School District of Lancaster · *2R Tricky Word list -2R readers should read and check off all the...

00 School District of

Lancaster Student Packet Round 2

Fulton Elementary Fifth Grade

Here you will find 2 weeks of practice activities. When you finish an activity color it in or cross it off! Have fun!

next to them.

*For ELA/Social Studies, our students should read

"Explorers of the New World- Passage 2"

of the text.

READING TO DO: READ EVERY DAY! Fill in your book title and have a grown up initial your log below.

SUNDAY SATURDAY

FRIDAY THURSDAY

WEDNESDAY TUESDAY 7

MONDAY

Week 1 (every day)

N �L > a 3 m a

ARC reading work Name

Pick 4 minimum:

After reading your book, determine if it is fiction or

nonfiction. Explain how you know.

The title of the book I read is

After reading your book, identify one text feature in the

book and explain what information the feature gives the

reader.


This book is ( fiction/ nonfiction ). I can tell because One text feature in this book is

This text feature helps the reader understand...

After reading your book, explain the topic of the book

(nonfiction) or the main plot events that occurred (fiction)


Write a summary of what you read. Include the main idea

and details (nonfiction) or the character and plot events

(fiction)


The (topic / main events of the plot) is/are: Today I read

After reading your text, explain how this text is organized:

compare/contrast, description, cause/effect or sequence

of event (nonfiction)


2R Readers:

Review 2R Tricky Words and put a check mark next

to all of the words you know.

(See next page)

The text is organized as

I know this because...

*2R Tricky Word list

-2R readers should read and check off all the words you know.

accident choose except ocean

among closet famous pleasant

beauty cloth fault police

blood comb forward practice

blossom comfortable future prove

borrow common garbage rescue

bowl continue gather scene

breath courage indian smooth

breathe cousin island study

calendar curtain juice swallow

calm danger knife tomato

canoe daughter loose tongue

captain diamond lose toward

carrot drawer meant vegetable

cellar during mirror whole

certain earn mischief wisdom

certainly either muscle worry

chief english necklace worse

chocolate escape neither

Explorers of the New World

Passage 1

Name

Directions: Read the passage. You will use this passage to complete the other activities.

Today it is easy to get products from other countries. People can send products by plane, ship, train, or truck. Many years ago, however, there were fewer ways to move products from one country to another. People in Europe loved Asian goods. But the only way merchants could get to Asia was by using a dangerous land route called the Silk Road. Several explorers tried to find a faster route across the sea. Two of these explorers, Christopher Columbus and Jacques Cartier, found new lands to explore.

Christopher Columbus was born in Italy in 1451. He had little schooling as a child, but wanted to become a sea captain. As an adult, Columbus moved to Portugal and began to educate himself. Soon, Columbus reached his goal and became a captain. Columbus began planning an expedition to find a western route to Asia. The king of Portugal would not pay for the trip. Columbus approached the king and queen of Spain instead. At first, they turned Columbus down. Finally, they agreed, and on August 3, 1492, he set sail westward with three ships.

Columbus eventually landed on an island that he thought was part of the Indies. What he had discovered, however, was a group of islands off the coast of Florida. After taking possession of the land, Columbus sailed on to explore other islands. Later, Columbus headed back to Spain. He brought with him various treasures, including gold. He also brought some of the people who lived on the islands. Columbus made three more trips to the New World. He helped to set up colonies on the islands he explored.

Another explorer, Jacques Cartier, was born in France in 1491. Not much is known about Jacques Cartier's early life. He most likely spent some time as a sailor. Like Columbus, Cartier wanted to find a western sea route to Asia. He wanted to find gold and spices as well. Jacques sailed to North America three times, and is thought to be the first European to explore Canada's Saint Lawrence River. On the first trip, he thought the river was a bay and did not explore it. When he went back the second time, he realized his mistake and took his ships up the river to explore. He also helped set up colonies, including the one that became Montreal, Canada.

Jacques Cartier brought some American Indians back with him to France. He also took what he thought was gold and diamonds. Unfortunately, what Cartier had found was pyrite, also known as fool's gold, and quartz, a common mineral. Not only did he fail to find a passage to Asia, but he did not find a treasure either.

Christopher Columbus and Jacques Cartier both wanted to find a sea route to Asia. Instead, they explored new lands. Even though they did not accomplish what they set out to do, they contributed to the world's knowledge of the New World.


