Week 2 Science Chart

Jennifer Mink & Sarah Weaver

Monday Tuesday Wednesday Thursday Friday
Week Week4 Science
8 Science Chart Chart
Day 1 Day 2 Week Week
Week Day
6 Mink
Science
10 3
12Science
Science Day 4 Day 5
Jennifer
Jennifer Mink & &Chart
Sarah Sarah Chart
WeaverChart
Weaver
JSSOLMonday S3.1
Monday JSSOL S3.1 Tuesday Jennifer
Jennifer
Jennifer
JSSOL Mink
Week Mink
Mink
S3.1 &
14Sarah
Wednesday &&Sarah
Science Sarah
Weaver Weaver
Weaver
Chart JSSOLThursdayS3.1 Thursday JSSOLFriday S3.1 Friday
Tuesday Wednesday
Observations Monday
Day
Day Monday
and
11 Observations Tuesday
Tuesday
and
Day 22Tuesday Jennifer Mink
Day Measurements: Wednesday
Wednesday
Day Day Mass,
3&3Sarah Weaver Day Measurements: Thursday
Thursday
Mass,
4 Day 4 Measurements: DayFriday Friday Friday
5 Day 5Mass,
Monday Wednesday Thursday
Scientific
JSSOL S3.3 Day
Method 1Day
Monday 1 Scientific
JSSOLS3.1 Day
Method Day
Tuesday
S3.3 Day 2 2 2 Volume,
JSSOL Length, Day
Day
Wednesday 3 3 Volume, Length, Day
Thursday Day 4 4 Volume, Length, Day
Friday Day 5 5
S3.1Day 1 JSSOL JSSOLS3.3 S3.1 Data: Day 3 JSSOL JSSOL
S3.1 Data: S3.3
Day 4 JSSOL S3.1 JSSOL Data:
Day S3.3
5
JSSOL
Physical
Measurements: S3.3
matter Day and1
Mass, JSSOL
Physical
Measurements: S3.3
matter Day and
Mass, 2 Motion JSSOL
Temperature,
Gathering, S3.3
Time3
Day
and Charting,
Position JSSOL
Temperature,
Motion
Gathering, S3.3
TimePosition
Day
and
Charting, 4 Temperature,
Gathering, JSSOL
Motion Day
Charting, S3.3
Time and 5 Position
JSSOL JSSOL
S3.2 S3.4 JSSOLJSSOL S3.4S3.2 JSSOL JSSOL S3.4 S3.2 JSSOL
JSSOL S3.4
S3.3 JSSOL
JSSOL S3.4
S3.3
Light,
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JSSOL electricity
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Properties
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 Week 16 Science Chart
Jennifer Mink & Sarah Weaver
Monday Tuesday Wednesday Thursday Friday
Day 1 Day 2 Day 3 Day 4 Day 5
JSSOL S3.5 JSSOL S3.5 JSSOL S3.5 JSSOL S3.5 JSSOL S3.5
Various food chain Various food chain Various food chain Various food chain Various food chain
relationships and relationships and relationships and relationships and relationships and
organisms roles within organisms roles within organisms roles within organisms roles within organisms roles within
their environments. their environments. their environments. their environments. their environments.

