Unit Title: Unit 1 Lenses, Microscopes and Microorganisms. Summary and Rationale. Recommended Pacing. State Standards

Transcription

1 West Windsor-Plainsboro Regional School District Science Curriculum Grade 5 Page 1 of 10

2 Unit Title: Unit 1 Lenses, Microscopes and Microorganisms Content Area: Science Course & Grade Level: Science 5, Grade 5 Summary and Rationale Students' experiences should expand to include the observation of microscopic organisms, so the scale of magnification should increase to 30 or 100 power (dissection scope or low power on microscopes). Watching microorganisms is always informative, but some events are so rare that prepared materials are a necessity. Students can observe films of living cells growing and dividing, taking in substances, and changing direction when they run into things. Some students may reason that because these tiny cells are alive, they probably have the same needs as other, larger organisms. That can stimulate discussions about how single celled organisms satisfy their need for food, water, and air. Recommended Pacing 25 Periods Standard A A B B B C C D D D A A B B B.4 State Standards Use outcomes of investigations to build and refine questions, models, and explanations. Use scientific facts, measurements, observations, and patterns in nature to build and critique scientific arguments. Measure, gather, evaluate, and share evidence using tools and technologies. Formulate explanations from evidence. Communicate and justify explanations with reasonable and logical arguments. Revise predictions or explanations on the basis of learning new information. Present evidence to interpret and/or predict cause and effect outcomes of investigations. Actively participate in discussions about student data, questions, and understandings. Work collaboratively to pose, refine, and evaluate questions, investigations, models, and theories. Demonstrate how to safely use tools, instruments, and supplies. Use outcomes of investigations to build and refine questions, models, and explanations. Use scientific facts, measurements, observations, and patterns in nature to build and critique scientific arguments. Measure, gather, evaluate, and share evidence using tools and technologies. Formulate explanations from evidence. Communicate and justify explanations with reasonable and logical arguments. Page 2 of 10

3 Standard A A A A.3 Model and explain ways in which organelles work together to meet the cell s needs. Compare and contrast structures that have similar functions in various organisms, and explain how those functions may be carried out by structures that have different physical appearances. Describe the interactions of systems involved in carrying out everyday life activities. Describe the interactions of systems involved in carrying out everyday life activities. Unit Enduring Understandings Instructional Focus Living systems at all levels demonstrate the relationship between structure and function. All living things are composed of cells. The cell is the basic unit of life and is a system that carries on the processes needed to sustain life. Scientific tools, which magnify microscopic objects and organisms, allow us to know that cells are the basic unit of life. Unit Essential Questions Construct an answer to the question: Which is more important, the way we obtain our food or the way we use it? If you feed a paper shredder and provide energy from electricity, is the device alive? Why or why not? How can a single unit such as the cell also be a system? When we view objects through a microscope, what are we really seeing? Objectives Students will know: An observation is based on facts we gather using our senses. Scientists record and communicate their observations and conclusions. Magnifiers allow us to observe physical properties we wouldn t see with the naked eye. In order to magnify, a lens must be transparent and convex. A compound light microscope is one type of magnifying tool. Its parts which have specific functions work together to permit more detailed observations. Name Anton Leeuwenhoek and Robert Hooke as early inventors of the microscope, and explain how their lenses enabled them and future scientists to view cells, bacteria, & microorganisms. We observe specimens and draw observations in the field of view in order to see details, learn more about microscopic things, and sometimes to identify unknowns or diagnose disease. Magnification shows some cell structures and processes such as movement and taking in food. Magnification allows us to know that a cell is the basic unit of life, the building block of all living things, and that a cell s parts work together to help the cell survive. Most organisms are single celled; others (including humans) are multi cellular. Plant and animal cells share certain characteristics. All organisms require food, water, air, and a way to dispose of waste in order to survive. These are the life processes. Protists are single celled microorganisms that can have both plant and animal traits. Protists are classified by their method of movement. Page 3 of 10

4 Students will be able to: List 2 important characteristics of all magnifying lenses (transparent & convex). Utilize various magnifiers to observe and sketch both non living and living specimens. Label the parts of a compound microscope and explain their function. Calculate the power of magnification by multiplying the magnification of the compound microscope s eyepiece and the objective lens. Manipulate a compound microscope to make detailed observations of both non living and living specimens. Apply the rules for making scientific drawings from the microscope Resources Teachers Guide Suggested Resources: 6/ Page 4 of 10

5 Unit Title: Unit 2 Motion, Measurement and Technological Design Content Area: Science Course & Grade Level: Science 5, Grade 5 Summary and Rationale This unit provides experiences that develop the concept of a scientific model and engage students in design and construction. The atmosphere generated by this module is one of open discussion, free exchange of ideas, and development of ideas into products. Recommended Pacing 25 Class Periods Standard A A B B B C C D D D A.2 Standard E E.1 State Standards Use outcomes of investigations to build and refine questions, models, and explanations. Use scientific facts, measurements, observations, and patterns in nature to build and critique scientific arguments. Measure, gather, evaluate, and share evidence using tools and technologies. Formulate explanations from evidence. Communicate and justify explanations with reasonable and logical arguments. Revise predictions or explanations on the basis of learning new information. Present evidence to interpret and/or predict cause and effect outcomes of investigations. Actively participate in discussions about student data, questions, and understandings. Work collaboratively to pose, refine, and evaluate questions, investigations, models, and theories. Demonstrate how to safely use tools, instruments, and supplies. Use outcomes of investigations to build and refine questions, models, and explanations. Demonstrate and explain the frictional force acting on an object with the use of a physical model. Calculate the speed of an object when given distance and time. Instructional Focus Unit Enduring Understandings The success of technological products depends on the scientific characteristics of their design and their value in application. Successful vehicle design requires an understanding of energy, force, and friction, as well as of the properties of materials and cost considerations. Models may be used to test and adapt the variables and components that affect the efficiency of design. Patterns that are evident in these interactions support scientific laws and theories. Page 5 of 10

