GRADE 5. Units of Study: Using Variables in the Inquiry Process Astronomy: Earth, Sun, Moon, Planets (Solar System) and Beyond Elements and Compounds

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1 GRADE 5 Course Overview In fifth grade, students use the inquiry process more independently throughout the year with teacher support, as needed. Students practice designing, conducting, evaluating, and communicating results and conclusions of their own scientific investigations. Students identify a testable question, determine a relevant variable and control for an experiment, and predict an outcome. Students plan and conduct an experiment, using appropriate tools while collecting data. After analysis, students evaluate, create tables and graphs, and communicate the results of their study to their classmates. Fifth graders begin the year practicing the use of the inquiry process with the goal of being thorough and independent by the end of the year. The focus of fifth grade science content is on systems. In third grade the science content focus is change: earth materials and processes, weather and water cycles, and simple machines. In fourth grade the science content focus is energy: heat, light, sound, electricity and magnetism, and the interactions of plants and animals. With previous elementary science studies addressing change and energy, fifth grade students consider systems on Earth and beyond. The solar system and cosmos is a focus study for fifth graders. Starting with earth science, students demonstrate knowledge of the composition, structures, processes, and interactions of Earth s systems. Students identify objects (moon, stars, planets, meteors) in the sky and their patterns of movement, noting light and heat come from the sun. They describe the Earth, moon, planets and other objects in space in terms of size, force of gravity, structure, and movement in relation to the sun. Fifth grade students learn about the world of basic elements and compounds, of which everything is composed. They learn the basic composition of an atom: electrons, protons, neutrons. They revisit studies of matter. They investigate physical and chemical properties of matter and changes in solids, liquids and gases. Students make distinctions between mixtures and solutions. Through inquiry, students explore the nature of compounds and elements. Students at grade five consider how scientific knowledge and technology impacts communities, cultures and societies. They learn how American Indians have contributed to the body of scientific knowledge and technology. Current events and place-based studies offer relevant context for this learning. Units of Study: Using Variables in the Inquiry Process Astronomy: Earth, Sun, Moon, Planets (Solar System) and Beyond Elements and Compounds NOTE: Throughout this document, learning targets are identified as knowledge ( K ), reasoning ( R ), skill ( S ), or product ( P ). Bold items are essential learning targets. Standard 1 Students, through the inquiry process, demonstrate the ability to design, conduct, evaluate, and communicate results and reasonable conclusions of scientific investigations. 1. Identify a question, determine relevant variable and a control, formulate a testable hypothesis, plan and predict the outcome of an investigation, safely conduct scientific investigation, and compare and analyze data. 2. Select and use appropriate tools including technology to make measurement (in metric units), gather, process, and analyze data from scientific investigations. 3. Review, communicate, and defend results of investigations, including considering alternative explanations.

2 4. Create models to illustrate scientific concepts and use the model to predict change (computer simulation, stream table, graphic representation). 6. Compare how observations of nature form an essential base of knowledge among the Montana American Indians. Unit of Study: Using Variables in the Inquiry Process I can use the inquiry process. a. I can recognize and select a testable question when presented with multiple choices. (K) b. I can write a testable question for an investigation. (S) c. I can identify a hypothesis. (K) d. I can explain the relationship between a testable question and a hypothesis. (R) e. I can plan an investigation to test a hypothesis. (S) f. I can identify the independent and dependent variable. (K) g. I can identify a control group and explain its purpose. (K) h. I can list and follow appropriate safety procedures. (S) i. I can conduct the investigation. (S) I can collect and use data. a. I can collect data using observation and tools such as scale, balances, thermometer, beaker, digital probes, stop watch, graduated cylinder in metric units. (S) b. I can record data using data tables. (S) c. I can represent data using graphs. (S) I can interpret data and communicate its meanings. a. I can compare data to a hypothesis with guidance. (R) b. I can determine if a hypothesis is supported or not supported with the data collected. (R) c. I can communicate findings in written or oral format. (S) I can use a scientific model. a. I can explain the purpose of a model. (K) b. I can list various types of models including 2-D, 3-D, and computer simulations. (K) c. I can follow step-by-step directions to build a model. (S) I can recognize that observation was important to Montana American Indians. a. I can identify examples of Montana American Indians using observation to understand nature. (K) b. I can explain how Montana American Indians have used observation to explain processes of nature. (K) 1.1 control dependent variable hypothesis independent variable prediction testable question variable 1.2 balances beaker Celsius data tables digital probes graduated cylinder graphs metric units scales stop watch thermometers 1.3 hypothesis not supported prediction supported D 3-D computer simulations legend/key Standard 2: Students, through the inquiry process, demonstrate knowledge of properties, forms, changes, and interactions of physical and chemical systems.

