Science Curriculum. 1 Page. Grade Five Unit Three Living Systems

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1 Science Curriculum 1 Page Grade Five Unit Three Living Systems

2 Course Description In unit one, students engage in an engineering challenge to develop habits of mind and classroom practices that will be reinforced throughout the school year. In unit two, students will analyze everyday systems and subsystems as well as analyze food chains and food webs as a way to study the biosphere. They will make and analyze a worm habitat as a decomposition system. Hands-on investigations include exploring the nutrient-getting systems of yeast, plants, and animals, including humans and model transport systems in plants and animals. In unit three, students engage in five investigations that introduce students to fundamental ideas about matter and its interactions. Students come to know that matter is made of particles too small to be seen and develop the understanding that matter is conserved when it changes state from solid to liquid to gas when it dissolves in another substance, and when it is part of a chemical reaction. Students have experiences with mixtures, solutions of different concentrations, and reactions forming new substances. They also engage in engineering experiences with separation of materials. In Unit four, students will focus on Earth s place in the solar system and use models to build explanations regarding the movement of heavenly bodies. They will observe and compare shadows, analyze data observational data to discover the sequence of changes that occur during the Moon s phase cycle. Students gain experiences that will contribute to the understanding of crosscutting concepts of patterns; cause and e ect; scale, proportion, and quantity; systems and system models; and energy and matter. 2 Page

3 Teachers may choose from a variety of instructional approaches that are aligned with 3 dimensional learning to achieve this goal. These approaches include: 3 Page

4 Pacing Chart This pacing chart is based upon 160 minutes of instruction per cycle. Unit 1 Engineering Challenge 2 weeks Unit 2 FOSS Sun, Moon & Planets 10 weeks Unit 3 FOSS Living Systems 11 weeks Unit 4 FOSS Mixtures & Solutions 11 weeks Culminating Projects 2 weeks 4 Page

5 Unit Summary Scientists often view Earth as a dynamic system, or a compilation of interacting parts working together to form a collective whole or entity. On a colossal level, the Earth system maintains its existence and functions as a whole through the interactions of its parts. At a micro level, the Earth has many small components that affect our day to day life. Students start by looking at the interactions of four Earth systems or subsystems, on a micro level the geosphere, the atmosphere, the hydrosphere, and the biosphere. The focus of the module then turns to the biosphere, on a macro level, as students explore ecosystems and organisms in terms of their interacting parts. In this module, students will also think about systems on different scales, allowing them to visualize how our own bodies work as systems. The nutrient and transport systems within an organism moves matter and provides energy to the individual organism, and allows feeding relationships in ecosystems to thrive within the environment. Students come to understand through a variety of experiences that plants get the materials they need for growth primarily from water and air, and that energy in animals food was once energy from the Sun. There are many opportunities for students to explore how human activities in agriculture, industry, and everyday life can have major effects on these systems. Students will also work on creating models to replicate parts of their own body in order to gain a better understanding of how our bodies function. Students gain experiences that will contribute to the understanding of crosscutting concepts of patterns; scale, proportion, and quantity; systems and system models; and energy and matter. This unit is based on 5-PS3-1, 5-LS1-1, 5-LS2-1, 4-LS1-2, 5-ESS2-1, 5-ESS3-1 Student Learning Objectives Use models to describe that energy in animals food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun. [Clarification Statement: Examples of models could include diagrams, and flow charts.] (5-PS3-1) Support an argument that plants get the materials they need for growth chiefly from air and water. [Clarification Statement: Emphasis is on the idea that plant matter comes mostly from air and water, not from the soil.] (5-LS1-1) 5 Page

6 Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.[clarification Statement: Emphasis is on the idea that matter that is not food (air, water, decomposed materials in soil) is changed by plants into matter that is food. Examples of systems could include organisms, ecosystems, and the Earth.] [Assessment Boundary: Assessment does not include molecular explanations.] (5-LS2-1) Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways. [Clarification Statement: Emphasis is on systems of information transfer.] [Assessment Boundary: Assessment does not include the mechanisms by which the brain stores and recalls information or the mechanisms of how sensory receptors function.] (4-LS1-2) Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. [Clarification Statement: Examples could include the influence of the ocean on ecosystems, landform shape, and climate; the influence of the atmosphere on landforms and ecosystems through weather and climate; and the influence of mountain ranges on winds and clouds in the atmosphere. The geosphere, hydrosphere, atmosphere, and biosphere are each a system.] [Assessment Boundary: Assessment is limited to the interactions of two systems at a time.] (5-ESS2-1) Obtain and combine information about ways individual communities use science ideas to protect the Earth s resources and environment. (5-ESS3-1) 6 Page

