Coldspring Intermediate

Skip to main content
Mobile Menu
District Home mailEmail gradebookGrade Book calendarCalendar googledriveGoogle Drive search
Mrs. Mary Jean Coker » Mrs. Coker's Website

Mrs. Coker's Website

Welcome to 5th Grade SCIENCE

ABOUT ME:

Hello there, future SCIENTISTS! I am so thrilled that YOU are reading this, because that probably means we (or me + your precious baby) get to spend the next 9ish months together at school! There is so much “potential energy” to be discovered! I have over 11 years of teaching experience with the government and I am super excited to start my second public-school year here at COCISD, where we are Creating Opportunities! What a privilege it is to have YOU (or that adorable child of yours) as my student!! WOW!

I am a Texas Native and have been married to my handsome prince charming for 11 years.  We decided to make Coldspring our HOME 3 years ago!  Not only am I a wife, but I am a momma to some fascinating cuties, and get this: I am a BONUS MOM too!!! SCORE!!! I graduated from Sam Houston State University (Eat 'Em Up Kats) in 2003. 

I have a strong passion for educating, leading, motivating and inspiring any beautiful mind out there! I am a certified aerobics instructor/personal trainer, degreed nutritionist, photographer (say cheeseburger) and most importantly: a SCIENCE TEACHER.

I enjoy all things sparkly, vintage, hand-made, Italian, books of inspiration, farm life, camping, nature, flowers, swimming, decorating, organizing, shopping, pedicures, “redbox’n” with my family, volunteering at my church, baseball, public speaking… plus a gazillion more fun things.  

I am extremely HONORED to be a TROJAN and to SERVE YOU this school year!!!  I can’t wait to see you (or that excitingly sweet-hearted person you claim) in the classroom! Let the most scientific fun you can ever imagine begin,

Mrs. Coker

 
 
Please visit the 5th grade Level Team Page under "Academics" on the CIS website.
 
MAKE SURE TO SIGN UP FOR 5th grade Science "REMIND"!!! Please use this link: 5th Grade Science Class REMIND
 
February 11, 2019
Starting an exciting and HUGE new unit  >>> ECOSYSTEM INTERACTIONS<<<  I have attached the NEW vocab pdf version at the bottom for you to print out at your pleasure, but here it is for you to skim over quickly:
INVESTIGATING ECOSYSTEM INTERACTIONS VOCAB:
 
 

Key Content Vocabulary:

  • Consumer – an organism that eats other organisms (plants and or animals) for food
  • Decomposer – an organism that gets energy by feeding on dead materials and waste
  • Dependent – to rely on someone or something else
  • Ecosystem – a unit consisting of living organisms and the environment that they live in
  • Food chain – a representation of the flow of energy from the Sun through producers to consumers and decomposers in an ecosystem
  • Food web – representation of overlapping food chains in an ecosystem; includes the flow of energy from the Sun through producers to consumers and decomposers through multiple pathways
  • Habitat – the place where an organism lives; habitats supply the organism with food, shelter, moisture, and temperature for survival
  • Overpopulation – having too many people or organisms in a particular area, straining available resources and impacting the environment
  • Photosynthesis – process by which producers / plants use the energy in sunlight to create their own food
  • Producer – an organism that makes its own food (e.g., plants)

 

Related Vocabulary:

  • Aquarium
  • Change
  • Energy
  • Interact
  • Living
  • Nonliving
  • Organisms
  • Population
  • Primary consumer
  • Secondary consumer
  • Sun
  • Sunlight
  • System
  • Terrarium
  • Transferred
 
During this unit that we will spend about 3 full weeks on, we will:
*Observe the way organisms live and survive in their ecosystem by interacting with the living and nonliving components. 
*Describe the flow of energy within a food web, including the roles of the Sun, producers, consumers, and decomposers. 
*Predict the effects of changes in ecosystems caused by living organisms, including humans, such as the overpopulation of grazers or the building of highways. 
 
Here are some misconceptions students have with this unit:
  • Students may think energy only flows from the top of the food chain down, with those at the top having the most energy and increasing in number at the expense of those below, rather than understanding that all food chains start with producers (plants that make their own food using the Sun’s energy).
  • Students may think humans have very little effect on ecosystems, rather than human actions having impact on the environment.
  • Students may think that plants do not use the food they make, rather than plants using it to grow and reproduce.
 
