Science Side-by-Side
Anuncio
Grade 5 Science Dates I Can Statements • 10/21 – 10/28 Force & Motion 2nd Nine Weeks At a Glance (10/26 - 1/14) • • • • • • • Vocabulary explain how the position or motion of an object is changed by describing the effects of a force on the object and using a spring scale to measure the amount of force used construct a “climber “ and identify how forces are involved so that it “climbs” demonstrate how different forces affect the position of an object by performing an investigation, making observations, and collecting data test the effects of friction on sliding coins by designing an experiment, making observations, and collecting data • • • • • • • demonstrate that the flow of electricity requires a complete path by using wires, a battery, and a light bulb identify the production of different forms of energy and whether a circuit is closed or open when given different events to analyze explore reflection and refraction of light by investigating and observing how light travels in a straight line until it strikes an object or travels through a substance describe and explain terms used in the study of light by correctly matching pictures and definitions • • • • • • • • • • • • • • • • • • 10/29 – 11/6 Electricity & Light © San Antonio ISD - Grade 5 At-A-Glance 2015-16 Force/ fuerza Position/ posición Motion/ movimiento Newtons/ Newtons Gravity/ gravedad Friction/ fricción Magnetism/ magnetismo Investigations • • • • Using a spring scale to measure force Climber Force & the Dragon Designing an Experiment Products • • • Electricity/ electricidad Electric Circuit/ circuito eléctrico Complete Circuit/ circuito eléctrico Incomplete Circuit/ circuito incompleto Conductor/ conductor Insulator/ aislador Electric Current/ corriente eléctrica Conductivity/ conductividad Electrical/ eléctrico Light/ luz Sound/ sonido Thermal/ térmico Light Energy/ energía de la luz Reflection/ espejo Refraction/ refracción Convex lens/ lente convext Concave lens/lente cóncava Medium/ medio • • Creating a complete circuit Reflection & Refraction • • • • • • • Notes/Evidence Lab investigations o Using a spring scale to measure force o Climber o Force & the Dragon o Designing an Experiment Journal responses Vocabulary definitions & illustrations Lab investigations o Creating a complete circuit o Reflection & Refraction Journal responses Vocabulary definitions & illustrations Card Sort – Complete & Incomplete Circuits Electric Circuits and Forms of Energy Reflection and Refraction Matching – Light pictures & definitions Page 1 San Antonio Independent School District does not discriminate on the basis of race, religion, color, national origin, sex, or disability in providing education services, activities, and programs, including vocational programs, in accordance with Title VI of the Civil Rights Act of 1964, as amended; Title IX of the Educational Amendments of 1972; section 504 of the Rehabilitation Act of 1973, as amended. Es norma del distrito de San Antonio no discriminar por motivos de raza, color, origen nacional, sexo o impedimento, en sus programas, servicios o actividades vocacionales, tal como lo requieren el Título VI de la Ley de Derechos Civiles de 1964, según enmienda; el Título IX de las Enmiendas en la Educación, de 1972, y la Sección 504 de la Ley de Rehabilitación de 1973, según enmienda. • • • • • • • • • • 11/9 – 11/20 review the planets in Earth’s solar system and their position in relation to the Sun by reading textual information represent the correct order of the planets from the Sun and their relative distance by creating a model compare the relative sizes of the Earth, Sun, and Moon by using a scale model identify characteristics of the Sun by reading textual information and completing a concept map describe characteristics of the Sun by summarizing textual information and note taking investigate characteristics of the Moon by creating a model of the moon’s surface describe characteristics of the Moon by summarizing textual information and note taking compare the physical characteristics of the Moon, Earth, and Sun by using a Venn Diagram define vocabulary terms by providing examples/nonexamples and creating nonlinguistic representations explain what I know about the physical characteristics of the Earth, Moon, and Sum by a concept attainment quiz Earth, Moon, & Sun © San Antonio ISD - Grade 5 At-A-Glance 2015-16 • • • • • • • • • • • • • • • • • • • • • • • Solar system/sistema solar Planet/planeta Orbit/órbita Earth/globo terráqueo/ Moon/luna Sun/sol Hydrogen gas/gas de hidrógeno Helium gas/gas helio Core/núcleo Radiation zone/zona de radiación/ Convection zone/zona de convección Photosphere/fotosfera Corona/corona Sunspots/mancha solar Solar flares/erupción solar Solar wind/viento solar Solar prominence/ prominencia solar Crater/cráter Surface/superficie Mass/masa Weight/peso Gravity/gravedad Atmosphere/ambiente • How Bright are the Stars • Physical Characteristics of the Moon • • • • • • • • • Lab investigations Journal responses Planets of the Solar System I am…You are Models Concept Map Charts Graphing Venn Diagram Page 2 San Antonio Independent School District does not discriminate on the basis of race, religion, color, national origin, sex, or disability in providing education services, activities, and programs, including vocational programs, in accordance with Title VI of the Civil Rights Act of 1964, as amended; Title IX of the Educational Amendments of 1972; section 504 of the Rehabilitation Act of 1973, as amended. Es norma del distrito