Standards Alignment... 5 Safe Science... 9 Scienti c Inquiry...11 Assembling Rubber Band Books... 15

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1 Standards Alignment... 5 Safe Science... 9 Scienti c Inquiry...11 Assembling Rubber Band Books Earth in Space and Time Generating Galaxies Stars in the Milky Way Galaxy...27 Lining Up the Planets Can You Planet?...47 Planets in Our Solar System...63 Planetary Logic...67 Planetary Facts...75 Asteroids, Comets, and Meteors...85 Here Comes Halley s!...87 Planet Trivia...95 Earth Systems and Patterns Checking on the Water Cycle Wondering About the Water Cycle The Mini Water Cycle Moving Raindrops At the Solars Precipitation Decimal Downpour Fascinating Facts: Rain Families of Flakes Dream On! Surf n Sand Toss Water on Earth Comparing Containers Make Dew Sling Fling Tub Temps Heating of Land and Water The Great Moderator Elevated Differences Swamps Nationwide Highs Out Front Charting Current Conditions Fronting the Weather Severe Weather Coordinating a Plan Website Watch: Severe Weather Preparedness Formative Assessment Questions Assessment Meter Tape Family Letter Materials List The AIMS Program Model of Learning Chinese Proverb Weather and Climate Station Model Sky Cover Temperature Tally Highs and Lows Aneroid Barometer Wind Ways It s a Breeze! Just a Gust? Rain Check Core Curriculum/Florida AIMS Education Foundation

2 Activity Earth in Space and Time Generating Galaxies Stars in the Milky Way Galaxy Lining Up the Planets Can You Planet? Planets in Our Solar System Planetary Logic Planetary Facts Asteroids, Comets, and Meteors Here Comes Halley s! Planet Trivia NGSSS E.5.1 E.5.1 E.5.3 E.5.3 E.5.2, E.5.3 E.5.2, E.5.3 E.5.2, E.5.3 E.5.3 E.5.3, N.2.1 E.5.2 Earth Systems and Patterns Checking on the Water Cycle Wondering About the Water Cycle The Mini Water Cycle Moving Raindrops At the Solars Precipitation Decimal Downpour Fascinating Facts: Rain Families of Flakes Dream On! Surf n Sand Toss Water on Earth Comparing Containers Weather and Climate Station Model Sky Cover Temperature Tally Highs and Lows Aneroid Barometer Wind Ways E.7.1 E.7.1 E.7.1 E.7.1 E.7.1, E.7.2, E.7.4 E.7.4 E.7.4 E.7.4 E.7.4 E.7.4 E.7.2 E.7.2 E.7.2, N.1.1 E.7.6 Core Curriculum/Florida AIMS Education Foundation

3 It s a Breeze! Just a Gust? Rain Check, E.7.4 Make Dew Sling Fling Tub Temps E.7.6, N.1.1 Heating of Land and Water E.7.6 The Great Moderator E.7.6 Elevated Differences E.7.5, E.7.6 Swamps E.7.5 Nationwide Highs, E.7.6 Out Front Charting Current Conditions, E.7.4 Fronting the Weather Severe Weather E.7.7 Coordinating a Plan E.7.7 Website Watch: Severe Weather Preparedness E.7.7 Core Curriculum/Florida AIMS Education Foundation

4 Florida Fifth Grade Next Generation Sunshine State Standards Alignment Scientific Inquiry BIG IDEA 1: The Practice of Science A: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. B: The processes of science frequently do not correspond to the traditional portrayal of the scientific method. C: Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. D: Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. SC.5.N.1.1 Define a problem, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types such as: systematic observations, experiments requiring the identification of variables, collecting and organizing data, interpreting data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Comparing Containers Tub Temps BIG IDEA 2: The Characteristics of Scientific Knowledge A: Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. B: Scientific knowledge is durable and robust, but open to change. C: Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. SC.5.N.2.1 Recognize and explain that science is grounded in empirical observations that are testable; explanation must always be linked with evidence. Here Comes Halley s! Earth Science BIG IDEA 5: Earth in Space and Time Humans continue to explore Earth s place in space. Gravity and energy influence the formation of galaxies, including our own Milky Way Galaxy, stars, the Solar System, and Earth. Humankind s need to explore continues to lead to the development of knowledge and understanding of our Solar System. SC.5.E.5.1 Recognize that a galaxy consists of gas, dust, and many stars, including any objects orbiting the stars. Identify our home galaxy as the Milky Way. Generating Galaxies Stars in the Milky Way Galaxy SC.5.E.5.2 Recognize the major common characteristics of all planets and compare/contrast the properties of inner and outer planets. Planets in Our Solar System Planetary Logic Planetary Facts Planet Trivia Core Curriculum/Florida AIMS Education Foundation

