Students will learn how to determine the difference between weather and climate.
Monday Homework: Write a list of your favorite things we did this year in science. Tell if there was anything you didn’t like that much.
Tuesday Homework: None
The Week of 5-29-12
In science this week we will graph the data we collected during our Heating Earth’s Materials experiment.
Monday Homework: No School
Tuesday Homework: Read “The Sun” article. Tell the main idea of each paragraph (there are 6).
The Week of 5-21-12
In science this week we will review data we collected last week. We will discuss how shadows are made and why they change length and position. Then, we will share and graph the data we collected during our Heating Earth’s Materials experiment last week.
Tuesday Homework: Write a poem about summer and the sun’s energy.
The Week of 5-14-12
Students will start the week in science by tracking shadow to determine which time of day produces the longest and shortest shadows and why. Then, students will investigate how different earth materials are heated by solar energy.
Monday Homework: Tree Shadow Puzzle
Tuesday Homework: Response Sheet-Heating the Earth
The Week of 5-7-12
In science, students will create an experiment to investigate the difference in air temperature in the sun and in the shade.
Monday Homework: Read science textbook p. 306 and write a paragraph about the advantages and disadvantages of using solar energy.
Tuesday Homework: Textbook p. 306-307. Copy down the five steps of how tracking mirrors convert sunlight into electricity. You need to put them in the correct order yourself for full credit.
Students will be presenting their science fair projects in class this week. Our science fair will be on Friday! Please feel free to stop by. We'd love to have you.
Homework: The homework for this week is to be prepared for the presentation of your project!
The Week of 4-16-12
This week in science, students will conduct an experiment about measuring learning. We will discuss what makes this a good experiment and why this would be valid for a science fair project (it has multiple trials, it is seeking an answer to a question through experimentation, and it has measurable results.) We will also discuss how to set up a science fair board.
Monday Homework: Work on Science Fair Project
Tuesday Homework: Work on Science Fair Project
The Week of 4-9-12
This week in science, students will receive their guidelines for their science fair projects. We will look at several different experiments in order to determine the independent and dependent variables. Students will determine their topic, focus question, and hypothesis.
Monday Homework: Bring back your science fair sheet with a parent signature on it.
Tuesday Homework: Science Fair Project Topic Slip
The Week of 3-26-12
This week in science, students will continue design their own pulley experiments. We will begin the week by determining some independent and dependent variables from our fixed pulley experiments. Students will use these ideas to come up with a focus question that will lead their investigation. They will conduct the experiment in class and report their findings.
Monday Homework: Start “Making a Fixed Pulley”…due April 9th
Tuesday Homework: Finish “Making a Fixed Pulley”…due April 9th
This week in science, students will revisit the experiment from last week “Fixed Pulleys vs. Movable Pulleys.” All of the groups’ data was not consistent and we will analyze why. Then, students will investigate how two pulleys can be used together.
Monday Homework: Compare and Contrast a fixed pulley to a movable pulley. Use 3-column chart or Venn diagram.
Tuesday Homework: Compare and Contrast a one-pulley system to a two-pulley system. Use 3-column chart or Venn diagram.
The Week of 3-12-12
This week in science, students will practice using vocabulary that will be helpful in our unit on pulleys. The terms include force, fixed pulley, movable pulley, mechanical advantage, and redirect force. Students will have the chance to set up a movable pulley and a fixed pulley this week. They will do an experiment to determine which pulley requires more effort to list an object.
Monday Homework: Study for pulley vocabulary test tomorrow
Tuesday Homework: Read Science textbook p. 426-427. Tell 5 things you learned about pulleys.
The Week of 3-6-12
This week in science, students will read about pulley systems and take notes. They will draw a scientific diagram of a movable pulley and a fixed pulley. Finally, students will discover two ways to set up a one-pulley system to lift a load through free exploration with the components of a pulley.
STUDENTS will have NO HOMEWORK this week due to ISAT. Get a good night's sleep and be ready to test!
The Week of 2-27-12
This week in science, students will create their own experiment with a lever, changing out the independent variable and keeping the dependent and the controlled variables the same as our past lever experiments. They will write up the experiment and present the results to their classmates. Students will also be taking a levers test.
Monday Homework: finish experiment sheet, study for levers test, parent signature on pre-progress report
Tuesday Homework: Ordered Pairs Worksheet
The Week of 2-20-12
This week in science, students will learn about dependent, independent, and controlled variables. They will analyze several different experiments and determine the types of variables in each experiment.
Monday Homework:No School
Tuesday Homework: Explain what independent, dependent, and controlled variables are.
The Week of 2-13-12
The Week of 2-13-12
This week in science, students will identify levers that we use in everyday life such as brooms, nutcrackers, scissors, bottle openers, pliers, tweezers, hammers, and even the human arm. They will decide if they are class-1, class-2, or class-3 levers.
Monday Homework: No School
Tuesday Homework: Write a paragraph to explain the differences between class 1, 2, and 3 levers
Special Note: I am trying to gauge how many parents use this Science page for Room 119 and whether or not it is helpful. I would appreciate a quick e-mail letting me know if you find it helpful or not! Thanks! svera@cps.edu.The Week of 2-6-12
This week in science, students will learn the difference between class 1, 2, and 3 levers. They will learn the acronym "FLE 123" (pronounced flee) to remember that class 1 levers have the fulcrum in the middle, class 2 levers have the load in the middle, and class 3 levers have the effort in the middle. Try asking your kids to explain this acronym to you at the end of the week. We will also be doing an experiment to see if it is easier to move the load in a class 1 lever if the load is closer to or farther from the fulcrum.
Monday Homework: Read p. 426-427 in science textbook and write 5 things your learned about simple machines.
Tuesday Homework: Read p. 428-429 and write one paragraph about levers and inclined planes.
