Science Lesson Plans Discover God’s World

Science Lesson Plans Discover God’s World • Adrinna D. Beltré- Spring 2013

Information About Resource • This resource was used in a multi-grade classroom, 5-8 in the Central CA Conference. • It was used over a period of about one month, as for each class there were other assignments and projects we were attending to (such as BrainPop,Science Fair prep, etc.) • Each lesson includes all of the information you will need to jump in and use the resource. Enjoy!

Table of Contents • Science Lessons • Lesson 1 • Lesson 2 • Lesson 3 • Lesson 4 • Lesson 5 • Summative Evaluation • Field Trip • Health Lessons • Lesson 1 • Lesson 2 • Lesson 3 • Lesson 4 • Field Trip • Summative Evaluation • PE Lesson • Lesson 1

Science Unit • Lessons Back to Table of Contents

Science Unit • Lesson 1 Back to Table of Contents

Lesson 1: • Teacher: Adrinna D. Beltré Grade: 5 Subject: Elements of Weather • Lesson: Air Pressure • CA Standard: Energy from the Sun heats Earth unevenly, causing air movements that result in changing weather patterns • NAD Standard: Explain air pressure and local/global winds, how they are measured and their effects on weather • Content Objective: We will understand how air pressure works Back to Table of Contents

Language Objective: I will explain air pressure, describe how it is measured, and explain how air pressure affects weather in writing. Sentence Frames: I can predict that ______because _____. I wonder what would happen if _____. Based on ______, I think _____. ***Questioning- Sentence frames ***Checking for Understanding- Review It!/ Conclusion questions ***Student Engagement/Interactive Learning- Group Activity ***Oral Language Opportunities- Review It! Back to Table of Contents

Orientation-connecting prior knowledge/warm-up: Read aloud Air Pressure: Pop! Air and Water Pressure by Stephanie Paris Demonstration- It Affects Us. Purpose- To have the students think about how weather affects us. Materials: iPad: pictures of a fan, hat, raincoat, snowboard, sunscreen, umbrella, water skis Procedure: Ask the students for ideas on how weather affects us. List them on the board. Display each time, and have students identify the type of weather associated with each. Presentation- Introduction to chapter. Read chapter aloud in a group. Stop to present new words with the see it, write it, say it, define it method. Highly Structured Practice and Guided Practice- Answer Review It! questions on p. 399 in class. Back to Table of Contents

Independent Practice- Cooperative Groups: Lab Activity- Light As Air. Question- Does Air have weight? Materials: balloons-2, drinking straw, tape, thread Procedure: loosely tie a piece of thread around each balloon tie the ends of the thread to the loose ends of the straw tie another piece of thread to the middle of the straw move the thread tie in the middle of the straw until it is balanced. tape the other end of the thread to the top of your desk so you balance can hang free. Draw a picture of what your balance looks like in chart A. untie one balloon, fill it with air, and tie a know in the end. Retie the balloon to the balance. Draw a picture of what your balance looks like in chart B. Back to Table of Contents

Lab rubric Back to Table of Contents

Data: Chart A and Chart B- Fill out the charts using the Bubble Thinking Maps and turn them in. Assessment- Quiz- Quiz Questions: What did you fill the balloon with? What happened when you filled one balloon? What would happen if you inflated the other balloon to the same size? Can you think of other ways of showing that air has weight? Back to Table of Contents

Bubble Thinking Map Back to Table of Contents

*Closure-watch YouTube video: http://www.YouTube.com/watch?v=fqdex5ER6kA to illustrate and show real life situation (stop at 2:38). Differentiated Instruction/Universal Access: ELL’s: Students will be allowed to answer the questions from the assessment verbally. SP Ed.: For children with LD in writing, allow them to draw the answers to the questions. For children with LD in reading, another student will read all of the instructions in the group, and will also read him/her the final questions. Non- Proficient: Only answer the first two questions. Materials/Resources: balloons-2, drinking straw, tape, thread, internet, iPad, projector, Science books, paper, pencils Homework/Follow-Up: Go to collaborizeclassroom and journal about the lab experience. Back to Table of Contents

References- Science Unit Lesson 1 • Lab Rubric- Adrinna D. Beltré (Creator) • Bubble Thinking Map: http://www.irvingisd.net/staffdev/images/thinkingmaps/map3.gif

