Time Frame: (2-3 weeks)

Transcription

1 5 th Grade Scientific Inquiry Standard 5.1: The student will demonstrate an understanding of scientific inquiry, including the foundations of technological design and the process skills, and mathematical thinking necessary to conduct a controlled scientific investigation. Time Frame: (2-3 weeks) Essential Questions: Vocabulary: 1. What are the process skills necessary to conduct a scientific inquiry? Process Skills - Observe, classify, measure, communicate, infer, predict, hypothesize experiment, investigation, conclusion, formulate, quantitative, qualitative independent (manipulated), dependent (responding), and controlled variables Content Process Skills (1 week as review) 1.1, 1.2, 1.3, 1.4, Scientific Investigation (1-2 weeks) Textbook Correlation Harcourt Science p. x-xvi Harcourt Science p. x-xvi Harcourt Science p. x-xvi 1.7 Technological Design Literature Connections PACT Coach p Challenge PACT p Rising to the Challenge: The Process of Science Inquiry K. Ostlund PACT Coach p Challenge PACT p PACT Coach p. 40 Challenge PACT p Buckle Down p Related Experiences AIMS Core Curriculum Hands On Safe Science Teaching Science Process Skills ISBN Attached Labs 1. Identifying Variables 2. Scientific Method Pendulum Swing 3. Scientific Method Height of Ramp 4. Scientific Method Watering a Plant Technological Design Project Technological Design Rubric Supplemental Resources How Scientists Work: What is the Scientific Method?

2 Writing Connections Describe in detail the importance of the process skills as they pertain to the scientific method. Evaluate the results of an investigation and communicate the findings of the evaluation in written form. What did you learn during the design/invention process? How efficient is the solution? What are the limitations? Assessment There is a developer that wants to build a condo complex on a wetland reservation in Myrtle Beach. The local ecologists are outraged because is will ruin the habitat and wildlife. Your job is to use the process skills and scientific inquiry methods to come up with a solution that allows for a balance between wetlands and economic development that would bring money into the county. Notes: Scientific inquiry and process skills, safety rules, and procedures on-going all year

3 5 th Grade Ecosystems: Terrestrial and Aquatic Standard 5.2: The student will demonstrate an understanding of relationships among biotic and abiotic factors within terrestrial and aquatic ecosystems. Time Frame: (8 weeks) Essential Questions: 1. How do animals within an ecosystem interact and depend upon each other and their environment? 2. How do limiting factors affect populations in ecosystems? 3. What are the characteristics of different ecosystems? 4. What is the smallest unit of life? Vocabulary: Cells cell membrane, cytoplasm, nucleus, vacuole Ecosystem, organism, biotic, abiotic, population, microorganism, community, food chain, food web, producer, consumer, herbivore, carnivore, omnivore, decomposer, predator, prey, parasite, host, limiting factor, role (niche), terrestrial, aquatic, biosphere, communities, estuaries, saltwater marsh, termites, worms, fungi Content Cells and Biotic & Abiotic Textbook Correlation A2-9 WB 1,2,4,5 SC Act. Book p (take home) Literature Connections PACT Coach p , p Challenge PACT p , Discovery Works A Types of Ecosystems 2.4 Roles of Organisms and 2.5 Limiting Factors B24-59 WB 72-75, SC Act. Book p. 23 (take home) PACT Coach p Challenge PACT p Discovery Works D6-13 & Tchr. Res. Bk. Missing Gator of Gumbo Limbo My Side of the Mountain The Talking Earth J.C. George Island of Blue Dolphins (novel & in Trophies reading series- Theme II) There s an Owl in the Shower Everglades (theme III) in Trophies Who Eats Who? Patricia Lauber Web of Life M. Berger Ranger Rick Food Chains P. Riley Straightforward Sci. B30-59 WB 76-88, 99, PACT Coach p Challenge PACT p Discovery Works D16-29, Related Experiences AIMS Core Curriculum Earth Science AIMS Core Curriculum Earth Science Science Kit Field Trips Options MB State Park, Huntington State Park, Brookgreen Gardens, Playcard AIMS Core Curriculum Earth Science Science Kit Attached - Project Wild OH DEER!!

