5th Grade

Enjoy the new menu and assessments. If you would like to reference the old menu, scroll down on the page.

Getting started is as easy as 1-2-3

1

Are You Changing Perceptions?

Administer this e-survey at beginning of school year and at school year end.

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2

Meet the Micro:bits

Coding is easy and fun when students meet the micro:bits. Learn to write and download code, so you are ready to create your own scientific tools!

3

Meet Meeka Microscope

Before you start using the microscopes, do this fun get-to-know-you lab.

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TE STEMTaught Journal

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TE Assessments

Hands-on Labs Menu Organized by Journal Article Chapter

STEMTaught Journal Article 1 (Pg 10-41)

Protecting Reefs with the Scientific Method: Fishy Connections

Matter 5-ESS3-1: Obtain scientific information and combine ways individual communities use science ideas to protect the earth's resources. 

The Scientific Method

Students design an experiment using Blocky car to isolate a variable and test a hypothesis. 

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Smart Board Text

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Click the link to copy this form into your Google classroom.

Reveal Password
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Bubble Bots are on the Move

Manipulate angles and coordinate axes 

Students assign movements the bubble bots to make them move over geometric puzzle backgrounds. Make your bubble bot trace obtuse angles, acute angles and various triangles, parallelograms, and shapes.

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Accelerometer

(Password: yay) 

Program your own digital accelerometer  

Students create blocks that turn their micro:bit into an accelerometer.

STEMTaught Journal Article 2 (Pg 42-71)

Understanding Atoms: The Building Blocks of Matter are Really, Really Small

Matter - NGSS 5-PS1-1: Develop a model to describe that matter is made of particles too small to be seen. 

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Understanding Atoms

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Smart Board Text

Students learn about the particles that make up all matter and enjoy making a human atom model.

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Click the link to copy this form into your Google classroom.

Reveal Password
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Atom Model Animation

Scratch Programming

Assign a simple motion to a sprite

Students assign movements to an animation.

STEMTaught Journal Article 3 (Pg 72-105)

Properties of Matter: Identifying Materials Based on Their Properties

Matter and Its Interactions 5-PS1-3:  Make observations and measurements to identify materials based on their properties.

Properties of Matter

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Smart Board Text

Students use the periodic table and tests of material properties to identify mystery materials.

 

Reveal Password

Click the link to copy this form into your Google classroom.

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Properties of Matter Anime

(Password: yay) - Scratch Programming

Interactive Animation

Students assign movements and effects Element Sprites to animate them according to their material properties.

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Click the link to copy this form into your Google classroom.

Reveal Password

STEMTaught Journal Article 4 (Pg 106-132)

Chemical and Physical Changes: Chemical Reactions Can Change Matter

Matter 5-PS1-4: Conduct an investigation to determine whether the mixing of two or more substances results in new substances.

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Chemical & Physical Changes

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Students get to explore chemical reactions with pennies and microscopes.

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Click the link to copy this form into your Google classroom.

Reveal Password

Penny Flip App

(Password: yay) Scratch Programing

Creating a Variable 

Students create a variable and assign a random value to their variable to randomly flip a penny.

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Coin Flipper

(Password: yay) 

Program a Digital Coin Flipper

Students create blocks that turn their micro:bit into a coin flipper.

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STEMTaught Journal Article 5 (Pg 134-174)

Voyage Through the Galaxy: Distance Affects the Relative Brightness of Stars

Earth's Place- NGSS 5-ESS1-1: The relative brightness of stars is because of their distance from us. 

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Voyage through the Galaxy

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Smart Board Text

Students construct a scale model of the solar system and use their school yard to depict the distances.  

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Click the link to copy this form into your Google classroom.

Reveal Password
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Orbiting Planets Model

(Password: yay) Scratch Programing

Insert a Math Expression Into Code  

Students use planetary orbital data to make a model of the solar system that allows the planets to revolve around each other with proportionate speeds.

Step Counter

Students program their micro:bit to be a step counter. You can measure out your planet stations using the microbit to mark your planet stations before the planet walk.

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STEMTaught Journal Article 6 (Pg 174-195)

The Force of Gravity: What Goes Up Must Come Down

Motion and Stability: Forces and Interactions 5-PS2-1:  Support an argument that the gravitational force on objects is directed down.

The Force of Gravity

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Smart Board Text

Students experiment with gravity. They have gravity races using using Tedros Test Tube and the STEMTools.

Teacher Link

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Click the link to copy this form into your Google classroom.

Reveal Password
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Gravity Jump Game

(Password: yay) Scratch Programming

Program gravity for a Sprite  

Students create a simple game in which a sprite can move back and forth and jump. Early finishers can extend the activity by creating something to jump over and a scoreboard.

STEMTaught Journal Article 7 (Pg 196-226)

The Cycle of Matter in an Ecosystem: Where Does My Food Come From?

