2012 Charlotte-Mecklenburg Schools

Fifth Grade Science

North Carolina Essential Standards Resource Guide

DRAFT June 20, 2012

Overview of FIFTH Grade ScienceUnit Suggested Pacing

Scientific Inquiry 1 weekForces and Motion 5-6 weeks

Matter: Properties and Change 4-5 weeksEnergy: Conservation and Transfer 4-5 weeks

Earth Systems, Structures, and Processes 4-5 weeksEcosystems 4-5 weeks

Structures and Functions of Living Organisms 3-4 weeksEvolution and Genetics 2-3 weeks

Review 2-3 weeks

2012 Charlotte-Mecklenburg Schools – FIFTH GRADE ScienceFORCES AND MOTION Essential Standard:5.P.1 Understand force, motion and the relationship between them.

Clarifying Objective:5.P.1.1 Explain how factors such as gravity, friction, and change in mass affect the motion of objects.5.P.1.2 Infer the motion of objects in terms of how far they travel in a certain amount of time and the direction in which they travel.5.P.1.3 Illustrate the motion of an object using a graph to show a change in position over a period of time.5.P.1.4 Predict the effect of a given force or a change in mass on the motion of an object.Unpacking: What does this standard mean that a student will know and be able to do?5.P.1.1Students know that gravity pulls any object on or near the earth toward it without touching it. Students know that friction is a force that is created anytime two surfaces move or try to move across each other. Students know that all matter has mass. Students understand that changing any or all of these factors will affect the motion of an object.5.P.1.2Students know that it is possible to measure the motion of an object based on the distance it will travel in a certain amount of time.5.P.1.3Students know that a graph can be created using one axis to represent the distance that an object travels, and the other axis to represent the period of time the object is traveling. Students know how to construct a graph that demonstrates a relation of distance to time.5.P.1.4Students know that the greater a force is, the greater the change (in motion) it produces. The greater the mass of the object being acted on, the less the effect of the (same) force.

Essential Vocabulary: FIFTH Gradegravity, friction, mass, matter, distance, time, graph, force, motion, momentum, acceleration, velocity, inertia, Newton’s 3 Laws

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2012 Charlotte-Mecklenburg Schools – FIFTH GRADE ScienceEssential Questions Criteria for Success: “I Will” Suggested Resources/Activities

1.Why are all objects pulled toward the Earth?How does gravity affect the motion of all objects? (5.P.1.1)

5.P.1.1I will drop objects of varying mass and observe ‐

the pull of each object.I will observe the objects hitting the earth’s ‐

surface at the same time.I will explain why objects of different mass are ‐

pulled toward the earth’s surface and hit at the same time.

-Compare objects by dropping paper and a ball. Then a ping pong ball and golf ball. Discuss mass and air resistance. Compare experiment on earth vs. the moon.-Penny in a Cup: Use plastic cup, index card, and penny to demonstrate Newton’s 1st Law. Flick the index card to realize that the only object that moves is the card because that’s the only object that was acted upon.-Discovery Ed Passages: “Chicken Collision”, “Down with Gravity”, “Falling for Gravity”, “Forces to be Reckoned With”, “Let’s Get Away”.

2. What causes friction?What is the effect of forces rubbing against each other?(5.P.1.2)

I will push objects of varying mass across different‐ surfaces.I will use different models to observe how friction ‐

affects the motion of an object.I will explain how friction slows objects down.‐ I will analyze how different kinds of surfaces ‐

create the least/most amount of friction.

-Gather toy cars and various surfaces for them to travel over such as thick carpet squares, tiles, sandpaper, etc. Use a book to act as a ramp to control speed and use a yard stick/ruler to measure distance traveled.-Discovery Ed Passages: “A Wheel than Never Stops Spinning”, “The Ocean Star”.

3. How does a change in mass affect the motion of objects?How can we model the relationship of position, motion, direction and speed?(5.P.1.3)

I will observe the mass of various objects.‐I will demonstrate how the mass of the various ‐

objects affects their motion by rolling balls of different mass across the same flat surface.I will demonstrate how the mass of various ‐

objects affects their motion by rolling balls of different mass across a sloped surface.‐I will compare and contrast the mass of the objects and the affect on the motion of each object.I will create a graph illustrating the motion of each‐

object on both the sloped and flat surfaces.

-Use activity above for this concept as well. You can also add masses to the toy cars to vary the speed.-Pose a scenario in which a large object with a large mass and a large object with a small mass must be moved. What are the challenges that might arise with each object? How could you solve them using what you know about force and motion?-Discovery Ed Passages: “May the Force be With You”, “Speed Racers”.

4. How does momentum affect the motion of an object?

I will design an experiment to test how mass ‐affects momentum.I will follow the scientific method to test how ‐

-Use the “Fling a Cow” activity in which students create a catapult to transport toy animals. (See CMS Force and Motion unit for details)

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2012 Charlotte-Mecklenburg Schools – FIFTH GRADE ScienceHow can you predict the direction an object will travel? (5.P.1.4)

mass affects momentum.I will explain how the mass of an object is related ‐

to its momentum.

-Discuss which object would take longer to decelerate: a toy truck or a semi-truck? Why? Which would take longer to accelerate? Why?-Balloon experiment: You will need a balloon taped onto a straw. Put a long string through the straw and tape either end of the string so that it travels at least 4 yards. Students can test how the amount of air they blow in the balloon affects the distance traveled. Many variations can be used.-Discovery Ed Passages: “Picking the Perfect Playground”, “No Pain No Gain”.

Helpful Websites: http://www.edheads.org/activities/simple-Machines/http://science.discovery.com/interactives/literacy/newton/newton.htmlwww.physicsclassroom.com/mmedia/http://www.ncpublicschools.org/curriculum/science/units/elementary/http://www.eduplace.com/science/hmsc/content/organizer/3/org_3f_15_2.pdfhttp://www.eduplace.com/science/hmsc/content/organizer/4/org_4f_16_1.pdfhttp://serc.carleton.edu/sp/mnstep/activities/19866.htmlhttp://serc.carleton.edu/sp/mnstep/activities/26894.htmlhttp://www.mysciencesite.com/motion_graphs.pdfhttp://graphs.mathwarehouse.com/distance-time-graph-activity.phphttp://www.gamequarium.org/cgi-bin/search/linfo.cgi?id=8442http://www.gamequarium.org/cgi-bin/search/linfo.cgi?id=7895http://star.spsk12.net/science/science_05.htmWriting Prompts:

1. Write an essay describing three pieces of playground equipment (swing, teeter-totter, slide, monkey bars). Explain how each piece of equipment works. Make sure to cite the simple machines that are in each piece of equipment.

2. Some people think school buses ought to have seat belts. Do you agree with this, or not? Write an essay explaining your opinion and your reasons for having it.

3. Write an essay explaining the importance of car seats for young children.4. Should police be permitted to speed whenever and wherever they must in order to apprehend a criminal? Explain what you think about

this and why.5. If you owned an amusement park, what three rides would you think you absolutely ‘must’ have in order to keep your patrons satisfied?

Write an essay explaining the three rides and why you think they are essential to a popular amusement park.4

2012 Charlotte-Mecklenburg Schools – FIFTH GRADE ScienceMATTER: PROPERTIES AND CHANGE Essential Standard:5.P.2 Understand the interactions of matter and energy and the changes that occur.

Clarifying Objective:5.P.2.1 Explain how the sun’s energy impacts the processes of the water cycle (including, evaporation, transpiration, condensation,precipitation and runoff).5.P.2.2 Compare the weight of an object to the sum of the weight of its parts before and after an interaction.5.P.2.3 Summarize properties of original materials, and the new material(s) formed, to demonstrate that a change has occurred.Unpacking: What does this standard mean that a student will know and be able to do?5.P.2.1Students know that the sun provides the energy that is a driving force for most biotic and abiotic cycles on the surface of the earth. Students know that the sun’s energy fuels the water cycle and impacts different aspects of the water cycle (evaporation, transpiration, condensation, precipitation).5.P.2.2Students know that the weight of an object is equal to the weight of the sum of its parts. This is true in all closed systems.5.P.2.3Students know that by making qualitative and quantitative data records, we are able to create before/after representations of materials (and their properties), so that we can compare before/after versions of materials.

Essential Vocabulary: FIFTH Gradewater cycle, evaporation, condensation, precipitation, runoff, transpiration, biotic, abiotic, qualitative, quantitative, matter

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2012 Charlotte-Mecklenburg Schools – FIFTH GRADE ScienceEssential Questions Criteria for Success: “I Will” Suggested Resources/Activities

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2012 Charlotte-Mecklenburg Schools – FIFTH GRADE Science1. How does the sun affect life on earth?Can you create a way to show the water cycle?(5.P.2.1)

I will examine the role of the sun in ‐life processes.I will explain the difference between ‐

biotic (living) and abiotic (nonliving) organisms.I will illustrate the steps in the water ‐

cycle and explain the sun’s energy as a driving force.

-To show plant basic needs and growth over time, gather grass seeds and plant in 4 small containers. Place one in windowsill and water every day. Place one next to it but do not water it. Place one in a dark place and water every day. Place the last container in a dark place but do not water. Discuss the role of variables in experiments. SW keep a log of plant growth and record their observations every day.-Use the seeds mentioned above to create a water cycle in a bottle. Take a sealed 2 liter bottle and plant the seeds in soil. Put water in and the close it. Put in windowsill and monitor over time. You should see condensation on the inside wall, and precipitation if you shake it so the drops fall. -Place a cold cup of water with a few drops of food dye in it outside on a hot day. Bring it 5 minutes later and discuss what parts of the water cycle are at work.-Discovery Ed Passages: “Can You Repeat That?”, “Runoff or Recharge?”, “The Rain Man”- Discovery Ed Video: “Basic Needs”

2. What is the relationship between the weight of objects and the sum of their parts?How can we describe matter? How can matter be changed?How can we describe the changes that take place in matter?(5.P.2.2)

‐I will observe a whole objectI will weigh the object and record the ‐

data.I will divide the object into fractional ‐

parts.I will weigh all the parts of the object ‐

together and record the data.I will compare and analyze the weight ‐

of the two objects and point out that the weight of the object does not change.

