Science Curriculum Grade Five Fair Haven Public Schools Knollwood School Fair Haven, New Jersey Adopted September 2014 1
Table of Contents Pages 3-24 2009 NJ Core Curriculum Content Standards with cumulative progress indicators to be addressed by the end of grade eight Pages 25-31 Pages 32-35 Pages 36-51 5 th grade science curriculum map Supplementary information for STC units Previous NJ Science Standards and Assessment Examples 2
2009 New Jersey Core Curriculum Content Standards - Science Content Area Standard Science 5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science. 8 th Grade: Safety, Lab Protocol, Scientific Method; Cells; Ecosystems - Pinelands; Genetics; Astronomy; Chemistry 7 th Grade: General Preparation, Safety and Energy and Electricity 6 th Grade: Safety, Lab Protocol, Scientific Method; Metric System, Investigative Approach; Exploring Micro and Macro Organisms; Ecosystems McCarter Pond, Stokes State Forest Strand 5 th Grade: Experiments with Plants; Climate and Weather; Earth in Space A. Understand Scientific Explanations : Students understand core concepts and principles of science and use measurement and observation tools to assist in categorizing, representing, and interpreting the natural and designed world. By the end of grade Content Statement CPI# Cumulative Progress Indicator (CPI) 8 Core scientific concepts and principles represent the conceptual basis for model-building and facilitate the generation of new and productive questions. 8 Results of observation and measurement can be used to build conceptual-based models and to search for core explanations. 8 Predictions and explanations are 5.1.8.A.1 Demonstrate understanding and use interrelationships among central scientific concepts to revise explanations and to consider alternative explanations. 5.1.8.A.2 Use mathematical, physical, and computational tools to build conceptualbased models and to pose theories. 5.1.8.A.3 Use scientific principles and models to frame and synthesize scientific 3
revised based on systematic observations, accurate measurements, and structured data/evidence. arguments and pose theories. Strand B. Generate Scientific Evidence Through Active Investigations : Students master the conceptual, mathematical, physical, and computational tools that need to be applied when constructing and evaluating claims. 8 Evidence is generated and evaluated as part of building and refining models and explanations. 8 Mathematics and technology are used to gather, analyze, and communicate results. 8 Carefully collected evidence is used to construct and defend arguments. 8 Scientific reasoning is used to support scientific conclusions. 5.1.8.B.1 Design investigations and use scientific instrumentation to collect, analyze, and evaluate evidence as part of building and revising models and explanations. 5.1.8.B.2 Gather, evaluate, and represent evidence using scientific tools, technologies, and computational strategies. 5.1.8.B.3 Use qualitative and quantitative evidence to develop evidence-based arguments. 5.1.8.B.4 Use quality controls to examine data sets and to examine evidence as a means of generating and reviewing explanations. Strand C. Reflect on Scientific Knowledge : Scientific knowledge builds on itself over time. 8 Scientific models and understandings of fundamental concepts and principles are refined as new evidence is considered. 8 Predictions and explanations are revised to account more completely for available evidence. 5.1.8.C.1 Monitor one s own thinking as understandings of scientific concepts are refined. 5.1.8.C.2 Revise predictions or explanations on the basis of discovering new evidence, learning new information, or using models. 4
8 Science is a practice in which an established body of knowledge is continually revised, refined, and extended. 5.1.8.C.3 Generate new and productive questions to evaluate and refine core explanations. Strand D. Participate Productively in Science : The growth of scientific knowledge involves critique and communication, which are social practices that are governed by a core set of values and norms. 8 Science involves practicing productive social interactions with peers, such as partner talk, whole-group discussions, and smallgroup work. 8 In order to determine which arguments and explanations are most persuasive, communities of learners work collaboratively to pose, refine, and evaluate questions, investigations, models, and theories (e.g., argumentation, representation, visualization, etc.). 8 Instruments of measurement can be used to safely gather accurate information for making scientific comparisons of objects and events. 8 Organisms are treated humanely, responsibly, and ethically. 5.1.8.D.1 Engage in multiple forms of discussion in order to process, make sense of, and learn from others ideas, observations, and experiences. 5.1.8.D.2 Engage in productive scientific discussion practices during conversations with peers, both face-toface and virtually, in the context of scientific investigations and modelbuilding. 5.1.8.D.3 Demonstrate how to safely use tools, instruments, and supplies. 5.1.8.D.4 Handle and treat organisms humanely, responsibly, and ethically. 5
Content Area Standard Science 5.2 Physical Science: All students will understand that physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems science. 8 th Grade: Safety, Lab Protocol, Scientific Method; Chemistry 7 th Grade: Energy, Weather, Climate, Biomes, Ecology, Biogeochemical cycles; Periodic Table and Properties of Matter; Motion Forces and Energy 6 th Grade: Ecosystems Stokes State Forest Strand 5 th Grade: Climate and Weather; Earth in Space A. Properties of Matter : All objects and substances in the natural world are composed of matter. Matter has two fundamental properties: matter takes up space, and matter has inertia. By the end of grade Content Statement CPI# Cumulative Progress Indicator (CPI) 6 The volume of some objects can be determined using liquid (water) displacement. 6 The density of an object can be determined from its volume and mass. 6 Pure substances have characteristic intrinsic properties, such as density, solubility, boiling point, and melting point, all of which are independent of the amount of the sample. 5.2.6.A.1 Determine the volume of common objects using water displacement methods. 5.2.6.A.2 Calculate the density of objects or substances after determining volume and mass. 5.2.6.A.3 Determine the identity of an unknown substance using data about intrinsic properties. 8 All matter is made of atoms. Matter made of only one type of atom 5.2.8.A.1 Explain that all matter is made of atoms, and give examples of common elements. 6
is called an element. 8 All substances are composed of one or more of approximately 100 elements. 8 Properties of solids, liquids, and gases are explained by a model of matter as composed of tiny particles (atoms) in motion. 8 The Periodic Table organizes the elements into families of elements with similar properties. 8 Elements are a class of substances composed of a single kind of atom. Compounds are substances that are chemically formed and have physical and chemical properties that differ from the reacting substances. 8 Substances are classified according to their physical and chemical properties. Metals are a class of elements that exhibit physical properties, such as conductivity, and chemical properties, such as producing salts when combined with nonmetals. 8 Substances are classified according to their physical and chemical properties. Acids are a class of compounds that exhibit 5.2.8.A.2 Analyze and explain the implications of the statement all substances are composed of elements. 5.2.8.A.3 Use the kinetic molecular model to predict how solids, liquids, and gases would behave under various physical circumstances, such as heating or cooling. 5.2.8.A.4 Predict the physical and chemical properties of elements based on their positions on the Periodic Table. 5.2.8.A.5 Identify unknown substances based on data regarding their physical and chemical properties. 5.2.8.A.6 Determine whether a substance is a metal or nonmetal through studentdesigned investigations. 5.2.8.A.7 Determine the relative acidity and reactivity of common acids, such as vinegar or cream of tartar, through a variety of student-designed investigations. 7
common chemical properties, including a sour taste, characteristic color changes with litmus and other acid/base indicators, and the tendency to react with bases to produce a salt and water. Strand B. Changes in Matter : Substances can undergo physical or chemical changes to form new substances. Each change involves energy. 6 When a new substance is made by combining two or more substances, it has properties that are different from the original substances. 5.2.6.B.1 Compare the properties of reactants with the properties of the products when two or more substances are combined and react chemically. 8 When substances undergo chemical change, the number and kinds of atoms in the reactants are the same as the number and kinds of atoms in the products. The mass of the reactants is the same as the mass of the products. 8 Chemical changes can occur when two substances, elements, or compounds react and produce one or more different substances. The physical and chemical properties of the products are different from those of the reacting substances. 5.2.8.B.1 Explain, using an understanding of the concept of chemical change, why the mass of reactants and the mass of products remain constant. 5.2.8.B.2 Compare and contrast the physical properties of reactants with products after a chemical reaction, such as those that occur during photosynthesis and cellular respiration. 8
Strand C. Forms of Energy : Knowing the characteristics of familiar forms of energy, including potential and kinetic energy, is useful in coming to the understanding that, for the most part, the natural world can be explained and is predictable. 6 Light travels in a straight line until it interacts with an object or material. Light can be absorbed, redirected, bounced back, or allowed to pass through. The path of reflected or refracted light can be predicted. 6 Visible light from the Sun is made up of a mixture of all colors of light. To see an object, light emitted or reflected by that object must enter the eye. 6 The transfer of thermal energy by conduction, convection, and radiation can produce large-scale events such as those seen in weather. 5.2.6.C.1 Predict the path of reflected or refracted light using reflecting and refracting telescopes as examples. 5.2.6.C.2 Describe how to prisms can be used to demonstrate that visible light from the Sun is made up of different colors. 5.2.6.C.3 Relate the transfer of heat from oceans and land masses to the evolution of a hurricane. 8 A tiny fraction of the light energy from the Sun reaches Earth. Light energy from the Sun is Earth s primary source of energy, heating Earth surfaces and providing the energy that results in wind, ocean currents, and storms. 8 Energy is transferred from place to place. Light energy can be 5.2.8.C.1 Structure evidence to explain the relatively high frequency of tornadoes in Tornado Alley. 5.2.8.C.2 Model and explain current technologies used to capture solar energy for the purposes of converting it to electrical 9
