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Baker- 5th Grade Science and SS August 14th
KEY: SFO = Student Friendly Objective; Notebook Entries/Handouts; Websites/Videos; Homework; Quizzes/Tests; Before & After Daily Assessment Strategies *Subject to change without notice* Essential Question: What is the invisible force that pulls all objects? Which way does it pull? August 14, 2017 *Solar Eclipse information as well* SFO: I will explain how gravity acts as an attractive force. Before: Which way does gravity pull you? Predict: Is gravity ever stronger? 1. Add Entry 4 – Student Journal: Planet Forces (from STEMscopes > 5.6/5.7> Explore > Do Activity 1: Planet Forces) 2. Follow instructions for STEMscopes > 5.6/5.7> Explore > Do Activity 1: Planet Forces. 3. Discuss which way gravitational force pulls objects. After: Exit slip: (10 – 15 min) Stick Man on Earth (example on Moodle) 1. Make students put up testing screens (In other words, make sure that students cannot see each other’s sticky notes. You will be surprised what some students draw.) 2. Have students draw a circle to represent Earth on a post it. Then, draw a stick man on top of earth. Ask students to draw an arrow to represent which way gravity pulls on the stick man. Walk around to check student arrows. 3. Then have students draw men on the bottom and one side of circle. Have them draw arrows to represent the direction that gravity is pulling on each of those stick men. 4. Check for understanding. (SEE PDF- Gravity Stick Man) 5. Ask students to support an argument with evidence that gravity pulls toward the center of Earth. (HINT: They can use their pictures, and their argument with evidence can be as short as one sentence.) August 5, 2017- Solar Eclipse Information as well SFO: I will explain that gravitational force pulls objects downward towards the center of the Earth. Before: Review what you’ve learned about gravity so far. 1. Watch Crash Course Video Number 4.2. (2:58) 2. Give back exit slips from the day before. See if any students want to change their arguments or add evidence to their arguments. 3. Watch Study Jams video Gravity & Inertia (about 4 min). 4. See if any students want to change their arguments or add evidence to their arguments. 5. Give Gravity Assessment – make it out of the following: a. STEMscopes – 5.6/5.7 – Evaluate – Argue Claim Evidence b. STEMscopes – 5.6/5.7 – Evaluate – Multiple Choice c. STEMscopes – 5.6/5.7 – Evaluate – Open Ended
1 Baker- 5th Grade Science and SS August 14th
After: N/A Essential Question: Do objects on Earth fall at the same speed? August 16, 2017- Solar Eclipse information as well. SFO: I will give an explanation of air resistance by providing evidence from video lessons. Before: Turn and Talk: What would cause an object to fall at a slower speed? 1. Add Entry 5 – Air Resistance (A blank sheet of notebook paper students will use to collect evidence from the videos to explain/support the SFO.) 2. Watch How to Demonstrate Air Resistance Science Project (3:58) 3. Turn and Talk: Discuss evidence with group.
4. Watch Crash Course: DANGER! Falling Objects! (3:32)
5. Turn and Talk: Discuss evidence with group
6. Redo More Picture Perfect - Roller Coasters - Page 139 (Book with Paper Steps 1, 2, ?, 3) 7. Show Hammer vs. Feather video without sound. Have students talk about why the hammer and feather landed at the same time on the video, but when they did it in the classroom the hammer and feather fall at different times. After: Have students illustrate and write a brief explanation of the difference between air resistance on Earth and on the moon. Essential Question: How can I design a contraption to modify the speed of a falling object without it breaking? August 17- August 18- Solar Eclipse Information as well SFO: I will design and construct a contraption that can modify the speed of a falling object to keep it from breaking. Before: Student Motivation: Teacher will read aloud Egg Drop (or watch the YouTube video of the book) and stop before last page. Question students: What could you have done to help the egg before it crashed? 1- There are many different egg drop lessons, we listed two of the resources you can use. They both have the steps laid out for you by day. Variation 1- STEMscopes > 5.6/5.7> Explore > Do Activity 2: PBL Parachute Drop Variation 2- The Great Egg Drop Engineering Design (Moodle resource, under 5th grade - Gravity: Parachutes and Falling Objects) 2- Students need to plan/design their contraptions to keep the egg from breaking. 3- Before Redesigning their contraptions (About Day 3 of the Project) Let students watch the following videos: a. Astronaut Experiment: Crash Course Kids (4:00) b. Tell students that even though they are just designing a contraption
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to keep an egg from breaking when dropped, the design process is similar to what NASA is doing to test the safety of the new Orion space craft when it lands back on Earth. Ask students to see if they get any inspiration from these NASA Orion Videos (You can also search YouTube for these videos, but if you watch them from the NASA site, they offer extra information about each one on the right side of your screen.) Once at this site watch these videos from the site: b.i. Exploring Beyond (4:57) – Explains how the Orion spacecraft is supposed to help us go further into space, how big it is, how it differs from previous space crafts, etc. b.ii. Orion Drop Test Series Begins (2:05) – Shows how NASA tested Orion before sending it into space for the first time. b.iii. ***Orion Parachutes Feature (2:19) – Explains the different kinds of parachutes that Orion needs and why. b.iv. Orion Splashdown (5:23) Tell students to notice the different parachutes and how those different parachutes affect Orion in this first real test of Orion’s re-entry from space. 4- (The rest of day three and part/all of day four) Students must work on redesigning their contraption. If their group’s contraption worked in their first official test - have them come up with a new and improved design. If it did not work in their first official test - have them redesign their group’s contraption. 5- Students get a chance to formally test their redesigned contraptions and present their designs. After: Depending on which of the lessons you follow, students may complete an analysis page (The Great Egg Drop Engineering Design), or discuss how their project went well, what they have learned, how they redesigned their contraptions, why they chose to redesign them the way they did, etc. THE PROJECT SERVES AS ASSESSMENT (Rubric available in STEMscopes > 5.6/5.7> Explore > Do Activity 2: PBL Parachute Drop)
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