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WASHINGTON TOWNSHIP PUBLIC SCHOOLS

Washington Township Public Schools

Office of Curriculum & Instruction

Course:

Science – Grade 5

Written By:

Science Committee

Under the Direction of:

Barbara Marciano & Jeffrey Pollock

Description:

Oceans: Systems on Earth are dependant upon the abundance of water and the interaction of this water with the atmosphere. Why do marine organisms live in different locations in the oceans? What forces can cause water to move? Which structures on land model the structures of the ocean floor? How does salinity affect marine life and life on land? What valuable natural resources can be taken from the ocean? How do pollutants upset the ecological balance in bodies of water?

Space: An understanding of the history and the interacting systems of the universe come from studying Earth and its relationship to the sun, planets and galaxies through the use of technological tools.

Electricity and Magnetism: Current electricity is a flow of electrons. A magnetic field can produce an electric current.

Dr. Cheryl L. Simone: Superintendent of Schools

Joseph A. Vandenberg: Assistant Superintendent for Instruction

Barbara E. Marciano: Director of Elementary Education

Written:

Summer 2008

Revised:

Aligned with 2009 NJCCCS (7/2010) and 2010 Common Core State Standards (7/2011)

BOE Approval:

7/18/2011

Unit Overview

Course Title:

S5

Unit #:

Introduction to Unit 1, 2, & 3

Unit Title:

Scientific Method

Unit Description:

The Scientific Method is a universal method for conducting experiments. Students will learn: What is the scientific method? Why do scientists use the scientific method? What are the steps in the scientific method? Why is the scientific method an important component to understanding science? What tools do scientists use? What inquiry skills do scientists use?

Enduring Understandings/Generalizations

Students will understand that:

There are six steps to the scientific method.

Guiding Questions

1. Why do scientists measure and observe objects?

2. Why do scientists classify and compare using the scientific

3. What is the difference between a dependent and independent variable?

4. What is a hypothesis?

5. In what ways do scientists gather their research?

6. What do scientists look for when they make their observations?

7. How do scientists report their conclusions?

8. What inquiry skills do scientists use?

CURRICULUM – Unit Plan

Course Title:

Science – Grade 5

Core Content Standards and Cumulative Progress Indicators:

Unit Title:

Introduction to Units 1, 2, & 3

5.1.8 A 1-4

5.3.8 A 1

5.3.8 D 1-2

Time Allocation:

2 Weeks

5.1.8 B 1-3

5.3.8 B 1

5.4.6 B 1

Conceptual Lens:

Scientific Processes

5.1.8 C 1-2

5.3.8 C 1

A. CONTENT/SKILLS

B. SKILL OBJECTIVES

C. LEARNING ACTIVITIES & INSTRUCTIONAL RESOURCES

D. EVALUATION/ASSESSMENT

Scientific Method

There are six steps to the scientific method:

· Problem/Question

· Research

· Hypothesis

· Experiment

· Observations

· Conclusions/Findings

Inquiry is an organized way to gather information and answer questions.

Understand and practice safety procedures for conducting science investigations.

· Observe

· Draw conclusions

· Compare/Contrast

· Infer

· Predict

· Measure

· Classify

· Hypothesize

· Graph

· Interpret Data

· Pose the question: What do I want to wear today? Use the scientific method to answer this question.

· Compare the measurement of a balloon with and without air. Discuss results to identify variables.

· Design a paper airplane to hypothesis the time and distance it will travel.

· Build a balloon rocket to predict how far the rocket will travel.

· Observe the difference in oranges to be able to identify your orange.

· Classify a set of objects into different categories.

· Predict how many paper clips it will take to overflow a full cup of water.

Performance assessments

Quizzes

Tests

Prompts

Observations

Dialogues

Student Self-Assessment

Peer Assessment

Work Samples

· Labs

· Projects

· Notebooks

Oral Presentations

Unit Overview

Course Title:

Science – Grade 5

Unit #:

1

Unit Title:

Oceans

Unit Description:

Systems on Earth are dependant upon the abundance of water and the interaction of this water with the atmosphere. Why do marine organisms live in different locations in the oceans? What forces can cause water to move? Which structures on land model the structures of the ocean floor? How does salinity affect marine life and life on land? What valuable natural resources can be taken from the ocean? How do pollutants upset the ecological balance in bodies of water?


Guiding Questions


Water Properties

Water is found nearly everywhere on Earth as a gas, a liquid, or a solid.

When a substance is added or subtracted to a pure substance, it changes the properties of the substance.

F –Where on earth is water found in different states?

F –What properties are changed when salt is added to water?

F –What properties are changed when salt is subtracted from water?

F –How does the process of desalination work?

C –What changes occur when a substance is added or subtracted to a pure substance?

F –Which property of water makes the water cycle possible?


Guiding Questions


Marine Life

Level I: Environmental factors influence an organism’s biology and behavior.

Level II: An organism’s adaptations vary according to location.

Level III: Locational characteristics of a habitat reflect the adaptations of organisms in an ecosystem

C –Why do marine organisms live in different locations in the ocean?

C –How do vertebrates and invertebrates adopt to different conditions in the ocean?

C –In what ways do locations in the ocean differ?

C –How does temperature influence adaptations inn different locations?

· Depth

· Pressure

· Salinity

C –How does the food chain promote interdependence among marine organisms?

C –Why do some species become endangered, or even extinct, while others survive?

Oceans Forces/Movements

Level I: Interaction of forces may influence the movement of water.

Level II: Forces such as wind, gravity, temperature, and geological disturbances may cause natural movements in bodies of water.

Level III: The size and depth of a body of water determines the degree to which forces affect changes

F –What forces can cause water to move?

F –What are the forces that are the cause of waves, tides, currents?

C –How do the size and depth of an ocean determine the degree to which forces affect change?

C –How are sound waves used to measure distance?

C –What forces affect the water cycle?

F –How does the water cycle work?


Guiding Questions


Geological Forces

Level I: Geological forces create energy, which causes change in the structure on both land and in underwater environments.

C –How do geological forces cause energy, which results in changes in structure on land and in water?

F –What are the geological forces that create energy?

Geological Structures

Geological structures may be similar on land and in water environments.

F –Which structures on land model the structures on the ocean floor?

F –What structures on land and below sea level are caused by geological disturbances?

F –What are the structures on the ocean floor?

C –What are the implications for realizing the similarities and characteristics of structures above and below sea level?

Pollution/Environment

Level I: Pollutants may change ecosystems in bodies of water.

Level II: Pollutants may upset the ecological balance in bodies of water.

F –What pollutants may upset the ecological balance in bodies of water?

F –How do pollutants reach the bodies of water?

F –How are pollutants removed from bodies of water?

C –How do pollutants upset the ecological balance in bodies of water?

Natural Resources

Level I: Environment provides natural resources.

Level II: Industries use different processes to extract natural resources from bodies of water.

F –How and why are natural resources extracted from bodies of water?

C –How does industry use natural resources?

(OceansWater PropertiesSalinityDesalinationSolid, Liquid, GasMarine LifeVertebrates/InvertebratesOne-celled organismsAdaptations/diversityDepthPressureTemperatureSalinityPlant lifeBioluminescenceSurvivalThe Food ChainOcean GeologyOcean floor features/topographyContinental ShelfContinental SlopeAbyssal PlainSeafloor PlainSea MountTrenchMid-ocean RidgeNatural ResourcesPollution/environmentOcean Forces/MovementForcesTemperatureWindGravityMoonSunMovementWavesTidesCurrentsWater CycleCritical Content/Concept WebUnit Theme:OceansConceptual Lens:Systems/InteractionUnit OverviewSystems on Earth are dependent upon the abundance of water and the interaction of this water with the atmosphere. Why do marine organisms live in different locations in the oceans? What forces can cause water to move? Which structures on land model the structures of the ocean floor? How does salinity affect marine life and life on land? What valuable natural resources can be taken from the ocean? How do pollutants upset the ecological balance in bodies of water?Grade Level: 5Designers: Science Committee )

(Theme: OceansConceptual Lens:Systems/InteractionsWritingWrite a descriptive paragraph (story) of the undersea world as viewed from the porthole of your submersible as you descend to explore the ocean floor.Social StudiesCreate a poster caricature of a famous oceanographer such as Jacques Cousteau. Cut out the face of the poster and place your face in the space. Give an oral presentation of his/her life.ArtCreate a scene looking through a porthole of a submersible using oak tag and blue cellophane.MathGiven specific points and the formula for the speed of sound, graph the topography of an area of the ocean floor.ReadingRead the article ”Voyage to the Last Frontier.” Create a diorama of a scene from the article.)

CURRICULUM – Unit Plan

Course Title:

Science – Grade 5


Unit Title:

Unit 1/Oceans

5.1.8 A 1-4

5.3.8 A 1

5.3.8 D 1-2

5.7.6 B 1-2

Time Allocation:

11 Weeks

5.1.8 B 1-3

5.3.8 B 1

5.4.6 B 1

5.8.6 B 1-2

Conceptual Lens:

Systems/Interactions

5.1.8 C 1-2

5.3.8 C 1

5.6.6 A 3-4

5.10.6 A 1-25.10.5 B 1-2

A. CONTENT/SKILLS

B. SKILL OBJECTIVES



Water Properties

· Water is found as a solid (ice), liquid (water), and gas (water vapor)

· Water is found in oceans, lakes, rivers, streams, clouds, soil, ground water, glaciers, ice caps, plants, and animals.

· The addition and subtraction of varying quantities of salt affects the density of water.

· Salt can be removed from water with the process of desalination.

· Observe

· Draw conclusions

· Compare/Contrast

· Construct Models

· Infer

· Predict

· Measure

· Classify

· Hypothesize

· Graph

· Make a water path to find out about the state of water in different places.

· Create a pictograph to compare the amounts of water in different places.

· Measure the amount of water found in an apple (to extend, use other fruits).

· Use globes or maps to circumnavigate the world’s oceans to show interconnection.

· Compare the freezing point of fresh water and salt water.

· Demonstrate how salt added to water cause objects to become more buoyant (can be done as a demonstration or as a group activity.)

· Use varied amounts of salt in colored water. Layer the water mixtures in straws to compare the density of water when salt is added.