4 Supplemental Resources Streamline Introducing the Cell The following segments from this video are meaningful to this standard: An Introduction to Cells (01:12) Cells: The Building Blocks of Life (01:05) Single-Celled Organisms (01:16) What Goes On Inside Cells? (00:59) The Cell Membrane (01:01) Organelles: The Nucleus (01:06) The Cytoplasm (00:21) The Cell Wall and Vacuoles (00:57) Chloroplasts and Photosynthesis (00:50) _ecosystems/index.html Streamline Shorelines: Bay (10:00) Shorelines: Marsh (10:00) Oceans Alive: Introduction to Ocean Life (05:00) Streamline Food Chain Mystery, The (15:00) Biology: The Science of Life: Ecosystems: The Role of Abiotic Factors The following segments from this video are meaningful to this standard: Physical and Abiotic Factors Impact Living Systems (01:18) Abiotic Factor #1: Water (02:23) Abiotic Factor #2: Air (00:55) Abiotic Factor #3: Soil (01:58) Abiotic Factor #4: Heat (01:39) Abiotic Factor #5: Light (01:07) Writing Connections Assessment Go out into your playground or nature center and identify the biotic and abiotic factors within 9 square foot area. Create a model of a cell. Label and identify organelles. Use resources such as Challenge PACT, PACT Coach, Textbook, etc to create a Teachercreated test Compare an abiotic factor to a biotic factor Individually or as a group have students research and present the characteristics of an ecosystem of their choice (estuaries, salt marshes, oceans, lakes and ponds, forests, and grasslands). Compare/contrast ecosystems (Aquatic and Terrestrial) using a Venn diagram. Choose a plant or animal from the endangered species list and create a plan to save it. My life as a (rabbit, fungus, etc) A world with no decomposers Animal Research project To be determined by individual teacher. Construct a food web/chain. Create a cause and effect model to show an understanding of how limiting factors affect populations. Notes: Scientific inquiry and process skills, safety rules, and procedures on-going all year Tie-In: See standard 3.6 regarding human activity, conservation, and pollution

5 5 th Grade Landforms & Oceans Standard 5.3: The student will demonstrate an understanding of features, processes, and changes in Earth s land and oceans. Time Frame: (8 weeks) Essential Questions: 1. How do natural processes affect Earth s oceans and land? 2. What are the features of the ocean floor and how did they form? 3. How do ocean waters move and affect the ocean shore zone? 4. How do human activities affect our earth? Vocabulary: Physical & chemical weathering, erosion, deposition, constructive, destructive, landslides, volcanic eruptions, earthquakes, floods Continental shelf/slope, mid-ocean ridge, rift zone, trench, ocean basin, beaches, shoreline Wave, current, tide, barrier island, estuary, inlet, high tide, low tide, crest, trough, surface currents, cold surface current, warm surface current Conservation, pollution Content 3.1 Constructive & Destructive Forces 3.2 Ocean Floor and 3.3 Continental & Oceanic landforms 3.4 & 3.5 Waves, Currents, Tides and How affect Landforms 3.6 How human activity affects land and Ocean Textbook Correlation C6-11, WB , 125, 130 Literature Connections PACT Coach p Challenge PACT p ,118, Discovery Works B38-39, 43-46, 62-63, SC PACT Test Prep Unit C WB p SC Learn About Sci p PACT Coach p Challenge PACT p Discovery Works B100, B C WB p PACT Coach p Challenge PACT p Discovery Works B74-75 The Kingfisher Young People s Book of Oceans D. Lambert C48-53, 104, WB 138, 142, 143 PACT Coach p Challenge PACT p Trouble at Marsh Harbor Related Experiences Kit Lesson 3,4,7,8,9,10,12,13 AIMS Core Curric. Earth Science Earthquakes S. Simon Volcanoes S. Simon If You Were There at the Great San Fran Earthquake Oceans (Theme III) in Trophies Series (Books for All Learners Living with Hurricanes, Ride the Wind, They Swim the Seas) The Big Wave The Restless Earth P. Riley From Shore to Ocean Floor S. Simon AIMS Core Curric. Earth Science AIMS Core Curric. Earth Science Field Trips Myrtle Beach State Park, Bull Island, Huntington State Park Kit Lessons 14,15,16 AIMS Core Curric. Earth Science

6 Supplemental Resources (U.S. Geological Society) Streamline Weathering and Erosion (20:00) Natural Phenomena: Earthquakes, Volcanoes, and Other Earth Movements (15:03) 2minrelief.html Writing Connections 1. What would a dust storm look like? 2. Write a poem or rap about Earthquakes. Read The Magic School Bus: On the Ocean Floor by JoAnna Cole. Students will then write their own explorations in a submersible. *Many Magic School Bus videos can also be found on streamline 1)Read p. C90 Pretend you are on the KonTiki and tell about your experiences. 2) What are three ways water can change a shoreline? As a team, come up with the Top Ten Ways to Save the Earth (start with 10 and work backwards) Assessment Create cause and effect models of the various ways that the processes of weathering, erosion, deposition, landslides, volcanic eruptions, earthquakes, and floods affect the ocean and land. Use resources such as Challenge PACT, PACT Coach, Textbook, etc to create a Teacher-created test Notes: Scientific inquiry and process skills, safety rules, and procedures on-going all year