thought of as traveling in rays. Thermal energy travels via conduction and convection. energy. Strand D. Energy Transfer and Conservation : The conservation of energy can be demonstrated by keeping track of familiar forms of energy as they are transferred from one object to another. 6 The flow of current in an electric circuit depends upon the components of the circuit and their arrangement, such as in series or parallel. Electricity flowing through an electrical circuit produces magnetic effects in the wires. 5.2.6.D.1 Use simple circuits involving batteries and motors to compare and predict the current flow with different circuit arrangements. 8 When energy is transferred from one system to another, the quantity of energy before transfer equals the quantity of energy after transfer. As an object falls, its potential energy decreases as its speed, and consequently its kinetic energy, increases. While an object is falling, some of the object s kinetic energy is transferred to the medium through which it falls, setting the medium into motion and heating it. 8 Nuclear reactions take place in the Sun. In plants, light energy 5.2.8.D.1 Relate the kinetic and potential energies of a roller coaster at various points on its path. 5.2.8.D.2 Describe the flow of energy from the Sun to the fuel tank of an automobile. 10
from the Sun is transferred to oxygen and carbon compounds, which in combination, have chemical potential energy (photosynthesis). Strand E. Forces and Motion : It takes energy to change the motion of objects. The energy change is understood in terms of forces. 6 An object s position can be described by locating the object relative to other objects or a background. The description of an object s motion from one observer s view may be different from that reported from a different observer s view. 6 Magnetic, electrical, and gravitational forces can act at a distance. 6 Friction is a force that acts to slow or stop the motion of objects. 6 Sinking and floating can be predicted using forces that depend on the relative densities of objects and materials. 8 An object is in motion when its position is changing. The speed of an object is defined by how far it travels divided by the amount of time it took to travel that far. 8 Forces have magnitude and direction. Forces 5.2.6.E.1 Model and explain how the description of an object s motion from one observer s view may be different from a different observer s view. 5.2.6.E.2 Describe the force between two magnets as the distance between them is changed. 5.2.6.E.3 Demonstrate and explain the frictional force acting on an object with the use of a physical model. 5.2.6.E.4 Predict if an object will sink or float using evidence and reasoning. 5.2.8.E.1 Calculate the speed of an object when given distance and time. 5.2.8.E.2 Compare the motion of an object acted on by balanced forces with the motion of 11
can be added. The net force on an object is the sum of all the forces acting on the object. An object at rest will remain at rest unless acted on by an unbalanced force. An object in motion at constant velocity will continue at the same velocity unless acted on by an unbalanced force. an object acted on by unbalanced forces in a given specific scenario. Content Area Standard Science 5.3 Life Science: All students will understand that life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics. 8 th Grade: Cells; Genetics 7 th Grade: Energy, Weather, Climate, Biomes, Ecology, Biogeochemical cycles 6 th Grade: Exploring Micro and Macro Organisms; Ecosystems Stokes State Forest Strand 5 th Grade: Experiments with Plants; Cells A. Organization and Development : Living organisms are composed of cellular units (structures) that carry out functions required for life. Cellular units are composed of molecules, which also carry out biological functions. By the end of grade Content Statement CPI# Cumulative Progress Indicator (CPI) 6 Systems of the human body are interrelated and regulate the body s internal environment. 5.3.6.A.1 Model the interdependence of the human body s major systems in regulating its internal environment. 12
6 Essential functions of plant and animal cells are carried out by organelles. 5.3.6.A.2 Model and explain ways in which organelles work together to meet the cell s needs. 8 All organisms are composed of cell(s). In multicellular organisms, specialized cells perform specialized functions. Tissues, organs, and organ systems are composed of cells and function to serve the needs of cells for food, air, and waste removal. 8 During the early development of an organism, cells differentiate and multiply to form the many specialized cells, tissues, and organs that compose the final organism. Tissues grow through cell division. 5.3.8.A.1 Compare the benefits and limitations of existing as a single-celled organism and as a multicellular organism. 5.3.8.A.2 Relate the structures of cells, tissues, organs, and systems to their functions in supporting life. Strand B. Matter and Energy Transformations : Food is required for energy and building cellular materials. Organisms in an ecosystem have different ways of obtaining food, and some organisms obtain their food directly from other organisms. 6 Plants are producers: They use the energy from light to make food (sugar) from carbon dioxide and water. Plants are used as a source of food (energy) for other organisms. 6 All animals, including humans, are consumers that meet their energy needs by 5.3.6.B.1 Describe the sources of the reactants of photosynthesis and trace the pathway to the products. 5.3.6.B.2 Illustrate the flow of energy (food) through a community. 13
eating other organisms or their products. 8 Food is broken down to provide energy for the work that cells do, and is a source of the molecular building blocks from which needed materials are assembled. 8 All animals, including humans, are consumers that meet their energy needs by eating other organisms or their products. 5.3.8.B.1 Relate the energy and nutritional needs of organisms in a variety of life stages and situations, including stages of development and periods of maintenance. 5.3.8.B.2 Analyze the components of a consumer s diet and trace them back to plants and plant products. Strand C. Interdependence : All animals and most plants depend on both other organisms and their environment to meet their basic needs. 6 Various human activities have changed the capacity of the environment to support some life forms. 6 The number of organisms and populations an ecosystem can support depends on the biotic resources available and on abiotic factors, such as quantities of light and water, range of temperatures, and soil composition. 6 All organisms cause changes in the ecosystem in which they live. If this change reduces another organism s access to resources, that organism may move to 5.3.6.C.1 Explain the impact of meeting human needs and wants on local and global environments. 5.3.6.C.2 Predict the impact that altering biotic and abiotic factors has on an ecosystem. 5.3.6.C.3 Describe how one population of organisms may affect other plants and/or animals in an ecosystem. 14
another location or die. 8 Symbiotic interactions among organisms of different species can be classified as: 5.3.8.C.1 Model the effect of positive and negative changes in population size on a symbiotic pairing. Producer/consumer Predator/prey Parasite/host Scavenger/prey Decomposer/prey Strand D. Heredity and Reproduction : Organisms reproduce, develop, and have predictable life cycles. Organisms contain genetic information that influences their traits, and they pass this on to their offspring during reproduction. 6 Reproduction is essential to the continuation of every species. 6 Variations exist among organisms of the same generation (e.g., siblings) and of different generations (e.g., parent to offspring). 6 Traits such as eye color in human beings or fruit/flower color in plants are inherited. 5.3.6.D.1 Predict the long-term effect of interference with normal patterns of reproduction. 5.3.6.D.2 Explain how knowledge of inherited variations within and between generations is applied to farming and animal breeding. 5.3.6.D.3 Distinguish between inherited and acquired traits/characteristics. 8 Some organisms reproduce asexually. In these organisms, all genetic information comes from a single parent. Some 5.3.8.D.1 Defend the principle that, through reproduction, genetic traits are passed from one generation to the next, using evidence collected from observations of inherited traits. 15
organisms reproduce sexually, through which half of the genetic information comes from each parent. 8 The unique combination of genetic material from each parent in sexually reproducing organisms results in the potential for variation. 8 Characteristics of organisms are influenced by heredity and/or their environment. 5.3.8.D.2 Explain the source of variation among siblings. 5.3.8.D.3 Describe the environmental conditions or factors that may lead to a change in a cell s genetic information or to an organism s development, and how these changes are passed on. Strand E. Evolution and Diversity: : Sometimes, differences between organisms of the same kind provide advantages for surviving and reproducing in different environments. These selective differences may lead to dramatic changes in characteristics of organisms in a population over extremely long periods of time. 6 Changes in environmental conditions can affect the survival of individual organisms and entire species. 5.3.6.E.1 Describe the impact on the survival of species during specific times in geologic history when environmental conditions changed. 8 Individual organisms with certain traits are more likely than others to survive and have offspring in particular environments. The advantages or disadvantages of specific characteristics can change when the environment in which they exist changes. Extinction of a species occurs when the 5.3.8.E.1 Organize and present evidence to show how the extinction of a species is related to an inability to adapt to changing environmental conditions using quantitative and qualitative data. 16
