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Pre-K/School Readiness through Grade 5

South Washington County Schools

Teaching and Learning Services

Pre-K – Grade 5 2011-2012

Updated May 2012

Science Curriculum and Pacing Guide

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Thank you to the contributing authors:

Lauri Alexander Jean Aimonetti Anne Anderson

Jessica Anderson Margie Brinkman Theresa Campbell Denise Downhour Sean Duncanson Eileen Eibl Dox Barbra Fellows

Jennifer Fuglestad Amy Fuller

Laura Gandara

Ginger Garry Tim Hall

Joan Hochman Andrew Hovden Barb Hranicka

Julianna Kelsey Kathy Lamoureux Stephanie Larson

Kyle Latch Laura Loppnow Mary Mischke Diane Munson Chris Osland

Pat Oslund Barbara Pflugi Sandy Porter Andrea Ross

Rose Ross Angie Schock

Vicki Segelstrom Sue Sershen

Sarah Sorenson Teresa Stevens

Mike Snyder Randi Vietoris

Kelly Wetschka

Created in 2009 Updated: 2010, 2011

South Washington County Schools; ISD 833

7362 East Point Douglas Rd S Cottage Grove, MN 55016 www.sowashco.k12.mn.us

Teaching and Learning Services

Dr. Richard Spicuzza; Assistant Superintendent of Curriculum and Assessment

Wendy Niesl; K-12 Science Specialist

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Contents:

Notes: ............................................................................................................................................................................. 5

Animal Use in Elementary Classrooms .......................................................................................................................... 6

Pre-K/School Readiness ................................................................................................................................................. 7

Kindergarten .................................................................................................................................................................. 9

September – Scientific Methodology ............................................................................................................. 10

Year-Round Weather Observations ................................................................................................................ 11

Autumn – Living Things on Land ..................................................................................................................... 12

Winter – Physical Properties of Matter .......................................................................................................... 14

Spring – Living Things in Water ....................................................................................................................... 15

Grade 1 ........................................................................................................................................................................ 16



Autumn – Animals: Structure and Function ................................................................................................... 19

Winter – Earth Materials ................................................................................................................................ 20

Spring – Animals: Life Cycles ........................................................................................................................... 21

Grade 2 ........................................................................................................................................................................ 23



Autumn - Weather .......................................................................................................................................... 26

Autumn - Plant Structure and Function .......................................................................................................... 26

Autumn - Physical Properties of Matter ......................................................................................................... 26

Autumn - Physical Properties of Water .......................................................................................................... 27

Winter – Balance and Motion ......................................................................................................................... 28

Spring – Plants: Life Cycles .............................................................................................................................. 29

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Grade 3 ........................................................................................................................................................................ 30


Earth Science - The Universe .......................................................................................................................... 33

Physical Science – Light Energy ....................................................................................................................... 35

Physical Science – Sound Energy .................................................................................................................... 36

Life Science – Plants ........................................................................................................................................ 37

Life Science – Animals ..................................................................................................................................... 39

Life Science – Plants & Animals Live Together ................................................................................................ 41

Grade 4 ........................................................................................................................................................................ 43

September – Principles of Engineering & Scientific Methodology ................................................................. 44

Life Science – Defense Against Disease .......................................................................................................... 46

Earth Science - Water ..................................................................................................................................... 47

Earth Science – Earth Materials ...................................................................................................................... 49

Physical Science – Matter ............................................................................................................................... 51

Physical Science – Energy................................................................................................................................ 51

Heat ............................................................................................................................................................. 53

Light ............................................................................................................................................................. 54

Engineering and Technology ........................................................................................................................... 55

Grade 5 ........................................................................................................................................................................ 56

September – Principles of Engineering & Scientific Methodology ................................................................. 57

Physical Science - Motion ............................................................................................................................... 59

Earth Science – Earth Structure and Processes .............................................................................................. 61

Earth Science – Natural Resources ................................................................................................................. 63

Life Science – Organism Interactions .............................................................................................................. 65

Life Science – Change in Ecosystems .............................................................................................................. 67

MCA Prep: .................................................................................................................................................................... 69

Appendix ...................................................................................................................................................................... 70

Benchmark Correlations for Lakeshore Animals Mini Inquiry Kit ................................................................... 71

Benchmark Correlations for Lakeshore Rocks and Soil Mini Inquiry Kit ......................................................... 72

Benchmark Correlations for Lakeshore Weather Mini Inquiry Kit ................................................................. 72

Benchmark Correlations for Lakeshore Plants Mini Inquiry Kit ...................................................................... 74

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Notes:

State Standards: Benchmark correlations are noted in this guide. District content frameworks, Minnesota Academic Standards in Science and Test Specifications for MCA-III are posted in the district curriculum folder, accessible through SharePoint. State documents are also available online from the Minnesota Department of Education.

Shared Resources: Many resources referenced in this guide have been shared by teachers and are available in the district curriculum folder. Click here to link to the elementary science folder.

SciMathMN in collaboration with the Minnesota Department of Education has created the Minnesota STEM Teacher Center and Frameworks for the Minnesota Mathematics & Science Standards. The Frameworks contain information to assist teachers, administrators and parents understand and navigate the math and science standards. The Frameworks can be found at http://www.scimathmn.org/stemtc/.

Assessment: Students will take the Minnesota Comprehensive Assessment for science (MCA) in grade 5. This exam tests proficiency in the grade 3, 4 and 5 Minnesota Academic Standards for Science.

Common district assessments have been created for grade 5 and provide a comprehensive assessment tool for teachers. Additional assessments will be created in the future. Resources available for summative and formative assessment include:

x Student science notebooks x FOSS assessment masters

x End of chapter review and test prep x Exam-View® test generator

In general, students should be assessed on their content knowledge, ability to communicate their understanding of concepts, and ability to engage in scientific investigations.

Online Resources: FOSS Inquiry modules are used in many grade levels. FOSSweb is the companion website with a variety of resources for students, teachers and parents.

Pearson/Scott Foresman “Science” is used in Grades 3, 4 & 5. The textbooks are available online at www.pearsonsuccessnet.com. Users do need to create an account to access.

Additional online resources recommended by teachers can be found in the Appendix.

Science Materials: Work with your site science curriculum leader to ensure consumable materials needs are ordered.

Textbooks and inquiry kits are provided by the district. It is expected that all teachers use these resources in their instruction. Enhancements to the curriculum and teacher creativity are encouraged. All sites are allocated funds which are to be used for consumable materials and enhancements to the curriculum. Dollars can also be used to fund admission fees or to bring programs into schools. Funds are NOT to be used for transportation costs or for other curriculum areas. The allocated amount is based on student population.

Field Trips: Trips that take place during the school day, relate directly to a course of study, and require student participation are to be approved by the building principal, and financed by school district funds. Fees may not be assessed against students to defray direct costs of instructional trips. (Minn. Stat. § 123B.37, Prohibited Fees). Click here for the complete field trip policy document.

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Animal Use in Elementary Classrooms

Teaching and Learning Services South Washington County Schools

Studies about animals are part of the curriculum, directly or indirectly, in all elementary grades. Teachers considering using animals for science investigations in the classroom must consider the following:

1. Classroom safety including allergies, transmission of illness and injuries 2. Ethical animal care including disposal 3. Benchmark alignment 4. Effective alternatives 5. Cost

The Department of Health and Safety maintains “Guidelines to Having Animals in a Classroom Setting”, available on SharePoint. It is expected that all teachers who choose to use animals are familiar with and follow these guidelines. Additionally, building principals should give approval before animals are brought into schools.

Summary of activities included in D833 curriculum guides

Grade Type of Investigation Animal

Kindergarten Classroom habitat where characteristics of both plants and be easily observed and recorded. Examples include an aquarium or terrarium.

Ants Crickets Fish Mealworms Snails

Grade 1 Observation of an animal going through its life cycle.

Butterflies (native species) Chickens (if returned to a farm) Frogs (native species) Mealworms

Grade 3

Classroom habitat that allows students to easily observe organism adaptations and species interactions. Examples include an aquarium, terrarium, ant farm, or other less elaborate set-ups.

Ants Cockroaches Crickets Mealworms Worms

Additional classroom activities are appropriate for these and other grade levels. Contact your science curriculum specialist for ideas. Teachers are strongly encouraged to use outdoor classrooms, such as natural areas or the school forest, for life and environmental science instruction.

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Considerations:

x Based on 7 hours of total instruction per week o Teachers are encouraged to integrate science topics into their

reading and math instruction. Minnesota Early Childhood Indicators of Progress in Scientific Thinking and Problem Solving:

Observing 1. Uses senses to explore materials and the environment 2. Identify and/or describe objects by physical characteristics

Questioning 3. Express wonder about the natural world 4. Ask questions and seek answers through active investigation 5. Make predications about objects and natural events

Investigating 6. Use tools (e.g. magnifying glass, binoculars, maps) for investigation of the environment 7. Make comparisons between objects that have been collected or observed

Click here for Minnesota Early Childhood Indicators of Progress: Minnesota’s early Learning Standards Developmental guidelines from The Work Sampling System: Preschool-4, © 2001 Pearson Education Indicators for Scientific Thinking & Mathematical Thinking

Science: Asks questions and uses senses to observe and explore materials and natural phenomena. Science: Uses simple tools and equipment for investigation Science: Make comparisons among objects Math: Sorts objects into subgroups that very by one or two attributes Math: Recognizes simple patterns and duplicates them Math: Orders, compares and describes objects according to a single attribute. Math: Participates in measuring activities

Pre-K/School Readiness

Pre-

K

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Earth Science: Recommended Activities:

A. Record the daily weather on a classroom calendar. x Include: hot, warm, cold, rainy, snow, wind, cloudy, sunny

B. Guide class discussions about the patterns students are observing with the weather and the changes

in the seasons. x For example, as summer turns to fall, temperatures begin to drop, hours of daylight decrease,

trees begin to turn color and some drop their leaves, etc. Life Science: Recommended Activities:

A. Leaf collection activity Leaf rub, art connection Label – try to get maple, oak, and one other type of tree Cut and paste labels on a plant; leaf, stem, flower

B. Matching and sorting parent and offspring

x Fish x Mammals x Insects

x Birds x Reptiles x Amphibians

C. Cut and paste labels legs, wings, fins, body, head, tail, parts of a face.

On a human, students should be able to draw and identify 11 parts of a person. Make sure students know humans are animals too.

D. Students should plant seeds in the spring and make observations as they grow. Beans or

radishes planted in a milk carton work well [cut out one side of the carton and cover in plastic wrap so children can watch the seed germinate].

Physical Science: Recommended Activities:

A. Sort objects into subgroups by one or two characteristics: x Identify and name common shapes x Identify and name colors x Understand that colors can be mixed to make new colors x Measuring using simple tools such as a 1-cup measure x Sequencing – connect back to the seasons and months of the year x Bar graphing using science question/answer; making hypotheses

Pre-

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Considerations:

x Time recommendation from Teaching & Learning Services o 20 minutes per day, 2 days per week o Consider using guiding reading time for content reading; schedule hands-on activities for about 20 minutes

x BAS, MAP, DIBELS, ORF, math pre-test, spelling pre-test occur at the beginning of the year x Use gardens/natural areas for instruction and/or visit the Bailey School Forest each year x Consider field trips and on site presentations. See Appendix for ideas.

Science process skill summary: x Make accurate observations x Compare observations with others x Sort objects:

o natural and human-made o according to physical properties

Unit summary:

x Ongoing o Daily and seasonal changes in the weather

x Fall o Living Things on Land

x Winter o Physical Properties of Matter

x Spring o Living Things in Water

Kindergarten

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A Snowy

Begin instruction within the first month of school Throughout the primary grades, students should become proficient with making good observations, asking questions that can be answered in science, and communicating their ideas verbally, in writing, using pictures and graphic organizers. Take time early in the year to introduce these skills. Then apply to investigations throughout the year. Recommended Activities:

A. Use a simple activity that gets kids thinking like a scientist and to introduce practice of science notebooking. Some examples include: x Balloon and skewer activity x Think Tube or The Magic String x A Walk in the Woods x Inference or Observation? x Sink or Float?

x Making and observing bubbles x Properties of Salt, Sand and Water x Project WILD: Learning to Look,

Looking to See

*work within sites to ensure that activities used are not repeated*

B. Introduce science tools and safety in science

a. Create a display wall of science tools. Use either clip art or real objects. Leave it up for the course of the year and consider adding tools as they are used for class investigations. A great pre-lab activity. Ideas for tools are listed below.

