COLTS NECK TOWNSHIP SCHOOL SYSTEM

GRADE FIVE SCIENCE PROGRAM

Students in fifth grade begin to learn important foundational concepts needed for success in learning at the middle school level. They build on knowledge from the previous grades in properties and changes in matter, and explore these properties through a variety of experiences. They learn about forms of energy, energy transformation and conservation, and how principles of energy connect to the other sciences.

An in-depth study of cellular structures and functions help students gain a better understanding of plants and animals within in different ecosystems and how humans can impact the survival of different species.

UNIT TITLE/BIG IDEAS

TIME FRAME

Physical Science: It Matters! September through October

Physical Science: Energize Me! November through December

Life Science: All Things Big and Small: A Focus on Plants and Animal Cells January through February

Ecosystems: We All Make a Difference March through April

Family Life/Body Systems: It’s All Connected! May through June

Colts Neck Township Schools

Grade Five Physical Science

Unit Title: Everything Matters!

Physical Science: Physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems science. (5.2)

Properties of Matter: All objects and substances in the natural world are composed of matter. Matter has two fundamental properties: matter takes up space, and matter has inertia. (5.2.A)

Changes in Matter: Substances can undergo physical or chemical changes to form new substances. Each change involves energy. (5.2.B)

Essential Questions Enduring Understandings Labs, Investigation, and Student Experiences

How can properties of materials be used to determine the identity of unknown materials?

What are the building blocks of the universe?

Substances have unique properties that can be used to identify them.

A lot of different materials can be made from just a few kinds of basic materials.

Instructional Guidance

• How sweet it is! Lab http://portal.acs.org

• Float or sink- What do you think? http://portal.acs.org

• Coke vs. Diet Coke Sink or Float

• Indirect evidence lab-use “Mystery Boxes” to have students predict objects inside

Content Statements Cumulative Progress Indicators • The volume of some

objects can be Determine the volume of common objects using water displacement. 5.2.6.A.1

determined using liquid (water) displacement.

• The density of an object can be determined from its volume and mass.

• Pure substances have characteristic intrinsic properties, such as density, solubility, boiling point, and melting point, all of which are independent of the amount of the sample.

• When a new substance is made by combining two or more substances, it has properties that are different from the original substances.

Calculate the density of objects or substances after determining volume and mass. 5.2.6.A.2

Determine the identity of an unknown substance using data about intrinsic properties. 5.2.6.A.3

Compare the properties of reactants with the properties of the products when two or more substances are combined and react chemically. 5.2.6.B.1

• Baking Soda and Vinegar-shows how chemical reaction generates heat

• Raisin and Cereal Lab-compares masses using balances

• Boiling Point/ Melting Point (Enrichment Lab) http://www.thesciencedesk.com/sgmeltfreezboil.htm

• Seven layer density lab (Enrichment Lab)http://www.stevespanglerscience.com/experiment/seven-layer-density-column

• Mystery Canisters: Mass, Volume, Density (Sink or Float?) sciencespot.net/Media/myscanister.pdf

• Water Displacement Internet Based Simulation – Volume/Density Simulation http://phet.colorado.edu

• Pennies and Vinegar lab: Physical Properties vs. Chemical Properties www.lmsvsd.k12.ca.us/itms/kcorbett/.../chemistry/Penny%20Lab.doc

• Diet Coke and Mentos Experiment

• Gooey Gunk: Understanding Chemical Reactions http://www-tcall.tamu.edu/taesp/resources/ged02lesson/37gg.htm

• Liquid Nitrogen Assembly-demonstration of how extreme cold affects matter

• Pizza Dough ProbePage Keeley’s Probes Vol. I p.143 Physical Science

Measures of Understanding

• Rocks and other solid objects have many different shapes. Sometimes it is hard to tell which of two different-shaped objects takes up more space. Explain how you can compare the volumes of small, irregularly-shaped solid objects.

• Use density to predict whether an object will sink or float in water.

Unit Title: Energize Me!

