Fifth Grade Science

2014-2015 Curriculum Guide

Iredell-Statesville Schools

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Fifth Grade Science Table of Contents

Purpose and Use of Documents ....................................................................................................................................................................3

College and Career Readiness Anchor Standards for Reading ......................................................................................................................4

College and Career Readiness Anchor Standards for Writing .......................................................................................................................5

College and Career Readiness Anchor Standards for Language Arts ............................................................................................................6

College and Career Readiness Anchor Standards for Speaking and Listening ..............................................................................................7

Science as Inquiry ...........................................................................................................................................................................................8

Year at a Glance .............................................................................................................................................................................................9 – 10

Force and Motion ...........................................................................................................................................................................................11 – 12

Matter: Properties and Change .....................................................................................................................................................................13 – 14

Energy: Conservation and Transfer ...............................................................................................................................................................15 – 16

Earth, Systems, Structure, and Processes ......................................................................................................................................................17 – 18

Structures and Functions of Living Organisms ..............................................................................................................................................19 – 20

Ecosystems .....................................................................................................................................................................................................21 – 23

Evolution and Genetics ..................................................................................................................................................................................24

Appendix………………………………………………………………………………………………………………………………………………………………………………………………25–26

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Purpose and Use of the Documents The Curriculum Guide represents an articulation of what students should know and be able to do. The Curriculum Guide supports teachers in knowing how to help students achieve the goals of the new standards and understanding each standard conceptually. It should be used as a tool to assist teachers in planning and implementing a high quality instructional program.

The “At-a-Glance” provides a snapshot of the recommended pacing of instruction across a semester or year.

Learning targets (“I can” statements) and Criteria for Success (“I will” statements) have been created by ISS teachers and are embedded in the Curriculum Guide to break down each standard and describe what a student should know and be able to do to reach the goal of that standard.

The academic vocabulary or content language is listed under each standard. There are 30-40 words in bold in each subject area that should be taught to mastery.

The unpacking section of the Curriculum Guide contains rich information and examples of what the standard means; this section is an essential component to help both teachers and students understand the standards.

Teachers will be asked to give feedback throughout the year to continually improve their Curriculum Guides.

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College and Career Readiness Anchor Standards for Reading

The K-12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements – the former providing broad standards, the latter providing additional specificity – that together define the skills and understandings that all students must demonstrate.

Key ideas and Details

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Craft and Structure

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g. a section, chapter, scene, or stanza) relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas

7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.*

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Range of Reading and Level of Text Complexity

10. Read and comprehend complex literary and informational texts independently and proficiently. * Please see “Research to Build and Present Knowledge” in writing and “Comprehension and Collaboration” in Speaking and Listening for additional standards relevant to gathering, assessing, and applying information from print and digital sources.

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College and Career Readiness Anchor Standards for Writing

The K-12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements – the former providing broad standards, the latter providing additional specificity – that together define the skills and understandings that all students must demonstrate.

Text Types and Purposes*

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Production and Distribution of Writing

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

6. Use technology, including the internet, to produce and publish writing and to interact and collaborate with others.

Research to Build and Present Knowledge

7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

8. Gaither relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

9. Draw evidence from literacy or informational texts to support analysis, reflection, and research

Range of Writing

10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

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* These broad types of writing include many subgenres. See Appendix A for definitions of key writing types.’

College and Career Readiness Anchor Standards for Language

The K-12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements – the former providing broad standards, the latter providing additional specificity – that together define the skills and understandings that all students must demonstrate.

Conventions of Standard English

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Knowledge of Language

3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Vocabulary Acquisition and Use

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference material, as appropriate.

5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression

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College and Career Readiness Anchor Standards for Speaking and Listening

The K-12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements – the former providing broad standards, the latter providing additional specificity – that together define the skills and understandings that all students must demonstrate.

Comprehension and Collaboration

1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively and orally.

3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. Presentation of Knowledge and Ideas

4. Present Information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. Taken from Common Core Standards (www.corestandards.org)

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Science as Inquiry As students progress through the grade levels, their strategies for finding solutions to questions improve as they gain experience conducting simple investigations and working in small groups. They are capable of asking questions and make predictions that can be tested. Students must be encouraged to make more careful observations and measure things with increasing accuracy. During investigations, students must have opportunity to use more advanced tools such as calculators, computers, graduated cylinders, scales and meter sticks to gather data and extend their senses. They must keep accurate records and run enough trials to be confident of their results to test a prediction. They must have experiences that allow them to recognize patterns in data and use data to create reasonable explanations of results of an experiment or investigation. They should be encouraged to employ more sophisticated language, drawings, models, charts and graphs to communicate results and explanations. Students must always use appropriate safety procedures, including listening skills, when conducting simple investigations.

