled the first items. Students concerning matter. and pictures, and
inferring that they time and how the will use crayons will select at least
are alike because perfume got and markers for DA: ESL students one item in each
they take up space outside the labeling. may write a report category from the
and different balloon. on the difference collection of each
because the block CD: The teacher between classroom group.
has its own shape LI: The teacher will ask the environment in
and the water takes will talk to the students which two their native
its own shape. students about the properties are country compared
basic units of shared by all the to America.
matter and matter samples
structure of atoms they have. The
students should
respond with mass
and volume.
 Science Charts

Day 96 Day 97 Day 98 Day 99 Day 100

JWG SOL S 5.7 JWG SOL S 5.7 JWG SOL S 5.7 JWG SOL S 5.7 JWG SOL S 5.7
Properties of Properties of Properties of Properties of Properties of
Matter Matter Matter Matter Matter

LI: The teacher CD: The teacher CA: In groups, the LI: The teacher AS: The teacher
will explain how to will lead the class students will fill will go over will formally test
organize science in discussing how one test tube with review material the students using
notebooks and mixing charcoal water and use a with the students multiple choice
make observation and iron filing funnel to add one- in preparation for and short answer
tables and charts. affects the fourth spoonful of the test. questions.
properties of the magnesium sulfate
GA: In groups, the matter involved. and will mix it CA/MA: The DA: Students who
class will observe together until the students will make are not good at
charcoal and iron W: The students solid dissolves. a model of an atom taking tests may
filling and write will write in their They will then fill using clay, craft opt to write a three
down their notebooks about a second tube sticks, a plastic page paper
observations. The how they were halfway with water knife, and a metric explaining in detail
students will mix able to separate and add calcium ruler. the concepts from
the two together the charcoal from chloride and shake the last three
and again record the iron filings and it until it dissolves. weeks.
their observations. will give reasons Pouring the
The students will for their evidence. contents of both
make predictions into a third test
about how the CD: The class will tube, the students
materials can be guide the students will observe for
separated and then in drawing a five minutes and
test them and conclusion as to then record their
record the results. how mixing salt observations. The
The students will and water affects groups will pour
add a salt and the properties of the combined
water mixture until these materials. mixture into a
the salt dissolves. fourth test tube
The group will W: The students through a funnel
predict how to will write about and record the
separate the salt how they separated results.
from the water, the salt from the
record them, test water. CD: The teacher
them, and record will walk the
again. students through
understanding
what took place.
 Science Charts

Day 111 Day 112 Day 113 Day 114 Day 115

JWG SOL S 5.8 JWG SOL S 5.8 JWG SOL S 5.8 JWG SOL S 5.8 JWG SOL S 5.8
Cell Structure Cell Structure Cell Structure Cell Structure Cell Structure

LI: The teacher MA: The students CA/MA: The GA: In groups, the GA: The class will
will instruct the will repeat students will take a students will build record their
students about cell observations with hair from their a model of a cell observations of the
structure. microscope from head and place it by filling a large jar on a chart.
the day before with on a slide and plastic jar full of
MA: The students algae and parts of cover the hair with water. Iodine will W: The students
will look at a piece plants. a moss leaf. be added to the will answer a list
of onion Adding a drop of water and then a of questions about
underneath a DA: Students with water and cover lid put on the jar. the model and will
microscope. The disabilities will be slip, the students In a mixing bowl, tell how their
students will then placed with will examine the students will mix model resembles a
use a plastic knife academically slide and observe jello mix, cell.
to scrape the inside gifted partners who how many moss cornstarch, and
of a pork casing will help them cells in a row perfume, fill a self- T: The students
and tap the knife perform the cover the width of sealing bag with will research the
edge underneath observations using a hair strand. the mixture and internet to find out
the microscope and the microscope. put a marble in how cells were
then draw what A: The students with it. The discovered and
they see. LI: The teacher will draw what students will put how scientists have
will instruct the they see. the bag into the learned about them
A: The students students about plastic jar with over the years.
will draw what what is inside LI: The teacher iodine and leave it
they see. cells. will talk to the overnight. LI/CD: The
students about cell teacher will review
CD: The teacher functions. LI: The teacher key concepts and
will lead will explain that lead discussion on
discussion the jello mix is their findings.
concerning the cytoplasm and the
similarities and marble is the cell
differences in the nucleus and the
two things bag is the cell
observed. membrane.
 Science Charts

