ELEMENTARY SCIENCE ESSENTIAL LABS

ETO TEACHER ACADEMY 2011-2012

Presented By: Julie Santamarina, ETO Elementary Science Curriculum Support Specialist

COMMON BOARD CONFIGURATION (CBC)

DATE: August 10, 2011

BELL RINGER: FCAT Style ?: SC.5.N.1.3BENCHMARK: 4th & 5th Grade Essential Labs

OBJECTIVE:

Today we will examine the 4th and 5th grade ETO Essential Lab Documents and how they will assist us in our work to enhance student achievement by a hands on minds on approach and then tying the labs to FCAT style question.ESSENTIAL QUESTION:

How can utilizing the Essential Lab Document impact teaching and increase student achievement?

VOCABULARY:

Annually Assessed Benchmarks, variable, scientific process, interactive journals

AGENDA: •Purpose•FCIM Correlation•Annually Assessed Benchmarks•4th v.s 5th grade•Processing Time•Pacing Guide•Bubble Mania (5th Grade)

• Teacher Reference Page• Student Lab Sheet• FCAT style Quiz

•Lesson Review and Resources•Revisit Essential Question•Exit Slip•Homework Instruction

EXIT SLIP: How can utilizing the Essential Lab Document impact teaching and increase student achievement?

HOME LEARNING:

Review today’s lesson and map out your next steps to utilize these resources in your daily lessons.

ESSENTIAL QUESTION

How can utilizing the Essential Lab Document

impact teaching and increase student achievement?

PURPOSE

The purpose of this document is to provide a venue for 4th and 5th grade science teachers to facilitate the discussion of the New Generation Science Sunshine State Standards Annually Assessed Benchmarks in the 5th grade science course

Allows the students to grow in critical thinking within the content of the benchmark.

 The labs were developed to enable all 4th and 5th grade science teachers to address these very important concepts in their science courses prior to the Science FCAT

This document is intended to be used by the 4th and 5th grade science teachers so that ALL teachers within this grade level can collaborate as they work together, plan together, and rotate lab materials among classrooms

ESSENTIAL LABS + FCIM

PDCA Instructional Cycle

PLAN

ACT

DO

CHECK

• Data Disaggregation

• Calendar Development• Direct Instructional

Focus

• Tutorials

• Enrichment

• Assessment

• Maintenance

• Monitoring

·Pacing Guide (District Provided)·Focus Calendar (School Specific

and Data Driven)

·Pacing Guide (District Provided)·Focus Calendar (School Specific

and Data Driven)

·FCAT Explorer·www.explorelearning.com (Gizmos)·Differentiated Instruction·Discovery Education

·FCAT Explorer·www.explorelearning.com (Gizmos)·Differentiated Instruction·Discovery Education

•Lessons•Essential Labs•Science Projects and Activities

•Lessons•Essential Labs•Science Projects and Activities

•FOCUS Assessment•FOCUS Assessment

ANNUALLY ASSESSED BENCHMARKSBIG IDEA 1: THE PRACTICE OF SCIENCE

SC.4.N.1.1

Raise questions about the natural world, use appropriate reference materials that support understanding to obtain information (identifying the source), conduct both individual and team investigations through free exploration and systematic investigations, and generate appropriate explanations based on those explorations.

SC.4.N.1.2

Compare the observations made by different groups using multiple tools and seek reasons to explain the differences across groups.

SC.4.N.1.3

Recognize and explain the need for repeated experimental trials.

SC.5.N.1.1

Define a problem, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types such as: systematic observations, experiments requiring the identification of variables, collecting and organizing data, interpreting data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.

Also assesses SC.3.N.1.1, SC.4.N.1.1, SC.4.N.1.6, SC.5.N.1.2, and SC.5.N.1.4.

BIG IDEA 2: THE CHARACTERISTICS OF SCIENTIFIC KNOWLEDGE

SC.5.N.2.1

Recognize and explain that science is grounded in empirical observations that are testable; explanation must always be linked with evidence. Also assesses SC.3.N.1.7, SC.4.N.1.3, SC.4.N.1.7, SC.5.N.1.5, and SC.5.N.1.6

SC.5.N.2.2

Recognize and explain that when scientific investigations are carried out, the evidence produced by those investigations should be replicable by others.

ANNUALLY ASSESSED BENCHMARKSBIG IDEA 5: EARTH IN SPACE AND TIME

SC.4.E.5.1

Observe that the patterns of stars in the sky stay the same although they appear to shift across the sky nightly, and different stars can be seen in different seasons

SC.4.E.5.2

Describe the changes in the observable shape of the moon over the course of about a month.