6 Unit Essential Questions What factors affect motion? How do they affect motion? (K, I) What is the scientific definition of a force? (K) What is friction? When is friction a useful force? When is it not? (I) How do weight and force affect the speed of a vehicle? (I) How does the design of a vehicle affect its motion? (S)Compare and contrast three different ways to store energy in your designs. (A) How do engineers balance their understanding of forces and motion to create useful and efficient vehicles? (S) Objectives Students will know: The technological design of a vehicle must meet certain specifications. Scientists use drawings as part of the design process. The forces on a vehicle include different forms of energy such as friction and air resistance. A force is any push or pull on an object. A force can change the motion of an object. Weight and force affect the speed of a vehicle. Greater forces can change the speed of an object faster than smaller forces. Friction occurs when two surfaces rub together. Friction can be both wanted and unwanted. Design drawings help to show different factors that reduce or increase the force of friction. Vehicles can be both propeller and axle driven. The design of a product or vehicle can be evaluated in terms of cost as well as its technological and scientific efficiency. Teams of designers brainstorm to solve design challenges by building and testing their work. Scientists communicate their solutions and evaluate them. Students will be able to: Design and build vehicles to meet specific requirements. Make and analyze a technical drawing of a vehicle. Adjust the force to change the motion of a vehicle. Adjust the load (mass) to change the motion of a vehicle. Store potential energy to power a vehicle. Create or eliminate friction to adjust the motion of a vehicle. Teachers Guide Suggested Resources: 6/ Resources Page 6 of 10

7 Unit Title: Unit 3 Measurement, Mixtures and Solutions Content Area: Science Course & Grade Level: Science 5, Grade 5 Summary and Rationale Chemistry is the study of the structure of matter and the changes or transformations that take place in it. Learning about the makeup of substances gives us knowledge about how things go together and how they can be taken apart. Learning about changes in substances is important for several reasons: changes can be controlled to produce new materials; changes can be used to give off energy to run machines. This unit introduces students to these fundamental ideas in chemistry. Recommended Pacing 25 Days Standard A A B B B C C D D D.3 Standard B B.1 State Standards Use outcomes of investigations to build and refine questions, models, and explanations. Use scientific facts, measurements, observations, and patterns in nature to build and critique scientific arguments. Measure, gather, evaluate, and share evidence using tools and technologies. Formulate explanations from evidence. Communicate and justify explanations with reasonable and logical arguments. Revise predictions or explanations on the basis of learning new information. Present evidence to interpret and/or predict cause and effect outcomes of investigations. Actively participate in discussions about student data, questions, and understandings. Work collaboratively to pose, refine, and evaluate questions, investigations, models, and theories. Demonstrate how to safely use tools, instruments, and supplies. Predict and explain what happens when a common substance, such as shortening or candle wax, is heated to melting and then cooled to a solid. Compare the properties of reactants with the properties of the products when two or more substances are combined and react chemically. Page 7 of 10

8 Instructional Focus Unit Enduring Understandings PATTERNS (Things go together and come apart under certain conditions, producing patterns that we can recognize and use to make predictions). STRUCTURE (objects and materials have structures that can be described, i.e., mixtures and solutions), Interaction (when things influence each other, their interactions can be detected because all things in an interaction undergo a change. CHANGE (physical and/or chemical); chemical reaction results from an interaction that results in new substances (a finite number of naturally occurring elements can combine to form a great variety of substances; the things that participate in an interaction form a system that can be studied; changes often involve energy). Unit Essential Questions Can or should patterns, structure, and change be controlled? When or when not? How can things stay the same and change within a system? Objectives Students will know: All matter is made of very small particles called atoms that combine to form molecules. Each material, or type of matter, has distinct physical properties. Heating and cooling cause changes in the properties of materials, some occurring faster with more heat. The weight of an object is the same as the total weight of its parts (no matter how many pieces or parts). Materials may be made up of parts that require magnification to be seen. Mixtures are formed by combining materials but can be separated by the differences in their physical properties. A solution is a type of mixture where one material (solute) dissolves in the other material (solvent). Mixtures and solutions have identifiable characteristics. A saturated solution occurs when no additional solute can dissolve in the solvent. A concentrated solution contains more solute than a diluted solution. A chemical reaction occurs when two materials combine together to create a new substance with new properties. Students will be able to: Describe and sketch the physical properties of different kinds of matter. Separate mixtures using a wire screen or coffee filter. Separate solutions using the evaporation method. Make use of a balance to determine the mass of a solution. Identify when a solution has become saturated. Determine whether a solution is concentrated or diluted by tasting. Use group problem solving techniques to plan investigations. Use measurement in the context of scientific investigations. Apply mathematics in the context of science. Use scientific thinking processes to conduct investigations and build explanations: observing, communicating, comparing, organizing, and relating. Page 8 of 10

9 Resources Background Information States of Matter of Matter.htm of Matter 01.htm Enrichment Structures 01.htm Structures 02.htm /MixturesandSolutions/index.html Non fiction Reading material Chemical Chaos by Nick Arnold Chemistry by Chris Oxlade Investigating Solids, Liquids, and Gases with Toys by Jerry Sarquis Louis Pasteur, Young Scientist by Francene Sabin Marie Curie, Brave Scientist by Keith Brandt Science Experiments You can Eat by Vicki Cobb Oobleck Bartholomew and the Oobleck by Dr. Seuss Page 9 of 10

10 Core content html html Teacher only resources u/foss mixtures solutions science/id Page 10 of 10