G3+Sci+U1+-+Matter


 * P.S. 208 The Alain L. Locke Magnet School for Environmental Stewardship 2012-2013 **
 * GRADE 3 SCIENCE CURRICULUM (Begins Sept 19th, 2012—Ends Nov. 9th, 2012) **
 * Unit 1: Matter **


 * Essential Question: **Our relationship with matter makes all matter important.
 * Enduring Understanding: ** What matter matters?


 * Unit Performance Task: Week of November 1st, due Friday November 9th, 2012 (I34) **
 * World community photo essay **: There has been an increase amount of matter (waste) in different part of the communities. Students as photo journalist will compile a photo essay for National Geographic to inform the community about the increase in waste.

3.RI.1. - Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 3.RI.3 - Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. 3.RI.4 - Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. 3.RI.7 - Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., <span style="font-family: 'Lucida Grande','serif';">where, when, why, and how key events occur). <span style="color: #17a238; font-family: 'Lucida Grande','serif';">3.W.1- Write opinion pieces on topics or texts, supporting a point of view with reasons. <span style="color: #17a238; font-family: 'Lucida Grande','serif';">3.W 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. <span style="color: #17a238; font-family: 'Lucida Grande','serif';">3.W.4 - With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. <span style="font-family: 'Lucida Grande','serif';">3.W. 6 - With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and <span style="font-family: 'Lucida Grande','serif';">collaborate with others. <span style="color: #17a238; font-family: 'Lucida Grande','serif';">3.W.7 - Conduct short research projects that build knowledge about a topic. <span style="font-family: 'Lucida Grande','serif';">3.SL.1- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. <span style="color: #17a238; font-family: 'Lucida Grande','serif';">3.SL.2 - Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. <span style="font-family: 'Lucida Grande','serif';">3.SL.3 - Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. <span style="font-family: 'Lucida Grande','serif';">3.SL.4 - Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. <span style="font-family: 'Lucida Grande','serif';">3.L.4 - Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. <span style="font-family: 'Lucida Grande','serif';">a. Use sentence-level context as a clue to the meaning of a word or phrase. <span style="font-family: 'Lucida Grande','serif';">b. Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, <span style="font-family: 'Lucida Grande','serif';">comfortable/uncomfortable, care/careless, heat/preheat). <span style="font-family: 'Lucida Grande','serif';">c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). <span style="font-family: 'Lucida Grande','serif';">d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. <span style="font-family: 'Lucida Grande','serif';">3.L.6 - 6. Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
 * <span style="font-family: 'Lucida Grande','serif';">Common Core Learning Standards (Green = assessed): **

<span style="font-family: 'Lucida Grande','serif';">A. Cultural Preservation and Transformation: The preservation of cultural histories and heritages, and the transformation of cultural identities and practices that contribute to sustainable communities. Students will develop the ability to discern with others what to preserve and what to change in order for future generations to thrive**.**
 * <span style="font-family: 'Lucida Grande','serif';">EfS Standards: **

<span style="font-family: 'Lucida Grande','serif';">B. Responsible Local and Global Citizenship: The rights, responsibilities, and actions associated with leadership and participation toward healthy and sustainable communities. Students will know and understand these rights and responsibilities and assume their roles of leadership and participation.

<span style="font-family: 'Lucida Grande','serif';">C. The Dynamics of Systems & Change: A system is made up of two or more parts in a dynamic relationship that forms a whole whose elements ‘hang together’ and change because they continually affect each other over time. Fundamental patterns of systems include growth, decline, and vacillation. Students will know and understand the dynamic nature of complex systems and change over time. They will be able to apply the tools and concepts of system dynamics and systems thinking in their present lives, and to inform the choices that will affect our future. <span style="font-family: 'lucida grande','serif';"> 28. Define how their own (or other peoples’) actions affect the systems they are in.

<span style="font-family: 'Lucida Grande','serif';">D. Sustainable Economics: The evolving theories and practices of economics and the shift towards integrating our economic, natural, and social systems to support and maintain life on the planet. Students will know and understand 21st century economic practices and will produce and consume in ways that contribute to the health of the financial, social and natural capital. <span style="font-family: 'lucida grande','serif';"> 2. Understand the difference between materials produced in the natural world and materials produced by people.

