Science Guide2 Gr5 by 5GVKxk1

VIEWS: 12 PAGES: 25

									           Santa Ana Unified School District
              Science Curriculum Guide
                       Grade 5



                 Developed in conjunction with




10/09/06                      1
                                                        Table of Contents



           Physical Science: Chemical Reactions, Elements/ Periodic Table,                                1-4
           Properties of Metals and Salts, Use of Microscopes, Properties of Solids, Liquids, and Gases
           Properties Used to Separate Mixtures and Identify Compounds

           Investigations and Experimentation: Physical Science                                           5-6


           Life Science: Human Body, Circulatory System, Digestive System, and Excretory System           7 - 10
           Transport Structures in Plants, Photosynthesis and Cellular Respiration

           Investigations and Experimentation: Life Science                                               11 - 12


           Earth Science: Ocean Water , Evaporation, Condensation and Freezing                            13 - 18
           Origin and Availability of Local Fresh Water, Atmospheric Pressure
           Convection Currents and Weather, Precipitation, Severe Weather and Weather Maps
           Solar System, Gravitational Attraction and the Sun

           Investigations and Experimentation: Earth Science                                              19 - 20




10/09/06                                                         2
                                                        5th GRADE PHYSICAL SCIENCE
Standards                                           Model Tasks                                       Textbook Resource
PHYSICAL SCIENCE 1.0 Elements and                   Students will:                                    Mixtures and Solutions Kit, 2002, FOSS
their combinations account for all the                                                                Program, Lawrence Hall of Science, UC
varied types of matter in the world.                1a Compare and contrast the reactants and         Berkeley
                                                    products of a reaction.
As a basis for understanding this concept,                                                            McGraw Hill:
students know:                                      1a Describe what happens in a chemical            Chapter 5 & 6, Topics 1, 2 & 5,
                                                    reaction. pp. 256-265                             pp. 193-225, 256-269
1a:     That during chemical reactions the                                                            S6-S8
atoms in the reactants rearrange to form            1b Define a molecule and construct a model.
products with different properties.                 pp. 216-221                                       Open Court:
                                                                                                      Unit 2, Science Connection: “Atoms and
1b:    All matter is made of atoms, which           1c Classify matter based on physical properties   Elements” p. 159F
may combine to from molecules.                      including magnetism, ability to conduct or        Unit 3, Lesson 4, Science Connection: Salt
                                                    insulate heat, electricity, sound, and density.   Water, p. 243F
1c:      That metals have properties in             pp. 201, 204-207, 280-281
common, such as high electrical and thermal                                                           Unit 5, Lesson 1, “Sacajawea’s Journey”, p.
conductivity. Some metals, such as aluminum         1c Explain common properties of metals.p.218      399 salt, powder, lead
(Al), iron (Fe), nickel (Ni), copper (Cu), silver                                                     Lesson 3, “The Journal of Wong Ming-Chung”
(Ag), and gold (Au), are pure elements; others,     1c Compare and contrast pure elemental            (gold mining)
such as steel and brass, are composed of a          metals and combinations of elemental metals.
combination of elemental metals.                                                                      Unit 6, Lesson 6, “Alberic the Wise”
                                                    1d Classify elements based upon their             (metalworking) Science Connection;
1d:     That each element is made of one kind       properties.                                       “Learning about Metals” p. 623E
of atom and that the elements are organized in
the periodic table by their chemical properties.    1d Identify the organization of the periodic      Open Court Reading Selection:
                                                    table. p. 219                                     Card #26: The Many Faces of Hydrogen
1e:      Scientists have developed instruments                                                        Card #36: Salt
that can create discrete images of atoms and        1e Explain that scanning electron microscopes     Card #77: The Periodic Table
molecules that show that the atoms and              have revealed that atoms in metals and crystals   Card #78: Symbols of the Periodic Table
molecules often occur in well-ordered arrays.       occur in ordered patterns.                        Card #79: Development of the Periodic Table




10/09/06                                                                   3
                                                     5th GRADE PHYSICAL SCIENCE
ELL/SDAIE/GLAD Strategies                                          Supplemental Resources and Labs
Chants:
“Metals Here, Metals There”                                                Wells, Robert E. What’s Smaller than a Pygmy Shrew?
“Properties of Metals”
“Physical Change”                                                          AIMS:
“What Is Matter Made of?”                                                   Building a Compass
“Transition Metals”                                                         Static Electricity
“Periodic Table Song”
                                                                           Videos and Laser Discs:
FOCUS! Lessons:                                                             Bill Nye-Chemical Reactions
Spice Drop Photosynthesis Investigation                                     Bill Nye-Atoms
Mystery Powders Investigation                                               Bill Nye-Phases of Matter
The Periodic Table Investigation                                            Windows on Science laser disc-Physical Science
Atomic Arrangement in Metals TPR
Separating Mixtures Investigation                                          Websites:
Thermal and Electrical Conductivity of Metals Investigation                http://www.chem4kids.com/files/elem_intro.html
Nuts & Bolts Lab: 4 pieces make multiple combinations                      www.webelements.com/
Decomposition of Hydrogen Peroxide Investigation                           www.chemicalelements.com/chemlab.pc.maricopa.edu/periodic.html
                                                                           http://www.chem4kids.com/files/elem_metal.html
Water Treatment Facilities: Conducting an Internet Search                  http://chemistry.about.com/library/weekly/aa010103a.htm
                                                                           www.chemicool.com/
Open Court: Unit 4, Lesson 3,Paul Revere was a silversmith; students       www.mii.org
may discourse about what metal would be the best choice for making a       http://www.ornl.gov/info/ornlreview/rev28-4/text/atoms.htm
cooking pot, etc.
                                                                           http://www.chem4kids.com/files/react_intro.html
Labs:
View salts with microscope.                                                http://www.starsandseas.com/SAS%20OrgChem/SASElements.htm
Make salt solutions, evaporate water and view residue under
microscope.                                                                http://www.chem4kids.com/files/matter_solid.html
Melt sugar with hot plate, attempt to melt salt.
                                                                           http://www.chem4kids.com/files/matter_mixture.html




