Science Weekly #5

Sharing excellence in science from Horn! 2016-17

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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Curious about the Girlstart posters on the walls?

Girlstart After School is a free, weekly, two semester program encouraging young 4th grade women to believe in themselves and to pursue paths to higher education and greater career opportunities in STEM. Girlstart After School seeks to enhance and supplement girls’ science learning in the classroom through engaging activities that introduce important STEM concepts in a hands-on and informal environment.
Research shows that Girlstart After School participants consistently out-perform their peers on state-mandated math and science tests (STAAR), and they enroll in advanced math and science courses and STEM electives at a significantly higher rate than their non-participant peers.

Week of Sept. 19-23

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 Bodies of Water

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:

℗1.7B identify and describe a variety of natural sources of water, including streams, lakes, and oceans

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

Notes to Teacher:

*Give students opportunities to identify and describe many different natural sources of water

*Students might think that all water is the same, but should be able to see that we can observe differences in water such as color, smell, size, type, and movement.

*Water is in fact not colorless; even pure water is not colorless, but has a slight blue tint to it, best seen when looking through a long column of water. Water blueness comes from the water molecules absorbing the red end of the spectrum of visible light.

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 Landforms

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

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

Notes to Teacher:

*Students might think that all landforms are static, but remind students these landforms are always undergoing some sort of change, even if it’s a gradual one.

*Students should understand that Earth’s movement (processes) can build up or break down rock on Earth’s surface. These processes make landforms.

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.

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 2016-17

K- Jackson

1- Solano

2- Monge

3- Zurita

4- Orbegoso

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
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