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Quarter 2:
Teacher Checklist
Fifth Grade – Science
Second Quarter
Physical Science
Criteria / Performance Indicators
1
Introduction to Conservation of Matter (P1.a, b)
2 3 4
S5P1 Students will verify that an object is the sum of its parts.
a. Demonstrate that the mass of an object is equal to the sum of its parts by manipulating and
measuring different objects made of various parts.
Prior Learning: This is new learning.
 Determine the mass of an object that is made up of parts
 Take the object apart and find the mass of each individual part
 Prove that the mass of the object is the same as the mass of the
individual parts by adding to find the sum of the individual parts
b. Investigate how common items have parts that are too small to be seen without
magnification.
Prior Learning: This is new learning.
 Identify objects that are too small to be seen without magnification
 Use a hand lens, microscope, or other source of magnification to
observe these objects
Physical and Chemical Changes (P2.a,b,c)
S5P2 Students will explain the difference between a physical change and a chemical change.
a. Investigate physical changes by separating mixtures and manipulating (cutting, tearing,
folding) paper to demonstrate examples of physical change.
Prior Learning: This is new learning.
 Cut, tear, and fold paper to show physical changes
 Explain how cutting, tearing, and folding are physical changes
 Separate mixtures to show physical changes
 Draw, identify, and explain examples of physical changes
 Understand that a physical change can be reversed
 Understand that a physical change is a change where no new
substance is formed
b. Recognize that the changes in state of water (water vapor/stream, liquid, ice) are due to
temperature differences and are examples of physical change.
Prior Learning: In 4th grade students demonstrated how water changes states from solid to liquid
to gas and from gas to liquid to solid.
 Demonstrate examples of how physical changes occur in water – solid,
liquid, and gas
 Recognize that changes in temperature cause the changes to the state
of water
Credit for Templates:
From Standards to Rubrics in 6 Steps: Tools for Assessing Student Learning, K-8
Written by Kay Burke and published by Corwin Press http://www.corwinpress.com
Troup County Schools 2016 -2017
Teacher Checklist Science
3rd Quarter
c. Investigate the properties of a substance before, during, and after a chemical reaction to find
evidence of change.
Prior Learning: This is new learning.
 Describe a substance before a chemical reaction
 Describe a substance during a chemical reaction (bubbling,
temperature change, gas release)
 Describe a substance after a chemical change
 Create a chemical reaction
 Understand that a chemical change can not be reversed
 Understand that during a physical or chemical change matter is neither
created nor destroyed. It merely changes.
 Understand that during a chemical change a new substance is formed.
Electricity and Magnetism (P3)
Electricity (P3.a,b,c)
S5P3 Students will investigate electricity, magnetism, and their relationship.
a. Investigate static electricity.
Prior Learning: This is new learning.
 Investigate static electricity by rubbing hair on balloon, shoes on carpet, etc
b. Determine the necessary components for completing an electric circuit.
Prior Learning: This is new learning.
 Identify the necessary components for completing an electric circuit
 Design a simple electric circuit
 Experiment with a simple electric circuit to determine situations when the bulb
will light up and situations when the bulb will not light up
c. Investigate common materials to determine if they are insulators or conductors of electricity.
Prior Learning: This is new learning.
 Identify what makes a good insulator and a good conductor
 Investigate to determine materials that are good conductors of electricity
 Investigate to determine materials that are good insulators of electricity
Magnetism (P3.d)
S5P3 Students will investigate electricity, magnetism, and their relationship.
d. Compare a bar magnet to an electromagnet.
Prior Learning: This is new learning.
 Construct an electromagnet
 Compare the electromagnet to a bar magnet
 Compare/contrast electricity and magnetism
Remember to teach the standard until you have dispelled common
misconceptions.
Credit for Templates:
From Standards to Rubrics in 6 Steps: Tools for Assessing Student Learning, K-8
Written by Kay Burke and published by Corwin Press http://www.corwinpress.com
Troup County Schools 2016 -2017
Teacher Checklist Science
3rd Quarter
Misconceptions for P2:
MISCONCEPTIONS:
1. Physical changes are always easily
observed.
PROPER CONCEPTIONS:
1. Physical changes are easy to manipulate
but those changes are not always easily
observed.
2. Students often believe that matter can
be destroyed or created. They see things
blow up on television all the time.
2. Matter is neither created nor destroyed. It
merely changes.
3. Students may believe that water must be
boiled in order to change from a liquid to a
gas.
3. Water does change from a liquid to a gas
when it reaches boiling temperature. It can
also evaporate at room temperature or
even when it is cold outside.
4. Freezing only happens when it is cold.
4. Matter freezes (becomes a solid) at
different temperatures. For example glue
and wax freeze at room temperature. Water
freezes at 0o C.
5. Students are often unsure if an object has
undergone a chemical change, physical
change, or both.
5. In 5th grade we want to keep it simple
regarding chemical and physical changes.
Ensure students that scientists continue to
debate this concept. In simple terms, a
chemical change cannot be reversed and
a physical change can. Chemical changes
require the addition or subtraction of heat.
6. Students may believe that water must be
boiled in order to change from a liquid to a
gas.
6. Water does change from a liquid to a gas
when it reaches boiling temperature. It can
also evaporate at room temperature or
even when it is cold outside.
Credit for Templates:
From Standards to Rubrics in 6 Steps: Tools for Assessing Student Learning, K-8
Written by Kay Burke and published by Corwin Press http://www.corwinpress.com
Troup County Schools 2016 -2017
Teacher Checklist Science
3rd Quarter
Misconceptions for P3:
MISCONCEPTIONS:
1. Electricity is a form of energy.
PROPER CONCEPTIONS:
1. Electricity is the effect of the apparent
motion by an electric current.
2. The electric energy in a circuit flows in a
circle.
2. When you connect a light bulb to a
battery, electrical energy moves from the
battery to the bulb. This is a one-way flow.
3. Two kinds of electricity are “static” and
“current”.
3. Static and current are two ways in which
electrical charges can behave. Current is
produced by the apparent motion of
electrons along a conductor.
4. The stuff that flows through wires is called
“electric current.”
4. An electric current is a flow of charge.
5. Static electricity is caused by friction.
5. Static electricity appears when 2 dissimilar
insulating materials are placed into intimate
contact and then separated.
6. Insulators and Conductors do the same
job.
6. Some materials are conductors and some
materials are insulators. Conductors are
materials that allow electricity to flow easily.
We use these materials in electrical circuits.
Insulators don't allow electricity to flow easily
and we use these materials to protect
ourselves.
7. An electromagnet must have an iron nail.
7. An electromagnet is wire coiled around a
cylinder such as a nail. It may or may not
have an iron core.
8. Batteries have electricity inside.
8. A battery or generator is like your heart: it
moves blood, but it does not create blood.
Electric currents in copper wires are a flow of
electrons, but these electrons are not supplied by
batteries. Generators do not 'generate' them.
Instead the electrons come from the wire. In
copper wire, copper atoms supply the flowing
electrons. The electrons in a circuit were already
there before the battery was connected. They
were even there before the copper was mined
and made into wires! Batteries and generators
do not create these electrons, they merely pump
them, and the electrons act like a pre-existing
fluid which is always found within all wires.
Credit for Templates:
From Standards to Rubrics in 6 Steps: Tools for Assessing Student Learning, K-8
Written by Kay Burke and published by Corwin Press http://www.corwinpress.com
Troup County Schools 2016 -2017
Teacher Checklist Science
3rd Quarter