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4-5th Grade Life Science & Physical Science: Flex 18 Weeks

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Mrs. Collins, Certified Teacher
Average rating:4.9Number of reviews:(77)
This 4-5th grade science class covers Physical Science and Life Science. The course will feature weekly lessons with 5 mini tasks each week. Students will also learn how to make notecards, participate in group discussions, and enjoy lots of labs/crafts to try at home.

Class experience

Physical Science:
The Physical Science Georgia Standards of Excellence are designed to continue student investigations of the physical sciences that began in grades K-3 and the student will continue on for grades 4-5th. The standards in this course are designed as a survey of the core ideas in the physical sciences. Those core ideas will be studied in more depth during in the chemistry and physics courses. The physical science standards include abstract concepts such as the conceptualization of the structure of atoms and the role they play in determining the properties of materials, motion and forces, the conservation of energy and matter, wave behavior, electricity, and the relationship between electricity and magnetism. 

Standards:
Physical Science
S5P1. Obtain, evaluate, and communicate information to explain the differences between a
physical change and a chemical change.
a. Plan and carry out investigations of physical changes by manipulating, separating and mixing
dry and liquid materials.
b. Construct an argument based on observations to support a claim that the physical changes in
the state of water are due to temperature changes, which cause small particles that cannot be
seen to move differently.
c. Plan and carry out an investigation to determine if a chemical change occurred based on
observable evidence (color, gas, temperature change, odor, new substance produced).
S5P2. Obtain, evaluate, and communicate information to investigate electricity.
a. Obtain and combine information from multiple sources to explain the difference between
naturally occurring electricity (static) and human-harnessed electricity.
b. Design a complete, simple electric circuit, and explain all necessary components.
c. Plan and carry out investigations on common materials to determine if they are insulators or
conductors of electricity.
S5P3. Obtain, evaluate, and communicate information about magnetism and its
relationship to electricity.
a. Construct an argument based on experimental evidence to communicate the differences in
function and purpose of an electromagnet and a magnet.
(Clarification statement: Function is limited to understanding temporary and permanent
magnetism.)
b. Plan and carry out an investigation to observe the interaction between a magnetic field and a
magnetic object.
(Clarification statement: The interaction should include placing materials of various types
(wood, paper, glass, metal, and rocks) and thickness between the magnet and the magnetic
object.)

Life Science
The Standards of Excellence for science engage students in investigations of scientific concepts. Students are active learners and use hands-on activities to discover and explain phenomena. They understand that science is a process for gaining knowledge about the natural world and are able to conduct experiments and report their findings in the form of written reports, charts, and various other presentations including multi-media projects. Their scientific explanations emphasize evidence and begin to use scientific principles, models, and theories.

