5th Grade Science

Curriculum Guide

2016/2017

Revised May 2016

Mixtures and Solutions Unit (3 Weeks)

Standard Physical Science Standard 1

Graduate Competence Apply an understanding of atomic and molecular structure to explain the properties of matter, and predict outcomes of chemical and nuclear reactions

Grade Level Expectation 1. Mixtures of matter can be separated regardless of how they were created; all weight and mass of the mixture are the same as the sum of weight and mass of its parts

Big Idea Mixtures of matter can be separated regardless of how they were created; all weight and mass of the mixture are the same as the sum of weight and mass of its parts

End of unit Performance Task

Common Unit Assessments

Student Outcomes Core Concepts: Nature of Science Literacy Standards Focus

Writing Standard Focus Reading/writing Focus Cross Content Connection

a. Develop, communicate, and justify a procedure to separate simple mixtures based on physical properties. (DOK 1-3) b. Share evidence-based conclusions and an understanding of the impact on the weight/mass of a liquid or gas mixture before and after it is separated into parts. (DOK 1-3)

A mixture is two or more materials intermingled.

An aqueous solution is a mixture in which a substance disappears (dissolves) in water to make a clear liquid.

Mixtures can be separated into their constituents.

The mass of a mixture is equal to the mass of its components.

Solutions with a lot of solid dissolved in a volume of water are concentrated; solutions with little solid dissolved in a volume of water are dilute.

1. Ask testable questions about mixtures, make a falsifiable hypothesis, design an inquiry-based method of finding the answer, collect data, and form a conclusion. (DOK 2-4) 2. Select appropriate tools to conduct an experiment, use them correctly, and report the data in proper units. (DOK 1-2) 3. Share results of experiments with others and respectfully discuss results that are not expected. (DOK 2-3) 4. Review and analyze information presented by peers and provide feedback on their evidence and scientific reasoning about the separation of mixtures and how the separation impacts its total weight/mass. (DOK 2-3)

RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

W.5.9 Draw evidence from literary or informational texts to support analysis reflection, and research. a. Apply grade 5 Reading

standards to literature (e.g. “Compare and contrast two or more characters, setting, or events in a story or a drama, drawing on specific details in the text [e.g. how characters interact]”).

Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying

Read aloud: FOSS Science Stories (Comprehension Questions are available on Schoology)

Revised May 2016

More concentrated solutions are denser.

Solutions form layers based on density.

Solutions are composed of a solvent (liquid) and a solute (solid), which is dissolved in the solvent.

Solubility is the property that indicates how readily a solute dissolves in a solvent.

A solution is saturated when as much solid material as possible has dissolved in the liquid.

Solubility varies from substance to substance.

Some mixtures result in a chemical reaction.

A gas or precipitate is evidence of a reaction.

which reasons and evidence support which point[s]”).

Revised May 2016

Greeley-Evans School District 6 Grade: 5th Curriculum Guide

Unit: Mixtures & Solutions Timeline: 3 Weeks

Standard: Physical Science Standard 1

Grade Level Expectation: 1. Mixtures of matter can be separated regardless of how they were created; the weight and mass of the mixture are the same as the sum of the weight and mass of its parts

Student Outcomes: 1.a. Develop, communicate, and justify a procedure to separate simple

mixtures based on physical properties (DOK 1-3) 1.b. Share evidence-based conclusions and an understanding of the impact on the weight/mass of a liquid or gas mixture before and after it is separated into parts (DOK 1-3)

Instruction: Reminder: Review setting up scientific notebooks, safety, and scientific

method/C.E.R.R before teaching this unit It is important that each part of this investigation is completed in sequential

order. *DO NOT DO ALL INVESTIGATIONS IN THIS KIT*

Special instructions are noted, otherwise, teach the lessons as is in the manual Activate Prior Knowledge: A PowerPoint is available on Schoology to begin

your lesson

Investigation #1-Seperating Mixture *Be sure to emphasize the key idea that elements weigh the same when

mixed and/or separated* Investigation #2- Reaching Saturation Investigation #2-Part 1- discuss metric to standard conversions Investigation #2-Part 2- use a bar graph to compare the salt solution to the citric acid solution.