The Week of 1-30-12
This week in science, we will continue working with class-one levers. Our investigation should reinforce the idea that a load is easier to lift when the effort is applied further from the fulcrum in a class-one lever. In the investigation, students will practice collecting data, recording it in a data table, and plotting that data on a line graph. (This was planned for last week, but we did not complete the task, so we will complete it this week.)
Monday Homework: no science due to Scantron testing for 119
Tuesday Homework: Student Sheet #5, Response Sheet-Levers (take science journal home for help)
The Week of 1-23-12 (Subject to change)
This week in science, we will continue working with class-one levers. Our investigation should reinforce the idea that a load is easier to lift when the effort is applied further from the fulcrum in a class-one lever. In the investigation, students will practice collecting data, recording it in a data table, and plotting that data on a line graph.
Monday Homework: make a list of 10 real world levers
Tuesday Homework: Levers Worksheet (take science journal home for help)
The Week of 1-17-11 (subject to change, check board in classroom)
This week in science, we will be working with class-1 levers. Students should understand that class-1 levers have the fulcrum located somewhere between the load and the effort.
Monday Homework: No School
Tuesday Homework: Textbook p. 410-411 Read and answer questions 1 and 2 on
The Week of 1-9-11
In science this week, we will be starting a unit called “Levers and Pulleys.” This unit will be accompanied by our study of parts of Chapter 13 in the textbook called “Forces in Motion.” Students will do two experiments with levers. They will understand the terms lever, load, effort, and fulcrum.
Monday Homework: Textbook p. 405 Read and complete cause and effect chart on paper
Tuesday Homework: Textbook p. 407 Read and answer questions 1 and 2 on paper
The Week of 12-19-11
In science we will begin the week with a trip to the Shedd Aquarium. Students will be paying special attention to animal adaptation and camouflaging animals. Back at school, students will watch the film March of the Penguins: a look at the annual journey of Emperor penguins as they march to their traditional breeding ground. Students will also take a penguin quiz.
Monday-Aquarium Field Trip...be ready for penguin quiz
Tuesday-Write a thank you letter to Target and Shedd for sponsoring our field trip
The Week of 12-12-11 (subject to change)
In science this week, students will continue our discussion on the following focus question: There are more whales in Antarctica in December, January, and February. How might this affect the penguins in Antarctica? Students will analyze the data we collected and graphed last week. Then, students will explore more penguin adaptations, while drawing and labeling a penguin.
Monday Homework: Read Textbook p. 172-173. Define structural adaptation and behavioral adaptation. Describe an adaptation of a frog, lion, and hummingbird.
Tuesday Homework: Shedd Aquarium Advertisement: Go to www.sheddaquarium.org to find out some information about the Shedd Aquarium. Then, create a one page color advertisement to encourage people to visit the aquarium. Your ad should include a title, the address, the hours, and some of the animals or exhibits people will be able to see.
The Week of 12-5-11 (subject to change)
The Week of 11-28-11 (subject to change, check board in classroom)
In science this week, students will learn about Antarctica and penguins. Students will understand how the angle of the sun hitting the Earth makes certain places colder or hotter than other places. They will investigate how penguins can stay warm in such a cold environment. Students will also explore how penguins are able to keep their eggs warm in the same environment.
Monday Homework: Science Textbook p. 546-547 answer #2 only
Tuesday Homework: Science Textbook p. 180-181 answer #1-4
The Week of 11-21-11 (subject to change, check board in classroom)This week, students will have another opportunity to observe the zebra fish and make a careful scientific drawing. Then, students will participate in an activity to enhance their understanding of the importance of breathing.
Monday Homework: Science Textbook p. 17 #3
Tuesday Homework: none-Happy Thanksgiving
The Week of 11-14-11 (subject to change, check board in classroom)
In science this week, students will learn about the lifecycles of reptiles, birds, and more.
Monday Homework: Science Textbook—read p. 12-13 Compare and contrast Birds and Reptiles
Tuesday Homework: Science Textbook—read p. 14-15 and complete #1
The Week of 11-7-11 (subject to change, check board in classroom)
In science this week, students will take a test on the parts of the cell. Then, they will compare the lifecycle of two animals we have in our classroom, fish and butterflies. We will observe these animals.
Monday Homework: Write a paragraph telling how the life cycles of a fish and butterfly are the same and different.
Tuesday Homework: Draw a diagram of one of the life cycle of a fish or butterfly.
The Week of 10-31-11 (subject to change, check board in classroom)
In science this week, students will create their edible animal cells. Their cells must have something to represent the cell membrane, cytoplasm, nucleus, vacuoles, and mitochondria. Students must label the pieces using toothpicks and stickers. They must also draw a labeled picture of their edible cell, telling what the function of each organelle is.
Monday Homework: no science due to common core testing
Tuesday Homework: Know what these parts of a cell do and be ready for a quiz: cell membrane, cytoplasm, nucleus, vacuoles, and mitochondria.
The Week of 10-24-11 (subject to change, check board in classroom)
In science this week, students will think about how a city and its parts can be an analogy for a cell and its organelles. Then they will continue this kind of thinking for their homework assignment. Later in the week, students will meet in groups and plan their materials needed in order to make an edible cell next week.
Monday Homework: Make an analogy for the 5 parts of a cell we’ve been studying with places in your house (see sheet passed out in class)
Tuesday Homework: Bring in materials for your edible cell. Plan with your group!
The Week of 10-17-11 (subject to change, check board in classroom)
In science this week, students will read part of Chapter Two: Cells to Systems. We will be studying the first part of the chapter to learn about cells, their parts, and their functions. Students will draw and label a cell. Students will also examine and describe the internal structure of an onion. We will pay particular attention to the individual cells that we can see.
