Science Weekly #21

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!

Houston Museum of Natural Science will be here this Friday!!!

Program: ConocoPhillips Science On Stage

Topic: Exploring Energy

http://www.hmns.org/education/educators/outreach-programs/conocophillips-science-on-stage/exploring-energy/ <---Link to TEKS based activities for before & after!!!

8:05-8:50 4th grade

9:05-9:50 3rd grade

10:20-11:05 2nd grade

Please be on time for specials!!! Bring students to the gym!

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CCA #3 for Force, Motion, & Energy is Feb. 19th!!

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Week of February 16-19

Kinder Patterns of Movement 2 weeks

I know that an object’s location can be described in relation to another object.

I know that objects can move in different ways.

K.6C observe and describe the location of an object in relation to another such as above, below, behind, in front of, and beside

K.6D observe and describe the ways that objects can move such as in a straight line, zigzag, up and down, back and forth, round and round, and fast and slow


1st Patterns of Movement 2 weeks

The student knows that force, motion, and energy are related and are a part of everyday life. The student is expected to:

1.6C describe the change in the location of an object such as closer to, nearer to, and farther from

℗1.6D demonstrate and record the ways that objects can move such as in a straight line, zig zag, up and down, back and forth, round and round, and fast and slow

Notes to Teacher:

*Force is defined as a push or pull that makes something move. However, force is not a vocabulary word in first grade.


2nd Patterns of Movement 2 weeks

The student knows that forces cause change and energy exists in many forms. The student is expected to:

℗2.6C trace the changes in the position of an object over time such as a cup rolling on the floor and a car rolling down a ramp

2.6D compare patterns of movement of objects such as sliding, rolling, and spinning

Notes to Teacher:

*Give students opportunities to observe and trace the changes in position of an object over time.

*Students might think that objects move randomly, but can predict how an object will move based on its physical properties.


3rd Magnetism & Gravity 1 week

The student knows that forces cause change and that energy exists in many forms. The student is expected to:


3.6C Observe forces such as magnetism and gravity acting on objects.


4th Experimenting with Forces 2 weeks

The student knows that energy exists in many forms and can be observed in cycles, patterns, and systems. The student is expected to:

℗4.6D design an experiment to test the effect of force on an object such as a push or a pull, gravity, friction, or magnetism

3.6B Demonstrate and observe how position and motion can be changed by pushing and pulling objects to show work being done such as swings, balls , pulleys, and wagons.

Notes to Teacher:

*Remember that the class should be testing the effects of push or pull, gravity, friction and magnetism.

*Teachers will serve as facilitators to help students work through difficulties they encounter in experimental design and procedure.

*Students must conduct several repeated trials (we recommend three).

Horn's Science Lead Teachers 2015-16

K- Marsh

1- Goodman

2- Oldmixon

3- Adams

4- Vega

STEM Science Block-Shipley

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
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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".

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