Focus Questions:

How can a mixture be separated?

Where does the solid material go when a solution is made?

How can you separate a mixture of dry materials?

Are there materials outdoors that will dissolve in water?

Are all solutions the same?

Can you layer liquids by their density (concentration)?

Is there a limit to the amount of salt

Vocabulary: Academic Vocabulary: Reference the Science Academic Vocabulary Words document for appropriate student word use Technical Vocabulary: matter, solid, liquid, gas, atoms, molecules, elements, compounds; Investigation #1/Separating Mixtures: mixture, solution, properties, dissolve, evaporate, filter, physical and chemical reactions; Investigation #2/Reaching Saturation: mass,

Assessments: *All student sheets can be found under the FOSS Kit Teacher Guide Investigation Duplication Masters section/ tab When grading your SCR’s for content knowledge, refer to the K-5 PARCC rubric on Schoology. Investigation #1-Seperating Mixtures

Separating Simple Mixtures SCR (can be found on Schoology)

Formative assessment: Thinking about Simple Mixtures (student sheet #3)

Formative assessment: Making a solution

Revised May 2016

that will dissolve in 50 mL of water?

Can substances be identified by their properties?

What happens when two substances are mixed with water?

How do properties of matter change when substances are combined and separated?

volume, solvent, solute, solubility, super saturated;

(student sheet # 4)

Formative assessment: Separating Mixtures SCR (Student Sheet #5)

Investigation #2-Reaching Saturation

Saturated Saturation SCR (can be found on Schoology)

Formative assessment: Saturation (student sheet #10)

Can do INVESTIGATION #3 or #4 if time permits. Mixtures and Solutions Final Assessment: Unit assessment and grading rubrics/keys are available on Schoology.

Science Resources: Complete lesson plans are available on Schoology as a reference Mixtures and Solutions FOSS Kit FOSS Science Stories that accompany Foss Kits (Follow FOSS Kit Teachers Guide under Science Stories section for guided instruction) National Geographic for Science Readers (these are available through interschool mail from the science distribution center) Field Trip Suggestions (see principal for field trip guidelines): Poudre Learning Center Denver Museum of Nature and Science Internet Sources:

YouTube: Solutions Song

Technology:

Interactive website:

Reversible and irreversible changes: http://tinyurl.com/2q726

http://www.siemensscienceday.com/

Chemical and Physical Changes: http://tinyurl.com/2ayogvz

Literacy Resources: Read aloud: FOSS Science Stories (Comprehension Questions are available on Schoology)

Revised May 2016

Organisms and Structures Unit (6 Weeks)

Standard Life Science Standard 2

Graduate Competence Analyze how various organisms grow, develop, and differentiate during their lifetimes based on an interplay between genetics and their environment

Grade Level Expectation 1. All organisms have structures and systems with separate functions

Big Idea All organisms have structures and systems with separate functions.

End of unit Performance Task Common Unit Assessment

Student Outcomes Core Concepts: Nature of Science Literacy Standards Focus

Writing Standard Focus Reading/writing Focus Cross Content Connection

a. Develop and communicate an evidence-based scientific explanation of the role of different organs or structures that are important for an organism’s survival – in both plants and animals. (DOK 1-3) b. Analyze and interpret data to generate evidence that all organisms have structures that are required for survival in both plants and animals. (DOK 1-2) c. Create and evaluate models of plant and/or animal systems or parts. (DOK 2-3)

Organisms have structures that help them survive.

Each of the organisms’ structures serves a specific function.

Organisms have transportations systems to take air and nutrients to the different cells.

Organisms are made up of cells.

Structures of plants include: roots, stem, leaves, flowers, seeds

Humans are comprised of different systems that serve different functions: respiratory, circulatory, skeletal, muscular, nervous, digestive, and immune.

1. Review and analyze information presented by peers and provide feedback on their evidence regarding the importance of various structures to plants and animals. (DOK 2-3)

RI.5.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

W.5.2 Write informative/ explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly, provide a

general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

b. Develop the topic with facts, definitions,

concrete details, quotations, or other information and examples related to the topic.

c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

Provide a concluding statement or section related to the information or explanation presented.

