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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)