-Use a 1 pound bag of rice per group. Use measuring cups and a balance scale to determine weight, and how it changes as you take out certain amounts. (1/4, ½., ¾, etc.)-Take water and weigh as a liquid, and then freeze and weigh as a solid. Discuss how the weight doesn’t change. SW work in groups to determine another object they would like to change its state of matter and weight.-Teachers can align this unit with the math measurement unit.

3. Can you create before and after representations of the properties ofmaterials using qualitative and quantitative

I will observe and describe a solid ‐object based on some of its qualitative properties (color, texture, smell, taste, and appearance).

-See previous ideas. Add in variables that may change the experiment.-Discovery Ed Passages: “What’s the Matter?”, “States of Matter”

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2012 Charlotte-Mecklenburg Schools – FIFTH GRADE Sciencerepresentations?(5.P.2.3)

I will measure some of the ‐quantitative properties (temperature, weight, volume) of the object and record the data.I will make a hypothesis.‐I will alter the properties of the object‐

so it is no longer solid, and observe its new qualitative and quantitative state.I will analyze and compare the data.‐

Helpful Websites:http://www.teachnet.ie/hjones/x-ploringscience/pdfs/ecoquest.pdfhttp://www.sheppardsoftware.com/content/animals/kidscorner/foodchain/producersconsumers.htmhttp://www.sheppardsoftware.com/content/animals/kidscorner/games/producersconsumersgame.htmhttp://www.ncpublicschools.org/curriculum/science/units/elementary/https://files.oakland.edu/users/jthomas3/web/inspiration.htmlhttp://www.elmhurst.edu/~chm/vchembook/104Aphysprop.htmlhttp://serc.carleton.edu/sp/mnstep/activities/20101.htmlhttp://www.gamequarium.org/cgi-bin/search/linfo.cgi?id=7685http://www.gamequarium.org/cgi-bin/search/linfo.cgi?id=7907http://star.spsk12.net/science/science_05.htmWriting Prompts:

1. Many people have favorite foods that they snack on. Do you have a favorite snack food? Describe your favorite snack food. Explain what you think is in your snack food that makes it so appealing to you.

2. Imagine you are a drop of water falling from the sky as rain. Describe your adventure as you land on the earth, move towards the ocean, and ultimately are evaporated or transpired back into the atmosphere.

3. You have decided to bake a batch of cupcakes to share with your friends at school. Describe the process you will go through to prepare the cupcakes for your classmates.

4. After burning for 3 hours, a candle has lost half of its mass. Write an essay explaining where the mass has gone.5. Your mom has asked you to clean the sliding glass doors that lead out to your play area in the yard. However, there is no window cleaner

left in the bottle. Your mom tells you that you can mix water with white vinegar or the juice from a lemon to make some home-made window cleaner. Which of these household chemicals would you use, and why?

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2012 Charlotte-Mecklenburg Schools – FIFTH GRADE Science

ENERGY: CONSERVATION AND TRANSFER Essential Standard:5.P.3 Explain how the properties of some materials change as a result of heating and cooling.

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2012 Charlotte-Mecklenburg Schools – FIFTH GRADE ScienceClarifying Objective:5.P.3.1 Explain the effects of the transfer of heat (either by direct contact or at a distance) that occurs between objects at differenttemperatures. (conduction, convection or radiation).5.P.3.2 Explain how heating and cooling affect some materials and how this relates to their purpose and practical applications.Unpacking: What does this standard mean that a student will know and be able to do?5.P.3.1Students know that when warmer things are put with cooler things, the warmer things lose heat and the cool things gain it until they are all atthe same temperature. Students know that a warmer object can warm a cooler object by contact or at a distance. Conduction is the transfer ofthermal energy between things that are touching. Conduction can happen within one object. (For example, thermal energy can be conductedthrough the handle of a metal pot.) Convection is the movement of thermal energy by the movement of liquids or gases. Convection in theoceans and atmosphere helps to move thermal energy around Earth, and is an important factor influencing weather and climate. Radiation isthe transfer of energy by electromagnetic waves. Electromagnetic waves can carry energy through places with or without any matter. The Sunis the main source of electromagnetic energy on Earth. Part of this energy, light, is used by producers to make food. Radiation can also happenin other circumstances (i.e. sitting in front of a fireplace).5.P.3.2Students know that heating and cooling can cause changes in the properties of materials, but not all materials respond the same way to beingheated and cooled. Students know that heating and cooling cause changes in the properties of materials, such as water turning into steam byboiling and water turning into ice by freezing. Students know and notice that many kinds of changes occur faster at higher temperatures.Students know that some materials conduct heat much better than others, and poor conductors can reduce heat loss.Students need not come out of this grade span understanding heat or its difference from temperature. More important, students shouldbecome familiar with the warming of objects that start out cooler than their environment, and vice versa. Computer lab ware probes andgraphic displays that detect small changes in temperature and plot them can be used by students to examine many instances of heat exchange.Because many students think of cold as a substance that spreads like heat, there may be some advantage in translating descriptions of transferof cold into terms of transfer of heat.Essential Vocabulary: FIFTH Gradeconduction, convection, radiation, electromagnetic waves, thermal energy, convection cell, transfer

Essential Questions Criteria for Success: “I Will” Suggested Resources/Activities1. What are the effects of combining warmer objects and cooler objects?

I will place a warmer object and cooler object a‐ specific distance apart and measure the time and temperature changes of both objects.

-Experiment: Take a cup of hot water and iced water, and measure the temperature of both. Then, combine the two in a larger cup. Immediately measure the temperature of the

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2012 Charlotte-Mecklenburg Schools – FIFTH GRADE Science(5.P.3.1) I will move a warmer and cooler object at a ‐

closer distance from each other and measure the time and temperature changes of both objects.I will discuss the effects of the changes that ‐

occurred.

new mixture. Take the temperature every 2 minutes for 14 minutes. Discuss how it changed.

2. How many ways can you describe conduction?(5.P.3.1)

I will heat various objects and observe how ‐heat is gradually transferred through the object.I will examine and explain the relationship ‐

between the transfer of thermal energy in the object (warmer to cooler) and conduction.

-Begin by teaching the difference between heat and temperature and also the 3 main states of matter.-Cite real life examples of heat: why do we place fans and air conditioning near the ceiling? Why does a kettle feel hot when you start to boil water?-Conduction is the transfer of heat through direct contact.-Discovery Ed passages: “Heat Transfer”

3. How is convection at work in the world around you?What are some natural examples of each type of heat transfer? (5.P.3.1)

I will recognize that thermal energy moves ‐between liquids and gases.I will define this process as convection.‐I will identify the process of convection as the ‐

heating and cooling of the atmosphere.I will illustrate a convection cell.‐I will examine and explain how convection ‐

influences weather and climate by moving air around the world (updrafts and downdrafts).

-Demonstrate convection with candles and soapy water in a pan. Heat the soapy water with the candle underneath it. Over time (10 minutes), the SW observe that the “pearl” or “shiny” parts to the water disappear. This is because the water in the pan nearest the candle was heated, and the heated water rose and broke down the soap molecules.-Create a cross-section of this experiment in their notebook. Relate this to a cross-section of the earth and how convection occurs underneath the crust.-Put food coloring in a small amount of hot water in a small jar with a small opening- the smaller the better. (A small jar example would be a similar size to a hotel shampoo bottle. Dropper bottles will work also.) Use tongs to place small jar on bottom of a large clear container of cold water. (Container example would be a beaker or a canning jar) Have the students observe, draw, and try to explain what you see. -Convection is the transfer of heat through the movement of in air or water. See animation for “convection” on Discovery Ed.-Discovery Ed passages: “Test Time”, “Heating, Ventilating, and Air Conditioning”.

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2012 Charlotte-Mecklenburg Schools – FIFTH GRADE Science4. How would you explain processes of radiation?(5.P.3.1)

I will identify the sun as the main source of ‐electromagnetic energy on earth.I will explain how electromagnetic waves can ‐

carry energy through places with or without any matterI will describe the role of radiation as the ‐

energy that producers use to make food.

-Radiation is the transfer of energy as electromagnetic waves.(Anything that’s burning emits energy through air or water is radiation)-Use of hot plate in the room; discuss if you have ice water on it as it heats, where is radiation occurring? Where is conduction occurring? Where is convection occurring?-Discovery Ed passages: “Electromagnetic Radiation”, “Rays to the Rescue”, “Caution! May be Harmful to Your Health”.

5. What are the ways that heating and cooling change the properties of materials? (5.P.3.2)

I will observe the heating and cooling of water ‐(solid, liquid, gas).I will explain how heating and cooling changes ‐

the properties of materials.I will recognize that energy can be gained or ‐

lost depending on the temperature.I will recognize that some materials conduct ‐

heat better than others.

-Utilize hot plates and hot and cold water to observe the changes in states of matter.-Experiment with which materials conduct heat the best: a wooden pencil, a plastic straw, a plastic ruler, and a metal spoon. Stick the materials along the side of a bowl with clay or sticky tack. Then place markers on the materials with butter. (Make sure all sticky tack is at the rim of the plate, and the butter is all at the same spot on each object. Add in water from a hot pot. On which object does the butter melt first? 2nd? Discuss.