Delta Science Readers-You and Your Body Wonders-Leveled Readers: Cave Creatures

Revised May 2016

Greeley-Evans School District 6 Grade: 5th Curriculum Guide

Unit: Body Systems Timeline: 6 Weeks

Standard: Life Science Standard 2

Grade Level Expectation: 1. All organisms have structures and systems with separate functions

Student Outcomes: 1.a. Develop and communicate an evidence-based scientific explanation of the role of different organs or structures that are important for an organism’s survival – in both plants and animals (DOK 1-3) 1.b. Analyze and interpret data to generate evidence that all organisms have structures that are required for survival in both plants and animals (DOK 1-2) 1.c. Create and evaluate models of plant and/or animal systems or parts (DOK 2-3) 2.a. Develop and communicate an evidence-based scientific explanation regarding how humans address basic survival needs (DOK 1-3) 2.b. Analyze and interpret data to generate evidence that human systems are interdependent (DOK 1-2) 2.c. Assess further scientific explanations regarding basic human body system functions (DOK 1-3) 2.d. Create and evaluate models of human body systems and organs (DOK 2-3) 2.e. Compare and contrast a human system to that of another organism, and provide hypotheses about why the similarities and differences exist (DOK 2-3)

Instruction: Complete lesson plans are available on Schoology

*DO NOT DO ALL LESSONS IN THIS KIT* Activate Prior Knowledge: A PowerPoint is available on

Schoology to begin your lesson

Systems to teach:

Skeletal System

Muscular System

Circulatory System

Respiratory System

Digestive System/Excretory System

Nervous System

Immune System/Endocrine System

Please make sure to address Plants (see student outcomes)

Focus Questions: 1. How are human body systems similar to and

different from those who found in other organisms?

2. What is the purpose and function of each human body system?

3. How does each human body system work together as a network?

Vocabulary: Academic Vocabulary: Reference the Science Academic Vocabulary Words document for appropriate student word use Technical Vocabulary: cells, tissue, organ, organ systems Skeletal System: skeletal system, joints, cartilage Muscular System: muscle,

Assessments: SCR’S can be found on Schoology

When grading your SCR’s for content knowledge, refer to the K-5 SCR PARCC Rubric on Schoology.

Plant and body systems Venn Diagram Skeletal System

What my skeletal system does for Me (SCR) Muscular System

Skeletal/Muscular System (SCR)

Nervous System

Nervous System (SCR)

Revised May 2016

muscular system Circulatory System: circulatory system, artery, veins, heart Respiratory System: respiratory system, respiration, lungs, diaphragm Digestive/Excretory System: digestive system, stomach, intestines, mineral, nutrient, vitamin, kidney, bladder Nervous System: nervous system, brain, spinal cord, sensory nerve, motor nerve Immune System/Endocrine System: glands, hormones, skin, lymph nodes, white blood cells

Reaction time-Delta Activity Sheet 3 Human Body Final Assessment-Can be found on Schoology

Science Resources: Delta Science Modules :You and Your Body You and Your Body Content Readers Skeletal System:

Delta- You and Your Body- Activity 1: Label the parts of the skeletal system and construct a model of the leg

Song-“Bones, Bones, Bones”

Ask your local butcher for extra cross sections of bones (most grocery stores will provide these for you)

Edible Skeleton Activity- http://www2.mbusd.org/staff/pware/pdf/EdibleSkeleton.pdf

Bones movie- http://kidshealth.org/kid/closet/movies/SSmovie.html#cat20580

What My Skeletal System does for Me SCR- Available on Schoology

Review the plant parts and discuss what parts of a plant have the same

Literacy Resources: Delta Science Readers-You and Your Body Wonders-Leveled Readers: Cave Creatures

Revised May 2016

function as the skeletal system. Use the Venn diagram (available on Schoology) to compare plants and humans.

Muscular System:

Delta- You and Your Body- Activity 2: Draw and label contracted and relaxed muscles and build the arm model.

