STEMscope Packets
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Home Connections and Other Resources
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Announcements
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The "big idea" of this scope is that each person on Earth uses the natural resources the planet provides. The use and disposal of these resources, over a lifetime, is known as our human footprint. Globally, the supply and demand for goods and services, and population growth, have increased use of natural resources, the rate of their consumption, waste production, and pollution of the environment. Agricultural, industrial, and everyday human activities have impacted Earth’s land, vegetation, water, and the air. Four-fifths of the Earth’s surface has been influenced by human presence or by activities designed to meet the demand for natural resources. One of the ways to affect human footprint is to become conscious of our energy usage. Although the 3 R’s – reduce, reuse, and recycle – may seem cliché, they may be the only solution to reducing the human footprint we each have. Simple changes in the areas of transportation, energy source and use, food procurement and consumption, and taking action can have a positive impact on our human footprint.
5E Lesson Model: Engage- Access prior knowledge of humans consumption of Earth’s renewable resources Explore- Research the effects of acid rai Explain- Explain that the consumption of Earth’s natural resources by humans can be harmful or helpful, read the STEMscopedia, participate in the activities in the Scope packet. Elaborate- Explore connections and applications of science content through interactions with an authentic, real world situation. Evaluate- Students will complete their evaluation by answering 5 multiple-choice questions The tentative test date is Friday, May 3rd. |
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4/19/2019
The "big idea" of this scope is that water can be found almost everywhere on Earth covering 71% of Earth’s surface. It is in the atmosphere, in bodies of water both fresh and saline, in living organisms, and in the upper layers of Earth’s crust (its solid surface layer). Ninety-seven point five percent of the water on Earth is saltwater; only 2.5% is the fresh water that organisms that do not live in the oceans can use to survive. Most of the freshwater is in the form of glaciers and ice caps (68.7%) leaving about 30% as groundwater. Freshwater found in lakes and rivers is what non-oceanic organisms use to meet their needs. 5E Lesson Model: Engage- Access prior knowledge of Earth’s water sources Explore- Students create a bar graph to represent the distribution of Earth’s freshwater. Explain- Explain that water can be found almost anywhere on Earth but available freshwater makes up only 1% of the water on Earth, read the STEMscopedia, participate in the activities in the Scope packet. Elaborate- Explore connections and applications of science content through interactions with an authentic, real world situation. Evaluate- Students will complete their evaluation by answering 5 multiple-choice questions. The tentative test date will be Monday, April 29th. |
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4/8/2019
We are combining the scopes "Earth's Systems" and "Earth's Systems Interactions" The "Big Idea" of these scopes is that Earth has various systems working together to sustain life for the organisms that occupy it. Earth’s major systems are the geosphere (solid and molten rock, soil, and sediments), the hydrosphere (water and ice), the atmosphere (air), and the biosphere (living things, including humans). These systems interact in multiple ways to affect Earth’s surface materials and processes. 5E Lesson Model: Engage- Students will build on prior knowledge of root words by connecting the root to the sphere. Students will categorize picture cards into the correct spheres. Explore- Students will study an object in space and compare the spheres to those of Earth. Explain- Students will read about the spheres and their interactions in the STEMscopedia. Elaborate- Students will link their learning to real world situations such as landslides, weather changes, and other natural disasters.. Evaluate- Students will be evaluated on the completion and accuracy of their STEMscope packet, a CER, and 5 multiple choice questions. The tentative test date for this scope is Friday, April 19th. |
3/22/2019 Objects in the Sky
The "Big Idea" of this scope: The orbits of Earth around the sun and of the moon around Earth, together with the rotation of Earth about an axis between its North and South poles, cause observable patterns. These include day and night; daily changes in the length and direction of shadows; and different positions of the sun, moon, and stars at different times of the day, month, and year. 5E Lesson Model: Engage- Students will build on prior knowledge by evaluating opinions on moon phases, and watch a time lapse video of the night sky and record their observations. Explore- Students will act as the Earth as they revolve around the Sun. As they revolve, students will take notice of the constellations they can see from certain locations during the year. Explain- Students will read about the objects in the sky, and the patterns they create, in the STEMscopedia. Elaborate- Students will create “Tweets” to summarize what they know about a variety of objects in the sky. Evaluate- Students will be evaluated on the completion and accuracy of their STEMscope packet. There will not be a formal assessment for this scope. We will finish this scope before spring break. |
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3/11/2019 Earth's Rotation
The "Big Ideas" of this scope are:
2/24/2019
The "Big Idea" of this scope is that the gravitational force exerted by Earth on objects is directed down toward the center of Earth. Gravity is the force that pulls two objects towards each other. The force is affected by the amount of mass and distance: the greater the mass of and object, the greater the attraction; the farther apart the objects, the weaker the attraction. This Scope will follow the 5E Lesson Model. |
