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Grade 5

BCSD Summer Camp 2025

Science

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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

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Day 1

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Day 1

Teacher directions:

Choose any of the these activities to use for the first 30 min. of your day.

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Introductory Activity #1

What is happening at this site?

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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?

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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?

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02

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Introductory Activity #3

Summarize the challenge

Make a ___ that fits on a ___ and has ___.

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02

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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.

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Before Reading Activity #2

Vocabulary

  • Conservationists met to discuss how to protect the forest from development
  • One way people help protect endangered, or vulnerable. species is by teachers others about the species.
  • Red pandas face extinction, which means they would no longer exist.
  • Sloth bears are omnivores, so they eat fruit, vegetables, and meat.
  • Animals without habitats can easily be seen, which makes them vulnerable rather than protected.

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

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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?

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Day 1

Teacher directions:

Use these activities for the next 60 min. of your day.

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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?

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Partner Talk!

How can an animal’s diet in the wild increase its risk of extinction?

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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?

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Partner Talk!

What are three ways people damage animal habitats?

How can people who live near threatened species help protect them?

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Day 1

During Reading Activity #3

Make a plan for your design for the challenge listed on pg. 28-29

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02

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Day 1

After Reading Activity #1

Words can be written using their letters to represent their meaning.

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Day 1

Teacher directions:

Use these activities for the next 45min. of your day.

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Day 1

After Reading Activity #1

Use the letters of the words to create symbols that represent the words’ meanings

  • Conservationists
  • Omnivores
  • Endangered
  • Vulnerable
  • Extinction
  • Red Panda
  • Otter
  • Panda
  • Sloth bear
  • Fishing cat

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Samples

After Reading Activity #1

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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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Day 1

During Reading Activity #1

After Reading Activity #3

Taking Action!

  • create a brochure to inform others about a species you would like to save.

  • gather and summarize information about one of the conservation programs from the Saving a Species book.

  • write summaries by restating the most important ideas of the text in your own words.

  • work in pairs to complete the graphic organizers.

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Examples of Brochures

During Reading Activity #1

After Reading Activity #4

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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.

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Day 1

Teacher directions:

Use these activities for the last 45min. of your day.

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Design & Build #1

Day 1

  • What do habitat designers consider when they plan exhibits at zoos?

  • How do zookeepers help inspire animals’ natural behaviors?

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Design & Build #2

Day 1

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Design & Build #3

Day 1

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Day 1 Extensions

Click on the images to access the link

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Day 2

Students will build and test a puzzle feeder.

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Prep

  • Review all designs prior to building
  • Prepare all materials for the STEAM challenge

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Day 2

Teacher directions:

Use these activities for the first 30 min. of your day.

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How do puzzle feeders help inspire animals’ natural behaviors?

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Design & Build #4

DAY 2

Get in to teams

Work on Designs

Choose one sketch as team design

Submit for approval

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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.

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Design & Build #6

DAY 2

Reflection

  1. What did your team struggle with? How did you deal with it?

  • How did you contribute to your team?

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Day 2

Teacher directions:

Use these activities for the next 60 min. of your day.

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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?

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Test & Improve #2 & 3

Giving feedback

Record Results

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Test & Improve #4

Present & Test your designs

  1. Add the smaller items to the puzzle feeder
  2. Use your thumb and pointer finger to remove the items and demonstrate the challenge’s difficulty.
  3. Get feedback

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Test & Improve #5 & 6

Modify and Improve

  • Improve your designs based on results and feedback.
  • Sketch a new improved design and explain your changes.
  • Submit for approval.
  • Gather materials to improve your design, make the changes, and retest.

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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?

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Day 2

Teacher directions:

Use these activities for the next 45 min. of your day.

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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

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Reflect and Share #2

DAY 2

What thoughtful actions and contributions were shown during the STEAM Challenge? How could these designs help animals?

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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?

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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.

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Test & Improve #7

Reflect and Share #5

DAY 2

  1. What other tips would you give someone who was wanting a career as a conservationist, zoologist, or researcher?

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.

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Day 2

Teacher directions:

Use these activities for the last 45 min. of your day.

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Test & Improve #7

Assessment Activities #1

DAY 2

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Test & Improve #7

Assessment Activities #2

DAY 2

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Test & Improve #7

Assessment Activities #3

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Day 2 Extensions

Click on the images to access the link

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Day 3

Students will learn about and research ideas for creating a skatepark.

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Day 3

Teacher directions:

Choose any of the these activities to use for the first 30 min. of your day.

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Day 3

Introductory Activity #1

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What do you notice?

What do you wonder?

How do you predict art and science are involved in skateboarding?

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Day 3

Introductory Activity #2

What will your steps be?

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Introductory Activity #2

What will your steps be?

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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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Day 3

Before Reading Activity #1

aspect

durable

essential

urban

engineers

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Day 3

Before Reading Activity #2

What is a summary?

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Day 3

Before Reading Activity #2

Let’s Practice

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Day 3

Before Reading Activity #3

What does the word “truck” mean in this paragraph?

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Day 3

Before Reading Activity #4

Create a one sentence summary of this paragraph.

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Day 3

Teacher directions:

Use these activities for the next 60 min. of your day.

