5th Grade Science 2011 Science

Transcription

1 Scope And Sequence Timeframe Unit Instructional Topics 9 Week(s) 9 Week(s) 2 Week(s) 3 Week(s) 4 Week(s) Course Description The fifth grade science course work will develop a greater understanding of basic scientific principles. This understanding will be achieved by working through the process of scientific inquiry to explore the scientific fields of life, earth, physical, space, and technology. 4 Week(s) Ongoing Course Rationale The fifth grade science concepts lead students to a deeper understanding of living things in their environment, the earth and its processes, physical science, and our solar system. These understandings will be achieved through the use of scientific inquiry and technology. Scientific inquiry is a process used to investigate aspects of the world and construct reasonable explanations. All living things are connected to each other and their environments. Earth's weather patterns and cycles affect people every day. Forces are at work and in motion all around us. Scientific discoveries and advances in technology are constantly changing and shaping how we live our lives. Key Resources Scott Foresman,, 2006 Board Approval Date July 28, 2011 Living Organisms Earth's Systems Matter and Energy Force and Motion Universe Unit: Living Organisms, Technology and Human Activity Scientific Inquiry 1. Biological Classifications 2. Body Systems 1. Atmosphere, Weather and Climate 2. Human Impact on Earth 3. Water Cycle Course Details 1. Forms of Energy 1. Mechanical Systems 1. Solar System 2. Motions of Objects in the Universe 1. Technology 2. History of 1. Developing Investigations 2. Conducting Investigations 3. Evaluating and Analyzing Results 4. Communicating Results Students will classify organisms based on characteristics and explain how they are connected through a food web and the energy pyramid. Also, students will explain the functions of major body systems and how they work together. Living organisms are classified by characteristics. Living organisms are connected in the food web and energy pyramid. Body systems work together to keep you healthy. How are living organisms classified? How are living organisms connected in the food web and energy pyramid? How do body systems work together to keep you healthy? Use various plant and animal cards and organize each into a dichotomous key and explain the characteristics of each subgroup. Draw a diagram showing a food web, beginning with the sun showing how plants derive their energy from the sun. Finish the web connecting all animals with their possible food sources within the web. Predict what effect would happen to the rest of the body if any particular body system were to become impaired. dichotomous key invertebrate vertebrate Duration: 9 Week(s) Page 1

2 Topic: Biological Classifications Duration: 35 Day(s) The student will describe how plants make their own food (they use sunlight) and how animals get their energy (by consuming food), classify animals as vertebrates or invertebrates and classify vertebrates into the classes of birds, fish, amphibians, reptiles, mammals based on their characteristics. The student will compare structures that serve as similar functions for animals belonging to different vertebrate classes. Body Systems The student will explain the functions of the major body systems (e.g., the support, reproductive, digestive, circulatory, excretory, response). Unit: Earth's Systems The students will be able to describe how earth's water cycle affects the atmosphere, weather, and climates. Duration: 9 Week(s) The students will identify way to conserve and protect earth's resources. The students will be able to explain how movements of objects around the sun impact earth. Earth's water cycle, atmosphere, weather, and climates are powered by the sun. Earth's natural resources are limited and must be conserved and protected. Position and distance from the sun affects cycles and patterns that occur on earth. How does the sun power the water cycle, atmosphere, weather patterns, and climates? How can earth's natural resources be conserved and protected? How does earth's distance and position from the sun affect earth's cycles and patterns? Give students various weather collection points, have them make comparisons among the data, and predict future weather patterns. Based on what you know about the limited amount of fresh water available on our earth and the technological advancements of our society, explain the negative effects that have impacted our fresh water supply and make suggestions for future improvements. Draw a diagram that shows earth's tilt and position around the sun throughout the year. Label the seasons and weather patterns that occur as a result of earth's tilt and position in its revolution around the sun. anemometer atmosphere barometer condensation dew hydrosphere hygrometer rotate run-off sleet thermometer wind vane Topic: Atmosphere, Weather and Climate Duration: 20 Day(s) The student will describe that the atmosphere is composed of gases, condensed water and minute particles, identify and use the appropriate tools needed to collect weather data and observe and summarize relationship between weather data collected over a period of time. Human Impact on Earth The student will explain how major bodies of water are important natural resources for human activity and describe how human needs and activities have affected the quantity and quality of major bodies of fresh water. Page 2