· Allow a supersaturated mixture of saltwater to evaporate over a two-week period.

· Set up a demonstration to show the process of desalination in two different ways.

· Set up a group activity where students make fresh water from salt water using the process of evaporation and condensation.

· Show the affects of salt water on plants using two plants: one plant is watered with fresh water; one plant is watered with salt water.


Quizzes

Tests

Prompts

Observations

Dialogues


Peer Assessment

Work Samples

· Labs

· Projects

· Notebooks

Oral Presentations

(Unit Theme: OceansConceptual Lens:Interaction/SystemsInstructor:Subject: ScienceGrade Level: 5Time Frame:Date(s):Critical ContentSkills(Water Properties)Water is found nearly everywhere on Earth as a gas, a liquid, or a solid.Enduring Understanding(s)Guiding QuestionsSuggested ActivitiesStandardsStandardsWhere on earth is water found in different states?Water is found as a solid (ice), liquid (water), and gas (water vapor).Water is found in oceans, lakes, rivers, streams, clouds, soil, ground water, glaciers, icecaps, plants, and animals.5.6.6 A 45.8.6 B 2Investigate famous blizzards, hurricanes, floods and tornadoes. Refer to Text pg 404 S.St Link Skill: InquiryWater, Water Everywhere Lab. Refer to Text pg 406-407. Lab manual pg 118Insta-Lab – Making Rain Drops. Refer to Text pg 411.Refer to hspscience.com for movie about water cycleCompareInterpret dataPredictInferGraphCommunicateMeasure5.1.8 A 1-45.1.8 B 1-45.1.8 C 1-25.3.8 A 15.3.8 B 15.3.8 C 15.3.8 D 1-25.4.6.B 1) (Assessment StrategiesInstructional StrategiesMaterials/ResourcesTeacher NotesDifferentiated InstructionalStrategies__Multiple Intelligences__Cooperative Learning__Jigsaw Learning__Response Strategies__Think/Pair/Share__Peer Practice__Lab__Learning Centers__Cross-age __Tutoring/Collaboration__Teacher Directed__Modeling (Teacher/Student)__Inquiry/Exploration__Constructivism (Tech)__KWL/Graphic Organizers__Technology/ElectronicCHALLENGED__Hands-on/manipulative__Study Buddies__Small Group__Direct Instruction/Re-Direct__Task Analysis /Modification__Audio Tapes__Multiple Intelligences__Simplified Graphic Organizers__Adaptive/Alternate Response Modes (Laptops)__Interval Feedback__Portfolios/Journal__Quiz__Tests__Teacher Observations__Rubrics__Dialogues__Performance Task__Student Evaluations__Self & Peer Evaluations__Lab__Projects__Notebooks/Journals__Prompts__Electronic AssessmentENRICHED__Independent Study__Student/Model/ Instructor__Advanced Peer Study Groups__Technology/Electronic__Mentorship w/ HS__Metacognitive Strategies__Access to Expanded/Advanced Resources) (Unit Theme:OceansConceptual Lens:Systems/InteractionInstructor:Subject: ScienceGrade Level: 5Time Frame:Date(s):Critical ContentSkills(Water Properties)When a substance is added or subtracted to a pure substance, it changes the properties of the substance.Enduring Understanding(s)Guiding QuestionsSuggested ActivitiesStandardsStandardsF –What properties are changed when salt is added to water?F –What properties are changed when salt is subtracted from water?F –How does the process of desalination work?C –What changes occur when a substance is added or subtracted to a pure substance?F – Which property of water makes the water cycle possible?The addition and subtraction of varying quantities of salt affects the density of water.That salt can be removed from water with the process of desalination.5.6.6 A 3-4HSP TextIcy Water Pg 434-435Which Freezes Faster, Fresh Water or Salt Water?ObserveDraw conclusionsCompare/contrastInferPredictMeasureHypothesizeGraph5.1.8 A 1-45.1.8. B 1-45.1.8 C 1-25.3.8 A 15.3.8 B 15.3.8 C15.3.8 D 1-24.4.6.B 1) (Assessment StrategiesInstructional StrategiesMaterials/ResourcesTeacher NotesDifferentiated InstructionalStrategies__Multiple Intelligences__Cooperative Learning__Jigsaw Learning__Response Strategies__Think/Pair/Share__Peer Practice__Lab__Learning Centers__Cross-age __Tutoring/Collaboration__Teacher Directed__Modeling (Teacher/Student)__Inquiry/Exploration__Constructivism (Tech)__KWL/Graphic Organizers__Technology/ElectronicCHALLENGED__Hands-on/manipulative__Study Buddies__Small Group__Direct Instruction/Re-Direct__Task Analysis /Modification__Audio Tapes__Multiple Intelligences__Simplified Graphic Organizers__Adaptive/Alternate Response Modes (Laptops)__Interval Feedback__Portfolios/Journal__Quiz__Tests__Teacher Observations__Rubrics__Dialogues__Performance Task__Student Evaluations__Self & Peer Evaluations__Lab__Projects__Notebooks/Journals__Prompts__Electronic AssessmentDoes it Sink or Does it Float? Earth’s Oceans p.15 (Try This Activity) A golf ball works just as well with this activity without the danger of breakage.Salinity—Higher or Lower? Earth’s Oceans p.21 (Try This Activity) This activity can be done in conjunction with the activity on pg. 15.ENRICHED__Independent Study__Student/Model/ Instructor__Advanced Peer Study Groups__Technology/Electronic__Mentorship w/ HS__Metacognitive Strategies__Access to Expanded/Advanced Resources)CURRICULUM – Unit Plan

Course Title:

Science – Grade 5


Unit Title:

Unit 1/Oceans

5.1.8 A 1-4

5.3.8 A 1

5.3.8 D 1-2

5.7.6 B 1-2

Time Allocation:

11 Weeks

5.1.8 B 1-3

5.3.8 B 1

5.4.6 B 1

5.8.6 B 1-2

Conceptual Lens:


5.1.8 C 1-2

5.3.8 C 1

5.6.6 A 3-4

5.10.6 A 1-25.10.5 B 1-2

A. CONTENT/SKILLS

B. SKILL OBJECTIVES



Marine Life

· Differences between vertebrates and invertebrates.

· The ocean provides products for human use and consumption.

· The ocean’s environmental factors affect marine life’s biological structures and behavioral patterns.

· Depth, pressure, temperature, and salinity are terms representing environmental factors.

· Bioluminescence, camouflage, defense mechanisms, endangered, and extinct are the terms representing survival factors.

· Hierarchy in the food chain.

· Observe

· Draw conclusions

· Compare/Contrast

· Construct Models

· Infer

· Predict

· Measure

· Classify

· Hypothesize

· Graph

· Create a marine organism in its habitat.

· Marine organism performance assessment project at end of this unit should be started at this time with research on a given marine organism.

· Marine organism flip book containing the essential information about that organism.

· Health correlation: Chapter 2


Quizzes

Tests

Prompts

Observations

Dialogues


Peer Assessment

Work Samples

· Labs

· Projects

· Notebooks

Oral Presentations

(C –Why do marine organisms live in different locations in the ocean?C –How do vertebrates and invertebrates adopt to different conditions in the ocean?F –In what ways do locations in the ocean differ?C –How does temperature influence adaptations in different locations?DepthPressureSalinityC – How does the food chain promote interdependence among marine organisms?C –Why do some species become endangered, or even extinct, while others survive?) (Guiding Questions) (5.1.8 A 1-45.1.8 B 1-35.1.8 C 1-25.3.8 A 15.3.8 B 15.3.8 C 15.3.8 D 1-25.4.6.B 1) (ObserveDraw conclusionsCompare/contrastConstruct modelsInferPredictMeasureClassifyHypothesize) (Create a marine organism in its habitat. Marine Organism Performance Assessment Project at end of this unit should be started at this time with research on a given marine organism.Design and Technology : Hydraulics/Pneumatics ) (5.8.6B-15.10.6 A1-2, B1-2) (There are differences between vertebrates and invertebrates.The ocean provides products for human use and consumption.The ocean’s environmental factors affect marine life’s biological structures and behavioral patterns.That depth, pressure, temperature, salinity are terms representing environmental factors.That bioluminescence, camouflage, defense mechanisms, endangered, and extinct are the terms representing survival factors. There is a hierarchy in the food chain) (Standards) (Standards) (Suggested Activities) (Enduring Understanding(s)) ((Marine Life)Location characteristics of a habitat reflect the adaptations of organisms in an ecosystem) (Skills) (Critical Content) (Instructor:Subject: ScienceGrade Level: 5Time Frame:Date(s):) (Unit Theme: OceansConceptual Lens: Systems/Interaction) (Assessment StrategiesInstructional StrategiesMaterials/ResourcesTeacher NotesDifferentiated InstructionalStrategies__Multiple Intelligences__Cooperative Learning__Jigsaw Learning__Response Strategies__Think/Pair/Share__Peer Practice__Lab__Learning Centers__Cross-age __Tutoring/Collaboration__Teacher Directed__Modeling (Teacher/Student)__Inquiry/Exploration__Constructivism (Tech)__KWL/Graphic Organizers__Technology/ElectronicCHALLENGED__Hands-on/manipulative__Study Buddies__Small Group__Direct Instruction/Re-Direct__Task Analysis /Modification__Audio Tapes__Multiple Intelligences__Simplified Graphic Organizers__Adaptive/Alternate Response Modes (Laptops)__Interval Feedback__Portfolios/Journal__Quiz__Tests__Teacher Observations__Rubrics__Dialogues__Performance Task__Student Evaluations__Self & Peer Evaluations__Lab__Projects__Notebooks/Journals__Prompts__Electronic AssessmentVarious marine organism report criteria given in CG. This performance task rubric is found at the end of this CG. It is suggested that students be shown this grading tool before starting report and project. Hydraulics and Pneumatics are taught to prepare students to add movement to their ocean project. Lesson on this skill is included in the Teacher’s Resource of this CG.ENRICHED__Independent Study__Student/Model/ Instructor__Advanced Peer Study Groups__Technology/Electronic__Mentorship w/ HS__Metacognitive Strategies__Access to Expanded/Advanced Resources)CURRICULUM – Unit Plan

Course Title:

Science – Grade 5


Unit Title:

Unit 1/Oceans

5.1.8 A 1-4

5.3.8 A 1

5.3.8 D 1-2

5.7.6 B 1-2

Time Allocation:

11 Weeks

5.1.8 B 1-3

5.3.8 B 1

5.4.6 B 1

5.8.6 B 1-2

Conceptual Lens:


5.1.8 C 1-2

5.3.8 C 1

5.6.6 A 3-4

5.10.6 A 1-25.10.5 B 1-2

A. CONTENT/SKILLS

B. SKILL OBJECTIVES



Ocean Forces/Movements

· Forces that cause water to move: wind, gravity, temperature, and geological disturbances.