Anemometer Balance Collecting nets Compass Computer

Containers (beaker, cylinder, etc) Eye dropper Funnel Hand lens/magnifying glass

Ruler [customary & metric] Science notebook Thermometer [customary & metric] Weather vane

Benchmark Correlations:

x Use observations to develop an accurate description of a natural phenomenon and compare one’s observations and descriptions with those of others. 0.1.1.2.1

x Sort objects into two groups: those that are found in nature and those that are human made. 0.1.2.1.1

September – Scientific Methodology

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Recommended Activities:

A. Record the daily weather on a classroom calendar. x Include: high temperature, low temperature, precipitation, sun and wind. x Use the leveled reader “Measuring Weather” by Harcourt as a nonfiction reading resource.

B. Guide class discussions about the patterns students are observing with the weather and the

changes in the seasons. x For example, as summer turns to fall, temperatures begin to drop, hours of daylight

decrease, trees begin to turn color and some drop their leaves, etc.

C. Engage students in discussion and investigation about the sun being a source of both heat and light. x An example is to have students record time of day when the sun shines into different

locations of the school, then draw conclusions about the patterns observed. x Another example is to use a classroom thermometer and have the class record the

temperature on a windowsill for one week; noting whether it was sunny or cloudy. Temperature should be recorded at about the same time each day. Make a data table in class using large paper and have students take turns recording the data.

x Use the leveled reader “Light and Heat” by Harcourt as a nonfiction reading resource. Benchmark Correlations:

x Use observations to develop an accurate description of a natural phenomenon and compare one’s observations and descriptions with those of others. 0.1.1.2.1

x Monitor daily and seasonal changes in weather and summarize the changes. 0.3.2.2.1 x Identify the sun as a source of heat and light. 0.3.2.2.2

Year-Round Weather Observations

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A. Students collect and describe an object that is life and one that is not life x Use the leveled reader “Living and Nonliving Things” by Harcourt as a nonfiction reading

resource. Do the Hands-On Activity as a classroom investigation. x Leaf and rock example:

o As a class group students share 3 observations about their objects. Students state whether the object is life or not life and attach the object to a T-chart in the classroom. One side should be objects that are life and objects that are not life.

o Group things that are life and things that are not life according to their defining characteristics (grow, reproduce, made of cells, death, etc.)

o Teacher should address student misconceptions about things that are life and not life (i.e., Not life (nonliving) does not mean dead). Examples: leaf (life), twig (life), insect (life), rock (not life), sand (not life), feather (not life).

x SCIS Life Cycles Section 1: Living Things is a good match x The Science-Literacy Connection *an expanded version of the leaf and rock exercise

described above, available though SharePoint

B. SCIS Beginnings Section 1: Life on Land, all chapters Before moving on make sure students can:

x identify basic parts of animals (legs, wings, fins, head, eyes, nose, tail, body, body covering, etc)

and the basic pars of plants (leaves, flower, stem, roots, cone, seed, etc); and sort accordingly.

x identify objects that are life, and not life, and sort accordingly.

NOTES: x Teachers are NOT required to use live organisms in their classroom. Keep in mind that some

learning experiences, such as life cycles, can be greatly enhanced by exposing children to live organisms. The outdoor classroom is always a welcomed addition to and alternative to critters in the classroom.

x See page 5. Additional Activities:

x Project WILD: What’s Wild x Project WILD: Color Crazy (good connection to physical science benchmarks) x Project WILD: Surprise Terrarium

…CONTINUED…

Autumn – Living Things on Land

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…CONTINUED… Trade Book Recommendations: “Are You Living?: A Song About Living and Nonliving Things”, Author Laura Purdie Salas “Living and Nonliving”, Author Carol Lindeen “National Geographic Young Explorer” http://www.nationalgeographic.com/ngyoungexplorer/ Benchmark Correlations:

x Observe and compare plants and animals. 0.4.1.1.1 x Identify the external parts of a variety of plants and animals including humans. 0.4.1.1.2 x Differentiate between living and nonliving things. 0.4.1.1.3 x Observe a natural system or its model, and identify living and nonliving components in that

system. 0.4.2.1.1

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A. SCIS Beginnings Section 2: Color

B. SCIS Beginnings Section 3: Shape

C. SCIS Beginnings Section 4: Texture

D. SCIS Beginnings Section 8: Size

x Use the leveled reader “All About Matter” by Harcourt as a nonfiction reading resource for this unit

Trade Book Recommendations: “Slimy, Spiky, Smooth: What Is Texture?”, Author Jane Brocket Benchmark Correlations:

x Sort objects in terms of color, size, shape, and texture, and communicate reasoning for the sorting system. 0.2.1.1.1

Winter – Physical Properties of Matter

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A. SCIS Beginnings Section 6: Life in Water Before moving on make sure students can:

x identify basic parts of animals (legs, wings, fins, head, eyes, nose, tail, body, body covering, etc)

and the basic pars of plants (leaves, flower, stem, roots, cone, seed, etc); and sort accordingly.

x identify objects that are life, and not life, and sort accordingly.

NOTES: x Teachers are NOT required to use live organisms in their classroom. Keep in mind that some

learning experiences, such as life cycles, can be greatly enhanced by exposing children to live organisms. The outdoor classroom is always a welcomed addition to and alternative to critters in the classroom.

x See page 5. Trade Book Recommendations: “A Drop of Water”, Author Walter Wick “A Cool Drink of Water”, Author Barbara Kerley Benchmark Correlations:

x Observe and compare plants and animals. 0.4.1.1.1 x Identify the external parts of a variety of plants and animals including humans. 0.4.1.1.2 x Differentiate between living and nonliving things. 0.4.1.1.3 x Observe a natural system or its model, and identify living and nonliving components in that system.

0.4.2.1.1

Spring – Living Things in Water

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Considerations:

x Time recommendation from Teaching & Learning Services o 40 minutes per day, 3 days per week o Consider using guiding reading time for content reading;

schedule hands-on activities for about 20 minutes x BAS, MAP, DIBELS, ORF, math pre-test, spelling pre-test occur at the beginning of the year x Use gardens/natural areas for instruction and/or visit the Bailey School Forest each year x Consider field trips and on site presentations. See the Appendix for ideas.

Science process skill summary:

x Support answers with observations. x Understand why accurate observations are important. x Things are made of parts. If parts are missing or broken things don’t work right. x Use tools to gather information.

Unit summary:


x Fall o Animal Structure and Function

x Winter o Earth Materials

x Spring o Animal Life Cycles

Grade 1

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Begin instruction within the first month of school Throughout the primary grades, students should become proficient with making good observations, asking questions that can be answered in science, and communicating their ideas verbally, in writing, using pictures and graphic organizers. Take time early in the year to introduce these skills; then apply to investigations throughout the year. Recommended Activities:



Looking to See






Ruler-customary & metric Science notebook Thermometer-customary & metric Weather vane


x When asked "How do you know?,” students support their answer with observations. 1.1.1.1.1 x Recognize that describing things as accurately as possible is important in science because it

enables people to compare their observations with those of others. 1.1.1.1.2 x Observe that many living and nonliving things are made of parts and that if a part is missing or

broken, they may not function properly. 1.1.3.1.1 x Recognize that tools are used by people, including scientists and engineers, to gather

information and solve problems. 1.1.3.2.1


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A. Record the daily weather on a classroom calendar. x Include: high temperature, low temperature, precipitation, sun and wind.

B. Teacher guide class discussions about the patterns students are observing with the weather and

the changes in the seasons. x For example, as summer turns to fall, temperatures begin to drop, hours of daylight

decrease, trees begin to turn color and some drop their leaves, etc. x Connect daily weather discussions to characteristics or adaptations that animals have that

fit with the seasons. For example, there is not enough sunlight in the winter for plants to make food, so many go dormant for the winter and drop their leaves. Some animals that rely on the plants for food, like butterflies, migrate to warmer climates for the winter. Insects rely on warm temperatures. In the spring, spiders, ants, flies, mosquitoes, butterflies, etc will be present again.

C. Engage students in discussion and investigation about the sun being a source of both heat and light.

x An example is to have students record time of day when the sun shines into different locations of the school, then draw conclusions about the patterns observed.

x Another example is to use a classroom thermometer and have the class record the temperature on a windowsill for one week; noting whether it was sunny or cloudy. Temperature should be recorded at about the same time each day. Make a data table in class using large paper and have students take turns recording the data.

Additional Activities: Nature Detectives1 *activity is from NSTA – it has children track changes in their school yard throughout

the seasons Benchmark Correlations:

x Recognize that describing things as accurately as possible is important in science because it enables people to compare their observations with those of others. 1.1.1.1.2

x Recognize that tools are used by people, including scientists and engineers, to gather information and solve problems. 1.1.3.2.1


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Recommended Activities: A. Lakeshore Animals kit

x Many of the activities can be used to meet the standard. See benchmark correlations.

Make sure students can sort animals into groups according to multiple characteristics, for example:

x By number of legs (0, 2, 4, 6, 8)

x By body covering (skin, scales, feathers, fur)

x By food requirements (plants, other animals, both)

x By where they live (tundra, taiga, temperate forest, desert, grassland, rainforest, fresh

water, salt water)

x How they reproduce (live birth, hard-shelled egg, soft-shelled egg, egg without a shell)

x Type of shelter (den, nest, tree cavity, house, cave)

Students should be able to match animals with certain characteristics with their habitat needs. For

example, if a student is given a picture of an animal with thick fur, they would place that animal in a

habitat that gets cold.

Another example, If a student is given a picture of an animal with large teeth, they should know that the

animal feeds on other animals. Another example, amphibians lay their eggs in water, and are found in

wet environments.

NOTES: x Many organisms used for life cycle observations are available seasonally. Plan ahead and alter lessons as needed. x Teachers are NOT required to use live organisms in their classroom. Keep in mind that some learning

experiences, such as life cycles, can be greatly enhanced by exposing children to live organisms. The outdoor classroom is always a welcomed addition to and alternative to critters in the classroom.

x See page 5. Trade Book Recommendations: “Amazing Crickets”, Newbridge

Benchmark Correlations: x Describe and sort animals into groups in many ways, according to their physical characteristics

and behaviors. 1.4.1.1.1 x Recognize that animals need space, water, food, shelter and air. 1.4.2.1.1 x Describe ways in which an animal's habitat provides for its basic needs. 1.4.2.1.2

Autumn – Animals: Structure and Function

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A. Lakeshore Rocks and Soil kit x Many of the activities can be used to meet the standard. See benchmark correlations. x Use the leveled reader “Earth’s Land, Air, and Water” by Scott Foresman for a nonfiction

reading resource. This reader connects many science concepts from first grade. x Worksheets Soil Sense, Rock Observations and Rock Detective are available through

SharePoint. Trade Book Recommendations: “Everybody Needs a Rock”, Author Byrd Baylor “Hibbing: The Town that Moved” Benchmark Correlations:

x Group or classify rocks in terms of color, shape and size. 1.3.1.3.1 x Describe similarities and differences between soil and rocks. 1.3.1.3.2 x Identify and describe large and small objects made of Earth materials. 1.3.1.3.3

Winter – Earth Materials

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A. SCIS Life Cycles Section 2: Building and Observing Aquaria x Two activities are described in this unit, frogs and crickets.

B. Butterflies

x University of Kansas tagging program note: must be done in fall http://monarchwatch.org/ x Journey North x Minnesota Monarch Lab Monarchs in the Classroom http://www.monarchlab.umn.edu

C. Other organisms recommended by teachers for animals life cycles

x Ladybugs x Mealworms x Fruit flies x Wax worms x Guppies

D. The Science- Literacy Connection *an expanded version of simply observing an organism

going through its life cycle, available on SharePoint. Make sure to address the life cycles of many types of animals.

x Simple life cycle: birds, mammals, reptiles, fish

x Metamorphosis: amphibians, insects

NOTES: x Many organisms used for life cycle observations are available seasonally. Plan ahead and alter lessons as needed. x Teachers are NOT required to use live organisms in their classroom. Keep in mind that some learning

experiences, such as life cycles, can be greatly enhanced by exposing children to live organisms. The outdoor classroom is always a welcomed addition to and alternative to critters in the classroom.

x See page 5.