This and other unpacking information obtained from: http://www.ncpublicschools.org/docs/acre/standards/new-standards/science/3-5.pdf

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A Year at a Glance

To be addressed throughout the year. The North Carolina Science Essential Standards maintain the respect for local control of each Local Education Authority (LEA) to design the specific curricular and instructional strategies that best deliver the content to their students. Nonetheless, engaging students in inquiry-based instruction is a critical way of developing conceptual understanding of the science content that is vital for success in the twenty-first century. The process of scientific inquiry, experimentation and technological design should not be taught nor tested in isolation of the core concepts drawn from physical science, earth science and life science. A seamless integration of science content, scientific inquiry, experimentation and technological design will reinforce in students the notion that "what" is known is inextricably tied to "how" it is known. A well-planned science curriculum provides opportunities for inquiry, experimentation and technological design. Teachers, when teaching science, should provide opportunities for students to engage in "hands-on/minds-on" activities that are exemplars of scientific inquiry, experimentation and technological design.

1st Quarter

Energy: Conservation and Transfer 5.P.3.1 Explain the effects of the transfer of heat (either by direct contact or at a distance) that occurs between objects at different temperatures. (conduction, convection or radiation). 5.P.3.2 Explain how heating and cooling affect some materials and how this relates to their purpose and practical applications.

Matter: Properties and Change 5.P.2.1 Explain how the sun’s energy impacts the processes of the water cycle (including, evaporation, transpiration, condensation, precipitation and runoff). 5.P.2.2 Compare the weight of an object to the sum of the weight of its parts before and after an interaction. 5.P.2.3 Summarize properties of original materials, and the new material(s) formed, to demonstrate that a change has occurred.

2nd Quarter

Earth Systems, Structures and Processes 5.E.1.1 Compare daily and seasonal changes in weather conditions (including wind speed and direction, precipitation, and temperature) and patterns. 5.E.1.2 Predict upcoming weather events from weather data collected through observation and measurements. 5.E.1.3 Explain how global patterns such as the jet stream and water currents influence local weather in measurable terms such as temperature, wind direction and speed, and precipitation.

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Structures and Functions of Living Organisms 5.L.1.1 Explain why some organisms are capable of surviving as a single cell while others require many cells that are specialized to survive. 5.L.1.2 Compare the major systems of the human body (digestive, respiratory, circulatory, muscular, skeletal, and cardiovascular) in terms of their functions necessary for life.

3rd Quarter

Evolution and Genetics 5.L.3.1 Students know that the life processes and species characteristics that define a population will be transmitted from parent to offspring. 5.L.3.2 Students know some likenesses between parents and children are inherited. Students know that in order for offspring to resemble their parents there must be a reliable way to transfer genetic information from parent to offspring. This is also the time to start building the notion of a population whose members are alike in many ways but show some variation.

Ecosystems 5.L.2.1 Compare the characteristics of several common ecosystems, including estuaries and salt marshes, oceans, lakes and ponds, forests, and grasslands. 5.L.2.2 Classify the organisms within an ecosystem according to the function they serve: producers, consumers, or decomposers (biotic factors). 5.L.2.3 Infer the effects that may result from the interconnected relationship of plants and animals to their ecosystem.

4th Quarter

Forces and Motion 5.P.1.1 Explain how factors such as gravity, friction, and change in mass affect the motion of objects. 5.P.1.2 Infer the motion of objects in terms of how far they travel in a certain amount of time and the direction in which they travel. 5.P.1.3 Illustrate the motion of an object using a graph to show a change in position over a period of time.5.P.1.4 Predict the effect of a given force or a change in mass on the motion of an object. 5.P.1.4 Predict the effect of a given force or a change in mass on the motion of an object.

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Q1 Q2 Q3 Q4

Forces and Motion Essential Standard: 5.P.1 Understand force, motion and the relationship between them.