Helpful Websites:http://www.physics4kids.com/files/thermo_transfer.htmlhttp://www.neok12.com/Heat-Temperature.htmhttp://www.sciencekids.co.nz/gamesactivities/keepingwarm.htmlhttp://www.kidsgeo.com/geography-for-kids/0061-transferring-heat.phphttp://www.ncpublicschools.org/curriculum/science/units/elementary/http://pbskids.org/dragonflytv/pdf/DoghouseDesign.pdfhttp://www.ucar.edu/learn/1_1_2_5t.htmhttp://www.ucar.edu/learn/1_1_2_6t.htmhttp://www.re-energy.ca/solar-ovenhttp://www.ciese.org/curriculum/tempproj/en/index.shtmlhttp://www.ucar.edu/learn/1_1_2_5t.htmhttp://www.teachengineering.org/view_activity.php?url=http://www.teachengineering.org/collection/cub_/activities/cub_energy2/

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2012 Charlotte-Mecklenburg Schools – FIFTH GRADE Sciencecub_energy2_lesson06_activity2.xmlhttp://www.teachertube.com/viewVideo.php?video_id=159713http://www.teachertube.com/viewVideo.php?video_id=186099http://www.teachertube.com/viewVideo.php?video_id=186395&title=Bill_Nye_heat_2http://www.videosurf.com/video/bill-nye-the-science-guy-on-heat-full-clip-86007993http://star.spsk12.net/science/science_05.htmWriting Prompts:

1. Write an essay describing what happens to the heat energy from a gas stove when you boil an egg in a pot of water.2. It is freezing outside! Describe how you will dress in order to stay warm as you hike to the park a half mile away.3. You have just made yourself a nice hot cup of tea. You are blowing on the top of the tea so you will not burn your mouth. Write an essay

explaining why the blowing will cool off the tea so that it is safe to drink.4. There is a need to conserve energy; if we are to make our natural resources last as long as possible. Some people do this by lowering their

thermostat in the winter months, and their homes feel a little cool inside. Often, they have to wear sweaters indoors to stay warm. Do you think people should be required to conserve heat energy this way? Explain your position.

5. In North Carolina, we experience four seasons. This doesn’t happen everywhere on earth. Some places stay hot year round, while others stay cold year round. If you had to relocate to such a place, and you had to choose between them, which would you choose – hot or cold? Explain the reasons for your choice.

EARTH SYSTEMS, STRUCTURES AND PROCESSES Essential Standard:5.E.1 Understand weather patterns and phenomena, making connections to the weather in a particular place and time.

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2012 Charlotte-Mecklenburg Schools – FIFTH GRADE ScienceClarifying Objective:5.E.1.1 Compare daily and seasonal changes in weather conditions (including wind speed and direction, precipitation, and temperature) andpatterns.5.E.1.2 Predict upcoming weather events from weather data collected through observation and measurements.5.E.1.3 Explain how global patterns such as the jet stream and water currents influence local weather in measurable terms such as temperature,wind direction and speed, and precipitation.Unpacking: What does this standard mean that a student will know and be able to do?5.E.1.1Students know that weather can change from day to day, and that many factors are measured to describe and predict weather conditions. (EG:wind speed and direction, precipitation, temperature and air pressure). Students know that in different latitudes and hemispheres there aredifferent (and sometimes opposite) seasonal weather patterns.5.E.1.2Students know that one can collect and compare weather data in order to predict the likelihood of a particular weather condition occurring.Students know how to read basic weather instruments: thermometer, barometer, anemometer, wind vane, and rain gauge. Students also canidentify atmospheric conditions (presence and type of clouds [stratus, cirrus, cumulous], fronts) that are associated with predictable weatherpatterns. Students can make basic weather predictions using these skills.5.E.1.3Students know that local weather conditions are influenced by global factors such as air and water currents. The jet stream is an air current in theupper atmosphere, located over North America that has a powerful influence on the weather conditions there. The jet stream flows from thewest to the east and changes location depending on global conditions. The Gulf stream is a warm water surface current in the Atlantic ocean thatmoves from south of Florida up the eastern seaboard and then across the Atlantic. The Gulf stream moderates weather along the easternseaboard, warming the air and land there during the cooler months. In the Pacific, there is an oscillation of water temperatures known as ElNino/La Nina. This oscillation impacts the climate of North and South America for long periods of time. Hurricanes are major storms that formover warm ocean water and are caused by global weather patterns.Essential Vocabulary: FIFTH Gradewind speed, wind direction, precipitation, temperature, barometer, jet stream, water currents, air pressure, latitude, hemisphere,anemometer, rain gauge, wind vane, thermometer, cirrus, stratus, cumulus, cumulonimbus, nimbostratus

Essential Questions Criteria for Success: “I Will” Suggested Resources/Activities1. In what ways do tools aid in comparing changes in

I will be able to graph weather changes ‐over a period of time.

-Gather monthly weather data from a variety of locations around the globe. SW compare and contrast the weather based on where

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2012 Charlotte-Mecklenburg Schools – FIFTH GRADE Scienceweather?(5.E.1.1)

I will use weather trends from graphs to ‐predict weather conditions.I will describe different kinds of weather ‐

conditions (wind speed, wind direction, precipitation, temperature, air pressure).I will distinguish that different latitudes and‐

hemispheres result in different seasonal weather patterns.

the cities are located. Then SW create a double/triple line graph of the cities.-Bottle and Balloon Demonstration: You need a bottle with a balloon over the top of the bottle. Place that bottle in water and heat the water. Observe and discuss what happens to the balloon. Why does the balloon inflate? Take the bottle off the heat and observe the balloon why does it deflate?-Discovery Ed passages: “It’s Falling”, “How Much”, “Measure the Weather”, “The Shortest Distance”, “Weather”, “Weather and Climate”, “What is Climate? Can it be Measured?”.

2. Can you design a way to evaluate data to predict changes in weather?(5.E.1.2)

I will collect and compare weather data to ‐predict particular weather conditions.I will read basic weather instruments ‐

(barometer, thermometer, anemometer, wind vane, rain gauge).I will name the different types of clouds and‐

fronts.I will identify different atmospheric ‐

conditions and make basic weather predictions.

-View pictures of stratus clouds and students come up with questions they have about the clouds. -Start a class/student chart for the 3 types of clouds OR do a flip book. Observe clouds over the course of the unit.-Bottle and Balloon Demonstration: You need a bottle with a balloon over the top of the bottle. Place that bottle in water and heat the water. Observe and discuss what happens to the balloon. Why does the balloon inflate? Take the bottle off the heat and observe the balloon why does it deflate?-What Can change air pressure? Experiment on Science book page D53.-Discovery Ed passages: “Weather Report”, Getting a Larger View”, “Factors that Affect Climate”.

3. How can you analyze global weather patterns and their influence on local weather?(5.E.1.3)

I will identify local weather conditions.‐I will identify what causes changes in local ‐

weather.I will recognize the jet stream and Gulf ‐

stream as a factor in local weather conditions.I will discuss the movement and direction ‐

of global wind patterns and ocean currents.I will illustrate and label global weather ‐

patterns and water currents.

-Visit weather website to monitor daily Charlotte weather conditions.-In a large 13x9 pan, pour in hot water. Place food-dye colored ice cubes at either end. (One red and one blue) Notice the movement of the water and discuss implications for ocean currents. Relate to air currents.-Discovery Ed passages: “Earth’s Changing Climate”.

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2012 Charlotte-Mecklenburg Schools – FIFTH GRADE ScienceHelpful Websites:http://www.epa.gov/safewater/kids/flash/flash_watercycle.htmlhttp://www.classzone.com/books/earth_science/terc/content/visualizations/es0105/es0105page01.cfm?chapter_no=visualizationhttp://www.kidzone.ws/WATER/http://www.brainpop.com/science/weather/wind/preview.wemlhttp://www.hpc.ncep.noaa.gov/dailywxmap/index_20080713.htmlwww.weatherwizkids.orghttp://www.ncpublicschools.org/curriculum/science/units/elementary/http://star.spsk12.net/science/science_05.htmWriting Prompts:

1. Stormy weather can be quite dangerous and frightening, but it can also be quite dramatic, and even beautiful, depending on your perspective. Write a poem (serious or funny) about a storm you have experienced.

2. Explain how the Jet Stream controls the weather in North America and what affect that has on our climate.3. Write a short essay explaining how the Jet Stream and the Gulf Stream and alike and different.4. Explain each of the weather conditions that meteorologists must monitor on a daily basis. Which weather condition (air pressure,

temperature, etc.) do you think is the most useful for meteorologists to predict the weather and why?5. Research your city’s climate and another city at a different latitude. What factors affect each city’s climate?

ECOSYSTEMS Essential Standard:5.L.2 Understand the interdependence of plants and animals with their ecosystem.

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2012 Charlotte-Mecklenburg Schools – FIFTH GRADE ScienceClarifying Objective:5.L.2.1 Compare the characteristics of several common ecosystems, including estuaries and salt marshes, oceans, lakes and ponds,forests, and grasslands.5.L.2.2 Classify the organisms within an ecosystem according to the function they serve: producers, consumers, or decomposers (biotic factors).5.L.2.3 Infer the effects that may result from the interconnected relationship of plants and animals to their ecosystem.Unpacking: What does this standard mean that a student will know and be able to do?5. L.2.1Students know that there are different types of ecosystems (terrestrial and aquatic). These ecosystems can be divided into two types accordingto their characteristics:TerrestrialLand based ecosystems include forests and grasslands.‐Forests have many trees (with needles or with leaves), shrubs, grasses and ferns, and a variety of animals. They usually get more rain thangrasslands. Diverse types of animals can be found in forests, depending on their type. Deciduous: black bear, deer, red fox, vole, rabbit, cardinal.Rain forest: panther, monkeys, capybara, snakes, spiders. Temperatures in the forests may vary depending on where the forest is located.Grasslands have fertile soil and are covered with tall grasses. They usually get a medium amount of rain, but less than forests. Temperatures may also vary depending on where the grassland is located. Some examples of animals that live in the grasslands are prairie dogs, bison, andgrasshoppers.AquaticWater based ecosystems may be fresh water (lakes and ponds) or saltwater (oceans, estuaries and saltwater marshes).‐Lakes and ponds are bodies of freshwater that are surrounded by land. Ponds are usually shallower than lakes and the temperature of the waterusually stays the same from top to bottom. Plants and algae usually grow along the edges where the water is shallow. Some examples of animals may be different types of fish, amphibians, ducks, turtles, or beavers.Oceans are large bodies of saltwater divided by continents. Oceans have many types of ecosystems depending on the conditions (sunlight,temperature, depth, salinity) of that part of the ocean.Most organisms live where the ocean is shallow (from the shoreline to the continental shelf) because sunlight can reach deep and the water iswarm making food abundant. Some examples of organisms that live in the shallow ocean are drifters (jellyfish or seaweed), swimmers (fish),crawlers (crabs), and those anchored to the ocean floor (corals).Some organisms live in the open ocean, near the surface or down to the deep ocean bottom. Plankton float in the upper regions of the water.Some organisms swim to the surface to find food or for air (whales, turtles, sharks) while others live closer to the bottom (certain fish, octopus,tubeworms). Students know typical visual representations of the various ecosystems, as well as graphic representations of the food chains and webs, cycles and energy pyramids that are commonly associated with ecosystems.5.L.2.2Students know that organisms in an ecosystem can be producers, consumers, or decomposers. Students know that producers convert energyfrom the sun into organic matter through the process of photosynthesis. This organic matter is used by producers and consumers as food which