The Parts of the Muscular System Graphic organizer- http://kidshealth.org/kid/htbw/_bfs_Msactivity.html#cat20580

Song-“The Muscle Rap”

Muscles movie & Quiz (can be done on expressions or white boards)- http://kidshealth.org/kid/closet/movies/Msmovie.html?tracking=59983_G#cat20580

Muscles article- http://kidshealth.org/kid/htbw/muscles.html#cat20580

My Moving Face Activity-http://www.beaconlearningcenter.com/documents/1970_3287.pdf

Using your Muscles Stations-Materials available on Schoology Circulatory System:

Song-“Circulatory system song”

Heart movie & Quiz (can be done on expressions or white boards)- http://kidshealth.org/kid/closet/movies/Csmovie.html?tracking=59983_C

Texas Heart Institute –Project Heart Lesson- http://www.texasheart.org/ProjectHeart/

Do you have the strength activity-http://www.teachengineering.org/collection/cub_/activities/cub_human/cub_human_lesson05_activity3_worksheet.pdf

Circulation Game (this takes a lot of prep. Be sure to do this ahead of time)-http://www.ellenjmchenry.com/homeschool-freedownloads/lifesciences-games/documents/CirculationGame.pdf

Respiratory System:

Song-“Respiratory system song”

Lungs movie & Quiz (can be done on expressions or white boards)- http://kidshealth.org/kid/closet/movies/Rsmovie.html?tracking=59983_C#cat20580

Delta Activities 5 & 6

Revised May 2016

Kids Health Nose video & Quiz – http://kidshealth.org/kid/htbw/nose-movie.html?tracking=59983_B#cat20579

Take a Breath Respiratory System Game- http://classroom.kidshealth.org/3to5/body/systems/respiratory.pdf

Circulatory System:

Song-“It Takes Guts” song-scitunes.com

Stomach movie & Quiz (can be done on expressions or white boards)- http://kidshealth.org/kid/closet/movies/Dsmovie.html?tracking=59983_H#cat20579

Label the parts of the digestive system-http://kidshealth.org/kid/htbw/_bfs_Dsactivity.html#cat20579

Delta Activities

Let’s make a stomach activity-http://home.gwu.edu/~olacey/Digestive%20Experiments.htm

Let’s make a small intestine activity- http://home.gwu.edu/~olacey/Digestive%20Experiments.htm

Excretory System:

Kidney video- http://kidshealth.org/kid/closet/movies/Usmovie.html?tracking=59983_E#cat20579

Urinary System video-http://kidshealth.org/kid/closet/movies/Usmovie.html?tracking=59983_I#cat20579

Kids Health Interactive Kidney & Bladder- http://kidshealth.org/kid/interactive/kidneys_it.html#cat20579

Nervous System:

Song-School House Rock- Telegraph line Nervous System Song

Brain movie & Quiz (can be done on expressions or white boards)- http://kidshealth.org/kid/closet/movies/Nsmovie.html?tracking=59983_F#cat20579

Label the parts of the brain-http://kidshealth.org/kid/htbw/_bfs_Nsactivity.html#cat20579

Clay Brain Experiment – https://faculty.washington.edu/chudler/bex/33.pdf

Revised May 2016

Delta Activity 3 Immune System:

Immune Cells movie & Quiz (can be done on expressions or white boards)- http://kidshealth.org/kid/closet/movies/Ismovie.html?tracking=59983_F#cat20579Label

Skin Video – http://kidshealth.org/kid/htbw/skin-movie.html?tracking=59983_H#cat20579

Delta Kit- Activity 7

Matching parts of the immune system-http://kidshealth.org/kid/htbw/_bfs_Isactivity.html#cat20579

Endocrine System

Endocrine Glands Video-http://kidshealth.org/kid/closet/movies/Esmovie.html?tracking=59983_G#cat20579

Endocrine Parts note taker- http://kidshealth.org/kid/htbw/_bfs_Esactivity.html#cat20579

Plants: http://www.orgs.ttu.edu/nsta/handouts/PlantAndAnimalAdaptations.pdf Other Resources: Delta- You and Your Body Kit Poudre Learning Center Denver Museum of Nature and Science Internet Sources:

www.kidshealth.org

http://yucky.discovery.com

http://sbsciencematters.com/lesson-units/5th-grade/5life-livingsystems/ Field Trip/Presentation Suggestions (see principal for fieldtrip guidelines):

