Curriculum Map: Elementary Science Grade 5 Course: Gr 5 Science

Transcription

1 Curriculum Map: Elementary Science Grade 5 Course: Gr 5 Science Course Description: Science & Technology & Engineering Education: Science & Technology & Engineering Education is taught through the inquiry based, hands on, minds on approach of the FOSS Science Program. Throughout the elementary program, the students are learning in, the life science, earth science and physical science strands. The fifth grade curriculum includes an earth science module FOSS Landforms, two physical science modules FOSS Levers & Pulleys and FOSS Variables, and a life science module FOSS Environments. Through involvement in scientific investigations the students engage in: the use of process skills, problem solving, higher level thinking, real world learning experiences, and questioning. The application of literacy and math skills are integrated into the science curriculum. Environment & Ecology: Environment & Ecology is taught through the hands on, minds on approach of the FOSS Science Program and through an Ecology Mini Unit developed by district teachers. The mini unit for grade five is Environmental Law. At all grade levels the focus is on engaging the students in: problem solving, higher level thinking, and real world learning experiences. This curriculum meets the criteria for a strong science program as outlined by: Science Matters, National Science Foundation, the National Science Teachers Association, and the National Science Resources Center. Competencies: Understand how theories are developed. Identify questions that can be answered through scientific investigations and evaluate the appropriateness of questions. Design and conduct a scientific investigation and understand that current scientific knowledge guides scientific investigations. Describe relationships using inference and prediction. Use appropriate tools and technologies to gather, analyze, and interpret data and understand that it enhances accuracy and allows scientists to analyze and quantify results of investigations. Develop descriptions, explanations, and models using evidence and understand that these emphasize evidence, have logically consistent arguments, and are based on scientific principles, models and theories. Analyze alternative explanations and understand that science advances through legitimate skepticism. Use mathematics in all aspects of scientific inquiry. Understand that scientific investigations may results in new ideas for study, new methods, or procedures for an investigation or new technologies to improve data collection. Big Ideas: Variables The outcome of a controlled experiment is based on the relationship between a variable and a system. (NHSD) A force is required to change an object s speed or direction. (SAS) An object s motion is the result of all forces acting on it. (SAS) Scientific thinking processes (observing, communicating, comparing, organizing and relating) are used to conduct investigations and build explanations. (NHSD) Landforms The earth system changes constantly as air, water, soil, and rock interact, and the earth is a part of a larger sun, earth, moon system. (SAS) A force is required to change an object s speed or direction. (SAS) An object s motion is the result of all forces acting on it. (SAS) Models are representations of real life objects or events used to better understand scientific concepts. (NHSD) During a scientific investigation, the investigator provides explanations based on evidence and prior knowledge. (NHSD) Levers & Pulleys The setup of a system, like a simple machine determines its function (how it helps us do work) and advantage. (NHSD) A force is required to change an object s speed or direction. (SAS) Data can be interpreted to construct reasonable explanations. (NHSD) Environments The earth system changes constantly as air, water, soil, and rock interact, and the earth is a part of a larger sun, earth, moon system. (SAS) All living things are made of parts that have specific functions. (SAS) Observe and describe changes in complex systems over time. (NHSD) Environmental Law People acting individually and/or as groups influence the environment. (SAS) Environmental laws and regulations impact humans, the environment, and the economy in both positive and negative ways. (SAS) Variables What causes objects to move? (SAS) How can changing variables in a controlled experiment affect the results? (NHSD) Landforms What is the evidence that the Earth s systems change? (SAS) What predictable pattern of change can be observed on and from Earth? (SAS) What causes objects to move? (SAS) How can models/maps be used to represent Earth s features? (NHSD) What needs to be included in a credible scientific explanation? (NHSD) Levers & Pulleys How do you determine the advantage of a system? (NHSD) How can patterns be used to draw conclusions and summarize evidence from an investigation? (NHSD) Page 1 of 29 pages

