Science Weekly #17

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!

Week of January 19-22

Kinder Forms of Energy 2 weeks

I know that different types of energy can be explored using my five senses.

℗K.6A use the five senses to explore different forms of energy such as light, heat, and sound


1st Forms of Energy 2 weeks

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

℗1.6A identify and discuss how different forms of energy such as light, heat, and sound are important to everyday life

Notes to Teacher:

*Give students opportunities to identify different types of energy and discuss them with others.

*Students might think that all types of energy are the same. Help students understand how they use energy in everyday life.

*Light, heat, and sound energy are the only forms of energy taught in 1st grade.


2nd Forms of Energy 2 weeks

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

2.6A investigate the effects on an object by increasing or decreasing amounts of light, heat, and sound energy such as how the color of an object appears different in dimmer light or how heat melts butter

Notes to Teacher:

*Give students opportunities to observe how heat, light, and sound energy affect objects.

*Students might think that all sounds are the same, but different sounds require different amounts of energy.


3rd Forms of Energy 2 weeks

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

℗ 3.6A explore different forms of energy, including mechanical, light, sound, and heat/thermal in everyday life.

Notes to Teacher:

The emphasis in third grade is the usefulness of energy forms in daily life.


4th Forms of Energy 1 week

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

4.6A differentiate among forms of energy, including mechanical, sound, electrical, light, and heat/thermal

Notes to Teacher:

*Students should compare and contrast the various forms of energy.


*Potential and kinetic energy will be covered in 6th grade. It is not necessary to address these concepts in 4th grade.

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JASON Learning resource

The district has purchased JASON Learning for Grades K-12. You can now log-in to JASON using your Alief Google Account. The following PPTs are available to guide you and your teachers in accessing JASON Learning online.

· JASON Learning Log-in Instructions for Teachers

· JASON Learning Log-in Instructions for Students


Here’s the link: https://goo.gl/KuAjm5


JASON Learning is embedded in the Curriculum Guides for Grades 6 and up. However, this resource is available for students in kindergarten all the way up to 12th grade!!

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