Clarifying Objectives: 5.P.1.1 Explain how factors such as gravity, friction, and change in mass affect the motion of objects. 5.P.1.2 Infer the motion of objects in terms of how far they travel in a certain amount of time and the direction in which they travel. 5.P.1.3 Illustrate the motion of an object using a graph to show a change in position over a period of time. 5.P.1.4 Predict the effect of a given force or a change in mass on the motion of an object.

Unpacking: What does this standard mean that a student will know and be able to do? 5.P.1.1 Students know that gravity pulls any object on or near the earth toward it without touching it. Students know that friction is a force that is created anytime two surfaces move or try to move across each other. Students know that all matter has mass. Students understand that changing any or all of these factors will affect the motion of an object. 5.P.1.2 Students know that it is possible to measure the motion of an object based on the distance it will travel in a certain amount of time. 5.P.1.3 Students know that a graph can be created using one axis to represent the distance that an object travels, and the other axis to represent the period of time the object is traveling. Students know how to construct a graph that demonstrates a relation of distance to time. 5.P.1.4 Students know that the greater a force is, the greater the change (in motion) it produces. The greater the mass of the object being acted on, the less the effect of the (same) force.

Essential Vocabulary: Gravity, Matter, Distance, Graph, Force, Motion, Momentum, Friction, Mass, air resistance

Learning Targets: “I Can” Criteria For Success: “I Will” Resources 5.P.1.1 1. I can see that all objects are pulled toward the Earth. I can explain how gravity affects the motion of all objects. (5.P.1.1)

5.P.1.1 -I will drop objects of varying mass and observe the pull of each object. -I will observe the objects hitting the earth’s surface at the same time. -I will explain why objects of different mass are pulled toward the earth’s

science-experiments for kids http://www.neok12.com/Laws-of-Motion.htm

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surface and hit at the same time.

2. I can tell that friction is a force created by two surfaces rubbing against each other. I can tell that forces rubbing against each other will slow objects down. (5.P.1.2)

-I will push objects of varying mass across different surfaces. -I will use different models to observe how friction affects the motion of an object. -I will explain how friction slows objects down. - I will analyze how different kinds of surfaces create the least/most amount of friction.

www.brainpop.com (balanced and unbalanced forces) http://idahoptv.org

3. I can explain how a change in mass affects the motion of objects. (5.P.1.3)

-I will observe the mass of various objects. -I will demonstrate how the mass of the various objects affects their motion by rolling balls of different mass across the same flat surface. -I will demonstrate how the mass of various objects affects their motion by rolling balls of different mass across a sloped surface. -I will compare and contrast the mass of the objects and the effect on the motion of each object. -I will create a graph illustrating the motion of each object on both the sloped and flat surfaces.

http://www.sciencekids.co.nz/gamesactivities/forcesinaction.html http://ci.coastal.edu/research/gk-12/_media/09/plans/middle_school/forces-lesson-plan.doc (Change in mass affects motion lesson plan)

4. I can predict the momentum of an object. I can predict the direction an object will travel. (5.P.1.4)

-I will design an experiment to test how mass affects momentum. -I will conduct this experiment by following the scientific method to test how mass affects momentum. -I will explain how the mass of an object is related to its momentum.

http://www.learner.org/interactives/?disciplines[]=SCI http://www.physics4kids.com/files/motion_velocity.html

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Q1 Q2 Q3 Q4

Matter: Properties and Change Essential Standard: 5.P.2 Understand the interactions of matter and energy and the changes that occur.

Clarifying Objectives: 5.P.2.1 Explain how the sun’s energy impacts the processes of the water cycle (including, evaporation, transpiration, condensation, precipitation and runoff). 5.P.2.2 Compare the weight of an object to the sum of the weight of its parts before and after an interaction. 5.P.2.3 Summarize properties of original materials, and the new material(s) formed, to demonstrate that a change has occurred.

Unpacking: What does this standard mean that a student will know and be able to do? 5.P.2.1 Students know that the sun provides the energy that is a driving force for most biotic and abiotic cycles on the surface of the earth. Students know that the sun’s energy fuels the water cycle and impacts different aspects of the water cycle (evaporation, transpiration, condensation, precipitation). 5.P.2.2 Students know that the weight of an object is equal to the weight of the sum of its parts. This is true in all closed systems. 5.P.2.3 Students know that by making qualitative and quantitative data records, we are able to create before/after representations of materials (and their properties), so that we can compare before/after versions of materials.