SC.4.E.5.3

Recognize that Earth revolves around the Sun in a year and rotates on its axis in a 24-hour day.

SC.4.E.5.4

Relate that the rotation of Earth (day and night) and apparent movements of the Sun, Moon, and stars are connected.

Also assesses SC.4.E.5.1, SC.4.E.5.2, and SC.4.E.5.3

SC.5.E.5.1

Recognize that a galaxy consists of gas, dust, and many stars, including any objects orbiting the stars. Identify our home galaxy as the Milky Way.

Also assesses SC.3.E.5.1, SC.3.E.5.2, and SC.3.E.5.3

SC.5.E.5.3

Distinguish among the following objects of the Solar System – Sun, planets, moons, asteroids, comets – and identify Earth’s position in it.

Also assesses SC.5.E.5.2.

ANNUALLY ASSESSED BENCHMARKS

BIG IDEA 6: EARTH STRUCTURES

SC.4.E.6.1

Identify the three categories of rocks: igneous, (formed from molten rock); sedimentary (pieces of other rocks and fossilized organisms); and metamorphic (formed from heat and pressure)

SC.4.E.6.2

Identify the physical props of common earth-forming minerals, including hardness, color, luster, cleavage, and streak color, and recognize the role of minerals in the formation of rocks.

Also assesses SC.4.E.6.1

SC.4.E.6.3

Recognize that humans need resources found on Earth and that these are either renewable or nonrenewable.

Also assesses SC.3.E.6.6

SC.4.E.6.4

Describe the basic differences between physical weathering (breaking down of rock by wind, water, ice, temperature change, and plants) and erosion (movement of rock by gravity, wind, water, and ice).

ANNUALLY ASSESSED BENCHMARKS

BIG IDEA 8 : PROPERTIES OF MATTER

SC.5.P.8.1

Compare and contrast the basic properties of solids, liquids, and gases, such as mass, volume, color, texture, and temperature. Also assesses SC.3.P.8.1, SC.3.P.8.2, SC.3.P.8.3, and SC.4.P.8.1

SC.5.P.8.3

Demonstrate and explain that mixtures of solids can be separated based on observable properties of their parts such as particle size, shape, color, and magnetic attraction.

Also assesses SC.5.P.8.2

BIG IDEA 9: CHANGES IN MATTER

SC.5.P.9.1

Investigate and describe that many physical and chemical changes are affected by temperature.

ANNUALLY ASSESSED BENCHMARKS

BIG IDEA 10: FORMS OF ENERGY

SC.5.P.10.1

Investigate and describe some basic forms of energy, including light, heat, sound, electrical, chemical, and mechanical. Also assesses SC.3.P.10.1, SC.3.P.10.3, SC.3.P.10.4, SC.3.P.11.1, SC.3.P.11.2, SC.4.P.10.1, and SC.4.P.10.3

SC.5.P.10.2

Investigate and explain that energy has the ability to cause motion or create change. Also assesses SC.3.P.10.2, SC.4.P.10.2, and SC.4.P.10.4

SC.5.P.10.4

Investigate and explain that electrical energy can be transformed into heat, light, and sound energy, as well as the energy of motion. Also assesses SC.3.E.6.1, SC.4.P.11.1, SC.4.P.11.2, SC.5.P.10.3, SC.5.P.11.1, and SC.5.P.11.2.

BIG IDEA 13: FORCES AND CHANGES IN MOTION

SC.5.P.13.1

Identify familiar forces that cause objects to move, such as pushes or pulls, including gravity acting on falling objects. Also assesses SC.3.E.5.4 and SC.4.P.8.4

SC.5.P.13.2

Investigate and describe that the greater the force applied to it, the greater the change in motion of a given object.

Also assesses SC.4.P.12.1, SC.4.P.12.2, SC.5.P.13.3, and SC.5.P.13.4.

ANNUALLY ASSESSED BENCHMARKS

BIG IDEA 14: ORGANIZATION AND DEVELOPMENT OF LIVING THINGS

SC.5.L.14.1

Identify the organs in the human body and describe their functions, including the skin, brain, heart, lungs, stomach, liver, intestines, pancreas, muscles and skeleton, reproductive organs, kidneys, bladder, and sensory organs.

SC.5.L.14.2

Compare and contrast the function of organs and other physical structures of plants and animals, including humans, for example: some animals have skeletons for support — some with internal skeletons others with exoskeletons — while some plants have stems for support.

Also assesses SC.3.L.15.1 and SC.3.L.15.2.