Monday Homework: Finish “The Incredible Cell” Worksheet from class. Take Book home.
Tuesday Homework: Science Textbook Read pages 39-41. Answer #1 on p. 39 and #1, 2, 3 on p. 41
The Week of 10-11-11 (subject to change, check board in classroom)
Once again, we missed a lesson last week due to Scantron testing. This week they will finally take a quiz on the parts of a microscope and on the concepts of magnification that we have covered thus far. Then, they will place a piece of microfiche between two slides, examine it under the microscope, and describe what they see. This activity will help them sharpen their skills of using a microscope.
Monday Homework: No School
Tuesday Homework: Pointillism Fact and Opinion Sheet
The Week of 10-3-11 (subject to change)
Students will be learning about microscopes, their parts, and how they work. We missed this lesson last week, due to Scantron testing. Students will also take a quiz on the parts of a microscope and on the concepts of magnification that we have covered, thus far. For our second lesson, students will place a piece of microfiche between two slides, examine it under the microscope, and describe what they see.
Monday Homework: Study the parts of a microscope and the properties of lenses for a test tomorrow.
Tuesday Homework: Crime Lab RAFT assignment
The Week of 9-26-11 (subject to change)
Students will be testing the properties of different kinds of lenses. They should understand that the more a lens curves, the more it magnifies. Students will be learning about microscopes, their parts, and how they work. Students will take a quiz next week on the parts of a microscope and on the concepts of magnification that we have covered, thus far.
Monday Homework: Water Drop Magnification Experiment…give them a square of waxed paper to take home…due next Monday
Tuesday Homework: Study the properties of things that magnify and study the parts of a microscope for a science test next week and finish experiment.
The Week of 9-19-11 (subject to change)
Students will use their five senses to describe an edible object the teacher will give them. Next, they will use these same skills to write a diamante poem to describe an object. They will students will use the loupes and hand lenses to further examine objects. They will learn how to use analogies to describe their observations and think about how that might lead them to further conclusions about the objects.
Monday Homework 119: Write a final draft of the diamante poem you worked on in class, or write a new one. It should be neatly typed or written, it should use some words from the “descriptive adjectives” list I gave you, it should showcase observable properties of your object, and it should have a colorful, neat picture.
The Week of 9-12-11 (subject to change)
Room 119: Students will practice their observation skills by observing and drawing a penny both with their naked eye and with a magnifier. Then, students will have more practice making detailed observations using both words and sketches to express what they observe.
Monday Homework: Money observation assignment.
Tuesday Homework: Draw a picture of an object. List at least 20 observable characteristics…the more details, the better.
Back to School...The Week of 9-6-11
This week in Science students will become familiar with the procedures used in science class. We will discuss the expectations for proper group work, as we will be working in groups everyday. In addition, we will be setting up our formal science journals, making sure that students are organized and ready to take good notes and make thoughtful observations and conclusions.
Students in Room 119 will have science every Monday and Tuesday, thus they will have science homework every Monday and Tuesday night. Homework is always due at the next class, unless otherwise noted.
Tuesday Homework: Get the Homework and Grading Policy Signed...bring back next Monday
***************************NEW SCHOOL YEAR****************
The Week of 6-6-11
We did not meet last week due to an assmebly. If we meet this week, we will complete the following: Students will be asked to think about if there is a difference between tap water, bottled water, and rain water in Chicago. Then, they will use litmus paper to test the pH levels of those liquids along with a variety of other liquids.
No Homework
The Week of 5-31-11
Students will be asked to think about if there is a difference between tap water, bottled water, and rain water in Chicago. Then, we will use litmus paper to test the pH levels of those liquids along with a variety of other liquids.
Monday: No School
Wednesday: No homework...work on Economics Expo
The Week of 5-23-11
The Week of 5-16-11
Students will become engineers, applying technology related abilities and ideas, as they attempt to design a spacecraft that can land successfully on the mystery substance we worked with last week: Oobleck.
Monday's Homework: Bring in materials to build your spacecraft.
Wednesday's Homework: Draw a picture of your spacecraft and describe why it was successful or not in at least one paragraph.
The Week of 5-9-11
Students will investigate a mystery substance. They will observe, predict, test, and investigate the substance and record its unique properties. Then, we will hold a scientific convention to discuss and analyze their findings. They will gain insight into how challenging it can be to provide enough evidence to convince an entire group to agree on a scientific statement.
Monday's Homework: Read pages 354-357 in your science textbook and make a chart to tell the properties of a liquid, solid, and gas.
Wednesday's Homework: The Week of 5-2-11
Students will investigate the Amazon rainforests in order to prepare for a visit from the Shedd Aquarium this Wednesday.
Monday Homework: List at least 4 reasons why the rainforests should be saved.
Wednesday Homework: None...we will not meet for class due to Scantron Testing
The Week of 4-25-11
Students will present their science fair projects in class this week. The 4th-5th Grade Science Fair will be on Friday at 9:15 am.
Homework--be ready to present science fair project in class and at the science fair on Friday.
The Week of 4-11-11
This week, students will continue to work on their science fair experiments. They will have time in the computer lab to do research and gather information for their reference list. They will also learn more about independent, dependent, and controlled variables. Finally, they will conduct an experiment to see how learning can be measured.
Monday Homework: Keep working on science fair project…nothing to turn in.Wednesday Homework: Science Fair Project due on Monday, April 25th
Science Fair Project and Presentation
Pershing West Magnet School / Fifth Grade—Mrs. Vera
The fifth grade science fair project is an opportunity to further explore topics you are interested in. Your topic choice is due on Monday, April 4th. You may work by yourself or with a partner from your class. Groups of more than 2 people are not permitted.Projects are due Monday, April, 25th. Presentations will be given during your regularly scheduled science classes during the week of April 25th. You will sign up for a day ahead of time. Please be prepared. In addition to presenting in class, we will present our work to others in the 4th and 5th Grade Science Fair on Friday, April 29th. Parents and family members are welcome to attend.
