Science 4th Nine Weeks Grade 5

Purpose of Science Curriculum MapsThis map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The map is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides suggested sequencing, pacing, time frames, and aligned resources. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.

The map is meant to support effective planning and instruction to rigorous standards. It is not meant to replace teacher planning, prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task,, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgment aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas.

Introduction In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. In order to achieve these ambitious goals, we must collectively work to provide our students with high quality, College and Career Ready standards-aligned instruction. The Tennessee State Standards provide a common set of expectations for what students will know and be able to do at the end of a grade. College and Career Ready Standards are rooted in the knowledge and skills students need to succeed in post-secondary study or careers. While the academic standards establish desired learning outcomes, the curriculum provides instructional planning designed to help students reach these outcomes. The curriculum maps contain components to ensure that instruction focuses students toward college and career readiness. Educators will use this guide and the standards as a roadmap for curriculum and instruction. The sequence of learning is strategically positioned so that necessary foundational skills are spiraled in order to facilitate student mastery of the standards. Our collective goal is to ensure our students graduate ready for college and career. The standards for science practice describe varieties of expertise that science educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in science education. The Science Framework emphasizes process standards of which include planning investigations, using models, asking questions and communicating information. The science maps contain components to ensure that instruction focuses students toward college and career readiness.

The Science Framework for K-12 Science Education provides the blueprint for developing the effective science practices. The Framework expresses a vision in science education that requires students to operate at the nexus of three dimensions of learning: Science and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas. The Framework identified a small number of disciplinary core ideas that all students should learn with increasing depth and sophistication, from Kindergarten through grade twelve. Key to the vision expressed in the Framework is for students to learn these disciplinary core ideas in the context of science and engineering practices.

Science Practices Shelby County Schools 2016-2017

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Science 4th Nine Weeks Grade 5

To develop the skills and dispositions to use scientific and engineering practices needed to further their learning and to solve problems, students need to experience instruction in which they use multiple practices in developing a particular core idea and apply each practice in the context of multiple core ideas. We use the term “practices” instead of a term such as “skills” to emphasize that engaging in scientific investigation requires not only skill but also knowledge that is specific to each practice. Students in grades K-12 should engage in all eight practices over each grade band. This guide provides specific goals for science learning in the form of grade level expectations, statements about what students should know and be able to do at each grade level.

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Commonalities between ELA, Math, and Science As you use the instructional maps, teachers should remember that science is not taught in isolation. There are commonalities among the practices of science (science and engineering), mathematics (practices), and English Language Arts (student portraits). There is an early focus on informative writing in ELA and science. There’s a connection to all of the standards documents (ELA, Math, and Science). At the core is: reasoning with evidence; building arguments and critiquing the arguments of others; and participating in reasoning-oriented practices with others. The standards in science, math, and ELA provide opportunities for students to make sense of the content through solving problems in science and mathematics by reading, speaking, listening, and writing. Early writing in science can focus on topic specific details as well use of domain specific vocabulary. Scaffold up as students begin writing arguments using evidence during middle school. In the early grades, science and mathematics aligns, as students are learning to use measurements as well as representing and gathering data. As students’ progress into middle school, their use of variables and relationships between variables will be reinforced consistently in science class. Elements of the commonalities between science, mathematics and ELA are embedded in the standards, outcomes, content, and connections sections of the curriculum maps.

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5 E Instructional Model

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Science 4th Nine Weeks Grade 5

The 5E instructional model is a sequence of stages teachers may go through to help students develop a full understanding of a lesson concept. Instructional models are a form of scaffolding, a technique a teacher uses that enables a student to go beyond what he or she could do independently. Some instructional models are based on the constructivist approach to learning, which says that learners build or construct new ideas on top of their old ideas. Engage captures the students’ attention. Gets the students focused on a situation, event, demonstration, of problem that involves the content and abilities that are the goals of instruction. In the explore phase, students participate in activities that provide the time and an opportunities to conducts activities, predicts, and forms hypotheses or makes generalizations. The explain phase connects students’ prior knowledge and background to new discoveries. Students explain their observations and findings in their own words. Elaborate, in this phase the students are involved in learning experience that expand and enrich the concepts and abilities developed in the prior phases. Evaluate, in this phase, teachers and students receive feedback on the adequacy of their explanations and abilities. The components of instructional models are found in the content and connection columns of the curriculum maps.