BIG IDEA 16: HEREDITY AND REPRODUCTION

SC.4.L.16.4

Compare and contrast the major stages in the life cycles of Florida plants and animals, such as those that undergo incomplete and complete metamorphosis, and flowering and non-flowering seed-bearing plants.

ANNUALLY ASSESSED BENCHMARKS

BIG IDEA 17: INTERDEPENDENCE

SC.4.L.17.3

Trace the flow of energy from the Sun as it is transferred along the food chain through the producers to the consumers. Also assesses SC.3.L.17.2 and SC.4.L.17.2. AA MC

SC.5.L.17.1

Compare and contrast adaptations displayed by animals and plants that enable them to survive in different environments such as life cycles variations, animal behaviors and physical characteristics.

Also assesses SC.3.L.17.1, SC.4.L.16.2, SC.4.L.16.3, SC.4.L.17.1, SC.4.L.17.4, and SC.5.L.15.1.

DOCUMENT FORMAT

INTRODUCTION

RESOURCES• MATERIALS LIST (SPECIFIC TO EACH LAB)• LABORATORY SAFETY CONTRACT• LAB ROLES• ANNUALLY ASSESSED BENCHMARK

LAB ACTIVITIES

• TEACHER RESOURCE PAGE• STUDENT LAB SHEET (FOLLOW UNIFORM TEMPLATES SIMILAR TO MIDDLE SCHOOL)• FCAT STYLE QUESITONS (3-10 DEPENDING ON BENCHMARK)

APPENDIX

• ESSENTIAL QUESTIONS RELATED TO LABS• GIZMO’S RELATED TO LABS• DISCOVERY CLIPS RELATED TO LABS

MATERIALS PAGESC.5.N.1.1 BUBBLE MANIA LAB

cupso spoonsVarious detergents:(Joy, Palmolive, Dawn, etc.)strawswaterrulersplastic tablecloths or large garbage bags glycerin (optional) can be added to each of the soap

solution to improve the consistency of the solution.

SC.5.N.2.1 FIZZLING FUN LAB

watermeasuring cup or graduated cylinderzip-lock bagpaper towelteaspoonbaking sodavinegartrays or newspaper (optional)safety gogglesSC.5.N.2.2 CHEMICAL CHANGE IN A BAG LAB

damp rid baking soda50 mL of red cabbage juice or 30 mL of phenol red

solutionZiploc bags (3 per group)graduated cylinderspoon (s)cups (optional)SC.5.E.5.1/SC.5.E.5.3 SOLAR STRETCH LAB

11 stakes (2-3 ft. long)hammer11 tag board cards trundle wheelstaple gun and staples various size balls Basketball or similar sized ball

Measuring tape

SC.5.E.7.1 RAINMAKER LABo 1 hot plate o ice cubeso 1 pie pan o 1 teakettle or small poto oven mitt o Water Dance by ThomasSC.5.P.8.1 APPLE OF MY EYE LABo Balanceo Measuring tapeo Rulero 1 appleo 1 plastic knifeo Container with water (enough to see if apple

floats or sinks)

SC.5.E.7.3 DON’T PRESSURE ME LABo NEWSPAPERo PLASTIC CUPo WOODEN RULER OR SLATo CARDBOARD o Barometer o 1 bucket

o coffee can with a lid or a jaro balloono rubber bando hammero Safety goggles

o scissorso ice pick

o strawo Making a Weather Station,

index cardo Natalie Lunis, Benchmark Educ.o glue sticko metric ruler

plastic soda bottle with a screw-on lid

o masking tapeSC.5.P.8.3 DOES IT DISSOLVE LAB

o plastic cups o 1 tsp. white sugaro Graduated Cylinder o Sand papero 1 tsp. pepper o Paper towelso 1 tsp. cinnamon o 1 tsp. salto 1 tsp. baking sodaSC.5.P.9.1 THE HEAT IS ON LAB

2 cans the same height 1 votive candleclock or timer safety gogglesmatches 10 chocolate chips toothpickspaper towelsheavy duty aluminum foil

SC.5.P.10.1

HOW DOES SOUND TRAVEL THROUGH DIFFERENT MATERIALS LABS

o 3 balloonso Watero sand

I FINALLY SEE THE LIGHT LABo 1 D-cell

Will I See the Light? activity sheeto 1 flashlight bulbo 10-15 cm wireo wire strippers

