why. Discuss with the class the expectations for notebooking and how scientists use it for different purposes. Visit for an interactive discussion of how scientists use notebooking before, during, and after an investigation. Also, refer to PowerPoint presentations sent with this planning guide to choose slides that are appropriate to discuss with students. Develop guidelines for notebooking/journaling or use the one included in CD BLM 2 or in ENGAGE students daily by using the following Have students view the and then EXPLORE AND EXPLAIN: hold a class discussion sharing appropriate and inappropriate actions in the science lab. If available, students ELABORATE by creating own video or role play showing safe and unsafe practices. Use the story and do activity listed. Then, ask “Why are safety rules important?” Allow students to discuss among groups and share out. Provide time for students to read the paragraphs and EXPLAIN by identifying the broken safety rules underlining each one. When finished, discuss each example and ELABORATE making a list of the correct safety rules as a class on a poster. ENGAGE Use the attached PowerPoint presentation to review safety procedures, , and safety equipment. Week 2 September 4 - 7 Learning Standards Instruction Resources Products, Projects, Labs Assessment Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct Vocabulary Week 2 Science models, meter sticks, graduated cylinders, anemometers, psychrometers, hot plates, test tubes, spring scales, balances, microscopes, thermometers, calculators, computers, spectroscopes, timing devices, Jefferson County Schools Properties of matter Concept Map. Students will engage in this activity to make a connection to EVALUATE Knowing that 95% of the population in the word uses the
EXPLORE and EXPLAIN: 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 will create a to draw and describe the various 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. data? Explain your answer. What would not be used? Week 3 and Week 4 September 10 - 21 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 Vocabulary Scientific method, observation, inference, experiment, hypothesis, data, procedure, conclusion, constant, variable, independent variable, dependent variable, controlled experiment, law, theory, scientists ENGAGE students daily by - Tutorial for the Scientific Method - Students engage in graphing activities. Use Science Starters Students will reflect in their journals as the teacher performs the Amazing Can Crushing demonstration. or if teacher works EVALUATE Students will demonstrate mastering and understanding of the scientific method by creating a comic strip, poster, rap,
Week 5 September 24 - 28 Learning Standards Instruction Resources Products, Projects, Labs Assessment Week 5 Matter and energy. The student knows that matter is composed of atoms and has chemical and physical properties. The student is expected to: describe the structure of Vocabulary Matter, atoms, mass, elements, protons, neutrons, nucleus electrons, electron cloud, orbital, electron shell, particles, charges, ENGAGE students daily by Having students work in groups or with a partner to research about and then share with the class. Use the following lessons to support students’ understanding and knowledge that matter is composed of atoms and has chemical and physical properties by describing the structure of atoms Science Starter 24 Using textbooks, library resources, an presentation and the computer, students will make a poster including a timeline of the development of the atomic model. Students describe EVALUATE Students will create a depicting the number of protons, neutrons, and electrons of a chosen element. Students will create