environment changes and the characteristics of a species are insufficient to allow survival. 8 Anatomical evidence supports evolution and provides additional detail about the sequence of branching of various lines of descent. 5.3.8.E.2 Compare the anatomical structures of a living species with fossil records to derive a line of descent. Content Area Standard Science 5.4 Earth Systems Science: All students will understand that Earth operates as a set of complex, dynamic, and interconnected systems, and is a part of the all-encompassing system of the universe. 8 th Grade: Ecosystems - Pinelands; Astronomy 7 th Grade: Energy, Weather, Climate, Biomes, Ecology, Biogeochemical cycles 6 th Grade: Dynamic Planet; Rocks and Landforms; Materials and Minerals; Catastrophic Events; Ecosystems McCarter Pond, Stokes State Forest Strand 5 th Grade: Climate and Weather; Earth in Space A. Objects in the Universe : Our universe has been expanding and evolving for 13.7 billion years under the influence of gravitational and nuclear forces. As gravity governs its expansion, organizational patterns, and the movement of celestial bodies, nuclear forces within stars govern its evolution through the processes of stellar birth and death. These same processes governed the formation of our solar system 4.6 billion years ago. By the end of grade Content Statement CPI# Cumulative Progress Indicator (CPI) 6 The height of the path of the Sun in the sky and the length of a shadow change over 5.4.6.A.1 Generate and analyze evidence (through simulations) that the Sun s apparent motion across the sky changes over the course of a year. 17
the course of a year. 6 Earth s position relative to the Sun, and the rotation of Earth on its axis, result in patterns and cycles that define time units of days and years. 6 The Sun s gravity holds planets and other objects in the solar system in orbit, and planets gravity holds moons in orbit. 6 The Sun is the central and most massive body in our solar system, which includes eight planets and their moons, dwarf planets, asteroids, and comets. 5.4.6.A.2 Construct and evaluate models demonstrating the rotation of Earth on its axis and the orbit of Earth around the Sun. 5.4.6.A.3 Predict what would happen to an orbiting object if gravity were increased, decreased, or taken away. 5.4.6.A.4 Compare and contrast the major physical characteristics (including size and scale) of solar system objects using evidence in the form of data tables and photographs. 8 The relative positions and motions of the Sun, Earth, and Moon result in the phases of the Moon, eclipses, and the daily and monthly cycle of tides. 8 Earth s tilt, rotation, and revolution around the Sun cause changes in the height and duration of the Sun in the sky. These factors combine to explain the changes in the length of the day and seasons. 8 Gravitation is a universal attractive force by which objects with mass attract one another. The gravitational force between two objects is 5.4.8.A.1 Analyze moon-phase, eclipse, and tidal data to construct models that explain how the relative positions and motions of the Sun, Earth, and Moon cause these three phenomena. 5.4.8.A.2 Use evidence of global variations in day length, temperature, and the amount of solar radiation striking Earth s surface to create models that explain these phenomena and seasons. 5.4.8.A.3 Predict how the gravitational force between two bodies would differ for bodies of different masses or bodies that are different distances apart. 18
proportional to their masses and inversely proportional to the square of the distance between the objects. 8 The regular and predictable motion of objects in the solar system (Kepler s Laws) is explained by gravitational forces. 5.4.8.A.4 Analyze data regarding the motion of comets, planets, and moons to find general patterns of orbital motion. Strand B. History of Earth : From the time that Earth formed from a nebula 4.6 billion years ago, it has been evolving as a result of geologic, biological, physical, and chemical processes. 6 Successive layers of sedimentary rock and the fossils contained in them tell the factual story of the age, history, changing life forms, and geology of Earth. 6 Earth s current structure has been influenced by both sporadic and gradual events. Changes caused by earthquakes and volcanic eruptions can be observed on a human time scale, but many geological processes, such as mountain building and the shifting of continents, are observed on a geologic time scale. 6 Moving water, wind, and ice continually shape Earth s surface by eroding rock and soil in some areas and depositing them in 5.4.6.B.1 Interpret a representation of a rock layer sequence to establish oldest and youngest layers, geologic events, and changing life forms. 5.4.6.B.2 Examine Earth s surface features and identify those created on a scale of human life or on a geologic time scale. 5.4.6.B.3 Determine if landforms were created by processes of erosion (e.g., wind, water, and/or ice) based on evidence in pictures, video, and/or maps. 19
other areas. 6 Erosion plays an important role in the formation of soil, but too much erosion can wash away fertile soil from ecosystems, including farms. 5.4.6.B.4 Describe methods people use to reduce soil erosion. 8 Today s planet is very different than early Earth. Evidence for one-celled forms of life (bacteria) extends back more than 3.5 billion years. 8 Fossils provide evidence of how life and environmental conditions have changed. The principle of Uniformitarianism makes possible the interpretation of Earth s history. The same Earth processes that occurred in the past occur today. 5.4.8.B.1 Correlate the evolution of organisms and the environmental conditions on Earth as they changed throughout geologic time. 5.4.8.B.2 Evaluate the appropriateness of increasing the human population in a region (e.g., barrier islands, Pacific Northwest, Midwest United States) based on the region s history of catastrophic events, such as volcanic eruptions, earthquakes, and floods. Strand C. Properties of Earth Materials : Earth s composition is unique, is related to the origin of our solar system, and provides us with the raw resources needed to sustain life. 6 Soil attributes/properties affect the soil s ability to support animal life and grow plants. 6 The rock cycle is a model of creation and transformation of rocks from one form (sedimentary, igneous, or metamorphic) to another. Rock families 5.4.6.C.1 Predict the types of ecosystems that unknown soil samples could support based on soil properties. 5.4.6.C.2 Distinguish physical properties of sedimentary, igneous, or metamorphic rocks and explain how one kind of rock could eventually become a different kind of rock. 20
are determined by the origin and transformations of the rock. 6 Rocks and rock formations contain evidence that tell a story about their past. The story is dependent on the minerals, materials, tectonic conditions, and erosion forces that created them. 5.4.6.C.3 Deduce the story of the tectonic conditions and erosion forces that created sample rocks or rock formations. 8 Soil consists of weathered rocks and decomposed organic material from dead plants, animals, and bacteria. Soils are often found in layers, each having a different chemical composition and texture. 8 Physical and chemical changes take place in Earth materials when Earth features are modified through weathering and erosion. 8 Earth s atmosphere is a mixture of nitrogen, oxygen, and trace gases that include water vapor. The atmosphere has a different physical and chemical composition at different elevations. 5.4.8.C.1 Determine the chemical properties of soil samples in order to select an appropriate location for a community garden. 5.4.8.C.2 Explain how chemical and physical mechanisms (changes) are responsible for creating a variety of landforms. 5.4.8.C.3 Model the vertical structure of the atmosphere using information from active and passive remote-sensing tools (e.g., satellites, balloons, and/or ground-based sensors) in the analysis. Strand D. Tectonics : The theory of plate tectonics provides a framework for understanding the dynamic processes within and on Earth. 21
6 Lithospheric plates consisting of continents and ocean floors move in response to movements in the mantle. 6 Earth s landforms are created through constructive (deposition) and destructive (erosion) processes. 6 Earth has a magnetic field that is detectable at the surface with a compass. 5.4.6.D.1 Apply understanding of the motion of lithospheric plates to explain why the Pacific Rim is referred to as the Ring of Fire. 5.4.6.D.2 Locate areas that are being created (deposition) and destroyed (erosion) using maps and satellite images. 5.4.6.D.3 Apply knowledge of Earth s magnetic fields to successfully complete an orienteering challenge. 8 Earth is layered with a lithosphere, a hot, convecting mantle, and a dense, metallic core. 8 Major geological events, such as earthquakes, volcanic eruptions, and mountain building, result from the motion of plates. Sea floor spreading, revealed in mapping of the Mid- Atlantic Ridge, and subduction zones are evidence for the theory of plate tectonics. 8 Earth s magnetic field has north and south poles and lines of force that are used for navigation. 5.4.8.D.1 Model the interactions between the layers of Earth. 5.4.8.D.2 Present evidence to support arguments for the theory of plate motion. 5.4.8.D.3 Explain why geomagnetic north and geographic north are at different locations. Strand E. Energy in Earth Systems : Internal and external sources of energy drive Earth systems. 6 The Sun is the major source of energy for 5.4.6.E.1 Generate a conclusion about energy transfer and circulation by observing a 22
circulating the atmosphere and oceans. model of convection currents. 8 The Sun provides energy for plants to grow and drives convection within the atmosphere and oceans, producing winds, ocean currents, and the water cycle. 5.4.8.E.1 Explain how energy from the Sun is transformed or transferred in global wind circulation, ocean circulation, and the water cycle. Strand F. Climate and Weather : Earth s weather and climate systems are the result of complex interactions between land, ocean, ice, and atmosphere. 6 Weather is the result of short-term variations in temperature, humidity, and air pressure. 6 Climate is the result of long-term patterns of temperature and precipitation. 5.4.6.F.1 Explain the interrelationships between daily temperature, air pressure, and relative humidity data. 5.4.6.F.2 Create climatographs for various locations around Earth and categorize the climate based on the yearly patterns of temperature and precipitation. 8 Global patterns of atmospheric movement influence local weather. 8 Climate is influenced locally and globally by atmospheric interactions with land masses and bodies of water. 8 Weather (in the short term) and climate (in the long term) involve the transfer of energy and water in and out of the atmosphere. 5.4.8.F.1 Determine the origin of local weather by exploring national and international weather maps. 5.4.8.F.2 Explain the mechanisms that cause varying daily temperature ranges in a coastal community and in a community located in the interior of the country. 5.4.8.F.3 Create a model of the hydrologic cycle that focuses on the transfer of water in and out of the atmosphere. Apply the model to different climates around the world. Strand G. Biogeochemical Cycles : The biogeochemical cycles in the Earth systems include the flow of microscopic and macroscopic resources 23
