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Miami-Dade County Public SchoolsCurriculum and Instruction (Science)

Required GRADE 5 ESSENTIAL SCIENCE

Laboratory Activities

QUARTER 3 LABORATORIES

THE SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDA

Ms. Perla Tabares Hantman, ChairDr. Martin S. Karp, Vice Chair

Dr. Dorothy Bendross-MindingallMs. Susan V. CastilloMr. Carlos L. Curbelo

Dr. Lawrence S. FeldmanDr. Wilbert “Tee” Holloway

Dr. Marta PérezMs. Raquel A. Regalado

Jude BrunoStudent Advisor

Mr. Alberto M. CarvalhoSuperintendent of Schools

Ms. Milagros R. FornellChief Academic Officer

Office of Academics and Transformation

Ms. Maria L. IzquierdoAssistant Superintendent

Division of Academics, Accountability & School ImprovementOffice of Academics and Transformation

Mr. Cristian CarranzaExecutive Director

Department of Mathematics and ScienceOffice of Academics and Transformation

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Table of Contents

Introduction ……………………………………………………………………………..Page 2

Next Generation Sunshine State Standards ………………………………………

Laboratory Roles ……………………………………………………………………….Page 6

Laboratory Safety Rules and Contract …………………………………………… Page 7

Third Quarter Grade 5 Essential Laboratory ………………...……………………Page 8

Lab # 9 Feel the Beat: Pulse Rate Lab # 9 Teacher’s version …….………………………………………Page 8

Lab # 9 Student’s version ………………………………..…………Page 18

Lab # 10 Plant Roles: Gravity-Defying PlantsLab # 10 Teacher’s version ………………………...……………… Page 28 Lab # 10 Student’s version …………………………..……………..Page 32

Lab # 11 (Part A) Animal Adaptation: Bird Beak Lab # 11A Teacher’s version ……………………………………….Page 35

Lab # 11A Student’s version ………………………………………..Page 45

Lab # 11 (Part B) Adaptation!: Plant Survivors Lab # 11B Teacher’s version ……………………………………….Page 51

Lab # 11B Student’s version ………………………………………..Page 55

Lab # 12 Physical Properties of MineralsLab # 12 Teacher’s version ……………………………...………… Page 60

Lab # 12 Student’s version ……………………………..…………..Page 66

Lab # 13 Weathering and ErosionLab # 13Teacher’s version ………………………………………… Page 69

Lab # 13 Student’s version ……………………………..…………..Page 76

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Introduction

The purpose of this packet is to provide Grade 5 science teachers with a list of basic laboratory and hands-on activities that students should experience in class. Each activity is aligned with the Pacing Guide, the Next Generation Sunshine State Standards (NGSSS), and Common Core Standards connection. Emphasis should be placed on those activities that are aligned to the Annually Assessed benchmarks, which are consistently assessed in the Florida Comprehensive Assessment Test (FCAT).

All hands-on activities were designed to cover most concepts found in Grade 5 Science. In some cases, more than one lab was included to cover a specific benchmark and in other cases a single lab may address more than one benchmark. In most cases, the activities were designed as simple as possible without the use of advanced technological equipment to make it possible for all teachers to use these activities. All activities can be modified, if necessary, to fit the needs of an individual class and/or student ability.

This document is intended to be used by science leaders, coaches and teachers in M-DCPS so that all science teachers can work together, plan together, and rotate lab materials among classrooms. Through this practice, all students and teachers will have the same opportunities to participate in these experiences and promote discourse among learners, forming the building blocks of authentic learning communities.

Acknowledgement:

M-DCPS Curriculum and Instruction (Science) would like to acknowledge the efforts of the curriculum support specialists who worked arduously and diligently on the preparation of this document.

Dr. Millard Lightburn, District Instructional Supervisor - ElementaryMary Tweedy, Curriculum Support Specialist – ElementaryKeisha Kidd, Curriculum Support Specialist, Elementary

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Next Generation Sunshine State Standards & Common Core Connections

Annual Assessed Benchmarks addressed in Essential Laboratory

Lab # 9 Feel the Beat: Pulse RateBenchmarks Addressed:SC.5.L.14.1: Identify the organs in the human body and describe their functions, including the skin, brain, heart, lungs, stomach, liver, intestines, pancreas, muscles and skeleton, reproductive organs, kidneys, bladder, and sensory organs. SC.5.N.1.1: Define a problem, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types such as: systematic observations, experiments requiring the identification of variables, collecting and organizing data, interpreting data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.SC.5.N.2.1. Recognize and explain that science is grounded in empirical observations that are testable; explanation must always be linked with evidence.Common Core Connections:LACC.5.W.3.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.MACC.5.MD.2.2. Represent and interpret data.MACC.K12.MP.2: Reason abstractly and quantitatively.

Lab # 10 Plant Roles: Gravity-Defying PlantsBenchmarks Addressed:SC.3.L.14.1 Describe structures in plants and their roles in food production, support, water and nutrient transport, and reproduction.Also assesses: SC.3.L.14.2 Investigate and describe how plants respond to stimuli (heat, light gravity), such as the way plant stems grow toward light and their roots grow downward in response to gravity.SC4.L.16.1 Identify processes of sexual reproduction in flowering plants, including pollination, fertilization (seed production), seed dispersal, and germination.Common Core Connections:LACC.5.SL.1.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. MACC.5.MD.2.2. Represent and interpret data.

Lab # 11 (Part A) Animal Adaptation: Bird Beak Benchmarks Addressed:SC.5.L.17.1 Compare and contrast adaptations displayed by animals and plants that enable them to survive in different environments such as life cycles variations, animal behaviors and physical characteristics. SC.5.L.15.1 Describe how, when the environment changes, differences between individuals allow some plants and animals to survive and reproduce while others die or move to new locations.

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SC.4.L.16.2 Explain that although characteristics of plants and animals are inherited, some characteristics can be affected by the environment. SC.4.L.16.3 Recognize that animal behaviors may be shaped by heredity and learning. SC.4.L.17.1 Compare the seasonal changes in Florida plants and animals to those in other regions of the country. SC.4.L.17.4 Recognize ways plants and animals, including humans, can impact the environment. SC.5.N.2.2 Recognize and explain that when scientific investigations are carried out, the evidence produced by those investigations should be replicable by others.SC.4.N.1.3 Explain that science does not always follow a rigidly defined method (“the scientific method”) but that science does involve the use of observations and empirical evidence.Common Core Connections:LACC.5.SL.1.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. MACC.K12.MP.6: Attend to precision.MACC.5.MD.2.2. Represent and interpret data. MACC.K.MD.2.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Note: Limit category counts to be less than or equal to 10.

Lab # 11 (Part B) Adaptation!: Plant SurvivorsBenchmarks Addressed:SC.5.L.17.1 Compare and contrast adaptations displayed by animals and plants that enable them to survive in different environments such as life cycles variations, animal behaviors and physical characteristics. SC.5.L.15.1 Describe how, when the environment changes, differences between individuals allow some plants and animals to survive and reproduce while others die or move to new locations.SC.4.L.16.2 Explain that although characteristics of plants and animals are inherited, some characteristics can be affected by the environment. SC.4.L.17.1 Compare the seasonal changes in Florida plants and animals to those in other regions of the country. SC.4.L.17.4 Recognize ways plants and animals, including humans, can impact the environment. SC.5.N.2.2 Recognize and explain that when scientific investigations are carried out, the evidence produced by those investigations should be replicable by others.SC.4.N.1.3 Explain that science does not always follow a rigidly defined method (“the scientific method”) but that science does involve the use of observations and empirical evidence.Common Core Connections:LACC.5.SL.1.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. MACC.K12.MP.6: Attend to precision.MACC.5.MD.2.2. Represent and interpret data.

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MACC.K.MD.2.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Note: Limit category counts to be less than or equal to 10. Lab # 12 Physical Properties of MineralsBenchmarks Addressed:SC.4.E.6.2 Identify the physical properties of common earth-forming minerals, including hardness, color, luster, cleavage, and streak color, and recognize the role of minerals in the formation of rocks.SC.4.N.1.1 Raise questions about the natural world, use appropriate reference materials that support understanding to obtain information (identifying the source), conduct both individual and team investigations through free exploration and systematic investigations, and generate appropriate explanations based on those explorations.SC.4.N.1.2 Compare the observations made by different groups using multiple tools and seek reasons to explain the differences across groups.SC.4.N.1.6 Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about the observations.Common Core Connection:LACC.5.SL.1.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

Lab # 13 Weathering and ErosionBenchmarks Addressed:SC.4.E.6.4 Describe the basic differences between physical weathering (breaking down of rock by wind, water, ice, temperature change, and plants) and erosion (movement of rock by gravity, wind, water, and ice).SC.4.N.1.1 Rise questions about the natural world, use appropriate reference materials that support understanding to obtain information (identifying the source), conduct both individual and team investigations through free exploration and systematic investigations, and generate appropriate explanations based on those explorations.SC.4.N.1.2 Compare the observations made by different groups using multiple tools and seek reasons to explain the differences across groups.SC.4.N.1.5 Compare the methods and results of investigations done by other classmates. SC.4.N.1.6 Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about the observations.SC.4.N.1.7 Recognize and explain that scientists base their explanations on evidence.Common Core Connections:LACC.5.SL.1.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.MACC.5.MD.2.2. Represent and interpret data.MACC.K12.MP.2: Reason abstractly and quantitatively.

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LAB ROLES AND THEIR DESCRIPTIONS

Cooperative learning activities are made up of four parts: group accountability, positive interdependence, individual responsibility, and face-to-face interaction. The key to making cooperative learning activities work successfully in the classroom is to have clearly defined tasks for all members of the group. An individual science experiment can be transformed into a cooperative learning activity by using these lab roles.

When assigning lab groups, various factors need to be taken in consideration;1 Always assign the group members, preferably trying to combine in each group

a variety of skills. 2 Evaluate the groups constantly and observe if they are on task and if the

members of the group support each other in a positive way. Once you realize that a group is not performing up to expectations, re-assign the members to another group.

Project Director (PD)The project director is responsible forthe group.

Roles and responsibilities: Reads directions to the group Keeps group on task Is the only group member

allowed to talk to the teacher Shares summary of group work

and results with the class

Materials Manager (MM)The materials manager is responsiblefor obtaining all necessary materialsand/or equipment for the group.Roles and responsibilities:

The only person allowed to be out of their seat to pick up needed materials

Organizes materials and/or equipment in the work space

Facilitates the use of materials during the investigation

Assists with conducting lab procedures

Returns all materials at the end of the lab to the designated area

Technical Manager (TM)The technical manager is in charge of recording all data.

Roles and responsibilities: Records data in tables and/or

graphs Completes conclusions and

final summaries Assists with conducting the lab

procedures Assists with the clean up

Safety Director (SD)The safety director is responsible for enforcing all safety rules and conducting the lab.Roles and responsibilities:

Assists the PD with keeping the group on-task

Conducts lab procedures Reports any accident to the

teacher Keeps track of time Assists the MM as needed.

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LABORATORY SAFETY RULES

Know the primary and secondary exit routes from the classroom.

Know the location of and how to use the safety equipment in the classroom.

Work at your assigned seat unless obtaining equipment and chemicals.

Do not handle equipment or chemicals without the teacher’s permission.

Follow laboratory procedures as explained and do not perform unauthorized experiments.

Work as quietly as possible and cooperate with your lab partner.

Wear appropriate clothing, proper footwear, and eye protection.

Report all accidents and possible hazards to the teachers.

Remove all unnecessary materials from the work area and completely clean up the work area after the experiment.

Always make safety your first consideration in the laboratory.

Safety Contract:

I will: Follow all instructions given by the teacher. Protect eyes, face and hands, and body while conducting class activities. Carry out good housekeeping practices. Know where to get help fast. Know the location of the first aid and fire fighting equipment. Conduct myself in a responsible manner at all times in a laboratory situation.

I, _______________________, have read and agree to abide by the safety regulations as set forth above and also any additional printed instructions provided by the teacher. I further agree to follow all other written and verbal instructions given in class.

Student’s Signature: ____________________________ Date: ___________

Parent’s Signature: ____________________________ Date: ___________

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LAB # 9: FEEL THE BEAT (PULSE RATE)Grade 5 Essential Lab (Teacher’s Version)

BENCHMARK : SC.5.L.14.1: Identify the organs in the human body and describe their functions, including the skin, brain, heart, lungs, stomach, liver, intestines, pancreas, muscles and skeleton, reproductive organs, kidneys, bladder, and sensory organs.

SC.5.N.1.1: Define a problem, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types such as: systematic observations, experiments requiring the identification of variables, collecting and organizing data, interpreting data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.