Essential Vocabulary: water cycle, evaporation, condensation, precipitation, runoff, weight, transpiration, biotic, abiotic, qualitative,

quantitative, Learning Targets: “I Can” Criteria For Success: “I Will” Resources

1. I can define the sun as the source of all energy/life on earth. I can explain the steps of the water cycle. (5.P.2.1)

-I will examine the role of the sun in life processes. -I will explain the difference between biotic (living) and abiotic (non-living) organisms. -I will illustrate the steps in the water cycle and explain the sun’s energy as a driving force.

thewaterproject.org http://www.fossweb.com/modules3-6/Water/activities/evaporation.html

2. I can compare the weight of objects to the sum of their parts.

-I will observe a whole object -I will weigh the object and record the data.

http://weirdsciencekids.com/FunExperiments.html

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(5.P.2.2)

-I will divide the object into fractional parts. -I will weigh all the parts of the object together and record the data. -I will compare and analyze the weight of the two objects and point out that the weight of the object does not change.

http://www.sfscience.com/english/grade_5/unit_B/chap_2/index.htm

3. I can create before and after representations of the properties of materials using qualitative and quantitative representations. (5.P.2.3)

-I will observe and describe a solid object based on some of its qualitative properties (color, texture, smell, taste, and appearance). -I will measure some of the quantitative properties (temperature, weight, volume) of the object and record the data. -I will make a hypothesis. -I will alter the properties of the object so it is no longer solid, and observe its new qualitative and quantitative state. -I will analyze and compare the data.

http://www.sciencekids.co.nz/experiments/inflatingballoons.html http://www.eia.gov/kids/energy.cfm?page=sf_experiments Great science activities

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Q1 Q2 Q3 Q4

Energy: Conservation and Transfer Essential Standard: 5.P.3 Explain how the properties of some materials change as a result of heating and cooling.

Clarifying Objectives: 5.P.3.1 Explain the effects of the transfer of heat (either by direct contact or at a distance) that occurs between objects at different temperatures. (conduction, convection or radiation). 5.P.3.2 Explain how heating and cooling affect some materials and how this relates to their purpose and practical applications.

Unpacking: What does this standard mean that a student will know and be able to do? 5.P.3.1 Students know that when warmer things are put with cooler things, the warmer things lose heat and the cool things gain it until they are all at the same temperature. Students know that a warmer object can warm a cooler object by contact or at a distance. Conduction is the transfer of thermal energy between things that are touching. Conduction can happen within one object. (For example, thermal energy can be conducted through the handle of a metal pot.) Convection is the movement of thermal energy by the movement of liquids or gases. Convection in the oceans and atmosphere helps to move thermal energy around Earth, and is an important factor influencing weather and climate. Radiation is the transfer of energy by electromagnetic waves. Electromagnetic waves can carry energy through places with or without any matter. The Sun is the main source of electromagnetic energy on Earth. Part of this energy, light, is used by producers to make food. Radiation can also happen in other circumstances (i.e. sitting in front of a fireplace). 5.P.3.2 Students know that heating and cooling can cause changes in the properties of materials, but not all materials respond the same way to being heated and cooled. Students know that heating and cooling cause changes in the properties of materials, such as water turning into steam by boiling and water turning into ice by freezing. Students know and notice that many kinds of changes occur faster at higher temperatures. Students know that some materials conduct heat much better than others, and poor conductors can reduce heat loss. Students need not come out of this grade span understanding heat or its difference from temperature. More important, students should become familiar with the warming of objects that start out cooler than their environment, and vice versa. Computer lab ware probes and graphic displays that detect small changes in temperature and plot them can be used by students to examine many instances of heat exchange. Because many students think of cold as a substance that spreads like heat, there may be some advantage in translating descriptions of transfer of cold into terms of transfer of heat.

Essential Vocabulary: conduction, convection, radiation, transfer, electromagnetic waves, thermal energy, convection cell,

Learning Targets: “I Can” Criteria For Success: “I Will” Resources 1. I can explain the effects of combining -I will place a warmer object and cooler object a specific http://www.wisc-

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warmer objects and cooler objects. (5.P.3.1)

distance apart and measure the time and temperature changes of both objects. -I will move a warmer and cooler object at a closer distance from each other and measure the time and temperature changes of both objects. -I will discuss the effects of the changes that occurred.

online.com/Objects/ViewObject.aspx?ID=sce304

2. I can examine the process of conduction. (5.P.3.1)

-I will heat various objects and observe how heat is gradually transferred through the object. -I will examine and explain the relationship between the transfer of thermal energy in the object (warmer to cooler) and conduction.