Ecosystems: Interactions, Energy, and Dynamics NGSS 5-LS2-1: Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. 

Ecosystems: Interactions, Energy, and Dynamics NGSS 5-PS2-1: Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun.

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Tidepool Sand Sorting

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Smart Board Text

Students sort sand from a tide pool and identify the producers and consumers.

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Click the link to copy this form into your Google classroom.

Reveal Password
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Click the link to copy this form into your Google classroom.

Reveal Password

STEMTaught Journal Article 8 (Pg 196-226)

Earth’s Water: Water, Water Everywhere!

Earth’s Systems 5-ESS2-2:  Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.

Make a Thermometer

Students explore the properties of water by making a thermometer.

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Smart Board Text

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Click the link to copy this form into your Google classroom.

Reveal Password
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Digital Thermometer

(Password: yay) 

Program your own digital thermometer  

Students create blocks that turn their micro:bit into a thermometer.

(Electronic) Journal Article 9 (Electronic Version Available)

Earth’s Weather and Climate: Our Dynamic Planet

Earth’s Systems 5-ESS2-1:  Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.

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El Nino and Tuna Crabs

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Reveal Password

Students create el Nino in a test tube and explore how this effects the biosphere hydrosphere and atmosphere.  

(Electronic) Journal Article 10 (Electronic Version Available) PhD Earth System Science, Emily LaCroix, Stanford University)

How Plants Live and Grow: Plants Use Air and Water to Get the Materials They Need For Growth

From Molecules to Organisms 5-LS1-1: Support an argument that plants get the materials they need for growth  chiefly from air and water.

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Growing Plants

Students conduct an experiment to see what plants need to survive. Activity is prompted in text.

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Click the link to copy this form into your Google classroom.

Reveal Password

Soil Moisture Sensor

Students program their micro:bit to measure the moisture content of soil.

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(Electronic) Article 11 - (Coming- Author has submitted: B.S. Chemistry, Jacob Shaner, BYU)

The Law of Conservation of Mass – It's Everywhere!

Earth Systems - 5-ESS2-1:      Develop a model for how the geosphere, biosphere, hydrosphere, and/or atmosphere interact. Students create el Nino in a test tube and explore how this effects the biosphere hydrosphere and atmosphere.  

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Click the link to copy this form into your Google classroom.

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Link to student page

Reveal Password

Scratch Programing (Medium Difficulty)

Create a Variable

Students learn to make variables to code a calculator that tells them their age in any other planet's years. 

(Electronic) Article 12 - (Coming- Author has submitted: Danielle Peterson, STEM Educator)

Engineering Design

Engineering Design - 3-5-ETS1-(1-3):

Students build and test launch paper rockets to discover what makes a good rocket design using the engineering design process.

Engineering Design

Students build and test launch paper rockets to discover what makes a good rocket design using the engineering design process.

Next Gen SAS (Short and Simple)

Fifth Grade

 

Human Atom Model Lab (Chemistry 5-PS1-1). Develop a model to describe that matter is made of particles too small to be seen.

Classify materials Lab (Chemistry 5-PS1-3). Make observations and measurements to identify materials based on their properties.

Solar System Walk and Scale Model Sun Viewing- The relative brightness of stars is because of their distance from us (Astronomy 5-ESS1-1). Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from Earth.

El Nino in a Test Tube Lab- Geosphere, biosphere, hydrosphere, and/or atmosphere (Earth Science 5-ESS2-1). Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.

 

Carbon Cycle Lab- Show the cycle of energy and matter in an ecosystem (Biology 5-LS2-1). Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.

Rocket Design Lab- Find multiple solutions to the problem (Engineering 3-5-ETS1-2). Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

Understand that gravity pulls toward the center of the earth (Physics 5-PS2-1). Support an argument that the gravitational force exerted by Earth on objects is directed down.

Rocket Design Lab 2- Choose the preferred solution, test it, and improve it (Engineering 3-5-ETS1-3). Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. 

Rocket Design Lab 3- (Engineering 3-5-ETS1-1). Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

 

Conservation of mass Lab- The law of conservation of mass (Chemistry 5-PS1-2). Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved.

Understand chemical and physical reactions (Chemistry 5-PS1-4). Conduct an investigation to determine whether the mixing of two or more substances results in new substances.

 

All energy on earth that animals use comes from the sun (Biology 5-PS3-1). Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun.

 

Plants use air, water, and sunlight to grow (Biology 5-LS1-1). Support an argument that plants get the materials they need for growth chiefly from air and water.

 

Explain patterns in the direction and length of shadows (Astronomy 5-ESS1-2). Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.

 

Distribution of salt and fresh water on earth (Earth Science 5-ESS2-2). Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.

 

How communities protect the earth’s resources (Conservation 5-ESS3-1). Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.

In designing these labs we strive for FIVE STARS in three catagories