from one reservoir in the hydrosphere, geosphere, atmosphere, or biosphere to another, are driven by Earth's internal and external sources of energy, and are impacted by human activity. 6 Circulation of water in marine environments is dependent on factors such as the composition of water masses and energy from the Sun or wind. 6 An ecosystem includes all of the plant and animal populations and nonliving resources in a given area. Organisms interact with each other and with other components of an ecosystem. 6 Personal activities impact the local and global environment. 5.4.6.G.1 Illustrate global winds and surface currents through the creation of a world map of global winds and currents that explains the relationship between the two factors. 5.4.6.G.2 Create a model of ecosystems in two different locations, and compare and contrast the living and nonliving components. 5.4.6.G.3 Describe ways that humans can improve the health of ecosystems around the world. 8 Water in the oceans holds a large amount of heat, and therefore significantly affects the global climate system. 8 Investigations of environmental issues address underlying scientific causes and may inform possible solutions. 5.4.8.G.1 Represent and explain, using sea surface temperature maps, how ocean currents impact the climate of coastal communities. 5.4.8.G.2 Investigate a local or global environmental issue by defining the problem, researching possible causative factors, understanding the underlying science, and evaluating the benefits and risks of alternative solutions. 24
Guiding Questions Lead to specific understandings in unit Essential Questions Fifth Grade Science Unit Maps Experiments with Plants How can different variables affect the growth of plants? How do we design and conduct controlled investigative experiments? Cells How can the difference between plant and animal cells contribute to our understanding of plants? What does a plant need to grow? What variables affect the growth of a plant? Why is it important to control variables when trying to determine the effect of a variable? Why are bees important to the growth of some plants? What things can affect the number of seeds produced by a single plant? Why is record keeping important when conducting an experiment? What types of information is essential to record in order to form a conclusion? How do we use the scientific method? What is the basic unit of all living things? What is the difference between an animal cell and a plant cell? What are the functions of the basic parts of a plant cell? 25
Content (Standards) topics, issues, works, problems, themes Experiments with Plants 5.1- Scientific Practices 5.2- Physical Science 5.3- Life Science 5.4 -Earth Systems Science Plants need soil, nutrients, light, and water. (5.1.4.A.1) Plant growth is affected by the quantities of nutrients, light, and water available. (5.3.4.A.1) Controlling variables enables the effect of each to be identified and studied. (5.1.8.B.1) Flowering plants must be pollinated in order to produce seeds. (5.3.6.D.1) Bees are effective pollinators. (5.3.C) One seed has the potential to produce one plant. The number of seeds produced by a single plant is affected by such variables as nutrients, light, water, and the extent of pollination. (5.3.4.C.1) The orientation of a plant s growth if affected by gravity and light. (5.3.6.E.1) Cells All living things are made up of cells. Cells are the building blocks of all living things. There are two types of cells: plant and animal cells. The components of plant cells include a cell membrane, a cell wall, chloroplast, nuclear membrane, cytoplasm, mitochondria, nucleus, vacuole. The nucleus is the control center of the cell. The cell wall is the outermost layer of a plant cell. The cell membrane is a membrane around a cell that surrounds the cytoplasm and allows substances to pass in and out of the cell Chloroplasts are part of the plant cell that contain chlorophyll and is where photosynthesis takes place. 26
Assessment Observable evidence; nouns Skills (CPI s) Use action verbs; can be assessed, observed, described in specific terms Experiments with Plants Planting and caring for plants. (5. 1.8.D. 4) Predicting how changing one variable might affect the outcome of an experiment. (5.1. 4. A.1) Planning and conducting experiments in which variables are controlled. (5.1.8.A.2) Observing, measuring, describing, and recording changes in plant growth. (5.1.8.B.1) Communicating results through graphs, drawings, and group presentations. (5.1.8. D.1) (5.1.8.D.2) Interpreting and analyzing how different variables affect the growth and change of plants over time. (5.3.6.E.1) Reflecting on experiences through writing and discussion. (5. 1.8.D.1) Reading and researching to learn more about plants. (5.1.8.A.3) Cells Identify and describe the structure and function of cells and cell parts. Recognize that complex multicellular organisms are composed of and defined by interactions of cells, tissues, organs, and systems. Notebook entries of plant observations Teacher observation of lab work Teacher checklist of learning goals Final presentation of experiment results and learning through science fair type, debate, panel discussion, interview, etc. Student self assessment Teacher observations Drawings Notebook entries 27
Guiding Questions Lead to specific understandings in unit Essential Questions Climate and Weather Earth in Space What are the factors that create weather? How can we think and act like meteorologists? How do we design and conduct controlled investigative experiments? What predictable, observable patterns occur as a result of the interaction between the Earth, Moon, and Sun? What causes these patterns? How has space exploration affected what we know about the solar system / universe? How is weather observed? What does a weather report contain? What can weather maps tells you about weather? In addition to weather observations on the Earth s surface, how else is weather data collected? What causes weather? What is the difference between weather and climate? What evidence suggests that climate has changed in the past? How is global climate changing? What causes the apparent motion of the Sun and Moon across the sky? What causes day and night? What determines the length of a year? Why do shadows change during the day? What causes seasons? What factors affect how hot or cold it is in any one place on Earth? Why are summer and winter 6 months apart? Why do the rising and setting times and appearance of the Moon change over time? Under what conditions do solar and lunar eclipses occur? What are the phases of the Moon? What information can be learned from studying sunspots? What is space weather and how does it affect Earth? How has space exploration changed since the 1960 s? 28
Content (Standards) topics, issues, works, problems, themes Climate and Weather Earth in Space Air temperature, clouds, and wind are components of weather that can be observed and measured using specially designed instruments.(5.4.4.f.1) Air temperature is a measure of the average speed of the motion of gas molecules in the atmosphere. (5.4.6.F.1) Clouds are formed when humid air rises upward. (5.4.4.G.1) Wind blows because air pressure is higher in one place than in another place. (5.4.6.F.1) Using protocols to make a measurement increases the reliability of that measurement. (5.1.4. D.3) Weather reports are descriptions of weather conditions; weather forecasts are predictions of the weather. They vary depending on their sources of information, (5.4.4.F.1) Weather prediction will never be an exact science. (5.4.8.F.1) Weather maps use standardized symbols to share information. (5.4.8.F.1) Weather systems typically move from west to east in the U.S. (5.4.6.F.1) Air pressure decreases upward in the atmosphere. (5.4.8.F.3) Warmer air masses rise over cooler air masses. (5.4.8.F.2) Air temperature usually decreases with altitude. (5.4.8.F.1) Satellite images and radar images are used to make weather maps. (5.4.8.F.2) Energy and water interact in the water cycle. (5.4.8.F.3) The water cycle is the system of movement of water along a variety of pathways on the Earth s surface, oceans and atmosphere. (5.4.8.F.3) (5.4.4.G.3) (5.2.6.C.3) (5.2.8.C.1) The atmosphere exerts pressure on surfaces. (5.4.8.F.1) (5.2.6.C.3) (5.2.8.C.1) Climate is characterized by precipitation and air temperature and is affected by elevation, latitude, and proximity to water and mountain ranges. (5.4.6.F.2) Climate can and has changed over time. (5.4.6.F.2) Climate trends may be natural, or affected by human activity. (5.4.6.G.3) Predictions and explanations are revised to account more completely for available evidence. (5.1.8.C.2) Science involves practicing productive social interactions with peers, such as partner talk, whole-group discussions, and small-group work. (5.1.8.D.1) The Sun is the major source of energy for circulating the atmosphere and oceans. (5.4.6.E.1) Light travels in a straight line until it interacts with an object or material. Light can be absorbed, redirected, bounced back, or allowed to pass through. The path of reflected or refracted light can be predicted. (5.2.6.C.1) Energy is transferred from place to place. Light energy can be thought of as traveling in rays. Thermal energy travels via conduction and convection. (5.2.8.C.2) The height of the path of the Sun in the sky and the length of a shadow change over the course of a year. (5.4.6.A.1) Earth s position relative to the Sun, and the rotation of Earth on its axis, result in patterns and cycles that define time units of days and years. (5.4.6.A.2) The Sun s gravity holds planets and other objects in the solar system in orbit, and planets gravity holds moons in orbit. (5.4.6.A.3) The Sun is the central and most massive body in our solar system, which includes eight planets and their moons, dwarf planets, asteroids, and comets.(5.4.6.a.4) The relative positions and motions of the Sun, Earth, and Moon result in the phases of the Moon, eclipses, and the daily and monthly cycle of tides. (5.4.8.A.1) Earth s tilt, rotation, and revolution around the Sun cause changes in the height and duration of the Sun in the sky. These factors combine to explain the changes in the length of the day and seasons. (5.4.8.A.2) 29
