Weekly Lesson Feb. 27Th Mar 3Rd - 2017 (Week 25 ) Teachers: Bagley & Kopecky

Weekly Lesson – Feb. 27th – Mar 3rd - 2017 (Week 25 ) Teachers: Bagley & Kopecky Grade Level/Subject – 5th Grade Science TEKS 5.9 – A – Observe the way an organism lives and survives in their ecosystem by interacting with living and non- Objectives living elements. 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 ***Introduce Life Science – Ecosystems – watch Study Jams – ***Vocabulary Ecosystems terms/pictures Mon ***Discuss Non-living (Abiotic) and Living (Biotic) organisms ***Video 2/27 found in an ecosystem. ***Complete Interdependency Vocabulary Words ***Ecosystems –Watch Study Jams video and answer questions on test.

***Define Interdependency Vocabulary Terms- ***Stem scope – Interactive Vocabulary Game

***Discuss notes/highlight information on ecosystems – p.136 – ***Notes to highlight Chapter 5: Lesson 25 – students answer questions that follow. ***Stem Scope game Tues ***Vocabulary Game – Stem Scope 2/28 ***Build an Ecosystem with the students and discuss objects being placed inside – Non-living (Abiotic) – air, soil, rocks, water ***Portfolio page Living – (Biotic) - earthworms, plant and any ***Materials for Wed other living organism ecosystem – 3/1 mealworms – fish Placed in the terrarium. aquarium ***Discuss and build a terrestrial Ecosystem and an aquatic ecosystem with fish, plants, rocks, soil etc… ***Complete portfolio page

***Study vocabulary words and do concept attainment using ***Vocabulary Words vocabulary words. ***Concept Attainment Quiz Thur. ***Complete Concept Attainment Quiz 3/2 ***Vocabulary Test –CA – 4.3 - Interdependency Terms – ***Test Ecosystems

Fri ***Discuss the roles of decomposers, producer, and consumers 3/3 in an ecosystem. Academic Vocabulary Interdependency Vocabulary Words 1. Ecosystem – All of the living and non-living things and all of their interactions in an area. 2. Living – Characterized by having a metabolism and the ability to maintain life processes. 3. Nonliving – A part of the ecosystem that is not living, such as light, air (includes oxygen and carbon dioxide), water, rocks and soil. 4. Organism – A single, self-contained living thing. 5. Adaptation – An inherited characteristic that provides a specific advantage to individuals that have it and becomes more common or pronounced in a population because of the advantage that it provides. 6. Producer – An organism that uses sunlight to make its own food for energy. 7. Consumer – An organism that gets energy by eating other organisms. 8. Carnivore - An animal that gets energy by only eating other animals. 9. Herbivore – An animal that gets energy by eating only plants. 10. Omnivore – An animal that gets energy by eating both plants and animals. 11. Symbiotic – A long term relationship between two different kinds of organisms where one or both receive benefit. 12. Decomposer – An organism that consumes dead nonliving biomass without need for internal digestion.

High Level ***Explain the differences between abiotic and biotic. Questions ***Give examples of herbivores, carnivores and omnivores.

***Describe the relationship between certain animals – symbiotic. 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:

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