Day 116 Day 117 Day 118 Day 119 Day 120

JWG SOL S 5.9 JWG SOL S 5.9 JWG SOL S 5.9 JWG SOL S 5.9 JWG SOL S 5.9
Kingdoms of Kingdoms of Kingdoms of Kingdoms of Kingdoms of
Living Things Living Things Living Things Living Things Living Things

CD: The teacher W: The teacher CL/T: The CA/GA: The CA/A: The
will ask the will write a students will use students will students will draw
students how zoos paragraph listing the internet to engage in an a knowledge web
group animals. key information research people in activity called stating key facts
and concepts and China, Japan, and ‘Shape Island’. In that they have
CA/W: The have the students other Asian their notebook, learned in the past
students will list copy it. The countries to find students will copy week and how the
seven musical paragraph will be out how they have a set of organisms knowledge builds
artists or songs and written without been practicing from the board. on prior
have them good punctuation mariculture for Using the glossary knowledge.
categorize them by and the students thousands of years. of Greek and Latin
style of music. will add proper terms in their text, CD: The students
Students will write punctuation. LI: The teacher the students will will share what
down why they will talk to the name all of the they have learned.
chose what they CD: The teacher students about shapes. The
did. will ask the fungi and tell them students will then CA/AS: The
students true/false about some of the draw their own teacher will divide
LI: The teacher questions based on caves in shape and name it the class into teams
will write the main the science chapter Pennsylvania using a two-part and will play
groups of living from the text. where lots of scientific name. jeopardy using
kingdoms on the mushrooms grow. scientific terms,
board and will R: As a class, the LI: The teacher vocabulary and key
introduce the students will read T/W: The students will explain the concepts and facts.
students to each the text by taking will use the importance of
one through turns so that internet to research scientists giving
lecture. everyone gets a and then write a organism specific
chance to read. report on names.
A: The teacher mushroom farming
will lead the DA: Students with in the United CD: The students
students in a song disabilities may States. will describe two
using a familiar listen to text on characteristics
tune with new CD at the listening shared by all of the
lyrics that help the lab. specimens at
students remember Shape Island.
key facts about the
six kingdoms of
living things.
 Science Charts

Day 131 Day 132 Day 133 Day 134 Day 135

JWG SOL S 5.10 JWG SOL S 5.10 JWG SOL S 5.10 JWG SOL S 5.10 JWG SOL S 5.10
Ocean Ocean Ocean Ocean Ocean
Environment and Environment and Environment and Environment and Environment and
Ecosystem Ecosystem Ecosystem Ecosystem Ecosystem

R: The students CI: The students CI: The class will GA: The teacher AS: The teacher
will read from will take a field host one of the will divide the will hand a formal
their text out loud trip to an aquatic student’s parents class into teams written exam based
as a class. facility and learn who is a scuba and they will on the previous
about marine life diver and will compete against three weeks of
LI: The teacher in the ocean. learn about ocean one another in a study. Format will
will talk about depth and currents. game of hot potato. be multiple choice,
geographical W/T: The students Whenever true/false, fill in
characteristics of will write an essay CD: The class will someone is caught the blank, and
the ocean on what on their ask questions and with the hot potato short answer.
including, favorite animal discuss the subject they are asked a
continental that includes at hand concerning review question.
shelves, slopes, secondary research the ocean.
and rises. The CD: The teacher
teacher will use DA: Students with MA: The students will lead
slides and pictures disabilities may will use legos to discussion on
to illustrate the draw a picture of make models of an review material
concepts. their favorite ocean ocean, complete and will answer
animal. with scuba divers, questions from the
W/T: The students continental class.
will research the shelves, rises, and
topics and write a lots of animals.
report on what
they have learned.

