Grade 5
BCSD Summer Camp 2025
Science
Week At a Glance
| 10 minutes | 30 Minutes | 60 Minutes | 45 Minutes | 45 Minutes |
DAy 1 | SEL | Saving a Species Introductory and Before Reading Activities | Saving a Species During Reading Activities | Saving a Species After Reading Activities | Saving a Species STEAM Challenge Design |
DAy 2 | SEL | Saving a Species STEAM Challenge Build | Saving a Species STEAM Challenge Test and Improve | Saving a Species STEAM Challenge Reflection | Saving a Species STEAM Challenge Assessment |
Day 3 | SEL | The Art and Science of Skateboarding Introductory and Before Reading Activities | The Art and Science of Skateboarding During Reading Activities | The Art and Science of Skateboarding After Reading Activities | The Art and Science of Skateboarding STEAM Challenge Design |
Day 4 | SEL | The Art and Science of Skateboarding STEAM Challenge Build | The Art and Science of Skateboarding STEAM Challenge Test and Improve | The Art and Science of Skateboarding STEAM Challenge Reflection | The Art and Science of Skateboarding STEAM Challenge Assessment |
Day 5 | SEL | 60 Minutes Conservation of Energy Introductory and Lab Activities | 45 minutes Conservation of Energy Before and During Reading Activities | 30 minutes Conservation of Energy After Reading Activities | 45 minutes Conservation of Energy Activity and Assessment |
Times are suggestions and are flexible based on the needs of your students and your class weekly schedule
Teacher Directions
Day 1
Day 1
Teacher directions:
Choose any of the these activities to use for the first 30 min. of your day.
Introductory Activity #1
What is happening at this site?
Pair up!
Introductory Activity
Introductory Activity #1
Make a list with your partner:
What type of life might be affected by what is happening in the picture?
STEAM Challenge Intro.
Introductory Activity
Introductory Activity #2
Read pages 28 & 29
Explain each step of the design process
Why do you think the criteria states that it must be difficult to grab small items with their thumb and pointer finger?
01
02
Introductory Activity #3
Summarize the challenge
Make a ___ that fits on a ___ and has ___.
01
02
Before Reading Activity #1
Context Clues
Definitions The meaning of the word is stated in the sentence. Keywords: is, are, means, refers to Example: Exercising everyday is beneficial and is good for you. | Descriptions An example or details are given in the sentence.. Keywords: like, for example, such as, including, for instance Example: Exercise is beneficial in many ways. For example, studies show that it creates a healthy heart and improves circulation. |
Synonym A word with a similar meaning is included in the sentence. Keywords: and, also, as, too, like, likewise, same, similarly, identical Example: Exercise is beneficial and helpful for both physical and mental health. | Antonym A word with an opposite meaning is included in the sentence. Keywords: but, unlike, however, instead of, though, on the other hand, in contrast Example: Unlike screen-time which can be harmful, movement and exercise is beneficial for your mind and body. |
Before Reading Activity #2
Vocabulary
What is the meaning of the highlighted word?
What type of clues in the sentence help you determine the meaning? Definitions, descriptions, synonyms, or antonyms?
How do context clues help us determine the meaning of words?
Description
Synonym
Definition
Description
Antonym
You try it!
Before Reading Activity #3
Skim the book to find words or phrases that are unfamiliar
What unfamiliar words did you find?
What context clues helped you determine the meaning?
What predictions do you have?
Day 1
Teacher directions:
Use these activities for the next 60 min. of your day.
Day 1
During Reading Activity #1
Read pages 4-9
As we read, be on the lookout for underlined words.
What context clues can you find in the text? What do the underlined words mean?
01
02
Partner Talk!
How can an animal’s diet in the wild increase its risk of extinction?
Day 1
During Reading Activity #2
With a partner, review pg. 18-23
Complete “using context clues” for three interesting words you find.
What context clues can you find in the text? What do the underlined words mean?
01
02
Partner Talk!
What are three ways people damage animal habitats?
How can people who live near threatened species help protect them?
Day 1
During Reading Activity #3
Make a plan for your design for the challenge listed on pg. 28-29
01
02
Day 1
After Reading Activity #1
Words can be written using their letters to represent their meaning.
Day 1
Teacher directions:
Use these activities for the next 45min. of your day.
Day 1
After Reading Activity #1
Use the letters of the words to create symbols that represent the words’ meanings
Samples
After Reading Activity #1
Day 1
During Reading Activity #1
After Reading Activity #2
Saving a species is a collective effort
Identify groups working together to help save species at the National Zoo
Review the sections titled “People Taking Action”. What are people doing to help save endangered species? (pg. 9, 12, 16, 21, & 24)
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02
Day 1
During Reading Activity #1
After Reading Activity #3
Taking Action!
Examples of Brochures
During Reading Activity #1
After Reading Activity #4
Modified activity
During Reading Activity #1
After Reading Activity #4
Draw a poster to encourage people to save species that are at risk of extinction. Be sure to include drawings, maps, and reasons why people
should get involved.