Class Presentation
You will have exactly 3 minutes to present your project to the class. In those 3 minutes you should include the following steps of the scientific method:
• Purpose: What were you trying to find out? That’s your focus question!
• Hypothesis: What did you think you would find out? “I think __ because ___.”
• Procedure: What steps did you take?
• Data: What were the results of your project? What data did you find?
• Conclusion: What did you learn? What can you claim? Was your hypothesis correct or not? Explain your evidence.
Practice your presentation to be sure it is at least 2 ½ minutes and no longer than 3 minutes. Be sure to include all of the above information in your presentation.
Poster and Typed Report
In addition to giving your presentation, you must hand in a science fair poster and a typed report. Everything should be neat and free of error. Please see below for further guidelines for the poster and report. (The poster and report contain basically the same information, but in two different formats. So, you can type them once, and print twice! You may want to use a larger font for your poster, but you can decide.)
Poster
Your science fair poster must include the following parts:
Title and Name
Purpose
Hypothesis
Materials
Procedure
Data
Conclusion
Typed Report
Your typed paper must include the following parts:
Title Page
Table of Contents
Purpose
Hypothesis
Materials
Procedure
Data
Conclusion
Reference List
Poster and Report Guidelines
Title Page: Include the title of your project, your name, and the date.
Purpose: Briefly describe the problem you are trying to solve and why you are trying to solve it. Remember, this is the same thing as a focus question. “I am trying to determine…”
Hypothesis: State your hypothesis, predicting what the results of the experiment will be. Also, tell why you think this. “I think _______ because ________.”
Materials: You should list all of the materials you use for your experiment. Use specific measurements. For example, instead of saying “water” say “250 ml of water.”
Procedure:List all the steps of your experiment. Write the procedure in the form of a numbered list. You do not need to include steps like “type my paper.”
Data: Your data should be clearly represented in tables, graphs, photographs, or observational notes. NEVER fake your data. It is okay if things did not turn out as you expected.
Conclusion: Summarize and interpret your results. This is where all of your practice writing claims and evidence will pay off. What claim (a big statement about science) can you make? Then, tell what your evidence was. Was your hypothesis correct? Did you achieve your purpose?
Reference List: This is a list of all the books, websites, and other resources you have used. You should have at least three.
For a book:
Author’s last name, Author’s first name.
Title of Book. City of Publication: Name of publisher, Year of Publication.
For a website:
“Title of article of page.” Internet:
How You Will Be Graded:
Purpose—Was your focus question clear, meaningful, and relevant? 10
Hypothesis—Was your hypothesis thoughtful and relevant? 10
Materials—Did you have a complete list of materials? 10
Procedure—Were your steps numbered? Were they complete and easy to follow? 10
Data—Was your data clear, organized, and complete? Did you record enough information? 10
Conclusion—Did you learn something relevant? Did you explain your hypothesis and findings?
Did you include a strong claim backed up with evidence? 10
Presentation—Was it between 2 ½ and three minutes? Was it clear and interesting? 20
Poster—Was this completed to specifications? 10
Report—Was this completed to specifications? Did you include a correctly formatted reference list? 10
A 100-90 B 89-80 C 79-70 D 69-60 F 59-0
The Week of 4-4-11
This week, students will learn how to set up their board for their science fair project by setting up a mock-board for an experiment they are planning to conduct in class. They will write out a title, purpose, hypothesis, materials, and procedure for the experiment they are planning to conduct in class. This will provide practice for when they have to do this with their science fair project.
Monday Homework: Write a letter to your parent telling them what you are working on for the science fair and what help you will need from them and get their signature for credit.
Wednesday: No class for Report Card Pick-up
The Week of 3-28-11
We will be reviewing the claims (big science ideas) that we learned from the “Heating Earth’s Materials” experiment. Then, students will be learning details about the upcoming science fair.
Monday Homework: Tell me the focus question of your class experiment and tell me the independent and dependent variables.
Wednesday Homework: Focus question and hypothesis for Science Fair Project is due on Monday
The Week of 3-21-11
Last week, students investigated how different earth materials were heated by solar energy. This week we will compile the data and put it in a class data table. Then, we will graph and analyze the data.
Monday Homework: Heating Earth Materials question strip
Wednesday Homework: Heating Earth Materials variable worksheet
The Week of 3-14-11
Students will do an experiment to investigate the difference in air temperature in the sun and in the shade. Then, students will investigate how different earth materials are heated by solar energy.
Monday Homework: None due to ISAT testingWednesday Homework: Reread page 306 in Science Textbook and tell the advantages and disadvantages of using solar energy.
The Week of 3-8-11
Science: Students will recycle used newspaper into a new product: recycled paper.
No Science Homework during ISAT testing.
The Week of 2-28-11
This week students will continue to ponder whether or not water is renewable or nonrenewable. They will take a quiz on renewable and nonrenewable resources and fossil fuels. Then, we will dive more deeply into the renewable resource: solar energy. Students will investigate how the sun travels and what kinds of shadows it leaves behind.
Monday Homework:Study definitions and examples of fossil fuels, renewable, and nonrenewable resources for a quiz. Use pages 303-306 for help.
Wednesday Homework: Read Textbook p. 306-307, Do #1-2
The Week of 2-21-11
Weekly Overview: This week we will investigate the idea of water being a renewable or nonrenewable resource. Students will describe the movement of the water cycle and determine what happens when pollutants are added to the picture.
Monday Homework: NONE...No School
Wednesday Homework: Read textbook p. 316-317. Answer 1-3 on p. 316 (all on paper.)