<span style="font-family: 'Lucida Grande','serif';">E. Healthy Commons: Healthy Commons are that upon which we all depend and for which we are all responsible (i.e., air, trust, biodiversity, climate regulation, our collective future, water, libraries, public health, heritage sites, top soil, etc.). Students will be able to recognize and value the vital importance of the Commons in our lives and for our future. They will assume the rights, responsibilities, and actions to care for the Commons.

<span style="font-family: 'Lucida Grande','serif';">F. Natural Laws and Ecological Principles: The laws of nature and science principles of sustainability. Students will see themselves as interdependent with each other, all living things, and natural systems. They will be able to put their knowledge and understanding to use in the service of their lives, their communities, and the places in which they live. <span style="font-family: 'lucida grande','serif';"> 1. Explore different elements that support life on earth and how they are related to one another (interconnectivity). This includes the relation of high quality and abundant water, soil, and air essential to all life. <span style="font-family: 'Lucida Grande','serif';">4. Clarify the importance of a great diversity of life (biodiversity) to the long term sustainability of humankind and other living species on Earth. <span style="font-family: 'Lucida Grande','serif';">7. Demonstrate an understanding of some basic natural laws and principles.

<span style="font-family: 'Lucida Grande','serif';">I. Sense of Place: The strong connection to the place in which one lives. Students will recognize and value the interrelationships between the social, economic, ecological, and architectural history of that place and contribute to its continuous health. <span style="font-family: 'lucida grande','serif';"> 34. Research, design, implement and assess a project of the students’ own choosing that contributes to the health of the community.


 * <span style="font-family: 'Lucida Grande','serif'; font-size: 24px;">CFU = Check for Understanding are done on teacher checklists **

**<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Sept 19th ** <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Inquiry <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Forceps <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Variable <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Formulate || <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Students are introduced to, identify and use inquiry tools.
 * **<span style="color: #fefffe; font-family: 'Lucida Grande','serif'; font-size: 15px;">Lesson ** || **<span style="color: #fefffe; font-family: 'Lucida Grande','serif'; font-size: 15px;">Objective/KBAD ** || **<span style="color: #fefffe; font-family: 'Lucida Grande','serif'; font-size: 15px;">Investigate/Activity ** || **<span style="color: #fefffe; font-family: 'Lucida Grande','serif'; font-size: 15px;">Homework ** || <span style="color: #fefffe; font-family: 'Lucida Grande','serif'; font-size: 15px;">Environmental Tie-Ins ||
 * **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Week of **
 * <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Vocabulary **

<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Students identify, analyze and make conclusions about scientific tools. || **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Day 1: **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;"> Students are given baskets of inquiry tools and discuss and chart with a partner what they think the tools are used for. Class comes together to chart the tools and what they are used for.


 * <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Day 2: **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;"> Review tools. Partners read pages 2-9 in Harcourt. Class discussion and add to chart from day 1.
 * <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">CFU: **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Popcorn share – students give either purpose of tools or example and use. || **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Day 1: **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;"> Reading Support (RS) p. 1


 * <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Day 2: **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">p. 9 #1, 3, 5 || <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">EfS: F

**<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Sept 24th ** <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Scientific Method <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Investigation <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Experiment <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Hypothesis || <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Students are introduced to and use the Scientific Method. || **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Day 1: ** <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Discuss conversation and what it means to us working with matter.
 * <span style="color: #17a238; font-family: 'Lucida Grande','serif'; font-size: 15px;">How do we use some of these tools in our natural environment? ** ||
 * **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Week of **
 * <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Read Aloud: **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Conservation

<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Making Bubbles p. 3 <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">(Lab Manual (LM) p. 13-14) – see EfS Question
 * <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">CFU: **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Students describe the purpose of this experiment to partner, and complete short survey form. || <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Answer question in notebook: What will happen if we do not conserve? || <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">EfS: A, B, C, F