…CONTINUED…

Spring – Animals: Life Cycles

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…CONTINUED…

Trade Book Recommendations: “Chickens Aren’t The Only Ones”, Author Ruth Heller “Animals Born Alive and Well”, Author Ruth Heller “An Egg is Quiet”, Author Elizabeth Kennedy “Life Cycles of a Dozen Diverse Creatures”, Author Paul Fleisher Benchmark Correlations:

x Demonstrate an understanding that animals pass through life cycles that include a beginning, development into adults, reproduction and eventually death. 1.4.3.1.1

x Recognize that animals pass through the same life cycle stages as their parents. 1.4.3.1.2

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Considerations:

x Time recommendation from Teaching & Learning Services o 40 minutes per day, 3 days per week o Consider using guiding reading time for content reading;

schedule hand-on activities for about 20 minutes x BAS, MAP, DIBELS, ORF, math pre-test, spelling pre-test occur at the

o beginning of the year x Use gardens/natural areas for instruction and/or visit the Bailey School Forest each year x Consider field trips and on site presentations. See Appendix for ideas.


x Ask questions, make accurate observations, and share ideas. x Use common tools to make measurements. x Understand material properties and identify best use. x Identify a need or problem. x Construct an object that helps solve the need or problem. x Understand how designed things benefit people.

Unit summary:


x Fall o Weather o Plant Structure and Function o Physical Properties of Matter o Physical Properties of Water

x Winter o Balance and Motion

x Spring o Plant Life Cycles

Math-Science Connection:

The idea of a unit and beginning to use units to label measurements should be introduced in grade 2. enVision topic 14, explores the idea of capacity (volume), weight and units.

Grade 2

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Begin instruction within the first month of school Throughout the primary grades, students should become proficient with making good observations, asking questions that can be answered in science, and communicating their ideas verbally, in writing, using pictures and graphic organizers. Take time early in the year to introduce these skills; then apply to investigations throughout the year. Recommended Activities:



Looking to See






Ruler-customary & metric Science notebook Thermometer-customary & metric Weather vane

Benchmark Correlations: x Raise questions about the natural world and seek answers by making careful observations, noting what

happens when you interact with an object, and sharing the answers with others. 2.1.1.2.1 x Identify a need or problem and construct an object that helps to meet the need or solve the

problem. 2.1.2.2.1 x Describe why some materials are better than others for making a particular object and how

materials that are better in some ways may be worse in other ways. 2.1.2.2.2 x Explain how engineered or designed items from everyday life benefit people. 2.1.2.2.3


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Recommended Activities: A. Daily weather observations should be kept in class on a calendar. In addition, students should

create their own weather journal (science notebook) and students should record weather information in their notebook. All data should be measured when appropriate. For example, temperature using a thermometer (not just what weather.com says), rain fall amount using a rain gauge, snow depth using a ruler, etc.

Math Connection: As an extension, end-of year activity, use student data to create a class graph of factors such as temperature, rain fall amount, snow fall amount, etc. Graphs could look at factors seasonally or by month. They could be line graphs or bar graphs.

Additional Activities: Nature Detectives *activity is from NSTA – it has children track changes in their school yard throughout

the seasons, available on SharePoint. Trade Book Recommendations: “Clouds”, Author Tomie dePaola “What Will the Weather Be?”, Author Lynda DeWitt Benchmark Correlations:

x Raise questions about the natural world and seek answers by making careful observations, noting what happens when you interact with an object, and sharing the answers with others. 2.1.1.2.1

x Measure, record and describe weather conditions using common tools. 2.3.2.2.1


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Weather Recommended Activities:

A. Lakeshore Weather kit x Many of the activities can be used to meet the standard. See benchmark correlations. x Use the leveled reader “Weather” by Harcourt for a nonfiction reading resource - a good

compliment to the weather kit.

Plant Structure and Function Recommended Activities:

A. Take students outside to collect or have them bring in leaves to create leaf rubbings in science notebooks. Have them do 2 rubbings of leaves that look different.

a. Label parts of the leaf: blade, stem (petiole), veins, midrib, describe edge pattern, describe branching patterns (opposite/alternate), describe leaf shape

x Use FOSS Big Book “New Plants” for nonfiction reading. x Use the Plants Library for nonfiction reading. Titles include: How Plants Grow, Flowers,

Fruits and Seeds, Desert Plants, River Plants, Seashore Plants, Pond Plants, Wetland Plants, Forest Plants

Physical Properties of Matter Recommended Activities:

A. Have students make and record observations about different materials: Glass, paper, plastic & rubber, rocks, shells, fabric, wood, metal (nails, foil, fasteners, paper clips etc), feathers, etc.

a. Physical properties must include color, size, shape, weight (heavy vs. light), texture, flexibility (bends/does not bend).

b. Include objects that are made from multiple materials such as a pencil, projector, crayon, places in the school (kitchen), scissors.

c. What’s in a Penxcil Besides Wood? *good activity for connecting engineering, science &

social studies, available through SharePoint.

B. Test and record properties of the materials. Make predictions about what types of objects these materials would be best used for. Work with your media specialist to do a class WebQuest to find out if their predictions were right.

a. Use flashlights to test transparency b. Drop water onto the material to test absorbency and strength c. Hammer to test how brittle materials are

x Use the leveled reader “Properties of Matter” by Scott Foresman for a nonfiction reading resource. This reader is a good connection between physical properties of materials and physical properties of water.

…CONTINUED…

Autumn

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…CONTINUED…

Physical Properties of Water Recommended Activities:

A. Water x Use the trade book “I Get Wet” by Vicki Cobb. The experiments in the text meet the

benchmarks for water. x Do a demonstration with students representing molecules to show the difference between a

solid, liquid and a gas. Students packed tight in a circle of desks not moving = solid, students walking around = liquid, students running around = gas. Between each phase change, remove some students from the circle.

Trade Book Recommendations: “Pumpkin Circle: The Story of a Garden”, Author George Levenson “I Get Wet”, Author Vicki Cobb “A Beginners Guide to Minnesota Trees”, University of Minnesota Extension “Be A Friend to Trees”, Author Patricia Lauber “Why Do Leaves Change Colors?”Author Betsy Maestro “Tell me, Tree: All about Trees for Kids”, Author Gail Gibbons “Easy Science Activity Journals (Grades 3-6)”, Author Mary Kay Carson “What is the Worlds Made of? All about Solids, Liquids and Gases”, Author Kathleen Weidner Zoehfeld Recommended Extension Activities: Lakeshore States of Matter kit Solid- liquid- gas experiment using effervescent tabs. Demonstration, toss a coffee cup (or pail full of hot water) hot water into the air on a cold winter day and watch the liquid water vaporize. Benchmark Correlations:

x Measure, record and describe weather conditions using common tools. 2.3.2.2.1 x Describe objects in terms of color, size, shape, weight, texture, flexibility, strength and the types

of materials in the object. 2.2.1.1.1 x Observe, record and recognize that water can be a solid or a liquid and can change from one

state to another. 2.2.1.2.1 x Describe and sort plants into groups in many ways, according to their physical characteristics

and behaviors. 2.4.1.1.1

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FOSS Balance and Motion

x Use the FOSS Science Resources book for textbook reading support as instructed in the FOSS teacher guide.

x Students should be making notebook entries related to each investigation. o Use the FOSS teacher guide for tips and resources.

x Note about investigation 2: Spinners. Make sure that when doing this experiment that students are successful in getting it to make sound. This is how you know they are doing it correctly.

x Complete the Math Extensions for all three investigations. All are an excellent fit to the math standards.

x SMART users, use the Roller Coaster activity on FOSSWeb.

Recommended Activities: A. Gravity

x Use the trade book, “I Fall Down” by Vicki Cobb. Complete the investigations as outlined in the book.

Trade Book Recommendations: “Easy Science Activity Journals (Grades 3-6)”, Author Mary Kay Carson Benchmark Correlations:

x Describe an object's change in position relative to other objects or a background. 2.2.2.1.1 x Demonstrate that objects move in a variety of ways, including a straight line, a curve, a circle,

back and forth, and at different speeds. 2.2.2.1.2 x Describe how push and pull forces can make objects move. 2.2.2.2.1 x Describe how things near Earth fall to the ground unless something holds them up. 2.2.2.2.2

Winter – Balance and Motion

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Recommended Activities: A. Lakeshore Plants kit

x Many of the activities can be used to meet the standard. See benchmark correlations. x Use the FOSS big book “New Plants” for nonfiction reading. x Use the Plants Library for nonfiction reading. Titles include: How Plants Grow, Flowers,

Fruits and Seeds, Desert Plants, River Plants, Seashore Plants, Pond Plants, Wetland Plants, Forest Plants.

B. In early spring (before break) have students engage in an experiment that manipulates variables that affect plant growth. Some examples include:

a. Germinating a seed in soil vs. sand b. Track plant growth in light vs. in the dark c. Use polycrystals in replace of soil and compare overall growth d. SCIS Life Cycles Section 2 From Seeds to Plants

C. Plant a seed and observe the germination. Record in science notebook. Label the different parts of the plant as it goes through its lifecycle.

a. Seeds can be planted in a pot/cup/milk carton so students can take them home. b. Consider using bean seeds, pumpkin seeds, sunflower seeds, radishes, grass, marigolds,

various types of flower seeds. x Use the FOSS big book “New Plants” for nonfiction reading. x Use the Plants Library for nonfiction reading. Titles include: How Plants Grow, Flowers,

Fruits and Seeds, Desert Plants, River Plants, Seashore Plants, Pond Plants, Wetland Plants, Forest Plants.

D. The Science-Literacy Connection *expanded version of a germination activity, available through

SharePoint.

Students should be able to:

x draw and label a seed, seedling, and adult plant (a plant in different stages of its life cycle) and

place drawing in correct sequence.

x predict the effects of an environment on plant growth (light, soil, water, pollinator).

x group plants with like characteristics together.

x match plant characteristics with habitat.

Trade Book Recommendations: “Easy Science Activity Journals (Grades 3-6)”, Author Mary Kay Carson “Plant Cycle”, Author Ray James “Watch it Grow”, Author Craig Hammersmith “A Seed Grows: My First Look at a Plant’s Life Cycle”, Author Pamela Hickman “The Magic School Bus Plants Seeds: A Book about How Living Things Grow”, Author Patricia Relf

Benchmark Correlations: x Recognize that plants need space, water, nutrients and air, and that they fulfill these needs in

different ways. 2.4.2.1.1 x Describe the characteristics of plants at different stages of their life cycles. 2.4.3.1.1

Spring – Plants: Life Cycles

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Considerations:

x Time recommendation from Teaching & Learning Services is 45 minutes per day, 4 days per week

o Consider using 10-15 of guiding reading time for content reading; schedule hand-on activities for about 30 minutes

x MCA Exam assesses content in grades 3, 4 and 5 x MAP testing dates are December and April x MCA Reading and Math exams occur in April x Consider field trips and on site presentations

See Appendix for ideas x STARLAB can be used to enhance Earth Science curriculum


x Ask questions that can be answered using the scientific process. x Make accurate observations. x conducting experiments x collecting and organizing data x drawing rational conclusions based on data x communication of results

General Outline:

Other than September/beginning of the year activities, the order of topics and time of year topics are addressed are at the discretion of the teacher/site. Flexibility was necessary to accommodate teachers that departmentalize, rotate students, or are self contained. This also allows teachers flexibility for integrating topics and other content areas such as social studies. It is recommended that earth science and life science topics are taught when outside access is possible. The Sun, Moon and Stars FOSS module requires students to go outside.


Students are expected to use tools such as rulers, thermometers and simple balances to improve the accuracy of their observations. Students should also practice placing units on measurements. enVision topics 14 (customary) and 15 (metric) address capacity (volume) and weight.

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Take time to introduce and review skills needed for success in science class. In the primary grades, students were taught how to make good observations, ask questions that can be answered in science, and communicate their ideas. By the end of third grade, students should be proficient in scientific methodology – asking questions, making good observations, conducting experiments, drawing rational conclusions based on data and communication. Continuous practice is necessary for proficiency in these skills. Recommended Activities:

A. Create a display wall of science tools. Use either clip art or real objects. Leave it up for the course of the year and consider adding tools as they are used for class investigations. A great pre-lab activity. Ideas for tools are listed below.