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2012 Charlotte-Mecklenburg Schools – FIFTH GRADE Scienceprovides the energy that fuels basic life processes. Consumers sometimes consume only or mostly other consumers as a food source. Producersand consumers produce wastes as they perform their life processes, and become waste organic matter when they die. Decomposers use thesewaste materials and other non living organic matter to fuel their life processes and recycle nutrients that are necessary for producers to carry outtheir life processes.5.L.2.3Students know that all of the organisms in an ecosystem have interconnected relationships. Students know that because of this, factors thatimpact one population within an ecosystem may impact other populations within that ecosystem.Essential Vocabulary: FIFTH Gradeterrestrial, aquatic, estuary, salt marsh, fertile, species, deciduous forest, rainforest, grasslands, oceans, lakes, ponds, continental shelf, shoreline, plankton, food chain, food web, energy pyramid, producers, consumers, decomposers, photosynthesis, interconnected, salinity, algae, amphibians, community, population

Essential Questions Criteria for Success: “I Will” Suggested Resources/Activities1. How can you compare the characteristics of several common ecosystems?

I will differentiate between aquatic and ‐terrestrial ecosystems.I will recognize the major characteristics ‐

-If possible: take a trail walk and record observations of land animals and aquatic animals. Come back and share to discuss their characteristics they noticed.

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2012 Charlotte-Mecklenburg Schools – FIFTH GRADE Science(5.L.2.1) (living and non living) of terrestrial ‐

ecosystems.I will identify and compare different land‐ ‐

based ecosystems.I will describe the major characteristics (living‐

and non living) of aquatic ecosystems.‐I will identify and compare different aquatic ‐

ecosystems.

-Use a large chart/graphic organizer for each ecosystem. Utilize reading passages and science textbook to include information about its common plants, animals, climate, soil, etc. -SW then choose one ecosystem to create a power point on. Orally present power point to the class.-Discovery Ed passages: “Desert and Tundra Ecosystems”, “Can a Plant Live Anywhere?”, Plants Everywhere”, “Don’t Bug Me Please”, “Living the High Life”.

2. What is the relationship between producers, consumers, or decomposers? How can you classify organisms according to these categories?(5.L.2.2)

I will be able to recognize plants as producers‐ that make (produce) their own energy from the sun (photosynthesis).I will identify consumers as animals that get ‐

energy by eating (consuming) other organisms.I will give examples of different types of ‐

decomposers.I will understand that decomposers break ‐

down the tissues of dead organisms and return nutrients to the soil.I will explain the role of producers, ‐

consumers, and decomposers in the food chain/food web/energy pyramids.I will illustrate a simple food chain showing ‐

the role of producers, consumers, and decomposers.I will illustrate a complex food web showing ‐

the role of producers, consumers, and decomposers.

-Ask 1 student to act as the sun, 12 students to come up and act as grass, 8 students to come up and act as grasshoppers, 6 students to act as mice, 4 students to act as snakes, and 2 students to act as hawks. SW sit in a triangle on the floor. The sun will start with all the energy (use small connecting cubes as pieces of energy), and as the organisms are eaten, the students will pass the energy to the next level. Vary amount of organisms as populations increase and decrease. Determine the producers, consumers, and decomposers. Discuss what decomposers would be appropriate for this ecosystem.-Have a variety of organism pictures to classify into groups based on the vocabulary being discussed.-Discovery Education Passages: “A Food Chain”, “Decomposers”, “Food Chains”, “Food Webs on the Savannah”, Huge Gain, Tiny Loss”, “Producers and Consumers”, “World Wide Web”.

3. How are all the organisms in an ecosystem interconnected?(5.L.2.3)

I will identify various relationships that ‐organisms share in an ecosystem (food web, symbiosis, population, community).I will explain each relationship and its impact ‐

on an ecosystem.

-Compose a document with a variety of food webs. In groups, SW interpret the food webs and discuss what would happen in certain populations change.- Then the teacher and students will read pages B22-B27 in the Science book. The teacher will stop and discuss the various

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2012 Charlotte-Mecklenburg Schools – FIFTH GRADE ScienceI will discuss the factors that impact ‐

populations within an ecosystem.relationships within a community. The students can create a graphic organizer to keep track of their thinking about each of the relationships. (Types of symbiosis: mutualism, commensalism, parasitism)-Create a debate and discussion of how humans change their environment. -Discovery Ed passages: “Changing Populations”, “Populations and Pollution”. “Animals Without a Home”, “Deforestation”, Ecosystem Changes”, Human Effects on Ecosystems”, “Sudden Changes in Ecosystems”, “Recycling in Ecosystems”.

Helpful Websites:http://www.teachnet.ie/hjones/x-ploringscience/pdfs/ecoquest.pdfhttp://www.ngfl-cymru.org.uk/vtc/Phase3delivery/Wales/Science/Keystage4/Livingthingsand/ Feedingrelation/Introduction/act2.swfhttp://www.vtaide.com/png/foodchains.htmhttp://www.learnnc.org/lp/pages/3451http://www.educationworld.com/a_lesson/03/lp308-04.shtmlhttp://www.ncpublicschools.org/curriculum/science/units/elementary/http://star.spsk12.net/science/science_05.htmWriting Prompts:

1. Imagine you are a small mosquito living in the tropical rainforest. Explain how you are connected to other animals in the rainforest. Be sure to include producers, consumers, and decomposers in your description.

2. Most climate scientists agree that humans are causing the earth to become warmer that it would normally be. (Climate change) Why do they think this? What factors are causing the earth to warm? What could you do to convince someone else that this is true?

3. Explain how the theme of “change” can be seen in our environment. What are the ways that animals change? Plants? Our environment?

STRUCTURES AND FUNCTIONS OF LIVING ORGANISMSEssential Standard:5.L.1 Understand how structures and systems of organisms (to include the human body) perform functions necessary for life.

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2012 Charlotte-Mecklenburg Schools – FIFTH GRADE ScienceClarifying Objective:5.L.1.1 Explain why some organisms are capable of surviving as a single cell while others require many cells that are specialized to survive.5.L.1.2 Compare the major systems of the human body (digestive, respiratory, circulatory, muscular, skeletal, and cardiovascular) in terms oftheir functions necessary for life.

Unpacking: What does this standard mean that a student will know and be able to do?5.L.1.1Students know that unicellular organisms consist of a single cell and perform all life processes within a single cell. Students know thatmulticellular organisms are organisms that consist of more than one cell and have differentiated cells that perform specialized functions in theorganism. Students know that many organisms –including humans – are multicellular. Students know that in complex multicellular organisms,only the surface cells that are in contact with the external environment are able to exchange substances with it. Cells within the organism are toofar away from the environment for direct exchange. This is the reason multicellular organisms have developed transport systems.5.L.1.2Students know that there are many systems in the human body. Some of these systems are:• Circulatory System (heart, blood, vessels)• Respiratory System (nose, trachea, lungs)• Skeletal System (bones)• Muscular System (muscles)• Digestive System (mouth, esophagus, stomach, intestines)• Nervous System (brain, spinal cord, nerves)Students know that each system performs a special life process function and that the systems work together to maintain health and fitness.

Essential Vocabulary: FIFTH Gradesingle cell, multi cellular, organisms, Circulatory System (heart, blood, vessels) ,Respiratory System (nose, trachea, lungs) ,Skeletal System‐(bones), Muscular System (muscles) , Digestive System (mouth, esophagus, stomach, intestines), Nervous System (brain, spinal cord, nerves)

Essential Questions Criteria for Success: “I Will” Suggested Resources/Activities1. How would you analyze the ways simple and complex cells sustain life?

I will distinguish between a single cell ‐and multi cell organisms.‐I will give examples of single cell and ‐

-Begin with the basics: what is a cell? What are the two kinds of cells? -Making cells: Use jello and various food materials to place in the

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2012 Charlotte-Mecklenburg Schools – FIFTH GRADE Science(5.L.1.1) multi cell organisms.‐

I will describe the specialized functions ‐of multi cell organisms.‐

jello that can act as each part of a cell. (Simpler: Use a variety of construction paper colors to create the different cells)-Create a comparison chart for animal and plant cells. Compare/contrast by describing their characteristics.-Discovery Ed passages: “How Does a Cell Work?”, “Comparing Cells and Cars”, “Cells and Organisms”, “What Holds a Cell Together?”, “Cells”.

2. What are the major systems of the human body, and what are their purposes?How are parts of human body systems independent, and interdependent?What features of the human body (structure and function) are common to all humans?(5.L.1.2)

I will identify each system of the human‐ body (circulatory, respiratory, skeletal, muscular, digestive, nervous).I will illustrate, name, and label major ‐

parts of each system.I will identify the special functions of ‐

each body system.I will differentiate between each human‐

body system and its function.I will be able to infer how these systems‐

work together to maintain health and fitness.

