Science Grade 5 Unit 3 Guide 2010

8/6/2019 Science Grade 5 Unit 3 Guide 2010

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O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 1

WCPS 2010-2011 Grade 5 Standard 3: Life Science

Grade 5

Science Instruction

Unit Guide

Standard 3: Life Science


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Table of Contents

Standard 3: Life Science

Topic PageMaryland State Curriculum for Science Skills and Processes

Maryland State Curriculum for Science AlignmentVertical Content Map

Planning GuideInstructional Support for Science Objectives

Word Cards and Vocabulary Sort

Careers in Life ScienceConcept Attainment for Environments

Formative Assessments for EnvironmentsLiterature To Support Life Science

netTrekker Directions

Websites To Support Life ScienceAssessment and Answer Key


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Maryland State Curriculum

for Science


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Standard 1.0 Skills and Processes

Students will demonstrate the thinking and acting inherent in the practice of science.A.CONSTRUCTING KNOWLEDGE

1. Gather and question data from many different forms of scientific investigations which include reviewing appropriate print resources, observing what things are like orwhat is happening somewhere, collecting specimens for analysis, and doing experiments.

a. Support investigative findings with data found in books, articles, and databases, and identify the sources used and expect others to do the same.

b. Select and use appropriate tools hand lens or microscope (magnifiers), centimeter ruler (length), spring scale (weight),balance (mass), Celsius thermometer(temperature), graduated cylinder (liquidvolume), and stopwatch (elapsed time) to augment observations of objects, events, and processes.

c. Explain that comparisons of data might not be fair because some conditions are not kept the same.

d. Recognize that the results of scientific investigations are seldom exactly the same, and when the differences are large, it is important to try to figure out why.

e. Follow directions carefully and keep accurate records of one's work in order to compare data gathered.

f. Identify possible reasons for differences in results from investigationsincluding unexpected differences in the methods used or in the circumstances in which the

investigation is carried out, and sometimes just because of uncertainties in observations.

g. Judge whether measurements and computations of quantities are reasonable in a familiar context by comparing them to typical values when measured to the nearest:

y Millimeter - lengthy Square centimeter - areay Milliliter - volumey Newton - weight

y Gram - massy Second - timey Degree C - temperature


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Students will demonstrate the thinking and acting inherent in the practice of science.

B.APPLYING EVIDENCE AND REASONING

1.Seek better reasons for believing something than "Everybody knows that..." or "I just know" and discount such reasons when given by others.

a. Develop explanations using knowledge possessed and evidence from observations,reliableprint resources, and investigations.

b.Offer reasons for their findings and consider reasons suggested by others.

c. Review different explanations for the same set of observations and make more observations to resolve the differences.

d. Keep a notebook that describes observations made, carefully distinguishes actual observations from ideas and speculations about what was observed, and isunderstandable weeks or months later.

C.COMMUNICATING SCIENTIFIC INFORMATION

1. Recognize that clear communication is an essential part of doing science because it enables scientists to inform others about their work, expose their ideas to

criticism by other scientists, and stay informed about scientific discoveries around the world.

a. Make use of and analyze models, such as tables and graphs to summarize and interpret data.

b. Avoid choosing and reporting only the data that show what is expected by the person doing the choosing.

c. Submit work to the critique of others which involves discussing findings, posing questions, and challenging statements to clarify ideas.

d. Construct and share reasonable explanations for questions asked.

e. Recognize that doing science involves many different kinds of work and engages men and women of all ages and backgrounds.


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Students will demonstrate the thinking and acting inherent in the practice of science.D.TECHNOLOGY

1. DESIGN CONSTRAINTS: Develop designs and analyze the products: "Does it work?" "Could I make it work better?" "Could I have used better materials?"

a. Choose appropriate common materials for making simple mechanical constructions and repairing things.

b. Realize that there is no perfect design and that usually some features have to be sacrificed to get others, for example, designs that are best in one respect (safety orease of use) may be inferior in other ways (cost or appearance).

c. Identify factors that must be considered in any technological design-cost, safety, environmental impact, and what will happen if the solution fails.

2. DESIGNED SYSTEMS: Investigate a variety of mechanical systems and analyze the relationship among the parts.

a. Realize that in something that consists of many parts, the parts usually influence one another.

b. Explain that something may not work as well (or at all) i f a part of it is missing, broken, worn out, mismatched, or misconnected.

3. MAKING MODELS: Examine and modify models and discuss their limitations.

a. Explain that a model is a simplified imitation of something and that a model's value lies in suggesting how the thing modeled works.

b. Investigate and describe that seeing how a model works after changes are made to it may suggest how the real thing would work if the same were done to it.

c. Explain that models, such as geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps, and stories can be used to represent objects,events, and processes in the real world, although such representations can never be exact in every detail.

d. Realize that one way to make sense of something is to think how it is like something more familiar.


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Maryland State Curriculum for Science

Standard 3.0 Life Science

The students will use scientific skills and processes to explain thedynamic nature of living things, their interactions, and the resultsfrom the interactions that occur over time.

Science Correlations Other Correlations

A.DIVERSITY OF LIFE

1. Explain the idea that in any particular environment, some kindsof plants and animals survive well, some less well, and somecannot survive at all.

a. Identify and describe features and behaviors of some of theplants and animals living in a familiar environment and explainways that these organisms are well suited to their environment.

b. Based on information about the features and behaviors ofanimals and plants from very different environments describereasons that they might not survive if their environment changedor if they were moved from one environment to another.

c. State reasons why certain animals such as whales, salmon,could not survive in the Chesapeake Bay.

d. Research the kind of environment needed by the Marylandblue crab, the Black-eyed Susan (Maryland's state flower), oranother Maryland native organism.

e. Explain that the survival of individual organisms and entirepopulations can be affected by sudden (flood, Tsunami) or slow(global warming, air pollution) changes in the environment.