 
Check out some cool visuals (found online) to go along with this unit to review:
Ecosystems : Biotic vs Abiotic Anchor ChartFood chain energy pyramid. 5th gradeFood Webs Anchor ChartFood chains anchor chartA First for Everything : Another week...Photosynthesis - Perfect example of a diagram students could do on a SMC shirt from ScienceWear.net.Food chain anchor chart #foodchain #producer #consumer #2ndgradeFood chain   Producer, consumer, omnivore, herbivore, carnivoreFood Chain Anchor Chart
 
February 4, 2019
It's a busy busy week!!  Tuesday is Math Benchmark, Wednesday is Reading Benchmark and Thursday is unit review day and we will have our test over Earth Sun and Moon Friday.  (updated correction from the newsletter).  Make sure to know about moon phases, solar system and the sun! Review the blog below for great reminders! Next week we will start a new unit! Get ready, it's moving fast in 5th grade!  
 
January 29, 2019
Check out the fun hands on activities we have been doing in class!!!  Did you know that the Earth ROTATES on it's axis every 24 hours creating day and night?! What is a great visual reminder? >>>  THE SUN MOVES ACROSS THE SKY from East and sets in the West every day... Then the Earth ORBITS or REVOLVES around the Sun for 365 days (making 1 entire year) causing our seasons to happen (Winter, Spring, Summer and Fall).  The moon ORBITS Earth every 29 days creating the 8 different moon phases!!!  Check out these images of imagine how much fun we are having learning all of this! You can too at home, no need to get all fancy and buy expensive stuff! You literally can used recycled materials from your home to do these projects at home! I double dog dare you ;) 
 
IMAGES ARE UPLOADED AT THE BOTTOM
 
January 22, 2019
Here we go again...starting a new unit....I told you this semester would fly fast!  We are entering the Earth, Sun and Moon Systems.  Here is the vocabulary you will need to know for this unit (pdf version at the bottom to print out): 
 
INVESTIGATING SUN, EARTH AND MOON SYSTEMS VOCABULARY
Key Content Vocabulary:
● Atmosphere – the air that surrounds the Earth; it is made of a mixture of gases
● Axis – imaginary line about which an object rotates
● Composition – the combination of substances that make up a whole object
● Orbit – the path that one object in space follows as it revolves around another object in space
● Revolution – one orbit of an object, such as a planet or satellite, in space around another object in space
● Rotation – the spinning of a planet, Moon, or other object on its axis Related Vocabulary:
 
 
Make sure you know these review words too:
● Apparent movement ● Comparison ● Counterclockwise ● Craters ● Cycle ● Day ● Diameter ● Earth ● Gases ● Gravity ● Location ● Moon ● Night ● Physical features ● Satellite ● Size ● Sun ● Sunrise ● Sunset ● Surface temperature
 
We will spend about 16 school days on this unit. 
HOMEWORK DUE 1/25 p: 445 in your science workbook and review pgs: 431-444 for answers.
 
Here are some neat visuals found online for you to review.  
 
This powerpoint is a lesson on Earth's rotation, time zones, and revolution. For each topic there is a slide where the students can brainstorm ideas about both topics. It shows diagrams and has links to short clips to enhance the student's understanding. There are several slides that ask short answer questions and then will reveal the answer once the students have been given time to answer. There is a matching section also. Complete lesson for rotation and revolution. I will soon have similar PowerPoint presentations for phases of the moon, comparisons of other planets, stars, and other space objects.Sun, Earth, Moon Comparison Activity by Science DoodlesMoon phases Big idea 5 (4th grade)Moon anchor chart, moon phases, sight wordsMoon phases anchor chart.Rotate vs Revolve Anchor ChartSeasons interactive word wall (circle map). Review of TEK 4.8C.Sun - Earth - Moon  Comparison Anchor Chart (3 ring venn)
 
January 8, 2019
Welcome back! What a fun and relaxing break! Fun and exciting changes: A) We start a new unit this new six weeks: Investigating Water and Weather Patterns and B) Mr. Phillips and Mrs. Coker switch roles....now Phillips gets all the vocabulary and content while Coker is hands on in lab.  There will be no homework this week.  Here is the vocabulary so you can get a jump-start on lessons:
INVESTIGATING WATER AND WEATHER PATTERNS VOCABULARY

Key Content Vocabulary:

  • Atmosphere – the air that surrounds the Earth; it is made of a mixture of gases
  • Climate – general pattern of weather in an area over a long period of time [30 years or more (many decades)]
  • Condensation – the process of water changing from water vapor to a liquid by loss of heat (e.g., weather - water vapor forming clouds)
  • Evaporation – the process of water changing from a liquid to water vapor by adding heat (e.g., weather - water in oceans evaporating into the air)
  • Interact – acting in such a way so to have an effect on something else
  • Precipitation – water that falls to the Earth’s surface as rain, snow, sleet, or hail
  • Sun – a huge ball of gases around which the Earth and other planets of the solar system revolve; the Sun is a star that provides Earth with most of its light and thermal energy
  • Water cycle – the change of water from one state to another as it moves between Earth’s surfaces to the atmosphere
  • Weather – day-to-day conditions of the atmosphere in an area; weather has short-term variations (e.g., weather can change from minute-to-minute, day-to-day, or week-to-week)

