Nature of Science Strand HNature of Science Strand H Lesson of 8 5th Grade Science Day3H 3 1. Continue with Strand H by having students share their word illustrations and their experiences

Nature of ScienceNature of ScienceNature of ScienceNature of ScienceNature of Science

Strand HStrand HStrand HStrand HStrand H

5th Grade Science5th Grade Science5th Grade Science5th Grade Science5th Grade Science

Daily LessonsDaily LessonsDaily LessonsDaily LessonsDaily Lessons

TEACHER’S GUIDE

This binder contains science lesson plans for 5th grade teachers. All lesson plans correlated to theSunshine State Science Standards, Strands, Benchmarks and the Harcourt Science series. All activities,demonstrations, centers and FCAT Dailies are included in the lesson plans.

When using these plans please keep in mind that not all students learn at the same rate. Some studentsmay need more time in mastering a benchmark than the time allotted for each one. Also, students maymaster a benchmark in less time than is allotted. Please make the necessary changes as you proceedthrough the benchmarks.

Each lesson lists the benchmark to be covered. Those benchmarks that are indicated Annually Assessedwill be on the science FCAT every year. Those benchmarks that are indicated Content Sampled will berandomly selected each year for the science FCAT.

Each lesson lists essential questions. Students need to acquire the knowledge needed to answerthese questions not only to do well on the science FCAT but also to develop science literacy skills.

The vocabulary words listed are from the glossary provided by the Department of Education. It isessential that students understand these vocabulary words. These specific words will not be defined inthe stem of the FCAT science question.

Science content will include demonstrations, activities, and reading from Harcourt Science. WhenHarcourt Science does not have material to cover a benchmark other reading material is indicated. Ifthe suggested supplemental materials are not in your schools you may substitute books related to thecontent that are in your Media Center or type in key words to access Internet information. Since it isnot possible for teachers to cover every single page and do every activity in the Harcourt Scienceseries only those chapters, lessons, and activities that correlate to the benchmarks are indicated onthe lesson plans.

Each lesson and activity includes an assessment. Keep in mind that assessment drives instruction.The more you assess and evaluate students understanding of the concepts presented the more youensure that your students are acquiring the necessary science skills to master the benchmarks.

Please read the lessons for the entire week. Teacher preparation may be necessary for some of theactivities. When this occurs, you will see a section labeled Teacher Preparation the day before theactivity occurs. This will give you some time to gather the materials you need.

ACKNOWLEDGEMENTS

The Science Department would like to thank the following for their assistance in providing these science lessonplans to 5th grade teachers:

Nancy Barba Director, Program DevelopmentAngie Francos Welleby ElementaryKathryn Hoffman Eagle Ridge ElementaryStephanie Patterson Coral Park ElementaryCarolyn Sant Angelo Indian Trace Elementary

These 5th grade science lesson plans were developed and written under the direction of Rose-Marie Botting,Science Curriculum Specialist. It is hoped that these science lesson plans will assist you in deliveringscience curriculum. If you have any questions please contact Rose-Marie Botting at 954.767.8407.

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Nature of ScienceStrand H 5th Grade Science

Materials for Strand H

INTRODUCTION 8 DAYS

DAY 4 1 can regular Coke1 can diet Coke1 clear plastic container big enough to hold a gallon of waterchart paper

Day 6 1 magnet per group of 4 students1 paper clip1 rubber band1 pencil1 piece of aluminum foil1 staple1 stapler (optional)ask students to bring in objects from home (optional)

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Nature of ScienceStrand H

Lesson of 85th Grade Science Day 1H

1

For the next 8 days you will be presenting part of Strand H The Nature of Science in order togive the students a basic understanding of the process skills. Strand H is embedded in all ofthe strands and will be referred to as you proceed through all the strands and lessons. Also,if students have this basic understanding it will prepare them for doing a science project.

1. Tell students that each day they will be doing science. They will need a science journalto record everything they learn each day.

2. Give students a folder with notebook paper or a composition book to use as a sciencejournal.

3. Have students write their names on their journals and decorate later on when they havetime. The illustrations must be something related to science (animals, planets, Earth,space,etc.).

4. Tell students that they will be covering 8 Strands (Matter, Energy, Force and Motion,Process that Shape the Earth, Earth and Space, Processes of Life, How LivingThings Interact with Their Environment, and the Nature of Science).