Passage 2

Name

Directions: Read the passage. You will use this passage to complete the other activities. The italicized words

will help you know what the bolded words mean.

Today it is easy to get products from other cou ntri es. Products are things that are made or grown to be sold or used. People can send products by plane, ship, train, or truck. Many years ago, however, there were not as many ways to move products from one country to another. People in Europe loved goods (another word for products) from Asia. But the only way merchants, people that buy and sell goods, could get to Asia was by using a dangerous route over land called the Silk Road. Several explorers tried to find a faster, safer route across the sea instead of the land. Two of these explorers, Christopher Columbus and Jacques Cartier, found new lands to explore.

Christopher Columbus was born in Italy in 1451. As a child, he didn't go to school very much, but wanted to become a sea captain. As an adult, Columbus moved to Portugal and began to teach himself. Soon, Columbus reached his goal and became a captain. Columbus began planning an expedition, a big, important trip, to find a water route to Asia by sailing west from Europe. This was a new idea, so the king of Portugal would not pay for the trip. So Columbus asked the king and queen of Spain to give him ships and money for his expedition. At first, they told Columbus that they would not help him. Finally, they agreed, and on August 3, 1492, he set sail traveling west from Spain with three ships.

Columbus eventually landed on an island that he thought was part of the Indies, but he was wrong. What he had discovered was a group of islands off the coast of Florida. He took possession of the islands for Spain. Now the island belonged to Spain. Then Columbus sailed on to explore other islands. Later, Columbus headed back to Spain. He brought with him various treasures, such as gold, special plants, and animals. He also brought back some of the people who lived on the islands. Columbus made three more trips to the New World. He helped to set up colonies or towns on the islands he explored, but he never discovered a water route to Asia by sailing west as he planned.

Another explorer, Jacques Cartier, was born in France in 1491. Not much is known about Jacques Cartier's life when he was growing up.. He probably spent some time working as a sailor on a ship. Like Columbus, Cartier wanted to find a water route to Asia by traveling west. He wanted to find gold and spices too. Jacques sailed to North America three times. Many people think he was the first person from Europe to explore the Saint Lawrence River in Canada. On his first trip, he thought the river was a bay and did not explore it. When he went back the second time, he realized his mistake and took his ships up the river to explore. He also helped set up colonies. One of the colonies he set up became an important city in Canada called Montreal.

Jacques Cartier brought some American Indians back with him to France. He also brought back what he thought were gold and diamonds. Sadly, what Cartier had found was pyrite, a rock that looks like gold, but is not gold. It is called fool's gold because it fooled many people when they saw it. What he thought were diamonds were really quartz„ a common, regular rock. Cartier did not find a water route to Asia by traveling west as he planned. He also did not find any special treasures.

Christopher Columbus and Jacques Cartier both wanted to find a water route to Asia by traveling west, but failed to find one. However, they did discover and explore new lands. Even though they did not meet their goals, they contributed or gave new information to the world about the new lands they explored.


Vocabulary

Name

Directions: After reading the passage, use context clues, a thesaurus.com or dictionary.com to fill in the

meaning of the bold words. Then draw a picture that helps show what the word means.

Vocabulary Word Meaning of the word Picture

productr

goods'

P"ercAahtr

expeditioh

route

porrerrioh

variour

cornrnoh

cohtri6uted


Fact and Opinion

Name

Directions: After reading the passage, record examples of five facts from the text. Then record three opinions

you have about the explorers.

Facts from the text about the explorers Fact: a piece of information about something that is

Opinions I have about the explorers Opinion: a belief about something

true and accurate

Ex. People can send products by plane, ship, train, or truck

1.

Ex. I think it is better to send products by plane than truck.

1.

2. Which fact supports this opinion? Draw a line to it.

2.

3.

Which fact supports this opinion? Draw a line to it.

3.

4.

5.

Which fact supports this opinion? Draw a line to it.

Explorers of the New World: Name

Compare and Contrast sheet

Directions: After reading the passage, think about how Columbus and Cartier were alike and how they were

different. Then complete the graphic organizer below. The first in each is done for you.

Differences between Columbus and Cartier

Christopher Columbus

- Columbus was born in Italy.