SOLAR CANS LAB

2 cansWhite paperBlack paper2 thermometersPaper

SC.5.P.10.2 SLINGSHOT LAB

Toy carMeter TapeGoggles (optional)Tape3x5 index card SC.5.P.10.4 ELECTRICAL ENERGY TRANSFORMATION LABo tubular fluorescent bulbo papero paper clips

SC.5.P.13.1/SC.5.P.13.2 RAMPS AND SLIDERS

overhead projector/document camera masking tape balancesphere (e.g. marble)masses for balance

commercial ramp and slider orslider: ½ paper cupmilk carton with an open end

ramp: ruler with a groovemeasuring tapecalculatorgraph papercarpet, tile sandpaper, wax paper)

SC.5.L.14.1

DIGESTIONo CASH REGISTER TAPESo BUTCHER PAPERo GLUEo CONSTRUCTION PAPERo SCISSORSo CALCULATOR

LUNG POWER

1 plastic tub or basinflexible straws1 plastic, gallon jug

measuring cup or graduated cylinder

1 index card1 permanent markerpaper towelsnewspapermetric measuring tapes

FILTERING SYSTEMo coffee pot and filter (optional)o 2 plastic cups o food coloringo 1 coffee filtero 1 piece of chalko model of the human body o 50 ml of watero 1 small spoono paper towelso 1 rubber band

SC.5.L.14.2 BRAIN DRAIN OLYMPICS LAB

masking tapestopwatch or clock with second hand1 man’s shirt with buttons 1 large jar of peanut butter1 bolt with a screw-on nut1 plastic knife

loaf of bread

paper plates1 pad of writing paperscissorsseveral sheets of paper 1 box of paper clips1 man’s shoe with laces pencil

SC.5.L.17.1 BUILD A BETTER BEAK LAB

1 clothespin

1 toothpickplastic cup 1 plastic spoon

1 pair of scissors

raisins

drinking straw pieces in a container of shredded paper

marbles

foam packing squiggles aluminum pan of waterone-minute timer

Graduated cylinder

BIG IDEA 1 THE NATURE

OF SCIENCE

Bubble Mania Lab Report- Teacher Reference Form

Essential Question: Why is it important to repeat the experiment at least three times? To ensure that the results of the experiment are valid or reliable, and to ensure that mistakes were not made during the experiment. Benchmark: SC.5.N.1.3- Recognize and explain the need for repeated experimental trials. Problem Statement: How does the brand of detergent affect the size of the bubble it will make? Hypothesis: If various detergents are tested, then ______________will make the largest bubbles. Materials:

3 cups spoon various detergents of your choice (Joy, Palmolive, Dawn, etc.) straws water rulers plastic tablecloths or large garbage bags to spread on the table for easy clean-up. glycerin (optional) can be added to each of the soap solution to improve the consistency of the solution.

Note: Be sure that you have pre-labeled the cups with a permanent marker with the names of the detergents for the students. Moreover, the same amount of water should be added to each cup to ensure consistency with the soap solutions. The teacher can make the soap solution ahead of time for the students or the teacher can have the students make the soap solution as a group.

Procedures: 1. Make a drop of each detergent on the table with your medicine dropper. 2. Find an air bubble and blow into it with a straw. 3. After the bubble has popped, measure the width of the bubble. 4. Record your results in your data table. 5. Repeat steps 1-4 the other detergents.

Data: Width of Bubble (inches) Detergents Trial 1 Trial

2 Trial 3

Total (Add up)

______ cm _____cm _______cm ______cm ______ cm _____cm _______cm ______cm ______cm _____cm _______cm ______cm

Variable: (What was changed during the experiment?) The different types of detergent Control: What factor stayed the same for each experiment? The amount of detergent that was added to the water to make a soap solution, all of the soaps were dish detergents, all of th e bubbles were blown on the same surface, the same amount of water were added to the detergent to make a soap solution, etc. Conclusion: Students should compare their prediction with the results of their data to complete the conclusion portion of their lab report.

TEACHER REFERENCE

PAGE

BIG IDEA 1 THE NATURE

OF SCIENCE

Title: Bubble Mania Lab

Benchmarks: SC.5.N.1.3- Recognize and explain the need for repeated experimental trials.

Problem Statement (10 POINTS): How does ___________________________________________________________ aff ect______________________________________ ________________________?

Hypothesis

(15 POI NTS):

I f , then _____________________________________________________ Materials:

3 cups per group (label each cup with the name of the detergent solution) plastic spoon various dish detergents straws water rulers plastic table cloth or large garbage bags (optional)

Procedure:

1. Pour two (3) teaspoons of each detergent on the table with your plastic spoon. 2. Find an air bubble in the puddle of the soap mixture and blow into it with a straw. 3. Af ter the bubble has popped, measure the width of the bubble imprint with a ruler in

centimeters. 4. Record your results in your data table. 5. Repeat steps 1-4 with the other detergents. Observations (10 POI NTS): Students should write what they observe about the various detergents.

