Science Weekly #8

Sharing excellence in science from Horn! 2015-16

We are scientists and scholars!

This is a weekly newsletter to highlight exemplary science instruction, student work, writing tips, upcoming TEKS, current science news, and more!

STEMscopes student letters going home October 20th!!

Big image
Big image

Week of Oct.19-23

Kinder Objects in the Sky

The student knows that there are recognizable patterns in the natural world and among objects in the sky. The student is expected to:

℗K.8B identify events that have repeating patterns, including seasons of the year and day and night

K.8C observe, describe, and illustrate objects in the sky such as the clouds, Moon, and stars, including the Sun

Notes to Teacher:

*Kindergarten students do not need to know types of clouds.

*Moon phases are too abstract for the kindergarten student. Only discuss that the moon changes and that these changes repeat (patterns).


1st Objects in the Sky

The student knows that the natural world includes the air around us and objects in the sky. The student is expected to:

℗1.8B observe and record changes in the appearance of objects in the sky such as clouds, the Moon, and stars, including the Sun

Notes to Teacher:

*Students do not have to know the names of the phases of the Moon. They only have to know that the Moon follows a pattern.

*Students might think that the sun changes position throughout the day, but should know that the Earth’s rotation causes sunset and sunrise.

*Students do NOT need to know specific names of clouds, but they do need to be able to tell that cloud shapes, positions, and sizes change over time.


2nd Water Cycle

The student knows that there are recognizable patterns in the natural world and among objects in the sky. The student is expected to:

℗2.8C explore the processes in the water cycle, including evaporation, condensation, and precipitation, as connected to weather conditions

Notes to Teacher:

* Teacher should make sure to emphasize that the sun is the driving force behind the water cycle.

* Students should understand that the hot plate actually represents the sun. Teachers may want to also add a heat lamp as a more accurate representation of the sun; however, the hot plate is still needed for this demo to be successful.

*Students should know the water cycle and weather are connected.


3rd Sun & Water Cycle

The student knows there are recognizable patterns in the natural world and among objects in the sky. The student is expected to:

℗ 3.8B describe and illustrate the Sun as a star composed of gases that provides light and heat energy for the water cycle

℗ 3.3C represent the natural world using models such as volcanoes or Sun, Earth, and Moon system and identify their limitations, including size, properties, and materials

Notes to Teacher:

*Creating models is a power standard in this unit. It is very important that students create models to connect the concepts being taught.

*Student will describe the Sun is a star composed of gas that provides light energy and heat energy the powers the water cycle.


4th Sun & Water Cycle

The student knows that there are recognizable patterns in the natural world and among the Sun, Earth, and Moon system. The student is expected to:

℗ 4.8B describe and illustrate the continuous movement of water above and on the surface of Earth through the water cycle and explain the role of the Sun as a major source of energy in this process

Notes to Teacher:

*Give students opportunities to notice the cyclical nature of the water cycle.

*Students might think that when water evaporates it disappears or ceases to exist.

Introduction to Interactive Science Notebooks

Per every Alief curriculum guide

It is a district expectation that Alief classrooms will implement with fidelity the use of:

*inquiry-based approach to hands on science and literacy

*quality questioning grounded on Webb’s Depth of Knowledge (DOK)

*formative assessments to monitor understanding and ensure students are on-track to master grade-level TEKS

*language objectives and ELPS strategies that are aligned to science TEKS

*collaborative strategies to promote structured student conversations and scientific argumentation

*academic vocabulary development strategies such as Thinking Maps, vocabulary games, and interactive science word walls

*technology integration to prepare 21st century students for a global society

Horn's Science Lead Teachers 2015-16

K- Marsh

1- Goodman

2- Oldmixon

3- Adams

4- Vega

STEM Science Block-Shipley

What are the 5Es?? How do I use them for science?!

More resources are also in the common and Google in a folder under "Grade Level Resources".

Important Links

Quick links to sign in to
STEMscopes and National Geographic:


STEMscopes
username: T your ID number
password: same as username
http://n11060d41180.acceleratelearning.com/login

National Geographic
username: hornscience@aliefisd.net
password: password DO NOT CHANGE!!
http://www.myngconnect.com/login/chooseMainUI.spr
Big image