Jacques Cartier

- Cartier was born in France

Similarities between Christopher Columbus and Jacques Cartier

- They were explorers

Explorers of the New World Name

Writing Prompt

Directions: After reading the passage, respond to the prompt in the space below.

According to information in the passage, which explorer was more successful? Use

evidence from the text to support your response.

Explorers of the New World Name

TTQA = Turn the Question Around

Directions: After reading the Passage 2, write a complete sentence to answer the question using words from

the question.

1. Why were the explorers looking for a water route to Asia? (paragraph 1)

2. Why didn't the king of Portugal want to give Columbus money and ships for his expedition? (paragraph 2)

3. What were some of the treasures Columbus brought back from the New World he

discovered?(paragraph 3)

4. What was an important discovery of Jacques Cartier? (paragraph 4)

5. Cartier thought he had found gold and diamonds on his expedition, what did he really find?(paragraph 5)

6. Even though these two explorers did not find a new water route to Asia, why were their trips still

important? (paragraph 6)


Cause and Effect Match

Name

Directions: After reading the Passage 2, match the effect with its cause by writing the letter in the blank.

Cause Effect

1. Today we have planes, ships, trains, and A. so merchants could not easily get to Asia to get products made there that they could sell in Europe.

trucks,

2.Columbus and Cartier were brave men that B. vet he reached his goal of becoming a sea took a chance to find a water route to Asia by traveling west,

captain because he began to teach himself the skills he needed to sail a ship.

3. Columbus sailed west from Spain looking C. but only brought back common rocks that were not valuable at all. for Asia,

4.Cartier saw a bay on his first trip and didn't D. so it is easy to move products around the world. explore it,

5.As a child, Columubus did not go to school E. and found a whole New World no one else knew about. very much,

6.Many years ago the only way to get Asia F. but he discovered a group of islands off the coast of Florida, a New World. was a dangerous land route,

7.Both explorers set up colonies in the places G. but on his second trip he realized it was a large river and discovered the important Saint Lawrence River.

they explored,

8.Cariter was excited to bring back gold and H. so more people could come from Europe to find a new home in the New World. diamonds to the King of France,

Explorer True or False Challenge

1. Christopher Columbus sailed for France.

2. Jacques Cartier was the first European explorer to explore the Saint Lawrence River.

3. Both explorers did not contribute anything to the world.

4. Both explorers believed they could get to Asia by sailing west from Europe.

5. Christopher Columbus discovered islands off the coast of Florida.

6. Columbus took possession of the islands he found for the King of Portugal.

7. Moving products around the world was easy many years ago.

1-7

Homework

Add.

0 3+1

0 + 32 4

6 + 4

Solve.

Name Date

© 0 + 5

0

0

6 + 3

3 1 7 + 3

4D Of the people who attended the school play, 12 were students and 8 were teachers. What fraction of the total audience were students or teachers?

0 2 1 9 + 6

0 + 11 2

O + 12 8

Mara bought 3 yard of yellow ribbon and 4 yard of blue ribbon. How many yards of ribbon did she buy altogether?

co ® For breakfast, Oliver drank 16 of a pitcher of juice. 0 His brother Joey drank 8 of the pitcher of juice.

What fraction of a pitcher did they drink together?

IV ® A recipe calls for 3 cup of brown sugar and 4 cup of white sugar. How much sugar is this altogether?

0

sbo W your work.

UNIT 1 LESSON 7 Add Unlike Fractions 13

1-7

Homework

Add.

O + 32 4 13 32

Name Date

© 0 +5 © 9 +6 9 7 10 18

© 6 + 3

5 6

O + 11 2 21 22

O 6+ 4 4 7+ 3 O 12 + 8 15 16 19 16 21 24

Solve.

QD Of the people who attended the school play, 12 were students and 8 were teachers. What fraction of the total audience were students or teachers? 13 24

Mara bought 3 yard of yellow ribbon and 4 yard of blue ribbon. How many yards of ribbon did she buy altogether? 11 yard 12

co ® For breakfast, Oliver drank 16 of a pitcher of juice. 0 His brother Joey drank 8 of the pitcher of juice.

What fraction of a pitcher did they drink together?

IV ® A recipe calls for 3 cup of brown sugar and 4 cup of white sugar. How much sugar is this altogether? 112 cups

sbo W your work.