Science Curriculum Maps Overview

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Science 4th Nine Weeks Grade 5

The science maps contain components to ensure that instruction focuses students toward college and career readiness. The maps are centered around four basic components: the state standards and framework (Tennessee Curriculum Center), components of the 5E instructional model (performance tasks), scientific investigations (real world experiences), informational text (specific writing activities), and NGSS (science practices).

At the end of the elementary science experience, students can observe and measure phenomena using appropriate tools. They are able to organize objects and ideas into broad concepts first by single properties and later by multiple properties. They can create and interpret graphs and models that explain phenomena. Students can keep notebooks to record sequential observations and identify simple patterns. They are able to design and conduct investigations, analyze results, and communicate the results to others. Students will carry their curiosity, interest and enjoyment of the scientific worldview, scientific inquiry, and the scientific enterprise into middle school. At the end of the middle school science experience, students can discover relationships by making observations and by the systematic gathering of data. They can identify relevant evidence and valid arguments. Their focus has shifted from the general to the specific and from the simple to the complex. They use scientific information to make wise decision related to conservation of the natural world. They recognize that there are both negative and positive implications to new technologies.As an SCS graduate, former students should be literate in science, understand key science ideas, aware that science and technology are interdependent human enterprises with strengths and limitations, familiar with the natural world and recognizes both its diversity and unity, and able to apply scientific knowledge and ways of thinking for individual and social purposes.

How to Use the Science Curriculum Maps

Tennessee State StandardsThe TN State Standards are located in the first three columns. Each content standard is identified as the following: grade level expectations, embedded standards, and outcomes of the grade/subject. Embedded standards are standards that allow students to apply science practices. Therefore, you will see embedded standards that support all science content. It is the teachers' responsibility to examine the standards and skills needed in order to ensure student mastery of the indicated standard. ContentThe performance tasks blend content, practices, and concepts in science with mathematics and literacy. Performance tasks should be included in your plans. These can be found under the column content and/or connections. Best practices tell us that making objectives measureable increases student mastery.

ConnectionsDistrict and web-based resources have been provided in the Instructional Support and Resources column. The additional resources provided are supplementary and should be used as needed for content support and differentiation.Academic Vocabulary Support(More Academic Vocabulary support can be found at the following link: http://www.berkeleyschools.net/wpcontent/uploads/2013/05/BUSD_Academic_Vocabulary.pdf)Following the vocabulary development work of Beck, McKeown and Kucan, the CCSS references three tiers of words that are vital to academic achievement:

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Tier One words are the words of everyday speech usually learned in the early grades… Tier Two words (what the Standards refer to as general academic words) are far more likely to appear in written texts than in speech. They appear in all sorts of texts: informational texts (words such as relative, vary, formulate, specificity, and accumulate), technical texts (calibrate, itemize, periphery), and literary texts (dignified, faltered).

Tier Two words often represent subtle or precise ways to say relatively simple things—saunter instead of walk, for example. Because Tier Two words are found across many types of texts, they are highly generalizable.

Tier Three words (what the Standards refer to as domain-specific words) are specific to a domain or field of study (lava, legislature, circumference, aorta) and key to understanding a new concept within a text… Recognized as new and “hard” words for most readers (particularly student readers), they are often explicitly defined by the author of a text, repeatedly used, and otherwise heavily scaffolded (e.g., made a part of a glossary).

