Science: Language Arts: Math - The Kohala · PDF file“Using Science Tools” use the...
6
Frameworks for Success in Science – MSP Grant 2011‐2012 WORKING DRAFT COHORT II Haʻ aheo, Hilo Union, EB DeSilva, Kapiolani, Kalanianaole and Kaʻ ūmana Elementary Schools Content Area: Interdisciplinary Science Grade Level: 5 Fall 2011 Timeline -> Quarter One ( lessons) Guiding Questions Science: What are the steps of scientific inquiry and how can we use them to solve problems? How do cells create organs and systems in the human body? What are the basic functions of those systems? What are inherited characteristics and learned behaviors? Language Arts: What can we learn about human body systems and heredity by reading? How can we write to show the steps we have used in the scientific method? How can adjectives help our written science descriptions? Math: How can Venn diagrams help sort items that are the same or different? How is a bar graph drawn to show totals with provided data? What conclusions can we draw from the data portrayed by the graph? How are measurements used to gather and record data? How are different measurements converted to other measurements? (cm‐in‐ft) How can we use addition, subtraction, multiplication, division and percentages to solve problems? How are ratios used to solve problems? Social Studies: How can we use information to solve a societal problem? Art: How can we draw/illustrate and label sketches for a science notebook? How can we create 3‐D models to showcase human body systems?
Transcript of Science: Language Arts: Math - The Kohala · PDF file“Using Science Tools” use the...
FrameworksforSuccessinScience–MSPGrant2011‐2012WORKINGDRAFTCOHORTII
Haʻaheo,HiloUnion,EBDeSilva,Kapiolani,KalanianaoleandKaʻūmanaElementarySchoolsContentArea:InterdisciplinaryScience GradeLevel:5
Fall2011
Timeline> QuarterOne(lessons)
GuidingQuestions
Science:Whatarethestepsofscientificinquiryandhowcanweusethemtosolveproblems?
Howdocellscreateorgansandsystemsinthehumanbody?Whatarethebasicfunctionsofthosesystems?Whatareinheritedcharacteristicsandlearnedbehaviors?
LanguageArts:Whatcanwelearnabouthumanbodysystemsandhereditybyreading?
Howcanwewritetoshowthestepswehaveusedinthescientificmethod?Howcanadjectiveshelpourwrittensciencedescriptions?
Math:HowcanVenndiagramshelpsortitemsthatarethesameordifferent?
Howisabargraphdrawntoshowtotalswithprovideddata?Whatconclusionscanwedrawfromthedataportrayedbythegraph?
Howaremeasurementsusedtogatherandrecorddata?Howaredifferentmeasurementsconvertedtoothermeasurements?(cm‐in‐ft)
Howcanweuseaddition,subtraction,multiplication,divisionandpercentagestosolveproblems?Howareratiosusedtosolveproblems?
SocialStudies:Howcanweuseinformationtosolveasocietalproblem?
Art:Howcanwedraw/illustrateandlabelsketchesforasciencenotebook?Howcanwecreate3‐Dmodelstoshowcasehumanbodysystems?
FrameworksforSuccessinScience–MSPGrant2011‐2012WORKINGDRAFTCOHORTII
Haʻaheo,HiloUnion,EBDeSilva,Kapiolani,KalanianaoleandKaʻūmanaElementarySchoolsContentArea:InterdisciplinaryScience GradeLevel:5
Fall2011
GeneralLearnerOutcomes
GLO#1:SelfDirectedLearner:Studentswillcreate…….
GLO#2:CommunityContributor:Studentswillshare
GLO#3:ComplexThinker:Studentswillusetheirproblemsolving,mathandwritingskillstoinvestigate
GLO#4:QualityProducer:Studentswillcreateafinalproduct(poster/diorama/model)thatillustratestheStudentswillcreatemathproducts(graphs,datatables,charts)thatenhancecienceproducts.
GLO#5:EffectiveCommunicator:Studentswilllisten,discussandrecordinformationfromtheirdifferentlessonsthroughoral,writtenandmathpiecesthatillustrateconceptstheyhavelearnedabout.Studentswillorallysharewithyoungerstudentstheirfinalproducts.
AssessmentsFormativeandsummativetextbookassessments.
Constructedresponse(math,languagearts,science)thatisbasedontheunitideasandconcepts
Standards&Benchmarks
Big Idea(s) / Major Understanding(s): Students will understand that... The human body is made of trillions of cells. Cells group to form tissues, tissues build organs, and organs work together to comprise a body system. Organs make up the skeletal, muscular, nervous, digestive, respiratory, circulatory and excretory systems that work together to sustain a human's life.