 

Related Vocabulary:

  • Decades
  • Decrease
  • Heat
  • Increase
  • Patterns
  • Runoff
  • Solar energy
  • Temperature
  • Thermal energy
 
Here are the misconceptions that go with this unit to review with your child:

Misconceptions:

  • Students may think that water only evaporates from oceans or lakes, rather than understanding water can evaporate from any liquid containing water under many different situations (e.g., in an uncovered bowl in a refrigerator).
  • Students may think climate never changes, but weather does, rather than understanding weather is the condition of the atmosphere in a place for a short period of time, including humidity, cloud cover, temperature, wind, and precipitation, whereas climate is the general pattern of weather in an area over a long period of time [30 years or more (many decades)].
 
Check out these cool visuals found online with a quick google search...
Image result for water 5th grade science visuals
Image result for water 5th grade science visuals
Water Cycle Foldable. need to use with 6th grade...notice how the book physically represents the water cycle...not just a worksheet   Image result for weather patterns 5th grade science visuals  Image result for weather patterns 5th grade science visualsImage result for weather patterns 5th grade science visualsImage result for weather patterns 5th grade science visuals
Image result for 5th grade cloud visualsImage result for 5th grade cloud visualsImage result for 5th grade cloud visualsImage result for 5th grade fronts visualImage result for 5th grade fronts visual
Related image
Related image
Go over these questions to with your child to check for understanding as we discuss the info over the next two weeks:
What is weather?
What is climate?
How are weather and climate similar?
How are weather and climate different?
How can we keep ourselves from getting weather and climate confused with one another?
What is the water cycle?
What are the processes of the water cycle?
What is evaporation? What is condensation?
What is precipitation?
What is the major source of energy in the water cycle?
What role does the Sun play in evaporation?
In what ways does the Sun interact with the water cycle?
What role do oceans play in the water cycle?
If the energy from the Sun were to change, how could it impact the oceans and the water cycle?
 
Even tho we did a switch for the second half of the school year, Mrs. Coker will continue to send out the REMIND messages in regards to homework, vocabulary and other important messages.
 
December 4, 2018
Don't forget CFA #2 is this THURSDAY!!!!  Some ways you can help review with your child with all things learned up until now in 5th grade: 
 
*Refraction (light is bent/broken) vs Reflection (light bounces off) 
*Forms of Energy: MELTS: mechanical, electrical, light, thermal, sound (focus on each form and how it is used with things and scenarios)
*Scientific Theory
*What is a hypothesis?
*Different types of science charts and how to analyze data given 
*Reliability and how it is related to investigations/experiments
*Forces: what are they, how are they measured, tools to measure force
*Gravity: it constantly pulls on objects NOT push
*Circuits: open (lights off)/closed (lights on), parallel (have their own pair of wires) vs series (share the same circuit/wires)
*What are simple machines and what type of energy is used?
 
Please browse through all blog posts here to find neat posters/drawings and websites for a deeper learning experience/brain refresher course for at home. 
 
Please remind them to TAKE THEIR TIME AND READ READ READ EACH QUESTION THOROUGHLY!!!! They need to break each question down like we do everyday with warm ups.  Good rest and breakfast is highly important in your child's success!  Thank you so much for loving your child so much by working so hard to guide them in the right direction!!!  TEAMWORK=DREAMWORK
 
 
 
December 3, 2018
We continue to discuss Earth's changes until the end of the year.  We are having a blast learning about W.E.D. (weathering, erosion and deposition).  Here are some neat images to learn from to help follow what is being discovered in class (images were found online)...
Weathering, Erosion, or Deposition Sorting Activity freebie in Laura Candler's…Weathering, erosion and deposition classroom posterWeathering, Erosion, and Deposition Notebook Photos: Water, Waves, and Ice Fold-up and Weathering, Erosion, and Deposition SortWeathering, Erosion, and DepositionScience TEKS 5.7A Explore processes that led to the formation of sedimentary rocks and fossil fuels. (SWISD)
homework due fri 12/7 page 325 visit pages 317-323 in your science textbook to find all the answers.  Please NOTE correction to this weeks newsletter...CIS CHRISTMAS LUNCH is 12/13 not on the eighteenth!!
 