It is important to target specific instruction on Tier 2 and Tier 3 vocabulary words to help students develop deep understanding that cannot be acquired through independent reading. Since Tier 3 words are typically targeted in content specific instruction, it's particularly important and challenging to identify and target Tier 2 words, since they appear across all disciplines. Basic Guidelines for effective structured language practice strategies:

Make the target language rigorous, and mandatory. Never use structured language practice strategies with language that hasn’t been explicitly taught first. Post the graphic organizers or word banks and sentence frames that you’ve taught. Require students to use them during the activity and continuously remind

them to focus on their use of the language. Use a timer, chime, or other signal to mark the beginning, transitions, and ending of the activity. Keep it moving! Don’t adjust your pace to allow all students

to finish. If you use these strategies regularly, students will increase their speed to match your snappy pace. Circulate to monitor for participation as well as accuracy. Provide targeted support as needed. Take it to writing. A brief written product (sentence(s) in a journal, language log, note sheet, poster, post-it, exit ticket…) helps hold all students accountable.

Strategies include Classroom Instruction - https://drive.google.com/drive/folders/0B_iyFfHv_OU6Z1FHOWN2TFFpdDQ Word Webs - https://drive.google.com/drive/folders/0B_iyFfHv_OU6Z1FHOWN2TFFpdDQ Academic Vocabulary Log - https://drive.google.com/drive/folders/0B_iyFfHv_OU6Z1FHOWN2TFFpdDQ

TN Standards Learning Outcome Content ConnectionsStandard 10 – Energy 4 Weeks

GLE 0507.10.2 Conduct experiments on the transfer of heat energy through conduction,

I can through class investigations understand how heat is transferred and the difference between the materials that conduct heat.

Macmillan/McGraw-Hill-Closer Look Grade 5Chapter 6 Motion & Energy

Academic VocabularyHeat, temperature, thermal conductivity, conduction, convection, radiation

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TN Standards Learning Outcome Content Connectionsconvection, and radiation.

Scaffolded (Unpacked) Ideas1. All forms of energy are

classified into two categories: potential and kinetic.

2. Gravitational potential energy is associated with the position of an object.

3. Objects can have elastic potential energy due to their compression, or chemical potential energy due to the arrangement of their atoms.

4. Objects can gain or lose potential energy.

5. When an object falls, a spring is released, or a substance is changed chemically, its potential energy decreases and its kinetic energy increases.

6. Kinetic energy is associated with the motion of an object.

7. When energy moves from one system to another it always gets transferred from the place where there is more energy to where there is less energy.

8. When energy moves from one system to another, the total amount of energy before transfer equals the quantity of energy after the transfer.

9. Heat results when substances burn, when materials rub against each other, and when electricity flows though a wire.

10. Unless it produces its own heat, the heat of an object depends upon the environment in which

Essential Questions

What are the essential differences between potential and kinetic energy?

What are the basic principles that explain heat transfer between objects?

Lesson 4 pp. 346-357Engage:Skit:Narrator; Main Character (Ms. Tannalot).Select 1 student to be in the skit and act out the role of Ms. Tannalot as the teacher reads theNarrator’s part.

We are going to be doing a skit. We want you to be watching for situations where heat is being transferred.

NARRATOR: It is summer, and look, there’sMs. Tannalot all kicked back in her lounge chair, enjoying her vacation, complete with her sunglasses and summer wear. Oh, how she is enjoying those sunrays.Hours go by, and she is feeling so hot, so thirsty for a cool drink. As she goes to find something to quench her thirst – ouch, it seems that the sand has burned her tender little feet!Oh, poor Ms. Tannalot.Once her feet are feeling better, she gets a cold drink. She sets her drink in the hot sand.As she sips her drink, the drink is cold on top and warm on the bottom – but then it starts feeling warm on top.***End of Skit***

NARRATOR: We’ve just demonstrated, through our skit, the three types of heat transfer. We’d like for you and a partner to discuss where you saw examples of heat transfer, describing at least one heat transfer on your whiteboard.Have students show their boards. Have one set of students share one description of heat transfer, then ask:

Explain/ Explore: Teachers must log onto achieve 3000

Can You Take the Heat? 660L Some workers, like firefighters, face danger on the job. Some people don't mind being around danger. What do you think? RI3: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.A New House On the Block 1080L There are ways to control how energy moves through a house. This is as important as the energy efficiency of the house's appliances.RI3: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

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TN Standards Learning Outcome Content Connectionsit is found.