◊ 5.1.1 Scientific Inquiry Identify the variables in scientific investigations and recognize the importance of controlling variables in scientific experiments
◊ 5.1.2 Scientific Inquiry Formulate and defend conclusions based on evidence
◊ 5.2.1 Unifying Concepts and Themes Use models and/or simulations to represent and investigate features of objects, events, and processes in the real world
· 5.4.1 Cells, Tissues, Organs, and Organ Systems Describe the structures of the human body and how they work together to sustain life
· 5.5.1 Heredity Recognize that some traits of living things are inherited and others are learned
FrameworksforSuccessinScience–MSPGrant2011‐2012WORKINGDRAFTCOHORTII
Haʻaheo,HiloUnion,EBDeSilva,Kapiolani,KalanianaoleandKaʻūmanaElementarySchoolsContentArea:InterdisciplinaryScience GradeLevel:5
Fall2011
All organ systems in a human body work together to keep it healthy and alive. Offspring inherit some of their physical traits from their parents while behavioral traits are learned.
SamplePerformanceRubricsTopic Heredity
Benchmark SC.5.5.1 Recognize that some traits of living things are inherited and others are learned
Sample Performance Assessment (SPA)
The student: Recalls inherited traits (e.g., eye color, flower color) and learned characteristics (e.g., riding a bicycle).
Rubric
Advanced Proficient Partially Proficient Novice
Make generalizations about inherited and learned traits (e.g., inherited traits cannot be changed and learned traits can be changed)
Recognize that some traits of living things are inherited and others are learned
Identify, from a list of traits, those that are inherited and those that are learned
Recall that living things inherit some of their traits
Topic Cells, Tissues, Organs, and Organ Systems
Benchmark SC.5.4.1 Describe the structures of the human body and how they work together to sustain life
Sample Performance Assessment (SPA)
The student: Describes how organs or organ systems work together in the human body to sustain life (e.g., heart and lungs, digestive system, and excretory system).
Advanced Proficient Partially Proficient Novice
Compare human body systems in terms of the structures and relationships that exist within them
Describe the structures of the human body and how they work together to sustain life
Identify the structures of the human body and how these structures work together to sustain life
Name the structures of the human body and state that they work together to sustain life
LessonsSummaryResource LessonTitle Whatstudentswillbeabletoknow,do&understandHarcourtText
Chapter1:GettingReadyforScience
“UsingScienceTools”usethetextbookasaresourcetolearnaboutthedifferentsciencetools.
Chapter1: GettingReadyforSciencepretest Chapter1:
GettingReadyforScience
MeasuringUplabLM13‐15‐focusisonusingthetoolsandmeasuringsystems.Theextensionofthelessoncanfocusonvariablesandcreatingtheirownexperiment
HarcourtText
Chapter1:GettingReadyforScience
DesignanAirplaneLM16‐18(10paperairplanes.com)–usethedesignsandusetheinquiryskillstotestthedesigns.Focuscanbeonusingmetricmeasurements(metersticks)tomeasureUseAIMSrulerandhavestudentsmakefortheirindividualuse.TheInvestigateFurtherLM18focusesonaddinganewvariable(paperclipweight)andhavingthemdrawnewconclusions.OR
FrameworksforSuccessinScience–MSPGrant2011‐2012WORKINGDRAFTCOHORTII
Haʻaheo,HiloUnion,EBDeSilva,Kapiolani,KalanianaoleandKaʻūmanaElementarySchoolsContentArea:InterdisciplinaryScience GradeLevel:5
Fall2011
AIMS AIMS–SoaringCylindersUsethislessoninsteadoftheDesignanAirplane
Harcourt GettingReadyforSciencePOSTTESTHarcourtText
Chapter1
CellstoBodySystems‐PRE‐TEST
LESSON1“WHATARECELLS”Doreviewofreadinginthechapter(pp.32‐36)thendoReviewon“cells”LessonQuickStudyRS5‐6Usethereadingsupportbooklets(optional).UsetheHISyellowmicroscopekits(Pinner)tohavestudentslookatavarietyofpreparedcells(Protoza).UsethefilledinProtozoaSpecimens