7 NJDOE Student Learning Objective Investigation 1 Everyday Systems I. Describe the interactions of systems involved in carrying out everyday life activities. NGSS: 5-ESS2-1 Essential Questions How can you identify a system? Content Related to DCI s Sample Activities Resources A system is a collection of interacting objects, ideas, and/or procedures that together define a physical entity or process. A subsystem is a small system that is inside a larger system. Have each group of students identify and choose a system. Students should sketch out the system, label the parts and describe their function. Optional reading Bicycle Heroes followed by Group activity: The Bicycle as a System Letter to Family Pre-assessment /survey [ om] Reading- Science Resources Book: Introduction to Systems Interactive Whiteboard 1.1 (Promethian) 7 Page

8 The Earth System II. Explore Earth as a system, focusing on the biosphere where all living things need food, water, a way to dispose of waste, and an environment in which they can live NGSS: 5-ESS2-1 Is planet Earth a system? Earth can be described as the interaction of four earth systems: the rocky part (the geosphere), the atmosphere, the water (the hydrosphere), and the complexity of living organisms (the biosphere). Food webs are subsystems within ecosystems. They describe the transfer of matter and energy within the system. Project a food web on the smartboard for students to see, or use Woods Ecosystem, Mono Lake or Monterey Bay Cards. Circulate and assist groups in deciding who will be who in the food web, and draw a 3-D model of the food web. Notebook Sheet 1 & 2 Physical Systems Video Reading- Science Resources Book: Is Earth a System? Interactive Whiteboard 1.2 (Promethian) III. Kelp Forest Food Web Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. What organisms are both predators and prey in the kelp forest ecosystem? A kelp forest has similarities to a rain forest (vertical layering). Phytoplankton are the major producers in most aquatic systems. Food webs and competition for resources exist in marine systems Kelp Forest Food Web and cut out arrows to Science Notebook Entry Kelp Forest Food Web Science Resources Book Monterey Bay National Marine Sanctuary Comparing Aquatic and 8 Page

9 NGSS: 5-LS2-1 Terrestrial Ecosystems Video: Web of Life: Life in the Sea Recycling III. Investigate and illustrate the flow of energy through a community. NGSS: 5-PS3-1 hat happens when compost worms interact with organic litter? Food webs are made up of producers (organisms that make their own food), consumers (organisms that eat other organisms to obtain food), and decomposers (organisms that consume and recycle dead organisms and organic waste). Each group of students sets up a red worm habitat system to study detritivores. They record what organic materials go into the habitat with about 15 red worms and observe changes in the worm jar. Interactive Whiteboard 1.3 (Promethian) Notebook Sheet Three Making a Red Worm Habitat Home School Connection: Systems I Check 1 Nutrient Systems IV. Design investigations and use scientific instrumentation to collect, analyze, and evaluate evidence as What does yeast need to break its dormancy? Students design an investigation to determine the necessary conditions for activating dry yeast. ctivating Yeast: Science Notebook sheet No. 4 9 Page

10 part of building and revising models and explanations. NGSS: 5-LS2-1 V. Plant Nutrition Describe the sources of the reactants of photosynthesis and trace the pathway to the products. NGSS: 5-LS1-1, 5-LS2-1 Animal Nutrition VI. Relate the energy and nutritional needs of organisms in a variety of life stages and situations, including stages of development and periods of maintenance. 10 Page How do plants get the food they need? ow do animals get the nutrients they need? tudents think about how to break the dormancy of another organism, the wheat plant. They plant wheat seeds in containers of soil and place half of the planters in a lighted environment and the other half in a dark environment tudents investigate how animals acquire nutrients for their cells by eating and digesting food. The painted lady butterfly goes through its life cycle, while students observe the larvae and adults eating different food sources. The human digestive system is explored through a video that shows an experiment on chemical Each group is given a container to grow their wheat plant it. Have students customize their containers and place in an area of the classroom where they feel the plant will grow the best. Student responsibility: to water and check on their plant each class. tudents can design a diorama in groups showing the life cycle of a butterfly and its nutrition at different stages of its life. Students can use objects like macaroni, pipe cleaners, etc. cience Notebook Sheet Five heat Seed Investigation cience Notebook Sheets Six, Seven, Eight and Nine ome School Connection: Nutrient Systems