Here are some fun burning questions to grill those adorable brains at home: 
Grade 5 Sample Guiding Questions Unit 04 
How do the processes that change the Earth’s surface result in different types of landforms?
What are some types of landforms that result from processes that change the Earth’s surface?
In what ways are landforms created by processes that change the Earth’s surface?
How do the processes that result in landforms differ?
How can wind, water, and ice exert a force?
In what ways is Earth’s surface changed by wind?
In what ways is Earth’s surface changed by water?
In what ways is Earth’s surface changed by ice?
How do seemingly small forces from wind, water, and ice cause large changes to the Earth’s surface?
How is the formation of a canyon different from the formation of a delta?
How is the formation of a delta similar to the formation of a sand dune?
What are some landforms that are a result of wind?
What are some landforms that are a result of ice?
What are some landforms that are a result of water?
What are some landforms that are a result of weathering and erosion?
What are some landforms that are a result of deposition?
What is a sedimentary rock?
What are the processes involved in the formation of sedimentary rock?
What is weathering?
What is erosion?
What is deposition?
What is compaction?
What is cementation?
Why might the remains of organisms be found in sedimentary rocks?
What produces the sediments in the process that leads to the formation of sedimentary rock?
 What is a fossil fuel?
How do fossil fuels form?
What are some types of fossil fuels?
What are the processes for oil and gas formation?
What are the processes for coal formation (coalification)?
What are the benefits of understanding the processes of formation of fossil fuels?
 
 
November 29, 2018
We started our new unit about Earth's changes....MY FAVORITE!!!!!!!!!!!   Currently discussing W.E.D. (Weathering: breaks it, Erosion: takes it, Deposition: drops it).  Ask your child about the fun chant/dance they learned today!!!  Here is a fun diagram to re-discuss at home to close any of those confusion gaps they may have: 
 
November 26, 2018
Hope you all gobbled till you wobbled! What a fun and relaxing Thanksgiving break! We are finishing up forces and motion, just doing some fun review.  We will dive right into Earth's changes.  Here are some interesting things about to be revealed: 

During this Unit

This unit bundles student expectations that address the processes resulting in changes to the Earth’s surface and the formation of sedimentary rocks and fossil fuels. Students demonstrate safe practices as outlined in Texas Education Agency-approved safety standards while investigating how landforms such as deltas, canyons, and sand dunes are the result of changes to Earth’s surface by forces caused by wind, water, and ice. Students explore the processes responsible for the formation of sedimentary rocks and fossil fuels. Additionally, students communicate and discuss their observations and record data in their notebooks. Furthermore, students consider environmentally appropriate and ethical practices with resources during investigations.

 

VOCABULARY WILL GO HOME TUESDAY-----THERE IS NO TEST THIS WEEK!!!!

EARTHS CHANGES VOCABULARY

Key Content Vocabulary:

  • Cementation – process of binding and hardening of sediments into hard rock
  • Compaction – process by which overlying pressure from rocks and soil reduces the size or volume of sediments
  • Decomposition – the process by which dead plants and animals decay or rot
  • Deposition – process by which weathered and eroded material is deposited by wind, water, and ice
  • Erosion – the movement of weathered material by wind, water, or ice (e.g. glaciers)
  • Evidence – facts or other information supporting a claim or proposition
  • Fossil fuels – fuels formed over millions of years from the remains of ancient plants and animals; examples include coal, petroleum (oil) and natural gas
  • Landform – a physical structure on Earth that occurs naturally
  • Model – a picture, idea, or object that represents an object, a system, or process and is used to help with understanding; models have advantages and 
    limitations
  • Organism – a living thing that grows, reproduces, responds to its environment, and can function on its own
  • Process of formation – the method by which a substance or object is formed
  • Weathering – process by which exposed rock is broken down by rain, frost, wind, or other elements of weather

 

Related Vocabulary:

  • Burial
  • Buried
  • Canyon
  • Cave
  • Coal
  • Decaying
  • Delta
  • Force
  • Freezing
  • Glacier
  • Ice
  • Layers
  • Marine mud
  • Natural gas
  • Oil (petroleum)
  • Peat
  • Sand dune
  • Sea floor
  • Sediment
  • Settled
  • Thawing
  • Tides
  • Valley
  • Water
  • Waves
  • Wind
 
HOMEWORK due 11/30 page 313, please review pages 297-311 in your science books to find the answers.  Please make sure to put your name on your work.  ALL papers turned in without a name will be thrown away and you will NOT receive extra credit.
 
Make sure to check out new pictures uploaded! 
 
November 12, 2018
We are finishing up Forces and Motion unit this week.  We will have our Unit/vocabulary test on Thursday 11/15.  Please make sure your child is ready and prepared.  The vocabulary is always saved on this site at the bottom for you to look at or print out if your child looses their hard copy out of their binder.  Some helpful videos on forces and motion to go over at home can be found here: bill nye the science guy force and motionNewton's Laws of Motion and Forces.
 
Here are some great posters from pinterest to help: Force and Motion Anchor Chart | and The Science Penguin: Force and Motion Anchor Chart and While studying force and motion with my fourth graders we made a class anchor chart. As a class we came up with ways students to remember the vocabulary words and their definitions. and potential and kinetic energyForce anchor chart.  
 
