Monday, October 26, 2015

5th Grade-Week 2 Earth's Seasonal Patterns

Concept: The Solar System Part 2


Objective: Students will learn the Earth's rotation on its axis effects the Earth’s temperatures and length of days.

Brain Pop- “Seasons

Solar System quiz next week.


  Vocabulary
1.    Axis
2.    Rotation
3.    Revolution
4.  Tilt





The Earth's tilt during winter in the Northern Hemisphere





Seen in Summer
Seen in the Spring
Seen in the Winter

Solar System Tour answers:
1. The Sun is a star and is made of hydrogen and helium.
2. The solar system is the Sun, moons, planets, asteroids and comets.
3. The terrestrial planets are Mercury, Venus, Earth and Mars. The gas giants are Jupiter, Saturn, Uranus and Neptune.
6. Asteroids are both made of rock and orbit the Sun. Comets are also made of ice. Asteroids orbit in a circle and comets orbit in an oval.




5-ESS1-2. Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.
ESS1.B: Earth and the Solar System

•The orbits of Earth around the sun and of the moon around Earth, together with the rotation of Earth about an axis between its North and South poles, cause observable patterns. These include day and night; daily changes in the length and direction of shadows; and different positions of the sun, moon, and stars at different times of the day, month, and year. (5-ESS1-2)





EXTRA CREDIT!






Get 2 extra credit points by going to the Griffith Observatory!
Want more information about the Griffith Observatory? Click here!
How can you get extra credit? 
Take a picture with Albert Einstein and email the picture mr.gantt@gmail.com.




Get 2 extra credit points by going to the California Science Center!
For more information about Endeavour and the California Science Center, click here.

Space Fest 2015-October 30-November 1

Journey to Space: The Exhibition-Opens October 29

California Science Center
700 Exposition Park Drive
Los Angeles, CA 90037

For directions, click here.
Take a picture with Endeavour and email it to mr.gantt@gmail.com.














1st Grade-Week 2 Patterns of Our Solar System


2nd Lab Session Week

Objective: Students will learn the patterns of the Sun, Moon and stars. Students also learn the names of the planets and their patterns.
compass
north, south, east, west


sunrise
sunset

    "My very eager mother just sent us nine pizzas."
    Pluto
    dwarf planet

Earth's orbit
rotation
revolution




1-ESS1-1. Use observations of the sun, moon, and stars to describe patterns that can be predicted. 
ESS1.A: The Universe and its Stars 
•Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. (1-ESS1-1) 

Monday, October 19, 2015

5th Grade-Week 1 Solar System

Concept: The Solar System

Objective: Students will learn what objects make up our solar system and what  keeps the planets orbiting around the Sun.

Homework: Solar System Crossword Puzzle and Parent Letter signed

Vocabulary:
astronomy
Milky Way
solar system
star
Sun
hydrogen & helium
planets
terrestrial planets
gas giants
satellite
asteroid
Asteroid Belt
comet
Kuiper Belt
gravity

Cornell Note Questions:
•What are the 5 main objects in our solar system?
•What is the Sun made of?
•What are the inner planets and what are they made of?
•What are the outer planets and what are they made of?



Questions of the Week:
•How are asteroids and comets the same? 
•How are they different? 

BrianPop.com video of the week: Solar System

Class Reading: FOSS Science Resources Read pages 145-168. Wonders CA Content Reader Read pgs 78-81, 84-87 & 90-93.


Sun
Our Solar System

Halley's Comet
When will can you see Halley's Comet again?
5-ESS1-1. Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from Earth.
ESS1.A: The Universe and its Stars
The sun is a star that appears larger and brighter than other stars because it is closer. Stars range greatly in their distance from Earth. (5-ESS1-1)
5. The solar system consists of planets and other bodies that orbit the Sun in predictable paths. As a basis for understanding this concept:
5a. Students know the Sun, an average star, is the central and largest body in the solar system and is composed primarily of hydrogen and helium.
5b. Students know the solar system includes the planet Earth, the Moon, the Sun, eight other planets and their satellites, and smaller objects, such as asteroids and comets.

5c. Students know the path of a planet around the Sun is due to the gravitational attraction between the Sun and the planet.

1st Grade-Week 1 Sun, Earth & Moon

Concept: Sun, Earth, and Moon

Objective: Students will learn that the Sun heats the Earth.

Vocabulary:
star
Sun
heat
light
planet
Earth
Moon
craters

Question of the Week:
•Who gives the Earth light and heat?

BrainPopJr.com video of the week: The Sun

Sun
Earth
Moon
The Earth orbiting the Sun and the Moon orbiting the Earth.

CA State Science Standards
3. Weather can be observed, measured, and described. As a basis for understanding this concept:
3c. Students know the sun warms the land, air, and water.
4. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:
4a. Draw pictures that portray some features of the thing being described.
4b. Record observations and data with pictures, numbers, or written statements.