 * <span style="color: #17a238; font-family: 'Lucida Grande','serif'; font-size: 15px;">How do we use the scientific method to preserve laws of nature? **


 * <span style="color: #17a238; font-family: 'Lucida Grande','serif'; font-size: 15px;">How do we apply this to real life? ** ||
 * || <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Students review the states of matter and categorize pictures into solid, liquid, gas. || **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Day 2: **
 * <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Read Aloud: **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;"> States of Matter p. 4, 5

<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Picture sort – cut, sort and glue pictures into categories
 * <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">CFU: **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Picture sort || <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Related homework sheet || <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">EfS: F7

**<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Oct 1st ** <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Matter <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Solid <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Liquid <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Gas || <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Students observe and identify properties/attributes <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">of solids, liquids and gas || **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Day 1: **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;"> Read Aloud: What is Matter Made of?
 * <span style="color: #17a238; font-family: 'Lucida Grande','serif'; font-size: 15px;">PROJECT PREP QUESTION: What types of solids, liquids and gases do we see in our natural environment and how do we affect them with our actions? ** ||
 * **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Week of **

<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Attributes of solids – handouts from Matter & Materials pgs 16-19
 * <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">CFU: **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Sorted attributes || <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Transparency PS 36

<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">RS p. 83-84 || <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">EfS: A, C28, D2, E, F1, 4,

<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Insta-Lab p. 385
 * <span style="color: #17a238; font-family: 'Lucida Grande','serif'; font-size: 15px;">How would our lives be different if all matter was liquid? Gas? Solid? **
 * <span style="color: #17a238; font-family: 'Lucida Grande','serif'; font-size: 15px;">Could we survive? ** ||
 * ||  || **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Day 2: **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;"> Read pgs. 384-388


 * <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Dissolve M& M's in different liquids: **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;"> Plain M & Ms are placed in water, vinegar, ant-acid, oil. Students observe the changes in the liquid and the changes made to the M & M in graphic organizer.
 * <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">CFU: **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Experiment chart – listed observations and answers to questions on sheet. || <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Explain what you learned about matter from the experiment. || <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">EfS: A, C28, D2, E, F1, 4,

**<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Oct 9th ** <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Matter <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Physical property <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Mass <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Volume <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">***Internet research FRIDAY: building on PROJECT PREP EfS QUESTIONS is the focus of the searching. Students gather notes on Power Point notes pages provided to plan || <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Students understand that matter can change its appearance through a physical change while <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">its weight and volume remain the same. || <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">What is physical change? Provide picture examples on SMART board.
 * <span style="color: #17a238; font-family: 'Lucida Grande','serif'; font-size: 15px;">How would our lives be different if all matter was liquid? Gas? Solid? **
 * <span style="color: #17a238; font-family: 'Lucida Grande','serif'; font-size: 15px;">Could we survive? ** ||
 * **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Week of **

<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Partners read pgs. 374-380. Class notes and discussion based on learnings.

<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Partners perform Insta-Lab p. 379
 * <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">CFU: **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Thumbs up for oral/SMART board question about mass and volume || <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">RS p. 80

<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">RS p. 81-82 || <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">EfS: A, B, C28, D2, F7, I


 * <span style="color: #17a238; font-family: 'Lucida Grande','serif'; font-size: 15px;">PROJECT PREP QUESTION: How and when does matter become a problem? **

<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Mixture <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Compounds <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Solutions
 * <span style="color: #17a238; font-family: 'Lucida Grande','serif'; font-size: 15px;">How does learning about matter and its properties help us sustain our place on Earth? ** ||
 * **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Oct 15th **

<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">***Internet research FRIDAY: building on PROJECT PREP EfS QUESTIONS is the focus of the searching. Students gather notes on Power Point notes pages provided to plan || <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Students learn that compounds form through chemical change; mixtures are combinations <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">that form through physical alterations only. || <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">What is chemical change and how is it different from physical change? Show comparison chart on SMART board and students discuss differences.