11 NGSS: 5-LS1-1, 5-LS2-1 digestion in the stomach iving Systems esource: Getting Nutrients, The Human Digestive System ideo :Experiment in Chemical Digestion m/video?videoid=d esponse sheet: Investigation 2 I- check 2 Investigation 3: Transport Systems Plant Vascular Systems VII. Use scientific 11 Page How are nutrients transported to a cell in the plant? Students continue their exploration of plants by observing the veins in leaves. They plant wheat seeds in clear straws to allow detailed observation of the cience Notebook Sheets Ten and Eleven

12 principles and models to frame and synthesize scientific arguments and pose theories. NGSS: 5-LS1-1 development of leaves, and to investigate their functions. Students go outdoors to discover what happens when some foliage of a growing plant is constrained in a clear plastic bag. When moisture condenses inside the bag, students speculate about the source of the water they find. heat-seed chamber setup he Vascular System review questions ideo Plant Structures and Growth Chapters 1-7 and Page

13 Circulatory System VIII. Create a model and describe the interactions of the parts of the circulatory system. NGSS: 4-LS1-2 How do humans transport nutrients to all their cells? Students see a video showing how blood is delivered to every human cell by a system of vessels connected to a pump, the heart. They read about the structures inside the human heart. Students use simple equipment to assemble a functional model of a circulatory system that can pump blood to the lungs, collect blood from the lungs, and pump it to the body, where it is recycled. cience Notebook Sheet Twelve and Thirteen he Human Circulatory System review questions uman Heart Model ideo :Circulatory m/video?videoid=d eacher Master No. 6 and No. 7 irculatory System Model and Respiratory Systems 13 Page

14 uman Heart Valves IX. Respiratory Systems Examine the structure Why do people breathe? tudents study the structures and functions of the interacting parts of the respiratory system, learning easuring Vital Capacity 14 Page

15 and function of the interacting parts of the respiratory system NGSS: 4-LS1-2 about the acquisition and distribution of oxygen, and the process of waste removal. They measure their lung volume (vital capacity) and read about the circulatory and respiratory systems of other animals. The Respiratory System review questions Math extension Problem of the Week Teacher Master No. 8 Investigation 4 Sensory Systems Stimulus/Response X. Examine the structure and function In dodge ball, how are you able to avoid being hit? hrough video and text, students learn about the role of sensory and motor neurons in brain messages. They use a falling cup to investigate the time that elapses Math: Represent and Interpret Data using Math Extension Activity Sensory Systems Investigation Four Teacher Master Number 10 -Check 3 Home School Connection Teacher Master No. 9 m/video?videoid=d cience Notebook sheets sixteen and seventeen 15 Page

16 of the interacting parts of the nervous system. NGSS: 4-LS1-2 between a visual stimulus and a response. They compare foot response time to hand-response time. nvestigate response time tructures of the Brain Review Questions ideo - Brain and Nervous Systems Attention XI. Actively participate in discussions about student data, questions, and understandings. NJCCCS: D.1 What features of organisms attract attention? Each student chooses attention-getting colors, patterns, and a habitat for an action card. The cards are distributed to other students, who create organisms outdoors to attract the attention of the student who completed the card. nimal Communication review questions ttention Action Cards cience Notebook 16 Page

17 X. Model how essential functions required for the wellbeing of an organism are carried out by specialized structures in animals. NGSS: 4-LS1-2 XI. Evaluate instinctive and learned behaviors. They study the monarch butterflies and their instinctive migration over several generations. How do animals use their sense of hearing? What behaviors are instinctive, and what behaviors are learned? Students go to the schoolyard and pretend to be animals who have poor vision or are active at night. The animals communicate with one unique sound and try to find others of their kind before being captured by a predator. After three rounds of this activity, students sit silently to listen to animals in the schoolyard. Students learn about instinctive and learned behaviors. They study the monarch butterflies and their instinctive migration over several generations. Sheets: Eighteen, Nineteen and Twenty esponse sheet nvestigation 4A nimal Language and Communication cience Notebook Sheet Twenty-One cience Notebook Sheets Twenty Two and Twenty Three nimal Behavior and Communication 17 Page