10/09/06                                                               4
                                                       5th GRADE PHYSICAL SCIENCE
Standards                                          Model Tasks                                       Textbook Resource
PHYSICAL SCIENCE 1.0 Elements and                  Students will:                                    Mixtures and Solutions Kit, 2002, FOSS
their combinations account for all the                                                               Program, Lawrence Hall of Science, UC
varied types of matter in the world.               1f Compare and contrast chemical and              Berkeley
                                                   physical properties. pp. 258-261
As a basis for understanding this concept,                                                           McGraw Hill:
students know:                                     1f Describe methods that may be utilized to       Chapters 5 & 6, Topics 3 & 4, pp. 226-255
                                                   separate mixtures. pp. 246-247                    CA 18-CA 21
1f:     Differences in chemical and physical
properties of substances are used to separate      1g Compare and contrast the properties of         Open Court:
mixtures and identify compounds.                   solids, liquids and gases. pp. 200-201, 234
                                                                                                     Open Court Reading Selection:
1g:     Properties of solid, liquid, and gaseous   1g Identify simple chemical formulas. p. 215      Card #26: The Many Faces of Hydrogen
substances, such as sugar (C6H12O6), water                                                           Card #36: Salt
(H2O), helium (He), oxygen (O2), nitrogen          1h Identify the six most abundant elements in     Card # 69 “Fuel for Farms”
(N2), and carbon dioxide (CO2).                    nature.                                           Card # 70 “Biomass Energy”
                                                                                                     Card #77: The Periodic Table
1h:    Living organisms and most materials         1h Recognize the importance of compounds          Card #78: Symbols of the Periodic Table
are composed of just a few elements.               we find in our daily lives. pp. 222-223           Card #79: Development of the Periodic Table

1i:     The common properties of salts, such       1i Explain that sodium chloride is the most
as sodium chloride (NaCl).                         common and widely used salt.

                                                   1i State that salts are composed of a metal and
                                                   a nonmetal, and tend to be brittle with high
                                                   melting points.




10/09/06                                                                  5
                                                     5th GRADE PHYSICAL SCIENCE
ELL/SDAIE/GLAD Strategies                                          Supplemental Resources and Labs
Chants:                                                            Videos:
“Metals Here, Metals There”                                         Bill Nye-Chemical Reactions
“Properties of Metals”                                              Bill Nye-Atoms
“Physical Change”                                                   Bill Nye-Phases of Matter
“What Is Matter Made of?”
“Transition Metals”                                                    Wells, Robert E. What’s Smaller than a Pygmy Shrew?
“Periodic Table Song”
                                                                       Websites:
FOCUS! Lessons:                                                        http://www.chem4kids.com/files/elem_intro.html
Spice Drop Photosynthesis Investigation                                www.webelements.com/
Mystery Powders Investigation
The Periodic Table Investigation                                       www.chemicalelements.com/chemlab.pc.maricopa.edu/periodic/periodi
Atomic Arrangement in Metals TPR                                       c.html
Separating Mixtures Investigation
Thermal and Electrical Conductivity of Metals Investigation!           http://www.chem4kids.com/files/elem_metal.html
Nuts & Bolts Lab: 4 pieces make multiple combinations
Decomposition of Hydrogen Peroxide Investigation                       http://chemistry.about.com/library/weekly/aa010103a.htm

Paul Revere was a silversmith; students may discourse about what       www.chemicool.com/
metal would be the best choice for making a cooking pot, etc.          www.mii.org
                                                                       http://www.ornl.gov/info/ornlreview/rev28-4/text/atoms.htm
Labs:
View salts with microscope                                             http://www.chem4kids.com/files/react_intro.html
Make salt solutions, evaporate water and view residue under
microscope.                                                            http://www.starsandseas.com/SAS%20OrgChem/SASElements.htm
Melt sugar with hot plate, attempt to melt salt
                                                                       http://www.chem4kids.com/files/matter_solid.html

                                                                       http://www.chem4kids.com/files/matter_mixture.html




10/09/06                                                           6
                                           5th GRADE INVESTIGATION AND EXPERIMENTATION
                   Standards                                        Model Tasks                                Textbook Resource
INVESTIGATION AND                                 6a Classify substances based on density and     Mixtures and Solutions Kit, 2002, FOSS,
EXPERIMENTATION 6.0 Scientific                    make a process grid of the findings. p. 201     Lawrence Hall of Science, UC Berkeley
progress is made by asking meaningful
questions and conducting careful                  6b Develop a testable question. pp. 268-269     McGraw Hill:
investigations.                                                                                   Chapters 5 & 6, Topics 1 - 5, pp. 193-269
As a basis for understanding this concept,        6c Plan and conduct a simple investigation      CA 18- CA 21
and to address the content in the other three based on a student-developed question, and
strands, students should develop their own        write instructions others can follow to carry   Open Court:
questions and perform investigations.             out the procedure. pp. 195, 235, 243, 257, 288 Unit 1, Lesson 2, Formulating Questions and
                                                                                                  Problems, p. 45C
6a Classify objects (e.g., rocks, plant, leaves)  6d Identify the dependent and controlled
based on appropriate criteria.                    variables in an investigation. p. 265           Unit 3, Lesson 1: Analyze Media Sources
                                                                                                  Establishing Investigation Needs, p. 245C
6b Develop a testable question.                   6e Identify a single independent variable in a  Lesson 5, Establishing Investigation Plans, p.
                                                  scientific investigation and explain what will  277C, Using Technology in Investigation p.
6c Plan and conduct a simple investigation        be learned by collecting data on this variable. 277D, Presenting Investigation Findings, pp.
based on a student-developed question, and        p. 265                                          285C & D
write instructions others can follow to carry
out the procedure.                                6f Use a hand lens, microscope, thermometer,
                                                  balance scale, eyedropper, beaker or graduated
6d Identify the dependent and controlled          cylinder to make quantitative observations.
variables in an investigation.                    pp. R 6-7, R 13-17, 246-247, 262-263

