name: student journal · 5. on the front of the folded graphic organizer, label the first section...

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STUDENT JOURNAL

Classifying Matter Matter and Energy

Name: Date:

Part I:

Item Mass

(grams) Magnetism

State of Matter

Does it sink or float

(buoyancy)?

Conductor/ Insulator

Part II:

How did each substance react when you mixed it with water? Explain your answer with a detailed description.

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Classifying Matter Matter and Energy

STUDENT JOURNALPart III:

Why do some things float and others sink?

What types of objects are attracted to magnets? Which types of materials are not attracted to magnets?

Understanding the physical properties of matter is helpful because. . .

Based on your results, what other objects would probably conduct electricity?

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STUDENT JOURNAL

Properties of WaterMatter and Energy

Name: Date:

Crime Scene Lab Report

Sample Liquid

Temperature Ice

Temperature Boiling

Temperature Observation of Sample

Sample 1

Sample 2

Sample 3

Questions

1. What question are we trying to answer by testing the water samples?

2. What observations can you make when you compare the water samples?

3. Examine your data and identify why the sample could be or could not befresh water.

Present Your Case Choose one of the following and explain it on the back of this sheet.

1. Using your data, present your case that identifies one sample as water and not the others.

2. Predict how adding a substance to the water could change your data.

3. Construct a plan that would remove contaminates from one of the water samples.

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STUDENT JOURNAL

MixturesMatter and Energy

Name: Date:

Part 1: Mystery Substance

Draw your mixture. List the physical properties you observe.

What is the “mystery” substance made of?

How do you know?

Part 2: What’s in There?

Using your tools, separate the mixture. Record your results.

Substances Physical Properties Tool Used to Separate

from Mixture

1.

2.

3.

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STUDENT JOURNAL


Part 3: Solution or Not?

Record the physical properties of each substance. Be sure to include odor and taste.

Substance Physical Properties

Water

Lemon Juice

Salt

Kool-Aid

Pepper

Sand

Record your observations after the substances are mixed together.

MixtureWhat properties

stayed the same?What properties

changed?Is it a solution or not? Explain why.

Water and Lemon Juice

Water and Salt

Water and Kool-Aid

Water and Pepper

Water and Sand

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STUDENT JOURNALPart 4: What Did You Learn?

• In Part 2 did you observe any changes in the physical properties of the sub-stances? Explain.

• In Part 3 did you observe any changes in the physical properties of the substances? Explain.

• Compare the changes that you observed in Part 2 with the changes observed in Part 3. Explain the differences if any were observed.

• A solution is a type of mixture. How are solutions different from other mixtures?

• When you created the salt water solution in Part 3, if you evaporated the water, how many ml. of salt would be left behind? Explain.

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STUDENT JOURNAL

Uses of EnergyForce, Motion, and Energy

Name: Date:

What forms of energy do we use in our everyday lives?

Record the name of the device under the correct energy category based on the energy it uses and also on the energy that it produces. Color the key at the bottom of the page to match your highlight color.

Energy Used Energy Produced

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STUDENT JOURNAL

Circuits and ElectricityForce, Motion, and Energy

Name: Date:

Part I: Circuits

Investigation Question:

Draw and label your circuit. Use arrows to show the path that electricity flowed.

What types of energy were produced in your circuit?

Part II: Conductors and Insulators

Materials That Are Conductors Materials That Are Insulators

Define conductor:

Define insulator:

Draw a diagram of an Open Circuit. Draw a diagram of a Closed Circuit.

Challenge: Can you find a way to make the lights get brighter in your circuit? Draw a diagram of your circuit on the back of the Student Journal.

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Light Force, Motion, and Energy

Name: Date:

STUDENT JOURNALLight: Refraction and Reflection

Part I: Refraction

1. Place each refraction testing item over the newsprint and record your observations.

Refraction Testing Item

Picture of Results Description of Results

2. Write your own definition and illustration for the word refraction.

Definition Illustration

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LightForce, Motion, and Energy

STUDENT JOURNALPart II: Reflection

1. Draw and describe what happened when your teacher:

Bounced the ball straight down Bounced the ball at an angle

2. Bull’s-eye: Draw one of the set ups you used to hit your team’s bull’s-eye. Trace the path of the light beam.

3. How did you adjust your mirrors to hit your bull’s-eye?

4. Draw and explain where you would place the mirror if you wanted to reflect the light beam so it hit the ceiling.

5. Create your own definition and illustration for the word reflection.

Definition Illustration

6. On the back of this page, compare refraction and reflection using a Venn diagram.

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STUDENT JOURNAL

Experimenting with Forces Force, Motion, and Energy

Name: Date:

Force, Motion, and Energy

Record each part of your investigation as you work. Be as detailed as possible!

Problem:

Hypothesis:

Variable you will test:

Variable you will measure:

Variables you will keep the same:

Procedure (written steps or scientific drawing):

Materials:

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Experimenting with Forces Force, Motion, and Energy

STUDENT JOURNALData Chart:

Graph:

Conclusion:

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STUDENT JOURNAL

Formation of Fossil Fuels Earth and Space

Name: Date:

What Story Do Rock Layers Tell?

