Fifth Grade. Unit: Science Inquiry. Theme/Big Ideas. Board Objectives. Vocabulary/ Concepts

Transcription

1 Month: September Ongoing All Year Unit: Science Inquiry PROCESS/ ANALYSIS AND COMMUNICA TION/ SOCIAL IMPLICATION AND REFLECTION K-7 Standard S.IA: Develop an understanding that inquiry and investigations require analysis and communication of findings, using appropriate technology. S.IA.M.1 Inquiry includes an analysis and presentation of findings that lead to future questions, research, and investigations. S.IA Analyze information from data tables and graphs to answer questions. S.IA Evaluate data, claims, and personal knowledge through collaborative science discourse. S.IA Communicate and defend findings of observations and investigations using evidence. S.IA Draw conclusions from sets of data from multiple trials of a investigation. S.IA Use multiple sources of information to evaluate strengths and weaknesses of claims, arguments, or data. K-7 Standard S.RS: Develop an understanding that claims and evidence for their merit should be analyzed. Understand how scientists decide what constitutes knowledge. Develop an understanding of the importance of reflection on What are the steps in the method? collect data? identify patterns in data? communicate our findings to others? continuously reflect on your findings and others? Use inquiry based science lessons to introduce the method. Students create Scientific Investigations using the Scientific Method activities arguments charts claims collaborative communication conclusion conducting control of variables controlled experiment data analysis data interpretation data presentation data table decrease defend demonstration design diagrams drawing equipment evaluate evidence exhibits expository work fact fair test graphing history of science human effects illustrations increase information inquiry investigation limitations microscope models no change observe on-going process of science Students can generate tornadoes, snowflakes, rainbows, and lightning experiments online: Lots of experiment ideas: ex.asp and things that can be used in the classroom: ents/experiments_newtonseggs_onl ine.html 1

2 knowledge and its application to new situations to better understand the role of science in society and technology. S.RS.M.1 Reflecting on knowledge is the application of knowledge to new and different situations. Reflecting on knowledge requires careful analysis of evidence that guides decision making and the application of science throughout history and within society. S.RS Evaluate the strengths and weaknesses of claims, arguments, and data. opinion predict question formulation research sample contributions equipment evidence experiment solutions technology tools trials S.RS Describe limitations in personal and knowledge. S.RS Identify the need for evidence in making decisions. S.RS Demonstrate concepts through various illustrations, performances, models, exhibits, and activities. S.RS Design solutions to problems using technology. S.RS Describe the effect humans and other organisms have on the balance in the natural world. S.RS Describe how science and technology have advanced because of the contributions of many people throughout history and across cultures. 2

3 Month: October Unit: Earth in Space and Time SCIENTIFIC PROCESSES THROUGH EARTH IN SPACE AND TIME K-7 Standard E.ST: Develop an understanding that the sun is the central and largest body in the solar system and that Earth and other objects in the sky move in a regular and predictable around the sun. Understand that those s explain the day, year, moon phases, eclipses and the appearance of of objects across the sky. Understand that gravity is the force that keeps the planets in orbit around the sun and governs in the solar system. Develop an understanding that fossils and layers of Earth provide evidence of the history of Earth s life forms, changes over long periods of time, and theories regarding Earth s history and continental drift. E.ST.M.1 Solar System The sun is the central and largest body in our solar system. Earth is the third planet from the sun in a system that includes other planets and their moons, as well as smaller objects, such as asteroids and comets. E.ST Design a model of the Solar System that shows the relative order and scale of the planets, dwarf planet, comets and asteroids to the sun. Where is Earth located in our solar system? Where are the other planets located? What are asteroids? What are dwarf planets? Where are they located? What are comets? Design a model of the Solar System including all of its aspects that shows relative order and scale. Make a model of our solar system including comets and asteroids. Models can be made either with materials or groups of kids getting together to physically model the solar system using their bodies. Discuss the distances between planets and the time it takes to travel between the planets. Notice how close the inner planets are to one another. They should realize that planets don t orbit at the same speed. Students summarize their learning by creating illustrations to demonstrate the position and of space objects around the sun. Students demonstrate their understanding of the position of the planets, dwarf planets, asteroids and comets through illustrations and written explanations. seasons tilt axis revolution rotation solar system planet dwarf planet asteroids comets gravity stars latitude model circular elliptical apparent celestial actual movement of sun and moon Website with information and links about each planet. th.htm Treasure hunt and puzzle, students search for facts about the planets on/surf.html Information about each planet and it shows where they are located in relation to the rest of the solar system. s/prenticehall/ph/solar_system/solar system.htm Information about each planet ps/etp/ss/ Books: Don t Know Much About the Solar System, Kenneth C. Davis and Pedro Martin, ISBN-13: Will the Sun Ever Burn Out? Rosalind Mist, ISBN-13: Create a solar system model to show what you understand about the planets and other bodies in the solar system. 3