Don't forget this Thursday 11/15 is Thanksgiving lunch for JSE, all of CIS will be eating lunch in their classrooms.  Next week 11/19-23 is Thanksgiving break.  
 
MAKE SURE YOUR CHILD KNOWS ALL OF THESE VOCABULARY WORDS PLEASE!!!:

INVESTIGATING FORCES AND MOTION VOCABULARY

 

Key Content Vocabulary:

  • Control – the substance, object or group in an experiment that is not changed
  • Controlled experiment – an experiment in which all the variables are kept the same except for the one being tested (fair test)
  • Force – a push or pull that can change the position or motion of an object / material  
  • Friction – a force that acts in an opposite direction to movement
  • Gravity – the force that pulls objects toward each other
  • Magnetism – a force that pulls a magnetic material across a distance
  • Motion – a change in the position of an object
  • Position – the place where something is located; where something has been put
  • Pull – the act of applying force to move something toward or with you
  • Push – the act of applying force in order to move something away
  • Reliability – the extent to which an experiment, test, or investigation provides the same results on repeated trials
  • Testable hypothesis – an idea that can be tested by experiment or observation
  • Valid conclusion – information describing what was learned from an investigation based on observations and collected data
  • Variable – a condition in an experiment that is changed in order to determine the effect of that change

 

Related Vocabulary:

  • Attract
  • Change
  • Direction
  • Magnet
  • Magnetic
  • Position
  • Repel
  • Rest
  • System

 

 
 
This week's science homework is just to have students produce a crossword puzzle with their definitions on a piece of notebook paper.  Due Friday 11/16
 
November 5th, 2018
Starting a new six weeks today! Way to go Trojans cruising through the past six weeks and owning it! :) Now we will start on forces and motion.  We will cover this set of vocabulary for the next two weeks! NO TEST THIS THURSDAY!!!  Study those words like crazy tho!  Vocabulary test, with STAAR like questions NEXT THURSDAY 11/15.  This weeks homework is page 163-164 due THIS FRIDAY 11/9.  We are still cramming vocabulary down like crazy in my class and hitting all hands on in Mr. Phillips class this six weeks!  After Thanksgiving your child will receive a new set of vocabulary words (which will throw us all off but won't keep us down) because we have two units to cover THIS NEW SIX WEEKS! WE CAN DO IT!!!!  Report cards will go home NOVEMBER 7th and Thanksgiving Break is November 19-23...gobble gobble....and I AM SO THANKFUL to have your child as a student....just say'n ;)
 
Keep rockin' it guardians! YOU MATTER!
 
***VOCABULARY WORDS HAVE BEEN UPLOADED AT THE BOTTOM FOR YOUR CONVENIENCE!!
 
October 15th
CFA's went home with students today! Please make sure to look over it with them to show them how to break those questions down.  We practice this EVERY day as a warm up! Don't forget Open House is tomorrow from 5-6:30pm. We start circuits today! We are still using FORMS OF ENERGY vocabulary this six weeks! Great opportunity to go over those circuit related words! Other reminders: BOOK FAIR THIS WEEK 10/15-19 and... 

Red Ribbon Week Oct. 22 - 26

Red Ribbon Week is a drug abuse awareness program in honor of fallen US Drug Enforcement Agent Enrique "KiKi" Camarena, who was killed for his work against illegal drugs. Dress-up themes are celebrated to encourage students to say no to the use of illegal drugs throughout their lives.
 
Theme Days:
Monday - "Sock-it to Drugs" - Wear crazy socks
Tuesday - "I'm Too Bright for Drugs" - Wear bright-colored clothing
Wednesday - "It's Cool to be Drug-Free" - Wear sunglasses
Thursday - "Don't Get Stuck on Drugs" - Wear band-aides
Friday - "Team Up Against Drugs" - Support our Trojans by wearing red, black or white
 
October 11th,
Taking our first CFA test (district made test) today! Testing strategies went out yesterday! Please keep these in binders for immediate review techniques all year! Talk with your children on how to break down questions down, circle-underline-highlight very important parts of questions (ie: NOT, most likely, etc).  Check out this link for great STAAR review questions: STAAR TESTS GIVEN and ANSWER KEYS We will start discovering circuits next week.  I have attached links to those sites as well in a previous post below!! :) 
Circuits are very tricky for most students to comprehend, so any and all help at home would be SO AMAZING! :)  Make it a fun time with your child! They will love you even more!!! (So will I- wink wink)! Try some of these at home activities if you would like PLEASE DO NOT LEAVE CHILDREN UNATTENDED WHILE USING ELECTRICITY/CIRCUIT EXPERIMENTS, USE CAUTION-AT OWN RISKWhat if there were no electricity?  parallel and series circuits chart  Circuit Chart  Glowing Pickle Experiment  Series Circuit Project
 