SC.5.N.2.1. Recognize and explain that science is grounded in empirical observations that are testable; explanation must always be linked with evidence.

Common Core Connections:

LACC.5.W.3.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

MACC.5.MD.2.2. Represent and interpret data.

MACC.K12.MP.2: Reason abstractly and quantitatively.

OBJECTIVE:

Students will draw evidence from informational texts to support investigating, analysis, reflection, and research.

Students will identify the heart as an organ in the human body and describe its function.

Students will investigate the relationship between physical activities and heart beat as measured by pulse rate through an experiment.

Students will collect, represent and interpret data. Students will draw conclusions and communicate findings.

BACKGROUND INFORMATION

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Pulse MeasurementYour pulse is the rate at which your heart beats. Your pulse is usually called your heart rate, which is the number of times your heart beats each minute (bpm). Changes in your heart rate or rhythm, a weak pulse, or a hard blood vessel may be caused by heart disease or another problem. Some medicines such as decongestants, stimulants such as caffeine, fever, stress, and levels of activities can change your heart rate.

As your heart pumps blood through your body, you can feel a pulsing in some of the blood vessels close to the skin's surface, such as in your wrist, neck, or upper arm. Counting your pulse rate is a simple way to find out how fast your heart is beating. Your doctor will usually check your pulse during a physical examination or in an emergency, but you can easily learn to check your own pulse .

You can check your pulse the first thing in the morning, just after you wake up but before you get out of bed. This is called a resting pulse. Some people like to check their pulse before and after they exercise. You check your pulse rate by counting the beats in a set period of time (at least 15 to 20 seconds) and multiplying that number to get the number of beats per minute. Your pulse changes from minute to minute.

Resting heart rate

Age or fitness level Beats per minute (bpm)

Babies to age 1: 100-160

Children ages 1 to 10: 70-120


Adults: 60-100

Well-conditioned athletes: 40-60

SOURCE: http://www.webmd.com/heart-disease/pulse-measurement

Teacher Notes:

You will need to duplicate the whole class data chart in the Explore Activity ahead of time so the all students can post their pulse rate results and so that each student can see and copy everyone’s data for the three activities. The whole class data chart can be done on the white board, on a large chart or electronically and shown through a LCD projector.

ENGAGE:

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Have students sing this song:

Heart and Blood

(Sung to “The Ants Go Marching One by One”)

The heart is pumping blood for us,

Hurrah, hurrah!

The heart’s a muscle, fabulous,

Hurrah, hurrah!


It pumps all day without a fuss,

And the blood goes round

Because of our pumping heart!

The blood supplies us oxygen,

Hurrah, hurrah!

It’s what our body needs to run,

Hurrah, hurrah!

The blood supplies us oxygen,]

And that’s a need for everyone,



Next ask students what body part is responsible for pumping their blood throughout their body? (The heart pumps blood around the body. The blood supplies oxygen that our body needs.) Tell students when your heart beats, it pumps blood into vessels. The flexing of these blood vessels caused by your beating heart is your pulse.

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EXPLORE:

Part 1

Say so now let’s try to find our pulse and feel the beat!

Students can do the Grade 5 Scott Foresman Directed Inquiry from page 60 to explore their pulse.

How can you observe your pulse?

Materials: short straw cube of clay

What to Do:

1) Insert one end of the straw into a ball of clay.

2) Flatten the bottom of the clay.

3) Rest your hand on a flat surface with the palm side up.

4) Place the bottom of the clay on the thumb side of your wrist. Move the clay around until you observe the straw start to move.

5) Write your observations in your journal.

EXPLAIN:

Students can read the background information and then answer the following questions:

Has your doctor ever tested your pulse rate?

Why do doctors check the pulse rate of their patients?

Is your pulse rate always the same?

What factors might change your pulse rate?

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EXPLORE:

Part 2

Say let’s look at two different ways to check our pulse. You can either check your pulse rate on the wrist or on your neck. Guide students in trying both ways.

A. Checking your pulse on the wrist

You can easily check your pulse on the inside of your wrist, below your thumb. Gently place 2 fingers of your other hand on this artery.Do not use your thumb, because it has its own pulse that you may feel.Count the number of beats for 30 seconds, and then double the result to get the number of beats per minute.

B. Checking your pulse in the carotid artery

You can also check your pulse in the carotid artery. This is located in your neck, on either side of your windpipe. Caution: be careful when checking your pulse in this location, especially for people older than 65, because, if you press too hard, you may become lightheaded and fall.

Say in today’s lab we will explore the effect of exercise on pulse rate.

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PROBLEM STATEMENT:

Does physical activity affect your pulse rate?

HYPOTHESIS:

Develop a hypothesis to test the relationship between physical activity and pulse rate.

Ex If I ________________my physical activity, then my pulse rate would ___________.

VARIABLES:

Test (Independent/ Manipulated) Variable (What do I change?)

Outcome (Dependent/ Responding) Variable (What data do I collect?)

Constant Variables (What do I keep the same in the experiment?)

MATERIALS: Calculators and Stopwatches (online: http://www.online-stopwatch.com/)

PROCEDURES:

1. Measure your pulse rate, by pressing both your index and middle finger on your wrist or neck to locate your pulse (see pictures on previous page).

Take your pulse rate at rest. Measure your heart beat or pulse rate by counting the number of beats in 30 seconds, and then multiply by 2 to get your pulse rate per minute (bpm=beats per minute). Record under Data: Individual Student

2. Walk for 1 minute and then measure your heart beat or pulse rate by counting the number of beats in 30 seconds and then multiply by 2. Record under Data: Individual Student.

3. Jump up and down for 1 minute and then measure our heart beat or pulse rate by counting the number of beats in 30 seconds and then multiply by 2. Record under Data: Individual Student

4. Record the data for your three pulse rates on the whole Class Data Chart posted in the classroom.

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5. Record the pulse rate data for you and all your classmates on Whole Class

Table 1 Chart in your lab report.

6. Calculate average for each type of activity. To calculate average pulse rate per activity, add all measurements of pulse rate and divide by the total number of students and record on chart.

7. Analyze the data.

8. Construct a bar graph of the average results. Graph should have a title and the x and y axis should be labeled (see sample on pg. 16).

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Data: Individual Student

Pulse Rate: At Rest________(*bpm) After Walking_________ (bpm) After Jumping__________(bpm)

*bpm = beats per minute

Data: Whole Class

Student Name (First and Last) At Rest(bpm)

After Walking (bpm)

After Jumping (bpm)

12345678910111213141516171819202122232425262728

CLASS AVERAGE

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(Title) Ms. Smith’s 5 th Grade Class – Pulse Rate (Sample)200195190185180175170165160155

150145140135130125120115110105100 95 90 85 80 75 70 65

16

Nu

mbe

r of

Pu

ls e B

eat

s (y-

axis)

____

____

____

____

__

60 55 50 45 40 35 30 25 20 15 10 5

0 At Rest Walking Jumping Sample Data: 65 85 110

EXPLAIN / EVALUATE:

1. When you measured your pulse rate, what body organ were you analyzing?

2. What did you notice when comparing your pulse rate from resting, to walking to jumping?

3. How did your pulse rate for each activity compare to the class average?

4. List 3 factors that may make your heart beat faster (Hint: Read background information)

5. How do you predict the pulse rate of most fifth graders would be on the day of the FCAT? Why?

CONCLUSION:

1. What was investigated? (State the purpose of the experiment by describing the problem statement.)

2. Was your hypothesis supported by the data? (Write a statement as to whether the data supports or does not support the hypothesis including a restatement of the hypothesis.)

3. What were the major findings? (Describe the data collected that provides the evidence as to why the hypothesis was supported or not supported.)

4. What possible explanations can you offer for your findings? (Think about everything that may have affected your results.)

5. What are new questions that can be investigated?

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Physical Activity (x-axis)

EXTEND:

Do you think an adult will have a higher or lower pulse rate than you?

1. Take the resting pulse rates of two adults. They can be family members or friends or school personnel for 15 seconds. Multiply that by four. Record rates on the chart below.

Pulse Rate for 15 Seconds Pulse Rate for one MinuteYou

Adult OneAdult Two

2. Are their heart rates higher or lower than yours?

3. Why do you think that is so?

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LAB # 9: FEEL THE BEAT (PULSE RATE)Grade 5 Essential Lab (Student’s Version)

Introduction

Heart and Blood

(Sung to “The Ants Go Marching One by One”)


Hurrah, hurrah!

The heart’s a muscle, fabulous,

Hurrah, hurrah!


It pumps all day without a fuss,



The blood supplies us oxygen,

Hurrah, hurrah!

It’s what our body needs to run,

Hurrah, hurrah!

The blood supplies us oxygen,]

And that’s a need for everyone,



19

How can you observe your pulse? (Grade 5 Scott Foresman Directed Inquiry p. 60)

Materials: short straw cube of clay

What to Do:

1) Insert one end of the straw into a ball of clay.2) Flatten the bottom of the clay.3) Rest your hand on a flat surface with the palm side up.4) Place the bottom of the clay on the thumb side of your wrist. Move the

clay around until you observe the straw start to move.5) Write your observations in your journal.

Background Information: Pulse Measurement

Your pulse is the rate at which your heart beats. Your pulse is usually called your heart rate, which is the number of times your heart beats each minute (bpm). Changes in your heart rate or rhythm, a weak pulse, or a hard blood vessel may be caused by heart disease or another problem. Some medicines such as decongestants, stimulants such as caffeine, fever, stress, and levels of activities can change your heart rate.

As your heart pumps blood through your body, you can feel a pulsing in some of the blood vessels close to the skin's surface, such as in your wrist, neck, or upper arm. Counting your pulse rate is a simple way to find out how fast your heart is beating. Your doctor will usually check your pulse during a physical examination or in an emergency, but you can easily learn to check your own pulse .

You can check your pulse the first thing in the morning, just after you wake up but before you get out of bed. This is called a resting pulse. Some people like to check their pulse before and after they exercise. You check your pulse rate by counting the beats in a set period of time (at least 15 to 20 seconds) and multiplying that number to get the number of beats per minute. Your pulse changes from minute to minute.

Resting heart rate

Age or fitness level Beats per minute (bpm)

Babies to age 1: 100-160



Adults: 60-100

20

Well-conditioned athletes: 40-60

SOURCE: http://www.webmd.com/heart-disease/pulse-measurement

Use the Pulse Measurement article to answer the following questions in your journal:

1. Why do doctors check the pulse rate of their patients?

2. Is your pulse rate always the same?

3. What factors might change your pulse rate?

4. Does a resting pulse rate change with age? Explain

Taking a Pulse (Heart Rate)You can either check your pulse rate on the wrist or on your neck.C. Checking your pulse on the wrist

You can easily check your pulse on the inside of your wrist, below your thumb. Gently place 2 fingers of your other hand on this artery.Do not use your thumb, because it has its own pulse that you may feel.Count the number of beats for 30 seconds, and then double the result to get the number of beats per minute.

D. Checking your pulse in the carotid artery

You can also check your pulse in the carotid artery. This is located in your neck, on either side of your windpipe. Caution: Be careful when checking your pulse in this location, especially for people older than 65, because, if you press too hard, you may become lightheaded and fall.

21

Name _______________________________Section ______Date______

PROBLEM STATEMENT:

Does physical activity affect your pulse rate?

HYPOTHESIS:

Develop a hypothesis to test the relationship between physical activity and pulse rate.

Ex If I ________________my physical activity, then my pulse rate will _____________.

VARIABLES:

Test (Independent/ Manipulated) Variable (What do I change?)

__________________________________________________________________________________________________________________________________________________________________________________________________________________

Outcome (Dependent/ Responding) Variable (What data do I collect?)

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Constant Variables (What do I keep the same in the experiment?)

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________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

MATERIALS: Calculators and Stopwatches (http://www.online-stopwatch.com/)

PROCEDURES:

9. Measure your pulse rate, by pressing both your index and middle finger on your wrist or neck to locate your pulse (See Taking a Pulse section page 20).

Take your pulse rate at rest. Measure your heart beat or pulse rate by counting the number of beats in 30 seconds, and then multiply by 2 to get your pulse rate per minute (bpm=beats per minute). Record under Data: Individual Student

10.Walk for 1 minute and then measure your heart beat or pulse rate by counting the number of beats in 30 seconds and then multiply by 2. Record under Data: Individual Student.

11.Jump up and down for 1 minute and then measure your heart beat or pulse rate by counting the number of beats in 30 seconds and then multiply by 2. Record under Data: Individual Student.

12.Record the data for your three pulse rates on the whole Class Data Chart posted in the classroom.