4 Month: November Unit: Earth in Space and Time SCIENTIFIC PROCESSES THROUGH EARTH IN SPACE AND TIME K-7 Standard E.ES: Develop an understanding of the warming of the Earth by the sun as the major source of energy for phenomenon on Earth and how the sun s warming relates to weather, climate, seasons, and the water cycle. Understand how human interaction and use of natural resources affects the environment. E.ES.M.6 Seasons Seasons result from annual variations in the intensity of sunlight and length of day due to the tilt of the axis of the Earth relative to the plane of its yearly orbit around the sun. E.ES Demonstrate using a model, seasons as the result of variations in the intensity of sunlight caused by the tilt of the earth on its axis, and revolution around the sun. E.ES Explain how the revolution of the Earth around the sun defines a year. Why do we have seasons? Why is the Earth tilted? How is the Earth tilted in summer? Winter? How long does it take for the Earth to complete one revolution around the sun? Explain how the Earth s movements and tilt causes seasons. Demonstrate by using a model how the tilt of the Earth and revolution around the Sun causes seasons. Explain how the revolution of the Earth defines a year. Demonstrate how seasons are caused by variations in the intensity of sunlight due to the tilt of the Earth on its axis and its revolution around the sun. Illustrate how the Earth s axis is tilted toward the North Star as it revolves around the sun. Explain that a year is defined as one complete revolution around the sun. Review and clarify the difference between rotation and revolution. Students develop charts and illustrations to describe the causes of seasons. Create a storybook for fourth grade students that explains the seasons. seasons tilt axis revolution rotation solar system planet dwarf planet asteroids comets gravity stars latitude model circular elliptical apparent celestial actual movement of sun and moon Books: Weather and Climate, Barbara Taylor, ISBN-13: The Four Seasons, Annie Jones, ISBN-13: The Complete Book of the Seasons, Sally Tagholm, ISBN-13: Describe what causes the change of seasons to understand how the earth s warming affects weather, climate and seasons. Explain the difference between rotation and revolution to accurately describe the movement of the earth. 4

5 Month: December Unit: Solar System SCIENTIFIC PROCESSES THROUGH SOLAR SYSTEM E.ST.M.2 Solar System Motion Gravity is the force that keeps most objects in the solar system in regular and predictable. E.ST Describe the of planets and moons in terms of rotation on axis and orbits due to gravity. E.ST Explain moon phases as they relate to the position of the moon in its orbit around the Earth, resulting in the amount of observable reflected light. E.ST Recognize that nighttime objects (stars and constellations) and the sun appear to move because the earth rotates on its axis and orbits the sun. E.ST Explain lunar and solar eclipses based on the relative position of the Earth, moon, and sun, and the orbit of the moon. E.ST Explain the tides of the oceans as they relate to the gravitational pull and orbit of the moon. What affects the of planets and their moons? How are planets kept in orbit? What is a moon? What do the phases of the moon tell us about Earth? How long does it take for the moon to orbit the Earth once? What direction does the Earth rotate? How do objects appear to cross the sky? How do lunar and solar eclipses form? Why don t eclipses happen every month? Explain such phenomena as lunar eclipses, moon phases, and constellations. Identify safe ways to observe lunar eclipses. Describe the of planets and moons due to gravity. Explain the tides of oceans as related to gravitational pull and orbit of the moon. Explain the difference between a lunar eclipse and a solar eclipse. Students can either verbally explain this alignment or they can draw it or model it using paper, crayons, markers or colored pencils. Students create operational definitions of the gravitational force that keeps planets and moons in an orbital path. Elaborate on the position and gravitational pull of the Earth-moon system by investigating the cause and effects of tides. Conduct research and create models, diagrams or activities to demonstrate ocean tides. Create moon journals and illustrations of phases of the moon. Explain the difference between the apparent and the actual of the sun and stars across the sky. tilt axis revolution rotation planet gravitational pull gravity phases constellations lunar eclipse solar eclipse tides circular elliptical apparent satellite North Star Mars Venus Earth Neptune Uranus Saturn Mercury Jupiter month moon s orbit moon s phases Video of lunar eclipse ses/109n/more_stuff/flashlets/eclip se3.htm Book: Earth, Moon, Sun, Peter Riley, ISBN-13: Describe the s of planets and moons. Explain moon phases and their relation to its orbit around the Earth. Explain the differences between a lunar and solar eclipse. Explain the tides on earth in relation to our Moon. What causes the tides of the ocean? 5

