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Science (Inquiry Based Learning) - Full Year Curriculum Level 3 (Age 7-8)
4th-6th Grade Science Curriculum: STEM Hands-On and Project Based Semester Learning (Ongoing)
Corrie Ostrem, M. Ed, B.S. Elem. Ed
Average rating:5.0Number of reviews:(175)
In this ongoing course, students will work on enriching, hands on projects and activities that match the Next Generation Science Standards for 4-6th grade.
Class experience
US Grade 4 - 6
Does you child need enrichment for their current science curriculum or prefer to learn through projects? This ongoing course offers instruction of the 5th grade Next Generation Science Standards. Students will engage in deep, thought provoking questioning and will work with the teacher to create projects, participate in a demonstrations, or conduct experiments that support the learning goal of the day. Each day's lesson will include a student notebook page (printable PDF) for the student to...
This class is taught in English.
Learning goals / Objectives covered in this course: 5-PS1-1. Develop a model to describe that matter is made of particles too small to be seen. Examples of evidence could include adding air to expand a basketball, compressing air in a syringe, dissolving sugar in water, and evaporating salt water. 5-PS1-2. Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved. Examples of reactions or changes could include phase changes, dissolving, and mixing that forms new substances. 5-PS1-3. Make observations and measurements to identify materials based on their properties. Examples of materials to be identified could include baking soda and other powders, metals, minerals, and liquids. Examples of properties could include color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, and solubility; density is not intended as an identifiable property. 5-PS1-4. Conduct an investigation to determine whether the mixing of two or more substances results in new substances. 3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. 5-PS3-1. Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun. 5-LS1-1. Support an argument that plants get the materials they need for growth chiefly from air and water. 5-LS2-1. Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. 5-ESS2-1. Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. 5-ESS2-2. Describe and graph the amounts of salt water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth. 5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. 3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. 5-ESS1-1. Support an argument that the apparent brightness of the sun and stars is due to their relative distances from the Earth. 5-ESS1-2. Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.
Please review my teacher biography for further information. In short, I have taught science in grades 3-7 for 18 years.
Homework Offered
On occasion, students may not finish their project in time during class and may want to continue working on it outside of the lesson.Assessments Offered
Tests, letter grades, and report cards will not be provided, but feedback will be provided to parents as requested.Grades Offered
*****THURSDAY / FRIDAY COURSES***** September 7: colored pencils or markers, pencil, PDF science journal page (printed prior to class), some kids may want a 3 prong folder to keep each week's science activities together to make a journal.) September 8: multicolored mini marshmallows, toothpicks, construction paper, Elmer's Glue (liquid glue), printable PDF (Small sphere puff balls can be substituted for mini marshmallows.) September 14: Printable PDF, This activity is teacher demonstrated, but if the student chooses to do it at home he or she will need: a pot to boil water, 5-6 cups water, access to refrigerator (control temp. controls) **Requires parental assistance*** September 15: small plastic bin or basin, plastic wrap, masking tape, gallon ziplock bag filled with sand, gravel, or soil, extra warm water, blue food coloring, jar lid or small bowl, bowl of ice, small insulated cup or sandwich size ziplock bag, light source/ desk/ heat lamp, printable PDF September 21: 5 large empty jars, glasses, or containers (should be the exact same size), enough water to completely fill one of the containers, blue food coloring, paper towels (in case of spills), printable PDF September 22: 2 jars of water, string or yarn, 1 cup epson salt, 1 large thick piece of cardboard, food coloring (optional), printable PDF September 28: 3 large jars or glasses (transparent), food coloring, pitcher of water, 1 cup salt, multiple small items such as a penny or dime, lego, small plastic toy, marble, paper clip etc., 2 eggs (raw) September 29: scale (bathroom or kitchen), 1 medium plastic tub like Tupperware/ square or rectangle shape, water (pitcher of water), cotton balls (enough to fill the plastic tub), 1 cup epson salt, ruler, printable PDF October 5: small container with a tight fitting lid (can be snap on, but screw-on is better), ice, kitchen or bathroom scale October 6: 4-5 empty containers (jars or bowls), water, salt, sugar, dirt, gravel, oil, 1 cup trail mix (for student to eat when finished) 1 glass of water, 1 water flavoring packet (individual) ******SATURDAY / SUNDAY COURSE ********** August 26: colored pencils or markers, pencil, PDF science journal page (printed prior to class), some kids may want a 3 prong folder to keep each week's science activities together to make a journal.) August 27: multicolored mini marshmallows, toothpicks, construction paper, Elmer's Glue (liquid glue), printable PDF (Small sphere puff balls can be substituted for mini marshmallows.) September 2: Printable PDF, This activity is teacher demonstrated, but if the student chooses to do it at home he or she will need: a pot to boil water, 5-6 cups water, access to refrigerator (control temp. controls) **Requires parental assistance*** September 3: small plastic bin or basin, plastic wrap, masking tape, gallon ziplock bag filled with sand, gravel, or soil, extra warm water, blue food coloring, jar lid or small bowl, bowl of ice, small insulated cup or sandwich size ziplock bag, light source/ desk/ heat lamp, printable PDF September 9: 5 large empty jars, glasses, or containers (should be the exact same size), enough water to completely fill one of the containers, blue food coloring, paper towels (in case of spills), printable PDF September 10: 2 jars of water, string or yarn, 1 cup epson salt, 1 large thick piece of cardboard, food coloring (optional), printable PDF September 16: 3 large jars or glasses (transparent), food coloring, pitcher of water, 1 cup salt, multiple small items such as a penny or dime, lego, small plastic toy, marble, paper clip etc., 2 eggs (raw) September 17: scale (bathroom or kitchen), 1 medium plastic tub like Tupperware/ square or rectangle shape, water (pitcher of water), cotton balls (enough to fill the plastic tub), 1 cup epson salt, ruler, printable PDF September 23: small container with a tight fitting lid (can be snap on, but screw-on is better), ice, kitchen or bathroom scale September 24: 4-5 empty containers (jars or bowls), water, salt, sugar, dirt, gravel, oil, 1 cup trail mix (for student to eat when finished) 1 glass of water, 1 water flavoring packet (individual)
In addition to the Outschool classroom, this class uses:
During the last section we will play Kahoot! which is a 3rd party website. Students will open up a tab and visit the Kahoot! site. They will be given a code to join the trivia game. They do not need to register for Kahoot! or sign in. No personal information will be collected by the use of this site. This site is on the approved by Outschool 3rd party list. If student chooses to do a teacher demonstrated activity at home, parental participation is required. At times we will also use Google Slides and Google Drive in class. It will only be presented to the students and they will not need to sign in or hav their own accounts.
Content for this course will be created by the teacher, Corrie Bowman Ostrem. All materials created by the teacher are for use provided for use by the registered student only and are protected by Federal copyright law. The materials from this course may not be given, shared, copied, uploaded, sold, or used any other third party or used in any other way other than as learning tools of this one course by the one, registered student.
Average rating:5.0Number of reviews:(175)
Hello Learners! My name is Corrie Bowman Ostrem and I have been a full-time, certified teacher for 22 years teaching grades 2-7. I have a Bachelor of Science degree in Elementary Education and a Master of Education in Curriculum and Instruction...
Group Class
$42
weekly ($21 per class)2x per week
45 min
Completed by 3 learners
Live video meetings
Ages: 9-12
5-10 learners per class