<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Partners perform Investigate p. 391

<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Partners Read p. 392-396 <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">and answer #1 together
 * <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">CFU: **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;"> Around the room – students can give an example of a chemical change and/or describe how a chemical change can impact the environment. || <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">RS p. 85-86

<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Text p. 397 || <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">EfS: D2, F7, I

**<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Oct 22nd ** <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Chemical changes || <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Students use the internet (Brainpop) to find the difference between mixtures and solutions and find examples of each. || **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Day 1: **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;"> Question in notebooks: What are mixtures and solutions? Watch the videos on Brainpop. Class discussion following.
 * <span style="color: #17a238; font-family: 'Lucida Grande','serif'; font-size: 15px;">PROJECT PREP QUESTION: How do man-made solutions in the natural environment impact human and animal life? ** ||
 * **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Week of **
 * <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">CFU: **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Slate - students draw an example of a mixture then a solution || <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Find 3 solutions and and 3 mixtures at home. Explain why each is a mixture or solution. || <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">EfS: F7


 * <span style="color: #17a238; font-family: 'Lucida Grande','serif'; font-size: 15px;">PROJECT PREP QUESTION: Do we see mixtures and solutions in nature? Are they helpful or harmful? ** ||
 * <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">***Internet research FRIDAY: building on PROJECT PREP EfS QUESTIONS is the focus of the searching. Students gather notes on Power Point notes pages provided to plan || <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Students learn that matter can change in its mass through a chemical change. Weight and volume can change through chemical reactions. || **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Day 2: **
 * <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Read Aloud: **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;"> Exploring Matter

<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Insta-Lab p. 396
 * <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">CFU: **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Slate – a few words to describe the chemical change in Inst-Lab || <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Text p. 397 – Writing Component || <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">EfS; D2, F7

**<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Project research time ** || <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Students review the chemical changes.
 * <span style="color: #17a238; font-family: 'Lucida Grande','serif'; font-size: 15px;">PROJECT PREP QUESTION: What kind of chemical changes do we see in our natural environment? ** ||
 * **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Oct 29th **

<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Students are researching how the changes in matter affect their environment (community and world) <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">AND putting together the Power Point. || **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Optional additional experiment: ** <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Chemical Change: <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">1. Mysterious Reaction -Baking Soda & Vinegar, add egg. Students observe changes.

<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">2. Internet research: building on PROJECT PREP EfS QUESTIONS is the focus of the searching. Students gather notes on Power Point notes pages provided to plan || <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Find pictures in newspaper or internet for project. || <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">EfS: F7 || **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Nov 5th ** || <span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Students are finalizing Power Point presentations.
 * **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Week of **

<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Students are writing reflections on Unit projects. || **<span style="font-family: 'Lucida Grande','serif'; font-size: 15px;">Project completion and presentations Friday, November 9th. ** ||  ||   ||

<span style="font-family: 'Lucida Grande','serif';">Informal observations (checklist) - vocabulary use, participation, partner work, homework <span style="font-family: 'Lucida Grande','serif';">Formal – vocabulary quizzes, class application questions, final project <span style="font-family: 'Lucida Grande','serif';">Vocabulary development- making words with science words (sorting letters), vocabulary booklet
 * <span style="font-family: 'Lucida Grande','serif';">Assessments: **

<span style="font-family: 'Lucida Grande','serif';">File folder centers <span style="font-family: 'Lucida Grande','serif';">Trade books: <span style="font-family: 'Lucida Grande','serif';">States of Matter by Suzanne Slade <span style="font-family: 'Lucida Grande','serif';">What is the World Made of? By Kathleen Weidner Zoehfeld <span style="font-family: 'Lucida Grande','serif';">Exploring Matter by Marilyn J. Salomon <span style="font-family: 'Lucida Grande','serif';">Conservation by Christine Petersen
 * <span style="font-family: 'Lucida Grande','serif';">Other Resources **<span style="font-family: 'Lucida Grande','serif';">: Harcourt Text, vocabulary games on Harcourt site

<span style="font-family: 'Lucida Grande','serif';">