3 Topic: Duration: 15 Day(s) Water Cycle The student will describe the path of water as it cycles including surface run-off and groundwater flow, classify water in its various forms (e.g., snow, rain, sleet, fog, clouds, dew) as it circulates through the water cycle and classify bodies of water as fresh or salt water, flowing or stationary, large or small, solid or liquid, surface or ground. The student will classify matter as a solid, liquid or gas at room temperature based on its physical properties, predict the effect of heat on the physical properties of water and demonstrate that the mass of water remains constant as it changes states of matter. Unit: Matter and Energy The students will observe light as a form of energy that comes from many sources and can be reflected, refracted, or absorbed. Duration: 2 Week(s) Light is a form of energy that comes from many sources. Light can be reflected, refracted, and absorbed. Why is light a source of energy? How can light be reflected, refracted, or absorbed? Energy is the ability to do work. Explain how light energy can do work. List several examples of light energy and explain the work that each source of light performs. Create a three column chart with the labels reflected, refracted, and absorbed and have students list three situations in which objects would cause light to be reflected, refracted, or absorbed. Other Content Words: absorb opaque reflect refract translucent transparent Topic: Forms of Energy Duration: 10 Day(s) The student will observe and explain that objects can only be seen when light is reflected from the object to the receiver. Unit: Force and Motion Students will use simple machines and a spring scale to determine the effort needed to do work with less force. Duration: 3 Week(s) A spring scale can help you measure mass and force. Simple machines can be used to decrease the amount of force needed to do work. How is a spring scale used as a measurement tool? How can simple machines be used to make work easier? Students will describe what conclusions can be drawn in a situation in which spring scale readings were lower when pulling a load up a small incline than when pulling a load straight up. Have students explain and consider what alternatives should be considered in a situation where a pulley is being used to lift a piano to the second story of a building. resistance force work Topic: Mechanical Systems Duration: 15 Day(s) The student will compare the measurements on a spring scale that indicate the effort needed to lift a load with and without the use of simple machines. The student may observe and explain how simple machines change the amount of effort and direction of force. Page 3

4 Unit: Universe Duration: 4 Week(s) The students will explain why the planets and the sun appear to be moving across the sky. The students will describe physical features of earth that allows life to exist and compare the physical features of earth to the features of the sun, moon, and other planets. Objects in the solar system appear to be moving across the sky due to the rotation on their axis and revolution around the sun. Earth's distance and position from the sun allow it to support life. The sun, moon, and other planets have different physical features than earth. How does an objects orbit and rotation affect its appearance from earth? How does earth's distance and position from the sun make life possible? How are the physical features of the sun, moon, earth, and other planets similar and different? Students draw and label the sequence of moon phase images and explain why the lighted portions of the moon occur where they do. Explain how Earth is similar to and different from its closest planetary neighbors Mars and Venus, and why Earth supports life, but Mars and Venus do not. Using a comparison matrix, compare and contrast the physical features of the sun, moon, and other planets. orbit rotate Other Content Words: first quarter revolution third quarter waning crescent waning gibbous waxing crescent waxing gibbous Topic: Solar System Duration: 10 Day(s) The student will explain why the planets and sun appear to be moving across the sky, describe physical features of earth that allows life to exist (e.g., air, water, correct temperature) and compare the physical features of earth to the features of the sun, moon and other planets. Motions of Objects in the Universe The student will sequence the images of the eight phases of the moon's cycle, explain rotate and relate changes in shadow lengths to the time of day and position of the sun as determined by earth's rotation and relate the apparent motion of the sun, moon and stars to the rotation of the earth. Unit:, Technology and Human Activity Duration: 4 Week(s) Page 4

5 Students will understand the nature of technology is advanced by and can advance science as it seeks to apply scientific knowledge in ways that meet human needs. Students will research a scientist or an inventor to describe how their work contributed to science and technology. Advancements in science and technology change human's lives in ways that have benefits and consequences. There are many scientists and inventors who have made contributions to science and technology. Why are some advancements in science and technology beneficial and harmful? How have contributions of scientists and inventors to science and technology shaped our world? Cell phones are an example of a technological advancement that has shaped our society. Explain the benefits and harmful effects that cell phones have on our society and environment. Create a piece of writing or presentation about a scientist or inventor that has made significant contributions to science and technology. Explain how their invention or discovery has shaped our world. Topic: Technology Duration: 10 Day(s) The student will describe how new technologies have helped scientists make better observations and measurements for investigations (e.g., telescopes, electronic balances, electronic microscopes, x-ray technology, computers, ultrasounds, computer probes, thermometers) and describe how the effects of inventions or technological advances may be helpful, harmful or both. History of The student will independently research biographical information about various scientists and inventors from different gender and ethnic backgrounds and describes how their work contributed to science and technology. The student will locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. Unit: Scientific Inquiry Duration: Ongoing The student will follow the scientific method while independently analyzing and communicating the results of a scientific experiment to develop further investigations. Scientific inquiry is a process used to investigate aspects of the world and construct reasonable explanations. How can scientists use the scientific method to develop a fair test that answers a hypothesis? Why do scientists analyze and communicate results? Given a fifth grade scientific scenario students will be able to write about the steps of the scientific method that were used to develop a fair test and answer a hypothesis from the scenario. Describe a situation in which analyzing and communicating results has lead to further investigations with improved, more accurate, or refined results. dependent variable independent variable testable question Topic: Developing Investigations Duration: Ongoing The student will formulate a testable question and hypothesis that includes independent, dependent, and constant variables (e.g., related to the topic of force and motion) and determine the fairness of an investigation using the characteristics of a fair test. Topic: Duration: Ongoing Conducting Investigations The student will determine the appropriate scientific tools to collect data, use the five senses to make qualitative observations, and measure and compare measurements from dependent variables collected from the inquiry. Page 5

6 Topic: Duration: Ongoing Evaluating and Analyzing Results The student will use quantitative and qualitative data to support reasonable explanations, use data as support for observed patterns and relationships, and analyze whether evidence supports proposed explanations. Topic: Duration: Ongoing Communicating Results The student will communicate the procedures and results of investigations and explanations through symbolisms, oral presentations, or writings. Page 6