6e Identify a single independent variable in a
scientific investigation and explain what will
be learned by collecting data on this variable.




10/09/06                                                                7
                                         5th GRADE INVESTIGATION AND EXPERIMENTATION
                  Standards                                Model Tasks                                       Textbook Resource

6f Select appropriate tools (e.g.,              6f Use goggles and safety aprons when           Unit 4, , Lesson 1: Cause & Effect, p. 305C
thermometers, meter sticks, balances, and       conducting experiments. Know how to be safe     Generating Ideas to Investigate, p. 307C
graduated cylinders) and make quantitative      around flame and electricity. R4                Lesson 2, Formulating Questions and
observations.                                                                                   Problems, p. 315C
                                                6g Record data using appropriate graphic        Lesson 3: Compare/ Contrast or Making
6g Record data using appropriate graphic        representation (including charts, graphs, and   Conjectures, p. 331C
representation (including charts, graphs, and   labeled diagrams), and make inferences based    Lesson 4: Classifying and Categorizing, pp.
labeled diagrams), and make inferences based    on those data. pp. 220, 230, 233, 244, 247,     345C & D
on those data.                                  257                                             Lesson 5, Drawing Conclusions, p. 363C,
                                                                                                Establishing Investigation Plans, p. 365C
6h Draw conclusions based on scientific         6h Conduct experiments, observe changes,        Lesson 7, Presenting Investigation Findings, p.
evidence and indicate whether further           make inferences, conduct further tests, and     387C
information is needed to support a specific     continue observations. pp. 251, 288
conclusion.                                                                                     Unit 5, Lesson 1: Drawing Conclusions
                                                                                                Lesson 2: Listening & Taking Notes
                                                                                                Lesson 3: Sequence, Making Conjectures, p.
                                                                                                443C, Conducting a Library Search, p. 443D
                                                                                                Lesson 4: Classify & Categorize, Predicting
                                                                                                Lesson 7: Persuasive Techniques




10/09/06                                                               8
                                        5th GRADE INVESTIGATION AND EXPERIMENTATION
ELL/SDAIE/GLAD Strategies                                       Supplemental Resources and Labs

Chants:                                                                Videos:
“Metals Here, Metals There”                                             Bill Nye-Chemical Reactions
“Properties of Metals”                                                  Bill Nye-Atoms
“Physical Change”                                                       Bill Nye-Phases of Matter
“What Is Matter Made of?”
“Transition Metals”                                                    Wells, Robert E. What’s Smaller than a Pygmy Shrew?
“Periodic Table Song”
                                                                       Websites:
FOCUS! Lessons:                                                        http://www.chem4kids.com/files/elem_intro.html
Spice Drop Photosynthesis Investigation                                www.webelements.com/
Mystery Powders Investigation
The Periodic Table Investigation                                       www.chemicalelements.com/chemlab.pc.maricopa.edu/periodic/periodi
Atomic Arrangement in Metals TPR                                       c.html
Separating Mixtures Investigation
Thermal and Electrical Conductivity of Metals Investigation!           http://www.chem4kids.com/files/elem_metal.html
Nuts & Bolts Lab: 4 pieces make multiple combinations
Decomposition of Hydrogen Peroxide Investigation                       http://chemistry.about.com/library/weekly/aa010103a.htm

Paul Revere was a silversmith; students may discourse about what       www.chemicool.com/
metal would be the best choice for making a cooking pot, etc.          www.mii.org
                                                                       http://www.ornl.gov/info/ornlreview/rev28-4/text/atoms.htm
Labs:
View salts with microscope                                             http://www.chem4kids.com/files/react_intro.html
Make salt solutions, evaporate water and view residue under
microscope.                                                            http://www.starsandseas.com/SAS%20OrgChem/SASElements.htm
Melt sugar with hot plate, attempt to melt salt
                                                                       http://www.chem4kids.com/files/matter_solid.html




10/09/06                                                           9
                                                         5th GRADE LIFE SCIENCE
Standards                                         Model Tasks                                       Textbook Resource