18 NJCCCS: A.3; A.1 Review Questions com/video?videoid= D ideo: How Animals Educate their Young, Bugs Chapter 5, Animal Behavior and Communication, Plant and Animal Adaptations (Science Clips) itizen science: Cornell Lab of Ornithology onarch Migration Marine Ecosystems XII. Describe a marine What are the parts of a marine Students bring their study of decomposers to an end by dismantling the worm-habitat cience Notebook Sheet Twenty-Four 18 Page

19 ecosystem to include all of the plant and animal populations and nonliving resources in a given ocean. NJCCCS: G.2 ecosystem? system they started 2 months earlier. They study marine ecosystems and are introduced to the importance of the ocean in the carbon cycle. orth Atlantic Ecosystem review questions ath Extension: Sensory systems urvey/post Test ideo: Marine ecosystems ome School Connection Teacher Master 11 Overfishing project (See Resources Folder) Unit Project (Choose 1) Deforestation Project (See Resources Folder) 19 Page

20 Community/In class- garden with organic waste What It Looks Like in the Classroom In this unit of study, students develop models to describe the interactions that occur within and between major Earth systems and conduct research to learn how humans protect the Earth s resources. Foundational to this unit of study is the understanding of a system, its components, and the interactions that occur within the system. Initially, students may need opportunities to review familiar examples of systems, such as plants and animals, listing external and internal structures and processes and describing the interactions that occur within the system. Students can then begin to think about Earth s major systems, identifying the components and describing the interactions that occur within each. For example: ü The geosphere is composed of solid and molten rock, soil, and sediments. Some processes that occur between the components of the geosphere include erosion, weathering, deposition, sedimentation, compaction heating, cooling, and flow. These processes cause continual change to rock, soil, and sediments. ü The hydrosphere is composed of water in all its forms. Water, unlike the vast majority of earth materials, occurs naturally on the Earth as a solid, liquid, or gas, and it can be found on, above, and below the surface of the Earth. Some processes that occur in the hydrosphere include evaporation, condensation, precipitation, run-off, percolation, freezing, thawing, and flow. These processes cause water to change from one form to another in a continuous cycle. ü The atmosphere is a critical system made up of the gases that surround the Earth. The atmosphere helps to regulate Earth's climate and distribute heat around the globe, and it is composed of layers with specific properties and functions. The biosphere comprises living things, including humans. Living organisms can be found in each of the major systems of the Earth (the atmosphere, hydrosphere, and geosphere). Some processes that occur within the biosphere include transpiration, respiration, reproduction, photosynthesis, metabolism, growth, and decomposition. As students become more comfortable with describing each system in terms of its components and interactions, they should begin to think about and discuss the interactions that occur between systems. This should be a natural progression in their 20 Page

21 learning, since students will discover that any interactions that occur within a system affect components of other systems. Students should develop models that describe ways in which any two Earth systems interact and how these interactions affect the living and nonliving components of the Earth. Some examples include: The influence of oceans on ecosystems, landform shape, or climate. The impact of the atmosphere on landforms or ecosystems through weather and climate. The role of living organisms (both plants and animals) in the creation of soils. As a class, students can brainstorm additional examples. They can use any type of model, such as diagrams or physical replicas, to describe the interactions that occur between any two systems, and they can choose to enhance the model with multimedia components or visual displays. Once students have an understanding of the components and interactions that occur within and between Earth s major systems, they should gather information about the ways in which individual communities use science ideas to protect Earth s resources and environment. Students then move onto understanding the details of how the subsystems within the Earth work together. In every habitat and ecosystem on Earth, plants and animals survive, grow, reproduce, die, and decay. What happens to the matter and energy that are part of each organism? Where does it come from and where does it go? In this unit of study, students make observations and use models to understand how energy flows and matter cycles through organisms and ecosystems. Students should first understand that plants acquire their material for growth chiefly from air and water. As students document plants continual need for water and air in order to grow, they recognize that this evidence supports the argument that plants acquire their material for growth chiefly from air and water (not from soil). In addition, as students observe that plants also need sunlight, they begin to recognize that plants use energy from the sun to transform air and water into plant matter. Once students understand that plants acquire material for growth from air and water, they need opportunities to observe animals and plants interacting within an ecosystem. It is important that students be able to: Identify the living and nonliving components of a system, describe the interactions that occur between the living and nonliving components of each system, develop models (such as food chains or food webs) that describe the movement of matter among plants, animals, decomposers, and the environment. As students continue to their investigations, they learn that: The food of almost any kind of animal can be traced back to plants, organisms are related in food webs in which some animals eat plants for food and other animals eat the animals that eat plants. Some organisms, such as fungi and bacteria, break down dead organisms (both plants or plant parts and animals) and 21 Page