HarcourtText
UnitA–Chapter1:ProcessesofLivingThingsProtozoaMicroscopeLPHowDoCellsWorkTogether?LPBodySystemsProjectLP
LESSON2“HOWDOCELLSWORKTOGETHER?Doreviewofreadinginthechapter(pp.40‐44)thendoReviewon“cells”LessonQuickStudyRS7‐8UsetheHISyellowmicroscopekits(Pinner)tohavestudentslookatavarietyofpreparedcells(CellsoftheBody)****focusonthisoneifyouonlyhavetimetodoonesetofmicroscopestuffDiscoveryEd–TheMagicSchoolGoesCellularLESSON3“HOWDOBODYSYSTEMSWORKTOGETHER?”(textbook)Breakchapterintothesystems–groupsareassignedonesystem.Theymakeaposter/techpresentationtoteachtheclassthesystem.Everyoneelsewritesintheirnotebookabouteachsystem–***UseJohn’sBODYBUDDYwithorgans***Allstudentswillcompleteagraphicnotessheet(nameofsystem,purpose/functionwhichincludestissues/organswithinasystem=descriptionastheyviewthepresentations)ORBodySystemsPowerpoint–describethesystemandthenexplainhowthesystemcontributestohumanlifeANOTHEROPTION–usetheAIMSFromHeadtoToeandprovideeachgroupwithanAIMSactivitythattheyareresponsibletodowiththeclass(associatedwiththeirsystem)–orcouldatleastgivetherubber‐bandbooksforeachsystemafterthepresentation.Skool.com(Blood&Circulation)Clickscience.com(TheHumanBody)Kidshealth.org(allsystems+health)
FrameworksforSuccessinScience–MSPGrant2011‐2012WORKINGDRAFTCOHORTII
Haʻaheo,HiloUnion,EBDeSilva,Kapiolani,KalanianaoleandKaʻūmanaElementarySchoolsContentArea:InterdisciplinaryScience GradeLevel:5
Fall2011
THENhavestudentsdoReviewLessonQuickStudyRS9‐10Lesson3:HowDoBodySystemsWorkTogetherindividually.AdventuresofPBJ(digestivesystem)–groupactivitytoshowhowfoodtravelsthroughthedigestivesystemTHEFOODTUBE(digestivesystem)groupbody,followdirections,measurethevariouspartsandplaceontheposterFocusonwhathappenedtoyourlunchtoday?TheDigestionDetails½sheetandReader’sDigestion(rubberbandbook)–pasteintonotebookandthenhavestudentsdoanoverallreflectionusingthe“BodySystems”worksheetBillNyeDigestionORTheMagicSchoolBusforLunchSUGGESTION(iftimeislimited)
1) Circulatorysystemrubberbandbook–thenHeartStrings–justdothearteries,veinsandheartwitheitherred/blueyarnormarkersADDTOTHEFOODTUBEBODY
2) Respiratorysystemrubberbandbook–thenmodel“BREATHEInandBREATHEOuttotheclass–addlungstotheFOODTUBEBODY
3) MuscularandSkeletalsystem…”DemBONES”rubberbandbooklet+skeletonpartsorWINGIT.Usethe“MagicSchoolBusWorksOut”(muscles+respiratory)andMagicSchoolBusFlexesitsMuscles(bones&joints)
4) NervousSystemrubberbandbookletandAMINDOFYOUROWNlessonandgluethebrainontheFOODTUBEBODY
TAKEMETOTHECLEANERS(excretorysystem)OPTIONALKidneyfunctiondemowhichcan“morph”intoaninvestigationondifferentliquidsandremovalofparticulates.Rubberbandbook“RemovingtheWaste”
AIMS
WINGIN’IT(muscles/bones)OPTIONALHOWDOYOUMEASUREUP?Usingthemeterstickthatstudentshavemade,canteachaboutestimatesandthenmakeactualmeasurementsMATHstandard–convertingunitsofmeasurementcm‐>inches‐>feetAREYOUNERVOUSLessonplanOPTIONAL
HarcourtText
Chapter1
CellstoBodySystems‐POST‐TEST
Harcourt Chapter4 AnimalGrowth&Heredity‐PRE‐TEST(optional)
FrameworksforSuccessinScience–MSPGrant2011‐2012WORKINGDRAFTCOHORTII
Haʻaheo,HiloUnion,EBDeSilva,Kapiolani,KalanianaoleandKaʻūmanaElementarySchoolsContentArea:InterdisciplinaryScience GradeLevel:5
Fall2011
Text Lesson1 HowDoesCellDivisionHelpGrowth?
Quickoverview/reviewlessonpp.118‐123UseLessonQuickStudyRS22‐23“HOWARECHARACTERISTICSINHERITED?”ReadTextpp.126‐130LessonQuickStudyRS24‐25
Lesson2
LAB“INHERITEDCHARACTERISTICS”LM50‐52Investigatefurther(optional)“WHATOTHERFACTORSAFFECTCHARACTERISTICS?ReadTextpp.133‐139LessonQuickStudyRS26‐27
Lesson3
LAB“LEARNEDANDINHERITEDCHARACTERISTICS”Investigatefurther(optional)
HarcourtText
Chapter4POSTTEST(optional)
Resource;Kidshealth.org(lotsofhealthlessons,aswellasbodysystems)