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2/4/2019
The "big idea" of this scope is that the sun and other stars are natural bodies in the sky that give off their own light. The sun is a star that appears larger and brighter than other stars because it is closer. Stars range greatly in their distance from Earth. 5E Lesson Model:
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1/28/2019
The "big idea" of this scope is that when two or more substances are mixed together, a new substance is formed.If the substances interact chemically, the result is called a compound. If the substances do not interact chemically, the resulting substance is called a mixture. 5E Lesson Model:
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1/16/2019
The "big idea" of this scope is that all matter has properties. Properties are the characteristics or traits that make a particular material unique from other materials. The physical properties of a material can be measured without changing the materials molecular form or structure. 5E Lesson Model: Engage- Access prior knowledge of properties of matter. Explore- Students test the property of solubility to identify materials. Explain- Explain the properties of matter, read the STEMscopedia, participate in the activities in the Scope packet. Elaborate- Students will research and engage in a discussion regarding the properties of chewing gum. Evaluate- Students will complete their evaluation with a 5 multiple-choice test. The tentative test date is Monday, January 28th. |
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12/18/2018
The "big idea" of this scope is that matter can change from one state or phase to another. The amount of matter, called its mass, is conserved when it changes from one state or phase to another, even when it appears to have been reduced or have disappeared. When two or more substances are mixed together, a new substance with different properties may be formed. Regardless of the change in form, the total mass of the original substances will be unchanged. In everyday events, mass is neither created nor destroyed. 5E Lesson Model: Engage- Access prior knowledge of water in various states of matter (solid, liquid, gas) Explore- Compare the mass of a mixture with the mass of the mixture’s ingredients. Explain- Explain the different states of matter, read the STEMscopedia, participate in the activities in the Scope packet. Elaborate- Students will explore connections and applications of science content through interactions with authentic, real world media. Evaluate- Students will complete their evaluation by reading a scenario, deciding if statements made are true or false, and explaining why. The tentative test date is 1/16. |
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12/6/2018
The "big idea" of this scope is that matter of any type can be subdivided into particles that are too small to see, but even then, the matter still exists, and can be detected by other means. 5E Lesson Model: Engage- Students think about how things are classified into things that are composed of matter and things that are not composed of matter. Explore- Students learn that matter is still there even though it cannot be seen through exploration. Explain- Explain matter’s properties, read the STEMscopedia, participate in the activities in the Scope packet. Elaborate- Students will explore connections and applications of science content through interactions with authentic, real world media. Evaluate- Students will complete their evaluation by answering 5 multiple-choice questions. The tentative date for this test is Tuesday, December 18th. |
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11/26/2018
The "big idea" of this scope is that most of the matter on Earth is the same matter that existed when the planet was formed. The substances that make up living things have been recycled over and over again since the planet’s beginning. 5E Lesson Model: Engage- Access prior knowledge of parts of the matter cycle. Explore- Research and develop a plan to start a compost heap on campus. Explain- Explain that matter cycles are what make the world go round, read the STEMscopedia, participate in the activities in the Scope packet. Elaborate- Students will prepare and engage in a debate over whether we should burn yard waste. Evaluate- Students will complete their evaluation by answering 5 multiple-choice questions and respond to a CER. The tentative test date is Wednesday, 12/5. |
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11/6/2018
The "big idea" of this scope is that every organism needs energy in order to survive. Organisms use energy to carry out such functions as respiration, metabolism, movement, and temperature maintenance. Within an ecosystem, energy is obtained from external sources and cycled through a food pyramid. Each level in a food pyramid is called a trophic level. Energy moves through an ecosystem from the Sun to producers, consumers, and decomposers in turn, creating a pool of organic resources. Only about ten percent of the energy at each trophic level is available to pass along to the next level of a food pyramid. There is less energy available to support the organisms in each increasing level, so the population sizes decrease as you move up the food pyramid. This is why the energy flow is illustrated in the shape of a pyramid. 5E Lesson Model: Engage- Access prior knowledge of how environments provide organisms with their basic needs. Explore- Research and develop a plan to trap invasive species that are disrupting a local ecosystem. Explain- Explain that living and nonliving things interact in an ecosystem, read the STEMscopedia, participate in the activities in the Scope packet. Elaborate- Student will create a wanted poster about an invasive species that is negatively impacting their community. Evaluate- Students will complete their evaluation by answering 5 multiple-choice questions and respond to a CER. The tentative test date for this scope is Wednesday, 11/14. |