2 Environments What is the evidence that the Earth s systems change? (SAS) What predictable pattern of change can be observed on and from Earth? (SAS) How do the structures and functions of living things allow them to meet their needs? (SAS) How can using the appropriate senses help the observer to identify differences and similarities between objects and materials? (NHSD) Environmental Law How do the actions of humans affect the environment? (SAS) What are the effects of Environmental Laws on humans, the environment and the economy? (SAS) The following materials can be used throughout all units to provide enrichment opportunities to students as needed: AIMS Resources books (found in the GATE room and/or library) Science Extension Activities found in the Science Modules Math Extension Activities found in the Science Modules Variables 1.) Swingers Through the investigation, students will explore the concepts of a pendulum. Similar technology exists within the metronome. Students can investigate the similarities and differences that exist between pendulums and metronomes. 2.) Lifeboats Through the investigation, students explore how boat depth and load displacement affect a boat s buoyancy. Students can construct lifeboats out of other simple materials, (aluminum foil, play doh/clay, etc.) and compare each material s buoyancy and load capacity. 3.) Plane Sense Through the investigation, students investigate variables that impact the distance a plane travels. Students can conduct research to design a flight plan for a commercial airliner. Students will need to organize their flight path, calculate amount of fuel needed, and potential load of passengers and cargo. 4.) Flippers Through the investigation, students manipulate small catapults. Students can test how a variety of objects travel in a catapult, investigating the concept of trajectory. Landforms 1.) Schoolyard Models Students can generate a blueprint for a portion of the school from the schoolyard model design through reviewing other blueprint models, paying special attention to scale. 2.) Stream Tables Students can invent ways to prevent erosion or deposition caused by a variety of scenarios. 3.) Go with the Flow Students can interpret the connections between natural disasters such as floods and tornadoes and erosion and deposition. 4.) Build a Mountain Students can dissect the local topography of Allegheny County, and consider how the topography of the area impacts other facets of life. 5.) Bird s Eye View Students can construct a topography map of Allegheny County and compare it to the maps constructed for other areas in class. Levers & Pulleys 1.) Levers Students are introduced to the concepts of levers through the investigation. Students can select other everyday levers that exist and design a plan of how the system could be improved. 2.) More Leverage Using Leonardo s Mystery Machines as an introduction, students should design their own lever system for a new machine designed for a specific purpose. 3.) Pulleys Through the investigation, students are introduced to how pulleys provide an advantage. Through the applet, The Pulley System, students can experiment with creating the most efficient pulley system possible. 4.) Pulleys at Work Through the unit, students developed an understanding of levers and pulleys. Today, many everyday systems that we use are complex systems that involve levers and pulleys or other simple machines. Students can design and construct a model of their complex machine. Environments 1.) Terrestrial Environments After the initial investigation when students observe the terrariums, students could formulate their own investigation where they modify one variable in each terrarium, while maintaining a control group, to determine the environmental impact of the variable. 2.) Bugs and Beetles Given the knowledge that students have of optimum living conditions for beetles and isopods, students can conduct research to identify locations throughout the world most conducive as a beetle or isopod habitat and determine if there are exceptions that exists in the world to the standard determined through their classroom research. 3.) Water Tolerance Students will conduct research to determine which location in the world they feel would be most conducive for plant growth. Students should defend their selection to their peers. 4.) Aquatic Environments Through the investigation, students monitor the acidity level of the classroom aquarium. Students should gather and evaluate the acidity of various water samples. Students can investigate why certain samples have a different acidity level than others. 5.) Brine Shrimp Hatching The salinity level has a significant impact on the ability of brine shrimp to reproduce. Through research, students could infer why certain bodies of water throughout the world are salt water (Salt Lake, Dead Sea, Oceans) and others are fresh water. 6.) Salt of the Earth Salt solutions have varied affects on plant life. However, salt solutions are used for other uses, including during the winter months for snow and ice removal. Students should conduct research on the issue of salt use for snow removal taking a side (for or against) and be able to defend their platform. Students should consider the environmental impact, financial constraints, resource availability and practicality in their argument. Ecology Mini Unit: Environmental Law Page 2 of 29 pages

3 Unit Project: Students can investigate the process by which a constituent concern or complaint moves through the legislative process and eventually becomes a law at the state or federal level. Students could use their research to facilitate an authentic experience for students in presenting their laws to their classmates (fellow legislators), seeking support in sponsors, and gaining enough votes for the passage of the bill. Re Teaching Content Outline: Content Outline Time I. Variables 8 Weeks A. Swingers In a controlled experiment, only one variable is changed and the results are compared to a standard. The length of a pendulum determines the number of swings in a unit of time. B. Life Boats Capacity is the maximum volume of fluid a container can hold. C. Planes A system is a set of related objects that can be studied in isolation. D. Flippers A system is a set of related objects that can be studied in isolation. II. Landforms 8 Weeks A. Schoolyard Models Models can represent objects and processes. B. Stream Tables Water is an agent in shaping landforms. Erosion wears away the earth and the settling of eroded materials cause deposition. C. Go With the Flow Variables such as slope of the land affect the rate of deposition and erosion. D. Build a Mountain Topographic maps are two and three dimensional representations of earth surfaces. They use contour lines and symbols to represent landforms. E. Bird s Eye View Aerial photographs are a tool used by cartographers to construct topographic maps which use contour lines and symbols to represent landforms. III. Levers & Pulleys 8 weeks A. Levers A lever is simple machine that people use to gain an advantage such as making work easier. The effort, fulcrum, and load all play an important part as a system in using a lever. B. More Leverage A lever can be classified as a Class 1, Class 2, or Class 3 lever depending on the placement of the effort, load, and fulcrum. C. Pulleys A single pulley system can provide the user with either a mechanical (movable pulley) or directional advantage (fixed pulley) depending on the direction of the effort. A two pulley system consists of both a single fixed and a single movable pulley; when effort is applied in an upward direction, a greater advantage is given to the user. D. Pulleys At Work The effort needed to lift a load with a pulley system can be predicted. The amount of work put into a system is equal to the work output of a system. IV. Environments 8 weeks A. Terrestrial Environments Everything that surrounds an organism makes up the organism s environment. Terrestrial environments include both living and nonliving factors. B. Bugs and Beetles Each organism has a set of preferred environmental conditions. Isopods prefer moist, dark environments, while beetles prefer dry, dark environments. C. Water Tolerance Organisms have ranges of tolerance for environmental factors. Optimum conditions are those most favorable to an organism s survival, growth, and reproduction D. Aquatic Environments Aquatic environments include living and nonliving factors. Carbon Dioxide produced by aquatic organisms changes the acidity of the water. E. Brine Shrimp Hatching Brine shrimp eggs can hatch in a range of salt concentrations, but hatch best under certain optimum salt conditions. F. Salt of the Earth Organisms have ranges of tolerance for environmental factors. Plants have different tolerances for salt. In a controlled experiment, one variable is manipulated while all others are kept the same. V. Environmental Law 2 weeks A. Clean Air Air contains a variety of particles. Cleaner air contains fewer particles most likely to be found indoors, and dirtier air is most likely to be found outdoors. B. Deforestation There are many causes and consequences of deforestation both locally and globally. C. Recycling Disposal costs can be offset by recycling a portion of municipal waste. D. Pest Management Integrated pest managements can have long term effects on the environment. E. Natural Disasters A variety of factors can impact change of population. VI. Information Literacy and Technology Fifth Grade Each student will conduct a research investigation, using print and / or non print resources found in the Library / Media Centers. This investigation will be collaboratively planned, implemented, and assessed by the classroom teacher and the Library / Media specialist. A minimum of one research project is required for the course. Options are outlined below. A. Landforms 1. National Parks research a. Students will use multiple printed and/or non printed resources to investigate the landforms found in specific national parks. b. Students will identify 3 5 landforms to discuss in depth. Page 3 of 29 pages