11. Heat can be transferred from one place to another in three ways: conduction in solids, convection in liquids or gases, and radiation through anything that will allow radiation to pass.

12. Materials themselves do not have any particular warmth or coldness.

13. The heat energy of an object is associated with the motion of its molecules.

14. Different solid materials have different abilities to conduct heat.

15. When warm and cool objects come into contact, warmer objects get cooler and cooler objects get warmer until they all are the same temperature.

16. Convection occurs when warmer areas of a liquid or gas rise to cooler areas.

17. Heat spreads from one object to another; cold is not transferred.

18. A warmer object can heat a cooler one from a distance without any direct contact.

19. Increasing the temperature of any substance requires the addition of energy.

Who else saw that one? Someone share a different example of heat transfer; raise your hand if you have that one, etc.Note: Students will learn the proper terms of the three types of heat transfers in this lesson. Avoid telling them the answer at this time. Consider using the skit again at the end of the lesson to assess students' understanding and their use of proper terminology.

Lab investigationsExplore: Which can give you more heat? This

activity helps students understand that different substances at the same temperature can transfer different amounts of heat, or thermal energy. They will measure how much the temperature of ice water changes when different substances are added.

Quick lab: Thermal Differences p. 353 Students are to show that different materials absorb heat at different rates.

When Things Start Heating Up . To understand how and why heat is produced from things that give off light, from machines, or when one thing is rubbed against another.

Is It Hot in the Light? In this activity, students will make observations that things in direct sunlight are warmer than things that are not in as much sunlight. Also, they may notice that there may be more heat near asphalt, brick, or cement because heat can be stored and radiated from these, also.

What Is the Best Insulator: Air, Styrofoam, Foil or Cotton? Student teams investigate the properties of insulators in their attempts to keep cups of water from freezing, and once frozen, to keep them from melting.

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TN Standards Learning Outcome Content ConnectionsHeat transfer activity Students will complete a worksheet that asks them to select from the various types of heat transfer.Online Resources Heat Energy activity: In this session,

students participate in a selection of activities that focus on science process skills and content understanding. To complete the session, students work independently, or with peers, to complete an offline activity that reinforces science process skills.

Heat Transfer In this animated activity, learners explore three major methods of heat transfer and practice identifying each.

Video Resources:

Heat song: This Elaborate session promotes the use of formal definitions and explanations in a format not traditionally used in science instruction.Science Court: Heat Absorption Students will enjoy this Science Court video on heat absorption. Heat Temperature and Energy Students will learn more about the effects of heat energy on the land.

Standards Learning Outcome Content ConnectionsStandard 11 – Motion: 5 Weeks

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Science 4th Nine Weeks Grade 5

TN Standards Learning Outcome Content Connections

GLE: 0507.11.1 Design an investigation, collect data and draw conclusions about the relationship among mass, force, and distance traveled.

Scaffolded (Unpacked) Ideas

1. The motion of an object can be described by its position relative to another object or a background, direction of motion, and speed.

2. Unless a moving object is subjected to a force it will continue to move at a constant speed and in a straight line.

3. Forces that change an object’s motion have magnitude and direction.

4. The net (overall) force refers to the sum of all forces acting on an object.

5. In a balanced system, the net external force is zero, and the object remains at rest or continues to move at a constant speed in a straight line.

6. When unbalanced forces act on an object, the net force is greater than zero and the object changes speed and/or direction of motion.

7. The amount of the change in motion is related to the strength of the force and the mass of the object.

I can investigate motion, speed, and distance through class investigations.

I can prove or disprove a class investigation is true or false based on facts of mass, force, and distance traveled.

Essential Questions

1. How do forces explain the motion of an object?

2. What is the difference between a balanced and an unbalanced system?

3. What are the relationships among mass, force, and distance moved?

Macmillan/McGraw-Hill-Closer Look Grade 5Chapter 6 Lesson1 pp. 310-321 MotionExplain: How is speed measured? Students will

understand that the average speed of an object is calculated by dividing the distance it moved by the length.