6 Month: January Unit: Forces and Motion SCIENTIFIC PROCESSES THROUGH FORCES AND MOTION K-7 Standard P.FM: Develop an understanding that the position and/or of an object is relative to a point of reference. Understand forces affect the and speed of an object and that the net force on an object is the total of all of the forces acting on it. Understand the Earth pulls down on objects with a force called gravity. Develop an understanding that some forces are in direct contact with objects, while other forces are not in direct contact with objects. P.FM.M.2 Force Interactions Some forces between objects act when the objects are in direct contact (touching), such as friction and air resistance, or when they are not in direct contact (not touching), such as magnetic force, electrical force, and gravitational force. P.FM Distinguish between contact forces and noncontact forces. P.FM Demonstrate contact and non-contact forces to change the of an object. P.FM.M.3 Force Forces have a magnitude and direction. Forces can be added. The net force on an object is the sum of all of the forces acting on the object. The speed and/or direction of of an object changes when a nonzero net force is applied to it. A balanced force on an object does not change the of What is force? What types of forces are there? Where would you find forces in the world around you? What causes a change in? What are contact and non-contact forces? How do contact and non-contact forces change the of an object? What happens when two forces act on the same object? What are balanced forces? What happens to an object that Investigate the speed of a moving object. Describe and compare the of objects in terms of speed and direction. Explain the of objects due to balanced forces or unbalanced forces. Demonstrate examples of caused by balance and unbalanced forces. Describe how a force acts upon an object. Compare and describe gravitational forces between two objects. Describe forces exerted from a distance with objects not touching. Explain non-contact forces as magnetic electrical and gravitational. 6 Students conduct mini investigations using an inclined plane and a matchbox car to demonstrate forces. Have students chart their findings. Ask students to describe what starts objects in. Review the term force from their experiences or introduce the term if students are not yet familiar with the term. Students move a bowling ball using only a rubber mallet. Tapping the ball with the mallet can only move the ball, and the mallet cannot be kept in constant contact with the ball. This forces the students to observe the direction of the taps necessary to start the ball moving, keep the ball moving in a given direction, and to stop the ball and bring it to rest. The students identify the mallet as a contact force. Explain the terms balanced and unbalanced forces. Ask students to define the terms in their own words and give examples of each force. Students experience balanced and unbalanced forces through tug-of-war. Relate balanced forces to when the pull is equal from each team and unbalanced when one team pulls harder than another. The students understand that the balanced and unbalanced forces are the forces exerted on the rope by force balanced force change of direction change of change of speed force strength friction graph magnetic attraction magnetic repulsion mass relative position constant speed direction of gravitational force speed unbalanced force zero net force non-zero net force acceleration applied force kinetic energy mechanical Newton s law of pulley deceleration inertia velocity magnitude lever inclined plane simple machines spring scale Newton s constant A lot of good websites with experiments to do in the classroom: Create a rollercoaster, make sure that speed, mass, gravity and friction are appropriate. 2/coaster/ A lot of links to great games and activities about forces and : 2bforces.htm Activity that has students get ready to teach topics to third graders: (interactive website) Books: Force and Motion, Peter Lafferty, ISBN-13: Experiments With Motion, Salvatore Tocci, ISBN-13: Distinguish between and demonstrate contact and noncontact forces. Describe what happens when two forces act upon another. Describe changes in of objects.