5. Have students take out their Harcourt Science Textbooks. Tell students that the textbookis a tool that will be used to cover the benchmarks. Benchmarks are what the State ofFlorida thinks is essential for every student to know. They will not be reading everypage only those pages that cover the benchmarks.

6. Have them turn to page xvi while you turn to page T36.

7. Read the general science safety rules. Have students follow in their books or have thestudents read the rules orally.

8. Explain that these safety rules should also be followed at home.

9. If time, ask students – What is a scientist? Who can be scientists?

10. Have them draw a picture of what they think a scientist looks like.

Review illustrations –most students draw men scientists that look very nerdy oreccentric. If this is the case, tell students that there are women scientists and scientiststhat look very much like they do. In fact, we are all scientists.

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1. Introduce Strand H, The Nature of Science. Explain to students that they will be learningscience process skills. These are skills that help us to solve problems and do scienceexperiments.

2. One process skill is learning how to measure things. Ask them to name some of thetools that are used to measure things (tapes, meter sticks, rulers, beakers, measuringcups, etc.).

3. Ask them to tell you some experiences they have had with measuring things.

4. Tell them that another process skill that is very important is observation. Have themdefine observation and give examples of when they use this skill. Have them tell youwhy it is important. Tell them that scientists learn about the world by observing. Youcan learn about animals by observing them. You can learn how chemicals react witheach other by observing them. Have them give you some examples of how theyhave learned something by just observing.

5. Some other very important process skills are: forming hypothesis, collecting data,classifying objects, etc. Question them as to their understanding of these skills.Keep in mind any misconceptions students may have so that they can be correctedas you proceed through the chapter and lessons.

6. Have them take out their Harcourt Science books and turn to pages x.xv while you

turn to page T30-35.

7. Read and discuss pages T30-35 and pages x-xv in the student edition.

8. Explain that you will be using a word wall chart to identify vocabulary that thestudents are expected to understand and use.

9. Place key words from the reading on the word wall chart. (observe, data, variables,classify, measure etc.).

AssessmentHave students write the process skill words in their journals and illustrate them or write intheir own words what they mean.

Have students observe when a process skill is being used as they walk home from school,in their homes, and on the playground. Have them write about this in their journals for extracredit.

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1. Continue with Strand H by having students share their word illustrations and their experiences with process skills from yesterday’s assessment.

2. List the Scientific Method steps as follows on a chart that can be kept up in the room theentire year:

1. Question or Statement of the ProblemWhat question would you like answered? What problem would you like to test andsolve?

2. Background InformationWhat information is already available about your question?

3. HypothesisThis is an educated guess of what the answer will be. It is based on what you foundout in your background information.

4. MaterialsWhat will you need in order to solve the problem or answer the question?

5. Procedure for doing the experimentThis is a step by step set of directions that you will follow to solve the problem oranswer the question.

6. Collecting DataAs you do the experiment what did you observe? What did you find out? Whathappened?

7. Analyzing DataThis is looking very closely at your data to help you reach an answer to your questionor to solving the problem.

8. Drawing a ConclusionThis is your answer and solution.

3. Explain each of the steps above to students using T38 in the back of the manual, Studentsfollow along using pages R2-R3 in their edition. Discuss how the Scientific Method stepslisted above apply and compare to those in the text.

4. Explain to students that each time a science activity is done throughout the year they willbe referring to these skills just as real scientists do.

AssessmentHave students come up with a problem or question that they would like to answer.Have them write the steps needed to answer this question.

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Teacher DemonstrationDo the following demonstration to show children how the scientific method can be used tosolve a problem.

Materials• 1 can of regular Coke • 1 can of diet Coke• 1 clear plastic container • water• 1 data chart or graph or write the following on the board

Procedure1. Tell the children that you have a problem for them to solve. The problem is- Will a diet

Coke and a regular Coke sink or float in water?

2. Read the attached Background Information to students.

3. Ask students to predict or hypothesize what will happen. Ask how many studentshypothesize that the Coke will float in water? How many hypothesize that it will sink?How many hypothesize the diet Coke will float in water? How many hypothesize it willsink.