LIFE SCIENCE 2.0 Plants and animals               Students will:                                    Human Body Systems Kit, 2003, Insights.
have structures for respiration, digestion,
waste disposal, and transport of materials.       2a Compare and contrast the structures plants     McGraw Hill:
                                                  and animals possess for transport of materials.   Chapters 9 & 10, Topics 1-4, pp. 385-432
As a basis for understanding this concept,        pp. 22, 24, 32, 37, 388, 393, 401, 412, 414
students know:                                                                                      Open Court
                                                  2b Describe the path that a blood cell would      Unit 1, Lesson 2: “The Marble Champ”
2a:     Many multi-cellular organisms have        take through the body. pp.387, 391                Formulating Questions
specialized structures to support the transport                                                     Lesson 4, Science Connection: The Steps of
of materials.                                     2b Explain the function of the lungs in           Digestion p. 63F
                                                  providing oxygen to tissue cells. pp. 400-401     Lesson 5, Science Connection: Cellular
2b:      How blood circulates through the heart                                                     Respiration, p. 83F
chambers, lungs, and body and how carbon        2c Describe in sequence the path that food          Unit 3, Lesson 2, “In Two Worlds” pp. 196,
dioxide (CO2) and oxygen (O2) are exchanged follows in digestion. pp. 412-413                       198 (diet)
in the lungs and tissues.                                                                           Unit 5, Lesson 1, “Sacajawea’s Journey”, pp.
                                                2c Identify the changes that consumed food          393, 394, 398, 399 (gathering food, illnesses)
2c:      The sequential steps of digestion and  undergoes as it moves through the digestive         Lesson 2, “Buffalo Hunt”, pp. 418-421 (uses
the roles of teeth and the mouth, esophagus,    system. pp. 412-413                                 of all the parts of the buffalo)
stomach, small intestine, large intestine, and
colon in the function of the digestive system.  2d Explain how waste is removed from the            Open Court Reading Selections:
                                                blood. pp. 410-414                                  Card # 28 Enzymes in the Digestive System”
                                                                                                    Card # 30 “Bringing in Oxygen”
2d:      The role of the kidney in removing       2d Describe where that waste is stored. pp.       Card # 72 “Drinking Water and You”
cellular waste from blood and converting it       412, 414
into urine, which is stored in the bladder.




10/09/06                                                                 10
                                                   5th GRADE LIFE SCIENCE
ELL/SDAIE/GLAD Strategies                                       Supplemental Resources and Labs
                                                                Videos:
GLAD:                                                            Bill Nye-Digestive System
Human Body Unit                                                  Bill Nye-Circulatory System
                                                                ADAM CD-Rom--Anatomy
“Digestive System” demo, including process grid.                Micro-viewers: Digestion
                                                                Micro-viewers: Circulatory System
FOCUS! Lessons:                                                 Micro-viewers: Cells of Plants & Animals
How Does Your Heart Work? Station Investigation
                                                                 Websites:
                                                                 http://kidshealth.org/kid/body/digest_noSW.html

                                                                 http://www.d131.kane.k12.il.us/Bardwell/hbodylnks.html

                                                                 www.medtropolis.com/Vbody.asp

                                                                 http://infozone.imcpl.org/kids_circ.htm

                                                                 http://infozone.imcpl.org/kids_kidny.htm




10/09/06                                                       11
                                                        5th GRADE LIFE SCIENCE
Standards                                        Model Tasks                                       Textbook Resource

LIFE SCIENCE 2.O Plants and animals              Students will:                                    Human Body Systems Kit, 2003, Insights.
have structures for respiration, digestion,
waste disposal, and transport of materials.      2e Explain how water and minerals are             McGraw Hill:
                                                 transported through a plant. p.7, 37              Chapter 1, Topics 1-3, pp. 1-7, 18-27, 30-42.
As a basis for understanding this concept,
students know:                                   2e Explain how sugar is transported through a
                                                 plant.                                            Open Court:
2e:     How sugar, water, and minerals are                                                         Unit 1, Lesson 6, “Founders of the Children’s
transported in a vascular plant.                 2e Draw a diagram of the cross-section of a       Rain Forest” Science Connection: “Habitat”
                                                 plant stem, labeling the parts. p.22              “Photosynthesis” p. 97F
2f:     Plants use carbon dioxide (CO2) and
energy from sunlight to build molecules of       2f Construct models of materials necessary for    Open Court Reading Selections:
sugar and release oxygen.                        photosynthesis. p.32                              Card # 82 “Cacti”
                                                                                                   Card # 83 “Photosynthesis”
                                                 2f Explain the process of photosynthesis. p.32
2g:     Plant and animal cells break down
sugar to obtain energy, a process resulting in   2g Construct models of materials necessary for
carbon dioxide (CO2) and water (respiration).    cellular respiration. p.4

                                                 2g Explain the process of cellular respiration.
                                                 p. 33




10/09/06                                                                12
                                              5th GRADE LIFE SCIENCE
                  ELL/SDAIE/GLAD Strategies                                  Supplemental Resources and Labs

Chants/Songs:                                               Micro-viewers: Green Plants
“Classification”                                            Micro-viewers: Cells of Plants & Animals
“Organisms Here, Organisms There”
“Grow, Grow, Grow a Plant”                                  Websites:
                                                            http://www.brainpop.com/science/plantsandanimals/photosynthesi
FOCUS! Lessons:                                             s/inde
Spice Drop Photosynthesis investigation




10/09/06                                               13
                                           5th GRADE INVESTIGATION AND EXPERIMENTATION
                   Standards                                 Model Tasks                                             Textbook Resource

INVESTIGATION AND                                   6a Classify plant parts and their foods. p. 38      Human Body Systems Kit, 2003, Insights.
EXPERIMENTATION 6.0 Scientific
progress is made by asking meaningful               6c Plan and conduct a simple investigation          McGraw Hill:
questions and conducting careful                    based on a student-developed question, and          Chapter 1, Topics 1-3, pp. 1-7, 18-27, 30-42
investigations.                                     write instructions others can follow to carry out   Chapters 9 & 10, Topics 1-4, pp. 385-432
As a basis for understanding this concept,          the procedure. pp. 403, 411
and to address the content in the other three                                                           Open Court
strands, students should develop their own          6d Identify the dependent and controlled            Unit 1, Lesson 4: Using Charts & Diagrams p.
questions and perform investigations.               variables in an investigation. p. 31                65D (Compare & Contrast)
                                                                                                        Lesson 6, Presenting Investigation Findings, p.
6a Classify objects (e.g., rocks, plant, leaves)                                                        99C
based on appropriate criteria.                                                                          Using Visual Aids, p. 99D

6b Develop a testable question.                                                                         Unit 3, Lesson 3, Science Connection: Stickball
                                                                                                        and Scientific Tools, p. 223
6c Plan and conduct a simple investigation                                                              Using Graphs, p. 225D
based on a student-developed question, and
write instructions others can follow to carry out
the procedure.