· Major water movements are: types of currents, types of tides, and waves.

· The water cycle is a process.

· Observe

· Draw conclusions

· Compare/Contrast

· Construct Models

· Infer

· Predict

· Measure

· Classify

· Hypothesize

· Graph

Currents

· Fill container with water. Place on overhead. Blow on water to show movement be wind as in surface currents.

· Diagram trade winds and westerlies causing circling surface currents.

· Graph the movement of deep-ocean currents/warm surface currents.

· Make a model to find out how water temperature affects the way ocean water moves.

· Use transparency to find out how salt affects the way ocean water moves.

Tides

· Graph the water level of a harbor for a 24-hour period.

· Using newspaper tide chart to discover the number of hours that lapse between low and high tide.

· Bring in tide chart from newspaper for 3-5 consecutive days. Compare times of high and low tide to show how times differ by about an hour a day.

· Diagram how the alignment of the sun, Earth, and moon create Neap tide and Spring tides.

Waves

· Create a model to show how wind creates waves.

· Use a rope with a colored marker to understand how waves move through the ocean.

· Use the transparency included in CG to how the parts of a wave.

· Harcourt Theme 4 – Oceans

· Model the water cycle using several strategies.


Quizzes

Tests

Prompts

Observations

Dialogues


Peer Assessment

Work Samples

· Labs

· Projects

· Notebooks

Oral Presentations

(5.1.8. A 1-45.1.8 B 1-35.1.8 C 1-25.3.8 A -15.4.6 B 1) (ObserveDraw conclusionsCompare/contrastConstruct modelsInferPredictMeasureHypothesizeGraph) (CurrentsHSP Text ph 444Making Waves – Blow on water to show movement by wind as in surface currents.Create a diagram illustration Trade winds & Westerlies HSP Text pg 40297) (5.7.6 A2-3, B 1-2) (There are forces that cause water to move: wind, gravity, temperature, and geological disturbances.The major water movements are: types of currents, types of tides, waves) (F –What forces can cause water to move?F –What are the forces that are the cause of waves, tides, currents?C –How does the size and depth of an ocean determine the degree to which forces affect change?) (Standards) (Standards) (Suggested Activities) (Guiding Questions) (Enduring Understanding(s)) ((Ocean Forces/Movement)Interaction of forces may influence the movement of water.) (Skills) (Critical Content) (Instructor:Subject: ScienceGrade Level: 5Time Frame:Date(s):) (Unit Theme:OceansConceptual Lens: Systems/Interaction) (Assessment StrategiesInstructional StrategiesMaterials/ResourcesTeacher NotesDifferentiated InstructionalStrategies__Multiple Intelligences__Cooperative Learning__Jigsaw Learning__Response Strategies__Think/Pair/Share__Peer Practice__Lab__Learning Centers__Cross-age __Tutoring/Collaboration__Teacher Directed__Modeling (Teacher/Student)__Inquiry/Exploration__Constructivism (Tech)__KWL/Graphic Organizers__Technology/ElectronicCHALLENGED__Hands-on/manipulative__Study Buddies__Small Group__Direct Instruction/Re-Direct__Task Analysis /Modification__Audio Tapes__Multiple Intelligences__Simplified Graphic Organizers__Adaptive/Alternate Response Modes (Laptops)__Interval Feedback__Portfolios/Journal__Quiz__Tests__Teacher Observations__Rubrics__Dialogues__Performance Task__Student Evaluations__Self & Peer Evaluations__Lab__Projects__Notebooks/Journals__Prompts__Electronic AssessmentVideodisc: Oceanography : Side B “Lesson: The Ocean Floor: The Last Frontier on Earth, Part I: Waves and CurrentsTradewinds & Westerlies are not found in either book but terms have been defined on transparency.ENRICHED__Independent Study__Student/Model/ Instructor__Advanced Peer Study Groups__Technology/Electronic__Mentorship w/ HS__Metacognitive Strategies__Access to Expanded/Advanced Resources) (Unit Theme: OceansConceptual Lens:Systems/InteractionInstructor:Subject: ScienceGrade Level: 5Time Frame:Date(s):Critical ContentSkills(Ocean Forces/Movement)Forces such as wind, gravity, temperature, and geological disturbances may cause natural movements in bodies of water.Enduring Understanding(s)Guiding QuestionsSuggested ActivitiesStandardsStandardsF –What forces can cause water to move?F –What are the forces that are the cause of waves, tides, currents?C –How does the size and depth of an ocean determine the degree to which forces affect change?There are forces that cause water to move: wind, gravity, temperature, and geological disturbances.The major water movements are: types of currents, types of tides, waves5.7.6 A2-3, B 1-2TidesHow Do Tides Affect the Water Level?Activity: Graph the water level of a harbor for a 24-hour period. Comparing Tide TablesActivity: Bring in tide chart from newspaper for 3-5 consecutive days. Compare times of high and low tide to show how times differ by about an hour a day.Neap Tides and Spring Tides Refer to diagram in book to show how alignment of the moon and sun affect tides.ObserveDraw conclusionsCompare/contrastConstruct modelsInferPredictMeasureHypothesizeGraph5.1.8. A 1-45.1.8 B 1-35.1.8 C 1-25.3.8 A -15.4.6 B 1) (Assessment StrategiesInstructional StrategiesMaterials/ResourcesTeacher NotesDifferentiated InstructionalStrategies__Multiple Intelligences__Cooperative Learning__Jigsaw Learning__Response Strategies__Think/Pair/Share__Peer Practice__Lab__Learning Centers__Cross-age __Tutoring/Collaboration__Teacher Directed__Modeling (Teacher/Student)__Inquiry/Exploration__Constructivism (Tech)__KWL/Graphic Organizers__Technology/ElectronicCHALLENGED__Hands-on/manipulative__Study Buddies__Small Group__Direct Instruction/Re-Direct__Task Analysis /Modification__Audio Tapes__Multiple Intelligences__Simplified Graphic Organizers__Adaptive/Alternate Response Modes (Laptops)__Interval Feedback__Portfolios/Journal__Quiz__Tests__Teacher Observations__Rubrics__Dialogues__Performance Task__Student Evaluations__Self & Peer Evaluations__Lab__Projects__Notebooks/Journals__Prompts__Electronic AssessmentENRICHED__Independent Study__Student/Model/ Instructor__Advanced Peer Study Groups__Technology/Electronic__Mentorship w/ HS__Metacognitive Strategies__Access to Expanded/Advanced Resources) (HSP Text pg 444 Making WavesThe Water Cycle- refer to Science textbook ) (5.1.8. A 1-45.1.8 B 1-35.1.8 C 1-25.3.8 A -15.4.6 B 1) (ObserveDraw conclusionsCompare/contrastConstruct modelsInferPredictHypothesize) (5.7.6 A2-3, B 1-2) (There are forces that cause water to move: wind, gravity, temperature, and geological disturbances.The major water movements are: types of currents, types of tides, wavesThe water cycle is a process. ) (F –What forces can cause water to move?F –What are the forces that are the cause of waves, tides, currents?C – How does the size and depth of an ocean determine the degree to which forces affect change?C –How are sound waves used to measure distance?C –What forces affect the water cycle?F –How does the water cycle work?) (Standards) (Standards) (Suggested Activities) (Guiding Questions) (Enduring Understanding(s)) ((Ocean Forces/Movement)The size and depth of a body of water determines the degree to which forces affect changes) (Skills) (Critical Content) (Instructor:Subject: ScienceGrade Level: 5Time Frame:Date(s):) (Unit Theme:OceansConceptual Lens:Systems/Interaction) (Assessment StrategiesInstructional StrategiesMaterials/ResourcesTeacher NotesDifferentiated InstructionalStrategies__Multiple Intelligences__Cooperative Learning__Jigsaw Learning__Response Strategies__Think/Pair/Share__Peer Practice__Lab__Learning Centers__Cross-age __Tutoring/Collaboration__Teacher Directed__Modeling (Teacher/Student)__Inquiry/Exploration__Constructivism (Tech)__KWL/Graphic Organizers__Technology/ElectronicCHALLENGED__Hands-on/manipulative__Study Buddies__Small Group__Direct Instruction/Re-Direct__Task Analysis /Modification__Audio Tapes__Multiple Intelligences__Simplified Graphic Organizers__Adaptive/Alternate Response Modes (Laptops)__Interval Feedback__Portfolios/Journal__Quiz__Tests__Teacher Observations__Rubrics__Dialogues__Performance Task__Student Evaluations__Self & Peer Evaluations__Lab__Projects__Notebooks/Journals__Prompts__Electronic AssessmentVideodisc – Oceanography -The Water CycleVideo footage and animated diagram.It is suggested that during the water cycle activities students act out the path a drop of water will travel.ENRICHED__Independent Study__Student/Model/ Instructor__Advanced Peer Study Groups__Technology/Electronic__Mentorship w/HS__Metacognitive Strategies__Access to Expanded/Advanced Resources)CURRICULUM – Unit Plan

Course Title:

Science – Grade 5


Unit Title:

Unit 1/Oceans

5.1.8 A 1-4

5.3.8 A 1

5.3.8 D 1-2

5.7.6 B 1-2

Time Allocation:

11 Weeks

5.1.8 B 1-3

5.3.8 B 1

5.4.6 B 1

5.8.6 B 1-2

Conceptual Lens:


5.1.8 C 1-2

5.3.8 C 1

5.6.6 A 3-4

5.10.6 A 1-25.10.5 B 1-2

A. CONTENT/SKILLS

B. SKILL OBJECTIVES



Geological Forces

· Volcanoes, earthquakes, erosion, and tectonic plates change the structure of land and water environments.