Standards:
S5L2. Obtain, evaluate, and communicate information showing that some characteristics of
organisms are inherited and other characteristics are acquired.
a. Ask questions to compare and contrast instincts and learned behaviors.
b. Ask questions to compare and contrast inherited and acquired physical traits.
(Clarification statement: Punnett squares and genetics are taught in future grades.)
S5L3. Obtain, evaluate, and communicate information to compare and contrast the parts
of plant and animal cells.
a. Gather evidence by utilizing technology tools to support a claim that plants and animals are
comprised of cells too small to be seen without magnification.
b. Develop a model to identify and label parts of a plant cell (membrane, wall, cytoplasm,
nucleus, chloroplasts) and of an animal cell (membrane, cytoplasm, and nucleus).
c. Construct an explanation that differentiates between the structure of plant and animal cells.
S5L4. Obtain, evaluate, and communicate information about how microorganisms benefit
or harm larger organisms.
(Clarification statement: Possible microorganisms could include Tardigrades, Lactobacillus,
Probiotics, Rotifers, Salmonella, Clostridium botulinum (Botox), E-coli, Algae, etc. Students are
not expected to know these specific microorganisms. The list is provided to give teachers
examples.)
a. Construct an argument using scientific evidence to support a claim that some microorganisms
are beneficial.
b. Construct an argument using scientific evidence to support a claim that some microorganisms
are harmful.
Mrs. Collins is a certified teacher with 23 years of experience. She is certified in science, ag, and gifted education. 
 6 files available upon enrollment
Supply List: spiral notebook scissors tape, clear and masking glue, liquid and gluestick pencils/pens coloring pencils/markers or crayons shoebox for diorama ziploc bags (sandwich size) chalk (yellow and white) marbles ruler string playdoh or clay in several colors toothpicks magnets of any kind (can be simple refrigerator magnets) paper plates clear cups food coloring (blue and red) paper towels permanent markers flour, sugar and baking soda salt pepper dish cloth construction paper tissue paper cut into strips matchbox type car balloons (4) plastic straws platelet lab-water bottle, corn syrup, cheerios, mini marshmallows, red food coloring heart lab-play doh red and blue, wax paper or foil blood bottle-balloons, water bottle, straws, tape habitat diorama-shoebox, plastic animals for the habitat or constuction paper cut outs of animals, scissors, glue force/motion lab-matchbox type car, books stacked for a ramp, timer dominos
In addition to the Outschool classroom, this class uses:
Please carefully read the class description, review the supply list, and reach out if you have questions. 
Outschool disclaimer: Please look over the supply list and do not use any items the child maybe allergic to. 
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Class Information For Parents:
I am only a small piece of your homeschool puzzle. My goal is to provide your family quality curriculum, fun labs, crafts and assessment tools. I have over 23 years of experience in the classroom and homeschooling my own children. Over the years I have taught in the private, public and college setting providing quality labs and curriculum. I currently write science curriculum for 3 states to be used in public school classrooms. Over the years I have improved my craft by taking countless professional development on assessment methods, how to integrate technology into the classroom, and hands-on activities that promote learning. I am now taking my experience to provide quality curriculum for homeschool families.

Third Party Tools: In my classes I use the following at times to help with comprehension: YouTube summary videos, Loom (I create how to videos), Quizizz, Quizlet, Nearpod, Flipgrid, Google Docs, and Google Slides. Outschool would like us to list all third party tools we may use in the class description. 

Assessments: Because my classes are flex, the option for live testing is not included. Instead I have a paid premium teacher membership to Quizizz and Quizlet. When it is time for an assessment I provide the student a website link and special code to take the test. Quizizz and Quizlet both grade test immediately for the family and allow the student the option to retest for a higher grade. Then students are asked to write down the grade, test name and date in their spiral on the "test score" page. All flex parents are asked to look at the spiral and test score page periodically to keep informed and to see how well the student is progressing in the class. If you are participating in a co-op that requires live testing, please let me know. I have a special Outschool one day option add-on that you can use for live testing. You can simply request the time/day for live testing that works for you. I have found that some flex parents use my Quizizz/Quizlet tests, but some families opt out of testing so it is whatever works best for your family. But I do provide the assessments if you would like to use them. Once the student is on the testing site via my special code they may also use the site for test over other subjects also. 

How To Grade: I recommend that parents add up all of the test scores at the end of the session, and divide by the number of test to get the final average for the class. At the end of the class I provide a general letter of completion that can be used for your records or charter/private/co-op use. If you need me to put a specific average on the letter, I am more than happy to just let me know the average your child has or seen me a list of their test scores to average.

Check your messages upon registration for a welcome letter, letter of expectations, science template for spiral notebook, and other important class information. 
Mrs. Collins used Holt curriculum to create the course, and her 23 years of experience in the classroom. 
Mrs. Collins, Certified Teacher
Average rating:4.9Number of reviews:(77)
Profile
Hello and welcome to my class profile/catalog. I offer mainly flex classes, and only a few live classes. My goal is to get to 900 subscribers so please subscribe today. 

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Flex Class

$179

for 18 weeks
18 weeks

Completed by 5 learners
No live video meetings
Ages 9-11

This class is no longer offered
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