5th Grade Earth Science Standards

Mr. Gantt’s Earth Science Lab
Weekly Lab Lessons and Homework
5th Grade

1st Lab Session Week
Earth Science Vocabulary Pre-Test
Concept: The Solar System
Homework: Solar System Crossword Puzzle and Parent Letter signed
Class Reading: FOSS Science Resources Read pages 145-168. Wonders CA Content Reader Read pgs 78-81, 84-87 & 90-93.
5-ESS1-1. Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from Earth.
ESS1.A: The Universe and its Stars
•The sun is a star that appears larger and brighter than other stars because it is closer. Stars range greatly in their distance from Earth. (5-ESS1-1)
5. The solar system consists of planets and other bodies that orbit the Sun in predictable paths. As a basis for understanding this concept:
5a. Students know the Sun, an average star, is the central and largest body in the solar system and is composed primarily of hydrogen and helium.
5b. Students know the solar system includes the planet Earth, the Moon, the Sun, eight other planets and their satellites, and smaller objects, such as asteroids and comets.
5c. Students know the path of a planet around the Sun is due to the gravitational attraction between the Sun and the planet.

2nd Lab Session Week
Concept: The Solar System Part 2
5-ESS1-2. Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.
ESS1.B: Earth and the Solar System
•The orbits of Earth around the sun and of the moon around Earth, together with the rotation of Earth about an axis between its North and South poles, cause observable patterns. These include day and night; daily changes in the length and direction of shadows; and different positions of the sun, moon, and stars at different times of the day, month, and year. (5-ESS1-2)

3rd Lab Session Week
1st quiz on the Solar System
Concept: Water Vapor        
Class ReadingFOSS Science Resources Read pages 182-196. Wonders CA Content Reader Read pgs 54-55.
In classroom experiment: Surface Area page 187-188
3. Water on Earth moves between the oceans and land through the processes of evaporation and condensation. As a basis for understanding this concept:
3b. Students know when liquid water evaporates, it turns into water vapor in the air and can reappear as a liquid when cooled or as a solid if cooled below the freezing point of water.
6. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:
6c. Plan and conduct a simple investigation based on a student-developed question and write instructions others can follow to carry out the procedure.
6g. Record data by using appropriate graphic representations (including charts, graphs, and labeled
Concept: Local Water.
Class Reading: Wonders CA Content Reader Read pgs 60-61.
3e. Students know the origin of the water used by their local communities.

4th Lab Session Week
Concept: Water Cycle
Homework: Water Cycle worksheet
Class Reading: FOSS Science Resources Read pages 219-226. Wonders CA Content Reader Reread pgs 54-55.
5-ESS2-2. Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.
ESS2.C: The Roles of Water in Earth’s Surface Processes
§Nearly all of Earth’s available water is in the ocean. Most fresh water is in glaciers or underground; only a tiny fraction is in streams, lakes, wetlands, and the atmosphere. (5-ESS2-2)
3a. Students know most of Earth’s water is present as salt water in the oceans, which cover most of Earth’s surface.
3b. Students know when liquid water evaporates, it turns into water vapor in the air and can reappear as a liquid when cooled or as a solid if cooled below the freezing point of water.
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.
3d. Students know that the amount of fresh water located in rivers, lakes, underground sources, and glaciers is limited and that its availability can be extended by recycling and decreasing the use of water.

5th Lab Session Week 
Concept: Severe Weather
Class Reading: FOSS Science Resources Read pages 227-235. Wonders CA Content Reader Read pgs 56-57, 62-63 & 68-69.
4c. Students know the causes and effects of different types of severe weather.

6th Lab Session Week
Concept: Forecasting Weather
Homework: Weather worksheet
Class Reading: FOSS Science Resources Read pages 236-250. Wonders CA Content Reader Read pgs 72-73.
4a. Students know the influence that the ocean has on the weather and the role that the water cycle plays in weather patterns.
4c. Students know how to use weather maps and data to predict local weather and know that weather forecasts depend on many variables.
4d. Students know that the Earth’s atmosphere exerts a pressure that decreases with distance above Earth’s surface and that at any point it exerts this pressure equally in all directions.

7th Lab Session Week
2nd quiz on the Water Cycle and Weather & Earth Science Vocabulary Post-Test
Concept: How do the geosphere, hydrosphere, atmosphere, and biosphere influence each other?
5-ESS2-1. Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
ESS2.A: Earth Materials and Systems
•Earth’s major systems are the geosphere (solid and molten rock, soil, and sediments), the hydrosphere (water and ice), the atmosphere (air), and the biosphere (living things, including humans). These systems interact in multiple ways to affect Earth’s surface materials and processes. The ocean supports a variety of ecosystems and organisms, shapes landforms, and influences climate. Winds and clouds in the atmosphere interact with the landforms to determine patterns of weather. (5-ESS2-1)
ESS3.C: Human Impacts on Earth Systems
•Human activities in agriculture, industry, and everyday life have had major effects on the land, vegetation, streams, ocean, air, and even outer space. But individuals and communities are doing things to help protect Earth’s resources and environments. (5-ESS3-1)


1st Grade Science Standards

Mr. Gantt’s Earth Science Lab
Weekly Lab Lessons and Homework
1st Grade

Common Core Standards for 1st grade quarter
CCSS.ELA-Literacy.W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
CCSS.ELA-Literacy.SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
CCSS.ELA-Literacy.SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).