22 therefore operate as decomposers. Decomposition eventually restores (recycles) some materials back to the soil. A healthy ecosystem is one in which multiple species of different types are each able to meet their needs in a relatively stable web of life. Organisms can survive only in environments in which their particular needs are met. ü Matter cycles between the air and soil and among plants and animals as these organisms live and die. ü Organisms obtain gases and water from the environment and release waste matter (gas, liquid, or solid) back into the environment. Furthermore, students can conduct research to determine the effects of newly introduced species to an ecosystem. After investigating the movement of matter in ecosystems, students revisit the concept of energy flow in systems. At the beginning of this unit of study, students learned that energy from the sun is transferred to plants, which then use that energy to change air and water into plant matter. After observing the interactions between the living and nonliving components of small ecosystems, students recognize that energy, like matter, is transferred from plants to animals. Students can use diagrams or flowcharts to describe the flow of energy within an ecosystem, tracing the energy in animals food back to the energy from the sun that was captured by plants. Modifications (Note: Teachers identify the modifications that they will use in the unit. See NGSS Appendix D: All Standards, All Students/Case Studies for vignettes and explanations of the modifications.) Structure lessons around questions that are authentic, relate to students interests, social/family background and knowledge of their community. Provide students with multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling). Provide opportunities for students to connect with people of similar backgrounds (e.g. conversations via digital tool such as SKYPE, experts from the community helping with a project, journal articles, and biographies). 22 Page

23 Provide multiple grouping opportunities for students to share their ideas and to encourage work among various backgrounds and cultures (e.g. multiple representation and multimodal experiences). Engage students with a variety of Science and Engineering practices to provide students with multiple entry points and multiple ways to demonstrate their understandings. Use project-based science learning to connect science with observable phenomena. Structure the learning around explaining or solving a social or community-based issue. Provide ELL students with multiple literacy strategies. Collaborate with after-school programs or clubs to extend learning opportunities. Restructure lesson using UDL principals ( Research on Student Learning Students can understand simple food links involving two organisms. Yet they often think of organisms as independent of each other but dependent on people to supply them with food and shelter. Upper elementary-school students may not believe food is a scarce resource in ecosystems, thinking that organisms can change their food at will according to the availability of particular sources. Students of all ages think that some populations of organisms are numerous in order to fulfill a demand for food by another population. Some students of all ages have difficulty in identifying the sources of energy for plants and also for animals. Students tend to confuse energy and other concepts such as food, force, and temperature. As a result, students may not appreciate the uniqueness and importance of energy conversion processes like respiration and photosynthesis. Although specially designed instruction does help students correct their understanding about energy exchanges, some difficulties remain. Careful coordination between The Physical Setting and The Living Environment benchmarks about conservation of matter and energy and the nature of energy may help alleviate these difficulties. 23 Page