Skills (CPI s) Use action verbs; can be assessed, observed, described in specific terms Climate and Weather Earth in Space Follow protocols to make reliable measurements. (5.1.8. D.3) Communicate procedures, observations, and findings to others clearly. (5.1.8.D.1) (5.1.8.D.2) Record observations and measurements. (5.1.4.B.2) (5.1.8.D.3) Synthesize data into a weather report. (5.1.4.B.2) Compare and evaluate weather reports for level of information and accuracy. (5.1.4.B.2) Conduct research on weather terms. (5.1.8.B.1) Generate questions to answer by inquiry. (5.1.8.A.2) Devise methods of answering questions using models. (5.1.8. A. 2) Collect and analyze evidence from the models. (5.1.8. B.1) Arrive at conclusions based on evidence. (5.1.8.A.3) Construct a graph from a set of data. (5.1.8.B.2) Use the data and graph to investigate relationships and search for patterns among weather maps, satellite images, and radar images. (5.4.8 F.1) Use models to understand the factors that influence weather, including the effects of wind, cloud formation, temperature, and air pressure. (5.4.4.G.2) (5.4.4.G.1) Compare and contrast climatic regions around the world (5.4.6.F.2) Experiment with the way different states of matter retain heat. Collect data from experiments.(5.1.4.b.1) (5.1.4.B.2) Analyze data from experiments and arrive at conclusions. (5.1.4.B.2) (5.1.4.B.3) Analyze climate information over short and long terms. (5.1.8.B.1) Draw conclusions about climatic conditions. (5.1.8.B.4) Collect evidence about climate change over as long a period of time as possible. (5.1.8.B.1) Analyze the evidence, arrive at conclusions, and make predictions about future climates. (5.1.8.B.2) (5.1.8.B.3) (5.1.8.B.4) Reflect on investigations through writing and discussion. (5. 1.8.D.1) Reading and researching to learn more about climate and weather (5.1.8.A.3) Record observations and measurements. (5.1.4.B.2) (5.1.8.D.3) Communicate procedures, observations, and findings to others clearly. (5.1.8.D.1) (5.1.8.D.2) Revise predictions or explanations on the basis of discovering new evidence, learning new information, or using models. (5.1.8.C.2) Engage in multiple forms of discussion in order to process, make sense of, and learn from others ideas, observations, and experiences. (5.1.8.D.1) Generate a conclusion about energy transfer and circulation by observing a model of convection currents. (5.4.6.E.1) Predict the path of reflected or refracted light using reflecting and refracting telescopes as examples. (5.2.6.C.1) Model and explain current technologies used to capture solar energy for the purposes of converting it to electrical energy. (5.2.8.C.2) Generate and analyze evidence (through simulations) that the Sun s apparent motion across the sky changes over the course of a year. (5.4.6.A.1) Construct and evaluate models demonstrating the rotation of Earth on its axis and the orbit of Earth around the Sun. (5.4.6.A.2) Predict what would happen to an orbiting object if gravity were increased, decreased, or taken away. (5.4.6.A.3) Compare and contrast the major physical characteristics (including size and scale) of solar system objects using evidence in the form of data tables and photographs. (5.4.6.A.4) Analyze moon-phase, eclipse, and tidal data to construct models that explain how the relative positions and motions of the Sun, Earth, and Moon cause these three phenomena. (5.4.8.A.1) Use evidence of global variations in day length, temperature, and the amount of solar radiation striking Earth s surface to create models that explain these phenomena and seasons. (5.4.8.A.2) 30
. Climate and Weather Earth in Space Student journals Teacher observation Journal entry evaluation sheet or checklist Key question evaluation sheet Student self assessment and assessment of group members Pre and post unit assessment Student notebook entries Teacher observation Performance assessment based on an investigation of the Sun s impact as an energy source Written assessments requiring interpretation of graphs and diagrams, short answer questions requiring explanation and analysis 31
Supplementary information: Teacher training guides: Experiments with Plants Introduction to the unit: 1. Experiments with Plants is an 8-week unit for sixth graders. In lessons 1-3, students plan an experiment to investigate some aspect of plant growth. In lessons 3-11, students conduct their experiments and report the results to the class. In lessons 12-13, students investigate seed germination. In lessons 14-15, students investigate plant responses to gravity and light. The lessons Lesson 1 What Do You Know about Experiments? 1. Introduce the scientific experiment as a fair test. Use the example of a race as suggested on p. 10 and under Procedure step 3 on p. 12. (A variable is any factor that might influence the outcome of an experiment.) 2. Refer them to the p. 11 chart. Go over the variables listed there that influence Fast Plant growth. Point out the ones that are most easily manipulated in a classroom setting. Lesson 2 Identifying Variables and Planning a Fair Test; and Lesson 3 Outlining the Experimental Plan 1. Divide the group into four teams. Assign each team one of the variables (growing conditions) indicated by an asterisk on the p. 11 chart. Review with them the instructions on Activity Sheet 1B. (In a workshop, it is not necessary to use cut pieces of paper as directed in step 1.) 2. Have each team fill in Activity Sheet 1A. 3. When the teams have completed Sheet 1A, refer them to Fig. 3-1 of the Student Activity Book or show an overhead of the figure. Point out that students usually think only of growth in height, but the wheel helps them think of other things that they could count, measure, or observe. 4. Using the information from Activity Sheet 1A, from p. 32-33, and from Fig. 3-1, have them fill in Activity Sheet 2. Teams should report on their results. If time permits, teams can critique their work. Lesson 4 Planting the Seed Note: Since there is not time to carry out the experimental plans, this activity is done strictly to familiarize participants with the standard planting and care procedures for Wisconsin Fast Plants. 1. Show an overhead of Fig. 4-2. Explain that you have set up the materials in a similar fashion for easy pickup. If you have not pre-moistened the potting mix, do so now, explaining as you do. If you have premoistened, explain how to do it. Go down the line demonstrating how to assemble a tray of materials for planting. This would be a good time to point out that because of all the work involved on planting day and the resultant potential for confusion, one or more helpers (parent volunteers, etc.) will make things go much more smoothly. 2. Have the participants come up and assemble their trays of planting materials. After they return to their seats, lead them step-by-step through the planting procedure. For some groups it will be better to demonstrate planting and then allow them to follow the instructions on Student Activity Book p. 20-21. Use some judgment here. 3. After planting is complete, talk about the care of the plants. 32
Explain that watering from the top needs to be done for the next 2 days. Demonstrate how to set up and use the watering system. Point out that the plants must have a constant water supply to achieve proper growth. Wicks must be in firm contact with the water mats. If a section of a quad dries out (moist potting mix is black, dry potting mix is gray), the quad must be removed from the watering system, its wicks checked, and the dry section watered from the top. The quad can then be returned to the watering system. It is a good idea to exchange its position with that of another quad. The Timetable for Wisconsin Fast Plants indicates times to check the water level of the tanks; however, it is good practice to check the water level each day and top off the tank whenever the water level drops below the halfway point. Call attention to the lighting system. Explain that it is included in the unit. Demonstrate how the PVC pipe of the framework fits together. Demonstrate how to put the lightbulbs (tubes) in the light rack (if this has not already been done). Use cool white 40-watt tubes. Other tubes (special grow lamps, energy efficient, etc.) are more expensive and will not work as well. Show how the S-hooks and chains are used to support the light rack and adjust its height. The lights should always be 2-3 inches above the tops of the plants (see under Handling Materials, Teacher s Guide p. 6). Emphasize that the plants need 24-hour light. Once the lighting system is turned on, it should not be turned off until the plants are ready for removal from the watering system. It is a good idea to tape a large Do not turn off light sign on the PVC framework to discourage wellmeaning people from turning off the lights after the school day is over. Encourage the participants to keep the quads they have planted so they can get some experience in growing Fast Plants. A paper towel placed in a can lid or saucer and saturated with water serves as a watering system. A fluorescent desk lamp makes a good light source. An incandescent lamp can be used; however, the heat produced by an incandescent lamp may dry out or otherwise damage the plants. Remind them to do top watering and thinning. Lesson 5 Thinning and Transplanting Two seeds are planted in each section of a quad to ensure that a seedling begins growth in each section. The germination percentage of Fast Plant seeds is very high, so most sections will have 2 seedlings. Each section is sized to grow 1 plant to maturity. Two will produce overcrowding, so one should be removed. The simplest method is to thin out the extra plant by grasping its stem with the forceps and breaking it off near the soil line. Transplanting is probably a better solution. Excess potting mix can be placed in a terrarium, small flower pot, etc., to receive the transplants. These transplants can supply plants for additional experiments that students may think of. My directions for transplanting are slightly different from the directions given on p. 52-53 of the Teacher s Guide. 1. Squeeze together the points of a forceps. Use the closed points to make a planting hole in the potting soil to transplant into. 2. Use toothpicks or the open points of the forceps to loosen the soil around the plant you wish to transplant. Try to leave a root ball about 1/4" in diameter around the base of the plant. Use the forceps to gently grasp the root ball (not the plant stem) and lift. The seedling should come up with the roots mostly intact. 3. Gently lower/push the root ball into the planting hole. Use toothpicks or forceps to bring the potting mix up around the base of the plant. Complete transplanting by top watering to fill in any air spaces that you may have created in the potting mix. 4. Return the plant to the watering and lighting systems. Note: After step 2 above, you can use a dropper to wash the potting soil from the roots. Students can then observe the roots with a magnifier. 5. After demonstrating the techniques, give out the thin-and-transplant quads and let the participants practice. 33