· Observe

· Draw conclusions

· Compare/Contrast

· Construct Models

· Infer

· Predict

· Measure

· Classify

· Hypothesize

· Graph

· View footage to depict formation of volcanoes, earthquakes, erosion, and shift of tectonic plates. Use internet, Safari Montage, videos, and videodisc.

· Make a model recreating the ocean floor.


Quizzes

Tests

Prompts

Observations

Dialogues


Peer Assessment

Work Samples

· Labs

· Projects

· Notebooks

Oral Presentations

(Unit Theme:OceansConceptual Lens:Systems/InteractionInstructor:Subject: ScienceGrade Level: 5Time Frame:Date(s):Critical ContentSkills(Geological Forces)Geological forces create energy that causes change in the structure on both land and in underwater environments.Enduring Understanding(s)Guiding QuestionsSuggested ActivitiesStandardsStandardsC –How do geological forces cause energy, which results in changes in structure on land and in water? F –What are the geological forces that create energy?Volcanoes, earthquakes, erosion, and tectonic plates change the structure of land and water environments.5.7.6 A2-3, B 1-2View videodisc: OceanographyHSP Text pg 454 The affect of waves on a beachObserveDraw conclusionsCompare/contrastInferPredictHypothesize5.1.8. A 1-45.1.8 B 1-35.1.8 C 1-25.3.8 A -15.4.6 B 1) (Assessment StrategiesInstructional StrategiesMaterials/ResourcesTeacher NotesDifferentiated InstructionalStrategies__Multiple Intelligences__Cooperative Learning__Jigsaw Learning__Response Strategies__Think/Pair/Share__Peer Practice__Lab__Learning Centers__Cross-age __Tutoring/Collaboration__Teacher Directed__Modeling (Teacher/Student)__Inquiry/Exploration__Constructivism (Tech)__KWL/Graphic Organizers__Technology/ElectronicCHALLENGED__Hands-on/manipulative__Study Buddies__Small Group__Direct Instruction/Re-Direct__Task Analysis /Modification__Audio Tapes__Multiple Intelligences__Simplified Graphic Organizers__Adaptive/Alternate Response Modes (Laptops)__Interval Feedback__Portfolios/Journal__Quiz__Tests__Teacher Observations__Rubrics__Dialogues__Performance Task__Student Evaluations__Self & Peer Evaluations__Lab__Projects__Notebooks/Journals__Prompts__Electronic AssessmentVideodisc – OceanographyVideo footage of volcanoes, ocean vents, mid-ocean ridge formation.ENRICHED__Independent Study__Student/Model/ Instructor__Advanced Peer Study Groups__Technology/Electronic__Mentorship w/HS__Metacognitive Strategies__Access to Expanded/Advanced Resources)CURRICULUM – Unit Plan

Course Title:

Science – Grade 5


Unit Title:

Unit 1/Oceans

5.1.8 A 1-4

5.3.8 A 1

5.3.8 D 1-2

5.7.6 B 1-2

Time Allocation:

11 Weeks

5.1.8 B 1-3

5.3.8 B 1

5.4.6 B 1

5.8.6 B 1-2

Conceptual Lens:


5.1.8 C 1-2

5.3.8 C 1

5.6.6 A 3-4

5.10.6 A 1-25.10.5 B 1-2

A. CONTENT/SKILLS

B. SKILL OBJECTIVES



Geological Structures

· The ocean floor is made up of different components.

· Structures above sea level are made up of different components.

· Similarities and characteristics of the structures above and below sea level.

· Observe

· Draw conclusions

· Compare/Contrast

· Construct Models

· Infer

· Predict

· Measure

· Classify

· Hypothesize

· Graph

· Imagine the ocean floor with all of the water removed. Use chart paper and create a line to resemble the ocean floor.

· After constructing a model of the ocean floor in a plastic box, cover the box and brainstorm ways to measure to the bottom without being able to see.

· Measure the amount of time a ball takes to return from a given distance. The longer the distance, the longer it takes to return. (SONAR)

· Design a submersible that will explore the ocean floor and return to the surface.


Quizzes

Tests

Prompts

Observations

Dialogues


Peer Assessment

Work Samples

· Labs

· Projects

· Notebooks

Oral Presentations

(5.7.6A 2-3B 1-2) (5.1.8. A 1-45.1.8 B 1-35.1.8 C 1-25.3.8 A -15.4.6 B 1) (ObserveDraw conclusionsCompare/contrastInferPredictHypothesizeGraphingMeasuring) (Refer to diagram in Science TextbookDesign a model of the Ocean Floor.Safari Montage) (The ocean floor is made up of different the components.The structures above sea level are made up of different components.The similarities and characteristics of the structures above and below sea level.) (F –Which structures on land model the structures on the ocean floor?F –What structures on land and below sea level are caused by geological disturbances?F –What are the structures on the ocean floor?C –What are the implications for realizing the similarities and characteristics of structures above and below sea level?) (Standards) (Standards) (Suggested Activities) (Guiding Questions) (Enduring Understanding(s)) ((Geological Structures)Geological structures may be similar on land and in water environments.) (Skills) (Critical Content) (Instructor:Subject: ScienceGrade Level: 5Time Frame:Date(s):) (Unit Theme:OceansConceptual Lens:Systems/Interaction) (Assessment StrategiesInstructional StrategiesMaterials/ResourcesTeacher NotesDifferentiated InstructionalStrategies__Multiple Intelligences__Cooperative Learning__Jigsaw Learning__Response Strategies__Think/Pair/Share__Peer Practice__Lab__Learning Centers__Cross-age __Tutoring/Collaboration__Teacher Directed__Modeling (Teacher/Student)__Inquiry/Exploration__Constructivism (Tech)__KWL/Graphic Organizers__Technology/ElectronicCHALLENGED__Hands-on/manipulative__Study Buddies__Small Group__Direct Instruction/Re-Direct__Task Analysis /Modification__Audio Tapes__Multiple Intelligences__Simplified Graphic Organizers__Adaptive/Alternate Response Modes (Laptops)__Interval Feedback__Portfolios/Journal__Quiz__Tests__Teacher Observations__Rubrics__Dialogues__Performance Task__Student Evaluations__Self & Peer Evaluations__Lab__Projects__Notebooks/Journals__Prompts__Electronic AssessmentVideodisc – Oceanography Diagram of ocean floor with labels and explanation.Video footage of a submersible/bathyscaphe capturing marine organisms.Submersibles Access InternetENRICHED__Independent Study__Student/Model/ Instructor__Advanced Peer Study Groups__Technology/Electronic__Mentorship w/HS__Metacognitive Strategies__Access to Expanded/Advanced Resources)CURRICULUM – Unit Plan

Course Title:

Science – Grade 5


Unit Title:

Unit 1/Oceans

5.1.8 A 1-4

5.3.8 A 1

5.3.8 D 1-2

5.7.6 B 1-2

Time Allocation:

11 Weeks

5.1.8 B 1-3

5.3.8 B 1

5.4.6 B 1

5.8.6 B 1-2

Conceptual Lens:


5.1.8 C 1-2

5.3.8 C 1

5.6.6 A 3-4

5.10.6 A 1-25.10.5 B 1-2

A. CONTENT/SKILLS

B. SKILL OBJECTIVES



Pollution and Environment

· Ocean pollutant: oil, sewage, thermal, chemicals and chemical dumping, and medical waste cause pollution.

· There are consequences that result in pollution to the ocean system.

· Observe

· Draw conclusions

· Compare/Contrast

· Construct Models

· Infer

· Predict

· Measure

· Classify

· Hypothesize

· Graph

· Brainstorm different methods to remove oil from an oil spill. Experiment with various designs.

· Model steps for purifying water at a water treatment plant.

· Model the spreading of pollution through water using food coloring as the pollution.

· Model the filtering of water using various types of filters.


Quizzes

Tests

Prompts

Observations

Dialogues


Peer Assessment

Work Samples

· Labs

· Projects

· Notebooks

Oral Presentations

(ObserveDraw conclusionsCompare/contrastInferPredictHypothesize) (5.1.8. A 1-45.1.8 B 1-35.1.8 C 1-25.3.8 A -15.4.6 B 1) (HSP Text pg 368Cleaning Water HSP Text 373 – Insta-LabTraveling pollution) (5.7.6A 2-3B 1-2) (Ocean pollutants: oil, sewage, thermal, chemicals and chemical dumping, and medical waste cause ocean pollution.There are consequences that result in pollution to the ocean system.) (F –What pollutants may upset the ecological balance in bodies of water?F –How do pollutants reach the bodies of water?F –How are pollutants removed from bodies of water?C –How do pollutants upset the ecological balance in bodies of water?) (Standards) (Standards) (Suggested Activities) (Guiding Questions) (Enduring Understanding(s)) ((Pollution and Environment)Pollutants may change ecosystems in bodies of water.Pollutants may upset the ecological balance in bodies of water.) (Skills) (Critical Content) (Instructor:Subject: ScienceGrade Level: 5Time Frame:Date(s):) (Unit Theme:OceansConceptual Lens:Systems/Interaction) (Assessment StrategiesInstructional StrategiesMaterials/ResourcesTeacher NotesDifferentiated InstructionalStrategies__Multiple Intelligences__Cooperative Learning__Jigsaw Learning__Response Strategies__Think/Pair/Share__Peer Practice__Lab__Learning Centers__Cross-age __Tutoring/Collaboration__Teacher Directed__Modeling (Teacher/Student)__Inquiry/Exploration__Constructivism (Tech)__KWL/Graphic Organizers__Technology/ElectronicCHALLENGED__Hands-on/manipulative__Study Buddies__Small Group__Direct Instruction/Re-Direct__Task Analysis /Modification__Audio Tapes__Multiple Intelligences__Simplified Graphic Organizers__Adaptive/Alternate Response Modes (Laptops)__Interval Feedback__Portfolios/Journal__Quiz__Tests__Teacher Observations__Rubrics__Dialogues__Performance Task__Student Evaluations__Self & Peer Evaluations__Lab__Projects__Notebooks/Journals__Prompts__Electronic AssessmentVideodisc – Oceanography Diagram of ocean floor with labels and explanation.Video footage of a submersible/bathescaphe capturing marine organisms.Submersibles Access internetENRICHED__Independent Study__Student/Model/ Instructor__Advanced Peer Study Groups__Technology/Electronic__Mentorship w/HS__Metacognitive Strategies__Access to Expanded/Advanced Resources)CURRICULUM – Unit Plan

Course Title:

Science – Grade 5


Unit Title:

Unit 1/Oceans

5.1.8 A 1-4

5.3.8 A 1

5.3.8 D 1-2

5.7.6 B 1-2

Time Allocation:

11 Weeks

5.1.8 B 1-3

5.3.8 B 1

5.4.6 B 1

5.8.6 B 1-2

Conceptual Lens:


5.1.8 C 1-2

5.3.8 C 1

5.6.6 A 3-4

5.10.6 A 1-25.10.5 B 1-2

A. CONTENT/SKILLS

B. SKILL OBJECTIVES



Natural Resources

· Natural resources are found in the ocean.

