Journaling to remember

  • View

  • Download

Embed Size (px)


Journaling to remember. 5 th Grade Science. Presented by Ross Ann Hill, Jeanna Morton, Becky Woodell. CAST 2013. Helpful hints for 5 th Graders. K eep I t S imple but S timulating. Glue: a little dabl do. Pre-cut to save time. - PowerPoint PPT Presentation


Journaling to remember

Journaling to remember5th Grade Science Presented by Ross Ann Hill, Jeanna Morton, Becky WoodellCAST 2013Helpful hints for 5th Graders

Keep It Simple but StimulatingGlue: a little dabl doPATIENCE!!!Spiral journal allows it to be clicked into a 3-ring binderPre-cut to save time5.5) Matter and Energy. The student knows that matter has measurable physical properties and those properties determine how matter is classified, changed, and used. The student is expected to5.5 A classify matter based on physical properties, including mass, magnetism, physical state, relative density, solubility in water, and the ability to conduct or insulate thermal or electrical energy

All the physical properties in one foldableEasy to reviewCreate each page after the activity or lab

use pre-printed pictureshelps review the key points

Dont be afraid to drawTake it step by step for students

Flaps within flaps

Can be used as a quick pop quiz the day after the lab

used as an assessment remediate before gluing into the foldable5.6) Force, motion, and energy. The student knows that energy occurs in many forms and can be observed in cycles, patterns, and systems. The student is expected to5.6 A explore the uses of energy, including mechanical, light, thermal, electrical, and sound energy

5.6 B demonstrate that the flow of electricity in circuits requires a complete path through which an electric current can pass and can produce light, heat, and sound

Students add to the page as they learnCircuit activityLight bulb demoHot plate demoSound demo5.6 C demonstrate that light travels in a straight line until it strikes an object or travels through one medium to another and demonstrate that light can reflect such as the use of mirrors or other shiny surfaces and refracted such as the appearance of an object when observed through waterreflect and refractconvex and concave

prism, ROY G BIVlight wavessum up a lot of learning on one pageA great review tool before the STAAR5.7) Earth and Space. The student knows Earths surface is constantly changing and consists of useful resources. The student is expected to5.7 A explore the processes that led to the formation of sedimentary rocks and fossil fuels

Sedimentary*erosion*deposition*compaction*cementationI teach the whole rock system, not just sedimentary. I like for them to see the whole process.Then narrow down on sedimentary and transition to coal/fossil fuels.Outside create a keyInside leave blank so they can study.

lead them through drawingallows students to have ownership over their learningdiscuss each step as you go5.7 B recognize how landforms such as deltas, canyons, and sand dunes are the result of changes to Earths surface by wind, water, and ice

5.7 C identify alternative energy sources such as wind, solar, hydroelectric, geothermal, and biofuels

Use as a progress check after students have seen pictures and watched a video, they label their drawing.Include advantages and disadvantagesUse with wind, solar, hydro, geo, and bio

Used as an assessmentcut & paste activity students place info in correct columnteacher checks and takes grade before pastingstudent corrects errors then pastes5.8) Earth and Space. The student knows that there are recognizable patterns in the natural world and among the Sun, Earth, and Moon system. The student is expected to 5.8 C demonstrate that earth rotates on its axis once approximately every 24 hours causing the day/night cycle and the apparent movement of the Sun across the sky

The Earth orbits around the Sun and the Moon orbits around the EarthCan be used for :day/night cycle24 hour rotation modellayers of Earth & Suncomparing Moon and Earthtides

5.9) Organisms and environments. The student knows that there are relationships, systems, and cycles within environments. The student is expected 5.9 A observe the way organisms live and survive in their ecosystem by interacting with the living and non-living elements

Students choose their own organismTake it step-by-step from organism to ecosystem5.9 B describe how the flow of energy derived from the sun, used by producers to create their own food, is transferred through a food chain and food web to consumers and decomposers

www.sheppardsoftware.comUse familiar pictures to jog their memoryComplete the activity on the website5.10) Organisms and environments. The student knows that organisms undergo similar life processes and have structures that help them survive within their environments. The student is expected to 5.10 A Compare the structure and functions of different species that help them live and survive such as hooves on prairie animals or webbed feet in aquatic animals

Students describe the structure and function of the body part5.10 B differentiate between inherited traits of plants and animals such as spines on a cactus or shape of a beak and learned behaviors such as an animal learning tricks or a child riding a bicycle

Students create a t-chartUse during an open notes quizImages are from various websites or personal work and are intended for educational purposes only. Becky Woodell5th Grade Sciencebwoodell@idalouisd.netIdalou Middle SchoolIdalou, Texas

Happy Journaling