Day 1
Teacher directions:
Use these activities for the last 45min. of your day.
Design & Build #1
Day 1
Design & Build #2
Day 1
Design & Build #3
Day 1
Day 1 Extensions
Click on the images to access the link
Day 2
Students will build and test a puzzle feeder.
Prep
Day 2
Teacher directions:
Use these activities for the first 30 min. of your day.
How do puzzle feeders help inspire animals’ natural behaviors?
Design & Build #4
DAY 2
Get in to teams
Work on Designs
Choose one sketch as team design
Submit for approval
Design & Build #5
DAY 2
Time to Build!
Using your team design, build your puzzle feeder. Be sure to refer to the design your team came up with.
Design & Build #6
DAY 2
Reflection
Day 2
Teacher directions:
Use these activities for the next 60 min. of your day.
Test & Improve #1
Partner Talk!
What technology do researchers use to study fishing cats at night?
How has the Grain for Green program been successful?
Test & Improve #2 & 3
Giving feedback
Record Results
Test & Improve #4
Present & Test your designs
Test & Improve #5 & 6
Modify and Improve
Test & Improve #7
DAY 2
Reflection
3. How did you use science, technology, engineering, the arts, and/or math in your designs?
4. What was successful about your first design? How did you improve it?
Day 2
Teacher directions:
Use these activities for the next 45 min. of your day.
Reflect and Share #1
DAY 2
“Never doubt that a small group of thoughtful, committed citizens can change the world; indeed, it’s the only thing that ever has.”
-Margaret Mead
Reflect and Share #2
DAY 2
What thoughtful actions and contributions were shown during the STEAM Challenge? How could these designs help animals?
Test & Improve #7
Reflect and Share #3
DAY 2
Reflection
5. What is the most important thing you learned? What questions do you still have?
Test & Improve #7
Reflect and Share #4
DAY 2
How did you use these steps to complete the challenge?
Why are these steps so important?
Write how you completed each step of the design process.
Test & Improve #7
Reflect and Share #5
DAY 2
What qualities should they have?
What should things should expect to experience as part of their job?
Write a letter giving advice and tips to someone wanting a job in conservation.
Day 2
Teacher directions:
Use these activities for the last 45 min. of your day.
Test & Improve #7
Assessment Activities #1
DAY 2
Test & Improve #7
Assessment Activities #2
DAY 2
Test & Improve #7
Assessment Activities #3
Day 2 Extensions
Click on the images to access the link
Day 3
Students will learn about and research ideas for creating a skatepark.
Day 3
Teacher directions:
Choose any of the these activities to use for the first 30 min. of your day.
Day 3
Introductory Activity #1
What do you notice?
What do you wonder?
How do you predict art and science are involved in skateboarding?
Day 3
Introductory Activity #2
What will your steps be?
Introductory Activity #2
What will your steps be?
Day 3
During Reading Activity #1
Introductory Activity #3
Review the steam challenge on Pg. 28-29
Summarize the challenge and include constraints and criteria.
Make a model of a ___ that has ___.
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02
Day 3
Before Reading Activity #1
aspect
durable
essential
urban
engineers
Day 3
Before Reading Activity #2
What is a summary?
Day 3
Before Reading Activity #2
Let’s Practice
Day 3
Before Reading Activity #3
What does the word “truck” mean in this paragraph?
Day 3
Before Reading Activity #4
Create a one sentence summary of this paragraph.
Day 3
Teacher directions:
Use these activities for the next 60 min. of your day.
Day 3
During Reading Activity #1
How are skateparks designed?
How do they help communities?
Day 3
During Reading Activity #2
With a partner, review pg. 12-19
Complete “Skate Summary” for 4 interesting time periods you find.
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02
Day 3
During Reading Activity #3
Make a plan for your design for the challenge listed on pg. 28-29
01
02
Day 3
Teacher directions:
Use these activities for the next 45min. of your day.
Day 3
After Reading Activity #1
Describe personal experiences related to these words.
Share your experience with the class.
Day 3
After Reading Activity #1
It is essential to wear a coat on a cold winter day.
EXAMPLE
Day 3
After Reading Activity #1
A pair of durable hiking boots will protect your feet on a hike.
EXAMPLE
Day 3
After Reading Activity #2
Diagrams include labels and images that help a reader understand a topic.
Diagrams
Day 3
After Reading Activity #2
What do you notice about these diagrams?
Day 3
During Reading Activity #1
After Reading Activity #3
With your partner, review pg. 4-11
Identify the features of a skateboard. What skateboarder expect to find at a skatepark?
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02
Day 3
During Reading Activity #1
After Reading Activity #4
Using the text, create a beginner’s guide to skateboarding
Be sure to include diagrams of skateboards with labels.
01
02
Day 3
Teacher directions:
Use these activities for the last 45min. of your day.