· There are methods for extracting natural resources from the ocean.

· Ocean resources have many uses.

· Observe

· Draw conclusions

· Compare/Contrast

· Construct Models

· Infer

· Predict

· Measure

· Classify

· Hypothesize

· Graph

· Find different ways to conserve water in the home.

· List ways water is wasted.

· Research and make a list of different resources found in the ocean.


Quizzes

Tests

Prompts

Observations

Dialogues


Peer Assessment

Work Samples

· Labs

· Projects

· Notebooks

Oral Presentations

(Critical Content) (5.7.6A 2-3B 1-2) (5.1.8. A 1-45.1.8 B 1-35.1.8 C 1-25.3.8 A -15.4.6 B 1) (Standards) (ObserveDraw conclusionsCompare/contrastInferPredictHypothesize) (Resources Found in the OceanSafari Montage) (Natural resources are found in the ocean There are methods for extracting natural resources from the oceanOcean resources have many uses.) (F –How and why are natural resources extracted from bodies of water?C –How does industry use natural resources?) (Standards) (Suggested Activities) (Guiding Questions) (Enduring Understanding(s)) ((Natural Resources)Environment provides natural resources. Industries use different processes to extract natural resources from bodies of water.) (Skills) (Instructor:Subject: ScienceGrade Level: 5Time Frame:Date(s):) (Unit Theme:OceansConceptual Lens:Systems/Interaction)

(Assessment StrategiesInstructional StrategiesMaterials/ResourcesTeacher NotesDifferentiated InstructionalStrategies__Multiple Intelligences__Cooperative Learning__Jigsaw Learning__Response Strategies__Think/Pair/Share__Peer Practice__Lab__Learning Centers__Cross-age __Tutoring/Collaboration__Teacher Directed__Modeling (Teacher/Student)__Inquiry/Exploration__Constructivism (Tech)__KWL/Graphic Organizers__Technology/ElectronicCHALLENGED__Hands-on/manipulative__Study Buddies__Small Group__Direct Instruction/Re-Direct__Task Analysis /Modification__Audio Tapes__Multiple Intelligences__Simplified Graphic Organizers__Adaptive/Alternate Response Modes (Laptops)__Interval Feedback__Portfolios/Journal__Quiz__Tests__Teacher Observations__Rubrics__Dialogues__Performance Task__Student Evaluations__Self & Peer Evaluations__Lab__Projects__Notebooks/Journals__Prompts__Electronic AssessmentStress pages 18 & 19 in Earth’s OceansENRICHED__Independent Study__Student/Model/ Instructor__Advanced Peer Study Groups__Technology/Electronic__Mentorship w/ HS__Metacognitive Strategies__Access to Expanded/Advanced Resources)

Culminating Performance Task Planner: Oceans

What: Investigate how a marine organism interacts in an ocean system.

Why: In order to understand that environmental factors influence an organism’s biology and behavior patterns.

How: (performance) Students will research marine organisms using a set of criteria that will include the organism’s biology and behavior in their environment. Compile information gathered into a written report. Make a model of the chosen marine organism in its environment using hydraulics/pneumatics to incorporate movement. Present a two minute presentation to the class how environmental factors influence the organism’s biological structure and behavior patterns.

Mode: Model

CRITERIA

EXCELLENT

HIGHLY COMPETENT

COMPETENT

NOVICE

Environment

· Shows exceptional knowledge of habitat and locality

· Shows knowledge of habitat and locality.

· Shows knowledge of either habitat or locality

· Knowledge is not evident of habitat or locality.

Movement

· Model uses more than one movement

· Model shows appropriate movement

· Model shows movement

· Model lacks movement. (No attempt made)

Quality

· Exceptional aesthetic qualities. Use of color, neatness and organization is superior

· Neat, colorful, well organized and aesthetically pleasing.

· Effort used in neatness and color but lacks organization.

· Effort, color, and neatness and organization are not evident.

Organism Creativity

· Organism model is student created and uses superior knowledge of organism. It is 3-dimensional.

· Organism model is student created and indicates knowledge of organism. Is 3-dimesional

· Organism is student created but may lack knowledge of organism parts. Creativity is lacking

· Organism is not student created. Lacks creativity. Lacks knowledge

Mode: Written Report

CRITERIA

EXCELLENT

HIGHLY COMPETENT

COMPETENT

NOVICE

Knowledge

· Exceptional facts

· Using more than 4 sources

· Numerous facts

· Using four sources

· Basic facts

· Using three sources

· Few facts

· Using less than three sources

·

Organization

· Exceptionally organized into given categories

· Well organized into given categories

· Good quality

· Poor quality

Quality

· Exceptional effort with additional pictures and diagrams.

· Exceptional quality with no spelling or punctuation errors.

· Exceptional neatness

· Extra effort with additional pictures.

· Good quality with few spelling and punctuation errors. Very neatly presented

· Good quality.

· Some spelling and punctuation errors.

· Neatly presented.

· Poor quality.

· Numerous spelling and punctuation errors.

· Neatness needs improvement.

Mode: Oral Presentation

CRITERIA

EXCELLENT

HIGHLY COMPETENT

COMPETENT

NOVICE

Projection

· Voice has expression as well as clarity

· Voice clear and understandable

· Speaks at appropriate speed

· Voice is clear but projection is low. Speed effects clarity

· Mumbles but makes effort. Speaks at inappropriate speed

Stance

· Exceptional posture, eye contact and note cards.

· Uses good posture, eye contact and note cards appropriately

· Needs better posture or eye contact with use of note cards

· Eye contact, posture and/or use of note cards are inappropriate

Knowledge

· All facts from criteria given in allotted time.

· All facts from criteria given in allotted time

· Most facts from criteria given but used more time

· Some facts given from criteria in half of allotted time.

Unit Overview

Course Title:

Science – Grade 5

Unit #:

2

Unit Title:

Space

Unit Description:

An understanding of the history and the interacting systems of the universe come from studying Earth and its relationship to the sun, planets and galaxies through the use of technological tools.


Guiding Questions


Technology and Exploration

Level I: Development of technology enhances the exploration of the universe.

Level II: Exploration of the universe expands knowledge.

Level III: Knowledge increases responsible behavior within the universe.

F –What are some examples of space technology?

F –How do rockets enhance the development of the exploration of the universe?

· telescopes

· satellites

· space probes

· shuttles

· space stations

· astronauts

C –How does learning about the history of rockets enhance the understanding of the Universe?

· Telescopes

· Shuttles

· Satellites

F –What factors affect our ability to travel into space?

C –Why is it important to learn about space pollution?

C –What are the benefits of exploring space?

Patterns

Level I: Patterns affect all organisms

Level II: Organisms are influenced by naturally occurring events.

Level III: Naturally occurring events are influenced by the position and motion of celestial bodies.

Level IV:Patterns of celestial bodies influence navigation of various locations.

F –What are celestial patterns?

F –How do the motions of the earth-sun-moon system relate to the units, of time (days, months, season, and years)?

C –How does the motion of a celestial body affect global behaviors?

F –What are constellations?

F –How are constellations named?

F –How are constellations important in determining cardinal directions?

C –How do celestial bodies influence the navigation of a vessel?

Stars

Level I: Compositional factors such as density, color, temperature, size and brightness influence the evolution of celestial bodies.

Level II: A system of celestial bodies grouped into identifiable patterns form galaxies within the universe.

F –How does density influence the evolution of a star?

· Color

· Temperature

· Size

· Brightness

C –What is the relationship between color and temperature of a star?

F –What are the steps of the star cycle?

F –What celestial patterns appear in space?

C –Based on these celestial patterns, what celestial patterns would you predict would exist in the universe outside of our galaxy.

Our Solar System

Level I: The solar system consists of related celestial objects that have properties.

Level II: Descriptive properties characterize an individual within a system.

F –What are the properties (size, temperature, distance, composition, satellites, rings, atmosphere, gravity) of a celestial object?

F –How does earth compare and contrast to the other planets?

F –Where is each planet located within the system?

C –Based on these characteristics, which planets would you theorize would support life?

(Theme: SpaceConceptual Lens:Systems/InteractionsWritingCreate stories about how constellations were formed.Read Greek and Roman Mythology about constellations.ArtCreate constellations with star patterns.Social Studies:Create a time line of previous space missions.Report on famous astronauts.MathPlot stars on maps.Graph the distances of the planets from the sun.ReadingRead Greek and Roman Mythology about constellations.) (Technology & ExplorationHistory of telescopeTelescopes– Light– Space– Radio– Reflection– RefractionHistory of rocketsSatellitesSpace ProbesSpace ShuttlesAstronautsSpace StationsSpace pollutionSpace in the future) (Designers: Grade 5 Curriculum Committee) (Grade Level: 5) (Unit OverviewAn understanding of the history and the interacting systems of the universe come from studying Earth and its relationship to the sun, planets and galaxies through the use of technological tools.) (Critical Content/Concept WebUnit Theme:SpaceConceptual Lens:Systems/Interaction) (PatternsSun shadows– Time of day– Time of yearSeasons– Solstices– EquinoxesDay & Night– Constellations) (StarsCyclesMagnitudes– Distance & SizeColor/TemperatureGalaxiesUniverse) (Our Solar SystemAsteroidsCometsMeteorsPlanets) (Space)CURRICULUM – Unit Plan

Course Title:

Science – Grade 5


Unit Title:

Unit 2/Space

5.4.8 A 1

5.4.6 B

5.9.6 C 1, 2

Time Allocation:

11 Weeks

5.4.8 B 1

5.9.6 A 1, 2

5.9.6 D

Conceptual Lens:


5.4.6 A

5.9.6 B 1, 2

A. CONTENT/SKILLS

B. SKILL OBJECTIVES



Technology and Exploration

· Technology has expanded our exploration of the universe.