The Week of 2-14-11
Weekly Overview: This week we will continue exploring ideas in Chapter 10: Protecting Earth’s Resources. Students will be given objects and they will have to determine if they are renewable or nonrenewable resources. Students will investigate how gas rises with a hands-on experiment while thinking about fossil fuels and how natural gas may have first been discovered.
Monday Homework: Read textbook p. 303-304. Define “non-renewable resource” and give three examples.
Wednesday Homework: Read textbook p. 304-305. Answer 1-3 on p. 305.
The Week of 2-7-11
Weekly Overview: On Monday, classes will finish giving their pulley presentations from last week. Later in the week, students will begin a new unit on Protecting the Earth’s Resources. Students will learn the difference between renewable and nonrenewable resources. Then, they will do an experiment to determine how oil rises through the Earth.
MONDAY HOMEWORK: Bring back the letter with your parent’s information and signature
WEDNESDAY HOMEWORK: Science Textbook p. 300 (1-2) and p. 301 main idea and details.
The Week of 1-31-11
Students present the different pulley experiments they created.
Monday Homework: What did you learn from creating your own experiment? Answer in a paragraph or more.
Wednesday Homework:
The Week 1-24-11
Students will continue designing their own pulley experiments. We will begin the week by determining some independent and dependent variables from our fixed pulley experiment. Students will use the ideas we come up with to write a focus question that will lead their investigation.
Monday: Science Textbook p. 604-605. Read the experiment and answer the questions in the blue box on p. 605. You do NOT have to do the experiment.
Wednesday: Finish writing up your science experiment from class with a title, focus question, hypothesis, diagram, data, claims and evidence and conclusion. Be ready to present.
The Week of 1-10-11
Students will investigate how two pulleys can be used together.
Monday: No Science due to Scantron Testing
Wednesday's Homework: Compare and Contrast a one-pulley system to a two-pulley system.
The Week of 1-3-11
Students will use a spring scale to quantify and compare the effort needed to lift a load in two different pulley systems.
Monday's Homework: Start Science Pulley RAFT assignment…due in one week, next Monday
Wednesday's Homework: Finish Science Pulley RAFT assignment…due Monday
The Week of 12-13-10
Students will begin the week by taking a group assessment where they have to identify what class of lever the given objects are. Then, they will read about pulley systems and take notes and draw a scientific diagram of a movable and a fixed pulley. Finally, students will discover two ways to set up a one-pulley system to lift a load through free exploration with the components of a pulley.
Monday's Homework: Start working on “Making a Fixed Pulley”…due the Monday after winter break
Wednesday's Homework: Finish "Making a Fixed Pulley”…due the Monday after winter break
The Week of 12-6-10
This week, students will identify levers that we use in everyday life. They will decide if they are class-1, class-2, or class-3 levers. They will be looking for further examples of these and other simple machines for homework and on our field trip to theMuseum of Science
Monday's Homework: Home-School Connection Worksheet
Wednesday's (won't be able to do until after Thursday's field trip): Write a paragraph or more telling what you learned about simple machines from our field trip.
The Week of 11-22-10
Wednesday's Homework: None...Happy Thanksgiving!
Science Weekly Overview for the Week of 11-15-10: This week, we will be working with class-1 levers. Students should understand that class-1 levers have the fulcrum located somewhere between the load and the effort.
Check out the link to Levers and Pulleys on the bottom of my homepage!
Homework for the Week of 11-8-10
Monday night (due Wednesday): Textbook p. 405 Read and complete cause and effect chart on paper
Wednesday night (due next Monday): Textbook p. 407 Read and answer questions 1 and 2 on paper
Science Overview for the week of 11-1-2010
In science this week, students will think about how a city can be an analogy for a cell and its parts. They will continue this kind of thinking for their homework assignment on Monday night. Later in the week, students will be doing an experiment called “Yeast Feast,” observing how a one cell organism, yeast, reacts in certain situations.
Mrs. Vera’s Anticipated Homework for the Week of 11-1-2010
Note: Homework is posted here at the beginning of the week. Students MUST check the board in class to see if something has changed, as it may not be reflected on-line.
Monday Night: Make an analogy for the 5 parts of a cell we’ve been studying with places in your house. Use your notes from class today from “Cell City” if you need help. See sheet being sent home for more help.
Wednesday Night: Study the parts of a cell and what they do…use pages 39-41 in your book for help
___________________________________________________________
Science Overview for the Week of 10-25-10
In science this week, students will examine and describe the internal structure of an onion. We will pay particular attention to the individual cells that we can see. We will read part of Chapter Two: Cells to Systems. We will be studying the first part of the chapter to learn about cells, their parts, and their functions. Students will draw and label a cell. They will use their books to help them and then they will answer questions about their work.
Mrs. Vera’s Anticipated Homework for the Week of 10-25-2010
Note: Homework is posted here at the beginning of the week. Students MUST check the board in class to see if something has changed, as it may not be reflected on-line.
Monday's Homework (due Wed):
Science Textbook Read pages 39-41. Answer #1 on p. 39 and #1, 2, 3 on p. 41
Wednesday's Homework (due next Mon):
Finish “The Incredible Cell” Worksheet from class.
_____________________________________________________________
Science Overview for the week of 10-18-10
In science this week, students will learn how to prepare wet-mount slides and well slides. They will practice focusing up and down over the surface of an object with depth. Later in the week, students will identify unknown specimens through careful observation.
Homework:
Overview for the week of 10-12-10
Students will continue to practice using a microscope and making careful, detailed observations. They will look at different forms of printed materials and observe how the pictures are created by a serious of small dots. Students will continue to develop their ability to focus the microscope, change the light, and find the correct field of view.