7 the object (the object either remains at rest or continues to move at a constant speed in a straight line). P.FM Describe what happens when two forces act on an object in the same or opposing directions. P.FM Describe how constant is the result of balanced (zero net) forces. P.FM Describe how changes in the of objects are caused by a non-zero net (unbalanced) force. P.FM Relate the size of change in to the strength of unbalanced forces and the mass of the object. is moving when all forces are balanced? What are unbalanced forces? What direction will objects move when a force is applied? How do the amount of force and the mass of the object affect the change in? each team. Introduce observations of using a variety of balls and other rolling objects and ramps. Give students time to explore the s of objects, raise questions, conduct trial and error investigations, and describe their observations in their own terms and current understandings. Make a class chart that classifies the descriptions of into words, speed words, and direction words. Ask students if any of the descriptions of are measurable. contact and noncontact forces distance effort force/ interactions forces forms of energy gravity measurement of opposing directions point of reference position over time pull push relationship relative location slowing down speeding up stored energy Isaac Newton and the Laws of Motion, Andrea Gianopoulos, ISBN-13: Can You Feel the Force, Richard Hammond, ISBN-13: Forces and Motion (Hands-on Science), Sarah Angliss and Maggie Hewson, ISBN-13:

8 Month: February Unit: Forces and Motion SCIENTIFIC PROCESSES THROUGH FORCES AND MOTION K-7 Standard P.FM: Develop an understanding that the position and/or of an object is relative to a point of reference. Understand forces affect the and speed of an object and that the net force on an object is the total of all of the forces acting on it. Understand the Earth pulls down on objects with a force called gravity. Develop an understanding that some forces are in direct contact with objects, while other forces are not in direct contact with objects. P.FM.M.4 Speed Motion can be described by a change in position relative to a point of reference. The of an object can be described by its speed and the direction it is moving. The position and speed of an object can be measured and graphed as a function of time. P.FM Explain the of an object relative to its point of reference. P.FM Describe the of an object in terms of distance, time and direction, as the object moves, and in relationship to other objects. P.FM Illustrate how can be measured and represented on a graph. How is the of an object related to the point of reference? How are distance and speed measured? How is an object s described in terms of speed and? What does the term distance describe? How is an objects represented on a graph? Investigate the speed of a moving object. Describe and compare the of objects in terms of speed and direction. Explain the of objects due to balanced forces or unbalanced forces. Demonstrate examples of caused by balance and unbalanced forces. Describe how a force acts upon an object. Compare and describe gravitational forces between two objects. Describe forces exerted from a distance with objects not touching. Explain non-contact forces as magnetic electrical and gravitational. 8 Students conduct mini investigations using an inclined plane and a matchbox car to demonstrate forces. Have students chart their findings. Ask students to describe what starts objects in. Review the term force from their experiences or introduce the term if students are not yet familiar with the term. Students move a bowling ball using only a rubber mallet. Tapping the ball with the mallet can only move the ball, and the mallet cannot be kept in constant contact with the ball. This forces the students to observe the direction of the taps necessary to start the ball moving, keep the ball moving in a given direction, and to stop the ball and bring it to rest. The students identify the mallet as a contact force. Explain the terms balanced and unbalanced forces. Ask students to define the terms in their own words and give examples of each force. Students experience balanced and unbalanced forces through tug-of-war. Relate balanced forces to when the pull is equal from each team and unbalanced when one team pulls harder than another. The students understand that the balanced and unbalanced forces are the forces exerted on the rope by force balanced force change of direction change of change of speed force strength friction graph magnetic attraction magnetic repulsion mass relative position constant speed direction of gravitational force speed unbalanced force zero net force non-zero net force acceleration applied force kinetic energy mechanical Newton s law of pulley deceleration inertia velocity magnitude lever inclined plane simple machines spring scale Newton s constant A lot of good websites with experiments to do in the classroom: Create a rollercoaster, make sure that speed, mass, gravity and friction are appropriate. 2/coaster/ A lot of links to great games and activities about forces and : 2bforces.htm Activity that has students get ready to teach topics to third graders: (interactive website) Books: Force and Motion, Peter Lafferty, ISBN-13: Experiments With Motion, Salvatore Tocci, ISBN-13: Explain the of an object relative to its original position. Describe and compare s of objects in terms of speed and direction. Illustrate how can be measured and represented on a graph.