Balance Collecting nets Compass Computer Eye dropper

Funnel Graduated cylinders Hand lens/magnifying glass Microscope Ruler-customary & metric

Science notebook Thermometer-customary & metric Telescope Timer

B. Have students engage in a simple investigation to model scientific methodology, lab safety, reading in science, and communication (notebooking). Some examples include:

x “Black box” activities x Save Fred the Worm x Engineering challenges x Investigations from Scholastic x Activities that require students to use their all their senses for making observations

i. Objects on a tray – take some away ii. Classification of simple objects

Textbook Correlations:

Skills pages XX – XXXii x How to Read Science x Science Process Skills x Using Scientific Methods for Science Inquiry x Science Tools x Science safety

…CONTINUED…


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…CONTINUED… Benchmark Correlations:

x Provide evidence to support claims other than saying “Everyone knows that,” or “I just know,” and question such reasons when given by others. 3.1.1.1.1

x Generate questions that can be answered when scientific knowledge is combined with knowledge gained from one's own observations or investigations. 3.1.1.2.1

x Recognize that when a science investigation is done the way it was done before, even in a different place, a similar result is expected. 3.1.1.2.2

x Maintain a record of observations, procedures and explanations, being careful to distinguish between actual observations and ideas about what was observed. 3.1.1.2.3

x Construct reasonable explanations based on evidence collected from observations or experiments. 3.1.1.2.4

x Understand that everybody can use evidence to learn about the natural world, identify patterns in nature, and develop tools. 3.1.3.2.1

x Recognize that the practice of science and/or engineering involves many different kinds of work and engages men and women of all ages and backgrounds. 3.1.3.2.2

x Use tools, including rulers, thermometers, magnifiers and simple balances, to improve observations and keep a record of the observations made. 3.1.3.4.1

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FOSS Sun, Moon and Stars Module

x Note: students need access to outside for this module; plan accordingly. x Module takes at minimum one month due to the moon phase investigation. x Use the FOSS Science Resources book for textbook reading support as instructed in the FOSS

teacher guide. x Students should be making notebook entries related to each investigation.

o Use the FOSS teacher guide for tips and resources. x Math Extensions are beyond the scope of third grade math. They may be of use when

differentiating.

Investigation 1: The Sun Focus on the daily and seasonal changes in the position of the sun. Shadow investigations correlate to both Earth science and physical science benchmarks. Investigation 2: The Moon

Focus on daily changes and monthly patterns of apparent changes in the moon shape and position. Use the Lunar Calendar interactive activity on FOSS Web with this investigation.

Investigation 3: The Stars Focus on patterns in the sky and the science of astronomy, including the use of telescopes, with this investigation.

Solar System Project x Students should have a general understanding of our solar system. Some recommended activities

include: A. Partner project, planet report B. Class slide show about the planets/solar system – collaborate with your media specialist C. Solar system scale model, individual or class project

Modeling the Solar System from NASA Lesson 1: Modeling Orbits in the Solar System Modeling the Solar System from NASA Lesson 2: Modeling Sizes of Planets

STARLAB can be used to enhance this unit.

x Correlated and extension activities from the STARLAB curriculum guide are noted below. All are available online at http://www.starlab.com/sl_manual.html and through SharePoint.

o How to Make a Moon Phaser o Constructing a Moon Calendar o Solar System Mobile o How to Make a Do It Yourself Star Finder o Stars and Constellations o The Motion of Stars and Constellations

… CONTINUED…

Earth Science - The Universe 20-30 class periods

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… CONTINUED… Textbook Correlations: Chapter 15: Patterns in the Sky

Lesson 1: What are some patterns that repeat every day? Lesson 2: What patterns repeat every year? Lesson 3: Why does the Moon’s shape change? Lesson 4: What are star patterns?

Chapter 16: The Solar System Lesson 1: What are the parts of the solar system?

Lesson 2: What are the planets?

Benchmark Correlations: x Provide evidence to support claims other than saying “Everyone knows that,” or “I just know,”

and question such reasons when given by others. 3.1.1.1.1 x Generate questions that can be answered when scientific knowledge is combined with

knowledge gained from one's own observations or investigations. 3.1.1.2.1 x Recognize that when a science investigation is done the way it was done before, even in a

different place, a similar result is expected. 3.1.1.2.2 x Maintain a record of observations, procedures and explanations, being careful to distinguish

between actual observations and ideas about what was observed. 3.1.1.2.3 x Construct reasonable explanations based on evidence collected from observations or

experiments. 3.1.1.2.4 x Understand that everybody can use evidence to learn about the natural world, identify patterns

in nature, and develop tools. 3.1.3.2.1 x Recognize that the practice of science and/or engineering involves many different kinds of work

and engages men and women of all ages and backgrounds. 3.1.3.2.2 x Use tools, including rulers, thermometers, magnifiers and simple balances, to improve

observations and keep a record of the observations made. 3.1.3.4.1 x Explain how shadows can form in various ways. 3.2.3.1.2 x Describe how light travels in a straight line until it is absorbed, redirected, reflected or allowed

to pass through an object. 3.2.3.1.3 x Observe and describe the daily and seasonal changes in the position of the sun and compare

observations. 3.3.3.1.1 x Recognize the pattern of apparent changes in the moon's shape and position. 3.3.3.1.2 x Demonstrate how a large light source at a great distance looks like a small light that is much

closer. 3.3.3.2.1 x Recognize that the Earth is one of several planets that orbit the sun, and that the moon orbits

the Earth. 3.3.3.2.2

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Use Lesson 2 from the leveled reader, “Sound and Light” by Harcourt as textbook reading support. An alternate leveled reader is “Learning About Heat, Light and Sound” by Harcourt.

Recommended Activities: A. Engage students in activities that give them the opportunity to examine the characteristics

and behaviors of light. Activities should at minimum address the following properties: o Light travels in a straight line (unless absorbed, redirected, reflected or passed through an object) o Light can be absorbed (different surfaces absorb light differently; e.g. mirror vs.

sweater; red vs. blue objects) o Light can be reflected (different surfaces reflect light differently; e.g. mirror vs. sweater;

red vs. blue objects) o Color results from some light being reflected and some light being absorbed o Light passes through objects that are transparent and opaque differently o How shadows form and change (length and direction)

The following resources have been shared by teachers and are available through SharePoint: o Light Investigations and Demonstrations for 3rd Grade o How Does Light Travel? o Bending Light o The Color of Light o Investigations in “I See Myself” by Vicki Cobb

Textbook Correlations: Chapter 13: Energy

Lesson 1: What is energy? Lesson 2: How does energy change form? Lesson 3: What is heat energy? (lesson is beyond benchmarks but a good connection of concepts) Lesson 4: What is light energy?






x Explain how shadows can form in various ways. 3.2.3.1.2 x Describe how light travels in a straight line until it is absorbed, redirected, reflected or allowed

to pass through an object. 3.2.3.1.3

Physical Science – Light Energy 10-15 class periods

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FOSS Physics of Sound Module

x Introduce this module using the trade book “Bangs and Twangs” by Vicki Cobb. Consider using the book to guide/enhance investigations.

x Use the FOSS Science Stories for textbook reading support as instructed in the FOSS teacher guide.

x Students should be making notebook entries related to each investigation. o Use the FOSS teacher guide for tips and resources.

x Students should complete all Math Extension activities with the module. How Far Away Is It? on FOSSweb is another good math extension.

Investigation 1: Dropping In Investigation 2: Good Vibrations

Use the leveled readers “How Sound Works” by Scott Foresman or “Sound and Light” by Harcourt for additional text support. “Learning About Heat, Light, and Sound” by Harcourt and “Sonic Boom” by Scott Foresman may help with differentiation.

Investigation 3: How Sound Travels Investigation 4: Sound Challenges *optional investigation as it goes beyond benchmarks

Recommended Extension Activities: Sound poems Slinky waves SMART lesson – annoying, harmful, soothing Build your own instrument (FOSS Investigation 4) Anatomy of the ear & sign language (FOSS Investigation 4)

Textbook Correlations: Chapter 14: Sound

Lesson 1: What causes sound? Lesson 2: How does sound travel?

Benchmark Correlations: x Generate questions that can be answered when scientific knowledge is combined with

knowledge gained from one's own observations or investigations. 3.1.1.2.1 x Recognize that when a science investigation is done the way it was done before, even in a

different place, a similar result is expected. 3.1.1.2.2 x Maintain a record of observations, procedures and explanations, being careful to distinguish


experiments. 3.1.1.2.4 x Explain the relationship between the pitch of a sound, the rate of vibration of the source and

factors that affect pitch. 3.2.3.1.1

Physical Science – Sound Energy 10-15 class periods

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A. Label a diagram of a plant(s) with the following parts: Stem, roots, leaves/needles/scales, flowers, fruits, seeds. Instruct students about the function of each plant part. Include the function of each part with the label. Online interactive activities about plant parts: http://www.naturegrid.org.uk/plant/index.html and http://www2.bgfl.org/bgfl2/custom/resources_ftp/client_ftp/ks2/science/plants_pt2/index.htm

B. Group plants using pictures or real plant specimens. Plant groups to represent include: ferns (reproduce by spores), flowering plants (reproduce by seeds); deciduous trees (lose leaves), evergreen trees or coniferous trees (evergreen trees remain green through winter, coniferous trees produce a cone); broad leaf (like a maple tree), needle-like leaf (like a pine tree); fibrous roots, tap roots; etc. Use plant examples from Minnesota as well as other ecosystems such as a desert, an ocean, a mountain, etc.

C. Use pictures to match parent with offspring from multiple plant groups. Students should be able to describe the similarities and differences seen between the generations and identify characteristics that are inherited (leaf shape, flower shape/color, stem type, seed size/shape, etc). Consider using a graphic organizer to note patterns. In addition, ask students to identify plant traits that are acquired (leaf damage, lost or broken branches, total number of leaves, etc).

D. Germinate plants in environments where variables such as soil type or amount of light can be manipulated.

a. Lab: In which soil do grass seeds grow best? *could be done using radish or bean seeds

also b. Participate in the Bonnie Plant 3rd Grade Cabbage Program:

http://www.bonnieplants.com/CabbageProgram/tabid/81/Default.aspx c. Grow a three sisters garden

E. Available through SharePoint is a worksheet packet titled “Look inside a seed”.

Make sure to address misconceptions about plants. For example, the idea that the Venus flytrap eats

like an animal. Wikipedia has a good explanation of the Venus flytrap. In general, plants do not eat to

obtain energy, but produce their own food through the process of photosynthesis.

…CONTINUED…

Life Science – Plants 15-20 class periods

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…CONTINUED… Textbook Correlations: Chapter 1: Plants and How they Grow

Lesson 1: What are the main parts of a plant? Lesson 2: Why do plants need roots and stems? Lesson 3: How are plants grouped? Lesson 4: How do new plants grow? Lesson 5: How are plants from the past like today’s plants?

Benchmark Correlations: x Generate questions that can be answered when scientific knowledge is combined with

knowledge gained from one's own observations or investigations. 3.1.1.2.1 x Maintain a record of observations, procedures and explanations, being careful to distinguish


experiments. 3.1.1.2.4 x Use tools, including rulers, thermometers, magnifiers and simple balances, to improve

observations and keep a record of the observations made. 3.1.3.4.1 x Compare how the different structures of plants and animals serve various functions of growth,

survival and reproduction. 3.4.1.1.1 x Identify common groups of plants and animals using observable physical characteristics,

structures and behaviors. 3.4.1.1.2 x Give examples of likenesses between adults and offspring in plants and animals that can be

inherited or acquired. 3.4.3.2.1 x Give examples of differences among individuals that can sometimes give an individual an

advantage in survival and reproduction. 3.4.3.2.2

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SEE PAGE 5 FOR COMMENTS ON ANIMAL USE IN CLASSROOMS


A. Group animals using pictures and distinguishable characteristics: coverings (skin, fur, hair, scales, feathers), appendages (wings, fins, arms, legs and how many), eyes, ears, mouths/beaks, tails, teeth. Also sex, color, size, shape, age, etc. Include the following groups:

a. Vertebrates x Fish x Reptiles x Amphibians x Birds x Mammals

b. Invertebrates x Arthropods x Marine invertebrates x Mollusks x Worms

B. Use pictures to match parent with offspring from multiple animal groups. Students should be

able to describe the similarities and differences seen between the generations and identify characteristics that are inherited (eye color, skin color, fur/hair color, number of appendages, etc). Consider using a graphic organizer to note patterns. In addition, ask students to identify animal traits that are acquired (pierced ears, tattoos, docked tails, weight, an insect with only 5 legs, etc).