6d Identify the dependent and controlled
variables in an investigation.

6e Identify a single independent variable in a
scientific investigation and explain what will be
learned by collecting data on this variable.




10/09/06                                                                   14
                                          5th GRADE INVESTIGATION AND EXPERIMENTATION
                  Standards                                 Model Tasks                                           Textbook Resource

6f Select appropriate tools (e.g., thermometers,   6f Use a hand lens, microscope, collecting net,   Human Body Systems Kit, 2003, Insights.
meter sticks, balances, and graduated cylinders)   camera, ruler, thermometer, meter stick, stop
and make quantitative observations.                watch, or balance scale to make quantitative      McGraw Hill:
                                                   observations. pp. R 6-R8, R10-R12, R14-R17        Chapter 1, Topics 1-3, pp. 1-7, 18-27, 30-42
6g Record data using appropriate graphic                                                             Chapters 9 & 10, Topics 1-4, pp. 385-432
representation (including charts, graphs, and      6g Record data using appropriate graphic
labeled diagrams), and make inferences based       representation (including charts, graphs, and     Open Court
on those data.                                     labeled diagrams), and make inferences based      Unit 1, Lesson 4: Using Charts & Diagrams p.
                                                   on those data. pp. 32, 37, 390, 393, 400, 412,    65D (Compare & Contrast)
6h Draw conclusions based on scientific            413, 414,                                         Lesson 6, Presenting Investigation Findings, p.
evidence and indicate whether further                                                                99C
information is needed to support a specific        6h Draw conclusions based on scientific           Using Visual Aids, p. 99D
conclusion.                                        evidence and indicate whether further
                                                   information is needed to support a specific       Unit 3, Lesson 3, Science Connection: Stickball
                                                   conclusion. pp. 416-419                           and Scientific Tools, p. 223
                                                                                                     Using Graphs, p. 225D




10/09/06                                                                 15
                                       5th GRADE INVESTIGATION AND EXPERIMENTATION
ELL/SDAIE/GLAD Strategies                                      Supplemental Resources and Labs
Chants/Songs:                                                  Videos:
“Classification”                                                Bill Nye-Digestive System
“Organisms Here, Organisms There”                               Bill Nye-Circulatory System
“Grow, Grow, Grow a Plant”                                     ADAM CD-Rom--Anatomy
                                                               Micro-viewers: Digestion
GLAD:                                                          Micro-viewers: Circulatory System
Human Body Unit                                                Micro-viewers: Cells of Plants & Animals
                                                               Micro-viewers: Green Plants
“Digestive System” demo, including process grid.               Micro-viewers: Cells of Plants & Animals

FOCUS! Lessons:                                                     Websites:
How Does Your Heart Work? Station Investigation                     http://kidshealth.org/kid/body/digest_noSW.html
Spice Drop Photosynthesis investigation
                                                                    http://www.d131.kane.k12.il.us/Bardwell/hbodylnks.html

                                                                    www.medtropolis.com/Vbody.asp

                                                                    http://infozone.imcpl.org/kids_circ.htm

                                                                    http://infozone.imcpl.org/kids_kidny.htm




10/09/06                                                       16
                                                          5th GRADE EARTH SCIENCE
Standards                                           Model Tasks                                        Textbook Resource
EARTH SCIENCE 3.0 Water on Earth                    Students will:
moves between the oceans and land through                                                              Water Kit, FOSS, Lawrence Hall of Science,
the processes of evaporation and                    3a State that Earth’s oceans house the majority    UC Berkeley
condensation.                                       of water resources. p.360
As a basis for understanding this concept,                                                             McGraw Hill:
students know:                                      3b Explain the processes whereby saltwater is      Chapter 3, Topics 2 & 3, pp. 110-131
                                                    created. p. 360                                    Chapter 5. Topic 3, pp. 226-240
3a:      Most of Earth's water is present as salt                                                      Chapter 8, Topic 6, pp. 358-369
water in the oceans, which cover most of            3b Explain the progression of a water molecule     TP2-TP4
Earth's surface.                                    through the phases of the water cycle. pp. 113,
                                                    126-127, 362                                       Open Court:
3b:      When liquid water evaporates, it turns                                                        Unit 2, Lesson 5, Science Connection:
into water vapor in the air and can reappear as a 3c Describe how clouds are made. pp. 116-117,        “Properties of Water on Earth” p. 149F
liquid when cooled or as a solid if cooled below 122-123                                               Unit 3, Lesson 4, Science Connection: Salt
the freezing point of water.                                                                           Water, p. 243F
                                                  3c Explain how precipitation occurs. pp. 124-
3c:      Water vapor in the air moves from one 125                                                     Unit 5, Lesson 7, “McBroom the Rainmaker”
place to another and can form fog or clouds,                                                           Science Connection: Water Conservation, p.
which are tiny droplets of water or ice, and can 3d Identify the location and amount of Earth’s        505F, Investigating Concepts Beyond the Text,
fall to Earth as rain, hail, sleet, or snow.      water resources. p. 360                              p. 507A