Teacher: Adrinna D. Beltré Grade: 5 Subject: Storms Lesson: Storms CA Standard: Earth Sciences: 3c- Students know water vapor in the air moves from one place to another and can form fog or clouds, which are tiny droplets of water or ice, and can fall to earth as rain, hail, sleet, or snow. NAD Standard: Explain air pressure and local/global winds, how they are measured and their effects on weather Content Objective: We will distinguish between cold and warm fronts. Language Objective: Students will identify different storms in writing. Back to Table of Contents

Sentence Frames: I predict _______ because _______. A _______ forms after _______. When ______ (cause), ______ (effect). Questioning: Did you know? Benjamin Franklin was one of the first people to recognize that storms usually happen in patterns. Checking for Understanding: Review it questions at the end of the section. Student Engagement/Interactive Learning: Demonstration, Review it!, Reading a Chart (p. 415 in book) Oral Language Opportunities: Review it! Orientation-connecting prior knowledge/warm-up: Read aloud to the students the book Storm Coming! by Audrey B. Baird, Patrick O'Brien (Illustrator) Demonstration- Safety is no Accident Have students list reasons people are injured during storms. Record responses on the board. List what other ways storms create difficulties for people. Back to Table of Contents

Discuss with students the important of caution and preparedness in relation to storms. Activity: Have students create a PSA about warning people who might be in danger of a storm i.e. hurricane, blizzard, etc. Give warnings and safety tips. Record with digital camera and upload to YouTube channel. Presentation- Read chapter aloud together. Commentary and pictures by teacher. Highly Structured Practice- Blowing the wind! p. 411 Independent Practice- Cooperative Groups: p. 414- Reading a weather chart Assessment- Oral Quiz: Students each write two questions based on the chapter. I will ask the students the questions and award points based on the content of their answers. Back to Table of Contents

*Closure- short video on weather: http://www.YouTube.com/watch?v=x2ZAYPGz7bs Differentiated Instruction/Universal Access/ELL’s: Have students go over vocabulary in the beginning of the chapter. Also make sure that each child has a partner to read with and work with. SP Ed.: Work with a partner to help the student. Monitor more frequently. Non- Proficient: Change chart reading questions to a more simple list of questions. Materials/Resources: Science book, iPad, pencils, paper, digital map Homework/Follow-Up: Use the multi-flow map to describe the causes and effects of different types of weather. Back to Table of Contents

Multi-Flow Thinking Map Back to Table of Contents

References- Science Unit Lesson 2 • Multi- Thinking Map: http://mcmillingate.edublogs.org/files/2010/12/MultiFlowMap-1u469xy.jpg

Teacher: Adrinna Beltré Grade: 5 Subject: Science Lesson: Weather and Climate CA Standard: 4 d. Students know how to use weather maps and data to predict local weather and know that weather forecasts depend on many variables. NAD Standard: Distinguish between climate and weather and identify factors that affect climate Content Objectives: We will learn to distinguish between weather and climate by reading about it, writing about it, and watching videos, and participating in activities. Language Objectives: Students will express their views clearly about the subject we study orally. Sentence Frames: I can predict that ______because _____. Back to Table of Contents

Questioning: Throughout the chapter • Checking for Understanding: ongoing./ Review It! Activity. • Student Engagement/Interactive Learning: Lab/ Activity • Oral Language Opportunities: Reading aloud/ Questions asked by instructor/ conversing in cooperative groups. • Orientation-connecting prior knowledge/warm-up: • Read aloud to them the book Weather- The Kids' Book of Weather Forecasting: Build a Weather Station, "Read" the Sky & Make Predictions! by Mark Breen • DEMO-It’s Only Average on p. 420. • Purpose- Show students that climate is the average of each day’s weather . • Materials- None needed • Procedure: • Ask students to give 10 different readings for your area and list them. • Instruct the students to determine the average of the 10 numbers. Write average. • Explain how each number represents a day of weather, while the average represents the climate. Weather is daily, climate yearly. Back to Table of Contents

Presentation- Define vocabulary together on p. 420. Identify objectives Read over chapter with commentary and discussions (p. 420-422) Highly Structured Practice and Guided Practice- p. 422- The climates. Identify and summarize in cooperative groups. Activity: Once they have identified them, I will assign each one a climate to act out for the class. You may use props. Come back together and act out. Other students need to guess what the climate it. Independent Practice- Review it on p. 422. Answer the questions in small groups with desk partners. Assessment: Quiz: Use the provided Venn Diagram to illustrate the similarities and differences between climate and weather. (Closed Book) Back to Table of Contents