Mrs. Vera’s Anticipated Homework for the Week of 10-4-2010 Science Color Research Homework…see sheet...due Monday
Note: Homework is posted here at the beginning of the week. Students MUST check the board in class to see if something has changed, as it may not be reflected on-line.
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Science Overview for the Week of 10-4-2010
Students will be learning about microscopes, their parts, and how they work. Then, they will place a piece of microfiche between two slides, examine it under the microscope, and describe what they see. Students will also take a quiz on the parts of a microscope and on the concepts of magnification that we have covered, this far.
Mrs. Vera’s Anticipated Homework for the Week of 10-4-2010
Note: Homework is posted here at the beginning of the week. Students MUST check the board in class to see if something has changed, as it may not be reflected on-line.
Assigned Monday, due Wednesday: Study the properties of things that magnify
and study the parts of a microscope for a test on Thursday.
Assigned Wednesday, due next Monday: Bring in printed materials…
newspaper, magazine, comics, junk mail, stamps…for next week’s experiment.
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CHANGE for the notes listed below: Since Ms. Sims was out on Monday 9-27-2010, our classes did not switch. Therefore, students will only have science class once this week (on Wednesday) and only have homework on Wednesday, as well. Check the homework board in my room when you come to class on Wednesday to see what the homework will be.
Overview for the week of September 27, 2010
Note: Homework is posted here at the beginning of the week. Students MUST check the board in class to see if something has changed, as it may not be reflected on-line.
assigned Monday, due Wednesday: Pick an object, sketch it, and write 10 analogies (what it is like)
assigned Wednesday, due next Monday: Water Drop Magnification Experiment (see sheet)
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Overview for the Week of 9-20-10
To begin the week, students will get a list of descriptive adjectives that will help them while describing the observable properties of certain objects. Then, they will use their five senses to describe an edible object the teacher will give them. Next, they will use these same skills to write a diamante poem to describe an object.
During the second class of the week, students will use the loupes and hand lenses to further examine objects. They will learn how to use analogies to describe their observations and think about how that might lead them to further conclusions about the objects.
Mrs. Vera’s Anticipated Homework for the Week of 9-20-2010
Note: Homework is posted here at the beginning of the week. Students MUST check the board in class to see if something has changed, as it may not be reflected on-line.
Assigned Monday, due Wednesday: Write a final draft of the diamante poem you worked on in class, or write a new one. It should be neatly typed or written, it should use some words from the “descriptive adjectives” list I gave you, it should showcase observable properties of your object, and it should have a colorful, neat picture.
Wednesday: No Homework (Enjoy...it doesn't happen often!) due to testing schedules with my class
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Week of 9-13-2010
This week students will practice their observation skills by observing and drawing a penny both with their naked eye and with a magnifier. Then, students will have more practice making detailed observations using both words and sketches to express what they observe.
Mrs. Vera’s Anticipated Homework for the Week of 9-13-2010
Note: Homework is posted here at the beginning of the week. Students MUST check the board in class to see if something has changed, as it may not be reflected on-line.
Assigned Monday, due Wednesday: Observing Money Science Homework Sheet
Assigned Wednesday, due NEXT Monday: Draw a picture of an object at school or home. You could also use a picture of an object from a magazine or somewhere else. List at least 10 observable characteristics…the more details, the better.
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Week of 9-7-2010
This week students will become familiar with the procedures used in science class. We will discuss the expectations for proper group work, as we will be working in groups everyday. In addition, we will be setting up our formal science journals, making sure that students are organized and ready to take good notes and make thoughtful observations and conclusions.
Students will have Science class on Mondays and Wednesdays.
Homework: Assigned on Wednesday 9-8-10 and due on Monday, 9-13-2010: Have a parent read and sign the homework and grading policy passed out in class. Finish decorating the title page in your science journal and show the journal guidelines to a parent, as well.
The Week of 2-21-11
Weekly Overview: This week we will investigate the idea of water being a renewable or nonrenewable resource. Students will describe the movement of the water cycle and determine what happens when pollutants are added to the picture.
Monday Homework: NONE...No School
Wednesday Homework: Read textbook p. 316-317. Answer 1-3 on p. 316 (all on paper.)
The Week of 2-14-11
Weekly Overview: This week we will continue exploring ideas in Chapter 10: Protecting Earth’s Resources. Students will be given objects and they will have to determine if they are renewable or nonrenewable resources. Students will investigate how gas rises with a hands-on experiment while thinking about fossil fuels and how natural gas may have first been discovered.
Monday Homework: Read textbook p. 303-304. Define “non-renewable resource” and give three examples.
Wednesday Homework: Read textbook p. 304-305. Answer 1-3 on p. 305.
The Week of 2-7-11
Weekly Overview: On Monday, classes will finish giving their pulley presentations from last week. Later in the week, students will begin a new unit on Protecting the Earth’s Resources. Students will learn the difference between renewable and nonrenewable resources. Then, they will do an experiment to determine how oil rises through the Earth.
MONDAY HOMEWORK: Bring back the letter with your parent’s information and signature
WEDNESDAY HOMEWORK: Science Textbook p. 300 (1-2) and p. 301 main idea and details.
The Week of 1-31-11
Students present the different pulley experiments they created.
Monday Homework: What did you learn from creating your own experiment? Answer in a paragraph or more.
Wednesday Homework:
The Week 1-24-11
Students will continue designing their own pulley experiments. We will begin the week by determining some independent and dependent variables from our fixed pulley experiment. Students will use the ideas we come up with to write a focus question that will lead their investigation.
Monday: Science Textbook p. 604-605. Read the experiment and answer the questions in the blue box on p. 605. You do NOT have to do the experiment.
Wednesday: Finish writing up your science experiment from class with a title, focus question, hypothesis, diagram, data, claims and evidence and conclusion. Be ready to present.