3 1. Classify, describe, and manipulate the physical models of matter in terms of: elements and compounds, pure substances and mixtures, atoms, and molecules. 2. Examine, describe, compare, and classify objects and substances based on common physical properties and simple chemical properties. 3. Describe energy and compare and contrast the energy transformations and the characteristics of light, heat, motion, magnetism, electricity, sound, and mechanical waves. Unit of Study: Elements and Compounds I can recognize the difference between elements, compounds, and mixtures. a. I can identify common elements. (K) b. I can define elements as pure substances. (K) c. I can identify common compounds (water, carbon dioxide, salt). (K) d. I can distinguish between pure substances and mixtures. (R) e. I can explain the relationship between elements, compounds, pure substances, and mixtures. (R) I can identify physical and chemical properties a. I can define physical properties as properties that do not change the chemical nature of matter (color, smell, freezing point, boiling point, melting point, magnetism). (K) b. I can define chemical properties as properties that do change the chemical nature of matter (combustion, rust, decompose) (K) c. I can identify examples of chemical change (generating a gas, color change, rust). (R) I can describe how energy affects states of matter. a. I can identify that most matter can exist as a solid, liquid, or gas depending on temperature. (K) b. I can describe the processes of sublimation, condensation, and evaporation. (K) 2.1 compound element mixture pure substance 2.2 chemical change chemical property mass physical change physical property volume 2.3 boiling point condensation energy evaporation freezing point gas liquid matter melting point solid sublimation Standard 3. Students, through the inquiry process, demonstrate knowledge of characteristics, structures, and function of living things, the process and diversity of life, and how living organisms interact with each other and their environment. 1. Compare the structure and function of prokaryotic cells (bacteria) and eukaryotic cells (plant, animal, etc.) including the levels of organization of the structure and function, particularly with humans. 2. Explain how organisms and systems of organisms obtain and use energy resources to maintain stable conditions (food webs, photosynthesis, and respiration). 4. Investigate and explain the interdependent nature of populations and communities in the environment and describe how species in these populations adapt by evolving. 5. Create and use a basic classification scheme to identify plants and animals.

4 Unit of Study: Life Science I can describe the difference between a plant and animal cell. a. I can describe the basic structure and function of a cell. (K) b. I can observe cells using a microscope. (S) c. I can compare plant and animal cells. (R) d. I can create a model/diagram of animal and/or plant cells. (P) I can explain the plant processes. a. I can identify plant structures involved in photosynthesis and transpiration. (K) b. I can identify the compounds involved in photosynthesis and transpiration. K) c. I can explain the process of photosynthesis and transpiration in terms of the key structures and compounds that are utilized. (R) d. I can explain the relationship between photosynthesis and transpiration. (R) I can give examples of interdependence between organisms and ecosystems. a. I can define symbiosis. (K) b. I can explore and compare symbiotic relationships. (R) c. I can identify the key characteristics of an ecosystem. (K) d. I can describe the interdependence between the parts of an ecosystem. (R) 3.5 -I can classify organisms a. I can employ a dichotomous key to separate a collection of basic objects. (S) b. I can identify the kingdoms. (K) c. I know the difference between kingdom, phylum, and class. (K) d. I can define vertebrate/invertebrate, warm blooded/cold blooded. (K) e. I can compare and contrast two characteristics of the animal kingdoms. (R) f. I can classify plants by flowering, non-flowering, mosses, and ferns. (R) 3.1 cell membrane cell wall chloroplast cytoplasm mitochondria nucleus vacuoles 3.2 carbon dioxide chlorophyll leaves light energy photosynthesis oxygen roots sugar transpiration water water vapor 3.4 community diversity ecosystems environment interdependence population symbiosis 3.5 class dichotomous key invertebrate kingdom phylum vertebrate Standard 4: Students through the inquiry process, demonstrate knowledge of the composition, structures, processes, and interactions of Earth s systems and other objects in space. 5. Describe and model the motion and tilt of the Earth in relation to the sun, and explain the concepts of day, night, seasons, year, and climatic changes. 6. Describe the Earth, moon, planets, and other objects in space in terms of size, force of gravity, structure, and movement in relation to the sun. Unit of Study: Astronomy: Planets and Beyond.

