easier. EXPLORE: Have various lab equipment set out for students to rotate. You want to set up equipment in stations based on equipment used to measure mass, volume, temperature, time, make observations and calculations and others as you see fit. Students draw and describe tools. Use the to find interactive science tools to play a game in recognizing various tools. Students take turns EXPLAINING the purpose of each tool. Week 3 and 3 days of Week 4 September 10 - 19 Learning Standards Instruction Resources Products, Projects, Labs Assessment Week 3-4 Scientific Investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to: plan and implement comparative and descriptive investigations by making observations, asking Vocabulary Scientific method, observation, inference, experiment, hypothesis, data, procedure, conclusion, constant, variable, independent variable, dependent variable, controlled experiment. ENGAGE students daily by Reviewing the processes of scientific investigations by participating and discussing the . Using the inquiry board will support students to determine a testable experiment and figuring out a testable question. Also, you may use - Tutorial for the Scientific Method - Students engage in graphing activities. Use Science Starters presentations included in Worksheet Packet 1 : Students will reflect in their journals as the teacher performs the Amazing Can Crushing demonstration. - Graphing Lab. Students will use the thumb of war game to learn the scientific EVALUATE Students will demonstrate mastering and understanding of the scientific method by creating a comic strip, poster, rap, poem, or story. Use the following as a reference.
2 days of Week 4 and Week 5 September 20 - 28 Learning Standards Instruction Resources Products, Projects, Labs Assessment Week 5 Earth and space. The student knows components of our solar system. The student is expected to: analyze the characteristics of objects in our solar system that allow life to exist such as the proximity of the Sun, presence of water, and composition of Vocabulary Solar system, Sun, planet, atmosphere, energy, climate, temperature, vacuum, hazard, astronaut, garment, accommodations, extremophile, goldilocks zone ENGAGE students daily by Showing students various and using Think-Pair share about images selected by the teacher. Asking the students to reflect on the questions “” Use the short video clip to scaffold students’ learning As students become more familiar understanding this concept and as time permits, use the "Why do we explore space"? - a collaborative effort between the Institute for Human and Machine Cognition (IHMC) Use the following lessons to support students’ understanding of how the Earth’s atmosphere allows life to exist in our planet and the accommodations necessary to enable manned explorations in space Science Starter 107 Atmosphere Science Starter 109 Space Exploration Students will learn the that influence the habitability of a planet or moon … and our own Earth!. The Goldilocks Principle: Air composition for planet habitability This activity introduces students to the atmospheric differences between ELABORATE Students will create a model or a collage depicting a habitable or an uninhabitable world. EVALUATE Students will complete the Goldilocks Principle lab and respond in writing: Describe the