The Week of 1-10-11
Students will investigate how two pulleys can be used together.
Monday: No Science due to Scantron Testing
Wednesday's Homework: Compare and Contrast a one-pulley system to a two-pulley system.
The Week of 1-3-11
Students will use a spring scale to quantify and compare the effort needed to lift a load in two different pulley systems.
Monday's Homework: Start Science Pulley RAFT assignment…due in one week, next Monday
Wednesday's Homework: Finish Science Pulley RAFT assignment…due Monday
R.A.F.T. Assignment
• Role—A heavy bucket of water at the bottom of a deep well
• Audience—A girl named Wellina at the top of the well
• Format—Conversation between you (the bucket) and Wellina
• Topic and Strong Verbs—You are BEGGING Wellina to lift you out of the well, but the Wellina is small and she can’t reach you and she thinks you are too heavy for her. You must EXPLAIN to Wellina how to make a pulley system to get you out.
Example of how you can begin:
Bucket: Excuse me, is anyone there?
Wellina: Who is that talking?
Bucket: Excuse me, is anyone there?
Wellina: Who is that talking?
Bucket: It’s me, the bucket at the bottom of the well. My name is Bucket.
Wellina: What do you want, Bucket?
Bucket: I want to get out of this well. It’s cold and damp in here!
The Week of 12-13-10
Students will begin the week by taking a group assessment where they have to identify what class of lever the given objects are. Then, they will read about pulley systems and take notes and draw a scientific diagram of a movable and a fixed pulley. Finally, students will discover two ways to set up a one-pulley system to lift a load through free exploration with the components of a pulley.
Monday's Homework: Start working on “Making a Fixed Pulley”…due the Monday after winter break
Wednesday's Homework: Finish "Making a Fixed Pulley”…due the Monday after winter break
The Week of 12-6-10
This week, students will identify levers that we use in everyday life. They will decide if they are class-1, class-2, or class-3 levers. They will be looking for further examples of these and other simple machines for homework and on our field trip to the
Monday's Homework: Home-School Connection Worksheet
Wednesday's (won't be able to do until after Thursday's field trip): Write a paragraph or more telling what you learned about simple machines from our field trip.
The Week of 11-22-10
Science Weekly Overview: This week, we will continue working with class-one levers. Our investigation should reinforce the idea that a load is easier to lift when the effort is applied further from the fulcrum in a class-one lever. In the investigation, students will practice collecting data, recording it in a data table, and plotting that data on a line graph.
Monday's Homework: Response Sheet-Levers (take science journal home for help)
Wednesday's Homework: None...Happy Thanksgiving!
Science Weekly Overview for the Week of 11-15-10: This week, we will be working with class-1 levers. Students should understand that class-1 levers have the fulcrum located somewhere between the load and the effort.
Monday's Homework (due Next Monday): Textbook p. 410-411 Read and answer questions 1 and 2 on paper
Check out the link to Levers and Pulleys on the bottom of my homepage!
No class on Wednesday due to Report Card Pick-up
Overview for the Week of 11-8-10
Students will start the week by taking a quiz on the parts of the cell and what they do. This will wrap up our unit on “Microworlds.” Next we will be starting a unit called “Levers and Pulleys.” This unit will be accompanied by our study of parts of Chapter 13 in the textbook called “Forces in Motion.”
Homework for the Week of 11-8-10
Monday night (due Wednesday): Textbook p. 405 Read and complete cause and effect chart on paper
Wednesday night (due next Monday): Textbook p. 407 Read and answer questions 1 and 2 on paper
Science Overview for the week of 11-1-2010
In science this week, students will think about how a city can be an analogy for a cell and its parts. They will continue this kind of thinking for their homework assignment on Monday night. Later in the week, students will be doing an experiment called “Yeast Feast,” observing how a one cell organism, yeast, reacts in certain situations.
Mrs. Vera’s Anticipated Homework for the Week of 11-1-2010
Note: Homework is posted here at the beginning of the week. Students MUST check the board in class to see if something has changed, as it may not be reflected on-line.
Monday Night: Make an analogy for the 5 parts of a cell we’ve been studying with places in your house. Use your notes from class today from “Cell City” if you need help. See sheet being sent home for more help.
Wednesday Night: Study the parts of a cell and what they do…use pages 39-41 in your book for help
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Science Overview for the Week of 10-25-10
In science this week, students will examine and describe the internal structure of an onion. We will pay particular attention to the individual cells that we can see. We will read part of Chapter Two: Cells to Systems. We will be studying the first part of the chapter to learn about cells, their parts, and their functions. Students will draw and label a cell. They will use their books to help them and then they will answer questions about their work.
Mrs. Vera’s Anticipated Homework for the Week of 10-25-2010
Note: Homework is posted here at the beginning of the week. Students MUST check the board in class to see if something has changed, as it may not be reflected on-line.
Monday's Homework (due Wed):
Science Textbook Read pages 39-41. Answer #1 on p. 39 and #1, 2, 3 on p. 41
Wednesday's Homework (due next Mon):
Finish “The Incredible Cell” Worksheet from class.
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Science Overview for the week of 10-18-10
In science this week, students will learn how to prepare wet-mount slides and well slides. They will practice focusing up and down over the surface of an object with depth. Later in the week, students will identify unknown specimens through careful observation.
Homework:
Assigned Monday / due Wednesday: Science textbook p. 292-293. Answer 1-4 on p. 293.
Assigned Wednesday / due Next Monday: Growing Crystals Experiment
*********************************************************************************Overview for the week of 10-12-10
Students will continue to practice using a microscope and making careful, detailed observations. They will look at different forms of printed materials and observe how the pictures are created by a serious of small dots. Students will continue to develop their ability to focus the microscope, change the light, and find the correct field of view.