Part I: Laying the Foundations

As you add layers to your model in the cup, add a drawing of the layer. When you finish, there will be a total of four layers.

1. What organic material does the mixture of Cocoa Krispies and Coffee represent?

2. What sediment material does the Fruit Loop layer represent?

3. What sediment material does the Bran Flake layer represent?

4. What sediment material does the Cheerios layer represent?

Part II: Heat and Pressure

Draw the layers in the cup after applying pressure.

List some changes you observed to the layers in the cup after applying pressure.

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STUDENT JOURNALUse your knowledge of science and your model to complete the diagram below.

1. Which layer in our model represents fossil fuels?

How do you know?

2. How can we use fossil fuels?

3. Which layer in the model is the oldest? How do you know?

Formation of Fossil Fuels Earth and Space

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STUDENT JOURNAL

Changes to LandEarth and Space

Name: Date:

1. Fold a sheet of paper in half vertically.

2. With the paper horizontal and the fold at the top, fold the right side over to the center, trying to cover one-half of the paper.

3. Fold the left side over the right to make three sections.

4. Cut up each fold line to the top fold through one thickness only.

5. On the front of the folded graphic organizer, label the first section Ice, the middle section Water, and the last section Wind.

6. On the inside, label each top section Before and each bottom section After.

7. Draw a line 4 cm from the bottom inside edge. Label each section Landforms.

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STUDENT JOURNAL

Alternative EnergyEarth and Space

Name: Date:

Alternative Energy

Part I: Tic-Tac-Toe Game During the tic-tac-toe game, listen for and record one new piece of information you learned about each alternative energy resource.

Wind:

Solar:

Biofuels:

Hydroelectric:

Geothermal:

Part II: Slogan List one positive aspect of each alternative energy resource to use in creating your slogan.

Wind:

Solar:

Biofuels:

Hydroelectric:

Geothermal:

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What Happened BeforeEarth and Space

Name: Date:

STUDENT JOURNALDigging Through the Past

1. Order the layers from oldest to youngest using the meter depth (6 lines).

Depth ( m) Names of

Organisms Rock Type Habitat

2. Select two fossil layers. (Record the depth.) How are these environments different? Did this difference affect the type of fossil you found in each layer?

3. How can we use fossils to identify the age of the rocks they were found in?

4. Why might you find fossil evidence of both an ocean and a forest at different depths in the same location?

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Weather and Climate Earth and Space

Name: Date:

STUDENT JOURNALPart I: Weather Photos

Photo Description of the Environment and

Weather Conditions

Is this an example of weather or

climate?

A

B

C

D

E

Choose one of the photos and use it to answer the following questions:

1. What weather conditions do you see in this picture?

2. Does this seem like normal weather for this area?

3. What is the weather usually like there?

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Weather and Climate Earth and Space

STUDENT JOURNALPart II: Weather or Climate?

Discuss with your group if the descriptions are examples of weather or climate. Circle the key word(s) that helped you decide. Glue under the proper heading.

Weather Climate

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The Sun and Water Cycle Earth and Space

Name: Date:

STUDENT JOURNALPart 1: Model of the Water Cycle

Amount of water Amount of salt

Location of bottle

1. Predict the changes you will observe over the next few days with your salt water in the bottle.

2. What does the blue water represent?

Observations

Day One: Draw and label Day Two: Draw and label Day Three: Draw and label what you see. what you see. what you see.

After several days, bring the water cycle bottle back to your table. On the back of your Student Journal, draw and explain the changes you observed.

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STUDENT JOURNALPart I: Model of Earth’s Rotation

Draw and label your rotation model.

How long does it take the Earth to make one complete rotation on its axis?

Draw and label your model again, showing revolution.

How long does it take the Earth to make one complete revolution around the Sun?

Earth’s Rotation Earth and Space

Name: Date:

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STUDENT JOURNALPart II: Sundial

Indoor Observations:

Where was the shadow’s location on the table at sunrise?

Where was the shadow’s location at sunset?

How did the shadow appear to change or move?

Outdoor Observations:

Draw the shadows you observed on your sundial and label them with the times of day.

Explain what you think caused these changes in the shadow’s location.

Earth’s Rotation Earth and Space

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STUDENT JOURNAL

Earth, Sun and Moon Earth and Space

Name: Date:

Part 1: Dropping Meteorites

Smaller Tub

Meteorite Marble

Did it make a visible impact?

Describe the impact.

1

2

3

4

5

6

7

Larger Tub

Meteorite Marble

Did it make a visible impact?

Describe the impact.

1

2

3

4

5

6

7

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STUDENT JOURNAL

Earth, Sun and Moon Earth and Space

Why do you think the model of the Earth had a masking tape screen?

Record any similarities and differences between the two models.

Small tub Large Tub

Similarities

Differences

Why do you think there are fewer craters on Earth than on the Moon?