DA: Students with

disabilities may
draw a picture of
an ocean
characteristic.
 Science Charts

Day 136 Day 137 Day 138 Day 139 Day 140

JWG SOL S 5.11 JWG SOL S 5.11 JWG SOL S 5.11 JWG SOL S 5.11 JWG SOL S 5.11
Earth Changes and Earth Changes and Earth Changes and Earth Changes and Earth Changes and
Stewardship Stewardship Stewardship Stewardship Stewardship

MA: The teacher CA: The teacher GA: In groups, the RS: The students CI: The students
will begin the will place a stream students will make will collect will take a trip to a
lesson by blowing table on a table and a model of a magazine and local farmers
up a balloon until let the students fill glacier. Each group newspaper articles market and
it pops. it with sand. A will fill a pan with and photographs observe. In the
volunteer will then gravel and water that relate to the classroom, the
CD: The teacher use two fingers and freeze it. The effects of moving students will
will ask the class and make a students will then water on land. The research specific
why the balloon channel in the remove the students will use vegetables and
popped. sand. The teacher mixture from the graphic sources of their nutritional
will connect a pan and rub it information to value.
LI: The teacher piece of tubing to across a piece of determine which
will explain how the front of the poster board. weathering process LI: The teacher
pressure is also stream table and is occurring. will explain how
what makes a let the other end W: Students will growing food in a
volcano erupt and hang off the edge compare the effect R: As a class, the garden is a good
will explain how over a pale. on the poster board students will read a example of being
earth changes can Another pale will with that of a book entitled Life good stewards. The
be brought about be placed on two glacier on land. in the Great Ice teacher will talk
by natural wood blocks on Age, by Michael about how it is
disasters. the other side with DA: Students with and Beverly Oard important to take
water in it. A water disabilities may care of the earth
T: The teacher will flow will be started draw pictures and not pollute it.
show a short video from the pale contrasting the
about the eruption through the tube. two.
of Mt. St. Helens. The students will
observe any
W: The students changes that the
will answer a list water makes in the
of set questions sand and record
during the movie. them.

CD: The teacher

will lead
discussion
concerning what
happened and why.
 Science Charts

Day 151 Day 152 Day 153 Day 154 Day 155

JWG SOL S 5.12 JWG SOL S 5.12 JWG SOL S 5.12 JWG SOL S 5.12 JWG SOL S 5.12
Plants and Plants and Plants and Plants and Plants and
Flowers; Flowers; Flowers; Flowers; Flowers;
Photosynthesis Photosynthesis Photosynthesis Photosynthesis Photosynthesis

CA: The students CA/GA: In CA: The students CA: The students W: The students
will stand in groups, the will harvest the will go outside and will write a one-
different parts of students will put garden that was collect leaves from page paper stating
the classroom as onion and garlic in planted at the different trees. what they know
the teacher opens a a bowl and mix it beginning of the Back inside, they about plant
bottle containing a with cayenne year. will cut the leaves communication.
liquid. As soon as pepper. They will into small pieces,
the students smell add water and CI: The teacher put them in jars, W: The students
the liquid, they soap. After pouring will take the and label them by will write a one-
will individually the mixture students to a local tree. Rubbing page paper stating
raise their hands. through a few food bank where alcohol will be what they know
The teacher will layers of they will share added to the jars. about
repeat the cheesecloth into some of the food After covering the photosynthesis.
procedure with a another bowl, they from the garden. jars, they will be
different odor. will pour the liquid placed in a pan DA: Students with
into a spray bottle HW: The students holding an inch of disabilities may
CD: The teacher and some of it into will write about hot tap water. The draw pictures
will lead the class a jar. Another the process of students will rotate instead.
in discussing how spray bottle will be growing a garden the leaves in the
the odors traveled filled with water. and how they are water until the
throughout the Two plants will be beneficial. alcohol has
room and their put outside sprayed become colored.
reaction to the lightly for the next then label each jar
odor. two days. The with filter paper
students will and place an end in
LI: The teacher record differences each jar so that the
will instruct the between the two alcohol climbs up
students plants. the paper.
concerning plant
communication. LI: The teacher CD: The teacher
will begin will lead
explaining discussion on what
photosynthesis. happened and why.
 Science Charts

