Lesson Plans for October 19-23

							                              Lesson Plans for October 25-29
                                      Mrs. Roberts
                                         Science

                                         Notes
                         Verbs for Bloom’s Taxonomy are in bold

                                       Extension
Individual life cycle booklets have been prepared for the students. These booklets have
some information to read and some sample labeled life cycle illustrations. Some of the
blank pages have the names of organisms whose life cycles the students are to draw,
color, and label. Other pages are blank. The students have free choice in selecting
organisms for the blank pages. Books to use for reference are on the table and also in the
bookcases. The life cycle booklets may be stored in the color coded plastic boxes by the
computer.

This week’s homework and vocabulary will help students review the water cycle.

                                      Monday 10/25/10
TEKS: 5.1, 5.2, 5.3

Materials: boxes for each homeroom with materials, brown paper bags with materials
needed to dig up materials buried, lab report papers, cups of water, pieces of Ecofoam

TLW: examine and draw conclusions based on the results of an ongoing investigation

Lesson: Pass out bags and lab reports. Review the investigation and student hypotheses.
Go outside and dig up the Styrofoam and Ecofoam. Bring materials back to classroom
and examine. Ask students to complete their re[ports. Discuss results and conclusions.
Then have each student fill a small cup with water. Give each student a piece of
Ecofoam and ask the students to put the Ecofoam into the cups of water and observe.
Discuss evidence and relate to just completed investigation. Also have Styrofoam
availablr to put into the water. Glue lab reports into journals, and if time permits ask
students to continue working on the life science vocabulary glossary in the journal.

                                     Tuesday 10/26/10
TEKS: 5.1, 5.2, 5.5

Vocabulary: mixture, solution, hypothesis, procedure

Materials: iron filings, magnets, sand, pebbles, sieves, salt, plastic cups, pie tins, electric
kettle for heating water, textbook pages B24-B28, lab reports with directions

TLW: plan and implement a series of simple investigations relating to mixtures and
solutions, identify and distinguish between mixtures and solutions, interpret
observations, communicate conclusions
Lesson: Read orally and discuss the information on pages B24-B28 in the textbook,
guiding students to understanding what mixtures and solutions are. Then pass out the lab
reports and help students understand what to do to complete the labs. Students will need
to work in pairs since there is a limited supply of materials. Labs may be done in any
order. Stop periodically and check on progress. Students may put their salt water cups in
Room 601 to wait for the water to evaporate.

There will probably not be enough time for all students to complete all labs, so have
students turn in their reports to be completed on Friday.

                                  Wednesday 10/27/10
TEKS: 5.1, 5.2, 5.3, 5.5

Vocabulary: matter, mass, weight, mixture, solution

Materials: crow cut-out, “Marvelous Matter” booklets from AIMS, materials from the
labs begun yesterday

TLW: plan and implement investigations about mixtures and solutions, explain
and give examples of matter

Lesson: Introduce lesson with the fable about the crow and the pitcher.(Teacher will tell
the story.) Have students guess ways the crow can get to the water in the bottom of the
pitcher. Discuss. Pass out “Marvelous Matter” booklets for the students to make and
read. Read and discuss the information in the booklets and relate fable to the information
in the booklet.. Provide time for the completion of yesterday’s investigations.

                                   Thursday 10/28/10
TEKS: 5.5

TLW: explain and give examples of physical properties and physical changes, ice, paper

Lesson: Read and discuss the information on textbook pages B28-B31. Ask students to
create charts to record the physical properties of various objects found in the classroom.
Share. Discuss. Then pass our paper and have the students tear it up. Lead them to draw
the conclusion that tearing up paper is a physical change. Then pass out ice cubes and
have the students observe the water change from a solid to a liquid to a gas. Help them
understand that this change in state is a physical change.

                                    Friday 10/29/10
TEKS: 5.5, 5.8

TLW: show mastery of terms and concepts related to the water cycle; create a visual to
show understanding of molecular behavior in solids, liquids, and gases
Lesson: Give the water cycle test. Grade and return for corrections. Answer questions
about the test. Review the three states of matter and discuss how molecules behave in
each state. Invite groups of students to act out the behavior of molecules as something
changes from one state to another. Then pass out yellow booklets about the three states
of matter. Read the information together. Invite students to think up ways to illustrate
the three states of matter. Provide art supplies, confetti, etc. for students to use. Ask
volunteers to share their ideas. Provide time for students to complete their illustrations in
the yellow booklets.