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11/1/2018
Our test covering the scope "Food Webs" will be on Monday, November 5th and will consist only of 5 multiple-choice questions. STEMscope packets will also be checked for completion. However, students will leave the "Mystery Science" page blank. 10/12/2018 We will begin the Food Webs STEMscope on Monday, October 15th. The tentative date for the Food Webs test is on Friday, November 2nd. The "big idea" of this scope is the movement of matter among plants, animals, decomposers, and the environment. The food of almost any kind of animal can be traced back to plants. Organisms are related in food webs in which some animals eat plants for food and other animals eat the animals that eat plants. Some organisms, such as fungi and bacteria, break down dead organisms (both plants or plants parts and animals) and therefore operate as “decomposers. Decomposition eventually restores (recycles) some materials back to the soil. Organisms can survive only in environments in which their particular needs are met. A healthy ecosystem is one in which multiple species of different types are each able to meet their needs in a relatively stable web of life. Newly introduced species can damage the balance of an ecosystem. 5E Lesson Model: Engage- Students show the flow of energy from the Sun to all the other organisms by using the pictures and arrows. Explore- Students will research and brainstorm how to safely remove an invasive species from an environment. Students will research Burmese Pythons in class, and build a trap to safely remove them in Makerspace. Explain- Students will explain the movement of matter among plants, animals, decomposers, and the environment. Elaborate- Students will explore connections and applications of science content through interactions with an authentic, real world situation. Evaluate- Students will complete their evaluation by answering 5 multiple-choice questions and 3 open-ended questions. |
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10/8/2018
Our Basic Needs test has been pushed back to Friday, October 12th. The test will consist of 5 multiple-choice questions and 3 open-ended questions. 9/28/2018 We will begin the Basic Needs STEMscope on Tuesday, October 2nd. The tentative date for the Basic Needs test is on Wednesday, October 10th. The "big idea" of this scope is that living things have basic needs that must be met in order for them to survive and thrive. Resources are taken in by organisms and then recycled back into the environment as organisms live, grow, and die. Matter in an organism’s environment is cycled among living and nonliving things. This cycling ensures that an environment’s occupants obtain what they need from the environment while contributing to its health and sustainability. 5E Lesson Model:
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9/11/2018
Matter and Energy in Plants will be our first Scope this year. 5E Lesson Model:
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STEMscopes is our main science curriculum source. Each "scope" is similar to a chapter in a textbook and includes all elements of a 5E lesson (Engage, Explore, Explain, Elaborate, and Evaluate). Depending on the scope, we will take approximately 1-2 weeks to cover the material.
The STEMscopes "textbook" is completely online. Your child will have an account that they can access at school and at home. While they will have access to the assignments online, the assignments will be photocopied into a packet which students are expected to complete before the quiz/test and turn in for a grade. A pdf copy of the packet will be posted here before the start of each scope in case your child loses their copy. In addition, approximately two days prior to the quiz/test an answer key will also be posted here to help with studying. |
STEMscopes provides opportunities for families to connect what students are learning in the classroom with experiments and conversations that can take place at home. With each scope, I will post the "Home Connection" if you're interested ways to bring science into your home. The discussion questions make for great dinner table conversations!
In addition, science videos will also be posted here to provide opportunities for reteaching and enrichment. These are great resources to assist with studying for quizzes/tests. |
8/31/2018
Here is the link to Room 25's Science BTSN presentation for your reference. Here is the link to Room 26's Science BTSN presentation for your reference. (FYI, The only difference between the two presentations is the Remind code.) --- Science announcements will be posted here weekly. Most announcements will cover upcoming test dates and what to expect in terms of test format (ie multiple choice, open-ended, or CER - claim, evidence, reasoning). The best way to prepare for tests is to think of the “Big Idea” that we have talked about during the scope and make sure you can explain this idea using learned vocabulary and examples that we have read about and discussed. Other useful study tools include your completed STEMscope packet and science journal notes. Tests will be returned in a packet consisting of: a goldenrod rubric that outlines their multiple choice, short answer response, note-taking and STEMscope packet grades. Journal/Packet Notes- The note-taking grade is based on a 3-2-1 rubric which is outlined on the goldenrod paper, and is also glued to the inside cover of each student’s science journal. Multiple Choice Grade- The five multiple choice questions can be found online on the STEMscopes website. Have your child log into their account to show you the quiz and their responses. Short Answer Grade- The three short answer responses are based on a 3-2-1 scale. The expectation is that students draw on all of their science knowledge, and include vocabulary and scientific reasoning and principles in their answers.
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