24 Some students of all ages hold misconceptions about plant nutrition. They think plants get their food from the environment rather than manufacturing it internally, and that food for plants is taken in from the outside. These misconceptions are particularly resistant to change. [6] Even after traditional instruction, students have difficulty accepting that plants make food from water and air, and that this is their only source of food. Understanding that the food made by plants is very different from other nutrients such as water or minerals is a prerequisite for understanding the distinction between plants as producers and animals as consumers. Students' meaning for energy, both before and after traditional instruction, is considerably different from its scientific meaning. In particular, students believe energy is associated only with humans or movement, is a fuel-like quantity which is used up, or is something that makes things happen and is expended in the process. Students rarely think energy is measurable and quantifiable. Although students typically hold these meanings for energy at all ages, upper elementary school students tend to associate energy only with living things, in particular with growing, fitness, exercise, and food (NSDL, 2015). 24 Page Prior Learning Grade 2 The Earth s Land and Water: Water is found in the ocean, rivers, lakes, and ponds. Water exists as solid ice and in liquid form. Wind and water can change the shape of the land. Relationships in Habitats: Plants depend on water and light to grow. Plants depend on animals for pollination or to move their seeds around. Grade 3 Weather and Climate: Scientists record patterns of the weather across different times and areas so that they can make predictions about what kind of weather might happen next. Climate describes a range of an area s typical weather conditions and the extent to which those conditions vary over years. Grade 4

25 Weathering and Erosion: Rainfall helps to shape the land and affects the types of living things found in a region. Water, ice, wind, living organisms, and gravity break rocks, soils, and sediments into smaller particles and move them around Living things affect the physical characteristics of their regions. Future Learning Grade 6 Unit 7: Weather and Climate Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land. The complex patterns of the changes and the movement of water in the atmosphere, determined by winds, landforms, and ocean temperatures and currents, are major determinants of local weather patterns. Global movements of water and its changes in form are propelled by sunlight and gravity. Variations in density due to variations in temperature and salinity drive a global pattern of interconnected ocean currents. Water s movements both on the land and underground cause weathering and erosion, which change the land s surface features and create underground formations. Weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude, and local and regional geography, all of which can affect oceanic and atmospheric flow patterns. Because these patterns are so complex, weather can only be predicted probabilistically. The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. Grade 7 Unit 8: Earth Systems All Earth processes are the result of energy flowing and matter cycling within and among the planet s systems. This energy is derived from the sun and Earth s hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth s materials and living organisms. 25 Page

26 The planet s systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth s history and will determine its future. Water s movements both on the land and underground cause weathering and erosion, which change the land s surface features and create underground formations. Grade 8 Unit 3: Stability and Change on Earth Humans depend on Earth s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geologic processes. Interdisciplinary Connections Language Arts: Students should use information from print and digital sources to build their understanding of energy and matter in ecosystems. As students read, they should use the information to answer questions, participate in discussions, solve problems, and support their thinking about movement of matter and the flow of energy through the organisms in an ecosystem. In this unit of study, students are also required to build models to describe the cycling of matter and the flow of energy in ecosystems. They can enhance their models using multimedia components, such as graphics and sound, and visual displays. Mathematics: In this unit students should use appropriate tools in strategic ways when making and recording observations of the living and nonliving components of an ecosystem. Students will model with mathematics when using tables, charts, or graphs to organize observational data and reason abstractly and quantitatively when analyzing data that can be used as evidence for explaining how matter cycles and energy flows in systems. In this unit of study, students are also required to convert among different-sized standard measurement units within a given measurement system and use these conversions to help explain what happens to 26 Page

27 matter and energy in ecosystems. Investigation 1: Systems aquatic atmosphere bacteria biosphere brain carbon dioxide (CO2) compete consumer decomposer detritivore detritus ecosystem energy food chain food web fungus (fungi) geosphere hydrosphere interact mineral mouth 27 Page Investigation 2: Nutrient Systems bolus capillary carbohydrate cell chlorophyll colon digestion digestive system esophagus glucose large intestine membrane multicellular organism oxygen photosynthesis saliva small intestine stomach sugar teeth Unit Vocabulary Investigation 3: Transport Systems artery blade circulate circulatory system classification classify cytoplasm heart left atrium left ventricle lung margin palmate parallel phloem pinnate respiratory system right atrium right ventricle sap transpiration Investigation 4: Sensory Systems central nervous system inherited trait motor neuron neuron respond sensory neuron stimulus variable

28 nonliving nutrient phytoplankton producer receptor system terrestrial zooplankton transport vascular bundle vascular plant vein xylem Educational Technology Standards A.1, B.1, C.1, D.1, E.1, F.1 Technology Operations and Concepts Create professional documents (e.g., newsletter, personalized learning plan, business letter or flyer) using advanced features of a word processing program. Creativity and Innovation Synthesize and publish information about a local or global issue or event on a collaborative, web-based service. Communication and Collaboration Participate in an online learning community with learners from other countries to understand their perspectives on a global problem or issue, and propose possible solutions. Digital Citizenship 28 Page