Lesson 6 Getting a Handle on Your Bee Show an overhead of the Blackline Master of the honeybee. Distribute the bees. Have participants follow the directions on Activity Sheet 4 to study the bees and make bee sticks. Note: We do not kill the bees for this unit. As worker bees die in the hive, they are carried to the front of the hive and dropped outside. We buy these dead bees from beekeepers. You may want to go over the information about the colony and the 3 kinds of honeybee in the colony given under Background on p. 57 and 58. Lesson 7 Pollination and Interdependence 1. Show an overhead of the Blackline Master of the flower. Briefly go over the labeled parts. Distribute the flowering plants. Using hand lenses, participants should locate the flower parts. 2. Explain that anthers produce pollen. Bees, in feeding on nectar produced within the flower, become covered with pollen. When the bees next visit flowers, some of this pollen may adhere to the stigma of the pistil. This is pollination. Go over the Background on p. 65 and 66. 3. Explain that the participants are going to practice pollinating the plants. Use one of the prepared bee sticks that you brought with you to demonstrate pollination. To do this, grasp the toothpick and bring the attached bee into contact with the anthers of a flower. Wiggle the bee back and forth several times vigorously. Withdraw the bee and examine it. If the anthers are open, you should see yellow specks on the bee, especially on the bristles of the thorax. Use the hand lens to better view the pollen. If no pollen is present, the anthers have probably not yet opened. This is one reason that the pollination process must be repeated for several successive days. Now go to a flower on another plant. Try to brush the thorax of the bee against the stigma of that flower. Examine the stigma with the hand lens. If your pollination has been successful, you may see pollen grains stuck to the stigma. 4. After your demonstration, give out the bee sticks and let the participants practice pollination. Lesson 8 Harvesting and Threshing the Seeds 1. Use the overhead transparency set, Honeybee II: Symbiosis with Flowering Plants, to review flower structure and pollination. Use this to lead into the events that follow pollination: pollen tube growth, fertilization, seed and fruit development. 2. Give out Brassica seed pods. Show how the seeds are threshed by holding a pod above a sheet of paper and rolling the pod between thumb and forefinger. Students can total their harvest, make graphs, etc. Lesson 9 Organizing Data and Presenting Results: Part I Lesson 10 Organizing Data and Presenting Results: Part II; and Lesson 11 The Scientific Conference: Communicating the Experiment and Its Results Do as a talk-through. Lesson 12 Planning and Setting Up Germination Experiments 1. Give out the soaked beans and have them peel away the seed coat ( skin ) and split apart the seed halves. Ask them to observe the inner surfaces of the halves. Show Fig. 12-1 to help them identify the parts. Point out that the embryo plant is already present in the seed. It doesn t magically appear at germination. Use Fig. 12-2 to discuss the events of seed germination. 2. Have them make germination chambers according to the directions on p. 59-61 of the Student Activity Book. 3. Hand out p. 94 from the Teacher s Guide and Activity Sheets 7 and 8. Discuss the material on p. 94 and fill in Activity Sheet 7. Lesson 13 What Did We Find Out about Germination? 34
Skip or do as show-and-tell. Lesson 14 Two Tropism Experiments; and Lesson 15 What Did We Find Out about Tropisms in Wisconsin Fast Plants? 1. Explain that a tropism is a plant movement in response to a stimulus. Show an overhead of the Blackline Master of the tree on the cliff. Ask, What tropisms are possibly shown in this illustration? 2. Show a normal quad of 12- to 14-day-old plants next to a quad that has been on its side. (If you were able to place some quads in the dark, show them also.) Explain how the plants were treated and lead a discussion about what this does or does not indicate about the plants responses to gravity and light. You may wish to go over the material at the bottom of p. 108. nvestigating Earth Systems In Investigating Climate and Weather students begin by conducting a series of inquiries to connect their own experience of climate and weather to the planetary systems that govern weather events and climate change. Next, they investigate the evidence and associated scientific debate surrounding climate change. From their evaluations of this evidence, students predict climate and weather changes for the area in which they live. Table of Contents Investigation 1: Observing Weather Investigation 2: Comparing Weather Reports Investigation 3: Weather Maps Investigation 4: Weather Radiosondes, Satellites, and Radar Investigation 5: The Causes of Weather Investigation 6: Climates Investigation 7: Exploring Climate Change Investigation 8: Climate Change Today 35
Previous Standards and Assessment Items Science Mission: Scientific literacy encompasses the understanding of key concepts and principles of science; familiarity with the natural world for both its diversity and unity; and use of scientific knowledge and scientific ways of thinking for individual and social purposes (American Association for the Advancement of Science, Science for All Americans). Standard 5.1 Scientific Processes All students will develop problem-solving, decision-making and inquiry skills, reflected by formulating usable questions and hypotheses, planning experiments, conducting systematic observations, interpreting and analyzing data, drawing conclusions, and communicating results. Big Idea: Science is a way of thinking about and investigating the world in which we all live. Essential Questions Strand A. Habits of Mind Enduring Understandings What constitutes evidence? When do you know you have enough and the right kind of evidence? How can this result be best justified and explained to others? Areas of Focus 1. Evaluate the strengths and weaknesses of data, claims, and arguments. 2. Communicate experimental findings to others. 3. Recognize that the results of scientific investigations are seldom exactly the same and that replication is often necessary. 4. Recognize that curiosity, skepticism, open-mindedness, and honesty are attributes of scientists. Scientific inquiry involves asking scientifically-oriented questions, collecting evidence, forming explanations, connecting explanations to scientific knowledge and theory, and communicating and justifying explanations. Comments and Examples As a skill standard, habits of mind are assessed in the context of standards 5.5 5.10, rather than as stand-alone items. Sample Test Item: Cheng wants to know which brand of paper towel absorbs more water, Brand X or Brand Y. He uses squares of each brand and measures how much water is absorbed from cups of water after 30 seconds of submersion. His data from the five trials are shown below. Describe and explain three ways that Cheng could improve his experimental design. Paper Towel Brand Water Absorption Amount of Water (ml) Absorbed (5 trials) Brand X 30, 31, 32, 34, 34 Brand Y 40, 43, 44, 45, 45 Strand B. Inquiry and Problem Solving What makes a question scientific? Scientific inquiry involves asking scientifically-oriented questions, collecting evidence, forming explanations, connecting explanations to scientific knowledge and theory, and communicating and justifying explanations. Areas of Focus Sample Test Items: Comments and Examples 1. Identify questions and make predictions that can be addressed by conducting investigations. 1. Explain how you can determine the volume of a solid object, such as a small rock, using only water and either a measuring cup or a graduated cylinder. 36
Use the picture below to answer the question. 2. Design and conduct investigations incorporating the use of a control. 3. Collect, organize, and interpret the data that result from experiments. 2. Predict what will most likely happen (sink or float) to the amber when it is placed in each liquid? Explain the reasons for your hypothesis. 3. A student made this hypothesis. If most plants did not carry out photosynthesis, then many organisms would die. Which statement best supports his hypothesis? Strand C. Safety What does Safety First demand of us in each setting? A. The environment has a limited water supply. B. The environment has a limited mineral supply. C. The environment has a limited oxygen supply. D. The environment has a limited carbon dioxide supply. Safety first! What rules are general and what are situationspecific? Areas of Focus 1. Know when and how to use appropriate safety equipment with all classroom materials Comments and Examples Sample Test Item: Maria has one glass of pure water and one glass of salt water, which look exactly alike. Maria has decided to boil small samples of water on a hot plate to evaporate the water to identify which sample has salt dissolved in it. Identify the potential hazards of doing so and what Maria should do to keep safe. 1. Understand and practice safety procedures for conducting science investigations. Grade Five Unit Connections: The processes used for all of the units in science flow from the principles of inquiry and scientific process with the overarching understanding that safety must always be the top priority in any scientific experimentation. These principles are introduced at the beginning of the first unit and are reinforced throughout the year. 37
Standard 5.2 Science and Society All students will develop an understanding of how people of various cultures have contributed to the advancement of science and technology, and how major discoveries and events have advanced science and technology. Big Idea: Science is a human endeavor. People from many cultures have contributed to the understanding of science. Essential Questions Enduring Understandings Strand A. Cultural Contributions What do we mean in science when we say that we stand on the shoulders of giants? Areas of Focus Recognize that scientific theories: develop over time; depend on the contributions of many people; and reflect the social and political climate of their time. 2. Know that scientists are men and women of many cultures who often work together to solve scientific and technological problems. 3. Describe how different people in different cultures have made and continue to make contributions to science and technology. Understanding the development of scientific ideas is essential for building scientific knowledge. Comments and Examples Instructional Focus: As students study science, they should be aware of the historical context that has impacted the development of various scientific theories and that the body of scientific knowledge is constantly changing. It is not expected that students memorize the specific contributions of individual scientists, but rather they will appreciate the context of their work and how it has impacted what we know about the world in which we live. Sample Test Item: Charles Darwin s On the Origin of Species is often considered to be the foundation of biology as it offers a unifying logical explanation for the diversity of life. Provide a brief explanation as to why it took Darwin 23 years to publish his work after conceiving his revolutionary ideas. Inappropriate assessment item for this CPI: Who wrote On the Origin of Species? Strand B. Historical Perspectives How do science and technology influence each other? Areas of Focus 1. Describe the impact of major events and people in the history of science and technology, in conjunction with other world events. Technology evolves at an ever accelerating pace based on the needs and wants of society, and is influenced by cultural, political, and environmental values and constraints. Comments and Examples Sample Test Items: 1. In the mid-1800s, Louis Pasteur proved the germ theory of disease. The impact of his work saved millions of human lives. Which invention made Pasteur s work possible? telescope 2. Describe the development and exponential growth of scientific knowledge and technological innovations. * microscope endoscope spectroscope 2. According to the above data table, which country is most likely to become a world leader in energy production? Explain the reasons for your choice. 38