Day 156 Day 157 Day 158 Day 159 Day 160

JWG SOL S 5.13 JWG SOL S 5.13 JWG SOL S 5.13 JWG SOL S 5.13 JWG SOL S 5.13
Human Body Human Body Human Body Human Body Human Body

CA/LI: The LI: The teacher LI: The teacher LI: The teacher GA: In pairs, the
students will each will instruct the will briefly instruct will instruct the students will use
be given a list of students on how to the students about student about the an eyedropper to
bones and will be take a pulse. the kidneys. functions of the place two drops of
given a picture of a lungs. honey on the
skeleton. Each CA/MO: Each GA: In groups, the center of their
student will label student will take students will pour GA: In groups, the partner’s tongue.
the bones on the their own pulse muddy water into students will blow The students will
human body as the and count the one of two up a 9-inch determine where
teacher instructs number of beats in beakers. They will balloon, put it they first tasted the
them. 15 seconds, put a filter paper inside a bottle, and sweetness and
multiply by four, into a funnel and stretch its neck record their
A: The students and record the place it in the other over the top of the findings. The same
will color code the results. Each beaker. After re- bottle and hold it will be done for
bones to aid in student will do 25 stirring the muddy in place with a salt, alum, and
memory. jumping jacks and water, the students rubber band. This lemon juice.
check their pulse will pour slowly represents a lung.
LI: The teacher again. The teacher pour it into the The students will CD: The teacher
will instruct the will take the filter. After all the cut a 12-inch will lead the class
class about the students outside water has gone balloon across its in discussing the
basic structure of where they will through, the widest section and results.
the human body run, walk, jump, students will tie a knot in the
and its functions. and two other record their neck, then stretch AS/CA: The
things of their observations. the balloon across students will play a
CA/MO: The choice, check their the bottom of the game of jeopardy
teacher will take pulse each time A: The students bottle to make a to review the key
the class outside, and record the will draw a draw a cover and position concepts of the
and the students results. diagram of what the knot in the past week.
will feel their heart happened. center and glue the
beat. The students CD: The teacher cover in place to DA: ESL students
will run a lap will lead the class CD: The teacher represent a may write a one
around the in discussing the will lead the class diaphragm. page paper for
playground and meaning of the in discussing what Holding the knot, extra credit about
feel their heart beat results and what would happen if a the students will the difference
again. The teacher can be learned person’s blood pull the diaphragm between tastes in
will talk about the from it. didn’t go through out and push it in their native country
importance of the kidneys. several time, and and America.
exercise for a record
healthy heart. observations.
 Science Charts

Day 171 Day 172 Day 173 Day 174 Day 175

JWG SOL S 5.14 JWG SOL S 5.14 JWG SOL S 5.14 JWG SOL S 5.14 JWG SOL S 5.14
Dinosaurs Dinosaurs Dinosaurs Dinosaurs Dinosaurs

W: The students T/RS: The CD: Based on the CI: The class will OL/LI: The
will write down students will each definition for go on a field trip to students will
five things they pick a dinosaur ‘dinosaur’, the a museum and present their
know about and research it teacher will lead look at dinosaur reports from
dinosaurs and five using library books discussion on bones. Tuesday to the
things they want to and the internet. whether or not class.
know. dinosaurs still exist CD: The teacher
W: The students and what they are. will lead CD: The teacher
CD: The teacher will each write a discussion on what will lead an open
will allow the two page report on LI: The teacher they observed and discussion on the
students to share their dinosaur, will read an article their reactions. week’s lessons.
their knowledge including their about dinosaur
and their questions size, habitat, eating blood being found W: The students
with the class in a habits, and other and will expound will write a brief
discussion format. interesting facts. on the idea that summary of what
dinosaurs are not they learned.
GA: During the LI: The teacher as old as many
class discussion, will teach further think. DA: Academically
the students will on the topic of gifted students
pretend to be paleontology, GA/MU: The class may write a one
paleontologists by digging deeper into will listen to and page comparison
using toothpicks to how bones are sing a dinosaur paper concerning
remove chocolate dated. song by artist the difference
chips from cookies Buddy Davis. between the
without breaking assumptions of
them. evolutionists and
creationists.
LI: The teacher
will explain to the
students what
paleontology is.
 Science Charts