Physical Science: Physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems science. (5.2)

Forms of Energy: Knowing the characteristics of familiar forms of energy, including potential and kinetic energy, is useful in coming to the understanding that, for the most part, the natural world can be explained and is predictable. (5.2.C)

Energy Transfer and Conservation: The conservation of energy can be demonstrated by keeping track of familiar forms of energy as they are transferred from one object to another. (5.2.D)

Essential Question Enduring Understanding Labs, Investigation, and Student Experiences

How does energy from the sun effect life on earth?

Heat and light impact living and non-living systems in predictable ways.

• Light travels and tends to maintain its direction of motion until it interacts with an object or material. Light can be absorbed, redirected, bounced back, or allowed to pass through.

• Light acts like a wave in many ways. And waves can explain how light behaves.

Instructional Guidance

• Possible Franklin Institute Traveling Show – Energy

• Black Paper and Thermometer Lab—amount of heat absorbed by various objects (Enrichment Lab)

• Flashlight Lab-used to predict if light would be reflected, refracted, or absorbed

• Black Light Lab-observing visible parts of electromagnetic spectrum

Content Statements Cumulative Progress Indicators

Light travels in a straight line until it interacts with an object or material.

Light can be absorbed, redirected, bounced back, or allowed to pass through. The path of reflected or refracted light can be predicted.

Visible light from the Sun is made up of a mixture of all colors of light. To see an object, light emitted or reflected by that object must enter the eye.

Predict the path of reflected or refracted light using reflecting and refracting telescopes as examples. 5.2.6.C.1

Describe how to prisms can be used to demonstrate that visible light from the Sun is made up of different colors. 5.2.6.C.2

• Light from the sun is made up of a mixture of many different colors of light, even though to the eye the light looks almost white. Other things that give off or reflect light have a different mix of colors.

• Something can be "seen" when light waves emitted or reflected by it enter the eye—just as something can be "heard" when sound waves from it enter the ear.

• Human eyes respond to only a narrow range of wavelengths of electromagnetic waves-visible light. Differences of wavelength within that range are perceived as differences of color.

• Create prisms

o Using Media to Explore Light and Optics found at: http://micro.magnet.fsu.edu/optics/activities/students/usingmedia.html

o Light, Prisms and Rainbow Connections found at: http://micro.magnet.fsu.edu/optics/activities/students/prisms.html -create a rainbow effect by combining light reflecting water

o Investigating the World of Colors found at: http://micro.magnet.fsu.edu/optics/activities/students/investigating.html

• Collect real-time observations and data to relate conduction, convection and radiation phenomena to the evolution of a hurricane. Share and discuss with the rest of class.

• Apple in the Dark Lab—Page Keeley’s Volume I Physical Science p. 31

• Chipscope—create a kaleidoscope

The transfer of thermal energy by conduction, convection, and radiation can produce large-scale

Relate the transfer of heat from oceans and land masses to the evolution of a hurricane. 5.2.6.C.3

events such as those seen in weather.

• Thermal energy is transferred through a material by the collisions of atoms within the material. Over time, the thermal energy tends to spread out through a material and from one material to another if they are in contact. Thermal energy can also be transferred by means of currents in air, water, or other fluids. In addition, some thermal energy in all materials is transformed into light energy and radiated into the environment by electromagnetic waves; that light energy can be transformed back into thermal energy when the electromagnetic waves strike another material. As a result, a material tends to cool down unless some other form of energy is converted to thermal energy in the material.

• Light and other electromagnetic waves can warm objects. How much an object's temperature increases depends on how intense the light striking its surface is, how long the light shines on the object, and how much of the light is absorbed.

Colts Neck Township Schools

Grade Five Life Science

Unit Title: Living things Around Us: Plants and Cells

All Things Big and Small: A Focus on Plants and Animal Cells

Life Science: Life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics. (5.3)

Organization and Development: Living organisms are composed of cellular units (structures) that carry out functions required for life. Cellular units are composed of molecules, which also carry out biological functions. (5.3.A)

Matter and Energy Transformations: Food is required for energy and building cellular materials. Organisms in an ecosystem have different ways of obtaining food, and some organisms obtain their food directly from other organisms. (5.3.B)

Essential Questions Enduring Understandings Labs, Investigation, and Student Experiences

What do all living things have in common?

