The concepts students are expected to master:

Transcription

1 5.5A Classifying Matter During the Unit of Classifying Matter the student expectation is to classify matter based on physical properties, including mass, magnetism, physical state (solid, liquid, and gas), relative density (sinking and floating), solubility in water, and the ability to conduct or insulate thermal energy or electric energy. 1. Students will understand that matter has physical properties that can be observed. 2. Students can classify matter based on its physical properties using tools such as balances, magnets, and electric circuits. 3. Students will be able to classify matter based on its behavior such as ability to float or sink, attraction to a magnet, solubility in water, and ability to conduct heat or electricity. 1. What is matter? 2. What are some physical properties of matter that we can observe? 3. How does matter behave when placed in water? 4. What if it is stirred into water? 5. How does matter react to a magnet? 6. How is matter classified? 7. What tools or tests can you use to measure or observe matter? 5.5B Boiling / Freezing Points of Water During this lesson, students are expected to identify the boiling and freezing/melting points of water on the Celsius scale. 1. Water freezes and ice melts at 0 degrees Celsius. 2. Water boils at 100 degrees Celsius. 3. We can identify the boiling and freezing/melting points of water using a thermometer. 4. The boiling and freezing/melting points of a material are specific to that material, and can change only when the physical properties of the material changes (like water versus salt water).

2 1. What are some properties of water? 2. How can these properties change? 3. At what temperatures on the Celsius scale will water freeze or boil? At what temperature will ice melt? 4. Which tool can we use to measure different temperatures? 5.5CD Properties of Mixtures & Solutions Students are expected to demonstrate that some mixtures maintain physical properties of their ingredients such as iron filings and sand; AND identify changes that can occur in the physical properties of the ingredients of solutions such as dissolving salt in water or adding lemon juice to water. 1. Some materials, when mixed together, maintain their physical properties such as iron filings and sand. 2. Some materials, when mixed together, undergo changes in their physical properties such as salt dissolving in water. The physical properties of the solution result from a combination of the physical properties of its parts. 3. Solutions are mixtures in which one ingredient dissolves in another and therefore must be separated through the process of evaporation. 1. Are all mixtures the same? Why do you think so? 2. How could you demonstrate that a mixture s ingredients retain their physical properties? 3. What makes a solution a unique type of mixture? How could you demonstrate this?

3 5.6A Forms of Energy Students are expected to explore the uses of energy, including mechanical, light, thermal, electrical, and sound energy. 1. There are different types of energy including mechanical, light, thermal, electrical, and sound energy. 2. We can use different types of energy including mechanical, light, thermal, electrical, and sound energy. 3. Bicycles, stereos, computers, lamps, and toasters are useful objects that demonstrate the use of mechanical, sound, electrical, light, and thermal energy. 1. What is energy? What are some different forms of energy? 2. How can we use these different energy forms? 3. What are some objects you use everyday that require energy? 5.6B Electrical Circuits The student is expected to demonstrate that the flow of electricity in circuits requires a complete path through which an electric current can pass and can produce light, heat, and sound. 1. Electricity flows in a closed path to form a circuit and stops when the circuit is broken. 2. We can demonstrate that electricity can produce light, heat, and sound when flowing through a circuit. 3. Many everyday devices use electricity to produce light, heat, and sound. 1. How does electricity travel? 2. Electricity can be transformed into which other forms of energy? 3. What is necessary to have energy flow through a circuit? What happens if some parts of the circuit are missing?

4 5.6C Properties of Light Student are expected to demonstrate that light travels in a straight line until it strikes an object or travels through one medium to another and demonstrate that light can be reflected such as the use of mirrors or other shiny surfaces and refracted such as the appearance of an object when observed through water. 1. Light travels in straight lines until reflected or refracted by another object. 2. Light is reflected when it bounces off of objects such as mirrors or other shiny surfaces. The image we see in a reflection is a flipped image from the original. 3. Light is refracted, or bends, when passing from one medium to another, such as from air into water. A refracted image is a distorted or changed image from the original. 1. How does light energy travel? 2. How can the path of light be changed? 3. What do you observe when the path of light changes? 5.6D Experimenting with Force Students are expected to design an experiment that tests the effect of force on an object. 1. Experiments can be designed to test the effects of forces such as gravity, friction, and magnetism on objects. 2. Forces can change the movement, shape, or position of objects. 3. The effects of force can change depending on the amount and type of force applied to the object. 1. What is a force? What are some examples of forces? 2. How can forces change an object s movement, shape, or position? 3. How could you create an investigation to test the effect of a force on matter?