4 c. Students will use a graphic organizer or other note taking strategy to organize their information. d. Students will synthesize the information into a presentation format (travel brochure, PowerPoint). 2. Landform Riddles a. Students will use multiple printed and/or non printed resources to investigate a specific landform. b. Students will gather a minimal of 10 facts describing a landform. c. Students will use the first person point of view to describe the landform without revealing its identity. d. Students will present Landform Riddle in either written/oral fashion for the purpose of classmates identifying the landform. B. Levers and Pulleys Simple Machines Investigation a. Students will use multiple printed and/or non printed resources ( to investigate the simple machines that are not directly addressed in the module (screw, wedge, wheel and axle, inclined plane) b. Students will describe an assigned simple machine above, and give multiple real world examples of that simple machine. c. Students will synthesize the information into a presentation format (PowerPoint, Poster board, visual display) C. Environments 1. Pennsylvania Endangered Species a. Students will use print and/or non printed resources ( to research a Pennsylvania endangered species. b. Research should include identifying characteristics, conservation status, habitat and range, reasons for being endangered, management (conservation) strategies. c. Students will create a diorama to include the animal within its habitat. Students will also give an oral presentation explaining about the animal and its habitat. 2. Invasive Species a. Students will use print and/or non printed resources to research an invasive species. b. Research should include physical descriptions, habitat, place of origin, reason species was introduced to area, impact, and management. c. Students will synthesize the information into a presentation using media services (Microsoft Publisher) or poster board. Summative Assessments: FOSS I check for investigation FOSS Summary Test for each module Formative Assessments: FOSS Survey Test FOSS unit embedded assessments See the Assessment Matrix (last page of the Assessment Folio in the Teacher's Manual) FOSS I Check for investigation Notebook rubrics for ABCDs of Drawing, Data Collection, Claims and Evidence, Power Conclusion, Prediction Process Skill Self Assessment Questioning for understanding Major Topics: Variables Landforms Levers & Pulleys Environments Environmental Law Objectives: Variables (No standard available; identified by anchor and eligible content) Given a man made system (i.e. plane, pendulum, lifeboat, small catapult), the student will compare which variables produce a change in a controlled experiment. (S8.A.1.3 and S8.A and S8.A.2.1; S8. A.2.1.3) At the conclusion of the unit investigations, the students will create a controlled experiment to test an additional variable, on one of the four systems studied, to determine its affects of the variable on the system. (S8.A.2.1; S8.A.2.1.3) Landforms Given a sand/clay mixture, water, and a stream table, the student will simulate the processes of erosion and deposition within the stream tables, to build an accurate definition of both processes. (3.3.4.A6; S4.A.3.2; S4.A and A1; S8.D.1.1; S8.D.1.1.2) Given a sand/clay mixture, water, and a stream table, the student will simulate the impact of the slope of the land and the role of a flowing river on the rate of erosion and deposition, by drawing an accurate map of the stream table and recording important events in the science notebook. (3.3.5.A1; S8.D.1.3; S8.D.1.3.3) Given a sand/clay mixture, water, a stream table, and flood source cup, the student will simulate the impact of a flood on the rates of erosion and deposition, by drawing an accurate map of the stream table and recording important events in the science notebook. (3.3.5.A1; S8.D.1.3; S8.A.1.3.3) Given a sand/clay mixture and plastic gram pieces, the student will produce a model of the schoolyard that accurately represents previously identified manmade and naturally occurring features. (3.3.4.A6; S4.A.3.2; S4.A.3.2.1) At the conclusion of an investigation, the student will defend a scientific explanation that is based on evidence gathered during the investigation and is linked to prior knowledge. (S4.A.2.1; S4.A.2.1.4) Levers & Pulleys Given diagrams of lever systems, the students will analyze the placement of the components to determine first the class of the lever system and second if it provides a mechanical advantage, with 100% accuracy. (3.4.5.D3; S8.A.2.2; S8.A and A1; S8.A.2.2; S8. A and B1; S8.C.3.1; S8.C and B1; S8.C.3.1; S8.C.3.1.3) Using a two pulley system, the student will defend why applying effort in different directions (up and down) affects the total advantage gained by the user, with 100% accuracy. (3.4.5.D3; S8.A.2.2; S8.A and A1; S8.A.2.2, S8. A and B1; S8.C.3.1; S8.C and B1, S8.C.3.1, S8.C.3.1.3) Page 4 of 29 pages