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Day 3

During Reading Activity #1

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How are skateparks designed?

How do they help communities?

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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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Day 3

During Reading Activity #3

Make a plan for your design for the challenge listed on pg. 28-29

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Day 3

Teacher directions:

Use these activities for the next 45min. of your day.

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Day 3

After Reading Activity #1

Describe personal experiences related to these words.

Share your experience with the class.

  • Elasticity
  • Concave
  • Accommodate
  • Traction
  • Aspect
  • Essential
  • Durable
  • Urban
  • Engineers

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Day 3

After Reading Activity #1

It is essential to wear a coat on a cold winter day.

EXAMPLE

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Day 3

After Reading Activity #1

A pair of durable hiking boots will protect your feet on a hike.

EXAMPLE

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Day 3

After Reading Activity #2

Diagrams include labels and images that help a reader understand a topic.

Diagrams

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Day 3

After Reading Activity #2

What do you notice about these diagrams?

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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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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.

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Day 3

Teacher directions:

Use these activities for the last 45min. of your day.

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Design & Build #1

Day 3

  • How did a drought in the 1970s influence

skateboarding? (pg. 16)

  • What types of surfaces do skaters use to

grind? (pg. 24)

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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

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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

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Design & Build #4

Day 3

  • Share your designs with you team
  • Choose and label one design as the “team design”.
  • Have design approved

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Day 3 Extensions

Click on the images to access the link

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Day 4

Students will make and test a skateboard and skatepark.

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Prep

  • Review all designs prior to building
  • Prepare all materials for the STEAM challenge

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Day 4

Teacher directions:

Use activities (4-6) for the first 30 min. of your day.

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Design & Build #4

DAY 4

Get in to teams

Work on Designs

Choose one sketch as team design

Submit for approval

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Design & Build #5

DAY 4

Gather your materials

Be sure to follow your designs

Build your model

Submit for approval

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Day 4

Design & Build #6

Answer questions 1 & 2

Share your reflections

Reflecting is an important part of the engineering design process.

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Day 4

Teacher directions:

Use these activities for the next 60 min. of your day.

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Test & Improve #1

Day 4

What type of technology do engineers use to design skateparks?

How is creativity encouraged in skateboarding?

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Test & Improve #2 & 3

Giving feedback

Record Results

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Test & Improve #4

Present & Test your designs

  • Show how tricks can be performed in your model.
  • Highlight which area of your model is for beginners and which area is for experts.
  • Show three specific areas/attractions where skaters can kick turn, ollie, and grind.
  • Get feedback

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Test & Improve #5

Brainstorm and Modify

  • Now that you’ve tested your model, how can you improve your design?

Work with your team to make changes to your design.

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Test & Improve #6

Improve and Retest

Gather your materials and make the necessary changes to your model.

Retest your model with its new improvements.

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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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Day 4

Teacher directions:

Use these activities for the next 45min. of your day.

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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

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Reflect & Share #2

Day 4

What makes a good quote?

Good quotes motivate, inspire, and encourage people.

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Reflect & Share #2

Day 4

Create your own quote that reflects your experience working with your team.

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Day 4

Test & Improve #7

Reflect & Share #3

Answer question 5

Share your reflections

Reflecting is an important part of the engineering design process.

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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.

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Test & Improve #7

Reflect and Share #5

DAY 4

  • What advice would you give someone who was wanting to become a professional skateboarder?

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.

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Day 4

Teacher directions:

Choose from these activities for the next 45min. of your day.

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Test & Improve #7

Assessment Activities #1

DAY 4

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Test & Improve #7

Assessment Activities #2

DAY 4

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Test & Improve #7

Assessment Activities #3

DAY 4

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Day 4 Extensions

Click on the images to access the link

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Day 5

Students will experiment with energy.

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Day 5

Teacher directions:

Choose any of the these activities to use for the first 60 min. of your day.

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Introductory Activity #1

Day 5

Energy

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Day 5

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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

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Day 3

Lab Activity #1-3

Drop the ball from the different starting points.

What do you notice?

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02

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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?

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Day 5

Teacher directions:

Choose any of the these activities to use for the next 45min. of your day.

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Before Reading Activity #1 & 2

Day 5

  • Entropy
  • Heat
  • Mass
  • Temperature
  • Velocity
  • Work

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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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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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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

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DAY 5

How do you chemical and electrical energy compare?

How do chemical and mechanical energy compare?

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DAY 5

Let’s try it!! Use the rubber balls instead of marbles.

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Day 5

Teacher directions:

Choose any of the these activities to use for the next 30min. of your day.

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Day 5

After Reading Activity #1

  1. Form two teams
  2. Choose an artist from each team to come up to the board.
  3. Each artist will be given a vocabulary word to draw for their teams to guess.
  4. The first team to guess the word correctly gets a point.
  5. A new artist is selected from teach team and a new word is given.

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Day 5

After Reading Activity #2

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Day 5

Teacher directions:

Choose any of the these activities to use for the next 45 min. of your day.

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Activity from the Book

What type of energy do you observe in this image?

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Assessment Activity #1

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Assessment Activity #2

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Day 5 Extensions

Click on the images to access the link