How are matter and energy transferred or transformed in living systems?

Living organisms have a variety of observable features that enable them to obtain food and reproduce.

• Animals and plants have a great variety of body plans and internal structures that

Instructional Guidance

• Cell puzzles—cellsalive.com

• Construct conceptual models to clarify the levels of organization for structure and function in living things (cells, tissues, organs, organ systems).

• Compare and contrast the types of organelles found within

contribute to their being able to make or find food and reproduce.

• One of the most general distinctions among organisms is between plants, which use sunlight to make their own food, and animals, which consume energy-rich foods. Some kinds of organisms, many of them microscopic, cannot be neatly classified as either plants or animals.

• Similarities among organisms are found in internal anatomical features, which can be used to infer the degree of relatedness among organisms.

All organisms transfer matter and convert energy from one form to another.

• Plants use the energy from light to make sugars from carbon dioxide and water.

• Plants can use the food they make immediately or store it for later use.

• Almost all food energy comes originally from sunlight.

plant and animal cells. Focus on how all of the organelles, in both plants and animals, work together to complete the essential cell functions.

• Construct a digital simulation to explain how energy entering the ecosystem as sunlight is transferred by producers into chemical energy through photosynthesis.

• Animal Cell Listening Activity-students given verbal instructions to demonstrate knowledge of organelles

• Candy Cell—Construct a 3D model of animal cell using candy to represent organelles

Measurements of Understanding

• You are the leader (mayor, principal, manager, etc.) of a human-created system (a city, a school, a restaurant, etc.). Compare, using an original metaphor, the functions and interdependence of cell organelles to the elements of your human-created system. Create a commercial to advertise your city, school, restaurant, etc. using the details of the organelles’ functions to draw people in, highlighting how efficiently the elements work together, just like within a cell.

• Compare and contrast the types of organelles found within plant and animal cells. Focus on how all of the organelles, in both plants and animals, work together to complete the essential cell functions.

Content Statements Cumulative Progress Indicators

Essential functions of plant and animal cells are carriedout by organelles.

Plants are producers: They use the energy from light to make food (sugar) from carbon dioxide and water. Plants are used as a source of food (energy) for other organisms.

All animals, including humans, are consumers that meet their energy needs by eating other organisms or their products.

Model and explain ways in which organelles work together to meet the cell’s needs. (5.3.6.A.2)

Describe the sources of the reactants of photosynthesis and trace the pathway to the products. (5.3.6.B.1)

Illustrate the flow of energy (food) through a community. (5.3.6.B.2)

Unit Title: Ecosystems We All Make a Difference

Life Science: Life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics. (5.3)

Matter and Energy Transformations: Food is required for energy and building cellular materials. Organisms in an ecosystem have different ways of obtaining food, and some organisms obtain their food directly from other organisms. (5.3.B)

Interdependence: All animals and most plants depend on both other organisms and their environment to meet their basic needs. (5.3.C)

Essential Questions Enduring Understandings Labs, Investigation, and Student Experiences

In what ways do organisms interact within ecosystems?

All animals and most plants depend on both other organisms and their environments for their basic needs.

• Changes in an organism's habitat are sometimes beneficial to it and sometimes harmful.

• In all environments, organisms with similar needs may compete with one another for limited resources, including food, space, water, air, and shelter.

Instructional Guidance

Possible resource: www.jasonproject.org

• Select a region of the world where there is high biological diversity (biodiversity) which is threatened by human actions.

• Determine the species (plants, animals, fungi, etc.) that are crucial to the balance of that ecosystem.

• Consider the specific human-induced threats to biodiversity in that area, and how you might manage them with consideration of the local culture.