13.Record the pulse rate data for you and all your classmates on Whole Class

Table 1 Chart in your lab report.

14.Calculate average for each type of activity. To calculate average pulse rate per activity, add all measurements of pulse rate and divide by the total number of students and record on chart.

15. Analyze the data.

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16.Complete a bar graph of the class average results. Graph should have a title and the x and y axis should be labeled. The scale should be completed (recommended by fives).

24

Data: Individual Student

Pulse rate: At Rest____ (bpm) * After Walking____ (bpm) After Jumping____ (bpm)


Data: Whole Class

Student Name (First and Last) At Rest(bpm)*

After Walking(bpm)*

After Jumping

(bpm)*12345678910111213141516171819202122232425262728

CLASS AVERAGE


25

_________________________________________________________

______________

_____________________

26

_______________________________________

At Rest Walking Jumping

27

_________________________________________

EXPLAIN:

1. When you measured your pulse rate, what body organ were you analyzing?

________________________________________________________________________________________________________________________

2. What did you notice when comparing your pulse rate from resting, to walking to jumping?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. How did your pulse rate for each activity compare to the class average?

_________________________________________________________________________________________________________________________________________________________________________________________________________

4. List 3 factors that may make your heart beat faster. (Hint: Read background Information)

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. How do you predict the pulse rate of most fifth graders would be on the day of the FCAT? Why?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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CONCLUSION:

4. What was investigated? (State the purpose of the experiment by describing the problem statement.)____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. Was your hypothesis supported by the data? (Write a statement as to whether the data supports or does not support the hypothesis including a restatement of the hypothesis.) ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

6. What were the major findings? (Describe the data collected that provides the evidence as to why the hypothesis was supported or not supported.)____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

7. What possible explanations can you offer for your findings? (Think about everything that may have affected your results.)________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

8. What are new questions that can be investigated?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

29

EXTEND:

Do you think an adult will have a higher or lower pulse rate than you?

1. Take the resting pulse rates of two adults. They can be family members or friends or school personnel for 15 seconds. Multiply that by four. Record rates on the chart below.

Pulse Rate for 15 Seconds Pulse Rate for one MinuteYou

Adult OneAdult Two

2. Are their heart rates higher or lower than yours?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Why do you think that is so?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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LAB # 10: PLANT ROLES (GRAVITY-DEFYING PLANTS)Grade 5 Essential Lab (Teacher’s Version)

(Adapted from Children and Science – April 2004)

Benchmarks: SC.3.L.14.1 Describe structures in plants and their roles in food production, support, water and nutrient transport, and reproduction.

Also assesses: SC.3.L.14.2 Investigate and describe how plants respond to stimuli (heat, light gravity), such as the way plant stems grow toward light and their roots grow downward in response to gravity.

SC4.L.16.1 Identify processes of sexual reproduction in flowering plants, including pollination, fertilization (seed production), seed dispersal, and germination.


LACC.5.SL.1.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.


Objective/Purpose: Students will engage effectively in a range of collaborative discussions during their investigation of water movement through plants.

Background Information:

Water is very important to plants. Plants need water to produce food and grow. Plants make their own food through a complex, sunlight-powered process called photosynthesis. Simply put, in photosynthesis, the plant’s roots absorb water from the soil and it travels to the plant’s leaves. The leaves take in carbon dioxide from the air. The chloroplasts use the sun’s energy captured by the chlorophyll in the leaves to combine the water and carbon dioxide to make the plant’s food.

Water helps transport nutrients throughout all parts of the plant. Water also helps support the plant by filling up the cells that make up the plant so it can stand up straight.

Teacher Notes:The teacher should present the engagement question for discussion. Each student should respond to the essential question. In the closure activity, the teacher should review the correct answer to the essential question.

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ENGAGE:

Ask the students the following question: Have you ever wondered how water performs its gravity-defying act of moving upward from the roots to the leaves of a plant?Can you explain how that is possible? We will conduct an experiment to find an answer to this. Have students consider the essential question below and then, write a response in their science journal.

Essential Question:

How does water get all the way up to the top of a tall tree?

EXPLORE:

Materials: 1 clear plastic cup Red or blue food coloring1 spoon 1 stalk of celery with lots of leaves at the top 1 centimeter ruler water in a container 1 plastic knife – CAUTION - Teacher will cut the celery stalk with the knife.

Safety Reminder: Use safety precautionsProcedures: Day 1:

1. Students will work in groups of 4-5. 2. Review Safety Symbols and Precautions.3. Fill the cup about three-quarters of the way to the top with water.4. Add drops of food coloring until the color of the water is dark (at least five drops). Stir with spoon until the color is evenly distributed throughout.5. Cut about 2.5 cm off the bottom of the stalk of celery with the knife and place the celery in the cup with the leaves sticking up.6. Illustrate and describe Day1 observations in data chart.7. Check the stalk several times throughout the day. Observe how the leaves are changing and record observations. Let the stalk sit overnight.

Day 2:1. Illustrate and describe changes observed on Day 2 in data chart.2. Remove the celery stalk from the cup and cut another centimeter off the

bottom of the stalk.3. Look for small circles at the bottom of the stalk that are the color of the

food coloring you used. (These circles are xylem, the tubes that carry water up the plant.)

4. Continue cutting the celery stalk at one cm intervals. Try to follow the path of the colored water all the way up the stalk of the celery to the leaves.

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Data (Log and Observations):Data Chart:

Day 1 – Illustrate Day 2 - Illustrate

Describe observations: Describe observations:

EXPLAIN:

What happened to your celery stalk overnight?What difference did you observe between Day 1 and Day 2? How do you know that the water reached to the top of the plant (celery stalk)?

Results and Conclusions:

1. What was investigated?2. Was your hypothesis supported by the data?3. What are two constants in this experiment (things kept the same)?4. Look at the Data Chart. What information can you learn from the data you gathered?5. What is the most interesting discovery you made?6. List three questions that you can answer using the data chart (make believe you are the teacher).

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A Long Road to TravelWater is absorbed from the soil into the roots of a plant. However, to reach the leaves where photosynthesis takes place, water must move upward to the top of the plant. Water travels through long, thin tubes running up from the roots through the stems and leaves called xylem.

Water AttractsWater moves up the xylem through a process called capillary action. Capillary action allows water to be pulled through the thin tubes because the molecules of the water are attracted to the molecules that make up the tube. The water molecules at the top are pulled up the tube and the water molecules below them are pulled along because of their attraction to the water molecules above them.

A sponge also absorbs water through capillary action. The sponge is filled with thin spaces that act like thin tubes.

Water TranspiresWhen plants have more water in their leaves than they need, they get rid of this extra water through a process called transpiration. During transpiration, water evaporates from holes in the surfaces of leaves into the air. As water molecules evaporate from plant leaves, they attract the water molecules still in the plant, helping to pull water up through the stems from the roots. The combination of transpiration and capillary action delivers the water from the bottom to the top of a plant. Use the directions on the next page to observe water on the move in a plant.

EVALUATE:

Create a class data table, compare and contrast all the data collected from different groups and determine the average results of each condition for the class. Discuss why some data are the same and why some data are different. Analyze whole class data and share each group’s observations. (Variables)

EXTEND:

You can follow the same directions from the celery experiment to make a red, white, and blue bouquet of flowers. Use three white carnations instead of celery. Place one white carnation in a red solution and another in a blue solution in separate cups. Leave the third one in plain water. After the flowers have sat overnight, combine all three flowers in a water-filled vase for a red, white, and blue bouquet.

GIZMOS:

SC.3.L.14.2 – Growing Plantshttp://www.explorelearning.com/index.cfm?method=cResource.dspDetail&ResourceID=615

SC.4.L.16.1 – Flower Pollinationhttp://www.explorelearning.com/index.cfm?method=cResource.dspDetail&ResourceID=635

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LAB # 10: PLANT ROLES (GRAVITY-DEFYING PLANTS)Grade 5 Essential Lab (Student’s Version)

(Adapted from Children and Science – April 2004)

Name: _______________________________ Date __________________


Water is very important to plants. Plants need water to produce food and grow. Plants make their own food through a complex, sunlight-powered process called photosynthesis. Simply put, in photosynthesis, water absorbed by a plant’s roots and carbon dioxide taken from the air by a plant’s leaves combine to make the plant’s food. Water helps transport nutrients throughout all parts of the plant. Water also helps support the plant by filling up the cells that make up the plant so it can stand up straight.

Essential Question:

How does water get all the way up to the top of a tall tree?

Prediction: _______________________________________________________________________________________________________________________________________________________________________________________________________________

Materials: 1 clear plastic cup Red or blue food coloring1 spoon 1 stalk of celery with lots of leaves at the top 1 centimeter ruler water in a container 1 plastic knife – CAUTION - Teacher will cut the celery stalk with the knife.

Safety Reminder: Use safety precautions

Procedures:

Day 1: 8. Work in groups of 4 to 5 students.

1. Review Safety Symbols and Precautions.2. Fill the cup about three-quarters of the way to the top with water.3. Add drops of food coloring until the color of the water is dark (at least five

drops). Stir with spoon until the color is evenly distributed throughout.4. Cut about 2.5 cm off the bottom of the stalk of celery with the plastic knife and

place the celery in the cup with the leaves sticking up.5. Illustrate and describe Day 1 observations in data chart.6. Check the stalk several times throughout the day. Observe how the leaves

are changing. Record observations. Let the stalk sit overnight.

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Day 2:7. Illustrate and describe changes observed on Day 2 in data chart.8. Remove the celery stalk from the cup and cut another centimeter off the

bottom.9. Look for small circles at the bottom of the stalk that are the color of the food

coloring you used. (These circles are xylem, the tubes that carry water up the plant.)

10.Continue cutting the celery stalk at two cm intervals. Try to follow the path of the colored water all the way up the stalk of the celery to the leaves.

11. Compare and contrast your group’s data with all the classroom groups.

Data (Log and Observations):Data Chart:

Day 1 – Illustrate Day 2 - Illustrate

Describe observations: Describe observations:

What happened to your celery stalk overnight?____________________________________________________________________________________________________________________________________________

What difference did you observe between Day 1 and Day 2? __________________________________________________________________________________________________________________________________________________________________________________________________________________

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7. What was investigated?________________________________________________________________________________________________________________________________________________________________________________________________

8. Was your prediction supported by the data?________________________________________________________________________________________________________________________________

9. What are two constants in this experiment (things kept the same)?________________________________________________________________________________________________________________________________

10. Look at the data chart. What information can you learn from the data you gathered?________________________________________________________________________________________________________________________________________________________________________________________________

11. What is the most interesting discovery you made from the data chart?________________________________________________________________________________________________________________________________________________________________________________________________

12. List three questions that you can answer using the data chart (make believe you are the teacher).________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Extension (Home Activity):

You can follow the same directions from the celery experiment to make a red, white, and blue bouquet of flowers. Use three white carnations instead of celery. Place one white carnation in a red solution and another in a blue solution in separate cups. Leave the third one in plain water. After the flowers have sat overnight, combine all three flowers in a water-filled vase for a red, white, and blue bouquet.

GIZMOS: http://www.explorelearning.com

Growing Plants Flower Pollination

37

Essential Lab #11 - Animal and Plant AdaptationsGrade 5 Essential Lab (Teacher’s Version)

Benchmarks:

SC.5.L.17.1 Compare and contrast adaptations displayed by animals and plants that enable them to survive in different environments such as life cycles variations, animal behaviors and physical characteristics.

SC.5.L.15.1 Describe how, when the environment changes, differences between individuals allow some plants and animals to survive and reproduce while others die or move to new locations.

SC.4.L.16.2 Explain that although characteristics of plants and animals are inherited, some characteristics can be affected by the environment.

SC.4.L.16.3 Recognize that animal behaviors may be shaped by heredity and learning.

SC.4.L.17.1 Compare the seasonal changes in Florida plants and animals to those in other regions of the country.

SC.4.L.17.4 Recognize ways plants and animals, including humans, can impact the environment.

SC.5.N.2.2 Recognize and explain that when scientific investigations are carried out, the evidence produced by those investigations should be replicable by others.

SC.4.N.1.3 Explain that science does not always follow a rigidly defined method (“the scientific method”) but that science does involve the use of observations and empirical evidence.



MACC.K12.MP.6: Attend to precision.


MACC.K.MD.2.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Note: Limit category counts to be less than or equal to 10.

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Grade 5 Essential Lab #11 - Part ABird Beak (Animal Adaptation)

Objective/Purpose: Students will explain, compare, and/or contrast how adaptations displayed by

animals enable them to survive in different environments.