5 Using a pulley data sheet, the student will determine if the pulley systems are providing a directional or mechanical advantage, defending their decision based on the data collected during a controlled experiment. (3.4.5.D3; S8.A.2.2; S8.A and A1; S8.A.2.2; S8. A and B1; S8.C.3.1; S8.C and B1; S8.C.3.1; S8.C.3.1.3) Environment Using Mono Lake as a real world example, the student will create a hypothesis regarding the factors that impact the hatching of brine shrimp, focusing the hypothesis on the range of tolerance for brine shrimp. (S4.A.2.1; S4.A By observing living organisms, the student will formulate explanations for each organism s environmental preferences based on prior knowledge of the anatomy of each organism. (3.1.4.A5; S8.B.1.1; S8.B and A; S8.B.3.2; S8.B.3.2.3) Given an environment, the student will record observed changes in organisms over time, using their observations to identify a minimum of three environmental factors that affect an organism s growth. (3.1.4.A.5; S8.B.1.1; S8.B and A; S8.B.3.2; S8.B.3.2.3) Ecology Mini unit/environmental Law Given three A & D Statements, the students will design a controlled experiment to test the air quality in multiple locations within three tries. (4.5; S8.A.1.2; S8.A.1.2.2) Using a cause and effect chart, the students will create at a proficient level a public service announcement to stop deforestation. (4.5; S8.B.3.2; S8.B.3.2.1) Given mathematical data, the students will develop a community recycling plan to reduce community waste disposal costs with 95% accuracy of the criteria sheet. (4.5; S8.B.3.3; S8.B.3.3.3) Using a chart describing the 3P s, the students will produce a poster advertising themselves as either a predator, parasite, or pathogen to farmers with 95% accuracy of the criteria sheet. (4.5; S8.B.3.3; S8.B.3.3.4) Using a Venn diagram, the students will be able to compare/contrast the impact on population and the environment from natural disasters with 95% accuracy of the criteria sheet. (4.5; S8.B.3.2; S8.B.3.2.1) Culminating Project: Given current environmental laws, the students will construct a new environmental bill that must be voted into law by fellow classmates with 80% accuracy of the criteria sheet. (4.5; S8.A.1.2; S8.A and S8.B.3.2; S8.B and S8.B.3.3; S8.B.3.3.3; S8.B.3.3.4) IDEA Compliance: IDEA Compliance (Individuals With Disabilities Education Act) In compliance with 22pa code 14, 38 (2) (3) (5), there will be no separate curriculum for special education and gifted education students. Using the general curriculum, teachers will use the goals and objectives for special education students and gifted education students as addressed in the individual education program (IEPs) (including any adaptations, accommodations and modifications outlined in the IEPs of special education and enrichment and/or acceleration in gifted students' IEPs). RESOURCES Grade 5 Rubrics Process Skills Science Notebook Scope and Sequence Units of Instruction Grading Guidelines Unit: Unit 1: Variables Unit: Some of the most important scientific concepts students learn are the result of their ability to see relationships between objects and events. Relationships always involve interactions, dependencies, and cause and effect. The Variables Module has four investigations that help students discover relationships through controlled experimentation. Students will fling, float, fly, and flip objects as they discover relationships in each investigation. Unit Objectives: Variables (No standard available; identified by anchor and eligible content) Given a man made system (i.e. plane, pendulum, lifeboat, small catapult), the student will compare which variables produce a change in a controlled experiment. (S8.A.1.3 and S8.A and S8.A.2.1; S8. A.2.1.3) At the conclusion of the unit investigations, the students will create a controlled experiment to test an additional variable, on one of the four systems studied, to determine its affects of the variable on the system. (S8.A.2.1; S8.A.2.1.3) Big Ideas: The outcome of a controlled experiment is based on the relationship between a variable and a system. (NHSD) A force is required to change an object's speed or direction. (SAS) An object's motion is the result of all forces acting on it. (SAS) Scientific thinking processes (observing, communicating, comparing, organizing and relating) are used to conduct investigations and build explanations. (NHSD) What causes objects to move? (SAS) How can changing variables in a controlled experiment affect the results? (NHSD) Summative Assessments: Formative Assessments: FOSS I Check for investigations FOSS Summary Test for each module FOSS Survey Test FOSS unit embedded assessments See the Assessment Matrix (last page of the Assessment Folio in the Teacher's manual) FOSS I Check for investigation Notebook rubrics for ABCD s of Drawing, Data Collection, Claims and Evidence, Power Conclusion, Prediction Process Skill Self Assessment Questioning for understanding Vocabulary: Investigation 1: pendulum, cycle, variable, standard, controlled experiment, two coordinate graph Investigation 2: capacity Investigation 3: system Investigation 4: No new vocabulary Lesson 1: Swingers Page 5 of 29 pages