http://suite101.com/article/convection-and-conduction-experiments-a164744

3. I can investigate the process of convection. (5.P.3.1)

-I will recognize that thermal energy moves between liquids and gases. -I will identify the process of convection as the heating and cooling of the atmosphere. -I will illustrate a convection cell. -I will examine and explain how convection influences weather and climate by moving air around the world (updrafts and downdrafts).

http://www.nasa.gov/centers/goddard/pdf/385552main_ConvectionInvestigation.pdf (Investigation of convection lesson plan)

4. I can evaluate processes of radiation. (5.P.3.1)

-I will identify the sun as the main source of electromagnetic energy on earth. -I will explain how electromagnetic waves can carry energy through places with or without any matter (see Air Masses and Fronts on Study Jams). -I will describe the role of radiation as the energy that producers use to make food.

http://beyondweather.ehe.osu.edu/issue/the-sun-and-earths-climate/the-sun-earths-primary-energy-source (process of radiation and the importance and explanation of the sun and its energy)

5. I can identify the ways that heating and cooling change the properties of materials. (5.P.3.2)

-I will observe the heating and cooling of water (solid, liquid, gas). -I will explain how heating and cooling changes the properties of materials. -I will recognize that energy can be gained or lost depending on the temperature. -I will recognize that some materials conduct heat better than others.

Great science activities http://www.eduplace.com/kids/hmsc/5/e/cricket/ckt_5e13.shtml

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Q1 Q2 Q3 Q4

Earth Systems, Structures and Processes Essential Standard: 5.E.1 Understand weather patterns and phenomena, making connections to the weather in a particular place and time.

Clarifying Objectives: 5.E.1.1 Compare daily and seasonal changes in weather conditions (including wind speed and direction, precipitation, and temperature) and patterns. 5.E.1.2 Predict upcoming weather events from weather data collected through observation and measurements. 5.E.1.3 Explain how global patterns such as the jet stream and water currents influence local weather in measurable terms such as temperature, wind direction and speed, and precipitation.

Unpacking: What does this standard mean that a student will know and be able to do? 5.E.1.1 Students know that weather can change from day to day, and that many factors are measured to describe and predict weather conditions. (EG: wind speed and direction, precipitation, temperature and air pressure). Students know that in different latitudes and hemispheres there are different (and sometimes opposite) seasonal weather patterns. 5.E.1.2 Students know that one can collect and compare weather data in order to predict the likelihood of a particular weather condition occurring. Students know how to read basic weather instruments: thermometer, barometer, anemometer, wind vane, and rain gauge. Students also can identify atmospheric conditions (presence and type of clouds [stratus, cirrus, cumulous], fronts) that are associated with predictable weather patterns. Students can make basic weather predictions using these skills. 5.E.1.3 Students know that local weather conditions are influenced by global factors such as air and water currents. The jet stream is an air current in the upper atmosphere, located over North America that has a powerful influence on the weather conditions there. The jet stream flows from the west to the east and changes location depending on global conditions. The Gulf stream is a warm water surface current in the Atlantic ocean that moves from south of Florida up the eastern seaboard and then across the Atlantic. The Gulf stream moderates weather along the eastern seaboard, warming the air and land there during the cooler months. In the Pacific, there is an oscillation of water temperatures known as El Nino/La Nina. This oscillation impacts the climate of North and South America for long periods of time. Hurricanes are major storms that form over warm ocean water and are caused by global weather patterns.

Essential Vocabulary: wind speed, wind direction, temperature, latitude, hemisphere, barometer, air pressure, anemometer, wind vane,

atmosphere, jet stream, water currents, rain gauge, thermometer, cirrus, stratus, cumulus, fronts, global patterns

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Learning Targets: “I Can” Criteria For Success: “I Will” Resources 1. I can compare changes in weather conditions using the appropriate tools.) (5.E.1.1)

-I will be able to graph weather changes over a period of time. -I will use weather trends from graphs to predict weather conditions. -I will describe different kinds of weather conditions (wind speed, wind direction, precipitation, temperature, air pressure). -I will distinguish that different latitudes and hemispheres result in different seasonal weather patterns.

http://www.weatherwizkids.com/weather-experiments.htm

2. I can evaluate data to predict changes in weather. (5.E.1.2)

-I will collect and compare weather data to predict particular weather conditions. -I will read basic weather instruments (barometer, thermometer, anemometer, wind vane, rain gauge). -I will name the different types of clouds and fronts. -I will identify different atmospheric conditions and make basic weather predictions.