Background Information:Humans use their hands and forelimbs to perform survival tasks. Birds have a

unique multi-functional survival tool known as beaks. A beak is a lightweight, bony elongation of the skull. The beak is covered with keratin, the same material found in human hair and fingernails. The tips and edges of the beak are constantly renewed as they wear away just as human hair and nails are.

Birds use their beaks to complete a variety of tasks such as groom their feathers, attack rivals, weave nests, defend territories, communicate, and most importantly, capture or gather food. A wide diversity of bird beaks have evolved over time. Although many birds have straight beaks that are adapted to general feeding, some birds’ beaks are example of unique adaptations. Structures that help organisms survive in their surroundings are called adaptations. The size and shape of the beak vary among birds and creates a survival advantage which allows each bird to reproduce and pass its inherited traits on to the next generation. For example, the heron and woodpecker both have long pointed beaks. However, the heron’s beak is better for catching fish, while a woodpecker’s beak is better suited to drill holes in trees and catch insects. As a result, over time, herons have become more numerous in marshlands than woodpeckers. Consequently, it is difficult to find a woodpecker feeding in a marshland because it does not have what it takes to survive in the environment.

Below is a list of common birds:

Tree-clinging birds: (birds that cling on trees) Woodpeckers: eat grubs and bugs they find in trees Nuthatches: eat seeds and insects Creepers: creep up trees to eat insects and spiders

Perching-birds: (range from small to quite large) Hummingbirds (beaks are long and thin to protect their long tubular tongue, with

which the birds extract nectar from flowers): feed almost exclusively on flower nectar but can eat bugs as well

Finches: eat seeds Magpies, crows, and jays (larger omnivorous birds): eat meat, insects, fruits,

seeds, and vegetables

Swallows and Pigeons: (spend the majority of time flying feasting on insects) Cardinals (short, cone-shaped beak for cracking): eats seeds Swallows and whippoorwills (wide gaping beaked mouth to catch insects in mid-

air): eats insects and some also eat berries

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Pigeons and doves: eat fruits, seeds, nuts, insects, and human “handouts” since they are primarily found in urban areas

Birds of Prey: Owls (most are nocturnal): eat rodents, crayfish, waterfowl, rabbits, lizards, and

frogs Hawks (fly high in the air): hunt small animals such as birds, lizards, snakes, and

insects Bald Eagles (primarily fish using strong, hooked beaks for tearing fish): plunges

over water and grabs fish with its talons

Water Birds: Duck, geese, and swans (webbed-foot birds): varied diet including vegetation,

fish, insects, seeds, and crustaceans. Gulls (web-footed but spends the majority of its time flying): eats almost anything

including garbage, eggs, young birds, crustaceans, insects, and fish. Pelicans (have pouched beaks) scoops up fish

Did you ever wonder why there are so many types of bird beaks (scientists call them bills)? The most important function of a bird bill is feeding, and it is shaped according to what a bird eats. You can use the type of bill as one of the characteristics to identify birds. Here are some common bill shapes and the food they are especially adapted to eat:

SHAPE TYPE ADAPTATION

CrackerSeed eaters like sparrows and cardinals have short, thick conical bills for cracking seed.

ShredderBirds of prey like hawks and owls have sharp, curved bills for tearing meat.

ChiselWoodpeckers have bills that are long and chisel-like for boring into wood to eat insects.

Probe Hummingbird bills are long and slender for probing flowers for nectar.

StrainerSome ducks have long, flat bills that strain small plants and animals from the water.

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Spear Birds like herons and kingfishers have spear-like bills adapted for fishing.

Tweezer Insect eaters like warblers have thin, pointed bills.

Swiss Army Knife

Crows have a multi-purpose bill that allows them to eat fruit, seeds, insects, fish, and other animals.

Another characteristic that can be used to learn more about birds is feet shapes! The shape of the feet reflects the habitat that the bird will be found in and the type of food it might eat. Here are some common feet shapes and the environment they are especially adapted to live in:


Grasping Raptors like Osprey use their large curved claws to snatch fish from the water.

Scratching Pheasants and other birds that scratch the soil for food have nail-like toes.

Swimming Ducks and other webbed lined swimming birds use their feet like paddles.

Perching Robins have a long back toe, which lets them grab a perch tightly.

Running Many fast-running birds have three toes rather than four.

Climbing A woodpecker's hind toes enable it to climb without falling backward.

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Teacher Notes

Introduce the activity by asking students to select a tool they would like to use for the following investigation without disclosing any details about the investigation. Then engage the students by reading aloud the situation given at the beginning of the worksheet (below). The scenario is that the students are stranded at Bill Island and must compete to gather as much food as possible to survive. This background scenario will create interest in the activity and provide continuity during the investigation.

Divide students into small groups of four to five students. Groups are created by ensuring that each member of the group has a different beak (tool). Remind students that although they will use some food items in the lab, they may not eat, drink, or taste anything. The worksheet will guide students through the investigations. The model foods have been selected to minimize messiness, but it is suggested that the investigation be conducted on a lab tray. Ensure that you use the stopwatch with fidelity to ensure valid results.

What happens to animals when they are moved to a different habitat?

ENGAGE:

Do a "Birdbrain Storm." Ask the students to share with the class what they know about birds. What makes a bird a bird? What do birds need to survive?

Ask: Have any of you ever had to adapt to a situation? Adaptation basically means organisms changes in order to better live in their environment. Most of the examples we've talked about have been examples of behavioral adaptations. Can any of you think of an example of an animal's structural characteristic that helps that animal to survive? (Make a list on the board.).

Tell students to pick a tool they would like to use for today’s investigation. Ask the students to tell you what type of bird might have the same type of beak as the selected tool? Do not disclose any other information regarding the investigation.

Pose the following scenario:“Welcome to the very deserted island called Bill Island. Today’s survival challenge is for you to gather as much food as you can because you don’t know when you will be able to eat again. The catch is that you are no longer humans and will pretend to be birds and gather “food” using tools that will simulate bird beaks.”

Essential Question:

How have bird beaks adapted to enable birds to eat the different food sources in their environment?

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EXPLORE:

Problem statement: Which tool will pick up the most food?

Hypothesis:If I use ____________ (tool) to pick up food, then ___________tool (will/will not) pick up the most food.

Materials: Stopwatch (teacher)

Per group: Per student:1 clothespin or tong Data Collection sheet1 single chopstick or toothpick 1 plastic cup to hold food1 plastic spoon1 pair of scissors

Per Station:Station 1: Gummy worms (about one small box/group), aluminum pan, 2 cups of sandStation 2: Styrofoam packing pieces (about 20), aluminum pan, 2 cups of sandStation 3: 1 box of round ¾” stickers, 8 ½ x 11 piece of cardboard Station 4: 1 tall cylinder vase or container, waterStation 5: Marbles (about 20)

Bird Adaptation Tool (Bird Beak) Model FoodSnipes and shorebirds

Use long, thin beaks to probe shallow water, mud, and sand for small invertebrates.

Clothespins or Tongs

Gummy worms buried in sand

Herons and Egrets

Use long, sharp beaks for catching or spearing fish and amphibians.

Single chopstick or toothpick

Styrofoam “fish” pieces floating in an aluminum pan of water

Owls, Hawks, and Eagles

Use sharp, curved beaks for tearing meat/flesh from animals they eat.

Scissors Round ¾” stickers (flesh) adhered to a piece of cardboard (carcass)

Pelicans Use pouch-like beaks to scoop fish

Plastic Spoon Styrofoam “fish” pieces floating in an aluminum pan of water.

Hummingbirds Use long slender beaks to probe flowers to extract nectar from the flowers.

Eye Droppers or Turkey Basters

Tall cylinder filled with water (nectar)

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Procedures: Students should work in groups of 4-5 at a table. Select the tool (bird beak) and model food you will use during the investigation. Use the chart below to identify and design each station. Set up a different station for each type of Model Food. Each group will have a member that represents a different bird beak. This will allow students to observe each tool (bird beak) with the various “foods” at each station. This will reinforce the connection between the tools they are using, beaks they represent, and adaptation.

Safety Reminder: Use safety precautions (DO NOT EAT!)

1. Each student will select a tool from those provided to use as a bird beak for gathering food. At the time to selecting a tool, students are not told what they will be using the tool for.

2. Students should work in groups of 4-5 at a table. Each group should consist of a variety of types of “beaks” (tools). Tell students that each member of the group will pretend to be a bird with a different kind of beak (clothespin/tongs, toothpick/chopstick, scissors, plastic spoon, eye dropper/baster). Each bird will attempt to eat four different types of food:

a. Gummy worms buried in sand (Station 1)b. Styrofoam “fish” pieces floating in an aluminum pan of water (Station 2)c. Round ¾” stickers (flesh) adhered to a piece of cardboard (carcass)

(Station 3)d. Tall cylinder filled with water “nectar” (Station 4)e. Marbles or uncooked macaroni elbows “snails” (Station 5)

3. Each student should be instructed to hold their beak (tool) in one hand and place the other hand behind his/her back unless otherwise noted below. Students should use only one hand at all times to operate beaks. Explain how each beak will be used:

Clothespin/Tongs – Hold the clothespin at the very end so it can be opened as wide as possible. Use only one hand to operate the clothespin.

Toothpick/Single Chopstick – Use the toothpick/chopstick only as a spear to capture food and not as a scoop. Use one hand to hold the toothpick and only one finger of the other hand to push food off the toothpick.

Scissors – Use the scissors like tweezers. Do not use them as a spear or a scoop. Use only one hand to operate the scissors.

Spoon – Use only one hand to hold the spoon as a scoop for food. Eye Dropper/ Turkey Baster – use only one hand to press and release the

rubber bulb.Remind students that they should not become discouraged if they cannot pick up food with the beak. This is an investigation to see which beaks are best suited to pick up certain food sources.

4. Each student should be given a “stomach” (plastic cup). The plastic cup will be the stomach. It should be near the food source and standing upright, but it should not be touched at any other time while eating food.

5. Each station will consist of one type of food in each group’s feeding area (plate).6. Instruct students that, at your signal, they must compete for as much of that food

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as they can gather with their “beaks”. Remind them that their survival depends on their ability to gather food.

7. Give the signal; then allow each group member 10 seconds to “feed”. As food is gathered, students should place it in their plastic “stomach” cups. When time is up, students should empty the plastic cups, count the number of “food” in each cup, and share the data with their group members. After 10 seconds, give the signal to stop. Have the students collect data.

8. Once every member of the group has taken a turn, repeat step 9 for each type of food available/station.

9. Have students make a bar graph to compare the amount of food each beak was able to gather.

10.Have students repeat after each tool is tested (3 trials). Data (Log and Observations):

Gummy “Worms”

Styrofoam Pieces “Fish”

Cardboard and Stickers“Carcass &

Flesh”

Cylinder with Water

“Nectar”

Marbles “Snails”

Spoon Beak

Toothpick or chopstick

Beak

Clothespin or tongs

Beak

Scissors Beak

Eye Dropper or Turkey

Baster BeakComplete chart below with number of food object picked up with “bird beak.”

Data Analysis (calculations): MATH CONNECTION Science Journal entry: Create a bar graph with data collected (use group data collected)

o Include each type of beak and the number of food items eaten Label the x-axis and y-axis. Be sure to include a title for the graph. (Remember to make a Key if necessary).

EXPLAIN:

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13. What was investigated?14. Was your hypothesis supported by the data?15. What are two constants in this experiment (things kept the same)?16. Look at the graph. What information can you learn from the data you gathered?17. What is the most interesting discovery you made from the graph?18. List three questions that you can answer using the graph (make believe you are the teacher).

EVALUATE:

Create a class data table, determine the average results of each condition for the class, and compare and contrast all the data collected from different groups. Discuss why some data are the same and why some data are different. Analyze whole class data and share each group’s observations.

EXTEND:

Have groups of students compare the four bar graphs to answer these questions: 1. Which was the best beak for collecting worms? nectar? fish? snails? Flesh and

carcasses?2. Which was the best beak for collecting a wide variety of foods?3. Which beaks were unsuitable for certain foods? Why?

Have each group share their answers to the questions below and discuss any differences that arise. Try to find out what might account for any differences in the data.

1. What might happen to a bird population if its natural environment experienced a natural disaster where all the flora or fauna were wiped out?

2. What would happen if a farmer used an insecticide that killed off all the insects? 3. What would happen to woodpeckers or other birds that eat small bugs?

Your group will follow the instructions for the challenge at each table:

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1. Before we begin the experiment, we must make a hypothesis. 2. Using the following table of bird types and how they obtain food, predict what

common utensil would most closely match the bird’s beak type.