Detergent Observations

Control (5 POI NTS) Variable (5 POI NTS)

STUDENT

LAB

SHEET

BIG IDEA 1 THE NATURE

OF SCIENCE

Data (20 POI NTS): Detergents Trial #1 Trial #2 Trial #3 Total Width (cm)

(Add across)

______ cm _____cm _______cm ______cm

______ cm _____cm _______cm ______cm

______cm _____cm _______cm ______cm

Conclusion (35 POI NTS): Af ter analyzing the data it was determined that the hypothesis was . (Correct OR I ncorrect), because ____ To conclude, f rom this lab I learned that ______________________________________________________________

STUDENT

LAB

SHEET CON’T

BIG IDEA 1 THE NATURE

OF SCIENCE

Science Mini-Assessment Grade 5 SC.5.N.1.1

Form A

1. Hector experiments with honey, vegetable oil, and colored water. One at a time, he slowly adds 30 milliliters of each liquid into a beaker. He observes what happens, then draws the picture below. Which is LEAST important for Hector to record in this experiment?

A. the amount of each liquid used B. the order in which the liquids formed layers C. the type of liquids used D. the air pressure and temperature

2. Kama made three paper airplane designs using plain paper. Standing in the same spot each time, she

threw each airplane, measured the distance it flew, in meters, and recorded the data she collected. Kama rebuilt plane C using construction paper. The new plane flew 10.7 meters. What statement is TRUE?

Model Airplane Data

Paper Plane Design

Distance Flown

(meters) A 2.5 B 4.7 C 6.3

A. Plane C would not fly when made of construction paper. B. Plane C did not fly as far when made of construction paper. C. Plane C flew farthest when made of construction paper. D. The type of paper used did not affect the distance plane C flew.

FCAT

QUIZ

BIG IDEA 1 THE NATURE

OF SCIENCE

3. Look at the table. Year Average Annual Temperature Average Annual Rainfall 1910 55° F 57 cm 1930 58° F 77 cm 1950 59° F 84 cm 1970 61° F 65 cm

This data was collected in one city by many scientists over the years. What would a scientist use this data for today?

A. predicting the weather B. understanding the water cycle C. forecasting the movement of air masses D. forming a description of the local climate

4.. Medical and technological advances often occur as scientists look for ways to solve problems facing humans. How has the development and widespread use of a tool that measures blood pressure improved the quality of life for people on Earth?

E. This tool helps doctors cure bacterial infections. F. This tool helps doctors identify people who have cancer. G. This tool helps doctors treat people with variable levels of blood sugar. H. This tool helps doctors identify people with elevated blood pressure levels.

5. In Tania’s city, workers are making changes to the city sewer system. These changes will stop sewage, and the bacteria it contains, from getting into the river and other local water bodies when it rains. How does this project help the people living in Tania’s city?

I. It helps people by cleaning the air they breathe. J. It helps people by lowering their taxes. K. It helps people by making the water safer to use.

D. It helps people by making the soil more fertile

FCAT

QUIZ CON’T

APPENDIX BFCAT 2.0 NGSSS

4TH GRADE CONTENT VS. 5TH GRADE CONTENT

4TH GRADE YEAR AT A GLANCE

5TH GRADE YEAR AT A GLANCE

PROCESSING MOMENT

Think – Pair – Share (TPS)1. Think about the information

provided so far.2. Pair up with someone 3. Share with your partner

something NEW you’ve learned.

LET’S INVESTIGATE

Hector experiments with honey, vegetable oil, and colored water. One at a time, he slowly adds 30 milliliters of each liquid into a beaker. He observes what happens, then draws the picture below. Which is LEAST important for Hector to record in this experiment?

A. the amount of each liquid used

B. the order in which the liquids formed layers

C. the type of liquids usedD. the air pressure and

temperature

RESOURCES

Essential Labs:eto.dadeschools.netStandards:http://www.floridastandards.org/Standards/FLStandardSearch.aspxItem Specifications:http://www.floridastandards.org/Resource/FCAT_Item_Specifications.aspxFCAT 2.0:http://fcat.fldoe.org/fcat2/fcatexplorer.com

EXIT SLIPHow can utilizing the

Essential Lab Document

impact teaching and increase student

achievement?

Essential Question

QUESTIONS?