9 each team. Introduce observations of using a variety of balls and other rolling objects and ramps. Give students time to explore the s of objects, raise questions, conduct trial and error investigations, and describe their observations in their own terms and current understandings. Make a class chart that classifies the descriptions of into words, speed words, and direction words. Ask students if any of the descriptions of are measurable. contact and noncontact forces distance effort force/ interactions forces forms of energy gravity measurement of opposing directions point of reference position over time pull push relationship relative location slowing down speeding up stored energy Isaac Newton and the Laws of Motion, Andrea Gianopoulos, ISBN-13: Can You Feel the Force, Richard Hammond, ISBN-13: Forces and Motion (Hands-on Science), Sarah Angliss and Maggie Hewson, ISBN-13:

10 Month: March Unit: Evolution SCIENTIFIC PROCESSES THROUGH EVOLUTION K-7 Standard L.EV: Develop an understanding that plants and animals have observable parts and characteristics that help them survive and flourish in their environments. Understand that fossils provide evidence that life forms have changed over time and were influenced by changes in environmental conditions. Understand that life forms either change (evolve) over time or risk extinction due to environmental changes and describe how scientists identify the relatedness of various organisms based on similarities in anatomical features. L.EV.M.1 Species Adaptation and Survival Species with certain traits are more likely than others to survive and have offspring in particular environments. When an environment changes, the advantage or disadvantage of the species characteristics can change. Extinction of a species occurs when the environment changes and the characteristics of a species are insufficient to allow survival. L.EV Explain how behavioral characteristics (adaptation, instinct, learning, habit) of animals help them to survive in their environment. L.EV Describe the physical characteristics (traits) of organisms that help them survive in their environment. Why do animals have different adaptations and survival skills? What behavioral characteristics of animals help them survive in their environment? What physical characteristics of organisms help them survive in their environment? What evidence to fossils provide? How have natural occurrences affected animal s lives? How can catastrophic events be linked to specific changes in Describe how theory traces possible evolutionary relationships among present and past life forms. Explain the similarities and differences in structure of fossils and living organisms. Compare fossils from different rock layers, relate position to age, and describe how and why life forms have changed over geological time. Explain how new traits might become established in a population and how species become extinct. Describe why species are continually changing / evolving in response to their environment (natural selection and adaptation). In cooperative learning groups, students identify unique physical and behavioral characteristics they have that allow them to survive. They create a visual representation of their ideas. For example, they may draw a person and label characteristics while giving an explanation of how the characteristic allows them to survive. Set up a classroom habitat with plants and animals for students to observe over a period of time. Students make purposeful observations of the behavioral and physical traits and how they help the organisms to survive in the model habitat. Students do further research on the classroom habitats to make connections between what they are observing in the model habitat and how the animals and plants survive in their natural habitats. Students design an imaginary organism with specific behavioral and physical characteristics allowing it to survive in a chosen environment. A written description of the characteristics must be included in the diagram or illustration. adaptation learned behavior nocturnal environmental factors fossil catastrophic events (volcanic eruptions, tsunamis, asteroid impacts, floods) natural selection instinct habit behavioral characteristics physical characteristics survival internal structures external structures vertebrate invertebrate flowering non-flowering aquatic terrestrial cold-blooded warm-blooded classification contemporary life forms environmental changes/ conditions extinction traits for teachers, lesson plans and things to purchase. rs/elementary/index.html Charles Darwin, PBS website, links with background information about Darwin /darwin/index.html Links to sites about evolution html Comprehensive website promoting conservation and environmental education with excellent activities Identify behavioral traits that help animals survive in their environment to have a better understanding of why/how animals can live in certain environments. Describe how volcanic eruptions, floods, asteroid impact, etc, could change the environment. Explain how fossils give scientists clues to these changes to better understand the early earth. Discuss why physical features are more reliable than behavior or looks when organizing living things into groups. 10

11 L.EV Describe how fossils provide evidence about how living things and environmental conditions have changed. L.EV Analyze the relationship of environmental change and catastrophic events (for example: volcanic eruption, floods, asteroid impacts, tsunami) to species extinction. L.EV.M.2 Relationships Among Organisms Similarities among organisms are found in anatomical features, which can be used to infer the degree of relatedness among organisms. In classifying organisms, biologists consider details of internal and external structures to be more important than behavior or general appearance. environmental conditions? classify organisms? What degree of similarities in anatomical features helps classify contemporary organisms? Students analyze fossil evidence to determine how environmental conditions changed over time. In pairs, students place a variety of vertebrates into groups based on similar characteristics. They should be able to give a title to each group and defend their choice. Research the work of Charles Linne and the early work of other scientists that began to classify organisms on the basis of physical characteristics. Discuss and explore the advantages of classification of organisms by physical structures compared to behavioral characteristics. L.EV Relate degree of similarity in anatomical features to the classification of contemporary organisms. 11