Thank you all who work with your children on their vocabulary words, ask about their learning, involve them in learning at home and for the motivation you provide for your child! YOU ARE AMAZING! Keep it up! Making the best team ever! Success is being delivered!! I can SEE it in your child! What a beautiful thing to watch their face light up when they deliver those deep thought answers to higher thinking questions being asked in class! Literally, ear to ear grins showing every tooth in their mouth, squeals-air jumps and a ton of celebration dances going on ;) PARENTS/GUARDIANS,YOU ROCK! 
 
Peace Out,
Mrs. Coker
 
 
October 1st
Wow, can you believe we just passed our first set of six weeks? Reports cards will go home this Wednesday! With that...comes a whole fun set of new vocabulary words.  Each student received "Investigating Forms of Energy" vocabulary in their binders.  I am attaching it at the bottom of this blog as well.  Hopefully you will notice the "5th grade vocab" stapled packet there too (these are just to be used as a reference when doing homework and getting familiar with science.  The "Investigating Forms of Energy" sheet will be tested this Thursday! Study study study!!! :) 
 
We will be diving into forms of energy this six weeks.  We will discuss M.E.L.T.S. (mechanical, electrical, light, thermal and sound energy) as well as branching off into circuits!!!  Discuss with your child how an open and closed circuit works!!  Have them point out different types in your home, grocery store and the babysitters.  You can try these links: M.E.L.T.S. and circuits   and  Circuit charts  This week's homework will be on pages 193-194 due this Friday 10/5.  Make sure to check out all the interesting pages before to find the answers! They are there! Don't forget to encourage your child to bring any related show-n-tell, we have had some pretty amazing things so far! 
 
Here are some awesome questions for them at home:
In what ways is mechanical energy used?
What is light energy?
What are some sources of light energy?
In what ways is light energy used?
What is sound energy?
In what ways is sound energy used?
What is thermal energy?
What are some sources of thermal energy?
In what ways is thermal energy used?
What is electrical energy?
What are some sources of electrical energy?
In what ways is electrical energy used?
What is an electrical circuit?
What is a closed circuit?
What is an open circuit?
In what ways does a closed circuit differ from an open circuit?
How does electricity flow in a circuit?
How could the flow of electricity in a circuit be demonstrated?
How does the arrangement of the parts of an electrical circuit determine whether the circuit is complete (closed) or incomplete (open)?
When there are numerous objects (e.g., bulbs, buzzers, etc.) in a circuit with so many different wires, how can we know which ones will work from ones that will not work?
How can the flow of electricity produce light, heat, or sound?
How could you demonstrate the flow of electricity in a circuit to produce light?
How could you demonstrate the flow of electricity in a circuit to produce heat?
How could you demonstrate the flow of electricity in a circuit to produce sound?
What is reflection?
What causes light to be reflected?
 
We will have our first CFA  (district test) covering all the content under this blog Thursday October 11th! Don't forget to review previously taught material/vocabulary and eat a really good breakfast with the best pep talk ever ;)
 
Hugs,
~Coker.
 
September 24th
It is going to be a super short week! Koodos on those turning in homework! You are a ROCKSTAR!  This week's homework: pages 135-136 due this wednesday....YOU CAN DO IT!!! :)  If you are a go-getter parent and want to review material covered over the six weeks, you can skim through pg 105-141 with your child to check for misunderstandings and reinforce what we have covered the past six weeks! After this Wednesday, we have a new set of of six weeks coming up, and we are not slowing down.  So hang on tight, give it your all, let's get it! Be on the watch out for new vocabulary next week! PLEASE DO NOT throw away anything that goes in your child's binder science section! Great review for our first CFA test coming up in a couple of weeks! 
 
Don't forget we have school pictures this wednesday here at CIS! 
 
Please feel free to email any questions or concerns or positive moments you would like to share!
 
Some fun at home activities to do with your child that will enhance their science learning would be: Make some slime, make a relative density bottle (with water, oil and food color), let them cook with you and have them describe what is a conductor (metal pan) and what is an insulator (wooden spoon).  Make it lively for them at home too! Get them excited about learning and teaching!!! DID YOU KNOW: that if a student can turn around and teach what they have learned, they have got if for life?! ;) 
#WhateverItTakes
 
Love,
MRS. COKER
 
September 18th
We are grooving to the beat in Science! Just to give you the 411, in case you are finding yourself thinking "what in the world"....All 5th grade students see all fifth grade teachers.  Cool huh?! ;) However, they come to me (Mrs. Coker) for all the science content material and jump across the hall to Mr. Phillips (the other 5th grade science teacher who is fantastic) for LAB ...a.k.a all the really cool hands on everyday stuff!!!   Wish you were there yet?? ;) 
 
Research has proven, students in general NEED to learn vocabulary!!!  The really neat part about science is, this vocabulary doesn't just stop here in 5th grade...it is applied at jr high, high school, college, work and any professional field you can think of! So, why not make more wrinkles in those brains and learn some vocab???!!! Plus the TOTAL HANDS ON ACTIVITIES provided by Science LAB is assuring that deeper understanding!  "Tell me and I forget, Teach me I remember, Involve me and I learn".
 