UNIT 1 LESSON 7 Add Unlike Fractions 13

473

X 89

701

X 43

118

X 16

324

X 8.3

0.28

X 7

8.27

X 0.3

4.37

X 0.08

5.64

X 23

12.7

X 54

0.04

X0.08

115

X0.26

284

X14

ANSWER KEY:

473

X 89

701

X 43

118

X 16

42,097 30,143 1,888

324

X 8.3

0.28

X 7

8.27

X 0.3

2,689.2 1.96 2.481

4.37

X 0.08

5.64

X 23

12.7

X 54

0.3496 129.72 685.8

0.04

X0.08

115

X0.26

284

X14

0.0032 29.9 3,967

2-4

Homework Name Date

The chart at the right shows the time each

member of a relay team ran during a race.

Use the data to answer each question.

Q How much longer did Jack run than Dusty?

Q How much time did it take Brandon and Raj to complete their two legs of the race combined?

Q Which two runners had the greatest difference in their running times? What is the difference?

Copy each exercise. Then add or subtract.

Q 0.9 + 0.06 =

Q 1.4 — 0.9 =

0.08 + 0.6 =

3-0.05=

Jack 47.51 sec

Dusty 47.49 sec

Brandon 47.6 sec

Raj 47.57 sec

Q 0.47+0.25= Q 0.56+0.91 =

Q 5-1.5= Q 3.7-2.49=

QD0.48+0.39= ®19+1.04=

4.09-0.2= ® 6.07-4=

UNIT 2 LESSON 4 Adding and Subtracting Decimals 33

2-4

Homework Name Date

The chart at the right shows the time each

member of a relay team ran during a race.

Use the data to answer each question.

Q How much longer did Jack run than Dusty?

0.02 sec

Q How much time did it take Brandon and Raj to complete their two legs of the race combined?

95.17 sec

Q Which two runners had the greatest difference in their running times? What is the difference?

Brandon and Dusty; 0.11 sec

Copy each exercise. Then add or subtract.

Jack 47.51 sec

Dusty 47.49 sec

Brandon 47.6 sec

Raj 47.57 sec

Q 0.9+0.06= Q 0.47+0.25= 0.72 Q 0.56+0.91 =

Q 1.4-0.9= 0.5 Q 5-1.5= 3.5 Q 3.7-2.49co

T C

O_ E O U

0.08+0.6= 0.68 QD 0.48+0.39= ® 19+ 1.04= 20.04

C

2.95 3.89 2.07 ® 3-0.05= 4.09-0.2= ® 6.07-4=

0

UNIT 2 LESSON 4 Adding and Subtracting Decimals 33

Order of Operations Worksheet

1. 3 x(4+3)-12=

2. 5 + 4 x2-6=

3. 18 -6+(14 x2) =

4. 4 x3-2 x14=

5. 9 -3 x2-2+18=

6. 109-87+23 x2=

7. (18 + 14) x (132 — 87) _

8. 145 =5 x15=

9. (12 x3+5)+(98-15+2)=

10. 14 =2 x13+(13-5) =

Order of Operations Worksheet ANSWER KEY

1. 3 x(4+3)-12 =9

2. 5 + 4 x2-6=7

3. 18 -6+(14 x2) =31

4. 8 x3-2 x11=2

5. 9 -3 x2-2+18=22

6. 109-87+23 x2=68

7. (18 + 14) x (132 — 87) = 1,440

8. 145 _ 5 x 15 = 435

9. (12 x3+5)+(98-15+2)=126

10. 14 =2 x13+(13-5) =99

Multiplying and Dividing Fractions

X 42 1. 2 4

3 5

2. 6 1

7 3

3. 5x5= 9 9

4. 1 2

3 7

5. 3X11 = 7 5

6.

7.

s s 3 3

1 3

6 2

8. 1X3= 5 5

4 8 9. - X 8

5 9

10.

Multiplying and Dividing Fractions ANSWER KEY

2 X 4 8

3 5 15

1 2. 6 6 1 = 18 18 or 2-

4

7 3 7 7

3 5 X 5 _25

9 9 81

1 2 7 1 4. ---=— or 1 -

3 7 6 6

5. 3 11 33 -x — = -7 5 35

6 s_s _ 15or 1 3 3 15

7. or 1 6 2 18 9

8. 1 X 3 _ 3

5 5 25

9. 4 X 8 _ 32 5 9 45

3 3 10. 1 1 = 8 - or 2 12 2 8 6 6

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N M

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r-I 00 00

M M N

N M

w

897 = 6 = 149 r4

9,784 = 31 =

315 r19

992 = 5 =

198 r2

4,284 = 8 =

535 r4

482 = 33 =

14 r20

3,653 = 12 =

304 r5

ii

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M

2,473 = 11 =

224 r9

ii 00 .I.