Environments Investigations 1-3, 5-6

Environments Investigations 1-3, 5-6

See Lesson Seeds

HM Themes 4-6


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The students will use scientific skills and processes to explain the

dynamic nature of living things, their interactions, and the resultsfrom the interactions that occur over time.


B.CELLS

1. Provide evidence from observations and investigations tosupport the idea that some organisms consist of a single cell.

a. Use microscopes, other magnifying instruments, or videotechnology to observe, describe, and compare single celledorganisms, such as amoeba, euglena, paramecium, etc.

b. Describe the observable behaviors of single celled organisms

c. Cite evidence from data gathered that supports the idea that

most single celled organisms have needs similar to those of

multicellularorganisms.

See Cells Resource


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The students will use scientific skills and processes to explain the

dynamic nature of living things, their interactions, and the results

from the interactions that occur over time.


2. Investigate and provide evidence that living things are mademostly of cells that can be seen and studied only through amicroscope.

a. Use microscopes and/or other video technology to investigateand describe that some organisms are composed of a collectionof similar cells working together to meet basic needs of a "colony"of cells.

b. Use microscopes and pictures to investigate, describe withdrawings, and compare the cells in a variety ofmulticellularorganisms, such as cells in elodea and onions;muscle cells, nerve cells, skin cells, etc in animals.

c. Select information gathered from readings that providesevidence that some organisms' cells vary greatly in appearanceand perform very different roles in the organism .

See Cells Resource


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The students will use scientific skills and processes to explain thedynamic nature of living things, their interactions, and the resultsfrom the interactions that occur over time.


E.FLOW OF MATTER AND ENERGY

1. Recognize that some source of energy is needed for allorganisms to grow and survive.

a. Identify the sun as the primary source of energy for all livingorganisms.

y Plants use sunlight to make food

y Plants and animals use food for energy and growth

b. Cite evidence from observations and research that someinsects and various other organisms depend on dead plant and

animal material for food.

c. Provide examples that justify the statement "Most animals'food can be traced back to plants."

Ongoing

See Lesson Seeds

HM Theme 6


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Standard 6.0 Environmental Science

Students will use scientific skills and processes to explain theinteractions of environmental factors (living and non-living) andanalyze their impact from a local to a global perspective.


A.NATURAL RESOURCES AND HUMAN NEEDS

1. Recognize and explain how renewable and nonrenewablenatural resources are used by humans in Maryland to meet basicneeds.

a. Identify and compare Maryland's renewable resources andnonrenewable resources.

b. Describe how humans use renewable natural resources, suchas plants, soil, water, animals.

c. Describe how humans use nonrenewable natural resources,

such as oil, coal, natural gas, minerals, including metals .

Matter and Energy, Science Resources, pp. 4-5

Matter and Energy, Science Resources, pp. 2-3, 9-10

Consider fostering a classroomenvironment that continuously caresfor the environment.

B.ENVIRONMENTAL ISSUES

1. Recognize and explain that decisions influencing the use ofnatural resources may have benefits, drawbacks, unexpectedconsequences, and tradeoffs.

a. Identify and describe personal and communitybehaviors thatwaste natural resources and/or cause environmental harm andthose behaviors that maintain or improve the environment.

b. Identify and describe that individuals and groups assess andmanage risk to the environment differently.

Mixtures and Solutions, Science Stories, pp. 21-22Consider fostering a classroomenvironment that continuously cares

for the environment.


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Students will use scientific skills and processes to explain theinteractions of environmental factors (living and non-living) andanalyze their impact from a local to a global perspective.


2. Recognize and describe that consequences may occur whenEarth's natural resources are used.

a. Explain how human activities may have positiveconsequences on the natural environment.

y

Recycling centersy Native plantingsy Good farming practice

b. Explain how human activities may have a negativeconsequence on the natural environment.

y Damage or destruction done to habitats

y Air, water, and land pollution

c. Identify and describe that an environmental issue affectsindividual people and groups of people differently.

Mixtures and Solutions, Science Stories, pp. 21-22

Consider fostering a classroomenvironment that continuously cares

for the environment.


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Grades 3 Grade 5 Grade 6

3.0 Life Science The students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the

interactions that occur over time.

B.CELLS

1.Explore the world of minute living things to

describe what they look like, how they live, and

how they interact with their environment.

a. Use magnifying instruments to observe and

describe using drawings or text (oral or written)

minute organisms, such as brine shrimp,

algae, aphids, etc. that are found in different

environments.

b. Describe any observable activity displayed

by these organisms.

c. Provide reasons that support the conclusion

that these organisms are alive.

d. Use information gathered about theseminute organisms to compare mechanisms

they have to satisfy their basic needs to those

used by larger organisms.

B.CELLS

1. Provide evidence from observations andinvestigations to support the idea that some organismsconsist of a single cell.

a. Use microscopes, other magnifying instruments, orvideo technology to observe, describe, and comparesingle celled organisms, such as amoeba, euglena,paramecium, etc.

b. Describe the observable behaviors of single celledorganisms

c. Cite evidence from data gathered that supports the

idea that most single celled organisms have needs

similar to those of multicellularorganisms.

NONE PROVIDED BY MSDE


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2. Investigate and provide evidence that living thingsare made mostly of cells that can be seen and studiedonly through a microscope.

a. Use microscopes and/or other video technology toinvestigate and describe that some organisms arecomposed of a collection of similar cells workingtogether to meet basic needs of a "colony" of cells.

b. Use microscopes and pictures to investigate,describe with drawings, and compare the cells in avariety of multicellularorganisms, such as cells inelodea and onions; muscle cells, nerve cells, skin cells,

etc in animals.

c. Select information gathered from readings thatprovides evidence that some organisms' cells varygreatly in appearance and perform very different rolesin the organism .

