Science Weekly #4

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!
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Week of Sept. 14-18

Kinder Natural Resources-Rocks, Soil, & Water

The student knows that the natural world includes earth materials. The student is expected to:

℗K.7A Observe, describe, compare, and sort rocks by size, shape, color, and texture.

K.7B observe and describe physical properties of natural sources of water, including color and clarity

K.7C give examples of ways rocks, soil, and water are useful

Notes to Teacher:

*Students should be able to describe physical properties of different rocks.

*Students should be able to describe physical properties of natural sources of water.

*Students should be given opportunities to explore how rocks, soil, and water are useful in our daily lives.

1st Rocks and Soil

The student knows that the natural world includes rocks, soil, and water that can be observed in cycles, patterns, and systems. The student is expected to:

1.7A observe, compare, describe, and sort components of soil by size, texture, and color

1.7C gather evidence of how rocks, soil, and water help to make useful products

Notes to Teacher:

*Soil properties include texture, size, and color.

*Students might think that soil and water are only important to plants, but they should also know that rocks, soil and water help make products useful in our everyday lives.

2nd Resources

The student knows that the natural world includes earth materials. The student is expected to:

℗2.7C distinguish between natural and manmade resources

Notes to Teacher:

*Introduce the concept of natural resources to students. Students should understand that the basic natural resources (water, soil, and air) are used by all living things. This will lead into a discussion of natural resources vs. man-made resources.

*When introducing man-made vs. natural resources, explain that man-made resources are natural materials that have been manipulated by people in some way. Use easy to understand examples to demonstrate this. (For example, a desk is wood that has been manipulated, so it is man-made).

*Students in 2nd grade do not have to know if resources are renewable or nonrenewable.

3rd Earth's Forces

The student knows that Earth consists of natural resources and its surface is constantly changing. The student is expected to:

℗ 3.7B investigate rapid changes in Earth's surface such as volcanic eruptions, earthquakes, and landslides

3.7C identify and compare different landforms, including mountains, hills, valleys, and plains

℗ 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 teachers create models to connect the concepts being taught. The focus of the models should be the changes the phenomena cause on Earth’s surface. How are landforms formed?

*This concept only covers rapid changes on the Earth’s surface. Slow changes will be covered in 4th grade.

*Students might think that these rapid changes are always ‘disasters’ but remind students they are a natural part of Earth’s cycles, and sometimes make way for other environments or organisms to establish in a new area.

4th Changes to Land

The students know that Earth consists of useful resources and its surface is constantly changing. The student is expected to:

℗ 4.7B observe and identify slow changes to Earth's surface caused by weathering, erosion, and deposition from water, wind, and ice

Notes to Teacher:

* Give students opportunities to see the effects of wind, water, or ice in hands-on experiments in order to realize what happens on the Earth’s surface.

*Students need to understand that some of these processes take thousands or millions of years to happen.

*Students might think that wind, water, and ice are not powerful enough to change Earth’s surface, but in fact they can do so in many different situations.

I will be conducting official Science Walk-throughs Sept. 14-18. You can find a copy of it in your grade level Google Drive folder.

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:

username: T your ID number
password: same as username

National Geographic
password: password DO NOT CHANGE!!
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