• Interact with peers and scientists living and working in the target culture to develop and present a specific conservation

Content Statements Cumulative Progress Indicators

plan to address the identified threats in the threatened region.

• Cite evidence to support the idea that when the environment changes, some plants and animals survive and reproduce, and others die or move to other locations.

• Analyze the changes that occur (e.g., adaptations of plants

and animals) in species of organisms as a result of the changes in Earth’s physical environment over long periods of time.

• Explain why moving organisms from their native

ecosystem to a new ecosystem may upset the balance of the new ecosystem.

Resources to support global connections:

• US Geological Water Survey-www.usgs.gov

• Who Polluted the Potomac www.populationeducation.org

• ePals is a website that schools can use as a tool for addressing the performance assessment. It allows teachers and students to safely connect, collaborate and learn using with students worldwide through protected email and blog solutions. www.epals.com

Measures of Understanding

• Create a public service announcement or host a school wide

All animals, including humans, are consumers that meet their energy needs by eating other organisms or their products.

Various human activities have changed the capacity of the environment to support some life forms.

The number of organisms and populations an ecosystem can support depends on the biotic resources available and on abiotic factors, such as quantities of light and water, range of temperatures, and soil composition.

Illustrate the flow of energy (food) through a community. (5.3.6.B.2)

Predict the impact that altering biotic and abiotic factors has on an ecosystem. (5.3.6.C.2)

All organisms cause changes in the ecosystem in which they live. If this change reduces another organism’s access to resources, that organism may move to another location or die.

Describe how one population of organisms may affect other plants and/or animals in an ecosystem. (5.3.6.C.3 )

fair that provides a summary of the research and ways people can protect their environment. Students can coordinate this project with language arts teachers within an essay study.

• Project-Based Learning Activity (PBL)

Students collect samples of cafeteria trash to sort into recyclables, reusable, compostable, dumpable

PBL Resources: http://www.bie.org/project_search/results/search&project_search_channel=32&ps_search_one=81&ps_search_two=99&category=81&&99/

Unit Title: Family Life, Body Systems, Traits and Heredity

It’s All Connected!

Life Science: Life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics. (5.3)

Organization and Development: Living organisms are composed of cellular units (structures) that carry out functions required for life. Cellular units are composed of molecules, which also carry out biological functions. (5.3.A)

Heredity and Reproduction: Organisms reproduce, develop, and have predictable life cycles. Organisms contain genetic information that influences their traits, and they pass this on to their offspring during reproduction. (5.3.D)

Essential Questions Enduring Understandings Labs, Investigation, and Student Experiences

What do all living things have in common?

How do organisms change as they go through their life cycle?

Living organisms have a variety of observable features that enable them to obtain food and reproduce.

Organisms reproduce, develop, have predictable life cycles, and

Instructional Guidance

• Create simulations and models of how human body systems (digestive, respiratory, reproductive, and circulatory) work together to perform functions necessary for life.

• Family Life Objectives (see Family Life Curriculum for

pass on some traits to their offspring.

more detail • Dr. D’s Birds and Bees (United Streaming)

• Describe the physical, social, and emotional changes occurring at puberty.

• Discuss why puberty begins and ends at different ages for different people.

• Explain that after fertilization, cells divide to create a fetus/embryo that grows and develops inside the uterus during pregnancy.

• Discuss how the health of the birth mother impacts the development of the fetus.

Traits and Heredity

• Trait Survey—identify 12 of individual traits—Genetics Science Learning Center

• Smiley Babey-create a representation of a baby’s features compared to a punnett square (Harcourt Brace)

Measures of Understanding

• Students write a short story about what happens when the food, etc. enters the human body. They trace the object throughout the human body, explaining where the object stops and for what purpose and presents their short stories to an audience.

Content Statements Cumulative Progress Indicators

Systems of the human body are interrelated and regulate the body’s internal environment.

Reproduction is essential to the continuation of every species.

Variations exist among organisms of the same generation (e.g., siblings) and of different generations (e.g., parent to offspring).

