LOGAN-ROGERSVILLE SCIENCE CURRICULUM

5TH GRADE

 

COURSE DESCRIPTION

In grades 3, 4, and 5, the curriculum science units of life, earth, and physical sciences are taught sequentially. All concepts taught are applied to daily life through a variety of experiences and become building blocks for future learning in the area of science.

 

COURSE RATIONALE

Science curriculum in grades 3, 4, and 5 covers the life, earth, and physical sciences. These disciplines not only prepare our students for upper level science courses, but also provide them a taste of science found in their future. 

 

 

Grade and/or Class:  5th Grade Science

Last Revision: 2001/2002

Writer:  Pat Hetherington

 

By the end of grade 5, all students should be able to

District Skill Competency

Frameworks Alignment

Activities

Assessment

Content Standards

Performance Standards

1. Apply mathematical procedures to investigations.

I, A, 1a

In small or large groups, students will apply mathematical procedures to check outcome of an investigation about the frequency of inheritance of genes and traits when using a model using chips.

Individually, students will apply mathematical procedures to an investigation.  (See guide, U.A. – C2 Investigating Dominate and Recessive Traits)  Lab Manual pp. 9-10.

SC7

1.6

2. The student will measure length, volume, mass, time, and temperature using identifier units; use technological equipment to evaluate experiments.

I,A,2a

In small groups the students will measure volume in L and ML and convert from one unit to the other.

The student will measure in L and ML and covert from one to the other.

SC7

1.4, 1.8

3. Organize information in tables and graphs.

I,A,4a

The students will collect information on inherited traits through a peer survey. 

The student will organize their data into tables and graphs.

SC7

1.2

 

 

District Skill Competency

Frameworks Alignment

Activities

Assessment

Content Standards

Performance Standards

4. The student will conduct investigations with adequate number of repeated trials, unbiased sampling, accurate measurement and record keeping.

I,B,1a

The student will:

  • Investigate six dominate and recessive traits from a sampling of the class and graph the results (A67-69).
  • Conduct an adequate number of repeated trials designed to show the observed dominant or recessive traits.

The student will:

  • Graph results of a survey of dominant and recessive traits.
  • Determine the observable traits of the offspring of parents with certain gene types.

 

SC7

1.2, 1.3

5. Investigate the changes of the state of water as it evaporates, condenses and falls again.

III,A,3a

The student will set up an apparatus that catches condensed water as it forms as an investigation of the forms of water.

The student will reflect the findings of this investigation in discussion and by constructed answers to questions.

(Lab Manual pp. 73-74)

SC1

1.2

6. Identify the components when water is separated.

III,A,5a

Student will identify the component elements when water is separated by an electrical current.

The students will work in small groups to identify which pencil collects hydrogen or oxygen bubbles when an electrical current is sent through the water.

(Lab Manual pp. 27-28)

SC1

3.4

7. Identify chemical properties of a substance after a chemical reaction has occurred.

III,A,6a

Student will identify chemical changes in water by adding electricity.

Students will work in small groups to identify the change in chemical properties of the water when electricity is applied.

(Lab Manual pp. 27-28)

SC1

1.1

 

 

District Skill Competency

Frameworks Alignment

Activities

Assessment

Content Standards

Performance Standards

8. Identify various sources of energy for the generation of electric power.

III,B,3b

After reading students will discuss and identify energy sources that supply power for electrical generators.

Individually the student will identify energy sources that supply power for electrical generators.  (Book, p.B135)

SC1

1.10

9. Describe the relationship between energy and changes in matter.

III,C,1a

In large group, students will discuss the relationship between energy and changes in matter.

Individually, describe the changes in the state of water including heat as the energy source.  (Book, p.C81)

SC1

1.6, 2.1

10. Identify characteristics of conductive materials and of insulative materials.

III,C,4b

The students will build and test an electric circuit and then introduce different materials into the circuit to see if they complete the circuit.

The student will identify the objects that complete the circuit as conductors and those that do not as insulators.

(Lab Manual pp. 49-50)

SC1

1.2

11. Interpret and explain how kinetic, potential, and mechanical energy are converted in common activities.

IV,C,1a
  1. Students will make a roller coaster model and explain how the speed of a marble changes as it rolls.
  2. Students will be able to observe how potential energy can change to kinetic energy and interpret and explain how kinetic energy can do the work.
  1. The students will interpret and explain what had to be done to make the marble roll all the way over the hill.

(Lab Manual pp. 39-40)

  1. The students will interpret data and explain the relationship of the height of the ramp and the amount of work done by the marble moving the cup.