Back to Table of Contents

*Closure- http://www.YouTube.com/watch?v=CCXC1tOCB0I Silly video about weather and climate. Differentiated Instruction/Universal Access: ELL’s: For the independent practice students can choose three ways to answer the questions: draw illustrations, orally present, or write them down. SP Ed.: Sp. Ed students will have a partner to help them. Non- Proficient: Alternate set of questions. Will not be asked to read longer paragraphs. Materials/Resources: Book, iPad, projector Homework/Follow-Up: Tomorrow students will have a quiz with one question: What are the major differences between Climate and Weather? Back to Table of Contents

References- Science Unit Lesson 3 • Venn Diagram: http://www.math-aids.com/images/Venn-Diagram-Graphic.png

Teacher: Adrinna Beltre Grade: 5 Subject: Science Lesson: Changing Climates CA Standard: 4. Energy from the Sun heats Earth unevenly, causing air movements that result in changing weather patterns NAD Standard: Distinguish between climate and weather and identify factors that affect climate Content Objective: We will learn about the causes for climate change in the past and in present day. Language Objective: I will explain the way that climate has changed and students will to be able to reiterate the sentiments that I expand upon. Sentence Stems: When ______ (cause), ______ (effect). Questioning: Highly structured practice Checking for Understanding: PPT/Assessment Student Engagement/Interactive Learning: DEMO Oral Language Opportunities: Closure Back to Table of Contents

Orientation-connecting prior knowledge/warm-up: *Read aloud the book 10 Things I Can Do to Help My World by Melanie Walsh DEMO: Shippin’ Out Purpose- to have the students think about changes in climate Materials- none needed Procedure: Begin discussion by asking the students what changes they would have to make id they moved from where they live to the South Pole. Give students two minutes to list their ideas. After two minutes ask students for their ideas. Compile a Master List on the board Presentation- PPT presentation on changing climates (see following slides) Back to Table of Contents

Changing Climates • Objectives: • describe the factors that make and change climate patterns • explain how sin altered Earth’s climate • Describe the climatic factors that caused the Ice Age. • Vocabulary: microclimate Image: http://simonarich.com/image-files/the-storm.jpg Back to Table of Contents

Microclimates • climates don’t usually change because they cover large areas • microclimates- small parts of the climate are changed • when people build large cities • pave thousands of acres of ground • cut down forests • build large reservoirs • Affects: • pollute the air • warmer weather • fewer green plants • more flooding Image: http://thegeographyofblackwood.wikispaces.com/Yr+7+Assessment+Tasks Back to Table of Contents

Antediluvian climate very different than today Evidence shows that things grew to be much bigger After flood, climate changed Image: http://www.smscs.com/photo/tropical_beach_images/21.html Eden Back to Table of Contents

Because of the flood, climate changed Size of oceans increased Volcanoes spewed ash into the climate These changes caused Ice Age Image: http://blogs.agu.org/geospace/files/2012/12/Glacier-1024x574.jpg Ice Age Back to Table of Contents

Review • What is a microclimate? • Give an example of a microclimate. • What can microclimates do to the world? • What was the climate like before the flood? • What caused the Ice Age? • Do you think it could happen again? Image: http://bizarrocomics.com/files/uploads/2012/04/Bizarro-04-01-12-WEB.jpg Back to Table of Contents

Highly Structured Practice- Review it! questions on p. 425 as a class Guided Practice- Class Activity: School Microclimates (see next slide for sheet), Procedure and Data Chart. Independent Practice- Do the conclusion on your own. Assessment: Quiz- Take an online quiz at http://www.quia.com/rr/322841.html *Closure- Have the students get together in small groups and reflect on what they’ve learned. Then they can, as a group, present a visual representation to the class of what they’ve learned. Back to Table of Contents

Back to Table of Contents

Differentiated Instruction/Universal Access: ELL’s: During the discussion, use visuals to help them understand the assignment. Allow them to use visuals to express themselves. SP Ed.: Partner with another student during the PPT. Have the student answer any concerns. Also, have the SP Ed student ask any questions. Alternate assignment completed. Non- Proficient: These students should have extra help with the assignment, especially with the conclusion part. Materials/Resources: Internet, computers, books Homework/Follow-Up: Find out how cities affect the weather. Compare the weather in a geographical location that has a large city and a large tract of forest or jungle. What are the similarities/differences? Use a Venn Diagram to compare. Back to Table of Contents