Day 176 Day 177 Day 178 Day 179 Day 180

JWG SOL S 5.15 JWG SOL S 5.15 JWG SOL S 5.15 JWG SOL S 5.15 JWG SOL S 5.15
Complex Complex Complex Complex Complex
Machines; Machines; Machines; Machines; Machines;
Concepts of Work Concepts of Work Concepts of Work Concepts of Work Concepts of Work

GA: In groups, the MO/LI: The LI: The teacher LI: The teacher AS: The teacher
students will tie teacher will take will explain what will explain the will formally
one end of a string the class outside to an inclined plane concept of assess the students
around a brick and the playground and is. machines and from material
tie the other end of use the seesaw to complex machines. covered in the last
the string to a explain levers.GA: In groups, the three weeks
rubber band. One students will use CA: The teacher including plants,
of the students will
CA: Each student string to fasten a will write a list of the human body,
pull on the rubber will walk around spring scale to a machines on the dinosaurs, and
band until the the playground and stone and then use board and the machines and
brick slides acrossfind another kind the scale to lift the students will work. The format
the floor. of lever. stone to a height of categorize them will be all multiple
10 centimeters. under simple or choice.
CD: The teacher W: Inside the The students will complex.
will ask the classroom, the read the amount of
students how much students will force used with the DA: Academically
the rubber band answer specific spring scale and gifted students
stretched and what questions in record it in a chart. may expound and
could be done to written form about The students will write a paragraph
make the brick work and levers. then make an under each
move easier. inclined plane by machine saying
propping a board why it is the type
GA: The students on books so that of machine that it
will try to find one end of the is.
another way to board is raised 10
move the brick. centimeters and
will again read the
LI: The teacher spring scale and
will explain the record the results.
basic concept of
work. CD: The teacher
will ask the
students to share
their results and
will lead a
discussion about
inclined planes.
 Resources

Allen, K. Z. (2003). Cells, Heredity, and Classification. Austin, TX: Holt, Rinehart and
Winston.

Badders, W. (2003). DiscoveryWorks: Teacher's Edition. Boston, MA: Houghton Mifflin

Company.

Beeman, P., & Bollinger, M. J. (1996). Real Life Science Series: Classroom
Experiements. Torrance, CA: Frank Schaffer Publications.

Cornett, C. E. (2007). Creating Meaning Through Literature and Arts: An Integration

Resource for Classroom Teachers. Upper Saddle River, NJ: Pearson
Prentice Hall.

Heil, D. (1996). Discover the Wonder. In D. Heil, Discover the Wonder (pp. A22-A62).
Glenview, Illinois: ScottForesman Science.

Jones, R. M. (2005). Harcourt Science: Teacher's Edition. Orlando, FL: Harcourt.

Mini Science. (2007, October 16). Retrieved October 15, 2007, from miniscience:
http://www.miniscience.com/projects/leaves1.html

Oard, M., & Oard, B. (1993). Life in the Great Ice Age. Green Forest, AR: Master Books.

www.answersingenesis.org. (2007, October 16). Retrieved October 16, 2007, from

Answers In Genesis: www.answersingenesis.org

www.palmbeachk12.fl.us.com. (2007, October 16). (n.d.). Retrieved October 16, 2007,

from Palm Beach County Schools:
http://www.palmbeach.k12.fl.us/MULTICULTURAL/ESOLCurriculumD
ocs/Secondary/Gr7SciU8.pdf