Bird Type How the bird type obtains foodSparrow Cracks open seedsHummingbird Sucks nectar from flowersWoodpecker Picks and pries small insects out of small crevicesOwl Pulls and tears meat off of bonesHeron Scoops up fish from the surface of the waterRobin Digs through the dirt and pulls out wormsSwallow Catches flying insects in wide openings

1. Chopsticks - _____ROBIN______________________________2. Tweezers - __________________________________________3. An envelope - ________________________________________4. An eyedropper - ______________________________________5. Pliers - _____________________________________________6. A spoon - ___________________________________________7. Scissors - ___________________________________________

Station 1: Gummy worms (about one small box/group), aluminum pan, 2 cups of sand

Station 2: Styrofoam packing pieces (about 20), aluminum pan, 2 cups of sand

Station 3: 1 box of round ¾” stickers, 8 ½ x 11 piece of cardboard

Station 4: 1 tall cylinder vase or container, water

Station 5: Marbles (about 20)

Essential Lab #11 Part A: Bird Beak (Animal Adaptation)

47

Grade 5 Essential Lab (Student’s Version)

Background Information:Humans use their hands and forelimbs to perform survival tasks. Birds have a

unique multi-functional survival tool known as beaks. A beak is a lightweight, bony elongation of the skull. The beak is covered with keratin, the same material found in human hair and fingernails. The tips and edges of the beak are constantly renewed as they wear away just as human hair and nails are.

Birds use their beaks to complete a variety of tasks such as groom their feathers, attack rivals, weave nests, defend territories, communicate, and most importantly, capture or gather food. A wide diversity of bird beaks have evolved over time. Although many birds have straight beaks that are adapted to general feeding, some birds’ beaks are example of unique adaptations. Structures that help organisms survive in their surroundings are called adaptations. The size and shape of the beak vary among birds and creates a survival advantage which allows each bird to reproduce and pass its inherited traits on to the next generation. For example, the heron and woodpecker both have long pointed beaks. However, the heron’s beak is better for catching fish, while a woodpecker’s beak is better suited to drill holes in trees and catch insects. As a result, over time, herons have become more numerous in marshlands than woodpeckers. Consequently, it is difficult to find a woodpecker feeding in a marshland because it does not have what it takes to survive in the environment.

Below is a list of common birds:

Tree-clinging birds: (birds that cling on trees) Woodpeckers: eat grubs and bugs they find in trees Nuthatches: eat seeds and insects Creepers: creep up trees to eat insects and spiders

Perching-birds: (range from small to quite large) Hummingbirds (beaks are long and thin to protect their long tubular tongue, with

which the birds extract nectar from flowers): feed almost exclusively on flower nectar but can eat bugs as well

Finches: eat seeds Magpies, crows, and jays (larger omnivorous birds): eat meat, insects, fruits,

seeds, and vegetables

Swallows and Pigeons: (spend the majority of time flying feasting on insects) Cardinals (short, cone-shaped beak for cracking): eats seeds Swallows and whippoorwills (wide gaping beaked mouth to catch insects in mid-

air): eats insects and some also eat berries Pigeons and doves: eat fruits, seeds, nuts, insects, and human “handouts” since

they are primarily found in urban areas

Birds of Prey:

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Owls (most are nocturnal): eat rodents, crayfish, waterfowl, rabbits, lizards, and frogs

Hawks (fly high in the air): hunt small animals such as birds, lizards, snakes, and insects

Bald Eagles (primarily fish using strong, hooked beaks for tearing fish): plunges over water and grabs fish with its talons

Water Birds: Duck, geese, and swans (webbed-foot birds): varied diet including vegetation,

fish, insects, seeds, and crustaceans. Gulls (web-footed but spends the majority of its time flying): eats almost anything

including garbage, eggs, young birds, crustaceans, insects, and fish. Pelicans (have pouched beaks) scoops up fish

Did you ever wonder why there are so many types of bird beaks (scientists call them bills)? The most important function of a bird bill is feeding, and it is shaped according to what a bird eats. You can use the type of bill as one of the characteristics to identify birds. Here are some common bill shapes and the food they are especially adapted to eat:


CrackerSeed eaters like sparrows and cardinals have short, thick conical bills for cracking seed.

ShredderBirds of prey like hawks and owls have sharp, curved bills for tearing meat.

ChiselWoodpeckers have bills that are long and chisel-like for boring into wood to eat insects.

Probe Hummingbird bills are long and slender for probing flowers for nectar.

StrainerSome ducks have long, flat bills that strain small plants and animals from the water.

Spear Birds like herons and kingfishers have spear-like bills adapted for fishing.

Tweezer Insect eaters like warblers have thin, pointed bills.

49

Swiss Army Knife

Crows have a multi-purpose bill that allows them to eat fruit, seeds, insects, fish, and other animals.

Another characteristic that can be used to learn more about birds is feet shapes! The shape of the feet reflects the habitat that the bird will be found in and the type of food it might eat. Here are some common feet shapes and the environment they are especially adapted to live in:


Grasping Raptors like Osprey use their large curved claws to snatch fish from the water.

Scratching Pheasants and other birds that scratch the soil for food have nail-like toes.

Swimming Ducks and other webbed lined swimming birds use their feet like paddles.

Perching Robins have a long back toe, which lets them grab a perch tightly.

Running Many fast-running birds have three toes rather than four.

Climbing A woodpecker's hind toes enable it to climb without falling backward.

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Name: _________________________________________ Date __________________

Essential Question:

How have bird beaks adapted to enable birds to eat the different food sources in their environment?

Materials:

Per group: Per student:

1 clothespin or tong Data Collection sheet1 single chopstick or toothpick 1 plastic cup to hold food1 plastic spoon1 pair of scissors

Per Station:

Station 1: Gummy worms (about one small box/group), aluminum pan, 2 cups of sandStation 2: Styrofoam packing pieces (about 20), aluminum pan, 2 cups of sandStation 3: 1 box of round ¾” stickers, 8 ½ x 11 piece of cardboard Station 4: 1 tall cylinder vase or container, waterStation 5: Marbles (about 20)

Bird Adaptation Tool (Bird Beak) Model FoodSnipes and shorebirds

Use long, thin beaks to probe shallow water, mud, and sand for small invertebrates.

Clothespins or Tongs

Gummy worms buried in sand

Herons and Egrets

Use long, sharp beaks for catching or spearing fish and amphibians.

Single chopstick or toothpick

Styrofoam “fish” pieces floating in an aluminum pan of water

Owls, Hawks, and Eagles

Use sharp, curved beaks for tearing meat/flesh from animals they eat.

Scissors Round ¾” stickers (flesh) adhered to a piece of cardboard (carcass)

Pelicans Use pouch-like beaks to scoop fish

Plastic Spoon Styrofoam “fish” pieces floating in an aluminum pan of water.

Hummingbirds Use long slender beaks to probe flowers to extract nectar from the flowers.

Eye Droppers or Turkey Basters

Tall cylinder filled with water (nectar)

Problem Statement: Which tool will picks up the most food?

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Hypothesis:If ____________ (tool) is used to pick up food, then ___________tool (will/will not) pick up the most food.

Safety Reminder: Use safety precautions (DO NOT EAT ANY FOOD!)

Procedures: 1. Pretend each member of the group represents a bird with a different kind of beak

(clothespin/tongs, toothpick/chopstick, scissors, plastic spoon, eye dropper/baster). Each bird will attempt to eat four different types of food:

a. Gummy worms buried in sand (Station 1)b. Styrofoam “fish” pieces floating in an aluminum pan of water (Station 2)c. Round ¾” stickers (flesh) adhered to a piece of cardboard (carcass)

(Station 3)d. Tall cylinder filled with water “nectar” (Station 4)e. Marbles or uncooked macaroni elbows “snails” (Station 5)

2. Hold your beak (selected tool) in one hand and place the other hand behind your back unless otherwise noted below.

3. Use only one hand at all times to operate beaks. Beaks will be used as follows: Clothespin/Tongs – Hold the clothespin at the very end so it can be

opened as wide as possible. Use only one hand to operate the clothespin. Toothpick/Single Chopstick – Use the toothpick/chopstick only as a spear

to capture food and not as a scoop. Use one hand to hold the toothpick and only one finger of the other hand to push food off the toothpick.

Scissors – Use the scissors like tweezers. Do not use them as a spear or a scoop. Use only one hand to operate the scissors.

Spoon – Use only one hand to hold the spoon as a scoop for food. Eye Dropper/ Turkey Baster – use only one hand to press and release the

rubber bulb.(Do not become discouraged if you cannot pick up food with the beak. This is an investigation to see which beaks are best suited to pick up certain food sources.)

4. Use a plastic cup for the bird’s stomach. It should be near the food source and standing upright, but it should not be touched at any other time while eating food.

5. Listen for the teacher’s signal. You must compete for as much of the food as you can gather with your “beak” in 10 seconds. Your survival depends on your ability to gather food.

6. Place food as it gathered in your plastic “stomach” cup. When time is up, you should empty the plastic cup, count the number of “food” in the cup, and share the data with your group members.

7. Collect the data.8. Repeat step 5 for each type of food available/station, once every member of the

group has taken a turn, 9. Make a bar graph to compare the amount of food each beak was able to gather.

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Name:_____________________________________ Date _____________________

Data (Log and Observations):Gummy

“Worms”Styrofoam

Pieces “Fish”Cardboard

and Stickers“Carcass &

Flesh”

Cylinder with Water

“Nectar”

Marbles “Snails”

Spoon Beak

Toothpick or chopstick

Beak

Clothespin or tongs

Beak

Scissors Beak

Eye Dropper or Turkey

Baster BeakComplete chart below with number of food objects picked up with “bird beak.”

Data Analysis (calculations): MATH CONNECTION (Science Journal entry) Create a bar graph with data collected (use group data collected)

o Include each type of beak and the number of food items eaten Label the x-axis and y-axis. Be sure to include a title for the graph. (Remember to use a Key if necessary).

Results and Conclusions (Science Journal entry)

10.What was investigated?11. Was your hypothesis supported by the data?12.What are 2 constants in this experiment (things kept the same)?13.Look at the graph. What information can you learn from the data you gathered?14.What is the most interesting discovery you made from the graph?15.List 3 questions that you can answer using the graph (make believe you are the

teacher).

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Essential Lab #11 - Part B: Adaptation! Plant SurvivorsGrade 5 Essential Lab (Teacher’s version)

(Adapted from San Francisco Conservatory of Flowers)

Objective/Purpose:

Students will be able to explain, compare, and/or contrast how adaptations displayed by plants enable them to survive in different environments.

Background Information:An adaptation is the way a plant species has changed over generations to better survive in its environment. Certain plants have special characteristics to help them survive in the wet, hot, and crowded tropics.

Sunlight manufactures food energy through the process of photosynthesis. Water, usually taken up through the roots, helps the plant move nutrients through the plant. Air is necessary for the photosynthesis process. It allows the plant to take in carbon dioxide and release oxygen. Nutrients from the soil and decaying plants and insects are absorbed through the roots and help the plant grow strong. Too much rain on a leaf can cause it to grow mold or fungus. When mold grows on a leaf, the plant can’t get as much sunlight as it needs and the leaf may rot. Imagine leaving your wet sneakers outside for weeks. They’d probably start getting moldy! Some rain forest plants have a surface that repels water and helps them stay dry.

Teacher NotesStudents sometimes assume an adaptation develops over the lifespan of a single plant. We therefore avoid referring to a plant as “adapting”, which infers that the plant actually thinks about adapting and then takes action to do so. Instead, we talk about the adaptation as a characteristic or structure that has developed over many thousands of generations of plants. Adaptations help meet the basic needs of a plant species.

ENGAGE:

Have students hold their thumbs against their palms and then untie and tie their shoes. If they don’t have laces, have them write their name on a sheet of paper. After a few minutes, re-focus them, and ask if these tasks were difficult. Explain that thumbs are an adaptation that help us do many things and that all animals have body parts and other physical adaptations that help them to survive. We will take a look at the physical adaptations that plants have for survival.

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ESSENTIAL QUESTION:Explain how characteristics of plants can be affected by the environment.

EXPLORE:Problem statement: Which leaf surface adaptations, waxy, fuzzy, or uncoated repels water the best?

Hypothesis:If I put the same amount of water on each leaf, then the ___________leaf will repel water the best.

Materials: 9 x 12 inch piece of wax or parchment paper 9 x 12 inch sheet of construction paper 9 x 12 inch piece of felt or wool material leaf template (provided on the last page) scissors masking tape3 clear graduated cylinder 250 mL of waterplastic containers (deli containers in SF Kit) marker3 blue trays Procedures:

1. Cut 9 identical (shape and size) leaves (See leaf pattern on the page 54), three of wax paper, three of felt or wool, and three of construction paper (around 3x5 inches).