C. Match animal adaptations to resource needs. For example, camouflage, eye sight, speed, etc. As a literacy extension, have students create a fictitious animal, draw it, label its parts, then describe how its traits are fit to its environment.

Some good activities include: a. Project WILD: What Bear Goes Where? b. Project WILD: Graphananimal c. Project WILD: The Thicket Game d. Project WILD: Adaptation Artistry e. Project WILD: Seeing in Believing or The

Eyes Have It

f. Project WILD: Surprise Terrarium g. Project WILD: Owl Pellets h. Math in Science: Comparing Speeds of Fish i. Math in Science: Comparing Animal Traits

Note: Life cycles are taught in first grade. Instruction should focus more on the developmental changes

that occur and how traits are fit to environment. For example, a frog requires water for reproduction

(eggs are laid in the water, tadpoles live in the water, adults live on land – physical characteristics

change based on where the frog is getting its resources from). Another example, a mayfly/mosquito

hatches in the water; the adults are found in many types of environments.

…CONTINUED…

Life Science – Animals 15-20 class periods

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…CONTINUED… Textbook Correlations: Chapter 2: How Animals Live

Lesson 1: How are animals grouped? Lesson 2: How do animals grow and change? Lesson 3: How do adaptations help animals? Lesson 4: How are animals from the past like today’s animals? (Connection is genetics/Inheritance)


x Compare how the different structures of plants and animals serve various functions of growth, survival and reproduction. 3.4.1.1.1

x Identify common groups of plants and animals using observable physical characteristics, structures and behaviors. 3.4.1.1.2

x Give examples of likenesses between adults and offspring in plants and animals that can be inherited or acquired. 3.4.3.2.1

x Give examples of differences among individuals that can sometimes give an individual an advantage in survival and reproduction. 3.4.3.2.2

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A. Trip to the school forest or to an area outside your school. Students should work on identifying plants and animals that are native to Minnesota ecosystems and be able to describe ways they interact with each other and other factors in their environment.

a. Use outdoor opportunities for helping students develop their observation & notebooking skills.

b. Activity possibilities are endless.

B. Construct a food chain and food web using either pictures of organisms or names of organisms (cut and paste activity). Construct food chains for a deciduous forest ecosystem (twin cities), a prairie ecosystem (southwestern MN) and a coniferous forest ecosystem (northern MN). Include other ecosystems at your discretion.

C. Create and observe a classroom habitat a. How do pill bugs stay safe? b. Cockroaches in the classroom c. Mealworms d. Classroom aquarium here is a link to a good guide for teachers, including lesson

plans http://www.seaworld.org/aquademics/tetra/default.htm e. Grasshoppers/crickets (Project WILD Grasshopper Gravity)

D. Connect with social studies mapping and landforms – social studies focus is on native

peoples and where they lived and the resources they depended on. Science focus is on all organisms, where they live and the resources they depend on.

a. Project WILD: The Beautiful Basics or Everybody Needs a Home

x Use the leveled reader “Ways Plants and Animals Interact” by Scott Foresman for textbook reading support. Additional leveled readers for this topic include: Understanding the Food Chain”, Living Things Depend on One Another”, “Amazing Ecosystems” & “Understanding Ecosystems” all by Harcourt.

… CONTINUED…

Life Science – Plants & Animals Live Together 15-20 class periods

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… CONTINUED… Textbook Correlations: Chapter 3: Where Plants and Animals Live (purpose of this chapter is for students to begin

understanding that organisms are found in specific environments for a reason – their

traits fit with the resources available.) Lesson 1: What are ecosystems? Lesson 2: Which ecosystems have few trees? Lesson 3: What are some forest ecosystems? Lesson 4: What are water ecosystems?

Chapter 4: Plants and Animals Living Together

Lesson 1: How do living things interact? Lesson 2: How do living things get energy? Lesson 3: How do living things compete? Lesson 4: How do environments change? Lesson 5: What is a healthy environment for people? (Lesson included to reinforce the

understanding that humans are animals too and that we have the same basic

needs – can also be used to compliment health curriculum, chapter 4)

Lesson 6: How can people stay healthy? (Lesson included to reinforce the understanding

that humans are animals too and that we have the same basic needs – can also be

used to compliment health curriculum, chapter 4)


x Provide evidence to support claims other than saying “Everyone knows that,” or “I just know,” and question such reasons when given by others. 3.1.1.1.1





x Understand that everybody can use evidence to learn about the natural world, identify patterns in nature, and develop tools. 3.1.3.2.1

x Use tools, including rulers, thermometers, magnifiers and simple balances, to improve observations and keep a record of the observations made. 3.1.3.4.1

x Compare how the different structures of plants and animals serve various functions of growth, survival and reproduction. 3.4.1.1.1

x Identify common groups of plants and animals using observable physical characteristics, structures and behaviors. 3.4.1.1.2

x Give examples of likenesses between adults and offspring in plants and animals that can be inherited or acquired. 3.4.3.2.1

x Give examples of differences among individuals that can sometimes give an individual an advantage in survival and reproduction. 3.4.3.2.2

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Considerations:

x Time recommendation from Teaching & Learning Services is 45 minutes per day, 5 days per week

x MCA Science Exam is given in grade 5, but assesses content from x grades 3, 4 and 5 x MAP testing dates are December and April x MCA Reading and Math exams occur in April x BAS testing occurs in September x Consider field trips and on site presentations.

See Appendix for ideas. General Outline: September

x Introduction to science and engineering September through mid October

Life Science: Defense Against Disease x Taught in conjunction with health

Mid October through early December (end of trimester 1)

Earth Science: Water x FOSS Water Module

Early December (beginning of trimester 2) through the end of January

Earth Science: Earth Materials x FOSS Earth Materials Module

February through mid March (Spring Break)

Physical Science: Matter March through May

Physical Science: Energy x FOSS Magnetism and Electricity Module

May through the end of the year

Engineering & Technology x Students engage in a full scale investigation that connects multiple content ideas from

throughout the school year. Math-Science Connection:

Measuring temperature, volume, weight and length using appropriate tools and units is expected of grade 4 students. A good rule of thumb is “NO NAKED NUMBERS.” enVision topic 16 explores the concepts of capacity (volume) and weight.

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Take time to introduce and review skills needed for success in science class. Integrate science methodology and the practice of engineering in investigations throughout the year. Continuous practice is necessary for proficiency in these skills. Some activity recommendations for the start of the year are noted below.

Recommended Activities: A. Engage students in an activity that has them to think about and share ideas about what engineers do.

x MSTA activity: What is an Engineer?

B. Create a display wall of science tools. Use either clip art or real objects and include labels. Leave it up for the course of the year and consider adding tools as they are used for class investigations. A great pre-lab activity. Ideas for tools include:

Balance Beaker Computer Eye dropper Funnel

Graduated cylinder Hand lens/Magnifying glass Magnet Ruler [customary & metric] Science notebook

Stopper Syringe Thermometer [customary & metric] Timer Vial

C. Have students engage in a simple investigation to model scientific methodology, lab safety, reading in science, and communication (notebooking). Some ideas include: x Objects in a bag

Place various objects in a bag (perhaps connect to the creation of the science tool wall). Have students use their sense of touch to make observations about the physical characteristics of the objects while still in the bag. Observations should be verbally shared with other students. Have students work together to draw conclusions about the identity of each object and its use.

x Objects on a tray Place various objects on a tray. Choose objects that are both natural and man made (engineered). Have students make visual observations of the objects for 5 minutes (no notes with this one). Remove the tray of objects. Students then work together to try and list all the objects on the tray while placing them in groups based on their physical properties.

x Scavenger hunt Have students work in teams to find certain objects as assigned by the teacher. Choose objects that are both natural and man made (engineered). Have students make generalizations about the properties of things that are natural vs. man-made.

x Lab: Using Scientific Methods for Science Inquiry, available through SharePoint

A good activity for modeling notebooking and the full scientific process.

…CONTINUED…

September – Principles of Engineering & Scientific Methodology

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…CONTINUED… Textbook Correlations:

Skills pages XX – XXXii x How to Read Science x Science Process Skills x Using Scientific Methods for Science Inquiry x Science Tools x Safety in Science

Benchmark Correlations: x Describe the positive and negative impacts that the designed world has on the natural world as

more and more engineered products and services are created and used. 4.1.2.1.1 x Identify and investigate a design solution and describe how it was used to solve an everyday

problem. 4.1.2.2.1 x Generate ideas and possible constraints for solving a problem through engineering design.

4.1.2.2.2 x Test and evaluate solutions, including advantages and disadvantages of the engineering

solution, and communicate the results effectively. 4.1.2.2.3 x Describe a situation in which one invention led to other inventions. 4.1.3.3.1

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September – October Begin instruction by week 3

This unit should be taught in combination with the health curriculum.

Textbook Correlations: Chapter 5: Systems of the Human body

Lesson 4: How does the body defend itself? Harcourt “Your Health” Chapter 5: Guarding Against Disease

Vaccines children typically receive include (see page 154 in health book):

Chicken pox Diphtheria Flu Hepatitis

Measles Mumps Polio Rubella

Tetanus Whooping cough

Students need to know that they may have been vaccinated against some diseases and what a

vaccination does to prevent disease. Students do not need to know specifics about the diseases.


A. Have your school nurse come in and show children the germs on their hands and classroom surfaces using a black light.

B. Lab: How can some diseases be spread? Available through SharePoint


x Recognize that the body has defense systems against germs, including tears, saliva, skin and blood. 4.4.4.2.1

x Give examples of diseases that can be prevented by vaccination. 4.4.4.2.2

Life Science – Defense Against Disease 8-10 class periods

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October – December Begin by mid October - Finish by the end of trimester 1

FOSS Water Module

Use the FOSS Science Stories for textbook reading support as instructed in the FOSS teacher guide. Students should be making notebook entries related to each investigation.

Use the FOSS teacher guide for tips and resources. Students should complete all Math Extension activities provided with the module.

Investigation 1: Water Observations Investigation 2: Hot Water, Cold Water *also hits physical science benchmarks Investigation 3: Water Vapor

Use the leveled reader “The Water Cycle” from Harcourt – complete all 4 lessons. Students should create a model or drawing of the water cycle with appropriate

labels. Weather is a good real-world connection for this investigation.

Investigation 4: Waterworks; Water and Earth Materials Investigation 4: Waterworks; Waterwheel *this activity could be completed during the

technology unit. Use activity to discuss engineering. Use activity to discuss engineering and natural resources in Minnesota. Take time to read through the passages on pages 17-21 in the Science Stories book. Complete the “Questions to Explore” questions on page 21. This could be done as a class activity or individual. Consider having your media specialist assist with this project. Math in Science activity: Water Use

Social Studies curriculum addresses renewable and nonrenewable resources in depth.

Students need to specifically know about water as a resource and how people obtain and use it.

…CONTINUED…

Earth Science - Water 25-35 class periods

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…CONTINUED… Additional Recommended Activities:

A. Project Learning Tree: Renewable or Not? Activity # 14 B. Project Learning Tree: Waste Watchers Activity # 73 C. Also many, many excellent activities in Project WILD, Project WILD Aquatic , and Project WET

Note: “Water Ways: A Minnesota Water Primer & Project Wet Companion”

is available for free from the MN-DNR.

Textbook Correlations: Chapter 6: Water Cycle and Weather

Lesson 1: Where is Earth’s Water? Lesson 2: How do water and air affect weather? Lesson 3: What are air masses? Lesson 4: How do we measure and predict weather? (beyond benchmarks – good for MCA prep)

Chapter 7: Hurricanes and Tornadoes optional (beyond benchmarks)

Lesson 1: What are hurricanes? Lesson 2: What are tornadoes?


x Describe the positive and negative impacts that the designed world has on the natural world as more and more engineered products and services are created and used. 4.1.2.1.1

x Identify and investigate a design solution and describe how it was used to solve an everyday problem. 4.1.2.2.1

x Generate ideas and possible constraints for solving a problem through engineering design. 4.1.2.2.2

x Measure temperature, volume, weight and length using appropriate tools and units. 4.2.1.1.1 x Describe how the states of matter change as a result of heating and cooling. 4.2.1.2.2 x Describe the transfer of heat energy when a warm and a cool object are touching or placed near

each other. 4.2.3.1.1 x Identify where water collects on Earth, including atmosphere, ground and surface water, and

describe how water moves through the Earth system using the processes of evaporation, condensation and precipitation. 4.3.2.3.1

x Describe how the methods people utilize to obtain and use water in their homes and communities can affect water supply and quality. 4.3.4.1.1

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December – January Begin trimester 2 - Finish by the end of January

FOSS Earth Materials Module

Use the FOSS Science Stories for textbook reading support as instructed in the FOSS teacher guide. Plan ahead! Make the mock rocks a week ahead of time. Students should be making notebook entries related to each investigation.