References- Science Unit Lesson 4 • Slide #38: Discover God’s World (Science Book) Chapter 20, Lesson 2- Class Activity • Image Credits: Within the slides

Teacher: Adrinna Beltré Grade: 5 Subject: Science Lesson: Earth’s Seasons CA Standard: Students know the influence that the ocean has on the weather and the role that the water cycle plays in weather patterns. NAD Standard: Distinguish between climate and weather and identify factors that affect climate Content Objective: We will learn about the cause of the seasons. Language Objective: Students will be able to write and expand on Earth’s seasons. Sentence Frames: What caused ______ How would this be different if ______ What did ____ cause _____ to occur? How does/did______ effect _____? The effect of _____ on ______ is _______. Back to Table of Contents

Questioning- Assessment/Closure Checking for Understanding- Assessments Student Engagement/Interactive Learning- Demo, Oral Language Opportunities- Guided Practice/Demo Orientation-connecting prior knowledge/warm-up: Read aloud to the class: Seasons: Window to the Seasons by Michelle R. Peterson Demo: Season It Purpose- to demonstrate that the directness of the sun’s rays has a great effect on their ability to warm Earth. Materials- magnifying lens, paper Procedure take students outside to a sunny place use magnifying glass to focus the sun’s rays onto the paper so that the sunlight is somewhat concentrated on the paper but not enough to burn the paper. note what happens Back to Table of Contents

Repeat second step this time making sure the sunlight is focused enough to actually burn the paper. what happened? was there more sunlight shining on the paper the second time? why did the paper burn even though the amount of light striking the paper did not change between the first and second time? Presentation- Overview of chapter Presentation of vocabulary Objectives Read the chapter together with commentary Highly Structured Practice- Throughout the chapter monitor the learning of the students. Guided Practice- Go to Brain Pop- Seasons. Watch video together an take online quiz together. Independent Practice- Try This 20-3: Day Length (see the sheet on the following page). Back to Table of Contents

Assessment- Quiz: Answer these two questions using a Bubble Thinking Map What causes Earth’s seasons? What is the difference between the solstice and the equinox? *Closure- Do an activity page from Brain Pop. Differentiated Instruction/Universal Access: ELL’s: Instead of activity page from Brain Pop students can do an activity instead. The Activity is to research hibernation. SP Ed.: Watch the Brain Pop, Jr. version of the Seasons and complete the Write About it! Non- Proficient: Brain Pop, Jr. version of the Seasons. Still complete the Brain Pop activity. Materials/Resources: Internet, Computers, Activities Homework/Follow-Up: p. 430- Reading a diagram about the seasons. Back to Table of Contents

Science Unit • Field Trip Back to Table of Contents

KSBY Studios • San Luis Obispo, CA • Students will tour the facility • Students will meet with the meteorologists at the station • Meteorologists will give students a lesson about weather, air pressure, climate, etc. • Students will be able to experience working with the “Green Screen” technology • Students will interview the meteorologists in a sit-down panel • Students will journal about what they have learned at the station. Back to Table of Contents

Science Unit • Summative Assessment Back to Table of Contents

Templeton Hills Adventist School • Teacher: Adrinna Beltre • Class: Science, Grade 5 • Please answer these questions on a separate sheet of paper. Remember to use complete sentences. • What is the weight of air called? • What weather instrument is used to measure air pressure? • What kind of current forms when warm air rises and cold air sinks? • What causes wind? • Describe these major types of storms: thunderstorms, blizzards, tornadoes, hurricanes. • What is climate? • What is the difference between weather and climate? • What is a microclimate? • Name two things humans do that can change microclimates? • What was the climate like in the Garden of Eden? • What are some things that may have caused the Ice Age? Give two examples. • Why does the Earth have seasons? • Summer occurs for the hemisphere tilted ____________________ the sun. • Winter occurs for the hemisphere tilted ______________________ the sun. • Draw a diagram of the Earth’s seasons. Show the Earth’s Seasons in the Northern Hemisphere in the four positions of summer, fall, winter, and spring. Back to Table of Contents

Health Unit • Lessons Back to Table of Contents

Science Lesson Plans Discover God’s World