The Solar system
What do you call a crazy moon? A luna-tick!
What are we wondering about science this year?!
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September 17, 2014- Click on "Observing Images"
Questions for search and discovery:
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Kids Astronomy is a great place to learn more about the planets, moons, and other solar system bodies!
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October 7, 2014 Click on "Digging Deeper"
Questions for students to answer in their notes:
What are the characteristics for each individual planet? For each planet answer:
Questions for students to answer in their notes:
What are the characteristics for each individual planet? For each planet answer:
- Miles from the sun?
- Miles in diameter?
- What is its orbital period in earth days?
- Number of moons?
- One distinguishing characteristic-
October 20, 2014 Google Slide Project
Students can use all of the tools on Slides in order to make a visual for their planet.
Your slide must include:
Research can be done by clicking on any previously used sites or on any of the following links:
Students can use all of the tools on Slides in order to make a visual for their planet.
Your slide must include:
- An Expository Paragraph about your planet. (It is advised to write this on paper first!)
- Your Topic (The first Green) must include a summary (IVF) about the planet
- Your Slow Down Ideas (The Yellows) must be from the following list: (pick two!)
- Size and distance facts, missions to the planet, conditions of the planet’s surface, discovery facts
- Your Stop Details (The Reds) must come from your research about the planet
- Your Conclusion (The last Green) must restate your main idea from your first green.
- Visuals that are eye-catching and complementive to their project.
Research can be done by clicking on any previously used sites or on any of the following links:
November 3- December 1 Solar System Project (200 points)
Questions for students and requirements for students:
1.) Create a Visual Aide for your selected planet: (75 points)
Questions for students and requirements for students:
1.) Create a Visual Aide for your selected planet: (75 points)
- What materials should you use?
- How do you use your time effectively to create something that you are proud of?
- Show off the information and research that you have for your planet.
- A majority of points will come from how neat and organized your project looks. Keep it clean!
- Topic/Explanatory sentence, key/star ideas(minimum of 4), details/ supporting facts (minimum of 2 per idea) are clear within writing, and a Conclusion sentence.
- Use proper conventions, spelling, and structure that is expected of a 5th grader's writing.
- Remember: no plagiarism!
- Keep a list of all the places you have selected research from.
- Include the dates that you collected the research.
- Turn this in with your notes- This can be part of your T-Chart that is your notes
- You PRESENT your materials. This is not a presentation to read off of your project or read a script. Tell the classroom interesting facts about your project specifically such as:
- how long the entire project took, what sites were the most useful, how did you time manage, what materials did you use and how, what were the difficulties you faced, what was the most fun to complete, etc...
- You have a 2-3 minute maximum presentation time so make sure you practice!
Simple Machines January 2015-
Click on the links below:
Machines in the Real World- Use the links and inter-actives to complete your original notes on simple machines
Brain Pop Games- Use to answer new questions about simple machines such as: when does a certain simple machine produce the best mechanical advantage?
Click on the links below:
Machines in the Real World- Use the links and inter-actives to complete your original notes on simple machines
Brain Pop Games- Use to answer new questions about simple machines such as: when does a certain simple machine produce the best mechanical advantage?
Ecosystems April 2015-
--An ecosystem is a community of relationships among the resources, habitats, plants, animals, water, climate, and the part of the world in which it is in. In order for any living organism to survive in an ecosystem, all of its basic necessities are required to exist.
--An ecosystem is a community of relationships among the resources, habitats, plants, animals, water, climate, and the part of the world in which it is in. In order for any living organism to survive in an ecosystem, all of its basic necessities are required to exist.
For the week of April 20-24 students will answer the following questions by clicking on and exploring the sites above:
1.) What are the five basic needs of living things?
2.) Speaking of the scale of the ecosystem, what are the three main levels and how could we define them?
3.) What is the organization from smallest to largest in terms of the ecosystem? Define each!
4.) What is the difference between biomes and ecosystems? What do they have in common?
5.) Choose a biome.
6.) Explain what the food chain is by drawing a picture in your notes with labels.