Poudre Learning Center

Denver Museum of Nature and Science

Revised May 2016

Earth Systems (Resource) Unit (3 Weeks)

Standard Earth System Science Standard 3

Graduate Competence Describe how humans are dependent on the diversity of resources provided by Earth and Sun

Grade Level Expectation 1. Earth and Sun provide a diversity of renewable and nonrenewable resources

Big Idea Earth and Sun provide a diversity of renewable and nonrenewable resources

End of unit Performance Task Common Unit Assessment (at the end of large Earth Systems unit)

Student Outcomes Core Concepts Nature of Science Literacy Standards Focus

Writing Standard Focus Reading/writing Focus Cross Content Connection

a. Develop and communicate a scientific explanation addressing a question of local relevance about resources generated by the sun or Earth. (DOK 1-3)

b. Analyze and interpret a variety of data to understand the origin, utilization, and concerns associated with natural resources. (DOK 1-3)

Energy is the ability to do work.

Energy resources can be classified as renewable and nonrenewable.

Renewable refers to resources that can be renewed or replenished over a short period of time.

Some examples of renewable resources include: biomass, solar, geothermal, water, and wind.

Nonrenewable resources include: coal and petroleum products.

1. Review and analyze scientific explanations about natural resources presented by their peers, and provide feedback to push their peers to be scientifically accurate and base their claims on adequate and reasonable scientific evidence, not opinion. (DOK 2-3) 2. Earth and Sun provide a variety of renewable and nonrenewable resources. (DOK 1)

RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.

W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.

b. Provide logically ordered reasons that are supported by facts and details.

c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).

d. Provide a concluding statement or section related to the opinion presented.

Wonders-Leveled Readers: Delta Norman Borlaug and the Green Revolution

Revised May 2016

Greeley-Evans School District 6 Grade: 5th Curriculum Guide

Unit: Resources Timeline: 3 Weeks

Standard: Earth System Science Standard 3

Grade Level Expectation: 1. Earth and Sun provide a diversity of renewable and nonrenewable resources

Student Outcomes: 1.a. Develop and communicate a scientific explanation addressing a question of local relevance about resources generated by the sun or Earth (DOK 1-3) 1.b. Analyze and interpret a variety of data to understand the origin, utilization, and concerns associated with natural resources (DOK 1-3)

Instruction: *This investigation is NOT in the FOSS

Kit* Renewable and Nonrenewable Energy: Activate Prior Knowledge: A PowerPoint is available on

Schoology to begin your lesson 1. Teach types of resources-Stop Waste Lesson

http://www.stopwaste.org/docs/schools/Lesson01.pdf

2. Complete lesson plans on resources can be found at- http://sbsciencematters.com/lesson-units/6th-grade/6physical-energy/

3. Introduce Energy Kids website to class (www.eia.gov)- (All materials for this project can be found on this site or on Schoology.)

4. Students could create a PowerPoint, display, model, poster, etc. to present different renewable and nonrenewable resources

Inquiry Questions:

1. How do changes on the Earth’s surface impact humans?

2. How can the Sun be used as an energy source?

3. How can wind be used as an energy source?

4. What types of energy sources exist on Earth?

Vocabulary: renewable resource, natural gas, solar, geothermal, biomass, nonrenewable, coal, oil, uranium, sustainable, hydroelectric, efficient, global warming, fossil fuels

Assessments: 1. Resources Quiz-Can be found

on Schoology 2. Resources SCR-Can be found

on Schoology 3. Research and production of

Final group product (PowerPoint, display, model, etc.)

4. Earth Science Final Assessment: This assessment is available on Schoology.

Revised May 2016

This Assessment must be taken after all EARTH SCIENCE UNITS ARE TAUGHT! You must upload the video prior to the assessment. The video is required for this assessment.