1st Lab Session Week
Concept: Sun, Earth, and Moon
Investigation: What are the Sun, Earth, and the Moon?
Homework: worksheet- Sun, Earth, and Moon
3. Weather can be observed, measured, and described. As a basis for understanding this concept:
3c. Students know the sun warms the land, air, and water.
4. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:
4a. Draw pictures that portray some features of the thing being described.
4b. Record observations and data with pictures, numbers, or written statements.
NGSS
1-ESS1-1. Use observations of the sun, moon, and stars to describe patterns that can be predicted.
ESS1.A: The Universe and its Stars
Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. (1-ESS1-1)
ESS1.B: Earth and the Solar System
Seasonal patterns of sunrise and sunset can be observed, described, and predicted. (1-ESS1-2)

2nd Lab Session Week
Concept: Exploring Air-Part 1
Investigation: What is Air?
1. Materials come in different forms (states), including solids, liquids, and gases. As a basis for understanding this concept:
1a. Students know solids, liquids, and gases have different properties.
4a. Draw pictures that portray some features of the thing being described.
4b. Record observations and data with pictures, numbers, or written statements.

3rd Lab Session Week
Concept: Exploring Air-Part 2
Investigation: How do balloon rockets move?
1. Materials come in different forms (states), including solids, liquids, and gases. As a basis for understanding this concept:
1a. Students know solids, liquids, and gases have different properties.
4a. Draw pictures that portray some features of the thing being described.
4b. Record observations and data with pictures, numbers, or written statements.

4th Lab Session Week
Concept: Weather
Investigation: What is weather? What are the different types of weather?
3b. Students know that the weather changes from day to day but that trends in temperature or of rain (or
snow) tend to be predictable during a season.
4a. Draw pictures that portray some features of the thing being described.
4b. Record observations and data with pictures, numbers, or written statements.

5th Lab Session Week
Concept: Weather Instruments
Investigation: How is temperature and wind speed measured?
Homework: worksheet- End of Module Weather Assessment
3a. Students know how to use simple tools (e.g., thermometer, wind vane) to measure weather conditions and record changes from day to day and across the seasons.
3b. Students know that the weather changes from day to day but that trends in temperature or of rain (or snow) tend to be predictable during a season.

6th Lab Session Week
Concept: Seasons of the Year
Investigation: What are the four seasons? What are the characteristics of each season?
Homework: worksheet- Summer and Winter
3a. Students know that the weather changes from day to day but that trends in temperature or of rain (or snow) tend to be predictable during a season.
4a. Draw pictures that portray some features of the thing being described.
4b. Record observations and data with pictures, numbers, or written statements.

7th Lab Session Week
Concept: Wind and Air Explorations
Investigation: How do you measure wind direction?
3a. Students know how to use simple tools (e.g., thermometer, wind vane) to measure weather conditions and record changes from day to day and across the seasons.

5th Grade Parent Letter

Earth Science Lab Policies
5th Grade

Dear Parents and Students,

            Over the next few months, students will be studying about our solar system, the Earth, and the weather around it. Students will attend Earth Science Lab 1 day a week for 1 hour and 20 minutes.

            Student grades are based on weekly class work, three quizzes, questioning during lab investigations, participation in class and three homework assignments. Students will receive points for assignments and participation in class. Points are added up and are divided by the total points possible to come up with a percentage.

            4 = 100% - 93%
            3 = 92% - 73%
            2 = 72% - 55%
            1 = 54% - below

Students will be assigned THREE Science Lab homework assignments, and they are due at the next lab session. If students are absent, they still must complete the homework assignments. Information about what the lessons in Earth Science Lab, schedule and chances for extra credit can be found at bit.ly/mrgantt.

            If you have any questions, or concerns, you may contact me through the main office or by email at mr.gantt@gmail.com.


Sincerely,

Mr. Gantt



1st Grade Parent Letter



Mr. Gantt’s Earth Science Lab Policies
1st Grade 

Dear Parents and Students,

            Over the next few months, students will be studying about the Earth and the weather around it. Students will attend Earth Science Lab 1 day a week for 1 hour and 20 minutes.

            Student achievement grades are based on weekly class work, questioning during lab investigations and homework. Effort grades will be based on participation in class and turning in homework on time. 

Information about what lessons 1st graders are doing in Earth Science Lab can be found at bit.ly/mrgantt.

            If you have any questions, or concerns, please contact me through the main office or by email at mr.gantt@gmail.com


Sincerely,


Mr. Gantt

Earth Science Lab Wish List
http://www.donorschoose.org/David.Gantt
Bring in Box Top$ for Education to help raise money for our school!