5 4.5 - I can describe the relative motions of the Sun and Earth. a. I can compare and contrast revolution and rotation. (R) b. I can illustrate/model Earth s rotation in relation to the sun. (S) c. I can explain how the Earth s rotation causes day and night. (R) d. I can illustrate Earth s revolution in relation to the sun. (P) e. I can describe the causes of the seasons and the year due to the revolution and tilt of the Earth. (K) I can describe the relative movement of the Sun, Moon and Earth. a. I can identify the relationship between the Earth, the sun, and the moon. (R) b. I can explain how the moon is lit up by the sun. (K) c. I can model the relative movements of the moon, Earth, and sun. (P) d. I can identify phases of the moon by how much of the lighted part of the moon can be seen from Earth. (K) e. I can describe the Earth, moon, planets, and other objects in space in terms of relative size and structure. (K) f. I can identify that planets in our solar system have different lengths of orbits and periods of rotation around the sun. (K) g. I can discuss how length of orbit and period of rotation affects length of years and days. (R) h. I can compare and contrast the length of days and years on different planets. (R) i. I can describe the role of gravity in the orbit of moons around planets and planets around the sun. (K) 4.5 axis revolution rotation seasons tilt year 4.6 orbit phases of the moon Standard 5: Students, through the inquiry process, understand how scientific knowledge and technological developments impact communities, cultures, and societies. 1. Describe the specific fields of science and technology as they relate to occupations within those fields. 2. Apply scientific knowledge and process skills to understand issues and everyday events. 4. Use scientific knowledge to investigate problems and their proposed solutions and evaluate those solutions while considering environmental impacts. 5. Identify how the knowledge of science and technology impacts Montana American Indians. Unit of Study: Process skills integrated in all units of study I can describe how scientists use technology. a. I can identify specific fields of science. (K) b. I can identify occupations within specific fields of science. (K) c. I can identify uses of technology unique to specific occupations within the field of science. (K) I can investigate relevant local events in science earth science engineering life science occupations physical science science technology

6 a. I can identify a local current event or problem involving science. (K) b. I can research and summarize the scientific issues relevant to that local current event or problem. (S) I can investigate relevant local issues in science. a. I can identify a local issue with an environmental impact. (K) b. I can list possible environmental impacts. (K) c. I can research and discuss proposed solutions to an issue in science. (R) 5.5- I can identify how the knowledge of science and technology impacts Montana American Indians. a. I can describe how the American Indians of Montana and North America have contributed to the body of scientific knowledge and technology. current event issue problem 5.4 environmental impact Standard 6: Students understand historical developments in science and technology. 1. Give examples of scientific discoveries and describe the interrelationship between technological advances and scientific understanding, including Montana American Indian examples. 2. Identify major milestones in science that have impacted science, technology, and society. 3. Describe and explain science as a human endeavor and an ongoing process. Unit of Study: Process skills integrated in all units of study I can give examples of scientific discoveries and describe the interrelationship between technological. a. I can identify examples of technological advances throughout history, including examples from Montana American Indians. (K) b. I can identify scientific discoveries influenced by these technologies. (K) c. I can describe how technology advances science understanding. (K) I can identify major milestones in science that have impacted science, technology, and society. a. I can chart the history of scientific milestones. (S) b. I can investigate occupations that use science. (S) I can describe and explain science as a human endeavor and an ongoing process. a. I can identify the features of science that make it a human endeavor and an ongoing process. (K)

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