Use the FOSS teacher guide for tips and resources.

Investigation 1: Mock Rocks Investigation 2: Scratch Test

Use the iOpeners reader titled “Guide to Rocks and Minerals” to help with mineral identification.

The passages “Treasure Underfoot” and “Mining for Minerals” in the science stories reader talks about mining. Use this for making a connection to iron ore mining in Minnesota.

On the curriculum drive is an activity titled Taconite Rocks – created by teachers for 6th grade students; this may be a useful resources.

Iron ore mining is a connection to social studies curriculum. Generally taught in the

Midwest Region, “America the Beautiful: Minnesota” is recommended as a resource for this topic.

Investigation 3: Calcite Quest Investigation 4: Take it for Granite

Use activity to discuss engineering. Use activity to discuss engineering and natural resources in Minnesota.

Additional Recommended Activities: A. Rocks and Minerals Are All Around Us B. Dig a Little Deeper: A Bright Smile C. Dig a Little Deeper: Find Out Where the Sidewalk Begins

…CONTINUED…

Earth Science – Earth Materials 20-30 class periods

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…CONTINUED… Textbook Correlations: Chapter 8: Minerals and Rocks

Lesson 1: What are minerals? Lesson 2: How are sedimentary rocks formed? Lesson 3: What are igneous and metamorphic rocks?

Chapter 10: Using Natural Resources (optional – a good connection to social studies and nature of

science and engineering benchmarks) Lesson 1: What are natural resources? Lesson 2: How are resources used for energy?





x Recognize that rocks may be uniform or made of mixtures of different minerals. 4.3.1.3.1 x Describe and classify minerals based on their physical properties. 4.3.1.3.2

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February – March Begin in February - Finish by spring break


A. Lab: Metric Measurement Students need to do measuring and recording of data of a variety of objects. Students should be able to measure using both customary and metric units. Units are to always be included in measurements. No naked numbers! A few worksheets and 3 in depth activities are available through SharePoint. Investigations are titled “It Takes Ten”, “Can you Measure Up?” and “Measuring Temperature”. Teachers are welcome to use these activities or other resource they find that fit the benchmark. Skills students should be proficient in before moving to new topics include: � Measure length/height using a ruler � Measure mass using a scale and balance � Measure temperature using a thermometer (using both Fahrenheit and Celsius) � Measure volume of a sphere or odd-shaped object using water displacement methods � Calculated measurements: Volume (l x w x h) Density (m ÷ v)

B. Activity: T-chart of the three phases of matter

Use “The World of Matter” by Newbridge-Ranger Rick as a content reference for this topic. Include physical characteristics/descriptions of each phase using drawings and using words. Note: http://www.chem4kids.com/files/matter_intro.html is another good resource for basic

information on states of matter and the difference between chemical and physical changes.

C. Demonstration: Take a volume of water and freeze it. Then let the ice cube melt. Then let the

puddle evaporate. Ask students to answer the question “Is it still water?”. In your discussion introduce the concept of physical properties/change. Discuss the shape and volume characteristics of a solid (fixed volume fixed shape), liquid (fixed volume, variable shape) and gas (variable volume and shape).

…CONTINUED…

Physical Science – Matter 15-20 class periods

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…CONTINUED…

A. Demonstration: Physical vs. chemical changes. Here are some examples: o Tearing a piece of paper is physical change. o Burning a piece of paper is a chemical change. o From FOSS Earth Materials – scratching a mineral is a physical change. o From FOSS Earth Materials – the acid test is a chemical change. o Baking soda + water is a physical change (dissolving). o Baking soda + vinegar is a chemical change.

B. Lab: How do you change the properties of glue? *plan ahead for consumables, activity available

through SharePoint.

Textbook Correlations: Chapter 11: Properties of Matter

Lesson 1: What is matter? Lesson 2: How is matter measured? Lesson 3: How do substances mix? Lesson 4: How does matter change?

Benchmark Correlations: x Measure temperature, volume, weight and length using appropriate tools and units. 4.2.1.1.1 x Distinguish between solids, liquids and gases in terms of shape and volume. 4.2.1.2.1 x Describe how the states of matter change as a result of heating and cooling. 4.2.1.2.2 x Describe the transfer of heat energy when a warm and a cool object are touching or placed near

each other. 4.2.3.1.1

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March – May Begin after spring break – try to finish with 2-3 weeks left in the school year

Heat Spend some time with the topic, heat. Teachers have indicated that students have a tough time with this content. Recommended Activities:

A. Lab/Demonstration: Exploring Heat

B. Lab: How can you make things warmer?

C. Math in Science Activity: Using Temperature Scales Textbook Correlations: Chapter 12: Heat

Lesson 1: Why does matter have energy? Lesson 2: How does heat move?

Math in Science page 362 Using Temperature Scales Benchmark Correlations:

x Measure temperature, volume, weight and length using appropriate tools and units. 4.2.1.1.1 x Describe the transfer of heat energy when a warm and a cool object are touching or placed near

each other. 4.2.3.1.1 x Compare materials that are conductors and insulators of heat and/or electricity. 4.2.3.1.3 x Identify several ways to generate heat energy. 4.2.3.2.1

…CONTINUED…

Physical Science – Energy 30-40 class periods

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…CONTINUED…

Light FOSS Magnetism and Electricity Module

Introduce this module using the trade book “Sources of Forces” by Vicki Cobb. Consider using the book to guide/enhance investigations. Use the FOSS Science Stories for textbook reading support as instructed in the FOSS teacher guide. Students should be making notebook entries related to each investigation.

Use the FOSS teacher guide for tips and resources.

Investigation 1: The Force Investigation 2: Making Connections Investigation 3: Advanced Connections *parallel circuits go beyond the benchmark

Make sure students 1) are able to illustrate and construct a series circuit; 2) recognize standard symbols for circuit parts; 3) can describe why a circuit does/does not work.

Investigation 4: Current Attractions The passage “Magnets and Electricity in Your Life” pages 28-33 in the Science Stories book provides a good place for discussion about benchmarks 4.1.2.1.1, 4.1.2.2.1 & 4.1.2.2.2.

Investigation 5: Click It *this activity can also be completed during the technology unit. Textbook Correlations: Chapter 13: Electricity and Magnetism

Lesson 1: How does matter become charged? Lesson 2: How do electric charges flow? Lesson 3: What are magnetic fields? Lesson 4: How is electricity transformed to magnetism? Lesson 5: How is magnetism transformed to electricity?





x Test and evaluate solutions, including advantages and disadvantages of the engineering solution, and communicate the results effectively. 4.1.2.2.3

x Describe a situation in which one invention led to other inventions. 4.1.3.3.1 x Describe how magnets can repel or attract each other and how they attract certain metal

objects. 4.2.3.1.2 x Construct a simple electrical circuit using wires, batteries and light bulbs. 4.2.3.2.2 x Demonstrate how an electric current can produce a magnetic force. 4.2.3.2.3

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May-June Complete during the last 2-3 weeks of school

Note benchmark 41221 – students should engage in a full inquiry and design investigation. The intent of this unit is to engage students in a full scale investigation that connects multiple content ideas from throughout the school year. Recommended Activities:

A. FOSS Water Investigation 4: Waterworks; Waterwheel *this activity can also be completed

during the water unit.

x Use activity to discuss engineering. x Use activity to discuss engineering and natural resources in Minnesota. Take time to read

through the passages on pages 17-21 in the Science Stories book. Complete the “Questions to Explore” questions on page 21. This could be done as a class activity or individual. Consider having your media specialist assist with this project.

x Math in Science activity: Water Use

B. FOSS Magnetism and Electricity Investigation 5: Click it *this activity can also be completed

during the energy unit. x Use activity to discuss the engineering & design process as instructed in the FOSS teacher

guide.

C. Save the Penguins

D. How strong are hook and loop fasteners?

E. Rocket design and launch Textbook Correlation: Chapter 19: Effects of Technology Benchmark Correlations:



x Generate ideas and possible constraints for solving a problem through engineering design. 4.1.2.2.2 x Test and evaluate solutions, including advantages and disadvantages of the engineering

solution, and communicate the results effectively. 4.1.2.2.3 x Describe a situation in which one invention led to other inventions. 4.1.3.3.1

Engineering and Technology 10-15 class periods

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Considerations:

x Time recommendation from Teaching & Learning Services is 45 minutes per day

x MCA Science testing begins in early May x MAP testing dates are December and April x MCA Reading and Math exams occur in April-May x Consider field trips and on site presentations. See Appendix for ideas.

General Outline: September

Skills pages XX – XXXii x Science process skills x Using scientific methods x Science tools x Science safety x Metric measurements

September through November Physical Science - Motion

x Forces in Motion x FOSS Levers and Pulleys

November through January Earth Science – Earth Structure and Processes

x Water on Earth x Earth’s Changing Surface x FOSS Landforms

January through February x Protecting Earth’s Resources x Renewable Energy

February through April Life Science – Organism Interactions

x Interactions in Ecosystems April through May

Life Science – Change in Ecosystems x Changes in Ecosystems x Invasive species


Measuring with accuracy is a skill expected of 5th graders. All measurements should be made using appropriate tools and have a unit [“No Naked Numbers”]. Units should be metric with the exception of temperature where it is a good idea to use both the Fahrenheit and Celsius scales. Students may also be asked to create and analyze information presented graphically (graphs, charts, maps).

Remember, the MCA science exam tests benchmarks from grades 3, 4 & 5. Introduce the format of the

test using classroom assessments and item samplers. See page 69 for review considerations.

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Take time to introduce and review skills needed for success in science class. Continue to integrate skills in lessons throughout the year. Continuous practice is necessary for proficiency in these skills. Text Support: Skills pages XX – XXXii

x Science process skills x Using scientific methods x Science tools

Complete lesson on pages 242 – 245 How are weather forecasts made? x Science safety x Metric measurements


A. Create a display wall of measuring tools. Use either clip art or real objects. Leave it up for the course of the year and consider adding tools as they are used for class investigations. A great pre-lab activity. Ideas for tools are listed below.

Anemometer Barometer Beaker Computer Eye dropper Funnel Hygrometer

Magnets Magnifiers Microscope Rain gauge Ruler [customary & metric] Safety goggles Scales-digital & balance

Science notebook Spring scale Thermometer [customary & metric] Timer

B. Have students engage in a simple investigation to model scientific methodology, lab safety, reading in

science, and communication (notebooking). Some examples include: x Outdoor nature walk x Objects in a paper bag x Investigation on page XXVi x “Black Box” activity; for example FOSS Models and Designs, Module 1 Black Boxes x Bubbleology demonstration with student engagement available through SharePoint x FOSS Landforms, Module 1 Schoolyard Models x What boat design will carry the most cargo? Guided Inquiry Investigation Page 362

(good review of grade 4 content)

C. For those sites that participate, begin Young Inventors Fair activities during this month.

…CONTINUED…

September – Principles of Engineering & Scientific Methodology

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…CONTINUED… Benchmark Correlations:

x Explain why evidence, clear communication, accurate record keeping, replication by others, and openness to scrutiny are an essential part of doing science. 5.1.1.1.1

x Recognize that when scientific investigations are replicated they generally produce the same results, and when results differ significantly, it is important to investigate what may have caused such differences. 5.1.1.1.2

x Understand that different explanations for the same observations usually lead to making more observations and trying to resolve the differences. 5.1.1.1.3

x Understand that different models can be used to represent natural phenomena and these models have limitations about what they can explain. 5.1.1.1.4

x Identify and collect relevant evidence, make systematic observations and accurate measurements, and identify variables in a scientific investigation. 5.1.1.2.2

x Conduct or critique an experiment, noting when the experiment might not be fair because some of the things that might change the outcome are not kept the same, or that the experiment is not repeated enough times to provide valid results. 5.1.1.2.3

x Use appropriate tools and techniques in gathering, analyzing and interpreting data. 5.1.3.4.1 x Create and analyze different kinds of maps of the student's community and of Minnesota.

5.1.3.4.2

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September – November Begin instruction by week 3, Finish in early November

Essential Questions:

What are simple machines? What is force? What are input forces? What are output forces? What is motion? What is a change in motion? How do we measure a change in motion?