2. Place a piece of masking tape on each container and label one container wax, one felt or wool and one paper.

3. Place a piece of masking tape on each of the three blue trays. Label one trial 1, one trial 2, and one trial 3.

4. Place one of each of the three leaf “types” in its labeled container for trial 1.5. Fill each of the three graduated cylinders with 25 mL of water.6. Pour 25 mL water on one of each three different types of leaves at the same

time. Let leaves sit in the wet container for 30 seconds.7. Lift up each leaf above its container to let water drip off for 30 seconds. Do not

dry with a towel, as this won’t represent what happens in the plant’s habitat. (Wax paper and felt should be dry with a few droplets on the surface. Construction paper should be wet. Felt paper should absorb the droplets better.)

8. Place each leaf on a blue tray labeled Trial 1.9. Feel each “leaf” for wetness. Compare and contrast the wetness of the three

types of leaves (wax, felt or wool and construction paper). 10.Rate each leave from 1 to 5, with 1 being very wet, 5 being very dry. Record

ratings in the Data Chart.11.Dry out each container and repeat steps 4 – 10, to complete Trial 2.12.Dry out each container and repeat steps 4 – 10, to complete Trial 3.13.Analyze the data and discuss which leaf surface does the best job as a “raincoat”

for the plant.14.Have students compare their predictions to the results observed in their group’s

investigation.Data Chart:

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Leaf “Raincoat” (Ability to Repel Water) Ratings*Leaf Type Trial 1 Trial 2 Trial 3 AverageWax paper

Felt or wool

Constructionpaper

* Scale 1 – 5 with 1 being very wet, 5 being very dry

EXPLAIN:

Results and Conclusions:1. What was investigated?2. Was your hypothesis supported by the data?3. Look at the leaf dryness ratings. What information can you learn from the data

you gathered?4. What is the most interesting discovery you made from the experiment?5. List three questions that you can answer using the rating results (make believe

you are the teacher).

EVALUATE:

Create a class data table, identifying the average results of each of the “raincoat” ratings from the different groups in the class. Compare and contrast all the data.

Analyze whole class data. Discuss why some data are the same and why some data are different. Discuss what constant variables could have affected the results.

Variables to Consider: the amount of water dripped or sprayed on the leaf; the amount of time to let the water sit; if all leaves are held at the same angle or placed on flat on a table; scale to measure results, i.e. 1 to 5, 1 being very wet, 5 being very dry.

EXTENSION:

Take a nature walk and collect various leaf samples. Use hand lens to observe and record plant adaptation characteristics. Include similarities, differences and summarize findings in science journals.

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Leaf Pattern

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Lab #11 – Part B Adaptation! Plant SurvivorsGrade 5 Essential (Student’s Version)

(Adapted from San Francisco Conservatory of Flowers)

Background Information:An adaptation is the way a plant species has changed over generations to better survive in its environment. Certain plants have special characteristics to help them survive in the wet, hot, and crowded tropics.

Sunlight manufactures food energy through the process of photosynthesis. Water, usually taken up through the roots, helps the plant move nutrients through the whole plant. Air is necessary for the photosynthesis process. It allows the plant to take in carbon dioxide and release oxygen. Nutrients from the soil and decaying plants and insects are absorbed through the roots and help the plant grow strong.

Too much rain on a leaf can cause it to grow mold or fungus. When mold grows on a leaf, the plant can’t get as much sunlight as it needs and the leaf may rot. Imagine leaving your wet sneakers outside for weeks. They’d probably start getting moldy! Some rain forest plants have a surface that repels water and helps them stay dry.

ESSENTIAL QUESTION:

How can characteristics of plants be affected by the environment?

EXPLORE:

Problem statement: Which leaf surface adaptations, waxy, fuzzy, or uncoated repels water the best?

Materials: 9 x 12 inch piece of wax or parchment paper 9 x 12 inch sheet of construction paper 9 x 12 inch piece of felt or wool material leaf template (provided on the last page) scissors masking tape3 clear graduated cylinder 250 mL of waterplastic containers (deli containers in SF Kit) marker3 blue trays

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Procedures:

1. Cut 9 identical (shape and size) leaves (See leaf pattern on the page 59.), three of wax paper, three of felt or wool, and three of construction paper (around 3x5 in. size).

2. Place a piece of masking tape on each container and label one container wax, one felt or wool and one paper.

3. Place a piece of masking tape on each of the three blue trays. Label one trial 1, one trial 2, and one trial 3.

4. Place one of each of the three leaf “types” in its labeled container for trial 1.

5. Fill each of the three graduated cylinders with 25 mL of water.

6. Pour 25 mL water on one of each three different types of leaves at the same time. Let leaves sit in the wet container for 30 seconds.

7. Lift up each leaf above its container to let water drip off for 30 seconds. Do not dry with a towel, as this won’t represent what happens in the plant’s habitat.

8. Place each leaf on a blue tray labeled Trial 1.

9. Feel each “leaf” for wetness. Compare and contrast the wetness of the three types of leaves (wax, felt or wool and construction paper).

10.Rate each leave from 1 to 5, with 1 being very wet, 5 being very dry. Record ratings in the Data Chart.

11.Dry out each container and repeat steps 4 – 10, to complete Trial 2.

12.Dry out each container and repeat steps 4 – 10, to complete Trial 3.

13.Analyze the data and discuss which leaf surface does the best job as a “raincoat” for the plant.

14.Compare your prediction to the data collected in the investigation.

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Lab #11 - Part B: Adaptation! Plant Survivors

Name: _______________________________ Date __________________

Problem statement: Which leaf surface adaptations, waxy, fuzzy, or uncoated repels water the best?

Hypothesis:If I put the same amount of water on each leaf, then the ___________leaf will repel water the best.

Data Chart:

Leaf “Raincoat” (Ability to Repel Water) Ratings*Leaf Type Trial 1 Trial 2 Trial 3 AverageWax paper

Felt or wool

Constructionpaper

* Scale 1 – 5 with 1 being very wet, 5 being very dry

EXPLAIN:


1. What was investigated?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Was your hypothesis supported by the data?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Look at the leaf dryness ratings. What information can you learn from the data you gathered?________________________________________________________________________________________________________________________________________________________________________________________________

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4. What is the most interesting discovery you made from the experiment?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. List three questions that you can answer using the rating results (make believe you are the teacher).________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

EVALUATE:

Look at class data table on display. Identify the average results of each of the “raincoat” ratings from the different groups in the class. Compare and contrast all the data. Answer the following:

1. Why is some of the data the same and why is some data different? ________________________________________________________________________________________________________________________________________________________________________________________________

2. What constant variables could have affected the results? Explain.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

EXTENSION:

Take a nature walk and collect various leaf samples. Use hand lens to observe and record plant adaptation characteristics in your science journal/notebook. Include drawings, similarities, and differences. Summarize your findings.

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Leaf Pattern

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LAB # 12: PHYSICAL PROPERTIES OF MINERALSGrade 5 Essential Lab (Teacher’s Version)

BENCHMARK :

SC.4.E.6.2 Identify the physical properties of common earth-forming minerals, including hardness, color, luster, cleavage, and streak color, and recognize the role of minerals in the formation of rocks.

SC.4.N.1.1 Raise questions about the natural world, use appropriate reference materials that support understanding to obtain information (identifying the source), conduct both individual and team investigations through free exploration and systematic investigations, and generate appropriate explanations based on those explorations. SC.4.N.1.2 Compare the observations made by different groups using multiple tools and seek reasons to explain the differences across groups. SC.4.N.1.6 Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about the observations.

Common Core Connection:


OBJECTIVE:

Students will measure and observe minerals to identify specific physical properties of color, luster, hardness, and streak.

Students will use the physical properties identified to find the name of each of the mineral samples using an identification key.

Students will engage in collaborative discussions (small groups and teacher-led) with classmates discussing minerals and their properties.

BACKGROUND INFORMATION

A mineral is a solid material that is formed by nature in or on Earth’s crust. Minerals have a crystal form. Minerals are materials that are not formed by living things. Minerals are materials that have their own set of properties that include color, streak color, hardness, luster, and cleavage.

ColorMinerals can have very beautiful colors. However, if you are trying to identify a mineral,

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remember that the same type of minerals can have different colors. For instance, the minerals quartz can be found in many colors including pink, purple, white, or black.

StreakStreak is the color of a mineral when it is powdered and it is often different from the color of the whole mineral. Minerals that come in different colors usually have the same color streak. To powder a little bit of a mineral, you can rub it against a small white piece of porcelain called a streak plate. You can’t measure streak with every mineral because some are too hard to powder against the streak plate.

HardnessThe harder a mineral is, the less likely it is to be scratched. Check out the following hyperlink: Mohs hardness scale, which is used to describe the hardness of minerals.

CleavageMinerals that have cleavage will break in a certain direction where the bonds between atoms are not strong. Teacher Notes: If you do not have mineral specimens, you can borrow the set from the Grade 4 Scott Foresman Science Earth Materials Lab Kit at your school. The kit also includes a set of streak plates. A jumbo paper clip can be unfolded and used as a steel blade for the hardness test. It is best to use pennies dated 1983 or older that are all copper.

ENGAGE:Display some samples of minerals. Ask students, what are minerals? Then ask students, how does our Gr. 5 Scott Foresman Science textbook define minerals? Let’s look at SF textbook p. 282 and find the definition. Have a volunteer read it. A mineral is defined as a naturally occurring solid that has regular arrangement of particles in it. What does this mean? Let’s find out what information is given on the online site at: http://library.thinkquest.org/J002289/index.html Go to the Table of Contents, select What is a Mineral? Click Go. Review the site with students and have them define mineral in their journals.

Minerals are the building blocks of rocks. Minerals are inorganic which means that they are not alive Minerals are naturally occurring substances formed by nature found in or on the

Earth. Minerals usually have solid crystal form. Minerals have their own set of properties that can be used to identify them.

Display the collection of minerals again. Ask how can we find out the identity of these mystery minerals? Say let’s take a look at another site called Mineral Detective at http://www.oum.ox.ac.uk/thezone/minerals/detect/index.htm . Discuss what they learned. EXPLORE:

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Say, now let’s try to find the identity of our mystery minerals.

Essential Question: How are minerals identified?

Materials:

Mineral specimens hand lens penny streak platepaperclip (steel blade) magnet

Procedures for the Teacher: Set up Mineral Stations for the students are to identify the Mystery Minerals.

1. Each station should be equipped with all observation/measurement tools and a set of mystery minerals.

2. Divide students into equal groups. Have the number of student groups match the number of mineral stations.

3. Distribute the Mystery Mineral Worksheet (refer to student copy) to each student. Have students read and discuss the each property and its descriptions at the top of worksheet.

4. Display the materials and discuss how they would be used as tools to help with identifying the minerals’ properties.

5. Demonstrate with the help of student volunteers how to use streak plate to identify the streak color of mineral sample. Then how to use a fingernail, a copper penny, and an unfolded paper clip to test for mineral’s hardness.

6. Have the students perform the physical property tests listed and record the results on their Mineral Worksheet. Allow about 3-5 minutes per mineral per station. A six mineral station would take a group about 30 minutes to complete.

7. Have students share and discuss their mineral property observations within their group.

8. Hand out the Mineral Identification Key for students to compare their observation results with the Mineral Identification Key to determine the real identity of the minerals.

9. Facilitate groups sharing their mineral identification results with the whole class.

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LAB # 12: PHYSICAL PROPERTIES OF MINERALS

Mystery Minerals Identification Lab SheetSample # Color Streak

Color of mineral when it’s scratched across streak

plate

Luster

Glassy-shines like glassDull-earthy/chalkyMetallic-looks like metalWaxy/pearly-has a muted shine

Hardness

Mohs ScaleScratched by

1 Fingernail-easily2 Fingernail3 Penny-easily4 Penny5 Steel (paperclip)6 glass7-10 Will scratch Glass/steel

Other

MagneticTextureSmellShape

Flakes into sheets

#____

_________(identity)#____

_________(identity)#____

_________(identity)#____

_________(identity)#____

_________(identity)#____

_________(identity)

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Some Common Minerals and Their Properties Key

Name Color Streak Luster Hardness Other PropertiesGraphite Black Black Metallic 1 Crystals are rare.