T/SS: The class will W/T/S: Students will MA: Students will cut MAThe teacher will MO/S/LI/MA/M: Set
watch a clip from receive food webs to fill pictures of animals out bring in a few ant farms up Energy Cycle
Jurassic Park of an in after a powerpoint of magazines. for the students to Experiment
herbivore scene. presentation. watch.
LI/CM/S: The class will LI/S: Introduce energy
CM/OL/LI:The class MA/A/S: The students discuss aspects of being A/S/MA/LI: The cycle terms and
will discuss the clip and will create a pamphlet a vertebrate animal. teacher will have a definitions.
what they noticed. on either carnivores, poster of an ants body
herbivores, or MA/S:Students will take on the board to explain L/R/M: The students
MO/S: The teacher will omnivores. those cut outs and its parts. will hunt down what
ask each student to go arrange them into the 5 level we are on the
up to the board and DA:MO/MA/S/GA: types on their desks. LI/CM/S: The class will trophic energy scale, by
write a particular term or There will be a student discuss the differences checking either the
definition. chain demonstration of A/S/:Students will then in varying invertebrates. vegetable or meat levels.
trophic energy levels. make a poster drawing
HW/S: The students any animal they would LI:The class will close
will be given a simple want to have as a pet if with an Aesop’s Fable
work sheet with 2 food they could have any “the Grasshopper and
chains and will draw animal. They would then the Ant”
arrows to make the label what class that
correct food chain order. animal was from.
 Week 18 Science Chart
Jennifer Mink & Sarah Weaver
Monday Tuesday Wednesday Thursday Friday
Day 1 Day 2 Day 3 Day 4 Day 5
JSSOL S3.5 JSSOL S3.5 JSSOL S3.5 JSSOL S3.5 JSSOL S3.5
Various food chain Various food chain Various food chain Various food chain Various food chain
relationships and relationships and relationships and relationships and relationships and
organisms roles within organisms roles within organisms roles within organisms roles within organisms roles within
their environments. their environments. their environments. their environments. their environments.

R/LI/CM: The class GA/A/S: Students will be

will break into groups split into groups to make
to read Crawdad Creek. each of the habitats or
The class and teacher environments on posters.
will discuss the various
GA/S/MA: Students will
animals and things need to take those animals
found that made up a they cut out of wildlife
particular environment. magazines and glue them
in the corrects animal
CI/LI/S: A marine environments.
Biologist will come in
to discuss why sea OL/PS: Each group will
otters are important in defend why they have
their environment and placed the animals they
how their environment put there.
would change without
them: sea urchins
would greatly increase.

Monday
Day 1
JSSOL S3.6
Students will examine
various types of
environments and their
features
LI/L: The teacher will
read Let’s Find It to help
introduce the section on
different environments.
L/S/A: The teacher will
explain that first dry-land
environments will be
discussed including;
deserts and grasslands
explaining the components
of their environment
through pictures.
M: The students will sing
“Going to the Desert”
GA/MA: As groups, the
students will make a
Desert Habitat.
Jennifer Mink & Sarah Weaver
Tuesday
Day 2
JSSOL S3.6
Students will examine
various types of
environments and their
features
S/LI: The teacher will
instruct students on the
different animals and
plants that are found in
desert and grassland
environments.
M: The students will sing,
“The Animals in the
Desert”.
W: The students will be
asked to write a journal
entry on “Life as a desert
or grassland plant or
animal”.
A/E/CM: The students
will draw a picture of
either a grassland or
dessert including the
correct; animals, plants,
and environment. Then
they will share it with the
class.
Week 20 Science Chart
Wednesday
Day 3
JSSOL S3.6
Students will examine
various types of
environments and their
features
LI/L: The teacher will
read Where the Forest
Meets the Sea.
LI/S/GA: The class will
discuss components that
make up forests and rain
forests.
GA/MA: As groups, the
students will make a
Forest Habitat.
PS/W: The students will
individually compare and
contrast forest and desert
habitats.
HW: The students will be
asked to bring in a plant or
stuffed animal they think
will be found in a forest or
rain forest for the next day.
Thursday
Day 4
JSSOL S3.6
Students will examine
various types of
environments and their
features
CM: The class will
participate in a show/tell
of what animals or plants
they brought from home.
LI/S/GA: The class will
discuss the different
animals and plants that are
found in forests and rain
forests.
MO/GA: The class will be
divided into separate
groups and create and
participate in a puppet
show about a day in the
life of rainforest or forest
plants and animals.
Friday
Day 5
JSSOL S3.6
Students will examine
various types of
environments and their
features
GA/R/S/PS: The students
will be divided into three
groups. Each group will be
provided with materials to
help investigate either
pond, marshland, or
swamp environments.
A/GA: The students will
be asked to make a collage
using magazines and
newspapers of what would
be found in their groups’
environment.
OL/GA: Through the use
of their collages, each
group will present their
environment to the
classroom.
LI: The teacher will add
any extra comments for
each presentation.
 Week 22 Science Chart
Jennifer Mink & Sarah Weaver
Monday Tuesday Wednesday Thursday Friday
Day 1 Day 2 Day 3 Day 4 Day 5
JSSOL S3.6 JSSOL S3.6 JSSOL S3.6 JSSOL S3.7 JSSOL S3.7
Students will examine Students will examine Students will examine major components of major components of
various types of various types of various types of soil and various soil and various
environments and their environments and their environments and their components of the components of the
features features features earth. earth.