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Steps in the Scientific Method Name

Directions:

Steps in the Scientific Method

The scientific method helps us to learn about the world. It has an order or a system. A good

scientist uses this system. The system is called the Scientific Method. All of science uses the

scientific method as a system or framework to make observations, gather data, and draw

conclusions. You can use the scientific method yourself!

e'- ' ASK o(—,' QUESTION S

-V ~ do t worts to Wonn more oeouf4', a< Z wonder shat AdVIN happen If

•

CONDUCT AN `EXPERIMENT

Haft a --- -- nta a " %new 1M saw* a utat

vo w hypegtanls

1. What is a hypothesis?

GATHER INFORMATION

W as w an to help you gene* understand your "seems gopw-

OBSERVE & RECORD RESULTS j,

—Fled on your remifts, and draw Con

MAKE A HYPOTHESIS

Make a hyp- ftm 6 or oducotod tlw 06 that Vow 1h " onswers y w queN OWL

.

s

SNARE � �Esu�Ts� r cw.rnunka ft Vo w t0 " ft by pree«t o your *xPerinbe+t.

and IN *CtltliordL

a. An idea that is true because we test the idea.

b. An educated guess or a guess we make because of information we already have

c. The method of gathering information in a scientific study

d. A guess made with no or very little information

2. What does the text or article talk about it? It lists....

a. The steps of the scientific method

b. Steps used to run an experiment

c. Important scientific theories

d. How the scientific method was formed

3. Read the following sentence from the text. > All of science uses the scientific method as a

system or framework to make observations, gather data, and draw conclusions.<

What can be concluded about the scientific method based on this information?

a. The scientific method is not important or unimportant in science.

b. Scientist just started to use the scientific method recently.

c. The scientific method is filled with problems.

d. The scientific method is important and popular in science.

4. One of the steps of the scientific method is to state conclusions. That means to stop and tell what

you have decided about your question. You have to tell how this is going to end. You will use the

words If and then . That is a conclusion.

What might these conclusions be about? What do you want to talk about at the end?

a. Does the tools of the scientific experiment work?

b. Does the scientific method work?

c. The lives of scientists? d. The hypothesis and the answer to this educated guess?

5. What is the main idea of this text? What is this test mostly about?

a. Looking at the conclusion is an important step in the scientific method.

b. A hypothesis is an educated guess based on what information we already have.

c. Scientists use the scientific method to test hypotheses and learn about our world.

d. Scientists share results of their experiments with other scientists to help spread information.

Mixed up Science Files Name

Directions:.

This is the definition guide. Also, look above at the chart called, "Think Like a Scientist"

Definition Guide Q= Question: The question is the first part of the scientific process. What question do you want to

answer?

H= Hypothesis: A hypothesis is a statement that can be proven true or false. It is often written in the

form of "If (a) Then (b)."

E= Experiment: The experiment is an activity that is used to test if a hypothesis is true or false.

D= Data: Data are the results of the experiment.

C= Conclusion: The conclusion is a final statement that describes what you learned from the experiment

and results

Now What letter matches the sentence? Use the letters to label. One is done for you.

Experiment #1 Drop a variety of objects from a height of 10 feet and use a stopwatch to record the

time it takes for them to hit the ground.

Don't pay attention to wind resistance, if two objects are dropped at the same time, they

will both hit the ground at the same time because gravity is the same for both of them.

_C_ The results of this experiment showed that if objects fall at the same rate then the differences in their weight are not important.

Object (weight) (drop time)

Shoe: (15 oz) (.82 seconds) Bowling ball (12 pounds) (.82 seconds)

Pencil (2 oz) (.82 seconds)

Do heavier objects fall faster than lighter ones?

Experiment #2

Put a thermometer in each of 3 pots of boiling water. Each pot will contain a different

amount of salt. Observe and compare the temperatures in each pot when the water begins to boil.

The results of this experiment show that the boiling point of water does not go up as the

amount of salt in the water goes up.

