Download Review your science vocabulary terms on cells. 5 th Grade

plans
Qtr 1 Wk 1
Mrs. Sparks
Science objective(s):
 1a - TSW form a
hypothesis and conduct
a fair investigation that
includes manipulating
variables and using
experimental controls.
(DOK 3)
 1f – Make and compare
different proposals
when designing a
solution or a product.
(DOK 2)
 1g - TSW evaluate
results of different
data (trivial or
significant). (DOK 2)
Elements of Working on the Work
1.
2.
3.
4.
5.
Content/Substance
6.
Affiliation
Organization of Knowledge
7.
Affirmation of Performance
Product Focus
8. Novelty/Variety
Clear & Compelling Standards
9. Choice
Protection from Adverse Consequences
10. Authenticity
TSW respond to a journal topic in his/her science journal.
Today’s topic: List the qualities you believe a good scientist
has. Which of these qualities do you think is most important?
Why?
Homework
Monday
science lesson
Bell ringer
5th Grade
August 8, 2016
Mrs. Sparks’
Read


Hook: TTW ask students to think about what can be placed on top of a penny.

Teacher Input: TTW ask if there are any questions about anything discussed the first two days of school.
TTW randomly group students into groups of four. TTW provide directions to student groups for each of
today’s activities.
Guided Practice: “Save Fred!”
Due to the large amount of group work that will take place in science class over the course of the year,
TSW work in cooperative groups to propose solutions and conduct an investigation while completing a teambuilding exercise. Materials: gummy worms, gummy Life Savers, plastic cups, paper clips
(WOW 1-6, 8-10)
Guided Practice: “Drops on a Penny” lab
In small groups, TSW collect and organize materials. TSW form a hypothesis and then follow procedures to
conduct an investigation. TSW record data on his/her lab activity sheet. TTW monitor each group’s
progress to check for understanding and to check that procedures are being followed. Following completion
of the experiment, TSW clean up materials and work stations and return materials to a designated area.
TTW lead a whole-group discussion about the data collected. (WOW 1-6, 8, 10)
Materials: pennies, eye droppers, tweezers, paper towels, safety goggles, testing liquid, water, plastic cups


Closure: TSW review important skills necessary for being a part of a team.
Assessment: TTW observe students as they complete the assignments and clarify procedures as necessary.
Mrs. Sparks
3b - TSW research and
classify the organization
of living things. (DOK 2)
 Differences between
plant and animal cells
 Functions of major
parts of body systems
(nervous, circulatory,
respiratory, digestive,
skeletal, and muscular)
and how they support
one another
Examples of singleand multi-celled
organisms
Elements of Working on the Work
1.
2.
3.
4.
5.
Content/Substance
6.
Affiliation
Organization of Knowledge
7.
Affirmation of Performance
Product Focus
8. Novelty/Variety
Clear & Compelling Standards
9. Choice
Protection from Adverse Consequences
10. Authenticity
TSW respond to the following question in his/her science
journal:
Living things are called organisms. An organism is made up of
one or more cells, uses energy, adapts to its surroundings,
reacts to changes in its environment, reproduces, grows, and
develops. What things in this classroom are organisms? Why?
Homework
plans
Bell ringer
5th Grade
Tuesday
science lesson
Science objective(s):

August 9, 2016
Mrs. Sparks’
Review your
science
vocabulary
terms on cells.
ESSENTIAL QUESTIONS: What are the structures of plant and animal cells? How are plant
and animal cells different?

Hook: TTW show the YouTube video “Cells Cells.”
Teacher Input:
1. TTW display and communicate the agenda for the day.
2. TTW distribute, introduce, and discuss Cells to Body Systems vocabulary terms.
3. TTW show the BrainPop videos “Cells” and discuss.
4. TTW display the Study Jams Animal Cell and Plant Cell Slide Shows and discuss.
http://studyjams.scholastic.com/studyjams/jams/science/animals/animal-cells.htm
http://studyjams.scholastic.com/studyjams/jams/science/plants/plant-cells.htm
5. TTW display an interactive animation of cell models and ask students to examine differences
while labeling a handout of an animal and a plant cell.
(website: http://www.cellsalive.com/cells/cell_model.htm).
(WOW 1-5, 7, 8)
Closure: TSW identify things made of cells from a list of items. TTW return corrected results to students on Friday.
Assessment: TTW monitor student responses and address any misconceptions. TTW review students’ assessment probes to
identify common misconceptions amongst students.

Mrs. Sparks
3b - TSW research and
classify the organization
of living things. (DOK 2)
 Differences between
plant and animal cells
 Functions of major
parts of body systems
(nervous, circulatory,
respiratory, digestive,
skeletal, and muscular)
and how they support
one another
 Examples of singleand multi-celled
organisms
Elements of Working on the Work
1.
2.
3.
4.
5.
Content/Substance
6.
Organization of Knowledge
7. Affirmation of Performance
Affiliation
Product Focus
8. Novelty/Variety
Clear & Compelling Standards
9. Choice
Protection from Adverse Consequences
10. Authenticity
TSW use a Plicker card to respond to a multiple choice
question about cells.
Homework
plans
Bell ringer
5th Grade
Wednesday
science lesson
Science objective(s):