-Use the Discovery Ed Science Lab Skill Builder: “The Human Body” to discover the human body systems.-Divide the class into 4 groups, each with diagrams of two human skeletons sections. Count the number of bones and record in a data table. Compile a class table with each part of the body. Draw conclusions about the total number of bones in the body. (206) We need our bones for support, protection, and locomotion!-Read more about ways to keep each system healthy – foods, exercise, etc. Then get a chicken bone and expose it to soda/vinegar/and milk for 8 days. Record results and observations of its strength. Relate to real world.-To learn about muscles: Cut the bendable part off a straw. Insert the cut straw into the bendable end of another straw. This bend is the hinge joint in the arm. Poke a paper clip into a point just above the bend and at the other end. Connect with a rubber band. As they move the straw they should notice the muscles (rubber band) flex in their model. This helps our bones move.-On large sheet paper, draw the outline of a human body, and as each system is introduced, add the system parts to the body. -Discovery Ed passages: “Your Nervous System – Ready for Action!”, “The Human Body – An Incredible Machine”, “Human Body Shop”, “Body Lite”, “Wired!”, “You, Matter”, “Systems of the Body”, “Pain Over Brain”.-The RHASE unit could be aligned with this unit.

Helpful Websites:http://www.kathimitchell.com/cells.htmlhttp://www.kidsbiology.com/human_biology/index.php

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2012 Charlotte-Mecklenburg Schools – FIFTH GRADE Sciencehttp://streaming.discoveryeducation.com/braingames/iknowthat/ScienceIllustrations/humanbody/science_desk.cfmhttp://www.teach-nology.com/themes/science/cell/http://www.ncpublicschools.org/curriculum/science/units/elementary/http://www.sciencenetlinks.org/lessons.cfm?BenchmarkID=11&DocID=385http://www.smm.org/heart/lessons/lesson10.htmhttp://health.howstuffworks.com/human-body/systems/digestive/adam-200086.htmhttp://www.accessexcellence.org/AE/AEC/AEF/1995/cave_digest.phphttp://www.medtropolis.com/VBody.asphttp://teachengineering.org/view_lesson.php?url=http://www.teachengineering.org/collection/cub_/lessons/cub_biomed/cub_biomed_lesson05.xmlhttp://www.teachersdomain.org/resource/idptv11.sci.life.stru.d4kbrn/http://www.gamequarium.org/dir/SqoolTube_Videos/Science/Bill_Nye_Videos/Human_Body/http://star.spsk12.net/science/science_05.htmWriting Prompts:

1. If you were to become a doctor, which body system would you most want to be your area of focus? Explain your choice and tell what your job would be like.

2. Some people think humans could survive by eating the same three meal menu daily. Others think there must be more variability in our diet in order for us to be truly healthy. What do you believe is the case? Explain your position.

3. Write a story about a character who eats nothing but chocolate all day, every day. Describe this character in detail and make sure to explain how chocolate came to be the only food he/she consumes.

4. Pretend you are a human body part, organ, or system. Nominate yourself for BOS (body part, organ, or system) of the year. Explain in your nomination essay the many things that you do to help humans survive, and why you are the most important body part, organ, or system.

EVOLUTION AND GENETICS Essential Standard:5.L.3 Understand why organisms differ from or are similar to their parents based on the characteristics of the organism.

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2012 Charlotte-Mecklenburg Schools – FIFTH GRADE ScienceClarifying Objective:5.L.3.1 Explain why organisms differ from or are similar to their parents based on the characteristics of the organism.5.L.3.2 Give examples of likenesses that are inherited and some that are not.Unpacking: What does this standard mean that a student will know and be able to do?5.L.3.1Students know that the life processes and species characteristics that define a population will be transmitted from parent to offspring. Studentsalso know that these processes and characteristics cover a broad range of structures, functions and behaviors that can vary substantially fromindividual to individual.5.L.3.2Students know some likenesses between parents and children are inherited. Other likenesses are learned from parents or within the community(population/culture). Students know that in order for offspring to resemble their parents there must be a reliable way to transfer geneticinformation from parent to offspring. Students can be encouraged to keep lists of characteristics that animals and plants acquire from theirparents, things that they don't, and things that the students are not sure about either way. This is also the time to start building the notion of apopulation whose members are alike in many ways but show some variation.

Essential Vocabulary: FIFTH Gradeinherited traits, species, population, culture, genetics, offspring, characteristics

Essential Questions Criteria for Success: “I Will” Suggested Resources/Activities1. How can you prove that organisms differ from or are

I will recognize that characteristics are ‐transmitted from parent to offspring.

-TW use the Discovery Ed passage “A Litter of Kittens” to discuss how certain characteristics, or traits, are passed on from parent to child.

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2012 Charlotte-Mecklenburg Schools – FIFTH GRADE Sciencesimilar to their parents?(5.L.3.1)

I will recognize that each individual has a ‐unique and broad range of characteristics.

This happens no matter what organism it is.-SW research their family’s genetic traits. Create a shape of a hand on paper. On each finger, the students write: 1. Trait no one else has. 2. Trait shared with a sibling. 3. Trait shared with parent. 4. Trait shared with grandparent.-Compare pictures of many different types of animals. (Vary with reptiles, amphibians, mammals, birds) Compile pictures with parent animals and their offspring. What do they have in common? What is different? Now compile pictures of parent plants and their offspring. What is similar? Different? Conclude that although organisms look similar to their parents, they each have different characteristics that make them unique.

2. In what ways can you classify similar traits of parents and offspring as inherited or not inherited?(5.L.3.2)

I will identify and explain some traits that ‐are inherited from parents.I will compare characteristics between ‐

offspring and parents.I will list similar and different ‐

characteristics between various offspring and parents.I will explain ways in which traits are ‐

learned from parents, population, and/or culture.

-View animation on “genetic traits” from Discovery Ed.-Introduce Gregor Mendel, who is the “founding father” of genetics. -Create a class list of common genetic traits that make each of us unique. Some common traits are: hair color, eye color, widow’s peak, earlobe attachment, tongue rolling, cleft chin, dimples, freckles, naturally curly hair, allergies, colorblindness, and way of hand clasping. Take class polls for each trait. Discuss the most common and the least common. Students can also create graphs to show traits.-Create a chart with recessive and dominant traits.Allow them to go through each trait and put a check mark in the column of the physical characteristics they have. Allow students to work in pairs and help each other recognize which traits they have. Once everyone has finished their chart allow students to share their results by raising their hands and completing a class data table.- Ask: Were traits that are dominant, actually dominant among classmates? Is it possible for you to have traits that are not visible in your parents?(yes, if both parents have heterozygous traits (Bb) then there is a 25% chance that the recessive trait be passed to an offspring. Both parents could have the dominant trait but also be carriers for the recessive trait-Discovery Ed Passages: “Genetics Lite”, “True Gene-ius”, “What is

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2012 Charlotte-Mecklenburg Schools – FIFTH GRADE ScienceDNA?”.

Helpful Websites:http://learn.genetics.utah.edu/content/begin/traits/activities/http://www.cccoe.net/genetics/daddy2adv.htmlhttp://www.ncpublicschools.org/curriculum/science/units/middle/http://star.spsk12.net/science/science_05.htmWriting Prompts:

1. Create a graphic organizer (tree organizer would work) showing the main physical traits of your grandparents, parents, and their offspring. Write an essay analyzing the similarities and differences of your family’s traits. Explain why you look similar to your parents and/or grandparents.

2. What is DNA? How did your father and mother’s DNA affect yours?

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2012 Charlotte-Mecklenburg Schools – FIFTH GRADE Science

The following documents are sample lesson plans to accompany each of the essential standards. These lessons are only suggestions, and possible ways to help teach the

standards through the 5E inquiry model.

Lesson Plan Example – 5th Grade – Drops on a PennyUnit Scientific Inquiry

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FIFTH Grade Science Lesson SamplesUnit Lesson Title

Scientific Inquiry Drops on a PennyForces and Motion Ramp It Up!

Matter: Properties and Change Cloud in a CupEnergy: Conservation and Transfer Warming and Melting

Earth Systems, Structures, and Processes It’s InstrumentalWhat Will Tomorrow Bring?

Ecosystems Energy in EcosystemsStructures and Functions of Living Organisms Human Body Systems

Evolution and Genetics A Family Affair

2012 Charlotte-Mecklenburg Schools – FIFTH GRADE ScienceEssential Standard n/aClarifying Objective n/aEssential Questions Why does a scientist follow a certain set of procedures when they complete experiments?

How does a scientist observe objects?Teacher Notes Organize the students into groups of 4-5. Give each student a job such as the recorders, materials managers and reporters. Explain

the importance of working together cooperatively, and how everyone must “do their part” for the group.Vocabulary Process Skills, Scientific Method, Observation, Predict, Measure, Classify, Trial, Average, Procedure, ConclusionMaterials/Resources Blank paper for engage, Observing pictures for engage, “Drops on a Penny” Experiment Booklet (provided), 1 eyedropper per group,

2 pennies per group, 1 cup of soapy water and 1 cup of regular water per group, paper towels.Engage TW begin the lesson by saying, “In order to become better thinkers and learners, I want you to start by drawing a picture of

what you think a scientist looks like.” Allow students 5 minutes to draw a sketch of their vision of a scientist. TW walk around to choose a large variety of pictures, and post them on the front board for the class to see. Most students will

draw the “mad scientist”, who has a lab coat, glasses, and crazy hair. Some may draw a variation of this picture. Explain that YOU could be a scientist! Scientists can be boys, girls, adults, and they can all look different. There are plenty of

famous scientists who have made an impact on our world, (Albert Einstein, Isaac Newton, Sally Ride, Jane Goodall) and the next great scientist could be you!

In order to become a great scientist, you will need to know two important things: science process skills and the scientific method. -Your process skills are the things you do every day, like think critically, observe, predict, measure, and classify. (Explain/demonstrate each skill) Let’s test your observation skills first! TW show the students the two pictures (provided). Give the students 1 minute to find the “hidden” pictures. Discuss how they had to look carefully and slowly. -In order to do the scientific method well, you’ll need your process skills. The main parts of the scientific method are:1. Question- Great scientists always start with a question they are wondering about.2. Hypotheses- What do you think will happen? 3. Procedure-How are you going to answer your question and which steps will you take?4. Observation- Carefully observe your experiment and record what you see.5. Results- What happened?6. Conclusion- Was your hypothesis correct? Did you answer your question? Do you need to modify your experiment?