NONE PR

OVIDED BY MSDE




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C.GENETICS

1. Explain that in order for offspring toresemble their parents, there must be areliable way to transfer information from onegeneration to the next.

a. Describe traits found in animals and plants,such as eye color, height, leaf shape, seedtype that are passed from one generation to

another

b. Explain that some likenesses betweenparents and offspring are inherited (such aseye color in humans, nest building in birds, orflower color in plants) and other likenesses arelearned (such as language in humans )

c. Raise questions based on observations of avariety of parent and offspring likenesses anddifferences, such as "Why don't all the puppieshave the same traits, such as eye color andsize as their parents?" or "How do traits gettransferred?"

d. Develop a reasonable explanation tosupport the idea that information is passed

from parent to offspring.

NONE PROVIDED BY MSDE NONE PROVIDED BY MSDE


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D.EVOLUTION1. Explain that individuals of the same kinddiffer in their characteristics, and sometimesthe differences give individuals an advantagein surviving and reproducing.

a. Describe ways in which organisms in onehabitat differ from those in another habitat andconsider how these differences help themsurvive and reproduce.

b. Explain that the characteristics of anorganism affect its ability to survive andreproduce.

c. Examine individuals in a group of the samekind of animals or plants to identify differencesin characteristics, such as hearing ability inrabbits or keenness of vision in hawks that

might give those individuals an advantage insurviving and reproducing.

d. Examine and compare fossils to one

another and to living organisms as evidence

that some individuals survive and reproduce.


D.EVOLUTION

1.Explain that in any particular environment, the

growth and survival of organisms and species

depend on the physical conditions.

a. Cite examples and describe that small differences

between parents and offspring can accumulate

(through selective breeding) in successive

generations so that descendants are very different

from their ancestors.

b. Explain that in all environments-freshwater,

marine, forest, desert, grassland, mountain, and

others-organisms with similar needs may compete

with one another for resources, including food,

space, water, air, and shelter.

c. Explain that in any particular environment

individual organisms with certain traits are more

likely than others to survive and have offspring.

d. Explain, with examples, ways that people control

some characteristics of plants and animals they raise

by selective breeding.


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e. Describe ways in which changes in environmental

conditions can affect the survival of individual

organisms and entire species.

f. Describe how sediments of sand and smaller

particles (sometimes containing the remains of

organisms) are gradually buried and are cemented

together by dissolved minerals to form solid rock;

and describe that such fossils provide evidence for

the long history of changing life forms whose remains

are found in the rocks.

g. Explain that the more recently deposited rock

layers are likely to contain fossils resembling existing

species.


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E. Flow of Matter and Energy

1. Recognize food as the source of materials that all living

things need to grow and survive.

a. Classify the things that people and animals take into

their bodies as food or not food.

b. Describe what happens to food in plants and animals.

yContributes to growth

y Supports repair

y Provides energy

y Is stored for future use

y Is eliminatedc. Identify the things that are essential for plants to grow

and survive.

E. Flow of Matter and Energy

1. Recognize that some source of energy isneeded for all organisms to grow and

survive.

a. Identify the sun as the primary source ofenergy for all living organisms.

y Plants use sunlight to make foody Plants and animals use food for

energy and growthb. Cite evidence from observations and

research that some insects and variousother organisms depend on dead plantand animal material for food.

c. Provide examples that justify the

statement Most animals food can be

traced back to plants.

E. Flow of Energy

1. Explain that the transfer and transformation of

matter and energy links organisms to one another

and to their physical setting.

a. Cite evidence from research and observations

that food provides molecules that serve as fuel

and building materials for all organisms.

b. Cite evidence from research and observationsthat organisms that eat plants or animals break

down what they have consumed (food) to produce

the materials and energy they need to survive or

store for later use.

c. Investigate anddescribe the processes the

enable plants to use the energy from light to makesugar (food) from carbon dioxide and water.


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F.ECOLOGY1. Explain ways that individuals and groups oforganisms interact with each other and theirenvironment.

a. Identify and describe the interactions of

organisms present in a habitat.y Competition for space, food, and water

y Beneficial interactions: nesting, pollination,seed dispersal, oysters filtering as in theChesapeake Bay, etc.

y Roles within food chains and webs:scavengers, decomposers, producers, and

consumers.b. Explain that changes in an organism's habitat

are sometimes beneficial to it and sometimes

harmful.


F.ECOLOGY

1.Give reasons supporting the fact that the number of

organisms an environment can support depends on the

physical conditions and resources available.

a. Explain that populations increase or decrease relative to

the availability of resources and the conditions of the

environment.

b. Identify and describe factors that could limit populations

within any environment, such as disease, introduction of anonnative species, depletion of resources, etc.

c. Explain that within any environmentorganisms with

similar needs may compete with one another for resources.

d. Cite examples to illustrate that competition is reduced

when organisms use different sets of resources, such asbirds in a forest eat different kinds and sizes of seeds.


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Grade 4 Grade 5 Grade 6


Students will use scientific skills and processes to explain the interactions of environmental factors (living and non-living) and analyze their impact from a local

to a global perspective.


A.NATURAL RESOURCES AND HUMAN NEEDS

1. Recognize and explain how renewable andnonrenewable natural resources are used byhumans in Maryland to meet basic needs.

a. Identify and compare Maryland's renewableresources and nonrenewable resources.

b. Describe how humans use renewable naturalresources, such as plants, soil, water, animals.

c. Describe how humans use nonrenewable naturalresources, such as oil, coal, natural gas, minerals,including metals .



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Students will use scientific skills and processes to explain the interactions of environmental factors (living and non-living) and analyze their impact from a local

to a global perspective.