August 10, 2016
Mrs. Sparks’
Review your
science
vocabulary
terms on cells.
ESSENTIAL QUESTIONS: What are the structures of plant and animal cells? How are plant and animal
cells different?
 Hook: TTW show the video “Cells” by They Might Be Giants and discuss it with students.
 Teacher input: TTW discuss and model learning center rotation activities and expectations.
 Guided Practice: TSW complete one learning center today. TTW monitor students during centers to check
for understanding and to ensure completion of the assignment.
1. Reading center (D.I./WOW 1-5, 9): TSW use the textbook to read about cells. TSW respond to questions
from the text. Materials: listening center, textbooks, paper
2. Technology center (WOW 1-5, 7-8, 10): TSW investigate the structure of plant and animal cells using an
interactive cell simulator. Materials: computers w/internet access, center handout, website:
http://www.sheppardsoftware.com/health/anatomy/cell/index.htm
3. Microscope center (WOW 1-5, 7-8, 10): TSW use microscopes to make observations while investigating the
structure of different types of cells. Materials: microscopes, slides, center handout, colored pencils
4. Thinking Map center (WOW 1-7): TSW work with a partner to compare and contrast plant and animal cells
by creating a double bubble map to be displayed in the classroom. Materials: notebook paper, art paper,
markers, textbooks
Closure: TSW view two graphics and then use a Plicker card to respond to a multiple choice question about cells.
Assessment: TTW observe students to check for understanding and to ensure completion of assignments.
Mrs. Sparks
3b - TSW research and
classify the organization
of living things. (DOK 2)
 Differences between
plant and animal cells
 Functions of major
parts of body systems
(nervous, circulatory,
respiratory, digestive,
skeletal, and muscular)
and how they support
one another
 Examples of singleand multi-celled
organisms
Elements of Working on the Work
1.
2.
3.
4.
5.
Content/Substance
6.
Affiliation
Organization of Knowledge
7.
Affirmation of Performance
Product Focus
8. Novelty/Variety
Clear & Compelling Standards
9. Choice
Protection from Adverse Consequences
10. Authenticity
TSW use a Plicker card to respond to a question. Question: Which
is most likely a plant?
A A multicellular organism that can make its own food
B A unicellular organism that cannot make its own food
C A multicellular organism with a backbone
D A unicellular organism that cannot make its own food
Homework
plans
Bell ringer
5th Grade
Thursday
science lesson
Science objective(s):

August 11, 2016
Mrs. Sparks’
Study cells
vocabulary
terms for next
Tuesday’s quiz.
ESSENTIAL QUESTIONS: What are the structures of plant and animal cells? How are plant and animal
cells different?
 Hook: Omitted to allow time for completion of two center assignments.
 Teacher input: TTW respond to questions about centers as needed.
 Guided Practice: TSW complete two learning centers. TTW monitor students during centers to check for
understanding and to ensure completion of the assignment.
1. Reading center (D.I./WOW 1-5, 9): TSW use the textbook to read about cells. TSW respond to questions
from the text. Materials: listening center, textbooks, paper
2. Technology center (WOW 1-5, 7-8, 10): TSW investigate the structure of plant and animal cells using an
interactive cell simulator. Materials: computers w/internet access, center handout, website:
http://www.sheppardsoftware.com/health/anatomy/cell/index.htm
3. Microscope center (WOW 1-5, 7-8, 10): TSW use microscopes to make observations while investigating the
structure of different types of cells. Materials: microscopes, slides, center handout, colored pencils
4. Thinking Map center (WOW 1-7): TSW work with a partner to compare and contrast plant and animal cells
by creating a double bubble map to be displayed in the classroom. Materials: notebook paper, art paper,
markers, textbooks
Closure: TSW use a Plicker card to respond to a multiple choice question about plant cells.
Assessment: TTW observe students to check for understanding and to ensure completion of assignments.
Mrs. Sparks
3b - TSW research and
classify the organization
of living things. (DOK 2)
 Differences between
plant and animal cells
 Functions of major
parts of body systems
(nervous, circulatory,
respiratory, digestive,
skeletal, and muscular)
and how they support
one another
 Examples of singleand multi-celled
organisms
Elements of Working on the Work
1.
2.
3.
4.
5.
Content/Substance
6.
Affiliation
Organization of Knowledge
7.
Affirmation of Performance
Product Focus
8. Novelty/Variety
Clear & Compelling Standards
9. Choice
Protection from Adverse Consequences
10. Authenticity
TSW use a Plicker card to respond to a question. Question: Which
statement is true for both plant and animal cells?
A Cells break down sugar for energy.
B Cells make food from sunlight.
C Cells use energy from food that was digested in the stomach.
D Cells carry information through a nervous system.
Homework
Assembly, 1:30
plans
Bell ringer
5th Grade
Friday
science lesson
Science objective(s):

August 12, 2016
Mrs. Sparks’
Enjoy your
weekend!

ESSENTIAL QUESTIONS: What are the structures of plant and animal cells? How are plant and animal
cells different?
 Hook: TTW show the video “Cells” by They Might Be Giants and discuss it with students.
 Teacher input: TTW respond to questions about centers as needed. Upon completion of centers, TTW
discuss assignments with students.
 Guided Practice: TSW complete one learning center.
1. Reading center (D.I./WOW 1-5, 9): TSW use the textbook to read about cells. TSW respond to questions
from the text. Materials: listening center, textbooks, paper
2. Technology center (WOW 1-5, 7-8, 10): TSW investigate the structure of plant and animal cells using an
interactive cell simulator. Materials: computers w/internet access, center handout, website:
http://www.sheppardsoftware.com/health/anatomy/cell/index.htm
3. Microscope center (WOW 1-5, 7-8, 10): TSW use microscopes to make observations while investigating the
structure of different types of cells. Materials: microscopes, slides, center handout, colored pencils
4. Thinking Map center (WOW 1-7): TSW work with a partner to compare and contrast plant and animal cells
by creating a double bubble map to be displayed in the classroom. Materials: notebook paper, art paper,
markers, textbooks
Closure: Exit pass: TSW tell how both unicellular and multicellular organisms are similar and different.
Assessment: TTW observe students to check for understanding and to ensure completion of assignments.