Part II: Characteristic Sort

List at least two physical characteristics of the Earth, Sun, and Moon.

Earth Sun Moon

1. 1. 1.

2. 2. 2.

Which characteristics surprised you?

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InterdependencyOrganisms and Environments

Name: Date:

STUDENT JOURNALHome Sweet Home

1. What do animals need to survive?

2. What do plants need to survive?

3. What are some needs that nonliving things provide for living things?

4. Draw a picture of your organism.

5. What does your organism eat?

6. How does your organism move around its environment?

7. What is your organism’s adaptation for breathing?

My organism:

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InterdependencyOrganisms and Environments

STUDENT JOURNAL8. What other special adaptations does your organism have?

Create the environment with your group and draw a picture of it here. Label the living and nonliving things. Make sure to include your organism in the picture.

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STUDENT JOURNAL

Food Webs Organisms and Environments

Name: Date:

Food Webs and Energy Part 1: Class Food Web

My habitat is .

Organisms that live in my habitat include:

Decomposers

Producers

Consumers

Draw a simple food chain found in your habitat. Do not forget to include the main source of energy in your chain.

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STUDENT JOURNALFood Webs and Energy Part 2: Habitats

My habitat is .

Organisms that live in my habitat include:

Decomposers

Producers

Consumers

Draw a simple food chain found in your habitat. Do not forget to include the main source of energy in your chain.

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STUDENT JOURNALPart 2: Habitats

Draw a food web of your habitat. Use arrows to show the direction in which energy flows through the food web.

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STUDENT JOURNAL

Environmental ChangesOrganisms and Environments

Name: Date:

Environmental Changes

1. Create your own “environmental change” and a possible solution for the organism affected. Draw and label the environmental change along with the organism that is affected.

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Environmental ChangesOrganisms and Environments

STUDENT JOURNALReflection Questions:

2. What is your organism and where does it live?

3. What is the environmental change that occurred?

4. Is this change natural or man-made?

5. How might your organism react to this change (MAD)?

6. What harmful effect does the animal’s reaction have on the environment?

7. What helpful effect does the animal’s reaction have on the environment?

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Carbon Dioxide and Oxygen CycleOrganisms and Environments

Name: Date:

STUDENT JOURNALPart I

Draw the contents you observe in your cups every 10 minutes.

start min. min. min.

start min. min. min.

1. What was the first thing you observed occurring in your cups?

2. How long did it take before this happened?

3. Where do you think this change came from? Why?

One Elodea

Three Elodea

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Carbon Dioxide and Oxygen CycleOrganisms and Environments

STUDENT JOURNAL4. Why is there a difference in the change of one cup and another?

5. How does this show that plants play a part in the carbon dioxide and oxygen cycle?

6. How do you think this investigation would be affected if it were conducted at night time, or even on a cloudy day?

7. In which cup do you think fish would be more likely to survive? Why?

Part II: Skit

Draw one of the cycles you saw in the skits today. Be sure to label your picture and use arrows to show how carbon dioxide and oxygen move through the habitat.

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STUDENT JOURNAL

AdaptationsOrganisms and Environments

Name: Date:

Part I: Animal Tracks

Review your animal tracks and complete your animal tracks chart.

Draw the animal track. What does it do?

(climb, grab, swim,jump, run)

What environment do you think it is best

adapted for?

1. Pick one of the animal tracks. What did you notice about its environment compared to its movement?

2. Explain how you would modify that track to make it better.

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AdaptationsOrganisms and Environments

STUDENT JOURNALPart II: New Animal

Think about the animal you are creating that will live in your assigned environment with your assigned predator.

Your Environment: Your Predator:

How your animal is adapted to...

Its habitat Eating Avoiding Predator

Moving Around

Draw what kind of tracks your Draw your final animal here. animal would make.

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Traits Organisms and Environments

Name: Date:

STUDENT JOURNALPart I: Classroom Data

Trait Number Trait Number

Curly hair Wears glasses

Freckles Ears pierced

Scar Can speak Spanish

Broken limb Can ride a bicycle

Wears red Can juggle

Can roll tongue Attached ear lobes

As you discuss the traits with your class, record each trait in the correct category below.

Inherited Physical Acquired Physical

Inherited Behavior Learned Behavior

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STUDENT JOURNAL

Traits Organisms and Environments

Part II: Inherited vs. Learned

Sort the following list of traits into either the inherited or learned/acquired category. Be sure to discuss why you chose each category with your group members.

• The shape of an eagle’s beak

• A cat with a broken leg

• A dog doing a trick

• A monkey using a stick to get insects to eat

• The spines on a cactus plant

• A dolphin jumping through a hoop

• A dog swimming

Inherited Learned/Acquired

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MetamorphosisOrganisms and Environments

Name: Date:

STUDENT JOURNALPart 1

List the organism names under the proper column:

Complete Metamorphosis Incomplete Metamorphosis

Part 2

Illustrate the stages:

Complete Metamorphosis Incomplete Metamorphosis

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name: student journal · 5. on the front of the folded graphic organizer, label the first section...

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