How fast will it sink? Students will measure the time it takes for the paper clip and the thumb stack to sink through a column of water in a soda bottle. P. 311.

Open inquiry: How does the slope of the launcher affect the speed of a launched marble? Have students think of their own question about effect of slope steepness on speed, and the design and carry out an experiment test it.

Main Idea and Details: How can you measure the distance an object has moved?

Critical Thinking: How could you be moving in one frame of reference, but not in another?

Lesson Review: Visual Summary, Think, Talk, and Write Test Prep. P. 319

Lab Investigations Quick Lab: Stepping Speed Investigate the

relationship between distance, time, and speed. P. 315

Review the terms acceleration and deceleration and explain to students that these terms are opposites. Have students use gestures to demonstrate the meaning of these terms or allow them to build a simple investigation that will explain these.

Rules Of Forces And Motion

Demonstrate an understanding of the terms

Academic VocabularyPosition, motion, frame of reference, speed, velocity, acceleration, momentum

Explore:Here Today, Gone Tomorrow? Teachers must

log into Achieve 3000 660L The glaciers are giant sheets of ancient ice. They crawl slowly down the face of mountains. As they move, they dig into the landscape. What effect will this have on the land?RI5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

A Flying Car…Finally! 1080L Teacher must log into Achieve 3000RI5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

Mia Hamm: A Leader in Women's Soccer1080L

Teacher must log into Achieve 3000RI9: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

Queen Yu-Na RI9: 660L Teacher must log into Achieve 3000Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

Small Cars Make Big Jumps in Safety 1080L RI9: Integrate information from several texts on the same topic in order to write or speak about the subject

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TN Standards Learning Outcome Content Connections8. An object’s motion describes

the change in its position over time.

9. Speed is the distance an object moves during a certain period of time.

10. An object’s position and speed can be measured and graphed as a function of time.

force, gravity, friction, and speed.

Experiment with the effects of mass and friction on speed and motion.

Understand that friction and other forces have an effect on speed and motion.

Video ResourcesE XPLORE ACTIVITY -- 5.6 D: EXPERIMENTING WITH FORCES (Grade Level 5) Students will recreate this experiment being very careful to note each trial.Gravity, Force, and Work (clip) GRAVITY, FORCE and WORK introduces Zog to Newton's basic laws of motion. By observing objects on earth and in space, Zog learns that nothing can start moving, speed up, slow down, change direction or stop unless a FORCE is applied to it -- even if the force is hard to see, like GRAVITY or FRICTION.Newton's 3 (three) Laws of Motion A brief video for children explaining Newton's laws of motion in an easy & fun way. The first law states that 'Things want to keep on doing what they are already doing'. The 2nd law states that' Force is directly proportional to mass and acceleration. Newton's 3rd law states that there is a action & reaction act in a pair. Understand these by watching this animated cartoon film.Float or Sink: Why do things float? Why do things sink Floating or sinking of an object does not depend on its weight, it depends upon its density. Things denser than water sink in water whereas things having less mass than water float over it. In this video for kids, toddlers can learn about water- displacement factor, which is crucial to understand the concept of floating and sinking.

knowledgeably.

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Science 4th Nine Weeks Grade 5

TN Standards Learning Outcome Content ConnectionsWhy an iron nail sinks but a big ship keeps floating over the water.

Online Resources

Force, Mass, Acceleration This quiz will illustrate the relationship between acceleration, force, and mass

Force & Motion

Anytime there is a change in motion, force is the responsible party. It has to overcome inertia to act on an object. Inertia keeps an object either sitting still or moving at a constant speed.

More Acceleration, More ForceThe students will learn about force and acceleration as it relates to bobsledding. SCS has a HPEW Coach trying to qualify for the 2017 Olympics in Bobsledding.Amusement Park Physics : Students will have fun designing a roller coaster and seeing the results of their creation.Energy and Change Soccer is a fun game but skill is not all you need to have to be successful. An understanding of energy and change is another necessity.Pinky’s Bowling Students will have fun bowling and understanding force and motion in this simulation activity.Speed and condition Students will be able to set the conditions and the speed and test their hypothesis.