Grade Five Unit Connections: Each unit touches on the foundations of the scientific knowledge within it. Through non-fiction reading supplementary reading, students gain an understanding of the historical and cultural connections to the study of that particular strand of science. Standard 5.3 Mathematical Applications All students will integrate mathematics as a tool for problem-solving in science, and as a means of expressing and/or modeling scientific theories. Big Idea: Science cannot be practiced or learned without appreciation of the role of mathematics in discovering and expressing natural laws. Tables, graphs, and equations are alternative ways of representing information or relationships, each with advantages and disadvantages. Essential Questions Enduring Understandings Strands A-D: Numerical Operations, Geometry and Measurement, Patterns and Algebra, Data Analysis and Probability How do we use mathematics to model objects, events and relationships in science? Mathematics is a tool used to model objects, events, and relationships in the natural and designed world. Areas of Focus 1. Express quantities using appropriate number formats: decimals; percents; scientific notation. 1. Perform mathematical computations using labeled quantities and express answers in correctly derived units. Comments and Examples Instructional Focus: Beginning to explore the use of significant figures during the middle grades Understanding the relationship between a phenomenon and the mathematical symbolic representation rather than memorizing formulas and learning algorithms for solving them Using ratio and proportion to solve problems Using common prefixes such as milli-, centi-, and kilo- Converting within a measurement system (e.g., centimeter to meter) Measuring with accuracy and precision (e.g., length, volume, mass, temperature and time) Expressing answers to reflect the degree of precision and accuracy of their measurements Using appropriate Standard International Units (SI) of measurement for mass (kg), length (m), and time (s) Sample Test Item: You have been walking your little brother to school every day along a busy street. The speed limit is 25 miles per hour (40 kilometers per hour). The cars and trucks appear to be going much faster than that. With only simple tools such as a stop watch, calculator and meter stick available to you, describe one way that you could effectively determine if a car is speeding. Instructional Focus: Understanding the relationship between a phenomenon and the mathematical symbolic representation rather than memorizing formulas and learning algorithms for solving them Begin to explore the use of significant figures during the middle grades Inappropriate assessment items for this CPI: 1. Convert 242.2 kg to grams. 2. Pat is 5 feet 4 inches tall. What is the equivalent in SI units? 39
1. Express physical relationships in terms of mathematical equations derived from collected data. Instructional Focus: Understanding the relationship between a phenomenon and the mathematical symbolic representation rather than memorizing formulas and learning algorithms for solving them 1. Represent and describe mathematical relationships among variables using graphs and tables. Instructional/Assessment Strategies: Students use graphing calculators and/or spread sheet programs to collect, manage, and report data. Sample Test Items: 2. Analyze experimental data sets using measures of central tendency; mean; mode; median. 3. Construct and use a graph of experimental data to draw a line of best fit and identify a linear relationship between variables. 1. The graph illustrates the pace that a runner has set for her warm-up routine. Which time interval shows her greatest acceleration? 0 to 2 minutes 4 to 5 minutes * 5 to 7 minutes 7 to 9 minutes Use the illustration below to answer question 2 2. What is the approximate density of Liquid C? Less than 0.97 g/ml Greater than 1.23 g/ml Greater than 0.97 g/ml but less than 1.09 g/ml Greater than 1.09 g/ml but less than 1.23 g/ml 3. These graphs show the rate at which four different disease-producing bacteria grow. 40
4. Use computer spreadsheets, graphing and database applications to assist in quantitative analysis of data. Which bacterium would produce disease in the shortest amount of time? Bacterium 1 Bacterium 2 Bacterium 3 Bacterium 4 4 Sonar is a tool that uses sound waves to measure the depth of the ocean. Sonar bounces sound waves off of the sea floor. The time that it takes for the sound to return can be used to determine the depth. a. Based on the data table provided below, which of the ships has steadily been moving into the shallower water?justify your choice. b. How would a new set of data be different than the original data if it had been taken in August and a second set of data were taken in January (assume northern hemisphere)? Explain. SHIP SONAR READ 1 st 2 nd 3 rd 4 th A.10 sec.15 sec.17 sec.21 sec B.17 sec.21 sec.18 sec.15 sec C.21 sec.17 sec.15 sec.10 sec D.11 sec.08 sec.15 sec.09 sec Grade Five Unit Connections: Students use mathematics to measure, record, and display results of changes in plant growth during the Experiments with Plants unit. They analyze and interpret how different variables affect plant growth and communicate results to others through graphs and charts. During the Climate and Weather unit, students use data and graphs to investigate relationships and to search for patterns among weather maps, satellite images, and radar images. They also construct their own graphs from sets of data. 41
Standard 5.5 Characteristics of Life All students will gain an understanding of the structure, characteristics, and basic needs of organisms and will investigate the diversity of life. Big Idea: The natural world is defined by organisms and life processes which conform to principles regarding conservation and transformation of matter and energy. Knowledge about life processes can be applied to improving human health and well being. Essential Questions Enduring Understandings Strand A. Matter, Energy, and Organization in Living Systems How is matter transformed, and energy transferred/transformed in living systems? All organisms transfer matter and convert energy from one form to another. Both matter and energy are necessary to build and maintain structures within the organism. Areas of Focus 1. Explain how the products of photosynthesis and respiration are recycled. Comments and Examples Instructional/Assessment Strategies: Creating models that illustrate the codependent nature of respiration and photosynthesis Depicting and describing the cyclic flow of materials and energy that occurs through the processes of photosynthesis and respiration Comparing the processes of photosynthesis and respiration in terms of reactants, products and energy transfer Presenting evidence to support that photosynthesis and respiration are opposite reactions necessary to sustain life Sample Test Items: 1. In a futuristic space station, the 20 human inhabitants are sustained by a large and diverse population of plants. A plant parasite is accidentally introduced and wipes out the plants. As the life support system engineer you need to: Identify and explain the immediate problems could arise from this loss. Outline and justify a solution to solve the problem. 2. Jill assembles a closed terrarium that contains moist soil, rocks, green plants, and two grasshoppers. After observing the terrarium for two months, she draws the following conclusion: The terrarium doesn t have enough consumers. What supporting data may have led Jill to this conclusion? 3. Select an organism from the sample food web (below). Predict what would happen to the food web at the end of 6 months, then 2 years if that organism was eliminated. Justify your prediction. 2. Recognize that complex multicellular organisms, including humans, are composed of and defined by interactions of the following: Cells; Instructional Focus: Relating the structure of cells, tissues, organs and systems to their functions in supporting life. Instructional/Assessment Strategies: Explaining how structure improves functional efficiency Explaining the relationship between complex organisms and their functional complexity 42
Tissues; Organs; and Systems. Inappropriate assessment items for this CPI: 1. Sid is observing an unknown cell under a microscope. The presence of which structure would help him to determine if the cell was from a plant or from an animal? nucleus cell wall ribosomes cell membrane 2. Which of the following shows a DNA molecule? Strand B. Diversity and Biological Evolution How are organisms of the same kind different from each other? These are inappropriate assessment items for this CPI because they are assessing learning targeted for instruction by the end of grade 4. Organisms are grouped in taxonomy based upon similarity. How does this help them reproduce and survive? Areas of Focus 1. Compare and contrast kinds of organisms using their internal and external characteristics. Comments and Examples Instructional/Assessment Strategies: Classifying organisms based on internal and external characteristics into currently recognized kingdoms and justify their placement Given an assemblage of organisms that share a common group, identifying the traits that have been used to place them in this group Explaining how an increased number of similarities among organisms relate to their shared taxonomic grouping Explaining why there are more organisms grouped together at the top of the hierarchy than at the bottom Explaining how genetic similarity parallels structural similarity, and therefore taxonomic placement Sample Test Item: Use the illustrations above to answer the following question. You are the curator of a new exhibit at the New Jersey Museum of Science. You have determined that each of the specimens shown above belong to the same group in a scientific classification system. Give three convincing arguments to support the idea that these organisms are closely related and should therefore be displayed together. Be sure to include structures and physical characteristics of the organisms in your arguments. 43