7.) Trophic levels are what make up a food chain. What are the levels from lowest to highest? (Provide an explanation)
8.) What is the carbon cycle? Name 3 reasons why it is so important.
9.) What is the nitrogen cycle? Name 3 reasons why it is so important.
10.) Name three factors that can negatively affect or damage an ecosystem.
1.) What are the five basic needs of living things?
2.) Speaking of the scale of the ecosystem, what are the three main levels and how could we define them?
3.) What is the organization from smallest to largest in terms of the ecosystem? Define each!
4.) What is the difference between biomes and ecosystems? What do they have in common?
5.) Choose a biome.
- What are the types of ecosystems within it?
- What kinds of animals can you find in it?
- What kinds of plants can you find in it?
- Where in the world might you find this biome? (Name the countries and where in you might find them.)
6.) Explain what the food chain is by drawing a picture in your notes with labels.
7.) Trophic levels are what make up a food chain. What are the levels from lowest to highest? (Provide an explanation)
8.) What is the carbon cycle? Name 3 reasons why it is so important.
9.) What is the nitrogen cycle? Name 3 reasons why it is so important.
10.) Name three factors that can negatively affect or damage an ecosystem.
Quarter 4 extra credit option- April 21
Using the links above about Billings, students can create a travel brochure for the area. This brochure must appeal to an animal wishing to come into the area and not a human. It must include 2-5 facts about Billings for each of:
The pictures must be in full color, facts must be correct, and most importantly the brochure must be creative in appealing to a specific animal.
Using the links above about Billings, students can create a travel brochure for the area. This brochure must appeal to an animal wishing to come into the area and not a human. It must include 2-5 facts about Billings for each of:
- The producers and consumers in the food chain that the animal would encounter
- The water that the animal could use
- The climate that the animal would experience year round
- Options for habitats that the animal could use
The pictures must be in full color, facts must be correct, and most importantly the brochure must be creative in appealing to a specific animal.
Ecosystems in a Box. Assigned April 27, Due in class May 25
Select a site from below to begin your research on the ecosystem that was assigned to you. Books in class are also available for your research!
Requirements for your project-
*Before all steps*- A blueprint/sketch of the plan for the ecosystem box
1.) Must be a 3-Dimensional model of the ecosystem. Students may use any materials to represent their features and the materials must be secured inside of their boxes.
2.) Must show at least one relationship between a producer, a 1st consumer, and a 2nd consumer.
3.) Must have CLEAR labels on the visual for the following features:
The write-up must contain:
4.) Students must also present their projects in class and explain the producer to consumers' relationship.
Select a site from below to begin your research on the ecosystem that was assigned to you. Books in class are also available for your research!
Requirements for your project-
*Before all steps*- A blueprint/sketch of the plan for the ecosystem box
1.) Must be a 3-Dimensional model of the ecosystem. Students may use any materials to represent their features and the materials must be secured inside of their boxes.
2.) Must show at least one relationship between a producer, a 1st consumer, and a 2nd consumer.
3.) Must have CLEAR labels on the visual for the following features:
- Land (1-2 different types)
- Animals (3-5 different types)
- Plants (3-5 different types)
- The Water Source (or sources if available)
- Habitats for creatures (1-2)
- The producer to 1st consumer to 2nd consumer
- Where in the world the ecosystem can be found (in what parts, countries, parts of the land, etc.)
- What is the average climate like?
The write-up must contain:
- (Green) A topic sentence for your ecosystem and where it is located.
- (Yellow) One sentence each to introduce the following: the animals, plants, water source, habitats, producer to consumer relationship, and average climate.
- (Red) 1-2 sentences describing each of the (Yellow) sentences. These may include that branch of the ecosystem's effect on the rest of the system. Example- If you had a bear in your ecosystem you might say, "The bear's effect on the ecosystem is that he eats other animals and producers."
- (Green) A final "In conclusion," "Therefore," "Finally," sentence that summarizes your ecosystem. This can be an IVF (Identify the Item- Verb- Finish the Thought), you could use keywords to paraphrase your final sentence, or you could write a sentence that includes closing ideas.
4.) Students must also present their projects in class and explain the producer to consumers' relationship.
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