4. Record the data on the chart or on the board. You may also use a graph to show thedata.

5. Ask students to list the materials you need in order to do this experiment.

6. Fill the plastic container 3/4 full of water.

7. Place the regular Coke in the water.

8. Have students write about what they observed.

9. Place the diet Coke in the water.

10. Have students write about what they observed.

11. Have students write an answer to the question (conclusion).

12. Tell students that the diet Coke floated in water because it does not contain sugar. Theregular Coke contains sugar and sank. The diet Coke is less dense than the volume ofwater in which it was placed. The regular Coke is denser than the volume of water inwhich it was placed because of the added sugar.

AssessmentHave students write what they learned in their science journals.

Regular Coke

Sink Float

Diet Coke

Sink Float

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Lesson of 85th Grade Science Day

FREQUENTLY ASKED QUESTIONSABOUT COCA-COLA AND DIET COKE

Q. How many calories are in Coca-Cola?A. Coca-Cola contains 41 calories per 100ml.

Q. How many calories are in diet Coke?A. Diet Coke contains 0.41 calories per 100ml.

Q. How much water is in Coca-Cola?A. The water content of Coca-Cola is 90%.

Q. Is diet Coke safe for diabetics to drink?A. Yes. Diet Coke contains no sugar and 0.1g of carbohydrate per 100ml.

Q. Does the Coca-Cola Company have a web site?A. Yes, at: www.cocacola.com

How Coca-Cola Is Made

Coca-Cola begins with the making of a simple syrup, which is a mixture ofsugar and purified water.

The water is filtered and purified at the plant to destroy any micro-organismsand to remove particles from the water. Quality control technicians testeverything from the condition of each package to details of the carbonationlevel, taste and syrup content.

The checking and testing continues. Sophisticated equipment helpstechnicians test everything from the condition of each package to details of thecarbonation level, taste and syrup content.

Coca-Cola concentrate is added to the syrup. The flavor base for Coca-Cola isstill one of the world’s great trade secrets. Technicians carefully sample, checkand record the blend of each batch of syrup. After blending it is ready to havethe bubbles or carbon dioxide added.

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Lesson of 85th Grade Science Day

An army of glass, PET (Polythylene Terepthalate) bottles and aluminum cansis now ready to be filled with the finished product. The containers themselvesgo through a thorough test first – they’re washed, rinsed and inspectedelectronically and visually. Only then are they ready for the world’s mostpopular soft drink.

The conveyor lines up container after container to be filled automatically athigh speed. This way the exact amount is filled and the automatic sealing ofeach container guarantees complete hygiene.

After warming, the bottles pass on conveyors to the labeling machine andthen, like the pre-labeled cans, are coded and packed into cartons and takento the warehouse ready for dispatch to the thousands of outlets which stockCoca-Cola.

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1. Give students one of the following problems and ask them to write a step by step procedurefor solving the problem. You may want to pair up students to work together or have studentsdo the problem individually. Have students refer to the chart that has the scientific methodon it as they do their work. Walk around and assist those students who are having difficulty.Have students select one of the following: What does a magnet attract? Which brand ofPopcorn pops the most kernels? Does a plant need light in order to grow? Can solarenergy be used to cook a hotdog?

2. Collect papers and use to assess students understanding of the scientific method.

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All of the proceeding lessons in all of the strands will be presented using the following format.Each day the essential question and benchmark should be placed on the board. You shouldhave a science word wall and add vocabulary words as indicated in the lesson plan.

BENCHMARK SC.H.1.2.2 (Annually Assessed):The student knows that a successful method to explore the natural world is to observeand record, and then analyze and communicate the results

ESSENTIAL QUESTION:Why is the scientific method important to know?

answer: If the scientific method is followed it allows other people to do yourexperiment and reach the same or nearly the same results. It is important forscientists to follow this method so that the results they obtain are accurate. It isnecessary for them to communicate what they learned so that others will learnfrom their experiments and possibly improve on them.

VOCABULARY FOR WORD WALL:Review the Scientific Method as posted on the Word Wall in Day 3.

CONTENT:

Teacher PreparationYou will need to assemble the following materials for tomorrow’s lesson. Fill a baggiefor each group of students with the materials. Do not place the magnet in the plastic bag.Give students the magnets separately.