Science Resources:

http://www.nasa.gov/pdf/326862main_Moon_Munchies_Lesson_1.pdf

http://www.stopwaste.org/docs/schools/Lesson01.pdf

www.eia.gov

http://www.childrensuniversity.manchester.ac.uk/interactives/science/energy/renewable/

http://climatekids.nasa.gov

http://education.nationalgeographic.com/education/activity/non-renewable-energy-resources/?ar_a=1

http://www.siemensscienceday.com/

http://sbsciencematters.com/

Field Trip/Presentation Suggestions (see principal for fieldtrip guidelines): National Renewable Energy Laboratory Education Center-Golden, Co

Literacy Resources: Wonders-Leveled Readers: Delta Norman Borlaug and the Green Revolution

Revised May 2016

Earth Systems (Landforms) Unit (2 Weeks)

Standard Earth System Science Standard 3

Graduate Competence Evaluate evidence that Earth’s geosphere, atmosphere, hydrosphere, and biosphere interact as a complex system

Grade Level Expectation 2. Earth’s surface changes constantly through a variety of processes and forces

Big Idea Earth’s surface changes constantly through a variety of processes and forces

End of unit Performance Task Common Unit Assessment (at the end of large Earth Systems unit)

Student Outcomes Core Concepts Nature of Science Literacy Standards Focus

Writing Standard Focus

Reading/writing Focus Cross Content Connection

a. Analyze and interpret data identifying ways Earth’s surface is constantly changing through a variety of processes and forces such as plate tectonics, erosion, deposition, solar influences, climate, and human activity. (DOK 2-3) b. Develop and communicate an evidence based scientific explanation around one or more factors that change Earth’s surface. (DOK 2-3)

The Earth’s surface can be built up and worn down.

Plate tectonics is the theory that explains the movement of the Earth’s crust.

Plate movements can create earthquakes and volcanoes.

The Earth’s surface can be worn down through weathering and erosion.

Agents of weathering include: water, wind, plants, animals, ice, and changes in temperature.

Weather is the breaking down or dissolving of earth materials.

Erosion is the carrying away of earth

1. Ask testable questions about how the earth surface changes. (DOK 2) 2. Utilize a variety of media sources to collect data for analysis regarding Earth processes and the changing surface. (DOK 1-2) 3. Assess and provide feedback on other’s scientific explanations about factors that change Earth’s surface, pushing for reasoning based on evidence and scientific principles (DOK 2-3)

RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

Literacy Resources:

Delta Science

Readers-Earth

Movements, Soil

Science, Erosion

**If these are not in

your FOSS Kit, contact

the science distribution

center to get these

through interschool

mail.

FOSS Science

Readers-Landforms

Revised May 2016

materials.

Agents of erosion include: moving water, wind, gravity, and ice.

Rivers can cause weathering, erosion, and deposition.

Weathered rock materials can be reshaped into new landforms by the slow processes of erosion and deposition.

Deposition is the settling of sediments when the speed of moving water or wind declines.

The rate and volume of erosion relate directly to the amount of energy in moving water or wind.

The energy of moving water depends on the mass of water in motion and its velocity. The greater the mass and velocity, the great the energy.

Soils are composed of different kinds of amounts of earth materials and humus.

Revised May 2016

Greeley-Evans School District 6 Grade: 5th Curriculum Guide

Unit: Earth’s Landforms Timeline: 2 Weeks

Standard: Earth System Science Standard 3

Grade Level Expectation: 2. Earth’s surface changes constantly through a variety of processes and forces

Student Outcomes: 2.a. Analyze and interpret data identifying ways Earth’s surface is constantly changing through a variety of processes and forces such as plate tectonics, erosion, deposition, solar influences, climate, and human activity (DOK 2-3) 2.b. Develop and communicate an evidence based scientific explanation around one or more factors that change Earth’s surface (DOK 2-3)

Instruction: It is important that each part of this investigation is completed in sequential

order. **Follow the direction below for each investigation! You do NOT need to

teach all investigations** Special instructions are noted, otherwise, teach the lesson as is in the

manual Activate Prior Knowledge: A PowerPoint is available on Schoology to

begin your lesson Investigation #1-SKIP ALL LESSONS! Investigation #2 - Stream Tables-Part 1-Erosion: Follow the manual -or- http://www.siemensscienceday.com/, has a great lesson on Erosion Investigation #2 - Stream Tables-Part 2-Deposition: Follow the manual Investigation #3 - Go with the Flow: Part 1 & 2 –Slope & Flood: Follow the manual Investigation #3 - Go with the Flow: Part 3-Designing and Investigation: Follow the manual

Focus Questions:

How does the Earth’s surface change? How do changes on the Earth’s surface

impact humans?