5 SC.5.E.5.3 Distinguish among the following objects of the Solar System Sun, planets, moons, asteroids, comets and identify Earth s position in it. Lining Up the Planets Can You Planet? Planets in Our Solar System Planetary Facts Asteroids, Comets, and Meteors Here Comes Halley s! BIG IDEA 7: Earth Systems and Patterns Humans continue to explore the interactions among water, air, and land. Air and water are in constant motion that results in changing conditions that can be observed over time. SC.5.E.7.1 Create a model to explain the parts of the water cycle. Water can be a gas, a liquid, or a solid and can go back and forth from one state to another. Checking on the Water Cycle Wondering About the Water Cycle The Mini Water Cycle Moving Raindrops At the Solars Precipitation SC.5.E.7.2 SC.5. Recognize that the ocean is an integral part of the water cycle and is connected to all of Earth s water reservoirs via evaporation and precipitation processes. At the Solars Surf n Sand Toss Water on Earth Comparing Containers Recognize how air temperature, barometric pressure, humidity, wind speed and direction, and precipitation determine the weather in a particular place and time. Station Model Sky Cover Temperature Tally Highs and Lows Aneroid Barometer Wind Ways It s a Breeze! Just a Gust? Rain Check Make Dew Sling Fling Nationwide Highs Out Front Charting Current Conditions Fronting the Weather SC.5.E.7.4 SC.5.E.7.5 SC.5.E.7.6 SC.5.E.7.7 Distinguish among the various forms of precipitation (rain, snow, sleet, and hail), making connections to the weather in a particular place and time. At the Solars Precipitation Decimal Downpour Fascinating Facts: Rain Families of Flakes Dream On! Rain Check Charting Current Conditions Recognize that some of the weather-related differences, such as temperature and humidity, are found among different environments, such as swamps, deserts, and mountains. Elevated Differences Swamps Describe characteristics (temperature and precipitation) of different climate zones as they relate to latitude, elevation, and proximity to bodies of water. Weather and Climate Tub Temps Heating of Land and Water The Great Moderator Elevated Differences Nationwide Highs Design a family preparedness plan for natural disasters and identify the reasons for having such a plan. Severe Weather Coordinating a Plan Website Watch: Severe Weather Preparedness Core Curriculum/Florida AIMS Education Foundation

6 Checking on the Water Cycle Topic Water cycle Key Question What are the processes of the water cycle? Learning Goals Students will: build and observe a closed water cycle system, and identify the processes of the water cycle. Guiding Documents Project 2061 Benchmark When liquid water disappears, it turns into a gas (vapor) in the air and can reappear as a liquid when cooled, or as a solid if cooled below the freezing point of water. Clouds and fog are made of tiny droplets of water. NRC Standards Water, which covers the majority of the earth s surface, circulates through the crust, oceans, and atmosphere in what is known as the water cycle. Water evaporates from the earth s surface, rises and cools as it moves to higher elevations, condenses as rain or snow, and falls to the surface where it collects in lakes, oceans, soil, and in rocks underground. Materials can exist in different states solid, liquid, and gas. Some common materials, such as water, can be changed from one state to another by heating or cooling. Science Earth science weather water cycle Integrated Processes Observing Recording data Comparing and contrasting Relating Inferring Materials For each group of four: 2-L soda bottle, empty and clean clear plastic cup, 9 oz hot water in 5-oz Styrofoam cup ice scissors permanent markers, optional food coloring, optional Background Information A soda bottle containing water models the water cycle. Warmth causes the motion of water molecules to quicken; some escape their bonds, evaporating into the air and becoming invisible vapor. As the water vapor cools when it hits the cup of ice, the molecules slow down and condense again into a visible liquid. Water droplets may form at the top and sides and slowly drip or slide (precipitate) down, accumulating at the bottom of the bottle. Management 1. Students can work in groups of four. 2. Hot tap water can be used. Adding food coloring to the water helps students see the accumulated water. It is also a teachable moment to let them discover that the water that condenses on the bottom of the ice-filled cup is clear, not colored. 3. If hot water is not available, coffee from the cafeteria or teacher s lounge can be used. Caution students to use care when working with the hot liquids. Procedure 1. Hold a class discussion about where the rain comes from, how it gets in the clouds, etc. Lead students to thinking about the natural water cycle. Talk about the processes of evaporation, condensation, precipitation, and accumulation. 2. Tell students they will create a very simple water cycle in a soda bottle and look for evidence of the four processes. 3. Distribute a bottle and cup to each student or group. Have students cut approximately 5 centimeters (2 inches) off the top of the bottle. The resulting hole should be large enough that the 9-oz cup will sit in the top of the bottle, but not large enough that it will fall through. Core Curriculum/Florida AIMS Education Foundation