· Rockets have played an important part in the universe’s history and exploration.SatellitesSpace probesSpace shuttlesSpace stationAstronauts

· There are differences among telescopes and their corresponding limitations in exploration.

· Make Observations

· Draw conclusions

· Compare/Contrast

· Construct Models

· Infer

· Predict

· Measure

· Graph

· Classify

· Create a way to get into space.

· Investigate how we learn about the universe using different instruments such as satellites, telescopes, space probes, space stations, and space shuttles.

· Find ways to explore a planet.

· Build and launch a model of a rocket.

· Discover how astronauts are trained for space missions.

· Discover how difficult it is to collect information for space (long distances).

· Trace the history of space exploration and discover plans for future missions. Make a timeline to plot discoveries.

· Drop a cup with water to discover the principle of “free fall.”

· View various footage on astronauts training.

· Research items that were invented because of space travel.

· Virtual Field Trips with NASA.


Quizzes

Tests

Prompts

Observations

Dialogues


Peer Assessment

Work Samples

· Labs

· Projects

· Notebooks

Oral Presentations

(F –What are some examples of space technology? F – How do rockets enhance the development of the exploration of the universe?telescopessatellitesspace probesshuttlesspace stationsastronautsC –How does learning the history of rockets enhance the understanding of the Universe?TelescopesShuttlesSatellitesF –What factors affect our ability to travel into space?C –Why is it important to learn about space pollution?C – What are the benefits of exploring space?) (Suggested Activities) (Water Bottle Rocket Launching! See activity in this guide.Using a map of the United States, research and locate the major telescope observatories in the United States of America.Create a timeline using major events of the space race.Making a telescope, HSP 490—491Write about a day in space from an astronaut’s perspective.Create a straw rocket and measure the distance traveled.Create a balloon rocket and measure the distance traveled.Design a space station.) (Standards) (Standards) (5.1.8 A1-45.1.8 B 1-35.1.8 C 1,25.3.8 A 15.3.8 B 15.3.8 C 15.3.8 D 1,25.4.6 B 1) (Make ObservationsDraw conclusionsCompare/contrastConstruct models InferPredictMeasureClassifyGraph) (5.4.8 A15.4.8 B15.4.6 A5.4.6 B) (Technology has expanded our exploration of the universe.Rockets have played an important part in the universe’s history and exploration.SatellitesSpace ProbesSpace ShuttlesSpace StationAstronautsDifferences among telescopes and their corresponding limitations in exploration.) (Guiding Questions) (Enduring Understanding(s)) ((Technology & Exploration)Knowledge increases responsible behavior within the universe.) (Skills) (Critical Content) (Instructor:Subject: ScienceGrade Level: 5Time Frame:Date(s):) (Unit Theme:SpaceConceptual Lens: Systems/Interaction) (ENRICHEDIndependent StudyStudent/Model/ Instructor__Advanced Peer Study Groups__Technology/Electronic__Mentorship w/ HS__Metacognitive Strategies__Access to Expanded/Advanced Resources) (Giant Sun-Dial: Use a broomstick for the indicator in your sundial. Hammer it into the ground to create a strong indicator point. Start early in the morning (8:30). Use spray paint to mark the length and placement of shadow. Mark sundial every hour to show movement. Students can revisit this at the end of the year to show how shadows are getting shorter as summer approaches. (see alternate Explore Activity on p. 307 Astronomy)) (Videodisc – Astronomy Seasons and Patterns Footage and animated diagram on seasons and axis of Earth.) (__Portfolios/Journal__Quiz__Tests__Teacher Observations__Rubrics__Dialogues__Performance Task__Student Evaluations__Self & Peer Evaluations__Lab__Projects__Notebooks/Journals__Prompts__Electronic Assessment) (CHALLENGED__Hands-on/manipulative__Study Buddies__Small Group__Direct Instruction/Re-Direct__Task Analysis /Modification__Audio Tapes__Multiple Intelligences__Simplified Graphic Organizers__Adaptive/Alternate Response Modes (Laptops)__Interval Feedback) (__Multiple Intelligences__Cooperative Learning__Jigsaw Learning__Response Strategies__Think/Pair/Share__Peer Practice__Lab__Learning Centers__Cross-age __Tutoring/Collaboration__Teacher Directed__Modeling (Teacher/Student)__Inquiry/Exploration__Constructivism (Tech)__KWL/Graphic Organizers__Technology/Electronic) (Differentiated InstructionalStrategies) (Teacher Notes) (Materials/Resources) (Instructional Strategies) (Assessment Strategies)CURRICULUM – Unit Plan

Course Title:

Science – Grade 5


Unit Title:

Unit 2/Space

5.4.8 A 1

5.4.6 B

5.9.6 C 1, 2

Time Allocation:

11 Weeks

5.4.8 B 1

5.9.6 A 1, 2

5.9.6 D

Conceptual Lens:


5.4.6 A

5.9.6 B 1, 2

A. CONTENT/SKILLS

B. SKILL OBJECTIVES



Patterns

· The difference between rotation and revolution.

· Causes for day and night.

· Positions of the sun and earth on its axis affect the change in seasons.

· Differences in time can be calculated.


· Draw conclusions

· Compare/Contrast

· Construct Models

· Infer

· Predict

· Measure

· Classify

· Create a way to get into space.

· Investigate how we learn about the universe using different instruments such as satellites, telescopes, space probes, space stations, and space shuttles.

· Find ways to explore a planet.

· Build and launch a model of a rocket.

· Discover how astronauts are trained for space missions.

· Discover how difficult it is to collect information for space (long distances).

· Trace the history of space exploration and discover plans for future missions. Make a timeline to plot discoveries.

· Drop a cup with water to discover the principle of “free fall.”

· View various footage on astronauts training.

· Research items that were invented because of space travel.

· Show how craters are formed.


Quizzes

Tests

Prompts

Observations

Dialogues


Peer Assessment

Work Samples

· Labs

· Projects

· Notebooks

Oral Presentations

(Standards) (The difference between rotation and revolution.Causes for day and night.The positions of the sun and earth on its axis affects the change in seasons.Differences in time can be calculated.) (Critical Content) (5.9.6 A1,25.9.6 B 1,25.9.6 C1,25.9.6 D) (Make ObservationsDraw conclusionsCompare/contrastConstruct models InferPredictMeasureClassify) (Standards) (Guiding Questions) (5.1.8 A1-45.1.8 B 1-35.1.8 C 1,25.3.8 A 15.3.8 B 15.3.8 C 15.3.8 D 1,25.4.6 B 1) (Moving Through Space, HSP pages 470-471Insta-Lab-Sunrise/Sunset, HSP page 473Making Craters, HSP 480-481Insta-Lab-Astronaut Moves, HSP page 483Insta-Lab–Rolling in Space, HSP 499Create a sun dial ) (F –What are celestial patterns?F –How do the motions of the earth-sun-moon system relate to the units, of time (days, months, season, and years)?C –How does the motion of a celestial body affect global behaviors?) (Suggested Activities) (Enduring Understanding(s)) ((Patterns)Naturally occurring events are influenced by the position and motion of celestial bodies.) (Skills) (Instructor:Subject: ScienceGrade Level: 5Time Frame:Date(s):) (Unit Theme:SpaceConceptual Lens:Systems/Interaction) (Assessment StrategiesInstructional StrategiesMaterials/ResourcesTeacher NotesDifferentiated InstructionalStrategies__Multiple Intelligences__Cooperative Learning__Jigsaw Learning__Response Strategies__Think/Pair/Share__Peer Practice__Lab__Learning Centers__Cross-age __Tutoring/Collaboration__Teacher Directed__Modeling (Teacher/Student)__Inquiry/Exploration__Constructivism (Tech)__KWL/Graphic Organizers__Technology/ElectronicCHALLENGED__Hands-on/manipulative__Study Buddies__Small Group__Direct Instruction/Re-Direct__Task Analysis /Modification__Audio Tapes__Multiple Intelligences__Simplified Graphic Organizers__Adaptive/Alternate Response Modes (Laptops)__Interval Feedback__Portfolios/Journal__Quiz__Tests__Teacher Observations__Rubrics__Dialogues__Performance Task__Student Evaluations__Self & Peer Evaluations__Lab__Projects__Notebooks/Journals__Prompts__Electronic AssessmentInternet Resource - Tide Pools www.sci-lib.uci.edu/SEP/CTS/TidePool.htmlGraphing activity – Astronomy p. 328Time Zones – If covered in Math or Social Studies, you may want to use this activity as a review or disregard it.Tide Activitiy p.324 & 325 with the moon is already covered with Oceans. If Astronomy is taught first use this activity when the concept of tides is taught in the Oceans unit.It is possible this activity has already been covered in grade 3.ENRICHED__Independent Study__Student/Model/ Instructor__Advanced Peer Study Groups__Technology/Electronic__Mentorship w/ HS__Metacognitive Strategies__Access to Expanded/Advanced Resources) (Unit Theme:SpaceConceptual Lens:Systems/InteractionInstructor:Subject: ScienceGrade Level: 5Time Frame:Date(s):Critical ContentSkills(Patterns)Naturally occurring events are influenced by the position and motion of celestial bodies.Enduring Understanding(s)Guiding QuestionsSuggested ActivitiesStandardsStandardsF –What are celestial patterns?F –How do the motions of the earth-sun-moon system relate to the units, of time (days, months, season, and years)?C –How does the motion of a celestial body affect global behaviors?The difference between rotation and revolution.Causes for day and night.The positions of the sun and earth on its axis affects the change in seasons.The position of the moon affects the lunar calendar.Differences in time can be calculated.Patterns of celestial bodies constitute a constellation5.9.6 A1,25.9.6 B 1,25.9.6 C1,25.9.6 DMoving Through Space, HSP pages 470-471Insta-Lab-Sunrise/Sunset, HSP page 473Making Craters, HSP 480-481Insta-Lab-Astronaut Moves, HSP page 483Insta-Lab–Rolling in Space, HSP 499Create a sun dial Make ObservationsDraw conclusionsCompare/contrastConstruct models InferPredictMeasureClassify5.1.8 A1-45.1.8 B 1-35.1.8 C 1,25.3.8 A 15.3.8 B 15.3.8 C 15.3.8 D 1,25.4.6 B 1.) (Assessment StrategiesInstructional StrategiesMaterials/ResourcesTeacher NotesDifferentiated InstructionalStrategies__Multiple Intelligences__Cooperative Learning__Jigsaw Learning__Response Strategies__Think/Pair/Share__Peer Practice__Lab__Learning Centers__Cross-age __Tutoring/Collaboration__Teacher Directed__Modeling (Teacher Videodisc - Astronomy Seasons and Patterns Footage and animated diagram on seasons and axis of Earth/Student)__Inquiry/Exploration__Constructivism (Tech)__KWL/Graphic Organizers__Technology/ElectronicCHALLENGED__Hands-on/manipulative__Study Buddies__Small Group__Direct Instruction/Re-Direct__Task Analysis /Modification__Audio Tapes__Multiple Intelligences__Simplified Graphic Organizers__Adaptive/Alternate Response Modes (Laptops)__Interval Feedback__Portfolios/Journal__Quiz__Tests__Teacher Observations__Rubrics__Dialogues__Performance Task__Student Evaluations__Self & Peer Evaluations__Lab__Projects__Notebooks/Journals__Prompts__Electronic AssessmentVideodisc - Astronomy Seasons and Patterns Footage and animated diagram on seasons and axis of Earth.Giant Sun-Dial: Use a broomstick for the indicator in your sundial. Hammer it into the ground to create a strong indicator point. Start early in the morning (8:30). Use spray paint to mark the length and placement of shadow. Mark sundial every hour to show movement. Students can revisit this at the end of the year to show how shadows are getting shorter as summer approaches. (see alternate Explore Activity on p. 307 Astronomy)ENRICHED__Independent Study__Student/Model/ Instructor__Advanced Peer Study Groups__Technology/Electronic__Mentorship w/ HS__Metacognitive Strategies__Access to Expanded/Advanced Resources)CURRICULUM – Unit Plan