B.ENVIRONMENTAL ISSUES

1. Recognize and explain that decisions influencingthe use of natural resources may have benefits,drawbacks, unexpected consequences, andtradeoffs.

a. Identify and describe personal andcommunitybehaviors that waste natural resources

and/or cause environmental harm and thosebehaviors that maintain or improve the environment.

b. Identify and describe that individuals and groupsassess and manage risk to the environmentdifferently.



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Students will use scientific skills and processes to explain the interactions of environmental factors (living and non-living) and analyze their impactfrom a local to a global perspective.


2. Recognize and describe that consequencesmay occur when Earth's natural resources areused.

a. Explain how human activities may havepositive consequences on the naturalenvironment.

y Recycling centersy Native plantingsy Good farming practice

b. Explain how human activities may have anegative consequence on the naturalenvironment.

y Damage or destruction done to habitats

y Air, water, and land pollution

c. Identify and describe that an environmentalissue affects individual people and groups ofpeople differently.



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Standard 3: Life Science Planning GuideTime State

CurriculumObjectives

Lesson Overview Vocabulary Formative Assessment Extensions and Modifications

Session 1 3.A.1.a-b FOSS: Environments

Investigation 1 Part 1 Setting Up

Terrariums

Guiding the Investigation

1. Steps 1-14

Wrapping Up Part 1

2. Steps 20-21

environment

environmental

factor

terrarium

organism

Focus Question

What environmental factors affect the

growth of seeds?

An environment is everything that

surrounds and influences an organism.

An environmental factor is one part of an

environment; it can be living or nonliving.

Students may have had experience with

terrariums in Grade 2.

Guiding Question

What is the primary source of energy for all

living things? (sun ~ plants use sun to makefood and plants and animals use food for

energy and growth)


Science Stories: Amazon

Rainforest Journal

Visit FOSSweb.com for the audio version of

this science story.


Investigation 1 Part 2 Recording

Changes


1. Steps 1-2

Closure

2. Have the students make

predictions about how their

terrariums are going to change

over time.

germinate Focus Question

How does the environment in the terrarium

change over time?

Environments change over time. Plants

grow (but not all). Moisture forms on the

sides of the container. Plants need lightand water to grow.

Guiding Question

What is the primary source of energy for all

living things? (sun ~ plants use sun to make

food and plants and animals use food for

energy and growth)


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Time State

Curriculum

Objectives



Science Stories: Terrestrial

Environments Around The World

See Science Stories Folio for

Lesson Plans

Visit FOSSweb.com for the audio version ofthis science story.


Investigation 2 Part 1 Making

Animal Runways


1. Steps 1-9

Wrapping Up Part 1

2. 10-11

variable

environmental

factor

isopod

beetle

Focus Question

How can we determine what type of

environment isopods and beetles prefer?

Designing an investigation involves

controlling the variables so that one factor

can be observed over time.

Guiding Questions

y What is the primary source of energy

for all living things? (sun ~ plants use

sun to make food and plants and

animals use food for energy and

growth)

y Describe the beetles features andbehaviors. Why are the beetles well

suited for this environment?

y Why might the beetles not survive if

they were moved from their

environment or if their environment

changed?


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Time State

Curriculum

Objectives



Science Stories: Beetles


Lesson Plans

AND

PLANT OBSERVATIONS

FOSS: Environments


Changes


1. Steps 1-2

Closure

2. Have the students share the

observations they made and

have them make predictions

about current observations.


Guiding Questions

y What is the primary source of

energy for all living things? (sun ~

plants use sun to make food and

plants and animals use food forenergy and growth)

y Describe the plants features. Why

are these plants well suited for this

environment?

y Why might these plants not survive

if they were moved from theirenvironment or if their environment

changed?


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Time State

Curriculum

Objectives



Investigation 2 Part 2

Responding to Moisture


1. Steps 1-11

Closure


predictions about what they

believe they will observe

tomorrow.

preferredenvironment

Focus Question

How much moisture do isopods and

beetles prefer?

Each organism has a set of preferred

environmental conditions. Isopods usually

prefer moist environments; beetles usually

prefer dry environments.

Guiding Questions





growth)

y Describe the beetles features andbehaviors. Why are the beetles well





changed?

O f f i f E l t E d t i P 28


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Time State

Curriculum

Objectives



Science Stories: The Darkling

Beetle


Lesson Plan

AND

FOSS: Environments



1. Steps #12-13

Wrapping Up Part 2

2. Steps 14-16


Guiding Questions




animals use food for energy andgrowth)

y Describe the beetles features and

behaviors. Why are the beetles well



they were moved from theirenvironment or if their environment

changed?



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Time State

Curriculum

Objectives




Responding to Light


1. Steps 1-8

Wrapping Up Part 3

2. Steps 1-10

Focus Question

How do isopods and beetles respond to

different amounts of light?

Isopods and beetles usually prefer dark

environments.

Session

10

3.A.1.a-b FOSS: Environments

Science Stories: Isopods


Lesson Plan

AND

PLANT OBSERVATIONS


Changes


1. Steps 1-2

AND

Investigation 1

Reflection and Assessment

Visit FOSSweb.com for the audio version of this

science story.

Guiding Questions

y

What is the primary source of energyfor all living things? (sun ~ plants use



growth)

y Describe the plants features. Why are

these plants well suited for this

environment?

y Why might these plants not survive if



changed?



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Time State

Curriculum

Objectives


Session

11


Investigation 2 Part 4 Designing

an Animal Investigation


1. Steps 1-8

Wrapping Up Part 4

2. Steps 9-10

Focus Question

The students should develop a focus

question based on the experiment that they

design.

Guiding Questions





growth)

y Describe the beetles features and

behaviors. Why are the beetles well




environment or if their environmentchanged?

