4～6年生向け理科カリキュラム: STEM実践およびプロジェクトベースの学期学習 (継続中)
この継続的なコースでは、生徒は 4 ～ 6 年生の次世代科学基準に適合した充実した実践的なプロジェクトやアクティビティに取り組みます。
Corrie Ostrem, M. Ed, B.S. Elem. Ed
平均評価:
5.0
レビュー数:(204)
含まれるもの
2 ライブミーティング
週あたりの授業時間数 1 時間 30 分宿題：
On occasion, students may not finish their project in time during class and may want to continue working on it outside of the lesson.テスト
Tests, letter grades, and report cards will not be provided, but feedback will be provided to parents as requested.評価
含まれるこの文章は自動翻訳されています
このクラスで学べること
英語レベル - 不明
米国の学年 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 work with. The science journal will include areas for lab notes, diagrams, graphs, illustrations and other related information. Each lesson will also be cross-curricular, and will integrate many math (measurement, graphing, calculations) and reading skills.
Topics for the semester are as follows:
Semester Theme: Matter and Its Interactions
The semester will be broken down in to the topics described by the Next Generation Science Standards for 5th grade:
****PLEASE NOTE: THERE ARE TWO SECTIONS FOR THIS COURSE*****
***THE FOLLOWING DATES ARE FOR THE THURSDAY/FRIDAY COURSE****
(Scroll down for the Saturday/ Sunday course)
Section 1:
September 7: What is the Biosphere, Hydrosphere, Geosphere and Atmosphere? Project: Begin Science Journal for Semester
September 8: Topic: Solids, Liquids, Gases Project: Model Building/ Exploring Sizes of Atoms, Molecules, Particles
September 14: Topic: Phase Changes Activity: Observe water demonstration; boiling freezing points observed
September 15: Topic: Water Cycle Activity: Build your own water cycle simulation box
September 21: Topic: Where is Earth's Water? Activity: Hands-on math / science cross curricular activity
September 22: Does Salt Water Evaporate? Activity: Hands-On demonstration/ observation
September 28: Salt vs. Fresh Water; Activity: Exploring density (Hands- on)
September 29: Volume, vs. Mass; Activity: (Hands-on) Compare different volumes and masses of various substances
Lesson: Is Mass Constant? Activity: Comparing masses as substances change state (hands-on experiment)
Lesson: Mixtures and Solutions: Activity: Hands-On creation of various mixtures and solutions
Section 2:
Lesson: Biosphere: What is an ecosystem? Activity: Learn about the members of an ecosystem (Science Journal)
Lesson: Apex Predators: How can one species change an ecosystem? Activity: Starfish study
Lesson: Apex Predator Continued. Activity: Select and research an apex predator of your choice
Lesson: Trophic Levels and Food Chains Activity: Create a 3D sculpture of tropic levels for your ecosystem
Lesson: How does energy transfer in animals? Activity: Making food webs (physical movement activity)
Lesson: How do animals use energy? Activity: Cellular Respiration Comic art
Lesson: How to plants get energy? Activity: Photosynthesis Comic Art
Lesson: Engineering Design Process: Activity: STEM challenge Building / Discuss steps of process
Lesson: Engineering Design Steps 1-4 Activity: Design your own working ecosystem model
Lesson: Engineering Design Steps 5-8 Activity: Design your own working ecosystem model
Section 3:
Lesson : Water Concerns on Earth Activity: Explore Student interests on water related issues (drought, global warming,
pollution, access)
Lesson: Begin student selected topic research project Activity: Conduct Research on Selected Topic
Lesson: Engineering Design Process: Design a Solution to water problem (Creating Criteria and Constraints for Project)
Lesson: Engineering Design Process: Activity: Prototype Drawings / Planning Materials
Lesson: Engineering Design Process: Activity: Prototype Building
Lesson: Engineering Design Process: Activity: Iterations and Testing
Lesson: Engineering Design Process: Activity: Discussing Results, Conclusions, and Alternatives
Section 4:
Lesson: What are stars? Activity: Our sun vs. other stars (Making Models) (Discuss size and color)
Lesson: Distances in Space Activity: Learning Scientific Notation to record distances (Math cross curricular)
Lesson: Apparent vs. absolute magnitude of stars Activity: Calculating/measuring distances of stars in space: math/ graphing
