Download DATE - cloudfront.net

Science 5th GRADE
December 16, 2013 – December 20, 2013
Important: Daily homework is subject to change; students are responsible for copying homework
from the whiteboard in the classroom every day. If the homework I assigned takes more than
15 minutes, please have your child stop working and let me know by sending an email or a
note to me.
Thank you
INSTRUCTOR: Mrs. Shannan Marley  [email protected]  (818) 883-2428
ext. 319
DATE
LECTURE & ACTIVITY
HOMEWORK ASSIGNMENTS
1. MONDAY
DEC. 16
2. TUESDAY
DEC. 17
3. WEDNESDAY
DEC. 18
4. THURSDAY
DEC. 19
5. FRIDAY
DEC. 20
 Learning Objectives: Students will
explain the sequential steps of
digestion and describe the roles of
each part of the digestive system.
 Go over Reading Review Questions
on page 87 and Lesson 2 Quiz Me
Questions (1-6)
 Learning Objectives: Students will
explain the sequential steps of
digestion and describe the roles of
each part of the digestive system.
 Go over Lesson 2 Quiz Me Questions
(7-11).
 Review digestion.
 Learning Objectives: Students will
explain the role of the kidney in
removing cellular waste from blood
and converting it into urine.
 Read and discuss Lesson 3
“Removing Wastes” pages 92-97.
 Learning Objectives: Students will
explain the role of the kidney in
removing cellular waste from blood
and converting it into urine.




Go over Workbook pages 65-73.
Review excretory system.
Christmas Celebration
Dismissal at 11:30 am
 Answer Lesson 2 Quiz Me Questions
(7-11).
 Review Lesson 2 Vocabulary:
digestive system, esophagus, large
intestine, small intestine, and
stomach.
 Read Lesson 3 “Removing Wastes”
pages 92-97.
 Review Lesson 2-3 Vocabulary:
digestive system, esophagus, large
intestine, small intestine, stomach,
bladder, excretory system, and
kidneys.
 Workbook pages 65-73.
 Review Lesson 2-3 Vocabulary:
digestive system, esophagus, large
intestine, small intestine, stomach,
bladder, excretory system, and
kidneys.
NO HOMEWORK
California Content Standard(s) Covered
2. Plants and animals have structures for respiration, digestion, waste
disposal, and transport of materials. As a basis for understanding this
concept:
a. Students know many multicellular organisms have specialized
structures to support the transport of materials.
b. Students know how blood circulates through the heart chambers,
lungs, and body and how carbon dioxide (CO2) and oxygen (O2)
are exchanged in the lungs and tissues.
c. Students know the sequential steps of digestion and the roles of
teeth and the mouth, esophagus, stomach, small intestine, large
intestine, and colon in the function of the digestive system.
d. Students know the role of the kidney in removing cellular waste
from blood and converting it into urine, which is stored in the
bladder.
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:
a. Classify objects (e.g., rocks, plants, leaves) in accordance with
appropriate criteria.
b. Develop a testable question.
c. Plan and conduct a simple investigation based on a studentdeveloped question and write instructions others can follow to
carry out the procedure.
d. Identify the dependent and controlled variables in an investigation.
e. Identify a single independent variable in a scientific investigation
and explain how this variable can be used to collect information to
answer a question about the results of the experiment.
f.
Select appropriate tools (e.g., thermometers, meter sticks,
balances, and graduated cylinders) and make quantitative
observations.
g. Record data by using appropriate graphic representations
(including charts, graphs, and labeled diagrams) and make
inferences based on those data.
h. Draw conclusions from scientific evidence and indicate whether
further information is needed to support a specific conclusion.