7 4. Have students get the hot liquid in the 5-oz Styrofoam cup and pour it into the bottom of the soda bottle. 5. Direct them to fill the 9-oz plastic cup about half full of ice and set it in the top of the soda bottle. 6. Invite students to record the time at which their water cycle system was set up. Have them observe the system and record when they see moisture condense on the cup of ice. (This will happen very quickly.) 7. Have students continue to watch as the condensation drips off the cup (precipitates) and accumulates back in the bottom of the bottle. 8. Discuss how this model is like the natural water cycle and how it is different. 9. If desired, have students draw a scene on the outside of the bottle that represents the actual water cycle. They will need to use permanent pens. 5. How does the mini water cycle demonstrate these processes? [evaporation less water in the bottom of the bottle, condensation water droplets on the cup, precipitation water trickling down the sides, accumulation water collecting at the bottom of the bottle] 6. What would happen if you left your mini water cycle in a warm place for one month? [The water will repeatedly cycle through the processes, but at a slower rate. Some of the water that evaporates may escape from the system if the cup isn t tightly fitted in the bottle.] 7. What are you wondering now? Curriculum Correlation Literature Cole, Joanna. The Magic School Bus Wet All Over: A Book About the Water Cycle. Scholastic, Inc. New York Ms. Frizzle s class turns into raindrops. Join them as they evaporate, condense, rain, and make their way back to the ocean only to evaporate all over again! Locker, Thomas. Water Dance. Harcourt Brace & Co. Orlando Water speaks of its existence in such forms as storm clouds, mist, rainbows, and rivers. Includes factual information on the water cycle. McKinney, Barbara Shaw. A Drop Around the World. Dawn Publications. Nevada City A raindrop cycles through liquid, solid, and vapor forms as it travels around the world. Waldman, Neil. The Snowflake: A Water Cycle Story. The Millbrook Press. Brookfield, Connecticut Follow a snowflake through the changing phases of the water cycle frozen pond, underground stream, irrigation system, cloud, ocean, etc. Connecting Learning 1. What do you think will happen to the water in the bottle? 2. How could you tell that water had evaporated? [The condensed water droplets must have come from invisible water vapor in the air.] 3. Can you see evaporation? Explain. [No, water vapor is an invisible gas.] 4. What are the processes involved in the water cycle? [evaporation, condensation, precipitation, accumulation] Core Curriculum/Florida AIMS Education Foundation

8 Checking on the Water Cycle Key Question What are the processes of the water cycle? Learning Goals Students will: build and observe a closed water cycle system, and identify the processes of the water cycle. Core Curriculum/Florida AIMS Education Foundation

9 Checking on the Water Cycle 1. Use your scissors to cut 5 centimeters off the top of your bottle. 2. Check to see that a 9-oz cup will sit in the hole. If it doesn t, you may need to cut some more from the top of your bottle. Be careful; you don t want the cup to fall into the bottle. 3. Add hot liquid to the bottom of your bottle. 4. Fill your 9-ounce cup half full of ice and set it in the hole at the top of the bottle. 5. Write down the time at which your water cycle bottle was set up. 6. Watch carefully. Write down the time when you see moisture collect on the bottom of the cup. How long did this take? 7. When did you see drops of water fall back to the bottom of the bottle? 8. Illustrate what happened on the picture. Label the processes of evaporation, condensation, precipitation, and accumulation. Core Curriculum/Florida AIMS Education Foundation

10 Checking on the Water Cycle CONNECTING CONNECTING Connecting Learning LEARNING LEARNING 1. What do you think will happen to the water in the bottle? 2. How could you tell that water had evaporated? 3. Can you see evaporation? Explain. 4. What are the processes involved in the water cycle? 5. How does the mini water cycle demonstrate these processes? 6. What would happen if you left your mini water cycle in a warm place for one month? 7. What are you wondering now? Core Curriculum/Florida AIMS Education Foundation

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