DigitalClassroom4thgradescience

This will be a page for us to collect concerns, resources, ideas and issues relating to our Soil and Erosion PBL.

This is a team contract you would give each group before they begin a PBL.

This is the overview of the whole project. You'll make changes specific to your classroom as we go along.

Resources for Project Teacher

Resources for Project Student

= = =// Don't forget to check your labs/closets for materials! You'll probably need to order clay and silt! //= ===// Let's learn from BCES's experience with 'silt' and maybe purchase very fine sand to serve as silt and large grain sand to serve as sand so there is enough variance in the particle sizes. Diatomaceous earth could probably be a substitute for clay in a pinch, but ordering powdered clay is best. //===

//What can I preserve from the existing GCISD curriculum???//

 * Vocabulary! Be sure to keep word walls/anchor charts along the way!

Soil Properties 5E:
 * Observing soils using hand lenses, microscopes
 * Water retention lab (Explore or Elaborate/Sand Trap Blues Part A)
 * Big ideas--how soil particle size correlates to water retention (the bigger the particle, typically the more water that will percolate through)

Weathering and Erosion 5E: Renewable and Nonrenewable Resources 5E: Conductors and Insulators 5E:
 * Breaking Up; might just be needed if students cannot articulate how soils are formed after consulting "How soil is formed?" question in the Soil Properties part of the PBL
 * Stream Tables, though modified! Each group will test their soil with 'wind' (hairdryer or straw) and 'rain' (flow cups); discussion about the soil that erodes/washes away and what can be done to conserve soil. (structures/fences, plants, contour plowing); Moving On condensed into the wind/rain
 * Natural Resources power point and tree map; tie into discussions about using recycled resources to 'design' the structures; soil is considered a renewable resource according to TEA
 * Conductors--Use materials on 5E (foil, paper clips) in place of wires when there is a 'wire shortage.' Test which materials conduct, which do not conduct/insulate, perhaps making a word wall or tree map with pictures of the items.
 * Are You a Conductor power point
 * **New:** Insulate the milk carton house. What insulating material will maintain the most constant temperature inside the house while it is exposed to the 'Sun' (heat lamp) for 30 min. Use the Q5 data loggers to track temperature increase. Can also test non-insulated v. insulated house for sound/decibels if you desire.

Electricity 5E: Consider hosting **'workshops'** as needed for kids who do not understand concepts. Give students a formative assessment 'pulse check' every now and then. You can use lots of tools on STEMScopes like the Progress Monitoring Assessments, Standards Based Assessments, Open Ended Response, Science Writing, etc. to determine whether or not students are learning at the depth you need them to. From there, you can invite students/groups to attend mini-lessons or workshops about content that they are not as strong. Again, STEMScopes could be a great tool for this intervention!
 * Use the materials on the 5E to create a simple circuit to light a light bulb using wire and a battery. [Use a conductor to substitute for part of the wiring in a 'wire shortage, see above.]
 * The citizens on the island have agreed to be green, so they have to take their gas powered cars to the junk yard. The junk yard will have to move them from the drop off area to the crusher and then to the piles. Use all/part of the Junkyard Science labs to model this\, especially the Elaborate where variables are tested.

By all means, **//call Cristi//** (or Julie, Deena) if you are stuck or unsure or need help. I'll muddle through the technology piece right along with you, but I certainly am excited to help in any way I can!!