Session

12


Investigation 2




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Time State

Curriculum

Objectives


Session13


Investigation 3 Part 1 Water

Tolerance


1. Steps 1-12

Wrapping Up Part 1

2. Steps 13-14

controlledexperiment

Focus Question

What are the optimal water conditions for

each of four plants: corn, wheat, barley,

and peas?

Students use their data from the

investigation to report the optimal

conditions.

Guiding Questions





growth)

y Describe the plants features. Why arethese plants well suited for this

environment?



environment or if their changed?



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O c e o e e t a y d u c a t o a g e 32


Time State

Curriculum

Objectives


Session14-18

3.A.1.a-e While waiting to make plantobservations on day 5, the

students should research a plant

and/or animal from familiar and

very different environments. Use

Guiding Questions in the last

column of this table to help guide

the students research.

Plant and Animal Research

See Lesson Seeds provided in

this Guide for objectives 3.A.1.a-e

Guiding Questions





growth)

y Describe the plant s or animalsfeatures and behaviors. Why are they

well suited for this environment?

y Why might the plant or animal not

survive if they were moved from their


changed?

y Why would this organism not be able

to survive in the Chesapeake Bay?

y What type of environment would be

needed for Maryland organisms?

y How could sudden or slow changes to

our environment affect individualorganisms and entire populations?



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y g


Time State

Curriculum

Objectives


Session19


Investigation 3 Part 2 Observing

Plants at 5 Days


1. Steps 1-5

Wrapping Up Part 2

2. Steps 6-7

FOSS: Environments

Science Stories: Aunties Plants


Lesson Plan

Focus Question

What changes in plants have taken place

over time?

Students use their data from their

observations to answer this focus question.

Guiding Questions





growth)


environment?




Visit FOSSweb.com for the audio version of thisscience story.



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Time State

Curriculum

Objectives


Session20-22

3.B.1.a-c

3.B.2.a-c

Cell Lessons


this guide for objectives 3.B.1.a-

c and 3.B.2.a-c

single celled

multicellular

microscope

cell colony

organism

amoeba

paramecium

euglena

specialize jobs

Focus QuestionsWhat are cells?

What is an example of a single celled

organism? What is an example of a

multicellular organism?

How do cells sustain life?

Cells are the smallest unit of life. We

used a microscope to view single celledorganisms such as amoeba and cells

from a multicellular organism such as

an onion. Some cells are different in

how they appear because they have

their own special job.

Guiding Questions

y How would you describe and

compare the single celled

organisms?

y How would you describe the

behaviors of the single celled

organisms?y Describe how single celled

organisms have similar needs to

those of multicellular organisms.

y How would you describe and

compare the cells you have

observed?

y Why are some cells different?



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Time State

Curriculum

Objectives


Session23



Plants at 8 Days


1. Steps 1-5

Wrapping Up Part 2

2. Steps 6-7

Focus Question


over time?



Guiding Questions





growth)


environment?




Session24-25

3.B.1.a-c

3.B.2.a-c

Cell Lessons


this guide for objectives 3.B.1.a-

c and 3.B.2.a-c

single celled

multicellular

microscope

cell colony

organism

amoeba

paramecium

euglena

specialize jobs

Focus QuestionsWhat are cells?

What is an example of a single celled

organism? What is an example of a


How do cells sustain life?

Cells are the smallest unit of life. We

used a microscope to view single celled

organisms such as amoeba and cells

from a multicellular organism such as

an onion. Some cells are different in

how they appear because they have

their own special job.

See Guiding Questions from Sessions 20-22.



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Time State

CurriculumObjectives


Session

26



Plants at 11 or more Days


1. Steps 1-9

Wrapping Up Part 3

2. Steps 10-11

AND

FOSS: EnvironmentsInvestigation 3


Focus Question


over time?



Guiding Questions





growth)



environment?




SKIP INVESTIGATION 4 ~ Science Stories from Investigation 4 may be read.



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Time State

Curriculum

Objectives


Session27


Investigation 5 Part 1 Setting Up

the Experiment


1. Steps 1-9

Wrapping Up Part 1

2. Steps 10-11

brine shrimp

salinity

Focus Question

How can we find out if salinity has an effect

on brine shrimp hatching?

In a controlled environment one variable

(salt) is isolated and tested. All other

variables are held constant (controlled).

Guiding Questions





growth)

y Describe the shrimps features andbehaviors. Why are the brine shrimp


y Why might the brine shrimp not



changed?

Session

28


Science Stories: Brine Shrimp


Lesson Plan


science story.



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Time State

Curriculum

Objectives


Session29



Determining the Range of

Tolerance


1. Steps 1-4

Closure

2. Have the students predict

about what they believe they will

observe tomorrow.

optimum Focus Question

What is the range of salinity in which bring

shrimp eggs can hatch?

What is the optimum environment for

hatching brine shrimp eggs?

Brine shrimp eggs can hatch in the range

of salt concentration but hatch best in

environments with optimum salt

concentration.

If time allows, you may have the students readthe Science Stories from Investigation 4.

Guiding Questions




animals use food for energy andgrowth)

y Describe the shrimps features and

behaviors. Why are the brine shrimp



survive if they were moved from theirenvironment or if their environment

changed?

Session

30

FOSS: Environments


Determining the Range of

Tolerance


1. Steps 5-11

Wrapping Up Part 2

2. Steps 12-13



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Time State

Curriculum

Objectives


Session

31


Science Stories: The Mono

Lake Story


Lesson Plan


science story.

Session

32



Determining Viability


1. Steps 1-4

Closure




tomorrow.

viable Focus Question

Will brine shrimp eggs hatch when moved

from salt environments outside their range

of tolerance into environments within their

range of tolerance?

Bring shrimp eggs remain viable but dont

hatch until the conditions are within the

range of tolerance.