6 Minutes for 150 Students experiment with variables that do and do not affect the behavior of pendulums. They graph their results and use their graphs to predict the behavior of additional pendulums. Lesson Objectives: The students will be able to design a controlled experiment to test different variables affect on the behavior of pendulums. The students will be able to identify which variables affect the behavior of the pendulums. The students will be able to create a two coordinate graph to predict the behavior of additional pendulums. What causes objects to move? (SAS) How can changing variables in a controlled experiment affect the results? (NHSD) Big Ideas: The outcome of a controlled experiment is based on the relationship between a variable and a system, (NHSD) A force is required to change an object s speed or direction. (SAS) An object s motion is the result of all forces acting on it. (SAS) Scientific thinking processes (observing, communicating, comparing, organizing and relating) are used to conduct investigations and build explanations. (NHSD) Refer to the Guiding the Investigation sections in the folio for Investigation 1 Part 1 p.p Part 2 p.p Part 3 p.p Swingers Through the investigation, students will explore the concepts of a pendulum. Similar technology exists within the metronome. Students can investigate the similarities and differences that exist between pendulums and metronomes. Materials: Investigation 1 folio: Part 1: p.8 Part 2: p.16 Part 3: p. 23 Refer to Introductory Activities found in the Guiding the Investigation Section of each Investigation folio. Focus Part 1: What is a pendulum? What variables might affect the number of cycles the pendulum makes in 15 seconds? Part 2: Does changing the mass, length, or release position of a pendulum change how quickly it swings? Part 3: How can graphs be used to predict results? Page 6 of 29 pages

7 Lesson 2: Life Boats Minutes for 150 Students construct a fleet of paper cup boats and discover how many passengers (pennies) each will hold before sinking. The variables of boat depth and arrangement of passengers are explored. Lesson Objectives: The students will be able to construct a fleet of paper cup boats and discover how many passengers (pennies) each will hold before sinking. The students will be able to find the capacity of a boat using a syringe and graduated cylinder. The students will be able to create a two coordinate graph to predict the number of passengers other boats can hold. What causes objects to move? (SAS) How can changing variables in a controlled experiment affect the results? (NHSD) Big Ideas: A force is required to change an object s speed or direction. (SAS) An object s motion is the result of all forces acting on it. (SAS) Scientific thinking processes are used to conduct investigations and build explanations: observing, communicating, comparing, organizing, and relating. (NHSD) Refer to the Guiding the Investigation sections in the folio for Investigation 2 Part 1 p.p Part 2 p.p Part 3 p.p Materials: Investigation 2 folio Part 1: p. 8 Part 2: p. 14 Part 3: p. 19 Part 1: What can be changed in a paper cup boat that could affect the number of passengers it can hold? Part 2: What is the relationship between the capacity of a lifeboat and the number of passengers it can hold? Part 3: Using the graph of the first experiment, can you predict the number of passengers a new fleet of boats can hold? Page 7 of 29 pages

8 Lesson 3: Plane Sense Minutes for 190 Students construct rubber band powered airplanes and fly them on a flight line. They experiment with a number of variables to see how each affects the distance the plane travels. Lesson Objectives: The students will be able to construct rubber band powered airplanes and fly them on a line. The students will be able to experiment with a number of variables to see how each affects the distance the plane travels. The students will be able to create a two coordinate graph to predict outcomes of plane flights. What causes objects to move? (SAS) How can changing variables in a controlled experiment affect the results? (NHSD) Big Ideas: The outcome of a controlled experiment is based on the relationship between a variable and a system. (NHSD) A force is required to change an object s speed or direction. (SAS) An object s motion is the result of all forces acting on it. (SAS) Scientific thinking processes (observing, communicating, comparing, organizing and relating) are used to conduct investigations and build explanations. (NHSD) Refer to the Guiding the Investigation sections in the folio for Investigation 3 Part 1 p.p Part 2 p.p Part 3 p.p Part 4 p.p Plane Sense Through the investigation, students investigate variables that impact the distance a plane travels. Students can conduct research to design a flight plan for a commercial airliner. Students will need to organize their flight path, calculate amount of fuel needed, and potential load of passengers and cargo. Materials: Part 1: Investigation 3 folio p.8 Part 2 Investigation 3 folio p. 14 Part 3: Investigation 3 folio p. 20 Part 4: Investigation 3 folio p. 24 Focus Part 1: What are the parts of a model plane system? Part 2: What variables affect the distance a FOSS plane can fly? Part 3: How do other variables affect the flight of a FOSS plane? Part 4: What can graphs tell us about the results of a controlled experiment? Page 8 of 29 pages

9 Lesson 4: Flippers Minutes for 180 Students manipulate small catapults called flippers to investigate the variables that contribute to the highest and longest flips of objects. They conduct controlled experiments and graph their results. Lesson Objectives: The students will be able to manipulate small catapults called flippers to investigate the variables that contribute to the highest and longest flips of objects. The students will be able to design a controlled experiment to determine how a different variable affects the catapult system. The students will be able to create a two coordinate graph to predict the behavior of new objects on the catapult. What causes objects to move? (SAS) How can changing variables in a controlled experiment affect the results? (NHSD) Big Ideas: The outcome of a controlled experiment is based on the relationship between a variable and a system. (NHSD) A force is required to change an object s speed or direction. (SAS) An object s motion is the result of all forces acting on it. (SAS) Scientific thinking processes (observing, communicating, comparing, organizing and relating) are used to conduct investigations and build explanations. (NHSD) Refer to the Guiding the Investigation sections in the folio for Investigation 4 Part 1 p.p Part 2 p.p Part 3 p.p Part 4 p.p AIMS Resources books (found in the GATE room and/or library) Science Extension Activities found in the Science Modules Math Extension Activities found in the Science Modules Materials: Part 1: Investigation 4 folio p.8 Part 2 Investigation 4 folio p. 12 Part 3: Investigation 4 folio p. 18 Part 4: Investigation 4 folio p. 24 Focus Part 1: How can a flipper system be constructed? Part 2: How can the flipper system be set up to propel an object the highest and the longest distance? Part 3: how do other variables affect the flight of an object? Part 4: What else can I find out from conducting controlled experiments? Page 9 of 29 pages