Both Science classes test on Thursdays. Done deal, know what to expect, no shockers, eat your breakfast...we test on Thursdays!  I test the entire vocabulary content related material over and over each six weeks until the new six weeks starts when students receive new vocabulary words in their binders while Mr. Phillips quizzes over hands on activities done in class that week. So PRETTY PRETTY PLEASE inspire those adorable children to keep anything that goes into their binder to stay there! No dumpster diving for vocab sheets my friends! HA!  You never know when an open note test might pop up!! Being organized is a MUST!! Plus hanging onto those sheets after the 6 weeks pass will be great reference material later.  Tools, tools and more tools, got to have them!
 
I will be posting test taking strategy documents on here very soon as well as giving them out to students to keep in their binders! Please review these materials with your child! Make sure they "get it". Give them pointers, ideas that worked for you back in those school house days or just words of encouragement to stay focused and become stronger independent learners!! Research also proves, the more positive one on one time they get at home from parents/guardians, can actually increase learning, positive behavior outside the home and success as well!!! Let's guide our babies in the best direction possible! 
 
Up to date vocabulary words they should understand and know by now are found at the bottom of this blog if you need the print out/save to desktop version....enjoy!
 
Don't forget to email any time, "remind" back and forth a million times, set up conferences, chase me down in the hall, stop me in Brookshires, sit by me on the 2nd row at church, invite me to your family cookouts (jk jk...maybe)    ;)...whatever floats your boat! WE are a TEAM...we can't do it best without YOU!!!  High five, ya'll are amazing...keep up the GREAT WORK! Thank you for loving your child so much and moving mountains in the learning world for them!
 
POSITIVELY DETERMINED,
Mrs. Coker <3
 
p.s. extra credit homework pg 121-122 due Fri 9/21, students must voluntarily turn this in no later than due date to receive extra points (excluding Fri-absent students-due first day of return)
 
September 3rd
HAPPY LABOR DAY!!! What a FAST and FUN start-of-school week! We mostly spent our week getting to know each other, setting up our science journals, discussing the scientific method and doing an insanely great hands on activity where they got to build hands!!  I'll post pictures and videos soon, make sure to check back often!
 
This week we will have our science test that will give us an idea of where your child is in science.  This test will not be counted as a grade, however starting NEXT week will be taking a test grade EVERY THURSDAY on material covered.  
 
PLEASE BE ON THE LOOKOUT for TEXTBOOKS to come home this week.  These need to be kept safely at home and faithfully used.  We will send out in our weekly newsletter, remind and here what homework pages will be due every Friday.  Please work with your child and check for understanding.  We strive to not give a ton of homework but just SOMETHING for you to know what is going on at school and how to work with your child plus the reinforcement needed to help your child be the most successful they can be!
 
We are getting "wild" about the physical properties of matter the rest of this 6-weeks! Here is some info you can discuss with your child:
 This unit bundles student expectations that examine measurable, testable, and observable physical properties of matter, and how those properties determine how matter is classified, changed, and used. Students use scientific practices and a variety of tools to investigate and classify matter by its physical properties, and explore, compare, and contrast mixtures, including solutions. Conceptually, students should begin to understand that substances do not simply “appear” or “disappear”. Additionally, students communicate and discuss their observations, and record and organize data in their notebooks. Furthermore, students analyze and interpret information to construct reasonable explanations based on evidence from their investigations and communicate valid conclusions (supported by collected data). Students continue to demonstrate safe practices as outlined in Texas Education Agency-approved safety standards, and consider environmentally appropriate practices with resources during investigations.
 