29 Model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics. Research and Information Literacy Gather and analyze findings using data collection technology to produce a possible solution for a content-related or real-world problem. Critical Thinking, Problem Solving, Decision Making Use an electronic authoring tool in collaboration with learners from other countries to evaluate and summarize the perspectives of other cultures about a current event or contemporary figure. 29 Page Career Ready Practices Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in their students. They are practices that have been linked to increase college, career, and life success. Career Ready Practices should be taught and reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of study. CRP1. Act as a responsible and contributing citizen and employee Career-ready individuals understand the obligations and responsibilities of being a member of a community, and they demonstrate this understanding every day through their interactions with others. They are conscientious of the impacts of their decisions on others and the environment around them. They think about the near-term and long-term consequences of their actions and seek to act in ways that contribute to the betterment of their teams, families, community and workplace. They are reliable and consistent in going beyond the minimum expectation and in participating in activities that serve the greater good. CRP2. Apply appropriate academic and technical skills. Career-ready individuals readily access and use the knowledge and skills acquired through experience and education to be more productive. They make connections between abstract concepts with real-world applications, and they make correct insights about when it is appropriate to apply the use of an academic skill in a workplace situation. CRP3. Attend to personal health and financial well-being.

30 Career-ready individuals understand the relationship between personal health, workplace performance and personal well-being; they act on that understanding to regularly practice healthy diet, exercise and mental health activities. Career-ready individuals also take regular action to contribute to their personal financial well-being, understanding that personal financial security provides the peace of mind required to contribute more fully to their own career success. CRP4. Communicate clearly and effectively and with reason. Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written, verbal, and/or visual methods. They communicate in the workplace with clarity and purpose to make maximum use of their own and others time. They are excellent writers; they master conventions, word choice, and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at interacting with others; they are active listeners and speak clearly and with purpose. Career-ready individuals think about the audience for their communication and prepare accordingly to ensure the desired outcome. CRP5. Consider the environmental, social and economic impacts of decisions. Career-ready individuals understand the interrelated nature of their actions and regularly make decisions that positively impact and/or mitigate negative impact on other people, organization, and the environment. They are aware of and utilize new technologies, understandings, procedures, materials, and regulations affecting the nature of their work as it relates to the impact on the social condition, the environment and the profitability of the organization. CRP6. Demonstrate creativity and innovation. Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they contribute those ideas in a useful and productive manner to improve their organization. They can consider unconventional ideas and suggestions as solutions to issues, tasks or problems, and they discern which ideas and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of sources and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to bring innovation to an organization. CRP7. Employ valid and reliable research strategies. Career-ready individuals are discerning in accepting and using new information to make decisions, change practices or inform strategies. They use reliable research process to search for new information. They evaluate the validity of sources when considering the use and adoption of external information or practices in their workplace situation. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. 30 Page

31 Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem, and devise effective plans to solve the problem. They are aware of problems when they occur and take action quickly to address the problem; they thoughtfully investigate the root cause of the problem prior to introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed upon, they follow through to ensure the problem is solved, whether through their own actions or the actions of others. CRP9. Model integrity, ethical leadership and effective management. Career-ready individuals consistently act in ways that align personal and community-held ideals and principles while employing strategies to positively influence others in the workplace. They have a clear understanding of integrity and act on this understanding in every decision. They use a variety of means to positively impact the directions and actions of a team or organization, and they apply insights into human behavior to change others action, attitudes and/or beliefs. They recognize the near-term and long-term effects that management s actions and attitudes can have on productivity, morals and organizational culture. CRP10. Plan education and career paths aligned to personal goals. Career-ready individuals take personal ownership of their own education and career goals, and they regularly act on a plan to attain these goals. They understand their own career interests, preferences, goals, and requirements. They have perspective regarding the pathways available to them and the time, effort, experience and other requirements to pursue each, including a path of entrepreneurship. They recognize the value of each step in the education and experiential process, and they recognize that nearly all career paths require ongoing education and experience. They seek counselors, mentors, and other experts to assist in the planning and execution of career and personal goals. CRP11. Use technology to enhance productivity. Career-ready individuals find and maximize the productive value of existing and new technology to accomplish workplace tasks and solve workplace problems. They are flexible and adaptive in acquiring new technology. They are proficient with ubiquitous technology applications. They understand the inherent riskspersonal and organizational-of technology applications, and they take actions to prevent or mitigate these risks. CRP12. Work productively in teams while using cultural global competence. Career-ready individuals positively contribute to every team, whether formal or informal. They apply an awareness of cultural difference to avoid barriers to productive and positive interaction. They find ways to increase the engagement and contribution of all team members. They plan and facilitate effective team meetings. 31 Page