GA/MA: The class will L/GA/S/MA: The teacher GA/ MO: The students W/A/MA: Each student LI: The class will discuss
divide into groups and will bring in a model of a will separate into teams will be given a handful of the origin of different soil
help participate in stream, river and ocean and go outside to an soil to investigate. They and its importance to
building a “Working and allow the students to assigned area to will write and draw in plants and animals.
Wetland” to help discover different aspects investigate and collect there journals what they
understand what creates that make up the data in their journals from found. GA/W/CC: The students
ponds, marshlands, and environment. their local habitat. will divide into groups and
swamps. LI: The teacher will establish a list of food
OL/CM: The students A/W/GA: Each team will describe where soil comes they like to eat and
LI: The teacher will will divide into partners create a brochure about from and its importance. research where these
explain what plants and and interview each other this environment through foods are grown.
animals are found in pond, as reporters of a stream, the investigation made. GA/MA: The students
marshland, and swamp river or ocean. will pair into groups to OL/A: The students will
environments. GA/OL: Each team will plant plants in three then draw each food and
W/PS: When the students present the different different pots in order to paste the picture on a map
E/W/A: Each student will have interviewed each artifacts and their discover which soil is to show where it is grown
do a “Wetlands at Work” other they will write a brochures to the class. best; sandy, clay and and create a news
worksheet, which includes report for a newsletter. loam. broadcast about food
drawing and answering DA: Flexible Grouping growth and soil
questions will be allowed in order to
all students to help each
other during this
assignment.