Course Title:

Science – Grade 5


Unit Title:

Unit 2/Space

5.4.8 A 1

5.4.6 B

5.9.6 C 1, 2

Time Allocation:

11 Weeks

5.4.8 B 1

5.9.6 A 1, 2

5.9.6 D

Conceptual Lens:


5.4.6 A

5.9.6 B 1, 2

A. CONTENT/SKILLS

B. SKILL OBJECTIVES



Stars

· Cultures have created myths about patterns of stars called constellations.

· The North Star (Polaris) is used for navigation.

· Patterns of celestial bodies constitute a constellation.

· Density, color, temperature, size, and brightness are terms for compositional factors of stars

· Magnitude depends on the size, distance, and brightness of a star.

· There is a correct sequence of steps of the star cycle.

· Galaxies are large groups of stars held together by gravity.


· Draw conclusions

· Compare/Contrast

· Construct Models

· Infer

· Predict

· Measure

· Classify

· Create a constellation using a random pattern. Name it and write about it.

· Use models of flashcards to become familiar with existing constellations.

· Track stars or constellations as they move across the sky at night to show the Earth’s rotation.

· Use stars and constellations to identify cardinal direction.

· Use flashlights as a model to explain star magnitude.

· Use other models to show how objects at different distances can appear the same if their size is different.

· Show how different temperatures produce different colors.

· Use transparency to reinforce concepts.

· View footage from videodisc on the star cycle.

· Use graphic organizer such as star cycle wheel to learn the steps of the star cycle.

· Diagram the Sun and all its parts..

· Make a chart with facts about the sun.

· Calculate the formula for a light year. Convert from metric to linear measurement.

· Show how vast the universe is by measuring distances with paperclips. (Compare to measuring the universe with light years.)

· Discover their location by using landmarks in their surroundings. Relate this to our position in the Milky Way galaxy.

· Compare the shapes of different types of galaxies.

· Use a model to discover how the galaxies of the universe are expanding.

· Use sequencing pictures to show how our solar system was formed.

· Investigate space research of the future such as quasars


Quizzes

Tests

Prompts

Observations

Dialogues


Peer Assessment

Work Samples

· Labs

· Projects

· Notebooks

Oral Presentations

(Unit Theme:SpaceConceptual Lens:Systems/InteractionInstructor:Subject: ScienceGrade Level: 5Time Frame:Date(s):Critical ContentSkills(Constellations)A system of celestial bodies grouped into identifiable patterns form galaxies within the universe.Enduring Understanding(s)Guiding QuestionsSuggested ActivitiesStandardsStandardsF –What are constellations?F –How are constellations named?F –How are constellations important in determining cardinal directions?C –How do celestial bodies influence the navigation of a vessel?Cultures have created myths about patterns of stars called constellations.The North Star (Polaris) is used for navigation.Patterns of celestial bodies constitute a constellation.5.9.6 C1,2Make a Constellation Booklet.Graph Constellations and plot important stars.Write a myth about creating your own constellation.Research the backgrounds of the various constellations.Star gazeMake ObservationsDraw conclusionsCompare/contrastConstruct models InferPredict5.1.8 A1-45.1.8 B 1-35.1.8 C 1,25.3.8 A 15.3.8 B 15.3.8 C 15.3.8 D 1,25.4.6 B 1) (Assessment StrategiesInstructional StrategiesMaterials/ResourcesTeacher NotesDifferentiated InstructionalStrategies__Multiple Intelligences__Cooperative Learning__Jigsaw Learning__Response Strategies__Think/Pair/Share__Peer Practice__Lab__Learning Centers__Cross-age __Tutoring/Collaboration__Teacher Directed__Modeling (Teacher/Student)__Inquiry/Exploration__Constructivism (Tech)__KWL/Graphic Organizers__Technology/ElectronicCHALLENGED__Hands-on/manipulative__Study Buddies__Small Group__Direct Instruction/Re-Direct__Task Analysis /Modification__Audio Tapes__Multiple Intelligences__Simplified Graphic Organizers__Adaptive/Alternate Response Modes (Laptops)__Interval Feedback__Portfolios/Journal__Quiz__Tests__Teacher Observations__Rubrics__Dialogues__Performance Task__Student Evaluations__Self & Peer Evaluations__Lab__Projects__Notebooks/Journals__Prompts__Electronic AssessmentShoe Box Activity Alternative – Have student create constellation flash cards with 3 x 5 pieces of black construction paper. Poke a sharp pencil through the dots that represent each star’s position in the constellation. Hold up to light to see the pattern. (For challenged students, use a teacher made printed guide included in cg.)ENRICHED__Independent Study__Student/Model/ Instructor__Advanced Peer Study Groups__Technology/Electronic__Mentorship w/ HS__Metacognitive Strategies__Access to Expanded/Advanced Resources) (Unit Theme:SpaceConceptual Lens:Systems/InteractionInstructor:Subject: ScienceGrade Level: 5Time Frame:Date(s):Critical ContentSkills(The Sun and other stars)Compositional factors such as density, color, temperature, size and brightness influence the evolution of celestial bodies. Enduring Understanding(s)Guiding QuestionsSuggested ActivitiesStandardsStandardsF –How does density influence the evolution of a star?ColorTemperatureSizeBrightnessC –What is the relationship between color and temperature of a star?F –What are the steps of the starcycle?F –What celestial patterns appear in space?C –Based on these celestial patterns, what celestial patterns would you predict would exist in the universe outside of our galaxy?Density, color, temperature, size, and brightness are terms for compositional factors of stars.Magnitude depends on the size, distance and brightness of a star.The correct sequence of the steps of the star cycle.5.9.8 C1Introductory to CCCS by grade 8Design a booklet to show a star’s life cycle.Graph a stars’ temperature versus its brightness.Safari Montage Make ObservationsDraw conclusionsCompare/contrastConstruct models InferPredict5.1.8 A1-45.1.8 B 1-35.1.8 C 1,25.3.8 A 15.3.8 B 1) (Assessment StrategiesInstructional StrategiesMaterials/ResourcesTeacher NotesDifferentiated InstructionalStrategies__Multiple Intelligences__Cooperative Learning__Jigsaw Learning__Response Strategies__Think/Pair/Share__Peer Practice__Lab__Learning Centers__Cross-age __Tutoring/Collaboration__Teacher Directed__Modeling (Teacher/Student)__Inquiry/Exploration__Constructivism (Tech)__KWL/Graphic Organizers__Technology/ElectronicCHALLENGED__Hands-on/manipulative__Study Buddies__Small Group__Direct Instruction/Re-Direct__Task Analysis /Modification__Audio Tapes__Multiple Intelligences__Simplified Graphic Organizers__Adaptive/Alternate Response Modes (Laptops)__Interval Feedback__Portfolios/Journal__Quiz__Tests__Teacher Observations__Rubrics__Dialogues__Performance Task__Student Evaluations__Self & Peer Evaluations__Lab__Projects__Notebooks/Journals__Prompts__Electronic AssessmentENRICHED__Independent Study__Student/Model/ Instructor__Advanced Peer Study Groups__Technology/Electronic__Mentorship w/ HS__Metacognitive Strategies__Access to Expanded/Advanced Resources) (Insta-Lab – Rolling in Space, HSP 498Safari MontageClassify galaxies into three different categories.) (Make ObservationsDraw conclusionsCompare/contrastConstruct models InferPredictMeasureClassify) (5.1.8 A1-45.1.8 B 1-35.1.8 C 1,25.3.8 A 15.3.8 B 1) (Critical Content) (Standards) ((galaxies)Compositional factors such as density, color, temperature, size and brightness influence the evolution of celestial bodies. ) (Guiding Questions) (5.9.6 D) (Galaxies are large groups of stars held together by gravity.) (Standards) (Enduring Understanding(s)) (F –What celestial patterns appear in space?C –Based on these celestial patterns, what celestial patterns would you predict would exist in the universe outside of our galaxy.) (Suggested Activities) (Skills) (Instructor:Subject: ScienceGrade Level: 5Time Frame:Date(s):) (Unit Theme:SpaceConceptual Lens:Systems/Interaction) (Assessment StrategiesInstructional StrategiesMaterials/ResourcesTeacher NotesDifferentiated InstructionalStrategies__Multiple Intelligences__Cooperative Learning__Jigsaw Learning__Response Strategies__Think/Pair/Share__Peer Practice__Lab__Learning Centers__Cross-age __Tutoring/Collaboration__Teacher Directed__Modeling (Teacher/Student)__Inquiry/Exploration__Constructivism (Tech)__KWL/Graphic Organizers__Technology/ElectronicCHALLENGED__Hands-on/manipulative__Study Buddies__Small Group__Direct Instruction/Re-Direct__Task Analysis /Modification__Audio Tapes__Multiple Intelligences__Simplified Graphic Organizers__Adaptive/Alternate Response Modes (Laptops)__Interval Feedback__Portfolios/Journal__Quiz__Tests__Teacher Observations__Rubrics__Dialogues__Performance Task__Student Evaluations__Self & Peer Evaluations__Lab__Projects__Notebooks/Journals__Prompts__Electronic AssessmentVideodisc Astronomy - “Stars” CD-ROM “Red Shift II”Internet site www.nasa.gov//SOHOSelect the keyword GALAXY Excellent packet from NASA called “Amazing Space: Education On-Line from the Hubble Space Telescope” –“Hubble Space Telescope Deep Field Lesson Package To obtain this package contact NASA Headquarters Education Division or you local NASA Teachers Resource Center or access http://nssdc.nasa.gov/planetary/ntrc.htmlENRICHED__Independent Study__Student/Model/ Instructor__Advanced Peer Study Groups__Technology/Electronic__Mentorship w/ HS__Metacognitive Strategies__Access to Expanded/Advanced Resources)CURRICULUM – Unit Plan