3d:      That the amount of fresh water located     3d Graph the percent of Earth’s water for          Unit 6, Lesson 2, “Trapped by the Ice”
in rivers, lakes, under-ground sources, and         different locations. p.360
glaciers is limited and that its availability can                                                      Open Court Reading Selection:
be extended by recycling and decreasing the         3d Explain factors that affect water quality and   Card #8: The Water Cycle
use of water.                                       quantity. p. 364                                   Card #21: Earth’s Oceans
                                                                                                       Card # 22 “A New Kind of Wastewater
3e:     The origin of the water used by their       3e Identify the sources of local water supplies    Treatment”
local communities.                                  using a variety of resources.




10/09/06                                                                   17
                                                     5th GRADE EARTH SCIENCE
ELL/SDAIE/GLAD Strategies                                         Supplemental Resources and Labs
Chants/Songs:                                                     Videos:
                                                                   Bill Nye-Oceanography
FOCUS! Lessons:                                                    Bill Nye-The Water Cycle
“On the Day You Were Born” Water Cycle Investigation               Bill Nye-Rivers and Streams
“I’ve Looked at Clouds From Both Sides Now” Investigation          Watersheds: Surf Rider Foundation

Reader’s Theater: The Water Cycle                                    AIMS: Water, Precious Water

                                                                     Wick, Walter, A Drop of Water

Water Treatment Facilities: Conducting an Internet Search            Websites:
                                                                     http://www.epa.gov/safewater/kids/wsb/351.pdf
                                                                     http://ga.water.usgs.gov/edu/
                                                                     http://www.ctic.purdue.edu/KYW/brochures/GetToKnow.html#TOP
                                                                     http://www.mwdh2o.com/mwdh2o/pages/education/sc_elementary/elem
                                                                     entary_01.html
                                                                     http://ga.water.usgs.gov/edu/watercyclegraphichi.html

                                                                     http://www.ehhs.cmich.edu/~jmcdonal/WaterWonders/WaterontheEarth.
                                                                     html
                                                                     http://www.palomar.edu/oceanography/salty_ocean.htm
                                                                     http://www.kidzone.ws/water/
                                                                     http://www.dnr.state.wi.us/org/caer/ce/eek/earth/groundwater/watercycle
                                                                     .htm
                                                                     http://ga.water.usgs.gov/edu/mearth.html
                                                                     http://ga.water.usgs.gov/edu/earthwherewater.html

                                                                     http://www.groundwater.org/kc/kc.html




10/09/06                                                        18
                                                         5th GRADE EARTH SCIENCE
                Standards                                        Model Tasks                                     Textbook Resource
EARTH SCIENCE 4.0 Energy from the sun                                                                Water Kit, FOSS, Lawrence Hall of Science,
heats Earth unevenly, causing air                 Students will:                                     UC Berkeley
movements that result in changing weather                                                            Weather and Water Kit, Ocean Institute of
patterns.                                         4a Compare & contrast heating patterns over        Dana Point
                                                  land and water. p. 103
As a basis for understanding this concept,                                                           McGraw Hill:
students know:                                    4b Make inferences about the role of the ocean     Chapter 3, Topics 1 & 4
                                                  and the water cycle in determining weather         Chapter 4, Topics 5 & 6
4a:   Uneven heating of Earth causes air          patterns. p.137, CA 6-CA 9                         pp. 97-107, 130-175, 298-299
movements (convection currents).
                                                  4c Explain the causes of severe weather            Open Court:
4b:     The influence that the ocean has on the   patterns. pp. 162-167                              Unit 3, Lesson 2, “In Two Worlds” pp. 193
weather and the role that the water cycle plays                                                      (earth’s tilt, melting & freezing of ice and
in weather patterns.                              4d Read weather maps to predict local weather.     snow) Social Studies Connection: Alaskan
                                                  pp. 140-141, 149                                   Geography and Climate, p. 207F
4c:     The causes and effects of different
types of severe weather.                          4d Explain that weather forecasts depend on        Unit 5, Lesson 1, “Sacajawea’s Journey”, pp.
                                                  many factors. pp. 156-157                          391, 392, 395, 397, 400 (melting snow, ice,
4d:     How to use weather maps and data to                                                          sudden squall, hailstones, flash flood, stiff
predict local weather and know that weather       4e Identify the cause of increases and decreases   breeze)
forecasts depend on many variables.               in air pressure. pp. 104-106                        Unit 6, Lesson 2, “Trapped by the Ice” , pp.
                                                                                                     537E & F, Science Connection; “Climate”
4e:      That the Earth's atmosphere exerts a     4e Explain that air pressure is exerted equally    “Weather Forecasting and Severe Weather”
pressure that decreases with distance above       in all directions. pp.133-134                      Lesson 5, “The Search” (thunder storm)
Earth's surface and that at any point it exerts
this pressure equally in all directions.                                                             Open Court Reading Selections:
                                                                                                     Card # 7 “Rain Forest Life”
                                                                                                     Card # 14 “Weather Patterns”
                                                                                                     Card # 15 “The Jet Stream”
                                                                                                     Card #19: Earth’s Atmosphere




10/09/06                                                                 19
                                                         5th GRADE EARTH SCIENCE
                     ELL/SDAIE/GLAD Strategies                                                 Supplemental Resources and Labs