Does adding salt change the temperature at which water begins to boil?

Temperature when boiling begins (salt quantity) Pot 1: 214.2 F (0g)

Pot 2: 216.3 F (50 g) Pot 3: 218.3 F (100g)

If adding salt to water increases the density of the water, then it needs more energy to

make it boil, this increases the boiling point temperature,

W hat is a Testable Hypothesis? Article/text Name

Directions: Read the article and answer the questions.

A hypothesis is a tentative answer to a scientific question. A testable hypothesis is one that can be proved or

disproved. This can be determined by testing, data collection, or experience. Only testable hypotheses can be used to

develop and perform an experiment using the scientific method.

Requirements For A Testable Hypothesis. Testable means you can test it to see if it works. If you don't know if you

can walk on a bridge, then, you can throw a rock on it and see if it breaks. That is a test.

To be considered testable, a hypothesis must meet three criteria:

1. It must be possible to prove that the hypothesis is true.

2. It must be possible to prove that the hypothesis is false.

3. It must be possible to reproduce, or repeat, the results of the hypothesis.

Examples Of A Testable Hypothesis

All the following hypotheses are testable. For all, it's possible to say that the hypothesis is correct. It's important,

however, to note that much more research would be required to answer the question: "Why is this hypothesis

correct?"

Students who attend class have higher grades than students who skip class.

This is testable because it is possible to compare the grades of students who do and do not skip class. The scientist could then study the data and see if the hypothesis is correct. Another person could do the same research and come

up with the same results.

People who are exposed to high levels of ultraviolet light have higher rates of cancer than the norm.

This is testable because it is possible to find people who have been exposed to high levels of ultraviolet (UV) light. UV

rays are released by the sun. A scientist could identify two groups of people. One group would spend a lot of time in

the sun while the other spends just an average amount. Then the scientist could compare each group's cancer rate.

If you put people in a dark room, then they will be unable to tell when an infrared light turns on.

This hypothesis is testable, too. A scientist can put a group of people into a dark room and turn on an infrared light.

The human eye cannot see infrared light because it's invisible. You need a special camera to detect it. Then, the

scientist could ask the group whether or not an infrared light has been turned on.

Examples Of A Hypothesis Not Written In A Testable Form

It doesn't matter whether or not you skip class.

This hypothesis cannot be tested. It doesn't make a claim about what will happen if a student skips class. "It doesn't

matter" has no specific meaning, so it cannot be tested.

Ultraviolet light could cause cancer.

Steer clear of the word "could" when writing a hypothesis. It is very vague and makes a hypothesis difficult to test. For

example, there "could" be aliens watching us at every moment, even though it's impossible to prove that they are!

Golafish make better pets than guinea pigs.

This is an opinion, not a hypothesis. While it is possible to argue the point that goldfish are better pets, there is no

way to prove it. After all, there is no agreed-upon definition of what a "better" pet is.

ANSWER THESES QUESTIONS:

1.Read the section "Examples Of ATestable Hypothesis."

Which sentence from the section supports the conclusion that testing a hypothesis is just the beginning of the scientific

process?

a. It's possible to say that the hypothesis is correct.

b. It's important, however, to say that more research is needed to answer the question: "Why is this hypothesis

correct?"

c. This is testable because it is possible to compare the grades of students who do and do not skip class.

d. One group would spend a lot of time in the sun while the other spends just an average amount.

2. Read the paragraph:

Then, write the hypothesis in such a way that you can test it to be true or false. For example, you cannot

prove that a person got skin cancer from being out in the sun. But, you can show a relationship between

the two. You can show how they connect.

The hypothesis could be that exposure to UV light increases the risk of skin cancer.

Which choice tells what this paragraph means?

a. Showing the steps, you use to develop a hypothesis is important if you plan to prove it to others.

b. Showing a relationship between two things is not as good as proving one causes the other.

c. The language of a hypothesis about skin cancer makes it the hardest hypothesis to write.

d. The language you use to write a hypothesis can determine whether or not it is provable.