Explore TW pass out the “Drops on a Penny Experiment” booklet to each student. Explain that they will be practicing their process skills and the scientific method by completing an experiment!

TW walk the students through the booklet, explaining how to complete it and how to do the experiment. TW model how to hold the dropper and how to take turns with a partner when dropping the water onto the penny. Model recording on the chart on the booklet.

SW then need their materials manager to come gather the materials from you. Once each group has their materials, they should begin by reading the question, and thinking of their hypothesis using the “If,

then” statements in the booklet. They should carefully read the procedure, and begin to complete the experiment.

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2012 Charlotte-Mecklenburg Schools – FIFTH GRADE Science Once the students have completed the experiment, the students should gather all materials again and return them to the

materials area. Then they should complete the conclusion section of the booklet on their own.Explain Once all groups have completed their booklets, the teacher should ask all students to come together for a class discussion.

TW ask the following questions to lead a discussion about the experiment:-Which process skills did you need in order to complete this experiment? Record on the board. Why was it important to observe carefully?-Why do you think all scientists use the scientific method when they complete experiments? They like to use it for consistency; throughout the world there is an accepted way of doing science – this is it! -Was your hypothesis correct? Why do you think they were so different from what you originally predicted?-After completing this experiment, what do you think you could test that would be different? What else do you want to find out? -Why do you think there were different answers is each group? What types of things could we keep the same for the next time we do an experiment (Which side of the penny we use, what year of penny we use, the cleanliness of the penny, etc.)

You just saw three important forces tugging on the water: gravity, cohesion, and adhesion. Gravity flattens the droplets, cohesion holds the droplets together, and adhesion holds the drops on the surface of the coin. We often call the cohesion force “surface tension”. It’s what makes water drops look like they are wrapped in invisible skins! It’s also the reason that bugs can “walk” on water! Soap reduces the cohesion and the surface tension. Soapy water makes smaller drops than regular water. Since soapy water drops are smaller, more soap drops will fit on a penny than regular water drops.

Elaborate SW watch the Discovery Education Video, “How Scientists Work: What is the Scientific Method?” As the video is playing, the students should be noticing the similarities to what they did today. They acted just like the scientists in the video!

Evaluate Students will complete any remaining questions in their booklet, and self-evaluate themselves on their experiment.

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2012 Charlotte-Mecklenburg Schools – FIFTH GRADE Science

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2012 Charlotte-Mecklenburg Schools – FIFTH GRADE Science

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2012 Charlotte-Mecklenburg Schools – FIFTH GRADE Science

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2012 Charlotte-Mecklenburg Schools – FIFTH GRADE Science

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2012 Charlotte-Mecklenburg Schools – FIFTH GRADE Science

Lesson Plan Example-5th Grade- Ramp It Up!Unit Forces and MotionEssential Standard 5.P.1 Understand force, motion and the relationship between them.Clarifying Objective 5.P.1.1 Explain how factors such as gravity, friction, and change in mass affect the motion of objects.Essential Questions How does the mass of an object, friction, and gravity affect an object’s movement? Is there a change in that movement when the

mass of the object changes? Does the height of the slope make a difference in speed?Teacher Notes This lesson will follow background lessons defining gravity, friction, mass, matter, distance and time

Students will be divided into table groups or groups of 4-5 students Each group will complete the lab sheet with students rotating as recorder of data Students will hypothesize and test different surfaces for friction Students will test the distance traveled and time of travel when the mass of the car changes

Vocabulary gravity, friction, mass, matter, distance, time, force, motion, slopeMaterials/Resources Toy cars, I lab sheet/group, 1 wooden ramp, I sheet of sandpaper, waxed paper, bubble wrap, textbooks, stopwatch, penniesEngage TTW ask the students what type of surface they would choose for a new super slide at Carowinds if they were designing for

speed and distance of travel? TTW lead the class in a discussion of their suggestions and why they chose the surfaces they did TTW will demonstrate the lab procedure and show the students the 3 surfaces they will be testing. Students will create a hypothesis about which surface will create the fastest car movement and the slowest and the results

will be recorded for the class to compare with their results Allow a few minutes for the students to practice with the stop watches.

Explore TSW construct three different height ramps Students will test the speed of their car on each ramp Students will choose the ramp with the fastest speed and the farthest distance of travel to test the different surfaces for

the effect of friction Students will modify the car by adding six pennies to the top to add mass.

Explain The lab sheet provides an opportunity for the students to reflect on each stage of the activity before they move forward to the next stage.

Each group of students will record their data on a Smartboard data sheet Each group will share their results with the class 1. Which ramp resulted in the greatest amount of speed and farthest distance of travel? 2. Which surface created the most friction?3. Did the increase in the mass of the car affect its speed and distance of travel4. What conclusions can we draw from our data?

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2012 Charlotte-Mecklenburg Schools – FIFTH GRADE ScienceElaborate TSW use the information obtained in class to design a super slide on paper to share with the class. They must choose one of the

three surfaces used in class and its height must be based on data from the 3 ramps.Evaluate Science Journal: The students will write a conclusion about the lab. They will include their super slide design and notes. They will

name the slide and share it with the class.

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2012 Charlotte-Mecklenburg Schools – FIFTH GRADE Science

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2012 Charlotte-Mecklenburg Schools – FIFTH GRADE Science

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2012 Charlotte-Mecklenburg Schools – FIFTH GRADE Science

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2012 Charlotte-Mecklenburg Schools – FIFTH GRADE Science

Lesson Plan Example-5th Grade – Cloud in a CupUnit Matter: Properties and ChangeEssential Standard 5.P.2 Understand the interactions of matter and energy and the changes that occur.Clarifying Objective 5.P.2.2 Explain how the sun’s energy impacts the processes of the water cycle (including, evaporation, transpiration, condensation,

precipitation, and runoff).Essential Questions What is the water cycle and can we simulate it in class?Teacher Notes Review safety precautions since both of these activities involve a heat source and hot water. Vocabulary Water cycle, evaporation, condensation, precipitation, runoff, transpiration, water vaporMaterials/Resources Hot plate, tea kettle, water, aluminum tray, bag of ice, 2 clear cups/groupEngage TTW play The Water Cycle Song (with lyrics Youtube) to review the stages of the water cycle

TSW have prior knowledge of the stages of the water cycle TSW view the Discovery Education Animation of The Water Cycle and discuss

Explore TTW ask the students if they think it is possible to simulate the water cycle in the classroom and create rain and clouds TTW actually demonstrate the first activity at a table with the students sitting all around her. She will ask the students what

each item in the simulation represents in the real water cycle. She will explain that the hotplate represents the sun heating the water on Earth creating evaporation, the steam is the water vapor. TTW hold the pan containing the bag of ice, over the steam. TSW see that the steam collects on the bottom of the pan representing condensation. The students will come forward in small groups to see the rain falling down.

The students will complete the second activity in small groups of 2 or 3 Each group will have one room temperature cup which the teacher will fill with hot water The students will immediately place a cold cup that has been kept in the refrigerator, upside down over the bottom cup and

place a chunk of ice on the top of the cold cup TSW see a cloud form in the cup

Explain TTW review the stages of the water cycle and have students identify when they observed them during the simulations Science Journal- Question: How is a tea kettle like the Water Cycle? Students may illustrate and write Science Journal- Illustrate and explain the stages of the water cycle through the cloud in the cup activity

Elaborate Students will work in small groups on learningscience.org Earth and Space Science grades 5-8The name of this learning tool is called The Water Cycle Movie. In this lesson students will learn about the water cycle, water storage, water movement, and other aspects of the water cycle. This site comes from the Kids Site of the Environmental Protection Agency.

Evaluate TSW Pair and Share with other students in the class to tell 3 things they know about the water cycle.(Pair and Share is a Kagan strategy where students move about the room then pair with the student nearest them to share their information.)

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2012 Charlotte-Mecklenburg Schools – FIFTH GRADE Science

Lesson Plan – Warming and MeltingUnit ENERGY: CONSERVATION AND TRANSFER

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2012 Charlotte-Mecklenburg Schools – FIFTH GRADE ScienceEssential Standard 5. P.3 Explain how the properties of some materials change as a result of heating and cooling.Clarifying Objective 5. P.3.1 Explain the effects of the transfer of heat (either by direct contact or at a distance) that occur between objects

at different temperatures. (Conduction, convection or radiation).Essential Questions What are the effects of combining warmer objects and cooler objects?Teacher Notes This lesson is intended to last one hour long class. Vocabulary radiation, thermal energy, transfer, equilibrium, convection, conductionMaterials/Resources

Thermometers, heating plate, beakers, water, ice, sealed containers of the same size, cooler,

Engage(15 min)

The teacher will measure the temperature of a container of frozen water and a container of heated water. The students will predict what will happen when the teacher combines the two containers. The teacher will call on several students to share their hypothesis and justification. Next, the teacher will combine the two containers of water into a third container with the thermometer in it. The class will observe the temperature readings on the thermometer. The students may also make observations about the state of the water (i.e. melting)

The teacher can discuss with the class how heat energy is transferred from on object to another. Next, the teacher will place a container of frozen water and a container of heated warm water in an empty cooler. The students will predict and record their hypothesis of what will happen to the items by the end of class. The teacher may choose to model how to collect data on the containers beforehand (temperature, mass, etc). The students can share their hypothesis with a small group and/or class.

Explore(15 min)

The students can work in small groups. Each group will receive a cup of warm water and cup of ice water. The students will collect temperature data and record it in a table. The students will then combine the two cups of water and immediately collect temperature data again. The class will continue to collect data every 2 minutes for the next 10 minutes. Allow the students several minutes to analyze and discuss their results.The groups will briefly share an observation statement of their data. The teacher will call on students to share other experiences where heat transfer was observed.