(Lab Manual pp. 41-42)

SC2

1.6, 4.1

 

District Skill Competency

Frameworks Alignment

Activities

Assessment

Content Standards

Performance Standards

12. The student will determine approximate locations and diameters of planets in the solar system.

V,A,1a

Students will measure and draw scale models of the planets then determine sequence of the models from the sun.

Students with the use of a visual aid will be able to determine the correct arrangement of the planets and accurately measure each planet to determine proper diameters.

(Lab Manual pp. 75-76)

SC6

2.2

13. Use tables, charts, and text to compare and contrast the physical properties of planets.

V,A,2a

In large or small groups students will compare and contrast the physical properties of the planets.

Individually, the student will compare and contrast the physical properties of the planets.

(book p. C117)

SC6

1.6, 1.8

14. Students will evaluate how revolution, rotation, and tilt of the Earth influences amount of sunlight that reaches the surface.

V,B,3a

In large or small groups students will model and evaluate how sunlight reaches different parts of the Earth as Earth moves through its orbit.

Individually the student will be able to evaluate how Earth’s movement and tilt affects how directly light reaches different parts of the Earth.

(Lab Manual pp. 71-72)

SC6

1.8

15. Describe geological profiles of sedimentary rock layers.

VI,C,5a

In large group discussion the student will describe the elements of layering, fossils, and rock movement.

Individually the student will describe age of sedimentary layers involving fossils and rock movement.

(book p. C34 and test UC, C1)

SC5

1.6

 

District Skill Competency

Frameworks Alignment

Activities

Assessment

Content Standards

Performance Standards

16. Students will organize information and ideas and evaluate how activity and natural events affect the quality of water supplies.

VI,C,6a

In large or small groups students will organize data, information, and ideas about one-way water can become polluted by making a model of underground water.

Individually the students will organize their data and evaluate how pollution on land can pollute underground and surface water.

(Lab Manual pp. 65-66)

SC5

1.8

17. The students will identify and explain the hydrosphere, lithosphere, and atmosphere and their differences.

VI,C,8a

In class discussion the students will keep a vocabulary notebook including hydrosphere, lithosphere and atmosphere to understand the difference between them.

The students will show understanding of lithosphere, hydrosphere, and atmosphere through lesson assessment.

(Lesson Assessment UC, C1, L1)

 

SC5

1.5

 

18. The student will be able to compare, analyze, and evaluate the causes of air pollution and its effect on quality in an area.

VI,C,9a

In small groups or individually students will analyze air quality by making a model air pollution detector and recording and evaluating the causes and effects of air pollution in an area and compare to findings from another area.

Students will be able to compare and analyze air pollution of various locations and evaluate causes of pollution.

(Lab manual p.67-68)

(p.T17)

SC5

3.5, 4.1

19. The students explore and identify effects of energy transfer for processes on cycling of water.

VI,B,1a

Students will explore energy transfer for processes on the cycling of water.

The student will identify the effects of energy transfer for processes of water cycling.

(Lab manual p. 69-70)

SC5

2.3

 

District Skill Competency

Frameworks Alignment

Activities

Assessment

Content Standards

Performance Standards

20. Examine data useful for identification and analysis of climate patterns associated with large bodies of water.

VI,B,2a

Students will examine maps of ocean currents to trace origins of the flow to identify how these currents affect the climate of land that they flow past.

The student will identify how ocean currents can affect the climate of land that they flow past.

(Lesson review p. C92

Assessment UC, C3, L3, test UC, C3)

SC5

1.5

21. Students will evaluate information and explain ideas concerning the theory of plate tectonics.

VI,B,3a

Student will evaluate information to develop a model showing how continents fit together in one large continent and label global and geological features on the continents.

Students will explain how the continents fit together in shape and in observing global and geological features like mountains, coal, and glacial deposits, and fossils.

(Lab manual p. 57-58)

SC5

1.8

22. Students will develop and evaluate the human impact on water resources.

VI,B,4a

Students will develop and evaluate one way water can become polluted by making a model of underground water.

The students will observe and evaluate how pollution on land can pollute underground and surface water.

(Lab manual p. 65-66)

SC5

2.1

 

District Skill Competency

Frameworks Alignment

Activities

Assessment

Content Standards

Performance Standards
  1. a  Students will conduct laboratory investigation to study and explain the effects of solar radiation.

b. Students will conduct laboratory investigations to model and explain the effects of the tilt of Earth’s axis on patterns of weather and the climate on Earth.

VI,B,5a
  1. Through laboratory investigations the student will catch condensed water as it forms to study the effect of solar radiation.
  2. By designing a laboratory investigation, the students will be able to model how sunlight reaches different parts of the Earth as Earth tilts.
  1. Students will explain effects of solar radiation.
  2. Students will explain the effect of Earth’s tilt on its axis with patterns of Earth’s climate.