How do weathered rock pieces move from one place to another?

How does slope affect erosion and deposition?

Where are erosion and deposition happening in our schoolyard?

What is soil?

Vocabulary: Academic Vocabulary: Reference the Science Academic Vocabulary Words document for appropriate student word use Technical Vocabulary: Earth’s revolution around the Sun, Earth’s rotation around its axis, Earth’s seasonal tilt, plate tectonics Investigation #2/Stream Tables: landform, landscape, delta, canyon, plateau, drainage basin, erosion, deposition;

Assessments: Investigation #2-SCR progress monitor: Based on your observations from the Stream Table activity, explain the steps in the formation of the Grand Canyon Investigation #3-SCR progress monitor: Based on your observations from the Stream Table activity, explain the steps in the formation of the Grand Canyon Unit assessment: Assessment, grading

Revised May 2016

What is the difference between weathering and erosion?

What is deposition?

How do rivers change the Earth’s surface?

How is the Earth’s surface built up? 1.

Investigation #3/Go with the Flow: dam, flood plain, slope, levee;

rubrics, keys are available on Schoology.

Science Resources: Landforms Foss Kit FOSS Science Stories that accompany Foss Kits (Follow FOSS Kit Teachers Guide under Science Stories section for guided instruction) National Geographic for Science Readers Poudre Learning Center Readers for Science available through interschool mail (district website-staff-science distribution center-readers for science) ENCANA Energy Kits “Building the Hoover Dam” National Geographic Science Readers Internet Sources:

www.fossweb.com/modules3-6/Landforms/index.htmlwww.education.noaa.gov

http://kids.discovery.com

http://www.energyatlas.org/PDFs/LowRes/atlas_state_CO.pdf

http://www.weatherwizkids.com

www.googleearth.com www.watchknowlearn.com

http://www.siemensscienceday.com/

Field Trip/Presentation Suggestions (see principal for fieldtrip guidelines):

Poudre Learning Center

Literacy Resources: Delta Science Readers-Earth Movements, Soil Science, Erosion **If these are not in your FOSS Kit, contact the science distribution center to get these through interschool mail. FOSS Science Readers-Landforms

Revised May 2016

Earth Systems (Weather) Unit (4 Weeks)

Standard Earth System Science Standard 3

Graduate Competence Evaluate evidence that Earth’s geosphere, atmosphere, hydrosphere, and biosphere interact as a complex system

Grade Level Expectation 3. Weather conditions change because of the uneven heating of Earth’s surface by the Sun’s energy. Weather changes are measured by differences in temperature, air pressure, wind and water in the atmosphere and type of precipitation

Big Idea Weather conditions change because of the uneven heating of Earth’s surface by the Sun’s energy. Weather changes are measured by differences in temperature, air pressure, wind and water in the atmosphere and type of precipitation

End of unit Performance Task

Common Unit Assessment

Student Outcomes Core Concepts Nature of Science Literacy Standards Focus

Writing Standard Focus

Reading/writing Focus Cross Content Connection

a. Develop and communicate an evidence-based scientific explanation for changes in weather conditions. (DOK 1-3) b. Gather, analyze, and interpret data such as temperature, air pressure, wind, and humidity in relation to daily weather conditions. (DOK 1-3) c. Describe weather conditions based on data collected using a variety of weather tools. (DOK 1-2) d. Use data collection tools and measuring devices to gather,

Air is a mixture of gases held by gravity near Earth’s surface.

Weather happens in the troposphere, the layer of the atmosphere closest to the Earth’s surface.

Weather is the condition of Earth’s atmosphere at a given time and place.

Weather is described in terms of several variables; temperature, humidity, precipitation, wind, and air pressure.

The Sun is the major source of energy for Earth.