32 Appendix A: NGSS and Foundations for the Unit Support an argument that plants get the materials they need for growth chiefly from air and water. [Clarification Statement: Emphasis is on the idea that plant matter comes mostly from air and water, not from the soil.] (5-LS1-1) Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.[clarification Statement: Emphasis is on the idea that matter that is not food (air, water, decomposed materials in soil) is changed by plants into matter that is food. Examples of systems could include organisms, ecosystems, and the Earth.] [Assessment Boundary: Assessment does not include molecular explanations.] (5-LS2-1) Use models to describe that energy in animals food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun. [Clarification Statement: Examples of models could include diagrams, and flow charts.] (5-PS3-1) The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education: Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Engaging in Argument from Evidence Support an argument with evidence, data, or a model. (5-LS1-1) Developing and Using Models Develop a model to describe phenomena. (5-S2-1) Use models to describe phenomena. (5-PS3-1) 32 Page LS1.C: Organization for Matter and Energy Flow in Organisms Plants acquire their material for growth chiefly from air and water. (5-LS1-1) LS2.A: Interdependent Relationships in Ecosystems Energy and Matter Matter is transported into, out of, and within systems. (5-LS1-1) Energy can be transferred in various ways and between objects. (5-PS3-1) Systems and System Models A system can be described in terms of its

33 The food of almost any kind of animal can be traced back to plants. Organisms are related in food webs in which some animals eat plants for food and other animals eat the animals that eat plants. Some organisms, such as fungi and bacteria, break down dead organisms (both plants or plants parts and animals) and therefore operate as decomposers. Decomposition eventually restores (recycles) some materials back to the soil. Organisms can survive only in environments in which their particular needs are met. A healthy ecosystem is one in which multiple species of different types are each able to meet their needs in a relatively stable web of life. Newly introduced species can damage the balance of an ecosystem. (5-LS2-1) components and their interactions. (5-LS2-1) Connections to the Nature of Science Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena Science explanations describe the mechanisms for natural events. (5-LS2-1) LS2.B: Cycles of Matter and Energy Transfer in Ecosystems Matter cycles between the air and soil and among plants, animals, and microbes as these organisms live and die. Organisms obtain gases, 33 Page

34 and water, from the environment, and release waste matter (gas, liquid, or solid) back into the environment. (5-LS2-1) PS3.D: Energy in Chemical Processes and Everyday Life The energy released [from] food was once energy from the sun that was captured by plants in the chemical process that forms plant matter (from air and water). (5-PS3-1) LS1.C: Organization for Matter and Energy Flow in Organisms Food provides animals with the materials they need for body repair and growth and the energy they need to maintain body warmth and for motion. (secondary to 5-PS3-1) English Language Arts Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (5-LS1-1) RI.5.1 Mathematics Reason abstractly and quantitatively. (5-LS1-1), (5-LS2-1) MP.2 Model with mathematics. (5-LS1-1), (5-LS2-1) MP.4 34 Page

35 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. (5-LS2-1), (5-PS3-1) RI.5.7 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. (5-LS1-1) RI.5.9 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. (5-LS1-1) W.5.1 Use appropriate tools strategically. (5-LS1-1) MP.5 Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems. (5-LS1-1) 5.MD.A.1 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. (5-LS2-1), (5-PS3-1) SL.5.5 Rubric(s): Field Trip Ideas:The Meadowlands Environmental Center, The Great Falls National Park, The Paterson Museum, Liberty Science Center, Bronx Zoo, American Museum of Natural History 35 Page