de San Antonio no discriminar por motivos de raza, color, origen nacional, sexo o impedimento, en sus programas, servicios o actividades vocacionales, tal como lo requieren el Título VI de la Ley de Derechos Civiles de 1964, según enmienda; el Título IX de las Enmiendas en la Educación, de 1972, y la Sección 504 de la Ley de Rehabilitación de 1973, según enmienda. • • • • • • • define the vocabulary terms, rotation and revolution, and demonstrate them using a model demonstrate that Earth rotates on its axis once every 24 hours to cause the day/night cycle by creating a model observe the movement of the Sun by collecting and recording observations and data predict patterns of change in shadow over time by collecting and analyzing data explain what causes the change in seasons by using a model identify the sequence and predict the pattern of change in the appearance of the Moon by using a model and collecting data identify sequences and predict patterns of change in tides that occur daily using a model 11/30 – 12/10 Earth & Space Pattern • 12/11 – 12/17 Weather & Climate • • • predict changes in weather using weather maps, symbols, and keys distinguish between weather and climate by comparing pictures of typical and unusual weather conditions for a particular place analyze weather and climate information for six cities in order to match the city to its description describe the weather and climate in two different parts of the world by writing about the type of weather and climate a person might experience © San Antonio ISD - Grade 5 At-A-Glance 2015-16 • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Rotation/rotación Axis/eje Revolution/revolución Orbit/órbita Day/día Night/noche North pole/polo norte South pole/polo sur Apparent movement/movimiento aparente Shadow/sombra Pattern/forma Season/temporada Summer/verano Autumn/otoño Winter/invierno Spring/primavera Lunar cycle/ ciclo lunar Moon phases/fases de la luna New Moon/luna nueva First Quarter/ primer trimestre Crescent/creciente Gibbous/giboso Third Quarter/ tercer trimestre Waxing/creciente Waning/menguante Tide/marea High tide/marea alta Low tide/marea baja Neap tide/marea muerta Spring tide/marea viva Gravity/gravedad • • • • • • • Earth, Moon, Sun Rotation/ Revolution Day/Night Shadows Moon phases Tides Weather map/mapa del estado del tiempo Weather symbol/ símbolo del estado del tiempo High pressure/ presión alta Low pressure/ baja presión Warm front/ frente cálido Cold front/ frente frío Meteorologist/ meteorólogo • Weather & Climate Data Stations • • • • Lab investigations Journal responses Models Illustrations & Diagrams • • • Lab investigations Journal responses Card Sort – Weather Tools & Symbols Weather & Climate Data Stations Writing in Science • • Page 3 San Antonio Independent School District does not discriminate on the basis of race, religion, color, national origin, sex, or disability in providing education services, activities, and programs, including vocational programs, in accordance with Title VI of the Civil Rights Act of 1964, as amended; Title IX of the Educational Amendments of 1972; section 504 of the Rehabilitation Act of 1973, as amended. Es norma del distrito de San Antonio no discriminar por motivos de raza, color, origen nacional, sexo o impedimento, en sus programas, servicios o actividades vocacionales, tal como lo requieren el Título VI de la Ley de Derechos Civiles de 1964, según enmienda; el Título IX de las Enmiendas en la Educación, de 1972, y la Sección 504 de la Ley de Rehabilitación de 1973, según enmienda. • • 1/4 – 1/14 • describe the continuous movement of water through the water cycle using a model explain how the Sun and the ocean interact in the water cycle by observing a model of the system explain how the Sun and the ocean interact in the water cycle by performing an investigation Water Cycle 1/6 – 1/12 • • • • • • • • • • • • • • • • • • Forecast/pronóstico Weather/ tiempo Weather/ tiempo Climate/ clima Precipitation/ precipitación Temperature/ temperatura Humidity/ humedad Water cycle/ciclo del agua Evaporation/evaporación Precipitation/precipitación Condensation/ Condensación Freshwater/de agua dulce Saltwater/de agua salada Sun/sol Ocean/océano Water vapor/vapor de agua Pollute/contaminar • Model – Water cycle • • • Lab investigations Journal responses Model – Water cycle CBA Window Principal Look Fors: Bell-to-bell instruction using the new curriculum guides (Minutes) Lesson flow and timing (Pacing & scaffolding) Investigation Readiness (science materials ready and in use) © San Antonio ISD - Grade 5 At-A-Glance 2015-16 Levels of Questions (Who is doing the asking and what is the quality?) Journaling (using foldables and supplemental aids) Embedded assessments Technology Page 4 San Antonio Independent School District does not discriminate on the basis of race, religion, color, national origin, sex, or disability in providing education services, activities, and programs, including vocational programs, in accordance with Title VI of the Civil Rights Act of 1964, as amended; Title IX of the Educational Amendments of 1972; section 504 of the Rehabilitation Act of 1973, as amended. Es norma del distrito de San Antonio no discriminar por motivos de raza, color, origen nacional, sexo o impedimento, en sus programas, servicios o actividades vocacionales, tal como lo requieren el Título VI de la Ley de Derechos Civiles de 1964, según enmienda; el Título IX de las Enmiendas en la Educación, de 1972, y la Sección 504 de la Ley de Rehabilitación de 1973, según enmienda.