http://weatherthings.com/TeacherVideos.html http://www.uen.org/3-6interactives/science.shtmlhttp://www.uen.org/3-6interactives/science.shtml (many different learning targets covered) https://www.youtube.com/watch?v=wagrbfKV5bE

3. I can analyze global weather patterns and their influence on local weather. (5.E.1.3)

-I will identify local weather conditions. -I will identify what causes changes in local weather. -I will recognize the jet stream and Gulf stream as a factor in local weather conditions. -I will discuss the movement and direction of global wind patterns and ocean currents. -I will illustrate and label global weather patterns and water currents.

http://www.sfscience.com http://www.nc-climate.ncsu.edu/climate/patterns (global weather patterns that affect NC weather, Ill Nino, La Nina, conditions etc. Great website sponsored by NC State)

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Q1 Q2 Q3 Q4

Structures and Functions of Living Organisms Essential Standard: 5.L.1 Understand how structures and systems of organisms (to include the human body) perform functions necessary for life.

Clarifying Objectives: 5.L.1.1 Explain why some organisms are capable of surviving as a single cell while others require many cells that are specialized to survive. 5.L.1.2 Compare the major systems of the human body (digestive, respiratory, circulatory, muscular, skeletal, and nervous) in terms of their functions necessary for life.

Unpacking: What does this standard mean that a student will know and be able to do? 5.L.1.1 Students know that unicellular organisms consist of a single cell and perform all life processes within a single cell. Students know that multicellular organisms are organisms that consist of more than one cell and have differentiated cells that perform specialized functions in the organism. Students know that many organisms –including humans – are multicellular. Students know that in complex multicellular organisms, only the surface cells that are in contact with the external environment are able to exchange substances with it. Cells within the organism are too far away from the environment for direct exchange. This is the reason multicellular organisms have developed transport systems. 5.L.1.2 Students know that there are many systems in the human body. Some of these systems are: • Circulatory System (heart, blood, vessels) • Respiratory System (nose, trachea, lungs) • Skeletal System (bones and joints) • Muscular System (muscles) • Digestive System (mouth, esophagus, stomach, intestines) • Nervous System (brain, spinal cord, nerves) Students know that each system performs a special life process function and that the systems work together to maintain health and fitness.

Essential Vocabulary: Skeletal System (bones and joints), Muscular System (muscles), organisms, single-celled, Circulatory System (heart,

blood, vessels) ,Respiratory System (nose, trachea, lungs), Digestive System (mouth, esophagus, stomach, intestines), Nervous System (brain, spinal cord, nerves)

Learning Targets: “I Can” Criteria For Success: “I Will” Resources 1. I can analyze how simple and complex cells sustain life. (5.L.1.1)

-I will distinguish between a single cell and multi-cell organisms. -I will describe the specialized functions of multi-cell

http://www.kathimitchell.com/cells.html

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organisms. -I will give examples of single cell and multi-cell organisms.

2. I can compare the major systems of the human body. (5.L.1.2)

-I will identify each system of the human body (circulatory, respiratory, skeletal, muscular, digestive, nervous). -I will illustrate, name, and label major parts of each system. -I will identify the special functions of each body system. -I will differentiate between each human body system and its function. -I will be able to infer how these systems work together to maintain health and fitness.

http://home.gwu.edu/~olacey/Digestive%20Experiments.htm http://faculty.washington.edu/chudler/experi.html http://www.sfscience.com/english/grade_4/unit_D/chap_1/index.htm http://www.sfscience.com/english/grade_5/unit_D/chap_1/index.htm http://www.bbc.co.uk/bitesize/ks2

/science/living_things/

http://sciencenetlinks.com/media/f

iler/2011/10/13/allsystems.swf

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Q1 Q2 Q3 Q4

Ecosystems Essential Standard: 5.L.2 Understand the interdependence of plants and animals with their ecosystem.