Course Title:

Science – Grade 5


Unit Title:

Unit 2/Space

5.4.8 A 1

5.4.6 B

5.9.6 C 1, 2

Time Allocation:

11 Weeks

5.4.8 B 1

5.9.6 A 1, 2

5.9.6 D

Conceptual Lens:


5.4.6 A

5.9.6 B 1, 2

A. CONTENT/SKILLS

B. SKILL OBJECTIVES



Solar Systems

· Characteristics exist for the inner/outer planets: distance, size, temperature, composition, satellites, rings, atmosphere, and gravity.

· There are characteristics of planets to be compared and contrasted.

· The differences between asteroids, comets, and meteoroids.


· Draw conclusions

· Compare/Contrast

· Construct Models

· Infer

· Predict

· Measure

· Classify

· Create a study tool to help remember the order of the planets from the sun.

· Make a scale model of the planets of the solar system to compare and contrast the distance from each other and the sun.

· Chart facts about the planets to compare and contrast characteristics.

· Use pop-up card technology to display planet facts.

· Investigate how to tell planets from stars.

· Experiment with the differences among asteroids, meteoroids, meteors, and meteorites.


Quizzes

Tests

Prompts

Observations

Dialogues


Peer Assessment

Work Samples

· Labs

· Projects

· Notebooks

Oral Presentations

(Unit Theme:SpaceConceptual Lens:Systems/InteractionInstructor:Subject: ScienceGrade Level: 5Time Frame:Date(s):Critical ContentSkills(Solar System)The solar system consists of related celestial objects that have properties.Descriptive properties characterize an individual within a system.Enduring Understanding(s)Guiding QuestionsSuggested ActivitiesStandardsStandardsF –What are the properties (size, temperature, distance, composition, satellites, rings, atmosphere, gravity)?F –How does earth compare and contrast to the other planets?F –Where is each planet located within the system?C –Based on these characteristics, which planets would you theorize would support life?Characteristics exist for the inner/outer planets. (distance, size, temperature, composition, satellites, rings, atmosphere, gravity).There are characteristics of planets to be compared and contrasted. The differences between asteroids, comets, and meteoroids.5.9.6 B 1,2Use a Venn diagram to compare/contrast the Inner and Outer planets.Make a chart to graph the data about the individual planets.Create a travel brochure to a planet.Make a model of the solar system.Create fact cards about the planetsWrite a story to describe a day on the planet.Design a pop up book about the planets.Research the planets and give an oral presentation about the planets.Make ObservationsDraw conclusionsCompare/contrastConstruct models InferPredictMeasureClassify5.1.8 A1-45.1.8 B 1-35.1.8 C 1,25.3.8 A 15.3.8 B 1) (Assessment StrategiesInstructional StrategiesMaterials/ResourcesTeacher NotesDifferentiated InstructionalStrategies__Multiple Intelligences__Cooperative Learning__Jigsaw Learning__Response Strategies__Think/Pair/Share__Peer Practice__Lab__Learning Centers__Cross-age __Tutoring/Collaboration__Teacher Directed__Modeling (Teacher/Student)__Inquiry/Exploration__Constructivism (Tech)__KWL/Graphic Organizers__Technology/ElectronicCHALLENGED__Hands-on/manipulative__Study Buddies__Small Group__Direct Instruction/Re-Direct__Task Analysis /Modification__Audio Tapes__Multiple Intelligences__Simplified Graphic Organizers__Adaptive/Alternate Response Modes (Laptops)__Interval Feedback__Portfolios/Journal__Quiz__Tests__Teacher Observations__Rubrics__Dialogues__Performance Task__Student Evaluations__Self & Peer Evaluations__Lab__Projects__Notebooks/Journals__Prompts__Electronic AssessmentVideodisc – Astronomy “A Journey Through the Universe”; “The Sun and the Planets”; and “The Solar System”Teacher Aid Transparency – “Mass, Density, and Gravity “Instead of chart activity, teachers may make up booklet, pop-ups, or similar activity on information gathered on the planets.Students may also work in groups and present facts in presentation form for each planet.These activities will depend on the level of your students.ENRICHED__Independent Study__Student/Model/ Instructor__Advanced Peer Study Groups__Technology/Electronic__Mentorship w/ HS__Metacognitive Strategies__Access to Expanded/Advanced Resources)Culminating Performance Task Planner: Space

What: Investigate an organism’s ability to survive in space.

Why: In order to understand that factors will affect the ability of an organism to survive in space for an extended period of time.

How: (performance) Students will research factors needed for an organism to survive in space. Each group will build a module, which will be responsible for part of survival such as growing food, communication, or water purification. Modules will be brought together to create a space colony.

EXCELLENT

HIGHLY COMPETENT

COMPETENT

NOVICE

CRITERIA

EXCELLENT

HIGHLY COMPETENT

COMPETENT

NOVICE

· Materials

K’nex pieces

Oaktag

· Used 20 cm K’nex pieces square.

· Applied so it could be connected.

· Proportionately measured and cut neatly.

· Used 20cm K’nex pieces square.

· Applied so it could be connected.

· Cut neatly but not measured.

· Used K’nex pieces as square.

· Oaktag hinders the ability for the modular to be connected.

· Cut neatly but no measurement.

· Used K’nex pieces with irregular measurements

· Incomplete application of oaktag.

· Measurement not evident.

· Cutting jagged.

· Technological Movement

· Content

· Movement operational with ease.

· Student created 3-dimensional and knowledge superior.

· Movement operational.

· Student created 3-dimensional and knowledge indicated.

· Movement but no evidence of being operational.

· Student created 3-dimensional but lacks knowledge and creativity.

· No movement.

· Student created but incomplete. Lacks knowledge and creativity.

· Presentation

Factor

Rationale for contents Problem solved

Projection

· Gave a factor.

· Excellent–Reason for use of contents complete.

· Difficulties identified and evidences shown for a solution.

· Voice has expression as well as clarity and appropriate speech.

· Gave a factor.

· Very good–Reason and contents complete.

· Difficulties identified and partial solution.

· Voice clear and understandable without appropriate speech.

· Gave a factor.

· Good–Reason for use of contents incomplete.

· Some difficulties identified and partial solutions.

· Voice is clear but projection is low. Speed affects clarity.

· No factor.

· Illogical–Reason and contents are incomplete.

· Some difficulties identified and no evidence of solution.

· Mumbles but makes effort. Speaks at inappropriate speed.

Unit Overview

Course Title:

Science – Grade 5

Unit #:

3

Unit Title:

Electricity and Magnetism

Unit Description:

Current electricity is a flow of electrons. A magnetic field can produce an electric current.


Guiding Questions


Current Electricity

1. Level I: Electrical currents follow a pathway.

Level II:Descriptive properties characterize types of electrical circuits.

Level III:

Level IV:Properties of electrical circuits determine the ease and direction in which energy flows.

2. Level I: Safety devices prevent overloading of electrical circuits.

Level II:Short circuits constitute overloading of electrical circuits.

3. Level I: Scientific inventors carved a pathway for modern technology.

F –What is a circuit?

F –How does electricity flow through a circuit?

F –What is the difference between series and parallel circuits?

C –How are open and closed circuits compared and contrasted?

F –How does a switch control the flow of electricity in a circuit?

F –What are the parts of electrical circuits?

C –How did early inventors affect society?

F –Who were the following early inventors who contributed to the study of electricity?

•Latimer •Ohms

•Franklin •Edison

Electricity and Magnetism

1. Interaction exists between systems of electricity and magnetism.

F –How can electricity be made with magnets?

F –What device can produce electricity using magnetism?

F –What are the parts and their functions of the generator?

Uses of Electricity

Level I: A variety of sources produce energy.

Level II: All forms of energy transform into other forms of energy.

Level III: Thermal, mechanical, sound, light, chemical energy provide power for consumer use.

F –What are some of the natural resources that produce electricity in a power plant?

C –How are natural resources used to produce electrical power?

F –Describe the parts of a generator…

· magnet

· ring

€¦ · web viewwritten by: science committee . under the direction of: barbara marciano &...

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