If time allows, you may have the students read

the Science Stories from Investigation 4.

Guiding Questions





growth)

y Describe the shrimps features and

behaviors. Why are the brine shrimp





changed?

Session

33

FOSS: Environments


Determining Viability


1. Steps 1-4

Wrapping Up Part 3

2. Steps 8-9



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Time State

Curriculum

Objectives


Session34


Science Stories: Shrimp

Aquaculture


Lesson Plan

AND

FOSS: Environments

Investigation 5



Session

35


Investigation 6 Part 1 Setting Upthe Experiment


1. Steps 1-13

Wrapping Up Part 1

2. Steps 14-15

irrigate

drought

Focus Question

What is the salt tolerance of severalcommon farm crops?

Organisms have ranges of tolerance for

environmental factors. Range of tolerance

can be determined with a controlled

experiment in which one variable is

manipulated with all others are kept the

same.

Guiding Questions

y What is the primary source of energyfor all living things? (sun ~ plants use



growth)



environment?






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Time State

Curriculum

Objectives


Session36


Science Stories: Breeding

Plants


Lesson Plan


Session

37



Plants


1. Steps 1-2

Closure




tomorrow.

salt-tolerance

salt-sensitive

Focus Question

What changes in the plants can be

observed over time?

Plants have different tolerances for salt,

with barley being the most salt-tolerant.

Guiding Questions





growth)


these plants well suited for thisenvironment?






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Time State

Curriculum

Objectives


Session38

3.A.1.s-b FOSS: Environments


Plants


1. Steps 3

Closure




tomorrow.

salt-tolerance

salt-sensitive

Focus Question

What changes in the plants can be

observed over time?

Plants have different tolerances for salt,

with barley being the most salt-tolerant.

Guiding Questions





growth)


environment?



environment or if their changed?Session

39

FOSS: Environments

Investigation 6 Part 2 ObservingPlants


1. Steps 4-10

Wrapping Up Part 2

2. Steps 11-12



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Time State

Curriculum

Objectives


Session40


Science Stories: What Happen

When Ecosystems Change

How Organisms Depend on

Each Other


Lesson Plan


Session

41

End of Unit Review

Session

42

Unit Assessment

Session43

Unit Assessment



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Instructional Support for Science Objectives



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3.A.1.a (Assessed)

Identify and describe features and behaviors of some of the plants and animals living in a familiarenvironment and explain ways that these organisms are well suited to their environment.

Resources to Support 3.A.1.a (Assessed)Name ofResource Where Can the Resource Be Found? Notes

ScienceSaurus Pages 76-77 and 84-97

FOSS: Environments Investigations 1-3, 5-6Leveled Text for Science ~ Life Science See SAS ~ Delivered 2/2011

Safari Montage y All About Plant Structure and Growth

y Plant Structure and Growth

y Plants of the Rainforest

y Eyewitness: Plants

y Classifying Plants

y Bill Nye: Plantsy Life of Mammals: Plant Predators

y Plant Scientist

y All About Plant Ecosystems

y All About Water Ecosystems

y All About Desert and Grasslands

y All About Forest Ecosystems

y Eyewitness: Life

y Animals of the Rainforest

y Wild, Wonderful Animals in the Woods

These videos may be used to enhance

science investigations. The videos are

not intended to replace investigations or

to be used as a stand-alone activity.

Please select chapters or segments within

the videos to meet the needs of yourstudents.

PLEASE BE SURE TO VISIT netTrekker FOR ADDITIONAL RESOURCES.

SEE DIRECTIONS ON PAGE 180.



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Lesson Seeds

EcosystemResearch ~ Have the student research a particular ecosystem. The students should identify the ecosystems producers, consumers, and

decomposers. They can use a food web diagram to show how the producers, consumers, and decomposers are interdependent.

Resource: Adapted from WebResources for Science Activities

Animal Cam ~ Have the students use a web cam to observe and record animal behavior over a three-day period. The students should record observations

about the animals structures and behavior.

http://dsc.discovery.com/cams/cams.html

http://www.sandiegozoo.org/



G idi Q ti f R h


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Guiding Questions forResearch

y What is the primary source of energy for all living things?

y Describe the plants or animals features and behaviors. Why are they well suited for this environment?

y Why might the plant or animal not survive if they were moved from their environment or if their

environment changed?

y Why would this organism not be able to survive in the Chesapeake Bay?

y What type of environment would be needed for Maryland organisms?

y How could sudden or slow changes to our environment affect individual organisms and entire

populations?



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Writing About Science

Animals live in many different environments such as the desert, the ocean, forest,

and mountains. Choose an animal and describe what it looks like, where it lives, andwhat it eats in its environment. Describe the features your animal has to help it thrive

in its environment.




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Your teacher is lost somewhere in an unknown environment. Write ten questions you can

ask her by phone to get a detailed description of the environment she is in so you can

help her identify where she is.




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All organisms need energy and matter to live and grow. In turn, livingorganisms depend on one another and on their environment for

survival. Choose an organism to research and write a composition of

at least four of paragraphs explaining how its environment supports itssurvival.


3 A 1 b (Assessed)


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3.A.1.b (Assessed)Based on information about the features and behaviors of animals and plants from very different environments

and describe reasons that they might not survive if their environment changed or if they were moved from oneenvironment to another.

Resources to Support 3.A.1.b (Assessed)Name ofResource Where Can the Resource Be Found? Notes

ScienceSaurus Pages 76-77 and 84-97

FOSS: Environments Investigations 1-3, 5-6

Leveled Text for Science ~ Life Science See SAS ~ Delivered 2/2011

Safari Montage y All About Plant Structure and Growth

y Plant Structure and Growth

y Plants of the Rainforest

y Eyewitness: Plants

y Classifying Plants

y Bill Nye: Plantsy Life of Mammals: Plant Predators

y Plant Scientist

y All About Plant Ecosystems

y All About Water Ecosystems

y All About Desert and Grasslands

y All About Forest Ecosystems

y Eyewitness: Lifey Animals of the Rainforest

y Wild, Wonderful Animals in the Woods






the videos to meet the needs of your

students.