The different energy transferring properties of

1. Support explanations of weather using evidence. (DOK 2-3) 2. Understand how weather maps are utilized to predict the weather from day to day. (DOK 1-2) 3. Assess and provide feedback on other student’s scientific explanations about weather, pushing for reasoning based on evidence and scientific principles. (DOK 2-3)

RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

Literacy Resources:

http://www.k12reader.com/w

orksheet/extreme-weather-

2/view/

Wonders-Leveled Readers-

Weather Patterns

Revised May 2016

organize, and analyze data such as temperature, air pressure, wind, and humidity in relation to daily weather conditions. (DOK 1-2)

earth materials can lead to uneven heating.

Convection is the circulation of fluid (liquid or gas) that results in energy transfer. (Warm air rises, cold sinks)

The air is heated by conduction between Earth’s surfaces and air particles and by absorption of energy reradiated from Earth’s surfaces.

Condensation is the process by which gas (water vapor) changes into liquid water.

Evaporation is the process by which liquid (water) changes into a gas.

Evaporation, condensation and precipitation are parts of the water cycle.

Meteorologists use weather maps to display weather variable data as an aid to forecasting weather.

Climate is the average or typical weather over a long period of time.

Revised May 2016

Greeley-Evans School District 6 Grade: 5th Curriculum Guide

Unit: Weather Timeline: 4 Weeks

Standard: Earth System Science Standard 3

Grade Level Expectation: 3. Weather conditions change because of the uneven heating of Earth’s surface by the Sun’s energy. Weather changes are measured by differences in temperature, air pressure, wind and water in the atmosphere, and type of precipitation

Student Outcomes: 3.a. Develop and communicate an evidence-based scientific explanation for changes in weather conditions (DOK 1-3) 3.b. Gather, analyze, and interpret data such as temperature, air pressure, wind, and humidity in relation to daily weather conditions (DOK 1-3) 3.c. Describe weather conditions based on data collected using a variety of weather tools (DOK 1-2) 3.d. Use data collection tools and measuring devices to gather, organize, and analyze data such as temperature, air pressure, wind, and humidity in relation to daily weather conditions (DOK 1-2)

Instruction: Reminder: Review setting up scientific notebooks, safety, and scientific

method/C.E.R.R before teaching the first unit Activate Prior Knowledge: A PowerPoint is available on Schoology to

begin your lesson There is not a kit for this unit. The suggested resources are listed below

1. Build data collecting tools (Try to build at least 2) http://www.weatherwizkids.com/experiments-barometer.htm

2. Weather Tools Flipchart (on Schoology) 3. Teach Weather Condition Maps

PowerPoint (on Schoology) 4. Teach students about changes in weather conditions.

http://climatekids.nasa.gov/menu/weather-and-climate/ 5. Track weather conditions through the Centennial

Elementary Weather Station.- http://www.greeleyschools.org//site/Default.aspx?PageID=14516

6. Complete Lessons on air pressure, weather stations, weather, density, wind, weather data, and severe weather at: http://sbsciencematters.com/lesson-units/5th-grade/5earth-solarsystem-earthweather/

Focus Questions: What is the Earth’s atmosphere? Which layer of the atmosphere does weather occur? How do meteorologists measure and record weather variables?

Vocabulary: temperature, air pressure, weather, climate, humidity, barometer, thermometer, meteorologist, wind current, density, barometer, troposphere, convection current

Assessments: 1. Weather Tools SCR 2. Weather Conditions SCR

Revised May 2016

What happens to earth materials when they are exposed to sunlight? How does energy transfer to the air? What causes condensation to form? How does water vapor get into the air? What is the water cycle? What causes severe weather? What information can you get from a weather map? What is the difference between weather and climate?

Science Resources:

http://climatekids.nasa.gov/menu/weather-and-climate/

http://www.greeleyschools.org//site/Default.aspx?PageID=14516

http://www.weatherwizkids.com/weather-wind.htm

http://www.exploringweather.com/

http://www.sciencekids.co.nz/weather.html

http://sbsciencematters.com/ More resources may be available on Schoology Suggestion: Weather on Earth – Next Generation FOSS Unit

Literacy Resources: http://www.k12reader.com/worksheet/extreme-weather-2/view/ Wonders-Leveled Readers-Weather Patterns