5 5.7A Sedimentary Rock & Fossil Fuels Student are expected to explore the processes that led to the formation of sedimentary rocks and fossil fuels. 1. Sedimentary rock is formed over millions of years from the deposition of sediment in layers. Sediment layers on top apply pressure to those on bottom, compacting them into sedimentary rocks. 2. Fossil fuels are formed over millions of years from the deposition of organic materials in layers. Organic matter in bottom layers begins to decay from the pressure and heat generated from the layers above them. 3. Fossil fuels are formed in sedimentary rock layers when materials are compressed and heated deep under the Earth s surface. 1. What is sedimentary rock? 2. What are fossil fuels? 3. How is sedimentary rock involved in the formation of fossil fuels? How long does this process take? 5.7B Landform Type & Formation Students are expected to recognize how landforms such as deltas, canyons, and sand dunes are the result of changes to Earth s surface by wind, water, and ice. 1. Wind, water, and ice can change Earth s surface. 2. Sand dunes form when wind-blown sand builds up. Deltas form when water-born sediments are deposited at the mouths of rivers. 3. Canyons form when moving water cuts through the Earth s surface. 1. What are some different forces that can change the Earth s surface?

6 2. How can you describe and identify landforms like deltas, canyons, and sand dunes? 3. How is wind, water, or ice involved in the formation of these landforms? 5.7C Renewable, Nonrenewable, & Alternative Resources Students are expected to identify alternative energy resources such as wind, solar, hydroelectric, geothermal, and biofuels. 1. Alternative energy resources rely on natural processes and can be used to produce renewable energy. 2. Alternative energy resources include wind, solar, hydroelectric, geothermal, and biofuels. 3. Using alternative energy resources can sometimes produce less waste than producing energy from fossil fuels and can also help conserve the Earth s resources. 1. What are some examples of alternative energy resources? How are they used? 2. Why are certain energy resources called alternative resources? 3. What are some of the advantages of these resources? Are there any disadvantages? 5.7D Fossils & Time Models The student is expected to identify fossils as evidence of past living organisms and the nature of the environments at the time using models. 1. Fossils are traces or preserved parts of organisms that lived in the past. 2. Fossils can be used to interpret past events and environments. 3. Models can be used to represent the passage of time and past organisms and environments. 1. How can fossils tell us which organisms lived millions of years ago? 2. How can fossils tell us what environments were like millions of years ago? 3. How can we represent fossils and past environments using models?

7 5.8A Weather & Climate Students are expected to differentiate between weather and climate. 1. Weather refers to the daily environmental conditions we experience around us. It is also used to describe the condition of the atmosphere in a place at a certain time. 2. Climate refers to the average conditions in a place over a longer period of time. 3. Weather can be observed each day, whereas climate must be observed over time. 1. What is weather? What are some characteristics of weather? 2. What is climate? What are some characteristics of climate? 3. What is the difference between weather and climate? 5.8B Sun & Water Cycle The student is expected to explain how the Sun and the ocean interact in the water cycle. 1. The Sun provides the energy that evaporates water on Earth. 2. While evaporation can be used to separate solutions, water that evaporates from the ocean does not contain salt. 3. Much of the water cycle begins when the Sun s energy evaporates water from oceans, which collectively cover approximately 71% of the Earth s surface. 1. What are the different components of the water cycle? 2. How does the Sun move water in the water cycle from the oceans? 3. How does the Sun affect weather patterns that move water and form precipitation? 5.8C Earth Rotation & Sun Movement Students are expected to demonstrate that Earth rotates on its axis once approximately every 24 hours causing the day/night cycle and the apparent movement of the Sun across the sky.

8 1. The day and night cycle occurs every 24 hours due to the rotation of the Earth. 2. We can demonstrate that the rotation of the Earth causes the day and night cycle. 3. The Sun appears to move across the sky each day due to the rotation of the Earth. 1. How often does the day and night cycle occur on the Earth? 2. Describe the positions of the Earth and Sun when it is daytime. How is this different at nighttime? 3. On the Earth it looks like the Sun is moving across the sky. Why is this not true? 5.8D Earth, Sun, & Moon Students are expected to identify and compare the physical characteristics of the Sun, Earth, and Moon. 1. We can identify and compare the physical characteristics of the Sun, Earth, and Moon, such as surface, temperature, geological features, composition, and size. 2. The Sun is made of gases while the Earth and Moon are made largely from rock. 3. The Sun and Earth have very different atmospheres, while the Moon does not have a significant atmosphere. Only the Earth has liquid water. 1. What are the physical characteristics of the Sun? 2. What are the physical characteristics of the Earth? 3. What are the physical characteristics of Earth s Moon? 5.9A Independency The student is expected to observe the way organisms live and survive in their ecosystem by interacting with the living and nonliving elements.