10 Unit: Unit 2: Landforms Unit: The Landforms Module consists of five investigations that introduce students to these fundamental concepts in earth science: change takes place when things interact; all things change over time; patterns of interaction and change are useful in explaining landforms. Students also learn about some of the tools and techniques used by cartographers and use them to depict landforms. Unit Objectives: Given a sand/clay mixture, water, and a stream table, the student will simulate the processes of erosion and deposition within the stream tables, to build an accurate definition of both processes. (3.3.4.A6; S4.A.3.2; S4.A and A1; S8.D.1.1; S8.D.1.1.2) Given a sand/clay mixture, water, and a stream table, the student will simulate the impact of the slope of the land and the role of a flowing river on the rate of erosion and deposition, by drawing an accurate map of the stream table and recording important events in the science notebook. (3.3.5.A1; S8.D.1.3; S8.D.1.3.3) Given a sand/clay mixture, water, and a stream table, and flood source cup, the student will simulate the impact of a flood on the rates of erosion and deposition, by drawing an accurate map of the stream table and recording important events in the science notebook. (3.3.5.A1; S8.D.1.3; S8.A.1.3.3) Given a sand/clay mixture and plastic gram pieces, the student will produce a model of the schoolyard that accurately represents previously identified man made and naturally occurring features. (3.3.4.A6; S4.A.3.2; S4.A.3.2.1) At the conclusion of an investigation, the student will defend a scientific explanation that is based on evidence gathered during the investigation and is linked to prior knowledge. (S4.A.2.1; S4.A.2.1.4) Big Ideas: The earth system changes constantly as air, water, soil, and rock interact, and the earth is a part of a larger sun, earth, moon system. (SAS) A force is required to change an object s speed or direction. (SAS) An object s motion is the result of all forces acting on it. (SAS) Models are representations of real life objects or events used to better understand scientific concepts. (NHSD) During a scientific investigation, the investigator provides explanations based on evidence and prior knowledge. (NHSD) What is the evidence that the Earth s systems change? (SAS) What predictable pattern of change can be observed on and from Earth? (SAS) What causes objects to move? (SAS) How can models/maps be used to represent Earth s features? (NHSD) What needs to be included in a credible scientific explanation? (NHSD) Summative Assessments: FOSS I Check for investigations FOSS Summary Test for each module Formative Assessments: FOSS Survey Test FOSS unit embedded assessments See the Assessment Matrix (last page of the Assessment Folio in the Teacher's Manual) FOSS I Check for investigation Notebook rubrics for ABCDs of Drawing, Data Collection, Claims and Evidence, Power Conclusion, Prediction Process Skill Self Assessment Questioning for understanding Vocabulary: Investigation 1: model, boundary, structure, map, cartographer, grid, symbol, key Investigation 2: drainage basin, erosion, landform, canyon, delta, plateau, deposition, sediments, basin, channel, meander Investigation 3: slope, alluvial fan, flood, flash flood, levee, dam, floodplain Investigation 4: base, contour line, contour interval, elevation, peak, sea level, topographic map, profile, bench mark, intermittent stream, perennial stream Lesson 1: Schoolyard Models Minutes for 120 Students create models of their school site, using a sand mixture and plastic cubes. They transfer the model to a plastic grid and draw a map on paper from the overlay. They observe and compare features on the models and corresponding maps. Lesson Objectives: The students will be able to construct a model of the schoolyard. The students will be able to make a map from the schoolyard model. The students will be able to compare and contrast models and maps that represent landforms and human structures. How can models/maps be used to represent Earth s features? (NHSD) What needs to be included in a credible scientific explanation? (NHSD) Big Ideas: Models are representations of real life objects or events used to better understand scientific concepts. (NHSD) During a scientific investigation, the investigator provides explanations based on evidence and prior knowledge. (NHSD) Refer to the Guiding the Investigation sections in the folio for Investigation 1 Part 1 p.p Part 2 p.p Part 3 p.p Page 10 of 29 pages

11 Schoolyard Models Students can generate a blueprint for a portion of the school from the schoolyard model design through reviewing other blueprint models, paying special attention to scale. Materials: Part 1: Investigation 1 folio p. 8 Part 2: Investigation 1 folio p. 16 Part 3: Investigation 1 folio p. 20 Focus Part 1: How is a model, which is used to represent something in the real world, like the real thing and how is it different? Part 2: How is a map similar to and different from a model? Part 3: How can you change the size of a map without changing the information given? Page 11 of 29 pages