Materials• 1 magnet per each group 4 students • 1 paper clip• 1 rubber band • 1 pencil with metal band• 1 piece of aluminum foil, staples, pin, stapler or any other materials you may have in

the classroom or readily available. You may ask students to bring in materials that theythink will attract a magnet.

• 1 sheet of paper or graph paper

Procedure1. Today you will begin the experiment to determine what a magnet can attract. You

will do the first four parts today – Statement of the Problem, Background Information,Hypothesis, and Materials

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2. What is the first thing we must do when solving this problem? We must write downthe question or the problem that we are solving. Write on the board – What objectsdo magnets attract? Have students write the question in their journals.

3. What is our next step? We need some information about magnets. Listen while Iread the following:

4. Where did magnets come from? The Greeks, in 800 B. C., discovered that piecesof lodestone, which is a rock made of iron oxide, attracted each other. Later, theChinese used lodestone in making the first compass. They hung a piece oflodestone on the end of some string and observed how the lodestone moved.One end always pointed north and the other end pointed south.

A magnet has two ends. The two ends of a magnet are called the North Pole andthe South Pole. The North Pole of a magnet points generally toward the geographicnorth pole of the Earth when the magnet is suspended. The South Pole of amagnet generally points toward the geographic South Pole of the Earth.

If two like poles of a magnet are brought close together, they repel each other. Iftwo opposite poles of a magnet are brought close together, they attract each other.

Magnetism occurs most strongly in three metals: iron, cobalt, and nickel. Thesemetals can be used to make strong magnets. Iron is almost always used in makingmagnets.

5. Based on the information I just read what does a material need in it to attract amagnet? (iron)

6. Write a hypothesis in your journal.

7. What is our next step? Discuss what materials they will need in order to solve thisproblem and do the experiment.

ASSESSMENT:Orally question the students about the first four steps of the scientific method. Makesure all students understand this process.

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BENCHMARK:Review. The benchmark is the same as the one of yesterday.

ESSENTIAL QUESTION:Review.

VOCABULARY FOR WORD WALL:Review

CONTENT:Teacher Preparation

Write the procedure(Step 3 below) for doing this experiment on chart paper or on theboard.

1. Review yesterday’s lesson.

2. Discuss what a procedure is. The next step in our process is to follow a step bystep set of directions for doing this experiment. One reason a procedure is soimportant is so that if anyone else wants to do this experiment they will get thesame results or nearly the same results as you got.

3. Read the procedure to the students.

Procedure:1. Take one object out of the baggie

2. Touch it with the magnet.

3. Record what happens on the data sheet.

4. Give each group a sheet of paper or have them fold a sheet in their journals. Havethem label one half ATTRACT and the other half NOT ATTRACT.

5. As they test their materials have them fill in the data.

6. After the experiment is done have the students analyze their data. What does theirdata show? How are all the objects that attract magnets alike?

7. Write a conclusion. A typical conclusion would be - The metal objects that themagnet attracted probably had iron in them. This is because, based on thebackground information, objects that have iron, cobalt or nickel in them will attracta magnet.

ASSESSMENTReview journals to assess how well students did this experiment. Identify studentswho are having difficulty with this skill. Have students who understand the conceptwell work together with those that are having difficulty.

You will be embedding Strand H throughout the school year. Look for opportunities toreview these skills with students who are still having difficulty.

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Assessment5th Grade Science Day 8H

Assessment for Science Process Skill

Name____________________________ Date______________

1. Which of the following is written based on background information?

A. procedure

B. hypothesis

C.data

D.conclusion

2. You just completed a science experiment. You recorded your dataand analyzed it. What must you do next.

F. write an hypothesis

G write the problem

H. write the conclusion

I write the procedure

3. Which of the following must someone follow in order to get the sameor nearly the same results as you did when doing your experiment?

A. data

B. conclusion

C.procedure

D.background information

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Assessment5th Grade Science Day 8H

4. Which of the following is most necessary to have in order to reach aconclusion?

E. correct data

F. background information

G.hypothesis

H.procedure

Short Response1. Why is background information important?

2. List all of the steps you must follow in order to complete a scientificinvestigation? Use the back of this paper to complete this question.

Documents

Nature of Science Strand HNature of Science Strand H Lesson of 8 5th Grade Science Day3H 3 1. Continue with Strand H by having students share their word illustrations and their experiences