Explain(10 min)

The class can then watch a short discovery education clip. While students watch the video, they will reflect on the following questions:

1. What happens to molecules when they are heated?2. What happens to molecules when they are cooled?3. In what other ways does heat energy transfer from one object to the next?4. Define and give an example of each of the following: Radiation, convection, conduction.

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2012 Charlotte-Mecklenburg Schools – FIFTH GRADE ScienceDiscovery Education Video Clip-(Temperature and Heat) - 5 minhttp://player.discoveryeducation.com/index.cfm?guidAssetId=E45E9DFA-8C07-42BA-AA44-438D7AB2506F&blnFromSearch=1&productcode=DSCE

Elaborate(10 min)

Have the students stand behind their chairs. Have the students move and wiggle their bodies as though they were a heated molecule. While they do this, be sure to point out their characteristics they should be portraying (moving fast, spread out). Then ask the students to move as though they were a colder molecule (moving slowly, closer together). Next the teacher will have the students change their movements as they heat up and cool off.

If time allows, the teacher may split the class into two separate groups. One group will be the warm water from the demonstration and the other group will represent the cold water. Have each group move to opposite sides of the room. The teacher will say “go” and the molecules will heat up and cool off until they are all moving with the same amount of energy.

Evaluate(10 min)

The students will write a reflection to the following prompt: “When object become cool, are they gaining or releasing energy? Explain how you know using specific examples.”

Lesson Plan – What Will Tomorrow Bring?Unit EARTH SYSTEMS, STRUCTURES AND PROCESSES

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2012 Charlotte-Mecklenburg Schools – FIFTH GRADE ScienceEssential Standard 5. E.1 Understand weather patterns and phenomena, making connections to the weather in a particular place and

time.Clarifying Objective 5. E.1.2 Predict upcoming weather events from weather data collected through observation and measurements.Essential Questions How can weather data be used to analyze and predict changing weather?Teacher Notes This lesson is intended to last one hour long class. It can follow a lesson on weather instruments and the type of data

they collect. Students should be familiar with air pressure, wind direction, wind speed, humidity, and precipitation.

In the beginning of this lesson, the students begin a weather data collection table. This table can be used throughout the unit.

By the end of this lesson, students should be able to identify correlations between various weather conditions (for example, low pressure and precipitation).

Vocabulary wind speed, wind direction, precipitation, temperature, barometer, air pressure, anemometer, rain gauge, wind vane, thermometer, hygrometer, humidity, precipitation,

Materials/Resources

print outs of weather charts from various months (color prints if possible)- an example is included below (http://www.wunderground.com/weatherstation/WXDailyHistory.asp?ID=KNCCHARL43&day=24&year=2010&month=3&graphspan=month)

Engage(15 min)

The students will watch a short video clip about predicting weather. While they watch, they will answer the following question: What kind of information do meteorologists use to predict the weather?

Discovery Education Video Clip (Predicting the Unpredictable)- 6 min. http://player.discoveryeducation.com/index.cfm?guidAssetId=211D9034-A336-4265-A5B7-9D2922237147&blnFromSearch=1&productcode=US

Students can share their answers after the video.

Explore(15 min)

Students will create a table in their notebook. They will use this table over the next month to record weather data every day at about the same time. Research the current weather conditions using weatherbug.com, weather.com, or another reliable weather data source. Have the students record the data in their table.

Date Temperature Air Pressure Cloud Cover Precipitation

*Be sure to collect your data from the same website each day. You may choose to also record humidity, wind speed, and/or wind direction as well. As students continue to recorder this information they will notice a correlation between

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2012 Charlotte-Mecklenburg Schools – FIFTH GRADE Scienceair pressure and precipitation.

Explain(10 min)

Students will receive a print out of weather data graphs (example included below). Give the students a couple of minutes to analyze the data and develop a few observation statements. Then have them answer the following questions using the information in the graphs.

1. On which day(s) was there the most precipitation? Do you notice any changes in temperature, pressure, or wind speed during this time? Explain.

2. On which day(s) was the pressure the highest? What other weather conditions occurred on this day?3. Does temperature correlate with any other weather data? Explain.

Allow students several minutes to answer the questions and then share their understandings. The class can create a list of predictable weather patterns.

Elaborate(10 min)

The teacher will display a weather map for students to see (either from a website orprovide a printout for the students). In groups, the students will identify theweather features on the map, such as fronts, pressure systems, and precipitation.

The teacher will display the following questions to help guide student discussion:1. What weather features do you see on the map?2. What effect will these features have on our weather?3. What creates the weather features that you see on the map?4. Based on the information you see on the map, what might Charlotte’s weather belike in the next 3 4 days?‐

Evaluate(10 min)

The students will write one concluding statement about predicting weather in 10 words or less.

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2012 Charlotte-Mecklenburg Schools – FIFTH GRADE Science

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2012 Charlotte-Mecklenburg Schools – FIFTH GRADE Science

Lesson Plan Example-5th Grade – It’s InstrumentalUnit Earth Systems, Structures and ProcessesEssential Standard 5. E.1 Understand weather patterns and phenomena, making connections to the weather in a particular place and time.Clarifying Objective 5.E.1.1 Compare daily and seasonal changes in weather conditions (including wind speed, direction, precipitation, and

temperature) 5. E.1.2 Predicting upcoming weather events from weather data collected through observation and measurement.

Essential Questions Can you design a way to evaluate data to predict changes in weather? In what ways do weather tools aid in comparing weather changes?

Teacher Notes TSW have prior knowledge of the various weather instruments and their use TTW divide the students into groups of 5 to complete the weather station All materials should be on the table for students to pick them up as needed TTW create a Weather Log to be used by the entire class, this will be like the log that the small groups are using

Vocabulary wind speed, anemometer, wind vane, wind direction, precipitation, rain gauge, temperature, thermometer , barometer, air pressure, cirrus, stratus, cumulus, meteorologist

Materials/Resources All materials listed on the attached directionsEngage TTW share the book The Sky-Watchers by Patricia Baehr with the students. The story is about a student their age who

visits a friend who has a working weather station TTW go over the directions for how the station is to be built with students working in teams of 5 Provide each group with one copy of the instructions Each student will have a different weather tool to build which will be placed in the group station: barometer,

thermometer, hydrometer, anemometer, rain gauge, wind vane, data recording folder TTW provide each group with an outdoor thermometer and pinwheel (students can make their own pinwheel however

they do not work as well)

Explore TSW may work on their individual weather instruments or they can team up to build the instruments Students assist others when their instrument has been constructed Students take the completed station outside each day to collect data which is recorded on the weather log After the first day, begin each class with the students checking the forecast they made the previous day for the current day

weather Discuss whether they predicted correctly, why or why not. Allow time at the end of each class for students to forecast the weather for the following day based on the data collected Calculate the averages from the data collected from each small group and use that data for the whole class weather log Discuss the class data and make a whole group prediction for the following day

Explain The students should take time to record data correctly

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2012 Charlotte-Mecklenburg Schools – FIFTH GRADE Science Analyze the data collected within the small groups and make a prediction for the following day Discuss data and predictions as a whole groups Record data on the whole class weather log

Elaborate TSW work with a partner on site www.weatherwizkids.com They will select from the left menu bar Meteorologist and complete the lesson

Evaluate TSW will hand in their daily weather log and daily predictions of weather Each week students will write a conclusion about their experience as a meteorologist

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2012 Charlotte-Mecklenburg Schools – FIFTH GRADE Science

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2012 Charlotte-Mecklenburg Schools – FIFTH GRADE Science

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2012 Charlotte-Mecklenburg Schools – FIFTH GRADE ScienceLesson Plan Example – 5th Grade - Energy in Ecosystems

Unit EcosystemsEssential Standard 5.L.2 Understand the interdependence of plants and animals with their ecosystem.Clarifying Objectives 5.L.2.2 Classify the organisms within an ecosystem according to the function they serve: producers, consumers, or decomposers

(biotic factors).5.L.2.3 Infer the effects that may result from the interconnected relationship of plants and animals to their ecosystem.

Essential Questions What is the relationship between producers, consumers, or decomposers? How can you classify organisms according to these categories?If a population of primary consumers decreases, how will it affect the rest of the food web?

Teacher Notes Students will need to be organized into small groups of 4-5. Discuss the importance of working cooperatively in a group during this time. Students will need to have background knowledge on what an abiotic and biotic factor is, and that animals and plants live

together in a community. Students will also need a basic understanding of what a food chain is, and how an energy pyramid is very similar to a food chain.

An energy pyramid shows the exchange of energy in a visual way.Vocabulary Food chain, energy pyramid, producers, (primary, secondary, tertiary) consumers, decomposers, interconnected, community,

population, nocturnalMaterials/Resources 1 set of engage pictures (provided) per group, large open area at least 8 ft x 8ft, connecting cubes, activity recording sheet, Discovery

Education reading passage titled “Food Chains” (Level: 5 dot)Engage TW begin by explaining that today’s lesson will focus on how animals and plants rely on each other in order to survive – in other

words, how they are interconnected. TW then ask the students to view the pictures in their small groups. Begin a discussion by telling the students, “Determine which

abiotic and biotic factors are in the pictures.” Students should write their findings on their recording sheet. To begin the discussion, start by asking each group of share one abiotic factor. As students respond, discuss why each abiotic

factor is needed for the biotic factors to survive. Then repeat the process with each group sharing a biotic factor. Discuss how this animal lives in its community: “What types of activities does it do?”, “What other animals does it hunt?”, “Who preys upon this animal?”, “Is this animal nocturnal? If yes, why?”

Finally ask, “Which ecosystem would these animals and plants likely live in, and how do you know?” Elicit responses from the groups.

Explore TW explain that, “in order to better understand how animals are interconnected, we will pretend to be in a food chain, which can also be a food pyramid.”