2. Discuss how changing environmental conditions can result in the evolution or extinction of a species. Instructional Focus: Organisms that inherit characteristics advantageous for survival in their physical environment reproduce and increase the proportion of individuals with similar traits in the species. Instructional/Assessment Strategies: Relating traits of successful organisms in various environmental conditions Showing evidence that traits are passed from parent to offspring Explaining how heredity is the mechanism by which organisms evolve or become extinct 3. Recognize that individual organisms with certain traits are more likely to survive and have offspring. Strand C. Reproduction and Heredity How does the understanding of manipulation of genetics, reproduction, development and evolution affect the quality of human life? Areas of Focus 1. Describe how the sorting and recombining of genetic material results in the potential for variation among offspring of humans and other species. Instructional/Assessment Strategies: Explaining the concept of natural selection. Sample Test Item: A female bullfrog lays thousands of eggs. Most of the eggs hatch into tadpoles. The tadpoles compete for limited resources within their own ecosystem. A few of these tadpoles become adult bullfrogs. What characteristics might contribute to a tadpole s survival? The structural and functional characteristics of an organism determine their continued survival over time under changing environmental conditions. Comments and Examples Instructional/Assessment Strategies: Distinguishing between the variation of traits of organisms formed through asexual and sexual reproduction Describing how variation results when two individual parent cells combine to form a zygote Evaluating the positive and negative significance of variation among offspring Predicting variation using models such as Punnett Squares Sample Test Items: 1. Which of the following is an example of asexual reproduction? birds laying eggs dragonflies mating oak tree producing acorns microorganism splitting in half Looking at the Punnett Square above, 2. What can you conclude about the genotype of both parents? 3. If F is the symbol for curly fur and f is the symbol for straight fur, what is the probability that any of their offspring will have curly hair? Grade Five Unit Connections: During the Experiments with Plants and Cells units, students study plant and animal cells, identifying parts and functions. They observe and record observations of the life cycle of plants while at the same time experimenting with factors that affect growth and sustainability. 44
Standard 5.8 Earth Science All students will gain an understanding of the structure, dynamics, and geophysical systems of the earth. Big Idea: Earth s dynamic systems are made up of the geosphere, hydrosphere, atmosphere and biosphere. Interactions among these spheres have resulted in ongoing changes to the system. Some of these changes can be measured on human time scale, but others occur so slowly that they must be inferred from geological evidence. Essential Questions Strand A. Earth Properties and Materials How does understanding the properties of Earth materials and the physical laws that govern behavior lead to prediction of Earth events? Areas of Focus 1. Observe that most rocks and soils are made of several substances or minerals. Enduring Understandings Earth systems can be broken down into individual components which have observable measurable properties. Comments and Examples Instructional/Assessment Focus: Rock is composed of different combinations of minerals. Smaller rocks come from the breakage and weathering of bedrock and larger rocks. Soil is made partly from weathered rock, partly from plant remains and also contains many living organisms. Suggested Instructional/Assessment Strategies: Examine rocks in order to observe their composition and describe the many components found in rocks. Observe and identify basic components of soil. Use senses to observe and then describe the physical properties of soil components. Sample Assessment Item: Mineral A Mineral B Mineral C Mineral A scratches No No Mineral B scratches Yes Yes Mineral C scratches Yes No 1. The table above shows whether or not each mineral can scratch the other minerals. Based on the table, which mineral is the hardest? Explain your answer. 2. Observe that the properties of soil vary from place to place and will affect the soil's ability to support life. Instructional/Assessment Focus: Soils have properties of color and texture, capacity to retain water, and ability to support the growth of many kinds of plants, including those in our food supply. Sample Performance Task: You and your classmates want to establish a vegetable garden on the school s property. Conduct simple tests to identify three basic components of soil (sand, clay, humus) and to compare and contrast the properties of each of the components. Interpret test results (touch and roll, smear, settling, ability to absorb and retain water) and draw conclusions about a soil s components. Record and organize the results of soil tests and explain these results through writing, drawing and discussion. Reflect on the test results and predict how plants will grow on the school grounds. Apply this knowledge to describe what you would need to do in order to successfully grow plants. 3. Recognize that fossils provide evidence about the plants and animals that lived long ago and the nature of the environment at that time. Instructional/Assessment Focus: Different plants and animals have external features that help them thrive in different kinds of environments. Fossils can be compared to one another and to living organisms according to their similarities and differences. Some organisms that lived long ago are similar to existing organisms, but some are quite different. Suggested Instructional/Assessment Strategy: 45
Examine a variety of fossils to determine the environmental conditions in which they lived. Sample Assessment Item: 1. This rock was brought to school. The class found fossils of water plants and shells in the rock. What does this tell us about the rock? A. The rock needs to be washed off. B. The rock was once at the bottom of the sea. C. The rock is heavier than most rocks. D. The rock is gray and brown. 1. Reinforce indicators from previous grade level (included above). Strand B. Atmosphere and Weather How do changes in one part of an Earth system affect other parts of the system? Areas of Focus 1. Describe conditions in the atmosphere that lead to weather systems and how these systems are represented on weather maps. Earth s components form systems. These systems continually interact at different rates of time affecting the Earth regionally and globally. Comments and Examples Instructional Focus: Differential heating of the Earth s surface results in the uneven heating of the atmosphere creating areas of low and high pressure. Sample Test Items: 1. Imagine that you are the pilot of a restored biplane who is about to fly across country. Using a published weather map, write a description of the weather that you are likely to encounter if you travel in a straight line from Newark, NJ to San Francisco, CA. Then write a flight plan for the return flight that will allow you the best weather for your cross country flight. Use latitude and longitude to describe the location of the nightly rest stops. 2. Using the weather map above. Describe the changes in the weather that are most likely to occur in New Jersey over the next two days. 3. The average temperature of City X is warmer than the average temperature of City Y during the summer, but colder than City Y in the winter. Using the map shown below, explain why City Y has milder weather. 46
4. Wind occurs when air masses move from one place to another. What causes the movement of air masses? position of the moon heating of the air revolution of Earth condensation of air Strand C. Processes that Shape the Earth How do geologic events occurring today provide insight into Earth s past? Areas of Focus 1. The many different kinds of rock and landforms are a result of a variety of processes that continually reshape the Earth s surface, including uplift of mountains, earthquakes and volcanoes, and the weathering, erosion, sedimentation and reformation of rock. Earth s components form systems. These systems continually interact at different rates of time affecting the shape of the Earth s surface regionally and globally. Comments and Examples Instructional/Assessment Strategies: Using topographical maps and GIS data from NJ DEP explain the origin of the geologic regions in NJ. Research and explain why the topography of Cape May County differs from Sussex County. Sample Test Items: 1. Which statement BEST describes the movement of the plates that make up Earth's surface over millions of years? They moved for millions of years but have now stopped. They stayed the same for millions of years but are now moving. They have been continually moving. They have never moved. 2. A small, fast-moving river is in a V-shaped valley on the slope of a mountain. If you follow the river to where it passes through a plain, what will the river most likely look like compared with how it looked on the mountain slope? Explain why. 2. Show how successive layers of sedimentary rock and the fossils contained in them can be used to confirm the age, history, changing life forms, and geology of Earth. Instructional/Assessment Strategies: Interpreting the age, geologic history, and changing life forms, of a sample cross section of land Determining the relative ages of a geologic sequence of rocks, given a variety of fossils and the layers where they were found Sample Test Items: 1. Which evidence would be most helpful to scientists in determining the age of Earth? a comparison of Earth s composition to other planets compositions soils, fossils, and remnants of mountains sediments, minerals, soils, and size of rocks fossil records, rock records, and layers of earth 47
2. Fossils of an animal that only survives in a tropical swamp are found in an arid (dry) section of northern Canada. Describe three changes that have occurred since the fossils were living organisms. Be sure to consider possible changes in life-forms, climate, environment, and geologic features. 3. Which rock layer is probably the oldest? 1 3 4 6 The picture below shows a series of rock layers and the fossils and objects they contain 4. Which two layers indicate a dramatic climate change from cold to warm? Be sure to justify your conclusion with specific evidence. Strand D. How We Study the Earth How does technology extend human senses and understanding of Earth? Areas of Focus 1. Utilize data from a variety of technological sources (e.g., geographic information systems (GIS) and global positioning systems (GPS)) to evaluate global and local changes caused by natural and human events. 2. Explain how technology designed to investigate features of the Earth s surface impacts how scientists study the Earth. Technology enables us to better understand Earth s systems and the impact of Earth s systems on human activity. Comments and Examples Instructional/Assessment Strategies: Analyzing and explaining the physical and biological changes in the regions evidenced in the Mississippi and/or Amazon River Deltas using GIS data Analyzing and explaining the changes that occurred to the region as a result of a natural disaster such as the eruption of Mt. St. Helens and/or a tsunami in the Indian Ocean using GIS data Sample Test Item: Much of the progress made since 1960 in the science of predicting and tracking hurricanes has come from the use of onshore weather stations weather videotapes improved barometers weather satellites 48