| 5th Grade Science Teacher's Overview |
| Science Select |
| Daily Lessons Plans for 5th Grade and Intermediate Science Teachers |
| LIFE SCIENCE MODULE OVERVIEW |
| Life Science B is the second of two Life Science modules, lasting about 6 1/2 weeks. Within the time frame of this module, there are two days set aside for formal student assessment with days of review designated before each assessment. This module includes the concepts, skills and vocabulary as outlined in the TEKS on Life Science (5.9, 5.10 and 5.11) and systems and cycles (5.5 and 5.6 ). TEKS requirements on lab safety, proper scientific equipment usage, environment issues, critical thinking and problem solving processes (5.1 - 5.4) are also included, as well as, many math, reading and technology TEKS. Science TAKS objectives 1, 2 and 4 are covered. This module introduces concepts, vocabulary and comparisons relating to the life cycles of plants and animals. It explores how inherited traits are passed on from parent to offspring from one generation to the next. It also compares the role of heredity (nature) with that of the influences from the environment (nurture) in the growth and development of a person. The early lessons focus on the structure and functions of the parts of plants. They also explore processes such as photosynthesis, transpiration, pollination and germination that are carried on throughout the life cycles of various types of plants. Later lessons look at the ways in which animals grow and mature throughout their life cycles. Students compare the life cycles of animals that mature to adulthood by direct development with those that develop into adults by either complete or incomplete metamorphosis. Finally, the later lessons compare how both heredity and the environment help shape the life of a person. As mentioned in earlier modules, a successful laboratory experience for both students and teacher involves planning and preparation of equipment and materials prior to the start of the lab. Having all materials assembled in cooperative group lab boxes prior to the lab allows time for the teacher to give clear directions and provide modeling before the lab begins. It also provides time for the teacher and students to engage in a meaningful discussion afterward. Another tip for a successful lab experience is to train all students at the beginning of the year in proper cooperative group procedures. If more than one science class is taught or a group of teachers plan together, it is helpful for the teachers to set up the lab boxes for the first class. At end of the lab, cooperative group members prepare the materials in the lab boxes for the next class. The teacher then checks with each group to determine that each box is properly set up before dismissal. The strategies listed above are great management tools for use in a science classroom. Copyright Daniels & Hopper 2003 |
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