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TN Standards Learning Outcome Content Connections

Standard 12 – Forces in Nature: 4 WeeksGLE: 0507.12.1 Recognize that the earth attracts objects without directly touching them.GLE: 0507.12.2 Investigate how the shape of an object influences the way that it falls toward the earth.GLE: 0507.12.3 Provide examples of how forces can act at a distance.

Scaffolded (Unpacked) Ideas

1. Forces between objects can act when the objects are in direct contact or act at a distance even when they are not touching.

2. Gravity is a force that pulls any object on or near the Earth toward it without touching it.

3. Gravitation is a universal force of attraction that each mass exerts on any other mass.

4. An object’s weight is the amount of force created when a mass is acted upon by a gravitational field.

5. The mass of an object does not change when the object changes location; weight does change with location.

6. The strength of the gravitational force between two masses is directly related to their masses and to the distance between them.

I can observe the gravitational pull of the earth on stacked objects.I can investigate and chart the effects of an object (paper) in and out of a vacuum.I can demonstrate how objects react to applied forces.Essential Questions

1. What is gravity as it relates to us standing on Earth?

2. What are the two factors that control the strength of the gravitational force between two objects?

Macmillan/McGraw-Hill-Closer Look Grade 5Chapter 6: Lesson 2: pp. 322-335

Lab Investigations Does gravity affect all objects in the same

way? This activity helps students understand what affects the rate at which an object falls. P. 323

Why does the stack of washers stay in place? Students will observe the inertia of an object. Using rapid motion with the craft stick, the bottom washer from a stack of washers can be dislodged, leaving the remainder of the stack in place. Students should conclude that the stack of washers stays in place when the bottom washer is ejected because of inertia. P. 323

Explore: Explain how forces can act at a distance.

Give examples in your explanation. Give an example of a force that changes both

an object’s shape and its motion. Quick Lab: Unbalanced Balloon Force

Observe an unbalanced force. P. 329 Lesson Review: p. 333 Focus on Skills: pp. 334-335 Students will

understand how the distance traveled varies with the force on a model car. This activity will teach students to use variables in determining how force affects distance traveled.

Online resourcesGravity – Attraction of Objects ofDifferent Masses in Space The students will demonstrate that gravity is

present now. Describe attraction forces by using magnets. Answer the question “Why doesn’t the moon crash into the Earth?”

Gravity Facts: Students will better understand more about gravity by reading these very

Academic vocabularyForce, friction, balanced force, unbalanced force, action force, reaction force, gravity

Explore:The Ride of the Future? 660L Teachers must

log into Achieve 3000 RI5 Compare and contrast the overall structure of events, ideas, concepts, or information in two or more texts.

Music That's Out of This World Teachers must log

into Achieve 3000 RI10: By the end of the tear, read and comprehend information texts, including history/social studies, science, and technical texts, at high end of the grades 4-5 text complexity band independently and proficiently.

Play Ball! Teachers must log into Achieve 3000

RI9: Analyze how to or more texts that address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Milky Ways in the Making Teachers must log into

Achieve 3000 RI5 Compare and contrast the overall structure of events, ideas, concepts, or information in two or more texts.

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TN Standards Learning Outcome Content Connectionsinteresting facts on gravity.How Strong is Your Magnet? The students will experimentally measure the strength of a magnet and graph how the strength changes as the distance from the magnet increases, and as the barrier (masking tape) is built between the magnet and an iron object. Magnetic Pick-ups Students will gain an understanding that certain materials are attracted to magnets and some are not.Video ResourcesHow to Demonstrate Air Resistance | Science Projects Students will view actual investigations of air resistance.AIR RESISTANCE EXPERIMENT AND EXPLANATION students will view how gravity and shows you how to make a sheet of paper hit the ground at the same time as a tennis ball!Brainiac - Do heavy objects fall faster than light objects? Aristotle vs Galileo Do heavy objects fall faster than light objects? Aristotle vs Galileo. Find out who is right.

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