Text Support: Chapter 13: Forces in Motion

Lesson 1: How can you describe motion? Lesson 2: What are forces? Lesson 3: What are Newton’s Laws of motion? Lesson 4: What are simple machines?

FOSS Science Stories: Levers and Pulleys

Simple Machines Class-1Levers The Wheel and Axle The Inclined Plane Pulleys The Wedge The Work of Pulleys The Screw

Labs and Activities: x Lab p. 404 How can you learn about

the motion of a pendulum? x Lab p. 432 How can you describe

motion?

x FOSS Levers and Pulleys o Module 1 Levers o Module 3 Pulleys

[Module 2 optional] [Module 4 optional]






x Use appropriate tools and techniques in gathering, analyzing and interpreting data. 5.1.3.4.1 x Give examples of simple machines and demonstrate how they change the input and output of

forces and motion. 5.2.2.1.1 x Identify the force that starts something moving or changes its speed or direction of motion. 5.2.2.1.2 x Demonstrate that a greater force on an object can produce a greater change in motion. 5.2.2.1.3

…CONTINUED…

Physical Science - Motion 25-35 class periods

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…CONTINUED…

Learning Targets: Students need to know/should be able to Force is a transfer of energy from one object to another. The more force you use the greater the change in motion because there is more energy. Read an instrument such as a Newton scale. Create a graph and plot the data found. Conduct an experiment that correlates force input and distance moved. Sketch a before/after diagram of a force acting on an object; identify the force, and the

resultant motion. The motion of an object can be described by its position, direction of motion, and speed. Motion can be measured and represented on a graph. Apply Newton’s laws to a scenario. An object that is not being subjected to a force will continue to move at a constant speed and in

a straight line. If more than one force acts on an object along a straight line, then the forces will reinforce or

cancel one another, depending on their direction and magnitude.

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November - January Begin in early November, End in mid January


What is the difference between rocks and soil? What is erosion? What is chemical weathering? What is physical (mechanical) weathering? What kinds of processes change Earth’s surface? What are the differences between slow and fast processes? How do the decisions humans make about resource use affect natural systems?

Text Support: Chapter 9: Earth’s Changing Surface

Lesson 1: What is the structure of Earth? Lesson 2: What causes earthquakes and

volcanoes? Lesson 3: What is weathering? Lesson 4: What is erosion? Lesson 5: How are minerals identified? [optional] Lesson 6: How are rocks classified? [optional]

FOSS Science Stories: Landforms

Maps and How They are Made Ancient Maps Real People in the Grand Canyon Rivers and Controlling the Flow Shapes of the Earth Topographic Maps Aerial Photography The Eye of the Needle

Labs & Activities: x Quick Activity Layers of the Earth

transparency 33 x Quick Activity Plate Tectonics

transparency 34

x Lab p. 290-291 What buildings are less

damaged by an earthquake? x FOSS Landforms

o Module 1 Schoolyard Models [optional if module 5 completed]

o Module 2 Stream Tables o Module 3 Go With the Flow o Module 4 Build a Mountain o Module 5 Bird’s Eye View

[optional if module 1 completed]

Integrate benchmark 5.1.3.2.1: Describe how science and engineering influence and are influenced by local traditions and beliefs. For example: sustainable agriculture practices used by many cultures. Benchmark Correlations:




x Use appropriate tools and techniques in gathering, analyzing and interpreting data. 5.1.3.4.1

…CONTINUED…

Earth Science – Earth Structure and Processes 25-35 class periods

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…CONTINUED…

x Create and analyze different kinds of maps of the student's community and of Minnesota. 5.1.3.4.2

x Create and analyze different kinds of maps of the student's community and of Minnesota. 5.1.3.4.2

x Explain how, over time, rocks weather and combine with organic matter to form soil. 5.3.1.2.1 x Explain how slow processes, such as water erosion, and rapid processes, such as landslides and

volcanic eruptions, form features of the Earth's surface. 5.3.1.2.2 x Compare the impact of individual decisions on natural systems. 5.3.4.1.3 x Give examples of beneficial and harmful human interaction with natural systems. 5.4.4.1.1

Learning Targets: Students need to know/should be able to

Weathering is a long-term process by which rocks break down. Erosion is caused by the movement of rocks and minerals and therefore different than

weathering. Soil is made from many different rocks, minerals, and organic material. Differentiate rocks and organic matter. Identify physical and chemical types of weathering. Distinguish between slow and fast processes of weathering. Identify major features of the Earth’s surface that are evidence of slow and fast processes. Identify ways in which human decisions positively and negatively affect natural systems.

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January - February

Begin in mid January, End in mid February Essential Questions:

What are resources? Which resources are renewable and which are nonrenewable? What are energy sources? What are material resources? Which resources are found in Minnesota? How do humans obtain and use energy and material sources? What is a natural system? How do the decisions humans make about resource use affect natural systems? Why is it important to conserve Earth’s resources?

Text Support: Chapter 10: Protecting Earth’s Resources

Lesson 1: What are nonrenewable energy resources?

Lesson 2: What are other energy resources? Lesson 3: What are other resources? Lesson 4: Can resources be conserved?

Investigating Renewable Energy Passages

Energy All Around Us Fossil Fuels Renewable Energy The Sun Solar Energy Wind Energy Moving Water What is Sustainability More Renewable Energy Sources

Labs & Activities: x Renewable Energy Kit o Use activities as needed, it is

recommended that teachers connect to MN; for example wind energy

x Lab p. 300 How does oil rise

through the Earth? x Quick Activity How can an oil spill

be cleaned up? transparency 39 x Writing Link p. 304 Write a

Newspaper Editorial x Activity Flip Chart How does an oil

spill spread? x Lab p. 322 How can paper be

recycled?




x Use appropriate tools and techniques in gathering, analyzing and interpreting data. 5.1.3.4.1

…CONTINUED…

Earth Science – Natural Resources 15-20 class periods

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…CONTINUED…

x Identify renewable and non-renewable energy and material resources that are found in Minnesota and describe how they are used. 5.3.4.1.1

x Give examples of how mineral and energy resources are obtained and processed and how that processing modifies their properties to make them more useful. 5.3.4.1.2

x Compare the impact of individual decisions on natural systems. 5.3.4.1.3 x Give examples of beneficial and harmful human interaction with natural systems. 5.4.4.1.1


Identify what and where, energy and material resources are found in Minnesota. Explain where fossil fuels come from. Explain how mineral resources are processed and what changes they go through to be useful. Distinguish between renewable and non-renewable resources and cite examples of each. Identify purposes/uses of energy and material resources. Identify ways in which human decisions positively and negatively affect natural systems.

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February – April Begin in mid February – End in Early April


What do organisms need to survive? How do organisms obtain their resources? What structures of plants and animals provide an advantage for survival? What types of things are found in an ecosystem? How do the parts of an ecosystem interact?

Introduce terms biotic (life) & abiotic (not life). Biotic factor: any living part of the environment; animals and plants

for example. Abiotic factor: physical part of the environment; water, air, and rocks for example.

What types of ecosystems are found in Minnesota? Text Support: Chapter 1: Classifying Organisms

Use content as needed –chapter is a good review of organism groups and their characteristics

Chapter 4: Plants Use content as needed – chapter is a good review of plant structures and their function

Chapter 5: Interactions in Ecosystems Lesson 1: What is an ecosystem? Lesson 2: What are land biomes? Lesson 3: What are water ecosystems? Lesson 4: How do organisms interact? Lesson 5: How does energy move in

ecosystems? Lesson 6: What cycles occur in ecosystems?

Labs & Activities: x Focus on MN biomes

(grasslands/prairie, temperate deciduous forest, and taiga)

x Quick Activity p. 98 How do stems

and roots help a plant? transparency 12

x Create and use a dichotomous key ex: leaves, shoes, fruit, etc.

x Lab p. 124 How can you find out

how many animals live in an area?

OR Project WILD activity How

Many Bears Can Live in this Forest?

x Food chain/food web/energy pyramid activities that focus on MN ecosystems; see scaffolded questions on pages 145-147 for a marine example.


x Explain why evidence, clear communication, accurate record keeping, replication by others, and openness to scrutiny are an essential part of doing science. 5.1.1.1.1



…CONTINUED…

Life Science – Organism Interactions 25-30 class periods

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…CONTINUED…


x Describe how plant and animal structures and their functions provide an advantage for survival in a given natural system. 5.4.1.1.1

x Describe a natural system in Minnesota, such as a wetland, prairie or garden, in terms of the relationships among its living and nonliving parts, as well as inputs and outputs. 5.4.2.1.1


List the resources organisms require for survival (food, shelter, water) Describe how traits in animals and plants help them survive in their environment. Make generalizations about traits, for example, animals with thick fur are found in cold

environments. Describe in moderate detail ecosystems found in Minnesota, including the plant and animal

species that live there. Create a food chain, a food web, and an energy pyramid for a given ecosystem. Describe how a habitat provides for the needs of a plant or animal. Differentiate between a niche, habitat and ecosystem. List and describe basic characteristics of the major land and water ecosystems found on Earth.

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April – May Begin in early April – End before MCA administration


What do organisms need to survive? How do the parts of an ecosystem interact?

o Introduce terms biotic (life) & abiotic (not life). Biotic factor: any living part of the environment; animals and

plants for example. Abiotic factor: physical part of the environment; water, air, and rocks for example.

How do changes in ecosystems affect living things? In what ways do humans impact natural systems?

Text Support: Chapter 6: Changes in Ecosystems

Lesson 1: How do ecosystems change? Lesson 2: How do species change? Lesson 3: How do changes cause more

changes?

Supplementary Reading Recommended: WI DNR EEK! – Alien Invaders Website Introduced invasive species (buckthorn,

zebra mussels, Eurasian water milfoil,

purple loosestrife, emerald ash borer, Asian

carp, Asian beetles)

Labs & Activities: x Lab p. 114 Does the direction seeds

are planted affect the direction the roots

grow? Note: lab needs to be started one week prior to lesson.

x Suggested experiment: grow a plant/bean/grass in light and dark for comparison to show how light affects plant growth and photosynthesis.

x Lab p. 164 How can pollution affect a

habitat? x Quick Activity What is the domino effect

in an ecosystem? transparency 23

x Lab p. 178 What happens when a wetland

ecosystem changes? Note: lab needs to be started one week prior to lesson.

Benchmark Correlations: x Explain why evidence, clear communication, accurate record keeping, replication by others, and

openness to scrutiny are an essential part of doing science. 5.1.1.1.1 x Recognize that when scientific investigations are replicated they generally produce the same

results, and when results differ significantly, it is important to investigate what may have caused such differences. 5.1.1.1.2




x Conduct or critique an experiment, noting when the experiment might not be fair because some of the things that might change the outcome are not kept the same, or that the experiment is not repeated enough times to provide valid results. 5.1.1.2.3

…CONTINUED…

Life Science – Change in Ecosystems 20-25 class periods

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…CONTINUED…

x Use appropriate tools and techniques in gathering, analyzing and interpreting data. 5.1.3.4.1 x Describe a natural system in Minnesota, such as a wetland, prairie or garden, in terms of the

relationships among its living and nonliving parts, as well as inputs and outputs. 5.4.2.1.1 x Explain what would happen to a system such as a wetland, prairie or garden if one of its parts

were changed. 5.4.2.1.2 x Give examples of beneficial and harmful human interaction with natural systems. 5.4.4.1.1


List the resources organisms require for survival (food, shelter, water) Describe how a habitat provides for the needs of a plant or animal. Connect symbiotic relationships to health of a system. Identify some relationships that would

be affected if one of those partners were changed. Explain and give examples of interdependence within an ecosystem (biotic and abiotic). How humans interact with a natural system. Identify and explain how human decisions can benefit and/or harm an ecosystem.