Set up a weather station and record atmospheric conditions for several        Videos:
weeks. Compare to weather predictions on TV or in the newspaper.               Bill Nye-Wind
                                                                               Bill Nye-Atmosphere
Chants/Songs:
                                                                              Locker, Thomas, Water Dance
FOCUS! Lessons:
The Sun Warms the Land Investigation                                          Websites:
A Tale of Two Cities: Climate Change Investigation                            http://kids.earth.nasa.gov/archive/airpressure/
Evaporation Investigation
Build a Barometer Investigation                                               http://www.ucar.edu/educ_outreach/webweather/basic2.html

                                                                              http://www.nssl.noaa.gov/

                                                                              http://www.micron.com/k12/lessonplans/weather/cir.html

                                                                              http://www.wunderground.com/severe.asp

                                                                              http://www.fema.gov/kids/tornado.htm

                                                                              http://www.ucar.edu/educ_outreach/webweather/basic.html

                                                                              http://www.noaa.gov/

                                                                              http://www.weatherimages.org/weathercams/usa.html#CA




10/09/06                                                                 20
                                                           5th GRADE EARTH SCIENCE
Standards                                            Model Tasks                                      Textbook Resource
EARTH SCIENCE 5.0 The solar system                   Students will:                                   Weather & Water Kit, Ocean Institute of
consists of planets and other bodies that                                                             Dana Point
orbit the sun in predictable paths.                  5a Identify the sun as the largest body in the
                                                     solar system.                                    McGraw Hill:
As a basis for understanding this concept,                                                            Chapter 7, Topic 1, pp. 290-303, 356-357
students know:                                       5a Explain the composition of the sun.
                                                                                                      Open Court:
5a:     The Sun, an average star, is the central     5a Compare and contrast the sun to other types   Unit 2, “The Five ‘Wanderers’ of the Ancient
and largest body in the solar system and is          of stars.                                        Skies”, “Galileo”, Science connection:
composed primarily of hydrogen and helium.                                                            “Planets of our Solar System” “Galileo’s
                                                     5b Name the bodies that are part of the solar    Investigations, pp. 111E & F
5b:      The solar system includes the planet        system. pp. 292-293, 296                         “The Mystery of Mars”, Science Connection:
Earth, the Moon, the Sun, eight other planets                                                         “Gravity on Mars”
and their satellites, and smaller objects, such as   5b Research facts about the planets and other    “Sun” pp. 162-163
asteroids and comets.                                objects in the solar system. pp. 292-293, 296,   Science Connection: “Gravitational Attraction”
                                                     302-303                                          p. 175F
5c:      The path of a planet around the Sun is
due to the gravitational attraction between the      5b Organize facts about the planets and their    Unit 5, Lesson 1, “Sacajawea’s Journey”, pp.
Sun and the planet.                                  satellites into a chart or grid.                 393, 395 (chart their route by the stars,
                                                                                                      instruments for navigation)
                                                     5b Make a presentation about their findings.     Lesson 2, “Buffalo Hunt”, p. 408 (night sky,
                                                                                                      Milky Way)
                                                     5c Explain why planets remain in orbit around
                                                     the sun. pp. 294-295                             Unit 6, Lesson 3, “Apollo 11: First Moon
                                                                                                      Landing”

                                                                                                      Open Court Reading Selections:
                                                                                                      Card # 9 “How Long is a Year?”
                                                                                                      Card # 10 “Classifying Planets”
                                                                                                      Card # 12: Planetary Orbits
                                                                                                      Card # 19: Earth’s Atmosphere “Sun”
                                                                                                      Card # 25 “Early Navigators”




10/09/06                                                                    21
                                                             5th GRADE EARTH SCIENCE
ELL/SDAIE/GLAD Strategies                                                   Supplemental Resources and Labs
Make a model of the solar system on the playground, marking out the         Videos:
vast relative distances between the planets.                                 Bill Nye-The Sun
                                                                             Bill Nye-The Planets
Make a Process Grid, with the planets listed down the left, and
characteristics across the top (size, distance from the sun, length of day, Websites:
composition, temperature). Students fill in the grid squares with           http://www.nineplanets.org/
information from their research.                                            http://www.dustbunny.com/afk/planets/
                                                                            http://spaceplace.nasa.gov/en/kids/orbits2.shtml
FOCUS! Lessons:
Whiffleball Orbit Investigation                                             http://www.frontiernet.net/~kidpower/sun.html
The Nine Planets Investigation
                                                                            http://kids.msfc.nasa.gov/SolarSystem/Sun/

                                                                              http://spaceplace.nasa.gov/en/kids/orbits1.html

                                                                              http://www.planetary.org/saturn/cassini_soi-timeline.html

                                                                              http://saturn.jpl.nasa.gov/kids/index.cfm




10/09/06                                                                 22
                                            5th GRADE INVESTIGATION AND EXPERIMENTATION
Standards                                          Model Tasks                     Textbook Resource

                                                    6b Develop a testable question. pp. CA6, CA   Water Kit, FOSS, Lawrence Hall of Science,
INVESTIGATION AND                                   18                                            UC Berkeley
EXPERIMENTATION 6.0 Scientific                      6e Identify a single independent variable in  Weather and Water Kit, Ocean Institute of
progress is made by asking meaningful               a scientific investigation and explain what   Dana Point
questions and conducting careful                    will be learned by collecting data on this
investigations.                                     variable. p. 99                              McGraw Hill:
As a basis for understanding this concept,                                                        Chapter 3, Topics 1 - 4, pp. 97-146
and to address the content in the other three                                                     Chapter 4, Topics 5 & 6, pp. 147-175, 298-299
strands, students should develop their own                                                        Chapter 5. Topic 3, pp. 226-240
questions and perform investigations.                                                             Chapter 7, Topic 1, pp. 290-303, 356-357
                                                                                                  Chapter 8, Topic 6, pp. 358-369
6a Classify objects (e.g., rocks, plant, leaves)                                                  CA 6-CA 9, CA 18-CA21
based on appropriate criteria.                                                                    TP2-TP4