Mica Colorless White Pearly 2.5-3 Flakes into sheetsHalite Colorless White Glassy 2.5 Salty taste

Galena Gray Gray Metallic 2.5-3 Crystal CubesCalcite Colorless White Glassy 3 Crystalline

Magnetite Black Black Dull 5.5-6.5 MagneticPyrite Golden Black Metallic 6-6.5 Looks like gold

Feldspar Various White Glassy 6-6.5 Two cleavagesQuartz Various White Glassy 7 Round fracture

Hornblende Dark greento black Gray Glassy 5.5 Splintery appearance

Additional Mineral Identification Keys:

Grade 5 Scott Foresman p. 284

http://www.pitt.edu/~cejones/GeoImages/1Minerals.html

EXPLAIN:

Have students compare their mineral identify results with their group members and with the class. Students discuss what was the easiest versus what was the hardest mineral to identify and why.

Students can view and discuss the minerals slide show at http://studyjams.scholastic.com/studyjams/jams/science/rocks-minerals-landforms/minerals.htmThen students can check their understanding with the onsite quiz.

EVALUATE:

Students1. Name and explain three of the mineral properties you observed.2. Why do you think color may not be the best way to identify minerals?3. How did the hand lens help with observing properties of the minerals?4. What was the most difficult mineral to identify? Why?

EXTENSION:

Learn more about minerals and their properties in the Gizmo activity:

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Mineral Identification

http://www.explorelearning.com/index.cfm?method=cSearch.actDoSearch&NewSearch=1&uncompiledQuery=mineral+identification&search=SEARCH

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LAB # 12: PHYSICAL PROPERTIES OF MINERALSGrade 5 Essential Lab (Student’s Version)

Essential Question:

How are minerals identified?

Materials:

Mineral specimens hand lens penny streak plate paperclip (steel blade) magnet

Procedures:

1. Read the Mystery Mineral Lab sheet. Look carefully at each property and its descriptions at the top of worksheet.

2. Choose a mineral to observe and record its identification # on the worksheet.

3. Observe and perform the physical property tests and record the results.

4. Repeat for each different mystery mineral.

5. Share and discuss mineral property observations within your group.

6. Use the Mineral Identification to compare observation results with the Mineral Identification Key to determine the real identity of the minerals.

7. Record each mineral’s identity in column one.

8. Share mineral identification results with your group and the whole class.

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LAB # 12: PHYSICAL PROPERTIES OF MINERALS


Mystery Minerals Identification Lab Sheet

Sample # Color StreakColor of mineral

when it’s scratched

across streak plate

LusterGlassy-shines like glassDull-earthy/chalkyMetallic-looks like metalWaxy/pearly-has a muted shine

HardnessMohs ScaleScratched by

1 Fingernail-easily2 Fingernail3 Penny-easily4 Penny5 Steel (paperclip)6 glass7-10 Will scratch Glass/steel

OtherMagneticTextureSmellShape

Flakes into sheets

#____

_________(identity)#____

_________(identity)#____

_________(identity)#____

_________(identity)#____

_________(identity)#____

_________(identity)

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Some Common Minerals and Their Properties Key

Name Color Streak Luster Hardness Other PropertiesGraphite Black Black Metallic 1 Crystals are rare.

Mica Colorless White Pearly 2.5-3 Flakes into sheetsHalite Colorless White Glassy 2.5 Salty taste

Galena Gray Gray Metallic 2.5-3 Crystal CubesCalcite Colorless White Glassy 3 Crystalline

Magnetite Black Black Dull 5.5-6.5 MagneticPyrite Golden Black Metallic 6-6.5 Looks like gold

Feldspar Various White Glassy 6-6.5 Two cleavagesQuartz Various White Glassy 7 Round fracture

Hornblende Dark greento black Gray Glassy 5.5 Splintery appearance

Additional Mineral Identification Keys:

Grade 5 Scott Foresman textbook p. 284

http://www.pitt.edu/~cejones/GeoImages/1Minerals.html

EVALUATE:

9. Name and explain three of the mineral properties you observed.10.Why do you think color may not be the best way to identify minerals?11. How did the hand lens help with observing properties of the minerals?12.What was the most difficult mineral to identify? Why?

EXTENSION:

Learn more about minerals and their properties in the Gizmo activity:

Mineral Identificationwww.explorelearning.com

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LAB # 13: WEATHERING AND EROSIONGrade 5 Essential Lab (Teacher’s Version)

(Adapted from Science and Children, Science Shorts, October 2004)

Benchmarks:

SC.4.E.6.4 Describe the basic differences between physical weathering (breaking down of rock by wind, water, ice, temperature change, and plants) and erosion (movement of rock by gravity, wind, water, and ice).SC.4.N.1.1 Rise questions about the natural world, use appropriate reference materials that support understanding to obtain information (identifying the source), conduct both individual and team investigations through free exploration and systematic investigations, and generate appropriate explanations based on those explorations.SC.4.N.1.2 Compare the observations made by different groups using multiple tools and seek reasons to explain the differences across groups.SC.4.N.1.5 Compare the methods and results of investigations done by other classmates. SC.4.N.1.6 Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about the observations.SC.4.N.1.7 Recognize and explain that scientists base their explanations on evidence.


LACC.5.SL.1.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.MACC.5.MD.2.2. Represent and interpret data.MACC.K12.MP.2: Reason abstractly and quantitatively.

Learning Objectives/Purpose:

Students will create models depicting various types of weathering and erosion. Students will be able to identify evidence of erosion, and explain the causes of

erosion. Students will engage in collaborative discussions (small groups and teacher-led)

with diverse partners discussing the topics of weathering and erosion. Students will identify where you might see a similar type of weathering in nature

as depicted in the weathering and erosion models.


Weathering is the name given to the process that breaks up and loosens the rocks and soil. Once weathering loosens the rocks and soil then the natural process of erosion takes place moving the broken rocks or loosens soil to a new place. The agents of

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erosion are wind, water, and ice. For example, wind can pick up dry soil or sand and blow it to a new location. Wind erosion occurs mainly along the ground surface. Water is by far the most powerful erosive agent. Streams of water roll materials downhill onto the lowlands or out to sea. Other factors that can erode surfaces are waves, glaciers, and gravity. Glaciers pick up and scrape rocks across the ground as they slowly move along. Waves crashing at the beach carry away sand. Gravity causes rocks and soil to slide down hills and mountains. The very sudden movement of rocks and soil down a hill is called a landslide.

The Grand Canyon is a natural wonder of the world that was created by water and wind erosion. Over millions of years, the Colorado River, which runs through the bottom of the Canyon, has worn down and carried away bits of rocks and soil to carve out the canyon. The Colorado River continues to shape the canyon today, but it has been helped in this process by other factors. These include the type of rock and soil present, the amount of rainfall that occurs, and the type of plants growing in the region, all make the area more prone to erosion. This explains why all rivers do not form canyons.

How do you think the Grand Canyon was formed? (The Grand Canyon formed by weathering and erosion. The Colorado River flowed through it over a long period of time and weathered away the rock, and the rock was carried away by the water.)

Why do you think it has gotten deeper and wider over time? (It has gotten wider and deeper as the rushing Colorado River continues to flow through it, deepening the canyon by eroding away rocks and soil. Heavy winds and rain continue to weather away the sides of the canyon.)

How long do you think it took for the Grand Canyon to form? (The Colorado River took almost six million years to carve the canyon.)

Teacher Notes:

Ahead of time the teacher needs to mix three cups of potting soil with three cups of sand to make sandy soil for three of the station activities.

Grand Canyon photos and multimedia resources:

http://www.nps.gov/grca/photosmultimedia/index.htm http://en.wikipedia.org/wiki/Grand_Canyon http://www.wimp.com/canyonviews/ Grand Canyon: A Trail Through Time by Linda Vieira

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Engage:

Show students a picture of the Grand Canyon.

Ask the students the following question: How do you think the Grand Canyon formed? Why do you think it has gotten deeper and wider over time? How long do you think it took for the Grand Canyon to form? You can read from the book, Grand Canyon: A Trail Through Time or play a video from the Grand Canyon resources to help students answer the questions. The answers are located in the Background Information.

Tell students that in the next activity, you will have a chance to model erosion in action. You will also experiment with a way to keep erosion from happening. Have students consider the essential question, below.

Essential Question: How do weathering and erosion over time change the surface of Earth?

Materials for all Five Stations:

Potting Soil Sand Rocks Blue trays (Scott Foresman kit) Books Clay Sugar cubes 5 oz. Paper cups Newspaper

Black permanent marker Safety goggles

Containers for water Paper towels Plastic deli bowls (SF kit) Toothpicks Rulers Graduated cylinder Measuring cup Water Copy Paper Box Lid

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Procedure: Students will work and rotate in small groups through five different stations. Students will collect data, take notes and answer questions in their science notebook or journal.

Station # 1: What happens when it rains on a sandy soil plain?

Materials: plastic deli bowl, sandy soil, toothpick, 5 oz. paper cup, 100 mL water, graduated cylinder or measuring cup, ruler, blue tray

Directions:1. Label a page in your journal/notebook as Station # 1.2. Fill a small deli bowl completely full with sandy soil and pat it down.3. Place a blue tray over the top of the deli bowl and hold it in place. Then turn it

over so that the tray is on the bottom sitting on a table or desk and the deli bowl is on top and upside down.

4. Remove the deli bowl and smooth the sand flat if needed to form a “plain.”5. Measure the beginning width of the plain at its base in centimeters and record.6. Measure the beginning height of the plain in centimeters and record.7. Use a toothpick to make 9 small holes in the bottom of the paper cup.8. Use a graduated cylinder or measuring cup to measure l00 mL of water.9. Hold a ruler vertically next to the “plain”. (one student)10.Hold the paper cup with holes 30 cm above the “plain”. (second student)11. Pour the 100 mL of water into the cup with holes as second student moves the

cup over the “plain” to simulate rain. (third student)12.Observe what happens. 13.Measure the ending width of the base of the plain and its tallest ending height.14.Record observations and measurements on the Station # 1 page.15.Answer the following questions:

a. What happened when it “rained” on the “plain”?b. How does the data collected support what happened?c. How was this related to weathering and erosion?

Erosion Station # 2:

How does water erode a sandy mountain with no grass?

Materials: 8 oz. tall clear cup, sandy soil, toothpick, 5 oz. paper cup, 100 mL water, graduated cylinder or measuring cup, ruler

Directions:

1. Label a page in your journal/notebook as Station # 2.2. Fill an 8 oz. tall clear cup full with sandy soil. Pat the sandy soil down and add

more if needed to shape the sandy soil into a “mountain.”3. Place a blue tray over the top of the tall clear cup holding the sandy soil

“mountain” and hold it in place. Then turn the tray over so that it is on the bottom sitting on a table or desk at the station and the clear tall cup forming a

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mountain shape is on top and upside down. 4. Remove the clear cup and mound the sandy soil if needed to form a “mountain.”5. Measure the beginning height of the “mountain” in centimeters and record.6. Use a toothpick to make 9 small holes in the bottom of the paper cup.7. Measure l00 mL of water in a graduated cylinder or measuring cup.8. Hold a ruler vertically next to the “plain”. (one student)9. One student: Hold the cup with holes 30 centimeters above the mountain.10.Second student: Gently pour the 100 mL of water into the cup with holes.11. Pour the 100 mL of water into the cup with holes as second student moves the

cup over the “mountain” to simulate rain. (third student)12.Observe what happens and record observations on your Station # 2 page.13. Measure the ending height of the “mountain” in centimeters and record.14. Answer the following questions:

a. What happened when it “rained” on the “mountain” with no grass?b. How does the data collected support what happened?c. How was this model simulation related to weathering and erosion?

Station #3

How does grass affect water erosion on a mountain?

Materials: Plastic bowls, sand, toothpick, 5oz paper cup, water, paper nose tissue

Directions: 1. Label a page in your journal/notebook as Station # 3.2. Fill an 8 oz. tall clear cup full with sandy soil. Pat the sandy soil down and add

more if needed to shape the sandy soil into a “mountain.”3. Place a blue tray over the top of the tall clear cup holding the sandy soil

“mountain” and hold it in place. Then turn the tray over so that it is on the bottom sitting on a table or desk at the station and the clear tall cup forming a mountain shape is on top and upside down.

4. Remove the clear cup and mound the sandy soil if needed to form a “mountain.”5. Pretend to grow grass all over the mountain by covering it with a “Kleenex”. Pat

the “Kleenex”. down so that it is touching the sandy soil everywhere.6. Use a toothpick to make 9 small holes in the bottom of the paper cup.7. Fill a second cup with water.8. One student: Hold the cup with holes 30 centimeters above the mountain.9. Second student: Gently pour the water from the other cup into the cup with holes.10.Observe what happens and record observations in your science journal.11. Answer the following questions:

a. What happened when it “rained” on the “grassy mountain”?b. How does the data collected, support what happened?c. How was this model simulation related to weathering and erosion?

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Station # 4:

How does flowing water wear down and move rocks?