Clarifying Objectives: 5.L.2.1 Compare the characteristics of several common ecosystems, including estuaries and salt marshes, oceans, lakes and ponds, forests, and grasslands. 5.L.2.2 Classify the organisms within an ecosystem according to the function they serve: producers, consumers, or decomposers (biotic factors). 5.L.2.3 Infer the effects that may result from the interconnected relationship of plants and animals to their ecosystem. Unpacking: What does this standard mean that a student will know and be able to do? 5. L.2.1 Students know that there are different types of ecosystems (terrestrial and aquatic). These ecosystems can be divided into two types according to their characteristics: Terrestrial Land-based ecosystems include forests and grasslands. Forests have many trees (with needles or with leaves), shrubs, grasses and ferns, and a variety of animals. They usually get more rain than grasslands. Diverse types of animals can be found in forests, depending on their type. Deciduous: black bear, deer, red fox, vole, rabbit, cardinal. Rain forest: panther, monkeys, capybara, snakes, spiders. Temperatures in the forests may vary depending on where the forest is located. Grasslands have fertile soil and are covered with tall grasses. They usually get a medium amount of rain, but less than forests. Temperatures may also vary depending on where the grassland is located. Some examples of animals that live in the grasslands are prairie dogs, bison, and grasshoppers. Aquatic Water-based ecosystems may be fresh water (lakes and ponds) or saltwater (oceans, estuaries and saltwater marshes). Lakes and ponds are bodies of freshwater that are surrounded by land. Ponds are usually shallower than lakes and the temperature of the water usually stays the same from top to bottom. Plants and algae usually grow along the edges where the water is shallow. Some examples of animals may be different types of fish, amphibians, ducks, turtles, or beavers. Oceans are large bodies of saltwater divided by continents. Oceans have many types of ecosystems depending on the conditions (sunlight, temperature, depth, salinity) of that part of the ocean. Most organisms live where the ocean is shallow (from the shoreline to the continental shelf) because sunlight can reach deep and the water is warm making food abundant. Some examples of organisms that live in the shallow ocean are drifters (jellyfish or seaweed), swimmers (fish), crawlers (crabs), and those anchored to the ocean floor (corals).

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Some organisms live in the open ocean, near the surface or down to the deep ocean bottom. Plankton float in the upper regions of the water. Some organisms swim to the surface to find food or for air (whales, turtles, sharks) while others live closer to the bottom (certain fish, octopus, tubeworms). Students know typical visual representations of the various ecosystems, as well as graphic representations of the food chains and webs, cycles and energy pyramids that are commonly associated with ecosystems. 5.L.2.2 Students know that organisms in an ecosystem can be producers, consumers, or decomposers. Students know that producers convert energy from the sun into organic matter through the process of photosynthesis. This organic matter is used by producers and consumers as food which provides the energy that fuels basic life processes. Consumers sometimes consume only or mostly other consumers as a food source. Producers and consumers produce wastes as they perform their life processes, and become waste organic matter when they die. Decomposers use these waste materials and other non living organic matter to fuel their life processes and recycle nutrients that are necessary for producers to carry out their life processes. 5.L.2.3 Students know that all of the organisms in an ecosystem have interconnected relationships. Students know that because of this, factors that impact one population within an ecosystem may impact other populations within that ecosystem.

Essential Vocabulary: oceans, lakes, ponds, ecosystems, terrestrial, aquatic, estuary, salt marsh, grasslands, food chain, food web,

producers, consumers, decomposers, fertile, species, deciduous forest, rainforest, continental shelf, shoreline, plankton, energy pyramid, photosynthesis, climate, flora, fauna, symbiosis

Learning Targets: “I Can” Criteria For Success: “I Will” Resources

1. I can compare the characteristics of several common ecosystems. (5.L.2.1)

-I will differentiate between aquatic and terrestrial ecosystems. -I will recognize the major characteristics (living and non-living) of terrestrial ecosystems. -I will identify and compare different land-based ecosystems. -I will describe the major characteristics (living and non-living) of aquatic ecosystems. -I will identify and compare different aquatic ecosystems.

http://www.wonderville.ca/asset/wet-and-wild http://www.livebinders.com/play/play?id=105889

2. I can classify organisms as producers, consumers, or decomposers. (5.L.2.2)

-I will be able to recognize plants as producers that make (produce) their own energy from the sun (photosynthesis). -I will identify consumers as animals that get energy by eating (consuming) other organisms.

http://www.brainpop.com/games/foodfight/Ecogame.swf (Producers/Consumers/Decomposers game)

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-I will give examples of different types of decomposers. -I will understand that decomposers break down the tissues of dead organisms and return nutrients to the soil. -I will explain the role of producers, consumers, and decomposers in the food chain/food web/energy pyramids. -I will illustrate a simple food chain showing the role of producers, consumers, and decomposers. -I will illustrate a complex food web showing the role of producers, consumers, and decomposers.