Monday
Day 1
JSSOL S3.7
major components of
soil and various
components of the
earth.
LI: The teacher will instruct
students on how soil provides
the support and nutrients for
plant growth.
GA/MA: The students will
pair into groups to plant
plants in three different pots
in order to discover which
soil is best; sandy, clay and
loam.
L/LA/W: The students will
write a four-lined poem in
their journals about soil with
each line beginning with a
letter in the word.
OL/R: A few students will
present their poem to the
class.
Jennifer Mink & Sarah Weaver
Tuesday
Day 2
JSSOL S3.7
major components of
soil and various
components of the
earth.
MA: The class will divide
into groups and create a
“Sedimentary Sandwich”
from Earth Science for Every
Kid.
LI: The teacher will instruct
the class about the three
different layers of soil;
topsoil, subsoil and bedrock.
M: The class will then sing
the “Soil” song.
MO/GA: Together the
students will create body
movements to remember
where each layer of soil is.
DA: Students with physical
disabilities will be able to
draw a picture to remember
the layers of soil
Week 24 Science Chart
Wednesday
Day 3
JSSOL S3.7
major components of
soil and various
components of the
earth.
MO: The students will go
outside and dig a hole and
collect a cup of soil every 15
centimeters.
LI: The teacher will instruct
the students about the
components of soil; rock,
clay, silt, sand, and humus.
W/MA: The students will
investigate their cups with
microscopes and write their
observations in their journals
MA/W: The teacher will
provide a section with jars
that contain different soil the
students will experiment a
record how much water each
soil holds.
Thursday
Day 4
JSSOL S3.7
major components of
soil and various
components of the
earth.
MA/W: The students will
participate in an activity to
illustrate how plants help
conserve soil through the use
of two baking pans; one
containing only soil and the
other containing grass and
soil.
LI: The teacher will instruct
the students about how soil is
a natural resource and is
necessary to conserve.
H/W/PS: The students will
research the “Dust Bowl” and
write a story about how they
would have helped protect
the soil
Friday
Day 5
JSSOL S3.7
major components of
soil and various
components of the
earth.
W/PS: The students will
observe the three different
plants and record the
differences in their journals.
GA/CC: The information
will be gathered together as a
class on the marker board.
MA/GA: A graph will then
be made with the data found
to illustrate the difference
between each soil.
 WeekWeek3626Science ScienceChart Chart
Week
Jennifer
Jennifer 34
Mink
Mink Science
& &Sarah Chart
Sarah Weaver
Weaver
Week
JenniferWeek Mink 30
32 28Science
&Science
SarahChart Chart
Weaver
Monday Tuesday Jennifer
JenniferMink Wednesday
Mink &&Sarah SarahWeaver Weaver Thursday Friday
Monday
Monday Tuesday
Tuesday Wednesday
Wednesday Thursday
Thursday FridayFriday
Day 1
Monday Day 2
Tuesday
Tuesday Day 3
Wednesday
Wednesday Day
Thursday
Thursday 4 Day
Friday 5
Friday
Day 11
Day Day22
Day Day Day3 3 Day Day 4 4 Day Day5 5
JSSOL S3.11 Day 1 JSSOL S3.11 Day
Day22 JSSOL S3.11 Day
Day33 JSSOL S3.11 JSSOL S3.11
JSSOL S3.8 JSSOL S3.8 JSSOL S3.8 JSSOL Day Day44
S3.8 JSSOL Day Day5 5
S3.8
Sources
JSSOL
JSSOL
JSSOL of energy
S3.10
S3.9
S3.10 Sources
JSSOL
JSSOL
JSSOL of energy
S3.10
S3.9
S3.10 Sources
JSSOL
JSSOL
JSSOL of
S3.10
S3.9
S3.10energy Sources
JSSOL
JSSOL
JSSOL of
S3.10
S3.9 energy
S3.10 Sources
JSSOL
JSSOL
JSSOL of
S3.10
S3.9energy
S3.10
Life
JSSOL cycles S3.8 of Life
JSSOL cycles S3.8 of Life
JSSOL cycles S3.8 of Life
JSSOL cycles S3.8 of Life
SSOL cycles
S3.8 of
The
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W/LA:Students
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occurrences The occurrences Students occurrences Field
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to effect
that cycles and
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organisms, andimportance
and human
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to
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all a
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on entry
on different
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all a listthings.
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OL/CM/PS:
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read what thisthey
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Resources

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Thinkquest. Motion. Viewed Oct. 16, 2007. librarythinkquest.org/11924/motion.html
Physical Science for Children’s Video Series. Viewed Oct 16, 2007. www.libraryvideo.com
Teaching Time. Clocks. Viewed Oct. 16, 2007. www.teachingtime.co.uk/
Frogwatch. 2005. Viewed Oct 16, 2007. www-itg.lbl.gov/vfrog
Birds. Ornithology.com 2007. Viewed Oct. 16, 2007 www.ornithology.com/lectures/Feathers.html
Cannon, Janell. Stellaluna. Harcourt Children’s Books. 1993
Africam. Video Highlights. Viewed Oct 16,2007. www.africam.com
Cislunar Aerospace Inc. Marine Life. 2007 Viewed Oct. 16,2007. http://wings.avkids.com
The Energy Cycle. Viewed Oct 16,2007.http://www.fi.edu/tfi/units/life/habitat/habact4.html
Sanders, Scott Russell Illus. by: Hynes, Robert. Crawdad Creek (1999)