Design & Build #1
Day 3
skateboarding? (pg. 16)
grind? (pg. 24)
Design & Build #2
Day 3
Materials
✓ aluminum foil
✓ cardboard pieces (various sizes)
✓ construction paper
✓ craft sticks or mini toy skateboards
✓ glue
✓ large cardboard pieces (base of designs)
✓ masking tape
✓ modeling clay
✓ pipe cleaners
✓ straws
✓ toothpicks
Design & Build #3
Day 3
Materials
✓ aluminum foil
✓ cardboard pieces (various sizes)
✓ construction paper
✓ craft sticks or mini toy skateboards
✓ glue
✓ large cardboard pieces (base of designs)
✓ masking tape
✓ modeling clay
✓ pipe cleaners
✓ straws
✓ toothpicks
Design & Build #4
Day 3
Day 3 Extensions
Click on the images to access the link
Day 4
Students will make and test a skateboard and skatepark.
Prep
Day 4
Teacher directions:
Use activities (4-6) for the first 30 min. of your day.
Design & Build #4
DAY 4
Get in to teams
Work on Designs
Choose one sketch as team design
Submit for approval
Design & Build #5
DAY 4
Gather your materials
Be sure to follow your designs
Build your model
Submit for approval
Day 4
Design & Build #6
Answer questions 1 & 2
Share your reflections
Reflecting is an important part of the engineering design process.
01
02
Day 4
Teacher directions:
Use these activities for the next 60 min. of your day.
Test & Improve #1
Day 4
What type of technology do engineers use to design skateparks?
How is creativity encouraged in skateboarding?
Test & Improve #2 & 3
Giving feedback
Record Results
Test & Improve #4
Present & Test your designs
Test & Improve #5
Brainstorm and Modify
Work with your team to make changes to your design.
Test & Improve #6
Improve and Retest
Gather your materials and make the necessary changes to your model.
Retest your model with its new improvements.
Day 4
Test & Improve #7
Answer questions 3 & 4
Share your reflections
Reflecting is an important part of the engineering design process.
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02
Day 4
Teacher directions:
Use these activities for the next 45min. of your day.
Reflect & Share #1
Day 4
“I love the fact that there is now a skate
park in almost every city, but it will always have
a rebellious/underground edge to it because it is
based on individuality.” -Tony Hawk
Reflect & Share #2
Day 4
What makes a good quote?
Good quotes motivate, inspire, and encourage people.
Reflect & Share #2
Day 4
Create your own quote that reflects your experience working with your team.
Day 4
Test & Improve #7
Reflect & Share #3
Answer question 5
Share your reflections
Reflecting is an important part of the engineering design process.
01
02
Test & Improve #7
Reflect and Share #4
DAY 2
How did you use these steps to complete the challenge?
Why are these steps so important?
Write how you completed each step of the design process.
Test & Improve #7
Reflect and Share #5
DAY 4
What skills would someone need in order to design skateparks?
How do skateboarding and art connect?
Draw and design what your perfect skateboard would look like.
Day 4
Teacher directions:
Choose from these activities for the next 45min. of your day.
Test & Improve #7
Assessment Activities #1
DAY 4
Test & Improve #7
Assessment Activities #2
DAY 4
Test & Improve #7
Assessment Activities #3
DAY 4
Day 4 Extensions
Click on the images to access the link
Day 5
Students will experiment with energy.
Day 5
Teacher directions:
Choose any of the these activities to use for the first 60 min. of your day.
Introductory Activity #1
Day 5
Energy
Day 5
Introductory Activity #2
Day 5
Energy can mean many different things.
We will be experimenting to see whether height affects the energy of a ball
Day 3
Lab Activity #1-3
Drop the ball from the different starting points.
What do you notice?
01
02
Lab Activity #4 & 5
Day 5
➢ How does the ball’s starting height affect how high it bounces? How do you know?
➢ How high do you think the ball would bounce if it were dropped from a tall building? What makes you think that?
➢ Where did the ball’s energy come from?
Day 5
Teacher directions:
Choose any of the these activities to use for the next 45min. of your day.
Before Reading Activity #1 & 2
Day 5
Day 5
Before Reading Activity #3
Preview the book
What text features do you notice?
As you skim the book, what predictions can you make about what we will learn?
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02
Day 5
Before Reading Activity #4
Skim the book and find the different types of energy discussed in the text.
How are these types of energy the same? How are they different?
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02
Day 5
During Reading Activity #1-3
Read the book as a class
What is the law of conservation of energy?
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During Reading Activity #4
Day 5
DAY 5
How do you chemical and electrical energy compare?
How do chemical and mechanical energy compare?
DAY 5
Let’s try it!! Use the rubber balls instead of marbles.
Day 5
Teacher directions:
Choose any of the these activities to use for the next 30min. of your day.
Day 5
After Reading Activity #1
Day 5
After Reading Activity #2
Day 5
Teacher directions:
Choose any of the these activities to use for the next 45 min. of your day.
Activity from the Book
What type of energy do you observe in this image?
Assessment Activity #1
Assessment Activity #2
Day 5 Extensions
Click on the images to access the link