12 Month: April Unit: Heredity SCIENTIFIC PROCESSES THROUGH HERDITY K-7 Standard L.HE: Develop an understanding that all life forms must reproduce to survive. Understand that characteristics of mature plants and animals may be inherited or acquired and that only inherited traits are passed on to their young. Understand that inherited traits can be influenced by changes in the environment and by genetics. L.HE.M.1 Inherited and Acquired Traits The characteristics of organisms are influenced by heredity and environment. For some characteristics, inheritance is more important; for other characteristics, interactions with the environment are more important. L.HE Explain that the traits of an individual are influenced by both the environment and the genetics of the individual. L.HE Distinguish between inherited and acquired traits. How does the environment and genetics affect inherited traits? How does the environment alter inherited traits? What is the difference between inherited and acquired traits? Describe how characteristics of living things are genetically passed through generations (reproductive cells egg, sperm, chromosome, gene, heredity information). Describe how the traits of an individual offspring are determined when the parents heredity information is combined. Explain and describe how some traits are inherited and some traits are acquired. Recognize that living things adapt to survive their environments. Using a T-chart, have students list traits they believe were passed on from their parents on one side and list traits they have obtained from other sources on the other side. Allow student to share their ideas in pairs before discussing as a class. Give students time to define the terms inherited traits and acquired traits. In pairs share definitions and change them if they desire. As a class, with teacher directions, define the terms. Give each student three separate index cards and label the first with an A (Acquired), the second with an I (Inherited) and the third with a B (Both). Read different traits aloud and have each student independently choose which type of trait each represents. Visually scan the room to determine student understanding. anatomical features genetic relatedness inherited traits acquired traits heredity environmental factors adaptation cold-blooded external structures genetics internal structures invertebrate vertebrate warm-blooded Interactive slides that describe heredity, traits, and many other topics. basics/tour/ Fill in punnett squares and find traits. game.htm Compare lists of learned characteristics and those passed on from parent to offspring to better understand the difference between the two. 12

13 Month: May Unit: Organization of Living Things SCIENTIFIC PROCESSES THROUGH ANIMAL SYSTEMS K-7 Standard L.OL: Develop an understanding that plants and animals (including humans) have basic requirements for maintaining life which include the need for air, water and a source of energy. Understand that all life forms can be classified as producers, consumers, or decomposers as they are all part of a global food chain where food/energy is supplied by plants which need light to produce food/energy. Develop an understanding that plants and animals can be classified by observable traits and physical characteristics. Understand that all living organisms are composed of cells and they exhibit cell growth and division. Understand that all plants and animals have a definite life cycle, body parts, and systems to perform specific life functions. L.OL.M.4 Animal Systems Multicellular organisms may have specialized systems that perform functions which serve the needs of the organism. L.OL Identify the general purpose of selected animal systems (digestive, circulatory, respiratory, skeletal, muscular, nervous, excretory, and reproductive). L.OL Explain how animal systems (digestive, circulatory, respiratory, skeletal, muscular, nervous, excretory, and reproductive) work together to important for animal body systems to work together? What is the function of each body system? How are two or more systems linked in performing activities? When are animal systems functioning? Compare and contrast similar characteristics in structure (physical appearance, anatomy, reproduction). Explain characteristics used by scientists to classify organisms. Recognize that body tissues and organs are made of cells. Recognize that all body systems work together in animals to carry out bodily functions. Describe the function of selected biological systems (e.g., respiratory, excretory, transport, growth, and repair, reproductive, circulatory, digestive) in animals. Explain how selected systems function together to carry out coordinated body function during physical exercise. Students can create a game board, a play, a poem, a story, a concept map or song to identify the purpose of selected animal systems as well as explain how the systems work together. Students investigate individual organ systems separately and report on each of their functions as a means of communicating the specific job of each system. It is understand that no organ systems are independent and the work of each system is related to the work of one or more other systems. Students pool class data on pulse-rate activity and create a graph to represent class results. Determine mean and mode for class result and compare their individual results to class results. Elaborate on the health of the human body and maintenance of body systems through discussion and research of a healthy diet and exercise. Pose what would happen if questions regarding the consequences of one body system shutting down or becoming injured. digestive system circulatory system skeletal system muscular system nervous system excretory system reproductive system respiratory system energy movement & support breathe digestion absorption elimination transport stimulus response sperm egg urine feces mouth esophagus stomach small intestine large intestine (colon) liver pancreas heart arteries veins skeletal: (bones, tendons, ligaments, skull, ribs, sternum) muscles brain spinal cord sensory nerves Dissect a frog online and learn how to locate the different organs. ome.html Science activities for fifth graders. ience/scienceindex.htm Explain the purpose of system and name the major organs in the system. Observe activities and identify all of the systems working to complete the activity. 13