Mrs. Vera’s Anticipated Homework for the Week of 10-4-2010 Science Color Research Homework…see sheet...due Monday
Note: Homework is posted here at the beginning of the week. Students MUST check the board in class to see if something has changed, as it may not be reflected on-line.
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Science Overview for the Week of 10-4-2010
Students will be learning about microscopes, their parts, and how they work. Then, they will place a piece of microfiche between two slides, examine it under the microscope, and describe what they see. Students will also take a quiz on the parts of a microscope and on the concepts of magnification that we have covered, this far.
Mrs. Vera’s Anticipated Homework for the Week of 10-4-2010
Note: Homework is posted here at the beginning of the week. Students MUST check the board in class to see if something has changed, as it may not be reflected on-line.
Assigned Monday, due Wednesday: Study the properties of things that magnify
and study the parts of a microscope for a test on Thursday.
Assigned Wednesday, due next Monday: Bring in printed materials…
newspaper, magazine, comics, junk mail, stamps…for next week’s experiment.
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CHANGE for the notes listed below: Since Ms. Sims was out on Monday 9-27-2010, our classes did not switch. Therefore, students will only have science class once this week (on Wednesday) and only have homework on Wednesday, as well. Check the homework board in my room when you come to class on Wednesday to see what the homework will be.
Overview for the week of September 27, 2010
To begin the week, students will use the loupes and hand lenses to further examine objects. They will learn how to use analogies to describe their observations and think about how that might lead them to further conclusions about the objects. Later in the week, students will be testing the properties of different kinds of lenses. They should understand that the more a lens curves, the more it magnifies. (One of these lessons was planned for last week, but we did not have class due to conflicts with Scantron testing.)
Mrs. Vera’s Anticipated Homework for the Week of 9-27-2010
Note: Homework is posted here at the beginning of the week. Students MUST check the board in class to see if something has changed, as it may not be reflected on-line.
assigned Monday, due Wednesday: Pick an object, sketch it, and write 10 analogies (what it is like)
assigned Wednesday, due next Monday: Water Drop Magnification Experiment (see sheet)
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Overview for the Week of 9-20-10
To begin the week, students will get a list of descriptive adjectives that will help them while describing the observable properties of certain objects. Then, they will use their five senses to describe an edible object the teacher will give them. Next, they will use these same skills to write a diamante poem to describe an object.
During the second class of the week, students will use the loupes and hand lenses to further examine objects. They will learn how to use analogies to describe their observations and think about how that might lead them to further conclusions about the objects.
Mrs. Vera’s Anticipated Homework for the Week of 9-20-2010
Note: Homework is posted here at the beginning of the week. Students MUST check the board in class to see if something has changed, as it may not be reflected on-line.
Assigned Monday, due Wednesday: Write a final draft of the diamante poem you worked on in class, or write a new one. It should be neatly typed or written, it should use some words from the “descriptive adjectives” list I gave you, it should showcase observable properties of your object, and it should have a colorful, neat picture.
Wednesday: No Homework (Enjoy...it doesn't happen often!) due to testing schedules with my class
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Week of 9-13-2010
This week students will practice their observation skills by observing and drawing a penny both with their naked eye and with a magnifier. Then, students will have more practice making detailed observations using both words and sketches to express what they observe.
Mrs. Vera’s Anticipated Homework for the Week of 9-13-2010
Note: Homework is posted here at the beginning of the week. Students MUST check the board in class to see if something has changed, as it may not be reflected on-line.
Assigned Monday, due Wednesday: Observing Money Science Homework Sheet
Assigned Wednesday, due NEXT Monday: Draw a picture of an object at school or home. You could also use a picture of an object from a magazine or somewhere else. List at least 10 observable characteristics…the more details, the better.
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Week of 9-7-2010
This week students will become familiar with the procedures used in science class. We will discuss the expectations for proper group work, as we will be working in groups everyday. In addition, we will be setting up our formal science journals, making sure that students are organized and ready to take good notes and make thoughtful observations and conclusions.
Students will have Science class on Mondays and Wednesdays.
Homework: Assigned on Wednesday 9-8-10 and due on Monday, 9-13-2010: Have a parent read and sign the homework and grading policy passed out in class. Finish decorating the title page in your science journal and show the journal guidelines to a parent, as well.
Science Textbook p. 541, three facts and an inference
Read “Properties of Objects and Materials” on p. 345 of your science textbook and tell the main idea of each of the two paragraphs.
Students will investigate the principles of density and buoyancy this week. Which will float…an orange with the peel or without? Students will find out the answer and be able to tell why. They will compare different objects’ densities with the density of water. Finally, they will learn how a submarine works and build a model to test it out.
Monday Homework: Read p. 347 and describe why a heavy boat is able to float.
Wednesday Homework: For extra credit, make the submarine and home, explain to a parent how it works, and have the parent write a note telling what they learned, with their signature. Due Monday.
Students will be testing the properties of different kinds of lenses. They should understand that the more a lens curves, the more it magnifies. Students will be learning about microscopes, their parts, and how they work. Students will take a quiz next week on the parts of a microscope and on the concepts of magnification that we have covered, thus far.
Monday Homework: Water Drop Magnification Experiment…give them a square of waxed paper to take home…due next Monday
Tuesday Homework: Study the properties of things that magnify and study the parts of a microscope for a science test next week and finish your experiment.
In science this week, students will learn more about penguin survival as we study the following two focus questions: What would you do if you were a baby penguin and you had to find your mother among thousands of birds that looked alike? and There are more whales in Antarctica in December, January, and February. How might this affect the penguins in Antarctica?
Monday Homework: Penguin Fact Sheet and Drawing
Tuesday Howework: Compare and Contrast Penguin Sheet