Here are vocabulary words your child will be receiving this week as well for the remainder of the 6 weeks:
  • Conductor – a substance or object that allows energy to flow through it easily
  • Dissolving – the process by which substances break down into small pieces and spread evenly throughout a liquid (water) 
  • Electrical energy – energy that is absorbed or delivered by an electric circuit
  • Gas – a state of matter in which the substance expands to take both the shape and the volume of its container
  • Insulator – a substance or object that does not allow energy to flow through it easily
  • Liquid – take the shape of their container, filling the bottom of the container first; has the ability to flow
  • Magnetism – a force of attraction that causes a magnetic material to move
  • Mass – the amount of matter in something
  • Matter – anything that has mass and takes up space
  • Melting / freezing point – the temperature at which a substance changes from a liquid to a solid or a solid to a liquid by the loss or addition of heat;  
    for water this temperature is 0°C
  • Metric system – the decimal measuring system based on the meter, liter, and gram as units of length, volume (capacity), and weight or mass
  • Mixture – a combination of two or more substances that can be easily separated in some physical way
  • Physical properties – properties of matter that can be observed, measured, or changed without changing the matter itself
  • Relative density – floating or sinking when compared to water
  • Solid – definite shape and size
  • Solubility – the ability of a substance to dissolve in another substance, such as sugar dissolving in water
  • Solution – a type of mixture in which the particles of one or more substances are dissolved (uniformly dispersed throughout) in another substance
  • States of matter – the forms matter can take, such as solid, liquid, and gas; sometimes called phases of matter
  • Thermal energy – energy related to the temperature of an object or a substance

 

Related Vocabulary:

  • Attract
  • Chart
  • Classify
  • Data
  • Float
  • Gram
  • Magnet
  • Magnetic
  • Measure
  • Model
  • Nonmagnetic
  • Properties
  • Repel
  • Sink
  • Table
  • Triple beam balance
 
 
LASTLY: PLEASE SIGN UP FOR SCIENCE REMIND (Math and Reading have their own accounts too)
click on this link to sign up: https://www.remind.com/join/4gkbh8
 
RECAP: Science test tomorrow (not graded, just to see where students are academically), textbooks to come home and kept in safe place-this where all science homework will typically come from, starting next week expect a science test EVERY THURSDAY and vocabulary on this blog needs to be practiced daily (they will be given a vocab sheet to add to their science section of binder), homework for this week is a super quick 2pgs (15-16) in textbooks that is due Friday!
Have a great week! 
 
August 27th
So excited to have the 2018-2019 school year started off! What a fun year it is going to be! I was ECSTATIC to meet so many of you already! Man it is going to be a great year!!! Can you feel it?! :) Six exciting rotations, free food and whole ton of education...what else could you ask for?! Don't forget school starts at 7:45am #stat.  The first couple of days we will be getting to know each other, going over those expectations/rules and branch off into a fun team building activity.  We will finish up the week with a bang, learning about processes for scientific investigations. Don't forget to stay in the loop with REMIND- a fun way to stay informed of what's actually going on in the science world at school! :) Click on this link to sign up: 5th Grade Science Class .  Make sure to ask your precious baby how their day was and get them to tell you the best thing that happened in Science! :) I plan to update this weekly unless I feel more frequent is truly needed. Feel free to email mjcoker@cocisd.org with any question, concern or just an "atta girl" moment ;)
 
SOME BRAINSTORMING REINFORCING QUESTIONS FOR HOME:
 
  • Why is it important to know and understand how the natural world works?
  • How are the properties of systems and their components (parts) organized?
  • How are the components (parts), processes, and patterns of systems connected?
  • Why is it important to be able to trust scientists’ work?
  • How do scientists make and support their claims?
  • What processes help scientists investigate their claim?
  • What are some ways data can be organized?
  • How can data be used to make reasonable explanations?
  • How do patterns help us understand the natural world?
  • How can we know what to believe about a scientific claim?
  • In what ways have scientific explanations affected scientific thinking and people over time?
  • Why is it important to know and understand how things work and why things happen?
 
Check out the vocabulary connected to what we are talking about:

Key Content Vocabulary: 

  • Change – to become different
  • Classifications – groups of similar things based on characteristics or properties
  • Constancy – staying the same; unchanging
  • Environmentally appropriate practices – to cause no harm to the environment
  • Ethical practices – doing what is right
  • Patterns – repeated sequence; arranged according to a rule or natural phenomenon; a trend in data; used to predict what comes next
  • Personal protective equipment (PPE) – equipment, such as goggles and gloves, used for protection in an investigation
  • Properties – characteristics of objects, organisms, or events
  • Science – use of evidence to construct testable explanations and predictions of natural phenomena, as well as the knowledge
  • generated through this process
  • System – a group of parts that work together

 

Related Vocabulary: 

  • Analyze
  • Collect
  • Communicate
  • Conservation
  • Construct
  • Data
  • Implement
  • Investigation
  • Model
  • Plan
  • Record
  • Represent
  • Safety
  • Scientific
  • practices
  • Tools
 Please work with your baby on these words^^^ they will be that closer to winning at science! Science is everywhere, needed in everything....cooking, cleaning, teaching, medical field, electric and plumbing, animals, cars, engineering etc etc etc....
 
***Check back for updates***