Download Grade 5 Learning Sequence Overview

Grade 5 Learning Sequence Overview
Learning Sequence Concept: Metals have properties by which they can be described.
CCSS Literacy in Science: SL5.1, SL5.4; W5.1, W5.4, W5.8, W5.9; RI5.1, RI5.3, R5.4, L5.6
Day 1
Metals are shiny, malleable and
ductile
Day 2
Metals conduct heat
Day 3
Metals conduct heat
Day 4
Metals conduct electricity
Activity
Sort common household objects
based on properties (are they
shiny or not, have they been
rolled, stamped, pulled into wire
etc)
Experiment with melting
chocolate on metal and nonmetal surfaces; compare and
contrast observations
Reading about heat conduction
Using electric circuit as a
“tester” for metals. Test various
items and classify as metal or
not based on electrical
conductivity
Oral
Language
Connection of
common/home/street language
to academic vocabulary
(shiny = luster; bends =
malleable; pulls=ductile
Compare and contrast
observations
Connect to home experience
with pots and pans as student
learn the academic word=
conduction
Compare and contrast
observations
• Prior knowledge: What is a
metal? What are its
characteristics?
• (or these are metals, what
do they have in common?
And how would you describe
them?)
•
Prediction of how
substances (metal/nonmetal) will work on the
chocolate
•
Data collection
•
Summary statement of data
Lesson
Concept
Notebook
entries
• Summary statement of
identified properties from
lesson using the academic
vocabulary
Connect the idea of getting soft
to melting
• Record of student’s reading
notes; exchange ideas with
another student (give one,
get one) to extend reading
comprehension—record in
notebook
• Write summary statement of
reading notes with
experimentation data about
metals as thermal conductors
Use academic language
(complete circuit when the light
is on)
• Prediction which items will
light the bulb (because they
now know which items are
metals)
• Write the procedure
(narrative writing)
• Create data tables
• Write a summary of their
data
• Add this property to those
from day 1
Reading
Student work
to be
collected
Reading about conduction; use
active reading strategy of your
choice
Notebook entries as listed
above
Notebook entries as listed
above
Notebook entries as listed
above
Notebook entries as listed
above
Day 5
Some metals are magnetic
Day 6
Some metals are magnetic
Testing various metals; Identify
which are magnetic
Reading about which metals are
magnetic
Oral
Language
Link common language of
Stick = attracted to
Magnetic????
Label iron, nickel and cobalt as
necessary for magnetism
Notebook
entries
Prior knowledge
Lesson
Concept
Activity
Day 7
Metals have properties by which
they can be described
Writing an
informative/explanatory writing
about the properties of metals.
Students use information from
their notebooks to write the
piece
Students read aloud to another
student (self-edit)
Peer editing
• Predict what things will stick
to the magnet?
• What do those items have in
common?
• Record of student’s reading
notes; exchange ideas with
another student (give one,
get one) to extend reading
comprehension—record in
notebook
• Create a data table (with
predictions and observed)
• Write a summary of their
data
• Use experimental data
summary and reading notes
to write a claim and evidence
statement about metals and
magnetism (use a sentence
frame)
• Metacognitive prompt—I
used to think this about
magnets, now I think_______
Reading
Student work
to be
collected
Reading about which metals are
magnetic
Notebook entries as listed
above
Notebook entries as listed
above
Claim and evidence writing of
this property
Informative writing (using their
science notebooks as a
reference)