7 5 th Grade Properties of Matter Standard 5.4: The student will demonstrate an understanding of properties of matter. October 2006 Time Frame: (5 weeks) Essential Questions: 1. How can physical properties be used to identify matter? 2. What are mixtures and by what methods can they be separated? 3. How can mixtures and solutions be compared? 4. What is the difference between and physical and chemical change? 5. How are mixtures related to the pollution of the water, soil, and air? Vocabulary: Matter, particle, physical property (volume, shape, movement, spacing), states of matter (solid, liquid, gas) Mixture, solution, filtration, sifting, magnetism, evaporation, chromatography, flotation, solvent, solute, concentration Dissolving, rate, physical change, chemical change Foreign substance, pollution Content Textbook Correlation Literature Connections E6-9, WB 201, 204, 205 PACT Coach n/a Challenge PACT n/a 4.1 Matter 4.2 Physical Properties 4.3 Mixture, Solution 4.4 Separation Techniques 4.5 Solute, Solvent, Concentration E10-11 SC Learn About Lesson 5.7, 5.8, 5.9 PACT Coach p Challenge PACT p , Rate of Dissolving 4.7 Chemical changes E20-27 WB 209 PACT Coach p Challenge PACT p Mixtures & Their Relationships to Pollution n/a PACT Coach p Challenge PACT p The World of Matter Ron Cole Materials & Processes (Straightforward Science) Related Experiences AIMS Core Curric.- Physical Sci. AIMS Core Curric. Physical Sci. AIMS Core Curric. Physical Sci Guest Speakers S.C. Children s Museum in Myrtle Beach AIMS Core Curric. Physical Sci Supplemental Resources Matter and Its Properties: What Makes Up Matter? (17:20) Matter and Its Properties: Changes In Matter (17:06) The following segment from this video is meaningful to this standard: Introduction to Changes in Matter (01:11) Physical Changes in Matter (03:02) Physical Science Series: Mixtures and Solutions (18:25) Matter and Its Properties: Changes In Matter (17:06) The following segments from this video are meaningful to this

8 standard: Chemical Changes in Matter (03:07) Identifying Physical and Chemical Changes in Matter (01:21) Slow Chemical Changes in Matter (01:10) Fast Chemical Reactions (00:44) Chemical Reactions (01:53) Writing Connections Write a descriptive paragraph on the physical properties of an unknown substance found in your nature center (outdoor classroom). Exchange paragraph with partner to see if the other student can infer the unknown substance. Assessment Use resources such as Challenge PACT, PACT Coach, Textbook, etc to create a Teacher-made test Notes: Scientific inquiry and process skills, safety rules, and procedures on-going all year

9 5 th Grade Forces & Motion Standard 5.5: The student will demonstrate an understanding of the nature of force and motion. October 2006 Time Frame: (6 weeks) Essential Questions: 1. What are the effects of force on motion? 2. How does a change of force or a change in mass affect the motion of an object? Vocabulary: Force, magnetism, gravity, friction, motion, position, direction, speed Change of force, change in mass, rate of motion, direction of motion Unbalanced force, texture, surface area, lubrication Content 5.1 Force and 5.2 Motion 5.5 Graphing motion 5.3 Unbalanced force 5.4 Friction 5.6 Change of force and mass affect motion (5.5 graphing) Textbook Correlation F2-15, F30-51 WB 225, 243 F 6-15, F WB 229, 238, 242 Literature Connections PACT Coach p , Challenge PACT p PACT Coach p , Challenge PACT p , Related Experiences AIMS Core Curriculum Physical Science STC Science Kit Motion and Design The Mouse & the Motorcycle B. Cleary Forces & Motion Lisa Trumbauer Forces & Movement (Straightforward Science) How to Lift a Lion AIMS Core Curriculum Physical Science STC Science Kit Motion and Design Demonstrate unbalanced forces through tug-of-war or arm wrestling. Guest Speaker Burroughs & Chapin The Science of Circus Supplemental Resources TLC Elementary School: Rules of Motion and Forces (24:33)

10 Writing Connections An unstoppable force meets an immovable object. This idiom refers to forces. Write a paragraph explaining what the phrase means. Assessment Use resources such as Challenge PACT, PACT Coach, Textbook, etc to create a Teacher-created test. Notes: Scientific inquiry and process skills, safety rules, and procedures on-going all year ** Scientific inquiry standards are heavily embedded in the STC Motion & Design Kit ***This pacing guide allows for 31 weeks of standards-based instruction, followed by two weeks of review for PACT before testing.