9 1. Organisms interact with both living and nonliving things to survive in their ecosystems. 2. Plants interact with living things such as animals and other plants in complex ways that also require nonliving things, such as carbon dioxide, water, and sunlight. 3. Animals depend on other living things, such as plants and other animals, and nonliving things, such as air and water, to survive. 1. What is an ecosystem? What are the different parts of an ecosystem? 2. How do the living components in an ecosystem support the other components? 3. How do the nonliving components in an ecosystem support the other components? 5.9B Photosynthesis / Food Chains / Food Webs The student is expected to describe how the flow of energy derived from the Sun, used by producers to create their own food, is transferred through a food chain and food web to consumers and decomposers. 1. All energy transferred through food chains and webs is derived from the Sun. 2. Producers use the Sun s energy to create their own food through photosynthesis. 3. Consumers and decomposers get their energy from producers or other consumers. 4. The different parts of a food web are producers, consumers, and decomposers. 1. From what source do all food chains and food webs get their energy? 2. What are the different parts of a food web? 3. How does the energy flow from one organism to the next in a food chain or web? 5.9C Effects of Modifying the Environment The student is expected to predict the effects of changes in ecosystems caused by living organisms, including humans, such as the overpopulation of grazers or the building of highways. 1. Living organisms, including humans, can change their environment.

10 2. Changes to the environment made by organisms can affect other organisms. 3. We can predict the effects of changes to the environment caused by organisms. 1. How can living organisms, such as humans, change their environment? 2. What happens to organisms if their environment changes? Can you think of good and bad changes? 3. How might highways or bridges affect an environment and the organisms that live there? 5.9D Carbon Dioxide / Oxygen Cycles Student are expected to identify the significance of the carbon dioxide-oxygen cycle to the survival of plants and animals. 1. People and animals exhale carbon dioxide during respiration. 2. Plants use carbon dioxide, water, and sunlight to produce their own food, releasing oxygen as a waste product. 3. In order to survive, people and animals inhale the oxygen released by plants. 1. How are plants and animals involved in the cycling of carbon dioxide and oxygen? 2. What is the relationship between plants and animals? Where is oxygen produced? Where is carbon dioxide produced? 3. What is the significance of this cycle to the survival of plants and animals? 5.10A Adaptations & Survival Students are expected to compare the structures and functions of different species that help them live and survive such as hooves on prairie animals or webbed feet in aquatic animals. 1. Plants and animals have specific structures and functions that enable them to be successful in their environments.

11 2. Examples of structures that enable animals to survive in their environments are the hooves of bison, the webbed feet of ducks, and the claws of squirrels. 3. The thumb is an important structure that enables human beings to survive. 1. What are adaptations? How do they help organisms survive? 2. What are some examples of plant and animal adaptations? 3. How are some animals better suited to live on land than others? How are some organisms better adapted to live in the water? 5.10B Inherited Traits vs. Learned Behavior Students are expected to differentiate between inherited traits of plants and animals such as spines on a cactus or shape of a beak and learned behaviors such as an animal learning tricks or a child riding a bicycle. Some traits are inherited from parent to offspring, while other behaviors are learned during an organism s lifetime. Inherited characteristics are things such as hair color, the shape of a beak, and spines on a cactus. Acquired characteristics can include learned behaviors such as a child riding a bicycle or animals learning tricks. They can also include physical characteristics such as a scar. What is the difference between an inherited trait and a learned behavior? What are some examples of inherited traits in plants and animals? What are some examples of learned behaviors in plants and animals? 5.10C Complete & Incomplete Metamorphosis Students are expected to describe the differences between complete and incomplete metamorphosis of insects.

12 1. Complete metamorphosis in insects involves four distinct differences in life stages including egg, larva, pupa, and adult. 2. Incomplete metamorphosis in insects involves three life stages including egg, nymph, and adult. 3. Butterflies and beetles undergo complete metamorphosis, while grasshoppers and walking sticks undergo incomplete metamorphosis. 1. What is metamorphosis? 2. What are the different stages of complete metamorphosis? 3. What are the different stages of incomplete metamorphosis?