FIFTH GRADE Science Curriculum Framework 1 Investigations will be integrated with social studies and mathematics where appropriate. 2 Investigations will be integrated with language arts non-fiction reading, writing. --Content will be delivered via whole group reading, guided reading and independent reading (with leveled non-fiction readers). --Students will keep a scientist s notebook. 3 Units will include grade level assessments of content, skills, and understandings. 4 Glossary of core vocabulary will be developed. 5 Classrooms will display word walls with science vocabulary Skills emphasized throughout Grade 5= observing, describing, comparing, questioning, organizing observations, planning and conducting investigations, communicating observations through drawing/ writing, and acquiring a science vocabulary 1--Introduction to the Scientific Process Essential Question: What does a scientist do? Assessment Anchors: S5.A.1.3 S5.A.2.1 S5.A.2.2 S5.A.3.1 S5.A.3.2 S5.A.3.3 (K-5) Scientists as individuals or as a group use a scientific process to question and to explore the world and to solve problems. o Observe o Question o Collect information o State hypothesis o Experiment o Record and study data o Draw conclusions (K-5) A scientist uses his/her five senses to describe the objects in the world. o (K-1) Identify the five senses o Use the five senses to describe objects o Develop vocabulary to describe. (K-5) A scientist observes carefully. A scientific fact can be supported by making observations. o Observe carefully. Describe what you see. o Distinguish between a scientific fact and an opinion, providing clear explanations that connect observations and results (S4.A.1.1.1) (K-5) A scientist keeps a notebook to record his/her process (experiences, observations, and thinking). (K-5) A scientist uses tools to help him/her observe carefully o Magnets o Magnifying glasses o Microscopes
o Thermometers o Rulers/tape measures (Measurement is emphasized) o Scales o Gauges (rain, wind) o Technology o Metric tools (K-5) A scientist o identifies systems and describes relationships among parts of a familiar o system (S5.A.3.1) uses models to illustrate simple concepts and compares the models to what they represent (S5.A.3.2) o identifies and makes observations about patterns that regularly occur in nature (S5.A.3.3) 2--Earth Science: Exploring the fundamental concepts in earth science (FOSS kit, Landforms) Pennsylvania Science Standards: S4.A.2.1.1, S4.A.2.1.2, S4.A.2.1.3, S4.A.2.1.4, S4.A.2.2.1, S4.A.3.3.1, S4.3.3.2, S4.D.1.1.1, S4D.1.1.2, S4.D.1.1.3 National Science Education Standards Essential Questions: How does the structure of the Earth change over time? How does human interaction with the Earth accelerate changes? Goals: The Landform module consists of five investigations that introduce students to fundamental concepts in earth science: Change takes place when things interact. All things change over time. Patterns of interaction and change are useful in explaining landforms. Cartographers use specialized tools and techniques to depict landforms. Content: Earth Science Landforms are the results of a combination of destructive forces, such as erosion, and constructive forces, such as deposition of sediments. The surface of the earth changes. Some changes are due to slow processes, and others are due to rapid processes. Science and Technology Scientists work collaboratively in teams and use tools and scientific techniques to make better observations. Science in Personal and Social Perspectives Human activities can induce hazards through such actions as resource acquisition, urban growth, and land-use decisions. Such activities can accelerate many natural changes.
Skills: Identify questions; design and conduct scientific investigations to answer those questions Employ tools to gather, analyze, and interpret data Apply mathematics in the context of science Use data to construct reasonable explanations Develop and communicate investigations and evidence Understand that scientists use different kinds of investigations and tools to develop explanations using evidence and knowledge Acquire vocabulary associated with landforms and the processes that create landforms Investigations: Investigation 1: Schoolyard Models Models represent objects that are very large or processes that occur over long periods of time. Models and maps are ways of representing landforms and human structures. Maps can be made from models. Observe the schoolyard and create a model of it Make a representation of the schoolyard using a grid system to transfer information to a smaller map Compare features on the models and corresponding maps Investigation 2: Stream Tables Water is an important agent in shaping landforms. The wearing away of earth is erosion; the settling of eroded material is deposition. Landforms that result from running water include canyons, deltas, and alluvial fans. Observe and measure the effects of flowing water in the stream table Compare the features created in the stream features Communicate the results of the investigations Relate the processes in the stream table to the processes of erosion and deposition Investigation 3: Go with the Flow The slope of the land over which a river flows affects the processes of erosion and deposition. During flooding, the rate of erosion and deposition increases Humans affect the processes of erosion and deposition. Observe and measure the results of stream table investigations Experiment to find the effect of slope and floods on erosion and deposition
Communicate the results of experiments in a conference Relate the stream table results to natural processes Investigation 4: Build a Mountain Topographic maps are two dimensional representations of three dimensional surfaces. Topographic maps show contour lines, which represent points of equal elevation. Topographical maps use symbols and color to represent landforms. Observe features on a foam mountain and compare them to a two dimensional representation, a topographic map Organize information from a model to create a topographic map and profile of a mountain Relate topographical features to symbolic representations on maps Investigation 5: Bird s-eye View Cartographers use aerial photographs as one tool in constructing topographic maps. Landform maps can be generated from aerial photographs. Observe and describe the types of information represented on a topographic map Compare the Mt. Shasta foam mountain to the topographical map Interpret aerial photographs Relate information on maps and aerial photographs to the actual landforms Key Vocabulary: pattern, interaction, landform, cartographer, destructive force, constructive force, erosion, sediments, deposition, canyon, delta, alluvial fan, slope, hazard, resource acquisition, urban growth, land-use decisions, accelerate, agent, topographical map, elevation, aerial photograph, two dimension, three dimension, contour, symbolic representation 3 Life Science: Exploring structure and function in living systems (FOSS, Living Systems kit) Pennsylvania Science Standards: S4.A.1.3.1, S4.A.1.3.2, S4.A.1.3.3, S4.A.2.1.1, S4.A.2.1.2, S4.A.2.1.4, S4.A.2.2.1, S4.A.3.1.1, S4.A.3.2.2, S4.A.3.2.3. S4.C.1.1.1, S4.C.1.1.2, S4.C. 2.1.1, S4.C.2.1.2, S4.C.2.1.3, S4.C.3.1.1 National Science Education Standards Essential Question: How do multi-cellular organisms use systems to transport basic needs?