14 perform selected activities. motor nerves kidneys urinary bladder urethra ovaries oviducts uterus vagina testes vas deferens penis 14

15 Month: June Unit: Review of all Inquiry Processes PROCESS/ ANALYSIS AND COMMUNICA TION/ SOCIAL IMPLICATION AND REFLECTION K-7 Standard S.IP: Develop an understanding that inquiry and reasoning involves observing, questioning, investigating, recording, and developing solutions to problems. S.IP.E.1 Inquiry involves generating questions, conducting investigations, and developing solutions to problems through reasoning and observation. S.IP Make purposeful observation of the natural world using the appropriate senses. S.IP Generate questions based on observations. S.IP Plan and conduct simple and fair investigations. S.IP Manipulate simple tools that aid observation and data collection (for example: hand lens, balance, ruler, meter stick, measuring cup, thermometer, spring scale, stop watch/timer, graduated cylinder/beaker). S.IP Make accurate measurements with appropriate units (millimeters, centimeters, meters, milliliters, liters, Celsius, grams, seconds, minutes) for the measurement tool. S.IP Construct simple charts and graphs from data and observations. What are the steps in the method? collect data? identify patterns in data? communicate our findings to others? continuously reflect on your findings and others? Use inquiry based science lessons to introduce the method. Students create a Scientific Investigation using the Scientific Method. activities arguments boiling point calculator centimeter charts claims collaborative communication conclusion conducting control of variables controlled experiment cup data analysis data interpretation data presentation data table decrease defend demonstration design diagrams drawing equipment evaluate evidence exhibits expository work fact fair test graduated cylinder gram graphing hand lens history of science human effects illustrations increase information inquiry Students can generate tornadoes, snowflakes, rainbows, and lightning experiments online: Lots of experiment ideas: ex.asp and things that can be used in the classroom: ents/experiments_newtonseggs_onl ine.html 15

16 ANALYSIS AND COMMUNITCATION K-7 Standard S.IA: Develop an understanding that inquiry and investigations require analysis and communication of findings, using appropriate technology. S.IA.E.1 Inquiry includes an analysis and presentation of findings that lead to future questions, research, and investigations. S.IA Summarize information from charts and graphs to answer questions. S.IA Share ideas about science through purposeful conversation in collaborative groups. S.IA Communicate and present findings of observations and investigations. S.IA Develop research strategies and skills for information gathering and problem solving. S.IA Compare and contrast sets of data from multiple trials of a science investigation to explain reasons for differences. investigation limitations liter mass melting point meter meter stick metric microscope milliliters millimeter models no change observe on-going process of science opinion ounce predict question formulation research sample contributions equipment evidence experiment solutions spring scales stop watches table spoon tape measures teaspoon technology tools trials REFLECTION AND SOCIAL IMPLICATIONS K-7 Standard S.RS: Develop an understanding that claims and evidence for their merit should be analyzed. Understand how scientists decide what constitutes knowledge. Develop an understanding of the 16

17 importance of reflection on knowledge and its application to new situations to better understand the role of science in society and technology. S.RS.E.1 Reflecting on knowledge is the application of knowledge to new and different situations. Reflecting on knowledge requires careful analysis of evidence that guides decisionmaking and the application of science throughout history and within society. S.RS Demonstrate concepts through various illustrations, performances, models, exhibits, and activities. S.RS Use data/samples as evidence to separate fact from opinion. S.RS Use evidence when communicating ideas. S.RS Identify technology used in everyday life. S.RS Identify current problems that may be solved through the use of technology. S.RS Describe the effect humans and other organisms have on the balance of the natural world. S.RS Describe how people have contributed to science throughout history and across cultures. 17