Traits such as eye color in human beings or fruit/flower color in plants are inherited.

Model the interdependence of the human body’s major systems in regulating its internal environment. (5.3.6.A.1)

Predict the long-term effect of interference with normal patterns of reproduction. (5.3.6.D.1)

Explain how knowledge of inherited variations within and between generations is applied to farming and animal breeding. (5.3.6.D.2)

Distinguish between inherited and acquired traits/characteristics. (5.3.6.D.3)

• Some likenesses between children and parents are inherited. Other likenesses are learned.

• In organisms that have two sexes, typically half of the

genes come from each parent.

• In some kinds of organisms, all the genes come from a single parent.

• The same genetic information is copied in each cell of the new organism

The following assessments should be given throughout the units on physical science to ensure understanding of standard.

Desired Results

Additional Measures of Understanding

You are a forensic scientist who has just been presented with an unknown material. It is your job to identify the substance to the best of your scientific ability. Begin by examining general properties, the presence or absence of which can eliminate whole classes of substances.

1. A few of the basic starting questions are:

• How does the substance respond to heat? • Does it dissolve in water? • Does it dissolve in any other solvent? • If it dissolves in water, how does the solution behave? • Compare your findings with those known substances that you worked with in your classroom investigations to determine the

identity of the substance.

The Properties of Unknown Substances, an Interview with Sherlock Holmes offers a vignette for use as a guide related to the sample assessment.

http://www.chymist.com/properties.pdf

As shown in the picture below, Christina has two identical cups that are filled to the same level with water. She also has two solid steel balls.

• Christina puts ball 1 in cup 1 and ball 2 in cup 2. In which cup will the water level rise the most? Tell why you think so.

• Christina has another ball that is the same size as ball 2, but this ball is made of wood and is hollow. If she put this hollow ball in one of the cups, do you think the water level would rise more or less than it would if ball 2 were put in the cup? Tell why you think so.

The picture below shows three solid objects of the same size floating in water.

• Which object weighs the most?

A. Object A B. Object B

C. Object C D. They all weigh the same.

The same brick is placed on a scale in three different ways, as shown below.

• What will the scale show?

A. 1 will show the greatest weight. B. 2 will show the greatest weight. C. 3 will show the greatest weight. D. All will show the same weight.

• Students bump into each other when they turn the corner in the hallway shown. They plan to place a mirror in the hall so that they can see one another before reaching the corner.

Where should they place the mirror?

A. position A B. position B C. position C D. position D

• When you are riding a bicycle at night, your bicycle's reflectors help people in cars see your bicycle. How do bicycle reflectors work?

A. They are made of a special material that gives off its own light. B. They are hooked up to batteries that allow them to produce light. C. They bounce light back from other sources. D. They are covered with paint that glows in the dark.

• The picture shows a pencil that is lying on a shelf in front of a mirror. Draw a picture of the pencil as you would see it in the mirror. Use the patterns of lines on the shelf to help you.

• While at the shore, your pesky little cousin looks at you and asks “why is the sky blue?” How would you explain the color of the sky to your little cousin?

• Which pair together could cause a rainbow? A. Fog and clouds B. Rain and snow C. Clouds and ice D. Sunshine and rain

• Explain, through modeling, how the oceans play a major role in regulating the weather and climate of the planet in a short digital presentation. Access authentic data obtained through the use of sensitive instruments to get a better view of the functioning of the oceans and the atmosphere.

• Jim put four thermometers into four glasses of water and left the glasses of water outside in different locations. After an hour, which glass of water will MOST LIKELY have the highest temperature?

A. The glass in the highest location B. The glass in the wettest location C. The glass in the location with the most wind D. The glass in the location with the most sunlight

• The source of energy for the Earth’s water cycle is the

A. wind B. Sun’s radiation C. Earth’s radiation D. Sun’s gravity

Suppose you are riding in a car along the highway at 55 miles per hour when a truck pulls up along the side of your car. This truck seems to stand still for a moment, and then it seems to be moving backward.