Lesson: Why do we have day, night, and seasons? Activity: Working model of Sun, Moon, and Earth (rotation / revolution)
Lesson: Sun dials and measuring shadows Activity: Tracking Yard Shadows (experiment)
Lesson: History of measuring time activity: Kahoot! game of historical calendars and ways to measure time
*******SATURDAY / SUNDAY COURSE: *********
Section 1:
August 26: What is the Biosphere, Hydrosphere, Geosphere and Atmosphere? Project: Begin Science Journal for Semester
August 27: Topic: Solids, Liquids, Gases Project: Model Building/ Exploring Sizes of Atoms, Molecules, Particles
September 2: Topic: Phase Changes Activity: Observe water demonstration; boiling freezing points observed
September 3: Topic: Water Cycle Activity: Build your own water cycle simulation box
September 9: Topic: Where is Earth's Water? Activity: Hands-on math / science cross curricular activity
September 10: Does Salt Water Evaporate? Activity: Hands-On demonstration/ observation
September 16: Salt vs. Fresh Water; Activity: Exploring density (Hands- on)
September 17: Volume, vs. Mass; Activity: (Hands-on) Compare different volumes and masses of various substances
September 23: Is Mass Constant? Activity: Comparing masses as substances change state (hands-on experiment)
September 24: Mixtures and Solutions: Activity: Hands-On creation of various mixtures and solutions
Section 2:
Lesson: Biosphere: What is an ecosystem? Activity: Learn about the members of an ecosystem (Science Journal)
Lesson: Apex Predators: How can one species change an ecosystem? Activity: Starfish study
Lesson: Apex Predator Continued. Activity: Select and research an apex predator of your choice
Lesson: Trophic Levels and Food Chains Activity: Create a 3D sculpture of tropic levels for your ecosystem
Lesson: How does energy transfer in animals? Activity: Making food webs (physical movement activity)
Lesson: How do animals use energy? Activity: Cellular Respiration Comic art
Lesson: How to plants get energy? Activity: Photosynthesis Comic Art
Lesson: Engineering Design Process: Activity: STEM challenge Building / Discuss steps of process
Lesson: Engineering Design Steps 1-4 Activity: Design your own working ecosystem model
Lesson: Engineering Design Steps 5-8 Activity: Design your own working ecosystem model
Section 3:
Lesson: Water Concerns on Earth Activity: Explore Student interests on water related issues (drought, global warming,
pollution, access)
Lesson: Begin student selected topic research project Activity: Conduct Research on Selected Topic
Lesson: Engineering Design Process: Design a Solution to water problem (Creating Criteria and Constraints for Project)
Lesson: Engineering Design Process: Activity: Prototype Drawings / Planning Materials
Lesson: Engineering Design Process: Activity: Prototype Building
Lesson: Engineering Design Process: Activity: Iterations and Testing
Lesson: Engineering Design Process: Activity: Discussing Results, Conclusions, and Alternatives
Section 4:
Lesson: What are stars? Activity: Our sun vs. other stars (Making Models) (Discuss size and color)
Lesson: Distances in Space Activity: Learning Scientific Notation to record distances (Math cross curricular)
Lesson: Apparent vs. absolute magnitude of stars Activity: Calculating/measuring distances of stars in space: math/ graphing
Lesson: Why do we have day, night, and seasons? Activity: Working model of Sun, Moon, and Earth (rotation / revolution)
Lesson: Sundials and measuring shadows Activity: Tracking Yard Shadows (experiment)
Lesson: History of measuring time activity: Kahoot! game of historical calendars and ways to measure time学習到達目標
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.
その他の情報
保護者へのお知らせ
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.
受講に必要なもの
*****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)
指導言語
英語
参加しました July, 2020
5.0
204レビュー
教師の専門知識と資格
モンタナ 教員免許 初等教育で
2 学位
修士号 Montana State University Billingsから 教育 へ
学士号 Montana State University Billingsから 教育 へ
Please review my teacher biography for further information. In short, I have taught science in grades 3-7 for 18 years. レビュー
ライブグループクラス
$42
毎週 ( $21クラスごとに )週に2回
45 分
3 人がクラスを受けました
オンラインライブ授業
年齢: 9-12
クラス人数： 5 人-10 人