TW organize the students into an energy pyramid on a large, open area on the floor. In order to do this with a class of 28 students, split the students up based on the type of animal or plant that they will act as. One example might be: The teacher as the sun, 9 students as grass, 7 students as a grasshopper, 6 students as mice, 4 students as snakes, and 2 students as hawks. Ask the students to sit in a energy pyramid, with one row of students acting as the grass, then behind them will sit the students acting as grasshoppers, then behind them the students acting as mice, then the students acting as snakes, and in the final row,

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2012 Charlotte-Mecklenburg Schools – FIFTH GRADE Sciencethe students acting as hawks. (Grassland or Deciduous forest ecosystem) Visually, it should look like an energy pyramid from birds-eye-view.

Now explain to the students that, “I am acting as the sun. You are each an animal representing your population in the community. As the sun, I give energy to the grass (and all producers) so that they can do photosynthesis and grow.” The TW hand each student acting as grass 5 connecting cubes. Explain, “Each grass now has the energy from the sun in the form of a cube. They will need some energy to grow, but they will get eaten by the grasshopper, so the grasshopper will receive their energy.” SW keep one cube, and pass on the rest to the grasshoppers behind them. (Please note: Some animals will get more cubes that others when the energy is passed. Just explain that if they have more cubes, they should keep 2 cubes to live this time.) “The grasshoppers will need some energy to live and survive, but they will get eaten by the mice.” Ask all grasshoppers to keep one (or two) cubes that they needed to survive, and pass the rest on to the snakes. “The snakes need more energy to survive because they are larger and require more energy to hunt and live. But eventually some will get eaten by a hawk.” Snakes will keep 2 energy cubes and pass the rest onto the hawks. “The hawk also needs lots of energy, and will keep it because he isn’t eaten by anything else until he dies and is decomposed.”

Try another variation of this activity from the following list, re-passing the energy cubes each time:-Decrease the snakes. Who will get more/less energy if there are less snakes? How will this affect the other populations?-Increase the hawks. How will having more hawks affect the populations of snakes? -Decrease the grass. What will happen to all of the other populations in this food chain?-Decrease the mice and increase the hawks. How will this affect the rest of the food chain?

Explain Back in their groups, the students should come back together to summarize the activity, and what was learned from each variation completed. The students should each individually record their activity summary on the sheet provided.

Begin by asking the students to share their summaries. “Why did we just act as a food pyramid, and what did you learn from our activities?”

If it didn’t come up during the class discussion, explain “Today we acted as animals and plants from a food pyramid to show that there is an energy transfer between organisms. The animal that is eating the other organism is receiving their energy. We showed that by passing the connecting cubes between each other. We also saw how one small change in a food chain can cause big changes everywhere else. For example, if the snakes decreased, it would initially cause:- the hawks to decrease because they will not have as many snakes to hunt- the mice to increase because they are not hunted as much by the snakes-the grass to decrease because there are more snakes to eat itEventually, the food chain would balance itself out because some animals will die and some will begin hunting more of another animal that they prey upon. There are more producers because there needs to be enough energy to pass through the pyramid/food chain. No animal exists alone; all organisms within a community are all interconnected. When one small change occurs, it affects everything else.

Elaborate In their groups, the students will read the Discovery Education passage called “Food Chains”. While reading, the students will write three important facts from the passage on their recording sheet. As a class, come back together and allow students to share their important facts from the passage. Discuss the similarities to our activity.

Evaluate Individually, students should respond to this writing prompt on their recording sheet:51

2012 Charlotte-Mecklenburg Schools – FIFTH GRADE ScienceImagine you are a deer in the deciduous forest, and you typically eat grass, moss, and berries. You are hunted by wolves, coyotes, and grizzly bears. How would your community become affected if your population increased? Explain.

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2012 Charlotte-Mecklenburg Schools – FIFTH GRADE Science

Lesson Plan – Human Body Systems Unit Structures and Functions of Living OrganismsEssential Standard 5.L.1 Understand how structures and systems of organisms (to include the human body) perform functions necessary for life.Clarifying Objective 5.L.1.2 Compare the major systems of the human body (digestive, respiratory, circulatory, muscular, skeletal, and cardiovascular) in

terms of their functions necessary for life.Essential Questions What are the major body systems?

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My ResponsesAbiotic and Biotic Factors Found in the Pictures

Activity Summary (what did you do? What did you learn?)

Discovery Education Passage “Food Chains”

Three Important Facts in My Own Words:1.

2.

3.

Writing Prompt Imagine you are a deer in the deciduous forest, and you typically eat grass, moss, and berries. You are hunted by wolves, coyotes, and grizzly bears. How would your community become affected if your population increased? Explain.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2012 Charlotte-Mecklenburg Schools – FIFTH GRADE Science How are the body systems alike and different? How do the major body systems work together?

Teacher Notes This is the first lesson introducing the body systems. Students should be placed in small groups of 5

Vocabulary Circulatory System (heart, blood vessels), Respiratory System (nose, trachea, lungs), Skeletal System (bones), Muscular System (muscles),Digestive System (mouth, esophagus, stomach, intestines), Nervous System (brain, spinal cord, nerves)

Materials/Resources Model of the human body Computer Butcher Block paper human body 5th grade Science textbook pgs. R20-R40 (Reference pgs. Body Systems)

Engage TTW introduce body systems through www.learningscience.org Physical Science, Structures and Functions in Living Systems grades 5-8, Web Interactive Lesson 2 All Systems Go

All Systems Go will be introduced as an entire class activity then students will work on the lesson individually TTW show the butcher block paper human body which the students will use to draw and label the different body systems

Explore TSW work in small table groups Each group will be assigned a body system to research, illustrate as part of the whole class paper human body TSW use the science textbook pgs. R 20-R40 to record data in their science notebook TSW use the human body model TSW use the graphic organizer: Interesting Facts, Important Information, Need to Know

Explain TSW share their information with the class TSW add their body system illustrations to the group paper human body TSW will label the diagram with major parts of the system

Elaborate Use the Discovery Ed Science Lab Skill builder: “The Human Body” to review the body systemsEvaluate The students are responsible for presenting their body system to the class and completing their body system on the diagram.

Lesson Plan – A Family AffairUnit Evolution and GeneticsEssential Standard 5.L.3 Understand why organisms differ from or are similar to their parents based on the characteristics of the organism.Clarifying Objective 5.L.3.1 Explain why organisms differ from or are similar to their parents based on the characteristics of the organism.Essential Questions How can you prove that organisms differ from or are similar to their parents?Teacher Notes This is meant as an introductory lesson on heredity and genetics.

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2012 Charlotte-Mecklenburg Schools – FIFTH GRADE ScienceYou will need to create a “Trait Tree” before this lesson on the wall. You will need 12 branches: 1-Attached Earlobes, 2-Free Earlobes, 3-Can Roll Tongue, 4-Cannot Roll Tongue, 5-Has Freckles, 6-Do not have Freckles, 7-Brown Hair, 8-Blonde Hair, 9-Black Hair, 10-Red Hair, 11-Right Thumb on Top, 12- Left Thumb on Top. (If you also do Widow’s Peak, you will need 13-Has Widow’s Peak, 14-Does not Have Widow’s Peak)

Vocabulary Heredity, genetics, gene, inherit, traits, characteristicsMaterials/Resources Engage pictures, set up “Trait Tree” before class session, 5 construction paper leaves per student, tape, Engage TW begin by asking the students to observe the pictures of families. “Do you see any ways these children are similar to their

parents or brothers and sisters?” SW discuss in their groups and then share as a class. Students should realize that the children share similar features as their parents and the siblings look alike because they have the same parents.

TW explain, “Look around. Is anyone just like you? You and everyone else are unique. No two people are exactly alike, including identical twins. However, many of your traits are inherited. People in a family have things in common. They can share traits. You can inherit traits from your parents. Your genes determine whether or not you possess certain physical traits. Your genes make you blue eyed or brown eyed, or have brown or blond hair. These traits are highly complex, and involve the interaction of many genes.”

Explore TW explain that, “we are going to explore the observable characteristics that we inherit from our parents.” Each student will need 5 leaves. They will need to put their first name on each leaf. Some traits are more common in a population than others. Let’s find out the most common combination of traits in the group

and the least common combination of traits in the group. Begin by going through each characteristic, sharing what it is and how to determine if you have it.

-Earlobes: Attached or Free-Tongue Rolling: Yes or No-Freckles: Yes or No-Hair Color: Brown, Black, Red, Blonde-Hand Clasping: Right thumb on top or left thumb on top.-Optional- Widow’s Peak: Yes or No

On your class tree, each student should come up and place their leaf on the corresponding branch. In their science notebooks, the students should create a tree of their own, and should label how many students in the class

share that trait. (i.e. 10 students have brown hair, 2 have blonde, etc.) SW also write why they think more students share one character trait over another.

Optional: Increase your data pool by including additional groups in the exercise, taping all leaves to one tree.Explain TW explain, “We can tell from our Trait Tree that we can share traits, but there is a great variety of traits here too. What is the

most common combination of traits in the group? What is the least common combination of traits in the group?” TW repeat these questions for each of the five trait groups.

Every person has a unique combination of traits. If we were to look at more traits than three, we would eventually need a branch on the Trait Tree for each person in the group.

TW explore the website http://learn.genetics.utah.edu/ with the students to learn more about genetic traits if time.

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2012 Charlotte-Mecklenburg Schools – FIFTH GRADE ScienceElaborate As a class or in small groups, read the Discovery Education passage titled, “A Litter of Kittens”. Discuss how animals and plants both

share traits with their parents.Evaluate Writing Prompt: Do you think that all plants and animals receive traits from their parents? How do you know? Explain and justify your

opinion.Homework: What are three traits that you share with your parents? What’s different between you and your parents?

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2012 Charlotte-Mecklenburg Schools – FIFTH GRADE Science

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2012 Charlotte-Mecklenburg Schools – FIFTH GRADE Science

Name_______________________________Date___________ Evaluation

Do you think that all plants and animals receive traits from their parents? How do you know? Explain and justify your opinion.

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

This document was compiled by Kate Duda, Julia Lagas, and Dee Chinault.

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