12 Lesson 2: Stream Tables Minutes for 90 Students set up stream tables with earth material and run water through the system. They observe the processes of erosion and deposition and become familiar with the landforms created. Lesson Objectives: The students will list landforms that are created as erosion and deposition occur during the stream table simulation. What is the evidence that the Earth s systems change? (SAS) What predictable pattern of change can be observed on and from Earth? (SAS) What causes objects to move? (SAS) How can models/maps be used to represent Earth s features? (NHSD) What needs to be included in a credible scientific explanation? (NHSD) Big Ideas: The earth system changes constantly as air, water, soil, and rock interact, and the earth is a part of a larger sun, earth, moon system. (SAS) Models are representations of real life objects or events used to better understand scientific concepts. (NHSD) During a scientific investigation, the investigator provides explanations based on evidence and prior knowledge. (NHSD) Refer to the Guiding the Investigation sections in the folio for Investigation 2 Part 1 p.p Part 2 p.p Stream Tables Students can invent ways to prevent erosion or deposition caused by a variety of scenarios. Materials: Part 1: Investigation 2 folio p.8 Part 2 Investigation 2 folio p. 16 Part 3: Investigation 2 folio p. 16 Focus Part 1: What happens when water flows over earth materials? Part 2: What happens to the earth materials eroded by water? How does the size of a particle affect deposition? How is the flow of a stream affected by erosion and deposition? Page 12 of 29 pages

13 Lesson 3: Go With the Flow Minutes for 200 Students continue their stream table investigations, studying variables that affect erosion and deposition slope of the land and the rate of flow. They design further investigations, recording events and mapping the results. Lesson Objectives: The students will be able to explain how a slope affects the rate of erosion and deposition in a stream table. The students will be able to explain how the rate of flow (flooding) affects the rate of erosion and deposition in a stream table. Students will compare and contrast the data collected between a sloped stream table and a flooded stream table. Students will relate the conclusions reached during the stream table simulation to the formation of the Grand Canyon. What is the evidence that the Earth s systems change? (SAS) What predictable pattern of change can be observed on and from Earth? (SAS) What causes objects to move? (SAS) How can models/maps be used to represent Earth s features? (NHSD) What needs to be included in a credible scientific explanation? (NHSD) Big Ideas: The earth system changes constantly as air, water, soil, and rock interact, and the earth is a part of a larger sun, earth, moon system. (SAS) A force is required to change an object s speed or direction. (SAS) An object s motion is the result of all forces acting on it. (SAS) Models are representations of real life objects or events used to better understand scientific concepts. (NHSD) During a scientific investigation, the investigator provides explanations based on evidence and prior knowledge. (NHSD) Refer to the Guiding the Investigation sections in the folio for Investigation 3 Part 1 p.p Part 2 p.p Part 3 p.p Go with the Flow Students can interpret the connections between natural disasters such as floods and tornadoes and erosion and deposition. Materials: Part 1: Investigation 3 folio p.8 Part 2 Investigation 3 folio p. 15 Part 3: Investigation 3 folio p. 20 Focus Part 1: How does the slope of a stream table affect erosion and deposition? Part 2: How does the amount of water that flows through a stream affect erosion and deposition? Part 3: What variable can you test to find out more about stream processes? Page 13 of 29 pages

14 Lesson 4: Build a Mountain Minutes for 110 Students are introduced to the study of topography by building a model of a landform a mountain. They use the foam model of Mt. Shasta to create a topographic map, and the map to produce a profile of the mountain. Lesson Objectives: The students will be able to build a model of a landform a mountain. The students will be able to create a topographic map and use the map to produce a profile of a mountain. How can models/maps be used to represent Earth s features? (NHSD) What needs to be included in a credible scientific explanation? (NHSD) Big Ideas: Models are representations of real life objects or events used to better understand scientific concepts. (NHSD) During a scientific investigation, the investigator provides explanations based on evidence and prior knowledge. (NHSD) Refer to the Guiding the Investigation sections in the folio for Investigation 4 Part 1 p.p Part 2 p.p Part 3 p.p Build a Mountain Students can dissect the local topography of Allegheny County, and consider how the topography of the area impacts other facets of life. Materials: Part 1: Investigation 4 folio p.8 Part 2 Investigation 4 folio p. 16 Part 3: Investigation 4 folio p. 21 Focus Part 1: How can we make a map that depicts different elevations of a mountain? Part 2: How can we draw the profile of a mountain from a topographic map? Part 3: What information can we get from a topographic map? Page 14 of 29 pages

15 Lesson 5: Bird's Eye View Minutes for 180 Students learn to read USGS topographic maps and compare them to aerial photographs. They study Death Valley, Mt. Shasta, and Grand Canyon maps and photographs, and make landform maps from the aerial photographs. Lesson Objectives: The students will be able to read a USGS topographic map and compare it to aerial photographs. The students will be able to make landform maps from the aerial photographs. How can models/maps be used to represent Earth s features? (NHSD) What needs to be included in a credible scientific explanation? (NHSD) Big Ideas: Models are representations of real life objects or events used to better understand scientific concepts. (NHSD) During a scientific investigation, the investigator provides explanations based on evidence and prior knowledge. (NHSD) Refer to the Guiding the Investigation sections in the folio for Investigation 5 Part 1 p.p Part 2 p.p Part 3 p.p Part 4 p.p Materials: Part 1: Investigation 5 folio p.8 Part 2 Investigation 5 folio p. 16 Part 3: Investigation 5 folio p. 21 Part 4: Investigation 5 folio p. 27 Focus Part 1: How do you read a topographic map? What do the symbols, colors, and textures on a topographic map mean? Part 2: What are the similarities and differences between a topographic map and an aerial photo of the same area? Part 3: Can you make a map from an aerial photograph? Part 4: Students ask their own questions and plan investigations or research to answer them. Page 15 of 29 pages

