Lab | Slideshow | Materials | |
1. Designing a watershed | Designing a watershed that filters water naturally | powerpoint |
TriCity area in San Francisco Bay Area
Placemats Shape it (dough) Plastic spoons, knives or other items to help mold a watershed |
2. Elements, Compounds, and Pollutants | Overview of elements, compounds and pollutants in urban areas. | powerpoint |
Periodic Table Placemats Sets of elements and compounds Sets of pollutants Worksheet |
3. Solvents and Solutes | Comparing how substances dissolve in water | powerpoint |
Beakers Measuring spoons Stirrer Salt, sand, sugar, baking soda, Epsom salt, mud, warm and cool water Disposal buckets for table Worksheet |
4. Polluted, Dirty and Clean Water | Comparing differences amongst polluted, dirty and clean water | powerpoint | sand oil soap salt Swift GH microscope slides jars with lids or containers with stirring rod eyedropper beakers |
5. .Constructed Wetlands | Exploring the components of filtering water in a natural system using biological systems. | powerpoint | tule cattail soil (two types, one should be hydric) |
6. Filtering Water | Experimenting with filtering water | powerpoint | Funnels Beakers Erlenmeyer flask Sand (coarse and fine) Dirt from garden cottonballs |
HINTS ON TEACHING FIFTH GRADE 1. Introduce yourselves, usually children like
to have either Dr, Mr, Miss, Mrs, Ms before your name If you
have a difficult last name you may want to just use your first name.
Tell them how excited you are to be with them, but state the rules, clear
and distinct.
a. Student should raise their hand to be heard. 4. Speak slow and distinct, especially if
English is not your native language. Try to be expressive with your
speech. 11. When students are working on lesson, let
them try to figure things out on their own. Try to find the source
of their problem. First give them hints if they cant make something work.
Be sure to demonstrate what you want them to do. 12. Don't hand out things ahead of time.
wait until you have explained what to do and shown the model. Tell
them not to start until you tell them to. 13. Prepare things so there are materials
for 1 to 2 students. Older students can share as long as they have
something in their hand. Young children (Kindergarten to First) cannot
wait or share well. 15. Do not always call on the same
students. Encourage participation of all students.
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