6b Develop a testable question.                                                                   Open Court:
                                                                                                  Unit 2, Lesson 2, “Telescopes”, Science
6c Plan and conduct a simple investigation                                                        Connection: “Scientific Tools, “The Hubble
based on a student-developed question, and                                                        Telescope”, pp. 117E & F
write instructions others can follow to carry out                                                 Unit 5, Lesson 4: Compare & Contrast
the procedure.                                                                                    Lesson 5: Making Inferences, Using Time
                                                                                                  Lines
6d Identify the dependent and controlled                                                          Lesson 7: Cause & Effect, Reading & Using
variables in an investigation.                                                                    Graphic Sources of Information

6e Identify a single independent variable in a                                                    Open Court Reading Selections:
scientific investigation and explain what will be                                                 Card #12: Planetary Orbits
learned by collecting data on this variable.                                                      Card #19: “Earth’s Atmosphere”




 10/09/06                                                                23
                                          5th GRADE INVESTIGATION AND EXPERIMENTATION
                  Standards                                 Model Tasks                                         Textbook Resource

6f Select appropriate tools (e.g., thermometers,   6f Use a compass, telescope, thermometer,       Water Kit, FOSS, Lawrence Hall of Science,
meter sticks, balances, and graduated cylinders)   barometer, rain gauge, weather vane,            UC Berkeley
and make quantitative observations.                windsock, or anemometer to make quantitative    Weather and Water Kit, Ocean Institute of
                                                   observations. R8-R10, R17-R20, Open Court,      Dana Point
6g Record data using appropriate graphic           Unit 2, “Telescopes”
representation (including charts, graphs, and                                                      McGraw Hill:
labeled diagrams), and make inferences based       6g Record data using appropriate graphic        Chapter 3, Topics 1 - 4, pp. 97-146
on those data.                                     representation (including charts, graphs, and   Chapter 4, Topics 5 & 6, pp. 147-175, 298-299
                                                   labeled diagrams), and make inferences based    Chapter 5. Topic 3, pp. 226-240
6h Draw conclusions based on scientific            on those data. pp. CA 26-CA32                   Chapter 7, Topic 1, pp. 290-303, 356-357
evidence and indicate whether further                                                              Chapter 8, Topic 6, pp. 358-369
information is needed to support a specific                                                        CA 6-CA 9, CA 18-CA21
conclusion.                                                                                        TP2-TP4

                                                                                                   Open Court:
                                                                                                   Unit 2, Lesson 2, “Telescopes”, Science
                                                                                                   Connection: “Scientific Tools, “The Hubble
                                                                                                   Telescope”, pp. 117E & F
                                                                                                   Unit 5, Lesson 4: Compare & Contrast
                                                                                                   Lesson 5: Making Inferences, Using Time
                                                                                                   Lines
                                                                                                   Lesson 7: Cause & Effect, Reading & Using
                                                                                                   Graphic Sources of Information

                                                                                                   Open Court Reading Selections:
                                                                                                   Card #12: Planetary Orbits
                                                                                                   Card #19: “Earth’s Atmosphere”




10/09/06                                                                 24
                                   5th GRADE INVESTIGATION AND EXPERIMENTATION
                     ELL/SDAIE/GLAD Strategies                        Supplemental Resources and Labs

Make a model of the solar system on the playground, marking out the                Videos:
vast relative distances between the planets.                                        Bill Nye-The Sun
                                                                                    Bill Nye-The Planets
Make a Process Grid, with the planets listed down the left, and                     Bill Nye-Wind
characteristics across the top (size, distance from the sun, length of day,         Bill Nye-Atmosphere
composition, temperature). Students fill in the grid squares with                   Bill Nye-Oceanography
information from their research.                                                    Bill Nye-The Water Cycle
                                                                                    Bill Nye-Rivers and Streams
FOCUS! Lessons:                                                                     Watersheds: Surf Rider Foundation
Whiffle Ball Orbit Investigation
The Nine Planets Investigation                                                     AIMS: Water, Precious Water
 On the Day You Were Born Water Cycle Investigation                                Locker, Thomas, Water Dance
I’ve Looked at Clouds From Both Sides Now Investigation                            Wick, Walter, A Drop of Water
The Sun Warms the Land Investigation
A Tale of Two Cities: Climate Change Investigation                                 Websites:
Evaporation Investigation                                                          http://www.nineplanets.org/
Build a Barometer Investigation
                                                                                   http://www.dustbunny.com/afk/planets/
Reader’s Theater: The Water Cycle
                                                                                   http://spaceplace.nasa.gov/en/kids/orbits2.shtml

                                                                                   http://www.frontiernet.net/~kidpower/sun.html
Water Treatment Facilities: Conducting an Internet Search
                                                                                   http://kids.msfc.nasa.gov/SolarSystem/Sun/

                                                                                   http://spaceplace.nasa.gov/en/kids/orbits1.html

                                                                                   http://www.planetary.org/saturn/cassini_soi-timeline.html

                                                                                   http://saturn.jpl.nasa.gov/kids/index.cfm




10/09/06                                                                      25

								
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