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Lessons Seeds

Extinction ~ Have the students examine the idea that extinction happens when a species cannot adapt to changing conditions in its environment. Visithttp://www.endangeredspecie.com/states/md.htm to view information about endangered species in Maryland. This website may also be used to view informationabout endangered species in other areas. Have the students record the name of the species, current number in the wild, what it eats, habitat, why it is endangered,

what people are doing to save this endangered species, and other interesting facts. Students should explain why it is important to save this endangered species andwhat they could do to save this species.





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Choose an extinct species youve learned about to compare with a species that is living now (e.g.,

dinosaurs and lizards, wooly mammoths and elephants). Explain their similarities and differences.


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Your friend insists that scientist make up explanations about why some

plants do better in certain environments than others. Define observationand interpretation for your friend and tell her how scientists use both to

formulate explanations and theories.


Web of LifeMaterials:


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Materials:

y Ball of yarn

y Resource materials about forest plants and animals

y Folders (optional)

Providing Optional Folders

Provide a folder of information on a specific forest animal or plant. Folders might include pictures from magazines or calendars, and articles or other information you

glean from nature journals or other sources. If possible, select a variety of plants and animals so folders include at least 2 of each type: mammal, arthropod (insect

or spider), bird, reptile, amphibian, trees, and other plants. Animal possibilities include bark beetle, bat beaver, bear, box turtle, butterfly, chipmunk, dear, earthworm,field mouse, red fox, tree frog, grasshopper, king snake, lizard, mosquito, hawk moth, opossum, barred owl, rabbit, raccoon, skunk, snail, red squirrel, tick, or

woodpecker. Plant possibilities include azalea, clover, columbine, cottonwood, honeysuckle, lichen, maple tree, Douglas fir, paintbush, pine tree, poison ivy, shelf

fungus, or violet. (Pictures are included in this guide after the lessons seed.)

Students will need to be able to access resource materials or the Internet for information about forest plants and animals.

Directions:

1. Students work in pairs to brainstorm all the components they think would be necessary for a healthy forest. Have the students share out their ideas.

2. The students select a forest organism to study. Students should select a variety or organisms.

3. Have the students collect the following information about their chosen organism.

For Animals:

y Where within the forest does this animal live?

y What does this animal eat?

y What animals prey on it?

y What other animals and plants live in the forest with this animal?

y In what ways does this animal depend on these other animals and plants?

y How does the animal influence its environment?


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Enrichment


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y Have the students use concept mapping or graphics to illustrate the web of life using plants and animals studied in this activity.

y Make food web mobiles.

Resource:Project Learning Tree


Assessment Probe


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Habitat Changes

A small, short furred, gray animal called a divo lives on an island. This island is the only place on earth where divos live.The island habitat is warm and provides plenty of the divos only food tree ants. The divos live high in the treetops, hiddenfrom predators. One year the habitat experienced a drastic change that lasted for most of the year. It became very coldand even snowed. All the ants died. The trees lost their leaves, but plenty of seeds and dried leaves were on the ground.

Circle any of the things you think happened to most of the divos living on the island after their habitat changed.

AT

he divos fur grew longer and thicker.B The divos switched to eating seeds.C The divos dug holes to live under the leaves or beneath rocks.D The divos hibernated through the cold period until the habitat was warm again.E The divos died.

Explain your thinking. How did you decide what effect the change in habitat would have on most of the divos?


Teacher Notes


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This assessment should be used to find out students ideas about adaptation. The best response is E. However, be sure to listen/read the

responses of the other students who did not pick E. Their explanations may be correct depending on how they may have interpreted the

other statements.


Assessment


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Three friends were arguing about what would happen if a population of rabbits from a warm, southern

climate were moved to a cold, northern climate. This is what they said:

Alice: I think all of the rabbits will try to adapt to the change.

Benny: I think most of the rabbits will try to adapt to the change.

Chloe: I think few or none of the rabbits will try to adapt to the change.

Which person do you most agree with and why? Example your ideas about adaptation.


Assessment Teacher Notes


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This assessment should be used to find out students ideas about adaptation. Chloes answer is the best. The key word is try. However, be

sure to listen/read the responses of the other students who did not pick Chloe. Their explanations may be correct depending on how they

may have interpreted the other statements.


3.A.1.c


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State reasons why certain animals such as whales, salmon, could not survive in the Chesapeake Bay.

Resources to Support 3.A.1.c

Name ofResource Where Can the Resource Be Found? Notes

Recommended Websites

http://www.chesapeakebay.net/baybio.htm

http://www.dnr.state.md.us/bay/cblife/index.html


https://www.bcps.org/offices/lis/models/cbhabitats/index.html

Safari Montage y Animal World: Whales

y Eyewitness: Fish

y Bill Nye: Fish

y Land of the Eagle ~ The Great Encounter

y The States ~ Georgia, Colorado, Wisconsin,Nebraska, Maryland





Please select chapters or segments withinthe videos to meet the needs of your

students.




3.A.1.d


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Research the kind of environment needed by the Maryland blue crab, the Black-eyed Susan (Marylands

state flower), or another Maryland native organism.

Resources to Support 3.A.1.d



http://www.chesapeakebay.net/baybio.htm



https://www.bcps.org/offices/lis/models/cbhabitats/index.html

Safari Montage y Land of the Eagle ~ The Great Encounter

y The States ~ Georgia, Colorado, Wisconsin,Nebraska, Maryland






students.