(Lab manual pp. 71-71)

SC5

1.3

24. Students will classify common organisms into proper kingdoms.

VII,A,1a

Student will use manipulatives practice classifying common organisms into proper kingdoms.

Student will classify common organisms into proper kingdoms.

(Transparency 1, and Lesson Assessment UA, C1, L2)

SC3

1.8

25. Students will experiment with green plants to explain the requirements and products of photosynthesis.

VII,B,2a

Students will experiment with an elodea plant to determine explanation of how light affects the ability of a plant to use carbon dioxide.

Students will explain how light affects photosynthesis and its production of oxygen.

(Lab manual p. 23-24)

SC3

1.8

 

District Skill Competency

Frameworks Alignment

Activities

Assessment

Content Standards

Performance Standards

26. Student will investigate to explain how an organism is uniquely adapted to a particular function for enhancing its ability to survive.

VII,C,2a

Students will investigate protective coloration of moths.

Students will explain that a particular type of moth would be more likely to survive because it is uniquely adapted to a function of survival.

(Lab manual p. 13-14)

SC3

1.3

27. Students will identify how genetic material is transmitted and how genetic traits are expressed in offspring.

VII,D,2a

Using a chips model students will investigate in order to identify the frequency of inheritance of genes and traits.

Students will identify the color of offspring produced when one parent in hybrid and when both parents are hybrid.

(Lab manual p. 9-10)

SC3

1.3

28. Student will investigate the adaptations of a present day organism and explain how the adaptations contributed to its survival.

VII,E,1a

Students will investigate adaptive protective coloration of the peppered moths.

Through investigation the students will be able to explain why adaptations of the peppered moth contributes to its survival.

(Lab manual p. 13-14)

SC3

1.3

29. Students will evaluate information to identify changes in populations due to environmental conditions.

VII,E,2a

In large group students will discuss and evaluate information to identify how environmental conditions caused changes in populations.

Students will identify how pollution affected the population of the peppered moth. 

(Lesson review p. 103, Lesson Assessment, UA, C3, L4; Test, UA, C3)

SC3

1.5

 

District Skill Competency

Frameworks Alignment

Activities

Assessment

Content Standards

Performance Standards

30. Present ideas, opinions, and arguments in an organized and convincing way stating the differences and similarities between successful populations and their environments.

VII,E,3a

In large group students will discuss and identify the differences and similarities between the successful populations and their environment.

The student will identify the differences and similarities between the successful populations of the gray fox vs. the woolly mammoth to their environment.

(Lesson review p. 103; Lesson Assessment UA, C3, L4; Test UA, C3)

SC3

2.4

31. Students will investigate food webs to show the flow of energy in an ecosystem.

VIII,A,1a

Students will investigate an owl pellet to find out about its niche.

Students will infer from their investigation the food the owl eats to pass on energy in an ecosystem.

(Lab manual p. 21-22)

SC4

3.5, 4.6

32. The student will trace energy within a specific food chain.

VIII,A,1b

In large group discussion, the students will trace energy within a food chain.

The student will create a food chain and trace the flow of energy.

(Test, UA, C4)

SC4

1.6, 3.5

33. Student will describe the energy flow and matter recycling each step of a food web.

VIII,A,2a

The students will conduct inquiries on energy flow and matter recycling of a food web.

The student will describe energy flow and matter recycling.

(Test, UA, C4)

SC4

1.6, 3.5

34. Student will explain the flow of matter and energy through an ecosystem.

VIII,A,2b

The student will explain through a diagram the Carbon Dioxide – Oxygen cycle, the Nitrogen cycle, or the water cycle through an ecosystem.

The student will explain the flow of energy or matter in a diagram labeling all parts.

(Test, UA, C4)

SC4

1.6, 3.5

 

District Skill Competency

Frameworks Alignment

Activities

Assessment

Content Standards

Performance Standards

35. Student will create an energy pyramid and identify the flow of energy at each level.

VIII,A,4a

The student will create an energy pyramid and identify the organisms as producers, herbivore; carnivores, omnivore, or decomposers and show the flow of energy from one level to the next.

On a chapter test the students will create an energy pyramid with a given list of organisms, identifying each as a producer, herbivore, carnivore, omnivore, or decomposer.

SC4

2.1

36. Investigate and explain how the variations of organisms within a certain population increases the likelihood of survival of the species.

VIII,B,1a

The student will investigate why the pepper variations of the pepper moth allow survival of the species when pollution changes the color of the trees in its environment.

The student will explain how variations in a species develop and how the variations could contribute to the survival of the species.

SC4

2.1