3. If this article were written using problem and solution structure, which section would come FIRST?

a. "Requirements For A Testable Hypothesis"

b. "Examples Of A Testable Hypothesis"

c. "Examples Of A Hypothesis Not Written In A Testable Form"

d. "How To Propose A Testable Hypothesis"

4. This article is organized mostly as a series of lists.

Why did the author choose to organize the information this way?

a. to explain what is needed for a testable hypothesis and give examples of this

b. to describe the problems that scientists have when developing testable hypotheses

c. to outline the effects of testing a hypothesis on students learning the scientific method

d. to compare the many hypotheses that scientists have about ultraviolet and infrared light

5. Why must a hypothesis be testable?

State your answer as a hypothesis (claim). Use evidence from the article to show you are right ( support). Think about the

purpose of a hypothesis in a science experiment, then explain why the evidence from the text supports your claim.

You will start with: A hypothesis must be able to be tested because....

Hand Germs Experiment Name

Now do an experiment at Home!

Directions: Using the Scientific Method, complete the lab sheet completely.

Materials:

0 4 slices of bread 0 4 plastic Ziploc Bags or any plastic bag. o Marker or tape and pencil to mark the bag. o Water, ( you can put it in a spray bottle or just sprinkle the water)

Steps:

1. Put one slice of bread a Ziploc bag without touching it. 2. Label the bag. You can write on the bag or put on tape and write the name. Bread, no touch. 3. touch one slice of bread all over and place it into a Ziploc bag. 4. Label the bag. Bread , I touched it a lot. 5. Clean a table in your house with one piece of dry bread. Put it into a Ziploc bag. 6. Label the bag. Cleaned with it. 7. Wash your hands or apply hand sanitizer. 8. Put the last slice of bread and touch it all over and place it into a Ziploc bag 9. Label the bag. Clean hands, touch. 10. Now for each bag, Spray a little bit of water into each bag and close them so they won't dry.

11. Wait a few days and see which bread molds the most and has the most germs.

Identify each component of the scientific method in this experiment:

Hypothesis

Independent Variable- this is the one that you did touch but normally.

Dependent Variable- this is the one you touched but did something different to it.

( Control Group- which one did you do nothing to?)

Conclusion

Draw a picture of what you expect to happen to each slice of bread.

Control Dirty Hands

Dirty Desk Clean Hands

You can do your experiment and use this form: Hand Germs experiment Name

Directions: Design and conduct your own experiment at home. Use this sheet to record your scientific process

you use to conduct the experiment.

Definition Guide Question: The question is the first part of the scientific process. What question do you want to answer? Hypothesis: A hypothesis is a statement that can be proven true or false. It is often written in the form of "If (a) Then (b)." Experiment: The experiment is an activity that is used to test if a hypothesis is true or false. Data: Data are the results of the experiment. Conclusion: The conclusion is a final statement that describes what you learned from the experiment and results

Question:

Hypothesis: —if ...

Then...

Experiment: (fill in only the steps you need)

Step 1

Step 2

Step 3

Step 4

Step 5

Step 6

Step 7

Step 8

Step 9

Step 10

Data:

Conclusion:

*Science Journal Activity Name

Directions: Look out your window or sit in your backyard. Make an observation about what is happening in the world around you. Draw a picture and write a sentence about what you observe. Then either ask three questions about your observation or explain how the natural phenomenon works if you already know.

Example: I watched the wind blow the leaves of the trees outside today. (I would draw a picture of the wind)

Ask 3 questions >

What makes air move? Why does the wind blow hard sometimes and not at all other times? What stops air from moving?

OR

remember Mrs. Wenger taught us that air moves because of air pressure. Air doesn't like being under a lot of pressure (like inside a balloon) so it moves from areas of high pressure to areas of low pressure (like outside a balloon when you let it go). When air moves we feel it and call it wind.

Explain what you saw >

" Remember, these are some of the things you might have learned about so far: space, water cycle, weather, the seasons, animal and plant adaptations, habitats, solids /liquids /gasses, gravity, magnetic forces, etc.

Challenge: If you only had questions, see if you can find out the answers by doing some research on the internet.

Picture:

Today I observed...

_Questions/ Explanation:

Science Explain This! Name

Observe: Look closely at the photo. What do you notice?

Think: What do you already know that might help explain something that is happening in the photo?

Explain: What do you think is going on in the photo, and why? How does what you notice help explain your thinking?

Discuss: How are your ideas similar and different from the thoughts of someone in your family? What new ideas did you get from your discussion?

Wonder: What questions do you still have?

ESL at Home 3-5 #2

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