• Tell how the truck can look as if it is standing still when it is really moving forward.

• Explain why astronauts on the International Space Station look down at NJ and observe that we are rotating at a speed of almost 795 mph. Explain why you do not feel as though you are moving at all?

The picture above shows the positions of two runners at one-second intervals as they move from left to right.

• For each runner, indicate whether the runner's speed seems to be constant, increasing, or decreasing.

• Explain how you can tell this from the pictures. • To keep a heavy box sliding across a carpeted floor at constant speed, a person must continually exert a force on the box. This

force is used primarily to overcome which of the following forces?

A. Air resistance B. The weight of the box C. The frictional force exerted by the floor on the box D. The gravitational force exerted by the Earth on the box

The picture above shows Maria pushing magnet 1 toward magnet 2, which is lying on a smooth table.

• What will happen to magnet 2?

• Why will this happen?

• Magnets can be toys or tools to do work. Explain how two magnets react when placed near each other. In your explanation, be sure to include the properties of magnets

• Two students played on a slide. Student 1 wore shorts, and Student 2 wore long pants. Which of these explanations best identifies why Student 2 moved down the slide more smoothly than Student 1?

A. less gravity B. less friction C. more weight D. more acceleration

• A child at a playground slides down a slide on a windless day. Describe two forces that affect the motion of the child as she moves down the slide.

• A wire between the battery and the light bulb was removed. What will happen to the light bulb after the change?

A. It will go out. B. It will stay on. C. It will get brighter. D. It will start flashing.

• The pictures below show a light bulb connected to a battery. Which bulb will light?

A. B. C. D.

• Given a diagram showing a circuit that includes bulbs or small motors, construct a functioning circuit matching the diagram,

compare the current flow in two parts of the circuit, and relate the observed currents to the series/parallel configurations in the circuit.

The following assessments should be given throughout the units on life science to ensure understanding of standard.

Desired Results

Additional Measures of Understanding

• You are the leader (mayor, principal, manager, etc.) of a human-created system (a city, a school, a restaurant, etc.). Compare, using an original metaphor, the functions and interdependence of cell organelles to the elements of your human-created system. Create a commercial to advertise your city, school, restaurant, etc. using the details of the organelles’ functions to draw people in, highlighting how efficiently the elements work together, just like within a cell.

• Your class has decided to become activists to support the conservation of natural ecosystems. Select a region of the world where

there is high biological diversity (biodiversity) which is threatened by human actions. Determine the species (plants, animals, fungi, etc.) that are crucial to the balance of that ecosystem. Consider the specific human-induced threats to biodiversity in that area, and how you might manage them with consideration of the local culture. Interact with peers and scientists living and working in the target culture to develop and present a specific conservation plan to address the identified threats in the threatened region.

• Predict, based on evidence, the potential impact that altering biotic or abiotic factors has on an ecosystem.

Explain why moving organisms from their native ecosystem to a new ecosystem may upset the balance of the new ecosystem. • You are a breeder for a farming or animal industry (horse, cow, dog, plants, flowers, etc.). Your crops/plants/animals have been

receiving much attention from your field recently, as they are much larger/healthier/brighter, etc. than any other competitors’. People are talking about your techniques, claiming that you are using illegal products to encourage the growth of your product. Create a two minute commercial that explains the process of selective breeding with respect to your product; show the process of how you can select certain traits to breed and how generations can change over time.

• Determine which traits are acquired or inherited after being provided with a variety of images of individuals from the same

species. They justify their response with evidence.

• Your class has been asked to help a green engineering firm design portable solar panels that mimic the action of plants to create sugar. They are looking to create portable solar panels for people who need access to food in extreme conditions (people in the military, field scientists, astronauts or serious hikers). The firm would like you to create schematic drawings or digital simulations that explain to them how plants are able to take solar energy and convert it to sugar.

• Create a digital interactive food web that traces energy from light through an ecosystem. Highlight each transfer of energy

between organisms, and discuss how the pathway may vary within one ecosystem and between ecosystems.