16 Unit: Unit 3: Levers and Pulleys Unit: Humans are the only living creatures that have been able to put materials together to construct machines to do work. Our capacity to see and invent relationships between effort and work produced through simple machines has led us into a world that is becoming more technologically oriented. Knowledge of these relationships is necessary for understanding all mechanics. The Levers and Pulleys Module consists of four investigations that involve students in fundamental concepts of simple machines. Unit Objectives: Given diagrams of lever systems, the students will analyze the placement of the components to determine first the class of the lever system and second if it provides a mechanical advantage, with 100% accuracy. (3.4.5.D3; S8.A.2.2; S8.A and A1; S8.A.2.2; S8. A and B1; S8.C.3.1; S8.C and B1; S8.C.3.1; S8.C.3.1.3) Using a two pulley system, the student will defend why applying effort in different directions (up and down) affects the total advantage gained by the user, with 100% accuracy. (3.4.5.D3; S8.A.2.2; S8.A and A1; S8.A.2.2, S8. A and B1; S8.C.3.1; S8.C and B1, S8.C.3.1, S8.C.3.1.3) Using a pulley data sheet, the student will determine if the pulley systems are providing a directional or mechanical advantage, defending their decision based on the data collected during a controlled experiment. (3.4.5.D3; S8.A.2.2; S8.A and A1; S8.A.2.2; S8. A and B1; S8.C.3.1; S8.C and B1; S8.C.3.1; S8.C.3.1.3) Big Ideas: The setup of a system, like a simple machine determines its function (how it helps us do work) and advantage. (NHSD) A force is required to change an object s speed or direction. (SAS) Data can be interpreted to construct reasonable explanations. (NHSD) How do you determine the advantage of a system? (NHSD) How can patterns be used to draw conclusions and summarize evidence from an investigation? (NHSD) Summative Assessments: FOSS I check for investigation FOSS Summary Test for each module Formative Assessments: FOSS Survey Test FOSS unit embedded assessments See the Assessment Matrix (last page of the Assessment Folio in the Teacher's Manual) FOSS I Check for investigation Notebook rubrics for ABCDs of Drawing, Data Collection, Claims and Evidence, Power Conclusion, Prediction Process Skill Self Assessment Questioning for understanding Vocabulary: Investigation 1: lever, lever arm, fulcrum, load, effort, newtons Investigation 2: Class 1 levers, Class 2 levers, Class 3 levers, diagram Investigation 3: pulley, fixed pulley, movable pulley, mechanical advantage, directional advantage, simple machine Investigation 4: None Lesson 1: Levers Minutes for 150 Students are introduced to levers as devices that help lift weight or overcome resistance. Students investigate the fulcrum, effort, and load of one kind of lever (Class 1) and conduct experiments with a spring scale to discover the relationships between the parts of lever systems. They draw and graph their results. Lesson Objectives: The students will be able to identify the fulcrum, load, and effort of a class 1 lever. The students will be able to read and use a spring scale to identify the amount of effort needed to lift a load. How do you determine the advantage of a system? (NHSD) How can patterns be used to draw conclusions and summarize evidence from an investigation? (NHSD) Big Ideas: The setup of a system, like a simple machine, determines its function (how it helps us do work) and advantage. (NHSD) A force is required to change an object s speed or direction. (SAS) Data can be interpreted to construct reasonable explanations. (NHSD) Refer to the Guiding the Investigation sections in the folio for Investigation 1 Part 1 p.p Part 2 p.p Part 3 p.p Levers Students are introduced to the concepts of levers through the investigation. Students can select other everyday levers that exist and design a plan of how the system could be improved. Page 16 of 29 pages

17 Materials: Part 1: Investigation 1 folio p.8 Part 2 Investigation 1 folio p. 18 Part 3: Investigation 1 folio p. 24 Focus Part 1: How can a lever make work easier? Part 2: What happens to the effort needed to lift a load as the position where the effort is applied changes? Part 3: What happens to the effort needed to lift a load as the position of the load changes? Page 17 of 29 pages

18 Lesson 2: More Leverage Minutes for 200 Students investigate and diagram Class 1, Class 2, and Class 3 lever systems. They investigate and diagram common tools to determine how the tools apply levers. Lesson Objectives: The students will be able to classify levers as class 1, class 2, or class 3 levers depending on the position of the load, effort, and fulcrum. The students will be able to diagram levers to explain the relationship of the parts of a lever system. The students will be able to diagram and classify real world levers. How do you determine the advantage of a system? (NHSD) How can patterns be used to draw conclusions and summarize evidence from an investigation? (NHSD) Big Ideas: The setup of a system, like a simple machine, determines its function (how it helps us do work) and advantage. (NHSD) A force is required to change an object s speed or direction. (SAS) Data can be interpreted to construct reasonable explanations. (NHSD) Refer to the Guiding the Investigation sections in the folio for Investigation 2 Part 1 p.p Part 2 p.p Part 3 p.p Part 4 p. 25 More Leverage Using Leonardo s Mystery Machines as an introduction, students should design their own lever system for a new machine designed for a specific purpose. Materials: Part 1: Investigation 2 folio p.8 Part 2 Investigation 2 folio p. 14 Part 3: Investigation 2 folio p. 18 Part 4: Investigation 2 folio p. 23 Focus Part 1: How many ways can you arrange the fulcrum, load, and effort in a lever system? Part 2: What conventions can be used so we can communicate in the same language and have an efficient way to record the lever systems we build? Part 3: What classes of levers can we find in the real world? How do people use levers to make work easier? Part 4: What other levers do we find around us? Page 18 of 29 pages