3.A.1.e


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Explain that the survival of individual organisms and entire populations can be affected by sudden (flood,

Tsunami) or slow (global warming, air pollution) changes in the environment.

Resources to Support 3.A.1.e


ScienceSaurus Pages 128-129


Safari Montage y Global Warming

y Global Environmental Issues

y Amazing Planet and Destructive Forces






the videos to meet the needs of your

students.




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3.B.1.a


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Use microscopes, other magnifying instruments, or video technology to observe, describe, and compare

single celled organisms, such as amoeba, euglena, paramecium, etc.

Resources to Support 3.B.1.a



Recommended Websites for Cell Video http://www.linkpublishing.com/video-cell.htm#Paramecium

http://www.linkpublishing.com/video-

cell.htm#Amoeba_(Ameba)

http://www.linkpublishing.com/video-cell.htm#Euglena

Need Microsoft Media Player on your

computer to view these videos.

Cells Resource This resource can be found in this guide on page

Looking At Cells ~ National Geographic 1 class set (24) per school in Grade 5.


Safari Montage y Cells

y All About Cells and Body Systems

y Discovering the Celly Bill Nye: Cells

y Eyewitness: Life

These videos may be used to enhance science

investigations. The videos are not intended to

replace investigations or to be used as a

stand-alone activity. Please select chapters or

segments within the videos to meet the needs

of your students.




3.B.1.b

D ib h b bl b h i f i l ll d i


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Describe the observable behaviors of single celled organisms.

Resources to Support 3.B.1.b



Recommended Websites for Cell Video http://www.linkpublishing.com/video-

cell.htm#Paramecium




Need Microsoft Media Player on your computer to

view these videos.


Looking At Cells 1 class set (24) per school in Grade 5.



yAll About Cells and Body Systems

y Discovering the Cell

y Bill Nye: Cells

y Eyewitness: Life

These videos may be used to enhance science

investigations.T

he videos are not intended toreplace investigations or to be used as a stand-

alone activity. Please select chapters or

segments within the videos to meet the needs of

your students.




3.B.1.c (Assessed)

Cit id f d t th d th t t th id th t t i l ll d i h d


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Cite evidence from data gathered that supports the idea that most single celled organisms have needs

similar to those of multicellular organisms.

Resources to Support 3.B.1.c (Assessed)



Recommended Websites for Cell Video http://www.linkpublishing.com/video-cell.htm#Paramecium




Need Microsoft Media Player on your

computer to view these videos.


Looking At Cells 1 class set (24) per school in Grade 5.




y Discovering the Celly Bill Nye: Cells

y Eyewitness: Life


science investigations. The videos are not

intended to replace investigations or to beused as a stand-alone activity. Please

select chapters or segments within the

videos to meet the needs of your students.




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3.B.2.b (Assessed)

Use microscopes and pictures to investigate describe with drawings and compare the cells in a variety


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Use microscopes and pictures to investigate, describe with drawings, and compare the cells in a variety

of multicellular organisms, such as cells in elodea and onions; muscle cells, nerve cells, skin cells, etc. inanimals.

Resources to Support 3.B.2.b (Assessed)









y Bill Nye: Cells

y

Eyewitness: Life






students.




3.B.2.c (Assessed)

Select information gathered from readings that provides evidence that some organisms cells vary


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Select information gathered from readings that provides evidence that some organism s cells vary

greatly in appearance and perform very different roles in the organism.

Resources to Support 3.A.1.a (Assessed)









y Bill Nye: Cells

y Eyewitness: Life






students.





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Cells Resource


Day Lesson Seed Guiding Questions


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1 Assess the students prior knowledge about cells. They may have some backgroundknowledge from their experience at the outdoor school if they participated in the cells

lesson. Have the students use the labels and microscope picture to identify the parts

of the microscope. Have the students describe the function of each part. Students

should have a real microscope to look at. Contact Tara Ellis if you school does not

have microscopes. Students can also review by reading Looking at Cells. Consider

having the students compare the plant and animal cell models.

y What are cells?

y What is an example of a single celled organism?

y What is an example of a multicellular organism?

y How do cells sustain life?

2 Students observe single celled organisms, such as amoeba, euglena, or paramecium.You may use the following website:

http://www.linkpublishing.com/video-cell.htm#paramecium

http://www.linkpublishing.com/video-cell.htm#Amoeba_(Ameba)


You can also have the students observe pond water, much like their experience at

outdoor school. Students should use their science notebooks to draw and record their

observations. Each school has been provided slides, slip covers, droppers, and

iodine. Contact Tara Ellis if you need any materials or need pond water. Be sure that

students wash their hands after the investigation.

y How would you describe and compare the single

celled organisms?

y How would you describe the behaviors of the

single celled organisms?

y Describe how single celled organisms have

similar needs to those of multicellular organisms.


Day Lesson Seed Guiding Questions


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3-4Students observe cells from multicellular organisms. Students can use the

microscopes to observe onion skin and the leaves from their plants. Slides for onions

should be prepared before lesson. Directions are included in this resource. Use

websites from the recommended list on the next page to have students view other

cells such as muscle, nerve, etc. Students should record their observations in their

science notebooks.

y How would you describe and compare the cells

you have observed?

y Why are some cells different?

5Wrapping Up Cells

Students should be able to answer the following questions:

y What are cells?

y What is an example of a single celled organism? What is an example of a


y How would you describe and compare the cells you observed?

y How do cells sustain life?




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http://www.linkpublishing.com/video-cell.htm#paramecium

http://www.linkpublishing.com/video-cell.htm#Amoeba_(Ameba)

http://www.linkpublishing.com/video-cell.ht

Science Grade 5 Unit 3 Guide 2010

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Transcript of Science Grade 5 Unit 3 Guide 2010