3. I can explain how all the organisms in an ecosystem are interconnected. (5.L.2.3)

-I will identify various relationships that organisms share in an ecosystem (food web, symbiosis, population, community). -I will explain each relationship and its impact on an ecosystem. -I will discuss the factors that impact populations within an ecosystem.

http://www.pbs.org/wnet/nature/lessons/symbiotic-strategies/activities/1495/

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Q1 Q2 Q3 Q4

Evolution and Genetics Essential Standard: 5.L.3 Understand why organisms differ from or are similar to their parents based on the characteristics of the organism.

Clarifying Objectives: 5.L.3.1 Explain why organisms differ from or are similar to their parents based on the characteristics of the organism. 5.L.3.2 Give examples of likenesses that are inherited and some that are not.

Unpacking: What does this standard mean that a student will know and be able to do? 5.L.3.1 Students know that the life processes and species characteristics that define a population will be transmitted from parent to offspring. Students also know that these processes and characteristics cover a broad range of structures, functions and behaviors that can vary substantially from individual to individual. 5.L.3.2 Students know some likenesses between parents and children are inherited. Other likenesses are learned from parents or within the community (population/culture). Students know that in order for offspring to resemble their parents there must be a reliable way to transfer genetic information from parent to offspring. Students can be encouraged to keep lists of characteristics that animals and plants acquire from their parents, things that they don't, and things that the students are not sure about either way.

Essential Vocabulary: characteristics, inherited traits, genetics, species, population, culture, offspring,

Learning Targets: “I Can” Criteria For Success: “I Will” Resources

1. I can explain why organisms differ from or are similar to their parents. (5.L.3.1)

-I will recognize that characteristics are transmitted from parent to offspring. -I will recognize that each individual has a unique and broad range of characteristics.

http://www.neok12.com/Genetics.htm http://learn.genetics.utah.edu/

2. I can classify similar traits of parents and offspring as inherited or not inherited. (5.L.3.2)

-I will identify and explain some traits that are inherited from parents. -I will compare characteristics between offspring and parents. -I will list similar and different characteristics between various offspring and parents. -I will explain ways in which traits are learned from parents, population, and/or culture.

http://www.sciencekidsathome.com/science_experiments/genetics-1.html

The ISS Curriculum Guide is adapted from NC DPI http://www.ncpublicschools.org/docs/acre/standards/support-tools/unpacking/science/5.pdf ..

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Appendix

iPad Apps (free unless noted) BrainPOP Featured Movie This app features movies of the day, plays other brain pop movies, and has features quizzes. Bill Nye The Science Guy Houses Bill Nye movie clips, science experiments you can do in class, and games. The Human Body Explained by Tom This app explains the human body and different body systems with interaction. Science 360 for iPad This app features a verity of science movie clips, images, and animations that cover most of the subjects in this curriculum. HudsonAlpha iCell A 3D view inside animal and plant cells with interaction with the parts of the cell with explanations of the different parts. Food Web by University of Western Australia Students can create food webs and see relationships between consumers, producers, and decomposers. The Amazing Digestive Journey ($1.99) An interactive journey through the digestive system. Virtual Heart This app shows you real time views of the heart. Interactive as you can speed up and slow down heart rates. Changes in Matter This app illustrates with interactive movies, diagrams, and questions.

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Particulate Model of Matter An app that illustrates what happens to particles when matter heats and cools.

Videos (Discovery Education Video require an account)

Slim Goodbody explains major body systems: http://app.discoveryeducation.com/search?Ntt=slim+goodbody Discovery Education’s library of force and motion videos: http://app.discoveryeducation.com/search?Ntt=force+and+motion Bill Nye the Science Guy great video on Genetics: http://app.discoveryeducation.com/player/view/assetGuid/AC056D43-D1C5-4200-AB9B-E564C7C74009 Magic School Bus on Force and Motion: http://app.discoveryeducation.com/player/view/assetGuid/1E76B9BA-3D5B-47A4-BC4D-CE47B1AC61A8 Study Jams Videos that cover most of the topics in this curriculum: http://studyjams.scholastic.com/studyjams/jams/science/index.htm

Multiple Standard Links

http://www.pinterest.com/ckellmeyer/5th-grade-science/ http://www.scholastic.com/teachers/article/40-cool-science-experiments-web