Goals: The Living Systems module consists of three sequential investigations that introduce students to transport systems in multi-cellular organisms: Circulatory, respiratory, digestive, and excretory systems in humans Vascular system in plants Content: Living systems at all levels of organization demonstrate the complementary nature of structure and function. Important levels of organization for structure and function include cells, organs, tissues, organ systems, whole organisms, and ecosystems. All organisms are composed of cells the fundamental unit of life. Most organisms are single cells; other organisms, including humans, are multi-cellular. All cells have basic needs water, food, gas exchange, and waste disposal. Cells carry on the many functions needed to sustain life. They take in nutrients, which they use to provide energy for the work that cells do and to make the materials that a cell or an organism needs. The human organism has systems for digestion, respiration, circulation, and excretion. These systems interact with one another. For ecosystems, the major source of energy is sunlight. Energy entering ecosystems as sunlight is transferred by producers into chemical energy through photosynthesis. Vascular plants have specialized tissues (xylem and phloem tubes) for the transport of water to cells in vascular plants. Leaves play an important role in the transport of water to cells in vascular plants. Leaves can by classified on the basis of vascular pattern. Food provides energy and nutrients for growth and development. Nutrition requirements vary with body weight, age, activity, and body functioning. Green plant cells make sugar from carbon dioxide and water in the presence of sunlight, and release oxygen. Plant and animal cells obtain energy by breaking down sugar into carbon dioxide and water (cellular respiration). Skills: Observe change over time and draw conclusions regarding the decomposition of organic matter. Use models to explain how biological systems function, such as transport systems in plants and animals. Design and conduct investigations to discover how food is processed in living systems. Design and conduct investigations to discover how the nervous system controls animal activities. Identify questions; design and conduct scientific investigations to answer those questions Employ tools to gather, analyze, and interpret data Apply mathematics in the context of science Use data to construct reasonable explanations Develop and communicate investigations and evidence
Understand that scientists use different kinds of investigations and tools to develop explanations using evidence and knowledge Acquire vocabulary associated with living systems Investigations: Investigation 1: Living Cells Cells require water, food, gases, and waste removal to live. In humans, oxygen is transported to the blood and carbon dioxide is transported from the blood in the respiratory system. In the human circulatory system, blood transports resources to the cells and wastes from the cells. The digestive system breaks down complex substances into simple ones. Kidneys filter wastes from blood and convert them into urine for excretion. The respiratory, circulatory, digestive, and excretory systems work together to ensure that cells receive the resources they need. Gather information about multiple human resources (via print and electronic resources) Describe structure and function relationships in a variety of organs in a system Describe the sequence of events in complex relationships in human organ systems. Observe and communicate the results of an experiment on digestion. Identify the dependent and controlled variables in an experiment. Investigation 2: Vascular Plants Life happens in cells. Vascular plants have two transport systems, one to transport water and minerals from roots to leaves, and one to transport sugar from leaves to cells that need it. In vascular plants, water and minerals are transported to cells in xylem tubes; sugar I transported to cells in phloem tubes. Vascular bundles are arranged in predictable patterns of veins in the leaves of vascular plants. Scientists classify objects and information by organizing them into groups with similar attributes. Classify objects (e.g., rocks, plants, leaves) in accordance with appropriate criteria Plan and conduct an investigation to find out how water gets to the cells in a vascular plant Use appropriate tools to measure mass and volume in an experiment Use mathematics to analyze investigation results. Organize and communicate findings. Investigation 3: Sugar and Cells Chlorophyll absorbs sunlight. Photosynthesis requires carbon dioxide, water, and light. Photosynthesis produces sugar and oxygen gas. Plant and animal cells break down sugar and oxygen into carbon dioxide and water to obtain energy (cellular respiration). Animals obtain six classes of nutrients from food: protein, carbohydrate, fat, minerals, vitamins, and water.
The volume of gas produced by yeast is proportional to the amount of sugar present. Observe and describe evidence of yeast s cellular respiration Plan and conduct an investigation to find out how much sugar is in different breakfast cereals. Use appropriate tools to measure mass, volume, and temperature in an experiment Use mathematics to analyze investigation results Organize and communicate results of an experiment using yeast as an indicator of sugar Identify the dependent and controlled variables in an experiment. Key Vocabulary: organism, single cell organism, multi-cellular organism, system, transport system, circulatory system, respiratory system, digestive system, excretory system, vascular system/vascular plant, vascular pattern/vascular bundle, complementary (vs. complimentary), structure, function, cell, organ, tissue, organ system, whole organism, ecosystem, nutrients, interact, energy, photosynthesis, chlorophyll, classify/class, attributes, criteria, mass, volume, xylem tube, phloem tube, carbon dioxide, oxygen/oxygen gas, cellular respiration, decomposition, convert, urine, dependent variable, controlled variable, nutrient, protein, carbohydrate, fat, mineral, vitamin, proportional, yeast CH Rohrbach, Director of Curriculum and Staff Development 04/13