Weekly Lesson Nov. 28Th Dec. 2Nd -2016 (Week 14 ) Teachers: Bagley & Kopecky

Weekly Lesson – Nov. 28th – Dec. 2nd -2016 (Week 14 ) Teachers: Bagley & Kopecky Grade Level/Subject – 5th Grade Science TEKS 5.7 A – Explore the processes that led to the formation of sedimentary rocks and fossil fuels. Objective 5.7 B – Recognize how landforms such as deltas, cantons and sand dunes are results of changes in the Earth’s s surface by wind, water and ice. 5.7 D – Identify fossils as evidence of past living organisms and the nature of the environments at the time using models. ELPS ELPS.c. The ELL uses language learning strategies to develop an awareness of his or her own learning processes 1 in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to: ELPS.c. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an 2 increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to: ELPS.c. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language 3 registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to: ELPS.c. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in 4 all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:

ELPS.c. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose 5 and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:

Activities (Guided/Independent) Materials/Resources Assessments ***STEMSCOPE: Explain: - Science Rock & Scope Voc. Game ***Stemscope activity – layers of Mon ***Discuss and explore the processes that led to the formation of sedimentary rock – 11/28 sedimentary rocks and fossil fuels – coal, oil and natural gas. coffee grounds, cereal – tootie fruties, ***Use the listed materials to form layers to demonstrate how branflakes, cocoa layers of sediment are packed on top of each other and with pebbles. time, pressure and added heat – fossil fuels are formed. ***Trilobite – shell ***Discuss how fossils are found in sedimentary rock like the shaped dried noodle, trilobite. Explain that fossils are evidence of past living air dry clay and organisms and make a “model” of a trilobite using shell noodles, pistachio shells pistachio shells and air-dry clay.

***STEMSCOPE: Elaborate – Interactive Investigation ***Portfolio page & ***Continue discussion of fossil fuels/sedimentary rocks. materials for mineral Tues mountain and salt 11/29 ***Explain that sedimentary rocks are also formed through a block to model WED. process called –Weathering, Erosion and Deposition.

***Watch Bill Nye Video – Erosion

***Teach Erosion and Deposition Song

***Begin and Discuss Mineral Mountain & Salt Block and how wind, water and ice can weather, erode and deposit sediment into new locations.

***STEMSCOPE: Evaluate – Post Assessment, Scope Review ***Stream tables, Game and Active Assessment sand, water bottles, ***Discuss Constructive/Destructive Forces change the Earth’s straws and portfolio Wed surface – pages 11/30 (Rapid/Slow Processes – portfolio page WED Lab – How wind, water and ice can change the Earth’s surface – WIND – Stream table, straws and sand Water – Stream table, sand and water bottles Ice – Ice cubes and sand

***STEMSCOPE: Intervention Closing in on Science, Concept ***aluminum pie plate Attainment Quiz and Science Art ***wooden clothes pins Thur. ******Formation of Coal – teacher tube video on “How is Coal ***candles/matches 12/1 Formed?” ***crayons Coal Formation Lab – Use aluminum pie plates, wooden clothes ***pencil sharpeners pins, crayon shavings, pencil sharpeners and candles. ***Sharpen crayons and place shavings on pie plate. ***Attach wooden clothes pins to pie plate and hold pie plate over candle (heat needed to make fossil fuel – coal) ***Pour melted crayons onto wax paper and the “press” another piece of wax paper on top of it to represent the pressure needed to create fossil fuels. The shavings will cool and harden, then each student places a piece of the coal on their portfolio page.

***If time allows begin…..Alternative Energy Resources – Discuss how if we run out of our Natural Resources, we have to have alternative resources. Discuss how we have to be conservative and take care of our natural resources.

***Study and review for test….. ***Test & portfolios

***CA 3.1 – Energy Resources Fri 12/2 ***Portfolio Check Academic ****Formation of Fossil Fuels Vocabulary Vocabulary ***Fossil Fuels – A natural, non-renewable fuel such as coal, oil or natural gas, formed over millions of years from the remains of living organisms.

***Oil – A flammable liquid produced from the remains of marine organisms buried under layers of sediments for millions of years.

***Natural Gas – A flammable material, without a definite form, produced from the remains of marine organisms buried under layers of sediment found near oil deposits.

***Coal – A solid fossil fuel that is formed from the concentrated remains of plants over long periods of time.

***Pressure – Force of objects pushing on other objects.

***Sedimentary Rock – Layers of rock formed when sediment is deposited and then compacted and cemented over time. ***Organic Matter – The waste and remains of plants and animals.

***Changes To Land

***Landform – Feature on the surface of Earth such as a mountain, hill, dune, ocean or river.

***Delta – A triangular landform where a river empties into another body of water,

***Canyon – A deep gorge in the surface of Earth formed by the erosion of moving water and sand.

***Sand Dune – Hills formed by wind blowing and depositing sand.

***Weathering – The breakdown of rocks into smaller particles from the effects of wind, water, and ice.

***Deposition – The build-up of land by the settlement of sediment and soil in a new location.

***Erosion – The gradual wearing down of something by wind, water, and other natural forces.

***What Happened Before

***Fossil – Preserved parts or traces of animals and plants that lived in the past. ***Model – A limited representation of something that can help us understand its structure or how it works.

***Sediment - Sand or small pieces of rock broken down by weathering and deposited on the land or at the bottom of a body of water.

***Decay – To degrade or break down in to smaller parts.

***Imprint - A mark or impression made by pressure.

***Weathering – The breakdown of rock into smaller particles from the effects of wind, water and ice.

High Level ***Explain the differences between weathering, erosion and deposition. Questions ***Give examples of how the land can weather, erode and deposit sediment in new locations.

***Describe the process by which fossils/fossil fuels are formed. Differentiatio n __X__ Oral Testing _____Interactive activities - Think Pair Share _____Games - Stand up, hand up, pair up, STEM Scope games – vocabulary _____Peer Tutoring __X___Stations – Small group _ __X__Chromebooks ___X___ Hands-On Labs Enrichment Science Enrichment: Each week the students will complete two of the following assignments for science enrichment:

_ __Moby Max Science/STEMSCOPE _X_ __Science Vocabulary – listed in academic vocabulary _ X__Science Reading Passages – STAAR questions - following STAAR Strategies – HIT THE QUAN!!!