Materials: sugar cubes, blue tray, clay, water, cup, book

Directions: 1. Label a page in your journal/notebook as Station # 4.2. Pat the clay into a pancake and place it in the tray to represent a river bottom.3. Measure and record the width and height of the sugar cubes.4. Place six sugar-cube “rocks,” three each in two rows, on the clay river bottom.5. Prop one end of the tray on a book to elevate it.6. Gently pour half of the cup of water from the elevated end of the tray so that the

water flows like a river through the rocks.7. Observe what happens and record observations in your science journal.8. Measure the width and height of the sugar cubes again.9. Answer the following questions:

a. How were the “rocks” changed?b. What is your evidence?c. Where did the “rock” fragments go?d. How does this model simulation represent weathering and erosion?e. Where might you see a similar type of weathering in nature?

Station # 5:

How can wind cause changes in rocks?

Materials: safety goggles, sheet of newspaper, paper box lid, cup of sand

Directions:

1. Label a page in your journal/notebook as Station # 5.2. All group members put on safety goggles.3. Open a sheet of newspaper in the center of the table. 4. Place a paper box lid on the center of the newspaper.5. Pour of a cup of sand into one end of the lid.6. Have one member put his or her hand inside the other end of the box, open palm

facing the pile of sand.7. Have another member blow gently on the sand, and then blow harder until the

sand hits the other member’s open palm.8. Repeat until all team members have felt the sand hitting their palms.9. Describe how the sand felt blowing against the palm of your hand in your journal.10.Observe and compare the original pile of sand with the pile blown to the other

end of the box by rubbing some of the sand between your fingers. 11. How are the textures of the sand different?12. Answer the following questions:

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a. How were the “rocks” changed?b. What is the evidence?c. Where might you see a similar type of weathering in nature?

Explain / Evaluate:

Follow up questions:1. What is weathering?2. In which part(s) of the stations did you observe weathering?3. What is erosion?4. In which part(s) of the stations did you observe erosion?5. Comparing results from stations 2 and 3, what is a way to keep erosion from

happening?6. What is the most interesting discovery you made from these station activities?

Students discuss in their groups followed by a teacher led whole class discussion.

Extension: Expository Writing Prompt:

Weathering and erosion change the Earth’s surface over time. Write a multi-paragraph essay describing the various ways that weathering and erosion change the Earth’s surface. Choose a location such as Florida’s coastline or the Grand Canyon.

The following resources can be read and/or viewed and discussed with students:

Weathering Resources:

Scott Foresman Gr. 5 pp. 272- 273 What is weathering?WINDOWS TO THE UNIVERSE Step 1: Breaking Rocks Apart:http://www.windows2universe.org/earth/geology/sed_weathering.html

Discovery Video: Weatheringhttp://app.discoveryeducation.com/player/?assetGuid=6885647A-C8A6-4A20-A091-2954B74FC3A0&fromMyDe=0&isPrinterFriendly=0&provider=&isLessonFromHealth=0&productcode=DSC&isAssigned=false&includeHeader=YES

Erosion Resources:

Scott Foresman Gr. 5 pp. 276-281 What is erosion?WINDOWS TO THE UNIVERSE Step 2: Sediments on the Move!

Discovery Video: Erosionhttp://player.discoveryeducation.com/index.cfm?guidAssetId=aed10e55-55b5-4a09-bf6f-4bf17cf73af7

Discovery Video: Weathering and Erosionhttp://player.discoveryeducation.com/index.cfm?guidAssetId=11a9d79d-891c-4848-a12a-12b675fcffc0

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LAB # 13: WEATHERING AND EROSIONGrade 5 Essential Lab (Student’s Version)

(Adapted from Science and Children, Science Shorts, October 2004)


Grand Canyon

Look carefully at the photograph of the Grand Canyon. Then answer the following questions:

1. How do you think the Grand Canyon was formed? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Why do you think it has gotten deeper and wider over time? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. How long do you think it took for the Grand Canyon to form? ________________________________________________________________________________________________________________________________________________________________________________________________

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LAB # 13: WEATHERING AND EROSION

Station # 1:

What happens when it rains on a sandy soil plain?

Materials: plastic deli bowl, sandy soil, toothpick, 5 oz. paper cup, 100 mL water, graduated cylinder or measuring cup, ruler, blue tray

Directions:

1. Label a page in your journal/notebook as Station # 1.

2. Fill a small deli bowl completely full with sandy soil and pat it down.

3. Place a blue tray over the top of the deli bowl and hold it in place. Then turn it

over so that the tray is on the bottom sitting on a table or desk and the deli bowl

is on top and upside down.

4. Remove the deli bowl and smooth the sand flat if needed to form a “plain.”

5. Measure the beginning width of the plain at its base in centimeters and record.

6. Measure the beginning height of the plain in centimeters and record.

7. Use a toothpick to make 9 small holes in the bottom of the paper cup.

8. Use a graduated cylinder or measuring cup to measure l00 mL of water.

9. Hold a ruler vertically next to the “plain”. (one student)

10.Hold the paper cup with holes 30 cm above the “plain”. (second student)

11. Pour the 100 mL of water into the cup with holes as second student moves the

cup over the “plain” to simulate rain. (third student)

12.Observe what happens.

13.Measure the ending width of the base of the plain and its tallest ending height.

14.Record observations and measurements on the Station # 1page.

15.Answer the following questions:

d. What happened when it “rained” on the “plain”?

e. How does the data collected support what happened?

f. How was this related to weathering and erosion?

80


Erosion Station # 2:

How does water erode a sandy mountain with no grass?

Materials: 8 oz. tall clear cup, sandy soil, toothpick, 5 oz. paper cup, 100 mL water, graduated cylinder or measuring cup, ruler

Directions:


2. Fill an 8 oz. tall clear cup full with sandy soil. Pat the sandy soil down and add

more if needed to shape the sandy soil into a “mountain.”

3. Place a blue tray over the top of the tall clear cup holding the sandy soil

“mountain” and hold it in place. Then turn the tray over so that it is on the

bottom sitting on a table or desk at the station and the clear tall cup forming a

mountain shape is on top and upside down.

4. Remove the clear cup and mound the sandy soil if needed to form a “mountain.”

5. Measure the beginning height of the “mountain” in centimeters and record.


7. Measure l00 mL of water in a graduated cylinder or measuring cup.

8. Hold a ruler vertically next to the “plain”. (one student)

9. One student: Hold the cup with holes 30 centimeters above the mountain.

10.Second student: Gently pour the 100 mL of water into the cup with holes.

11. Pour the 100 mL of water into the cup with holes as second student moves the

cup over the “mountain” to simulate rain. (third student)

12.Observe what happens and record observations on your Station # 2 page.

13. Measure the ending height of the “mountain” in centimeters and record.

14. Answer the following questions:

a. What happened when it “rained” on the “mountain” with no grass?

b. How does the data collected, support what happened?

c. How was this model simulation related to weathering and erosion?

81


Station #3:

How does grass affect water erosion on a mountain?

Materials: Plastic bowls, sand, toothpick, 5oz paper cup, water, paper nose tissue

Directions: 1. Label a page in your journal/notebook as Station # 3.

2. Fill an 8 oz. tall clear cup full with sandy soil. Pat the sandy soil down and add

more if needed to shape the sandy soil into a “mountain.”

3. Place a blue tray over the top of the tall clear cup holding the sandy soil

“mountain” and hold it in place. Then turn the tray over so that it is on the bottom

sitting on a table or desk at the station and the clear tall cup forming a mountain

shape is on top and upside down.

4. Remove the clear cup and mound the sandy soil if needed to form a “mountain.”

5. Pretend to grow grass all over the mountain by covering it with a “Kleenex”. Pat

the “Kleenex” down so that it is touching the sandy soil everywhere.


7. Fill a second cup with water.

8. One student: Hold the cup with holes 30 centimeters above the mountain.

9. Second student: Gently pour the water from the other cup into the cup with holes.

10.Observe what happens and record observations in your science journal.


a. What happened when it “rained” on the “grassy mountain”?

b. How does the data collected, support what happened?

c. How was this model simulation related to weathering and erosion?

LAB # 13: WEATHERING AND EROSION82

Station # 4:

How does flowing water wear down and move rocks?

Materials: sugar cubes, blue tray, clay, water, cup, book

Directions:


2. Pat the clay into a pancake and place it in the tray to represent a river bottom.

3. Measure and record the width and height of the sugar cubes.

4. Place six sugar-cube “rocks,” three each in two rows, on the clay river bottom.

5. Prop one end of the tray on a book to elevate it.

6. Gently pour half of the cup of water from the elevated end of the tray so that the

water flows like a river through the rocks.

7. Observe what happens and record observations in your science journal.

8. Measure the width and height of the sugar cubes again.


f. How were the “rocks” changed?

g. What is your evidence?

h. Where did the “rock” fragments go?

i. How does this model simulation represent weathering and erosion?

j. Where might you see a similar type of weathering in nature?

83


Station # 5:

How can wind cause changes in rocks?

Materials: safety goggles, sheet of newspaper, paper box lid, cup of sand

Directions:


2. All group members put on safety goggles.

3. Open a sheet of newspaper in the center of the table.

4. Place a paper box lid on the center of the newspaper.

5. Pour of a cup of sand into one end of the lid.

6. Have one member put his or her hand inside the other end of the box, open palm

facing the pile of sand.

7. Have another member blow gently on the sand, and then blow harder until the

sand hits the other member’s open palm.

8. Repeat until all team members have felt the sand hitting their palms.

9. Describe how the sand felt blowing against the palm of your hand in your journal.

10.Observe and compare the original pile of sand with the pile blown to the other

end of the box by rubbing some of the sand between your fingers.

11. How are the textures of the sand different?


d. How were the “rocks” changed?

e. What is the evidence?

f. Where might you see a similar type of weathering in nature?

84

LAB # 13: WEATHERING AND EROSIONGrade 5 Essential Lab (Student’s Version)


Follow up questions:

1. What is weathering?

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

2. In which part(s) of the stations did you observe weathering?

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

3. What is erosion?

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

4. In which part(s) of the stations did you observe erosion?

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

85

5. Comparing results from stations 2 and 3, what is a way to keep erosion from

happening?

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

6. What is the most interesting discovery you made from these station activities?

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

Home Learning: Expository Writing Prompt:

Weathering and erosion change the Earth’s surface over time. Write a multi-paragraph essay describing the various ways that weathering and erosion change the Earth’s surface. Choose a location such as Florida’s coastline or the Grand Canyon.

86

The School Board of Miami-Dade County, Florida, adheres to a policy of nondiscrimination in employment and educational programs/activities and programs/activities receiving Federal financial assistance from the Department of Education, and strives affirmatively to provide equal opportunity for all as required by:

Title VI of the Civil Rights Act of 1964 - prohibits discrimination on the basis of race, color, religion, or national origin.Title VII of the Civil Rights Act of 1964, as amended - prohibits discrimination in employment on the basis of race, color, religion, gender, or national origin.Title IX of the Education Amendments of 1972 - prohibits discrimination on the basis of gender.Age Discrimination in Employment Act of 1967 (ADEA), as amended - prohibits discrimination on the basis of age with respect to individuals who are at least 40.The Equal Pay Act of 1963, as amended - prohibits sex discrimination in payment of wages to women and men performing substantially equal work in the same establishment.Section 504 of the Rehabilitation Act of 1973 - prohibits discrimination against the disabled.Americans with Disabilities Act of 1990 (ADA) - prohibits discrimination against individuals with disabilities in employment, public service, public accommodations and telecommunications.The Family and Medical Leave Act of 1993 (FMLA) - requires covered employers to provide up to 12 weeks of unpaid, job-protected leave to "eligible" employees for certain family and medical reasons.The Pregnancy Discrimination Act of 1978 - prohibits discrimination in employment on the basis of pregnancy, childbirth, or related medical conditions.Florida Educational Equity Act (FEEA) - prohibits discrimination on the basis of race, gender, national origin, marital status, or handicap against a student or employee.Florida Civil Rights Act of 1992 - secures for all individuals within the state freedom from discrimination because of race, color, religion, sex, national origin, age, handicap, or marital status.School Board Rules 6Gx13- 4A-1.01, 6Gx13- 4A-1.32, and 6Gx13- 5D-1.10 - prohibit harassment and/or discrimination against a student or employee on the basis of gender, race, color, religion, ethnic or national origin, political beliefs, marital status, age, sexual orientation, social and family background, linguistic preference, pregnancy, or disability.

Veterans are provided re-employment rights in accordance with P.L. 93-508 (Federal Law) and Section 295.07 (Florida Statutes), which stipulate categorical preferences for employment.

Revised 5/9/0387

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