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MCA Prep: The table below shows the distribution of MCA-III Science content by grade level and substrand. Some topics are taught only in earlier grades and not revisited in 5th grade curriculum. Time permitting, topics teachers recommend for review:

Chapter 7: Water on Earth Lesson 2: Where is fresh water found? (pages 202-205) Lesson 3: What is the water cycle? (page 220 questions 13, 18; ask students to draw and label

the water cycle) Chapter 11: Matter and Its Properties

Lesson 1: What are properties of matter? (pages 344-347 Lesson 3: How do phase changes occur? (pages 354-357; page 366 questions 12, 18 & 20)

Chapter 14: Changing Forms of Energy All lessons (page 470 questions 8, 10, 13, 15 & 18 are good review. With #8, ask students to

draw a particle diagram of the solid (before) & liquid (after)) Chapter 15: Electricity

Lesson 2: What are simple circuits? FOSS Models & Designs, Module 2 Humdingers, can also be used to demonstrate circuits,

insulators, and conductors Chapter 17: Earth in Space

Lesson 1: In what ways does Earth move? Lesson 4: What is known about the moon? (pages 558-559)

Substrand Grade 3 Grade 4 Grade 5

The Practice of Science 4-7 4-7

The Practice of Engineering 2-4

Interactions Among Science, Technology, Engineering and Society 3-6 0-2 3-6

Matter 3-5

Motion 1-3

Energy 2-4 4-6

Earth Structure and Processes 1-3 1-3

Interdependence within the Earth System 2-4

The Universe 1-3

Human Interactions within Earth Systems 2-4 2-4

Structure and Function in Living Systems 2-4 2-4

Interdependence Among Living Systems 2-4

Evolution in Living Systems 1-3

Human Interactions with Living Systems 0-2 1-3

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Recommended by teachers: Teacher guides

x Project Learning Tree x Project WET x Project WILD x Project WILD Aquatic x “Using Science Notebooks in Elementary Classrooms” M.P. Klentschy

Websites

x FEMA website www.fema.gov x FOSSWeb www.fossweb.com x Mineral Information Institute http://www.mii.org/ x Minnesota mining resources www.taconite.org x MN-DNR website www.dnr.state.mn.us/index.html x Science museum has printable activities related to events occurring at the science museum

http://www.smm.org/ x SMARTtech.com http://exchange.smarttech.com/search.html?sbj=sc x The Dynamic Earth from the Smithsonian National Museum of Natural History

http://www.mnh.si.edu/earth/main_frames.html x US Department of Energy www.energy.gov x US Environmental Protection Agency http://www.epa.gov/ x Conservation organizations provide credible information (Pheasants Forever, Sierra club,

Audubon Society) Field Trips & Presenters

x Bailey School Forest www.newport.govoffice.com/index.asp?Type=B_BASIC&SEC={30DD3E5E-5D44-484B-9D11-2507E3CC5CED}

x Bakken Museum http://thebakken.org/ x Big River Journey http://www.nps.gov/miss/forteachers/brjindex.htm x Carpenter Nature Center http://carpenternaturecenter.org/ x Como Planetarium http://www.planetarium.spps.org/ x Crystal Cave www.acoolcave.com x Dodge Nature Center http://www.dodgenaturecenter.org/ x Fort Snelling & The Mississippi River National Park Service

http://www.nps.gov/miss/forteachers/planafieldtrip.htm x Great River Road Learning Center http://www.freedomparkwi.org/] x Minnesota Landscape Arboretum http://www.arboretum.umn.edu/ x Minnesota Zoo http://www.mnzoo.com/education/education_teachersSchools.asp x Nation Eagle Center http://www.nationaleaglecenter.net/ x Raptor Center http://www.raptor.cvm.umn.edu/ x Science Museum http://www.smm.org/ x Visiting Wizards – 3M

http://solutions.3m.com/wps/portal/3M/en_US/CommunityAffairs/CommunityGiving/US/SciencePlus/classrooms/wizards/

x Warner Nature Center http://www.smm.org/warnernaturecenter/ x YMCA Camp St. Croix http://campstcroix.org/

Appendix

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Benchmark Correlations for Lakeshore Animals Mini Inquiry Kit Science Benchmarks 1.1.1.1.1 When asked “How do you know?,” students support their answers with observations.

1.1.1.1.2

Recognize that describing things as accurately as possible is important in science because it enables people to compare their observations with those of others.

1.4.1.1.1 Describe and sort animals into groups in many ways, according to their physical characteristics and behaviors.

1.4.2.1.1 Recognize that animals need space, water, food, shelter and air.

1.4.2.1.2 Describe ways in which an animal’s habitat provides for its basic needs.

Activity Science Benchmark Activity Science Benchmark

Language Tab Science Tab

Animal Haiku 1.1.1.1.2 1.4.1.1.1 1.4.2.1.2

What Did You Have for Dinner?

1.4.1.1.1 1.4.2.1.1

Alike and Different 1.1.1.1.2 1.4.1.1.1

How Do Birds Eat? 1.4.1.1.1 1.4.2.1.1 1.4.2.1.2

Mother and Baby Match 1.1.1.1.2 1.4.1.1.1

Mammal Mix-Up 1.1.1.1.1 1.1.1.1.2 1.4.1.1.1

Animal Grab Bag 1.1.1.1.2 1.4.1.1.1 1.4.2.1.1 1.4.2.1.2

Animal Skin Sort Concealing Camouflage

1.4.1.1.1 1.4.2.1.1 1.4.2.1.2

Animal Crosswords Vocabulary activity Animal Eyesight 1.4.1.1.1

What We Learned 1.1.1.1.2 1.4.1.1.1 1.4.2.1.2

Creature Feature Creature Comparisons

1.1.1.1.1 1.1.1.1.2 1.4.1.1.1

Social Studies Tab Predator Play 1.4.1.1.1

Nature Walk 1.1.1.1.2 1.4.1.1.1 1.4.2.1.1 1.4.2.1.2

Animal Tracks Moving All Around

1.1.1.1.1 1.4.1.1.1 1.4.2.1.2

Wild or Mild 1.4.1.1.1

Arts & Crafts Tab

Animal Homes 1.4.1.1.1 Habitat Mobiles 1.4.2.1.2

World Habitats 1.4.2.1.1 1.4.2.1.2

Perfect Animal Parts Goes beyond benchmarks – good opportunity for assessment.

Match the Batch 1.4.1.1.1 Math Tab

Graph It! 1.4.1.1.1

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Benchmark Correlations for Lakeshore Rocks and Soil Mini Inquiry Kit Science Benchmarks 1.1.1.1.2

Recognize that describing things as accurately as possible is important in science because it enables people to compare their observations with those of others.

1.1.3.2.1 Recognize that tools are used by people, including scientists and engineers, to gather information and solve problems.

1.3.1.3.1 Group or classify rocks in terms of color, shape and size.

1.3.1.3.2 Describe similarities and differences between rocks and soil.

1.3.1.3.3 Identify and describe large and small objects made of Earth materials.



KWL 1.1.1.1.2 1.3.1.3.1 1.3.1.3.2 1.3.1.3.3

Rock Rows 1.1.1.1.2 1.1.3.2.1 1.3.1.3.1

Rock Reports 1.1.1.1.2 1.1.3.2.1 1.3.1.3.1 1.3.1.3.2 1.3.1.3.3

Rock Scavenger Hunt 1.1.1.1.2 1.3.1.3.1

Rocks All Around Us 1.1.1.1.2 1.3.1.3.3

Crust Cluster 1.1.1.1.2 1.1.3.2.1 1.3.1.3.2

Rock Journal *with content extensions

1.1.1.1.2 1.3.1.3.3

Soil Surprise 1.1.1.1.2 1.1.3.2.1 1.3.1.3.2

Soil Recipe 1.1.1.1.2 1.3.1.3.2

Rock Discovery Center 1.1.1.1.2 1.1.3.2.1 1.3.1.3.1

Soil Stories 1.1.1.1.2 1.1.3.2.1 1.3.1.3.2

What’s Floating Around? 1.1.1.1.2 1.1.3.2.1 1.3.1.3.1

Rock Riddles 1.1.1.1.2 1.1.3.2.1 1.3.1.3.1

Weathered Rocks 1.1.1.1.2 1.1.3.2.1 1.3.1.3.1

Social Studies Tab Ring of Rocks 1.1.1.1.2 1.3.1.3.1

Tool Talk 1.1.3.2.1 1.3.1.3.3

Arts & Crafts Tab

Rock Research 1.1.1.1.2 1.1.3.2.1 1.3.1.3.3

Clay Creations *with content extensions

1.1.1.1.2 1.1.3.2.1 1.3.1.3.3

Math Tab Stone Sculptures *with content extensions

1.1.1.1.2 1.3.1.3.3

Weigh and Play 1.1.1.1.2 1.1.3.2.1 1.3.1.3.1

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Benchmark Correlations for Lakeshore Weather Mini Inquiry Kit Science Benchmarks 2.1.1.2.1 Raise questions about the natural world and seek answers by making careful observations, noting what

happens when you interact with an object, and sharing the answers with others.

2.1.2.2.1 Identify a need or problem and construct an object that helps to meet the need or solve the problem.

2.1.2.2.2 Describe why some materials are better than others for making a particular object and how materials that are better in some ways may be worse in other ways.

2.1.2.2.3 Explain how engineered or designed items from everyday life benefit people.

2.2.1.2.1 Observe, record and recognize that water can be a solid or a liquid and can change from one state to another.

2.2.2.2.1 Describe how push and pull forces can make objects move.

2.3.2.2.1 Measure, record and describe weather conditions using common tools.

2.4.2.2.1 Recognize that plants need space, water, nutrients and air, and that they fulfill these needs in different ways.



Weather Journal 2.2.1.2.1 2.3.2.2.1

KWL Chart 2.3.2.2.1

Weather Dictionary Vocabulary activity Hot & Cold Wind Vane Rain Gauge Anemometer

2.1.1.2.1 2.1.2.2.3 2.3.2.2.1

Cloud Journal 2.1.1.2.1 2.3.2.2.1

Make a Wind Vane 2.1.2.2.1 2.1.2.2.3 2.2.2.2.1

Weather Wonders 2.1.1.2.1 Puddles of Fun 2.1.1.2.1 2.2.1.2.1

Fact or Opinion Beyond benchmarks but ideal for learning how to make good observations

Classroom Clouds Bottled Tornado Wind Creation

2.1.1.2.1 Good activities to demonstrate how models are used to understand natural phenomena

Weather Word Search Vocabulary activity Water Cycle 2.1.1.2.1 2.2.1.2.1 2.4.2.2.1

Weather Book Report 2.3.2.2.1 Social Studies Tab

Weather Word Web Vocabulary activity How’s the Weather? Wet Weather

2.2.1.2.1 2.3.2.2.1

Math Tab

Scavenger Hunt 2.1.1.2.1

Graph It! 2.1.1.2.1 2.3.2.2.1

Changing Seasons 2.1.2.2.3 2.1.2.2.2 2.3.2.2.1 Evaporation Estimation 2.1.1.2.1

2.2.1.2.1

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Benchmark Correlations for Lakeshore Plants Mini Inquiry Kit Science Benchmarks 2.1.1.2.1 Raise questions about the natural world and seek answers by making careful observations, noting what

happens when you interact with an object, and sharing the answers with others.

2.2.1.1.1 Describe objects in terms of color, size, weight, texture, flexibility, strength and the types of materials in the object.

2.4.1.1.1 Describe and sort plants into groups in many ways, according to their physical characteristics and behaviors.

2.4.2.1.1 Recognize that plants need space, water, nutrients and air, and that they fulfill these needs in different ways.

2.4.3.1.1 Describe the characteristics of plants at different stages of their life cycles.


Science Tab Language Tab

Plants are Alive 2.4.2.1.1 Leaf Lists 2.2.1.1.1

Plant Parts 2.4.1.1.1 Inventing Seeds 2.4.2.1.1

Seed Surprise 2.2.1.1.1 2.4.1.1.1 2.4.3.1.1

Plant Puzzles 2.4.1.1.1 2.4.3.1.1

What’s Inside a Seed? 2.1.1.2.1 2.4.3.1.1

Plant Pages 2.1.1.2.1 2.2.1.1.1 2.4.1.1.1 2.4.2.1.1 2.4.3.1.1

Root Roles 2.1.1.2.1 2.4.2.1.1

Garden Guides 2.1.1.2.1 2.4.2.1.1

Super Stems 2.1.1.2.1 2.4.2.1.1 2.4.3.1.1

Math Tab

Leaf Lookout 2.1.1.2.1 2.4.2.1.1 2.4.3.1.1

Harvest Countdown 2.1.1.2.1

Group Garden 2.1.1.2.1 2.2.1.1.1 2.4.2.1.1 2.4.3.1.1

Social Studies Tab

How Does Your Garden Grow?

2.1.1.2.1 2.4.2.1.1 2.4.3.1.1

Vegetable Scavenger 2.1.1.2.1 2.4.1.1.1

Plants Help People 2.1.1.2.1

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