Day 1 – Energy Cycles Over and Over on the Earthelemmathsciencecoaches.wikispaces.com/file/view/... · Web viewAnimals take in nitrogen compounds by eating plants or other animals

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Scientific Processes B T-1 Nature of Science5.1 Conduct field and laboratory investigations following home and school safety procedures and environmentally appropriate and ethical practices. A. Demonstrate safe practices during field and laboratory investigations; B. Make wise choices in the use and conservation of resources.

5.2 Use scientific inquiry methods during field and laboratory investigations. A. Plan and conduct descriptive investigations such as experiments, building a model, and researching and analyzing data and prepare students for science and/or invention fairs.B. Collect information by observing and measuring.C. Analyze and interpret information to construct reasonable explanations from direct and indirect evidence.D. Communicate valid conclusions.E. Construct graphs, tables, maps, charts to organize, examine, and evaluate information.

5.3 Use critical thinking and scientific problem solving to make informed decisions.A. Analyze, review, and critique scientific explanations, including hypotheses and theories;B. Draw inferences based on information;C. Represent the natural world using models and identify their limitations;D. Evaluate the impact of research on science, society, and the environment;E. Connect Grade 5 concepts with history and scientists.

5.4 Know how to use tools and methods to conduct science inquiry. A. Collect information using tools: calculators, microscopes, cameras, sound recorders, computers, hand lenses, rulers, thermometers, compasses balances, hot plates, meter sticks, timing devises, magnets, collecting nets, safety goggles, triple beam balances, graduated cylinders. B. Demonstrate that repeated investigations may increase the reliability of results

Systems B T-3 Physical Science5.5 The student knows that a system is a collection of cycles, structures, and processes that interact. The student is expected to:A. Describe some cycles, structures, and processes that are found in a simple system; and B. Describe some interactions that occur in a simple system.

5.8 The student knows that energy occurs in many forms.A. differentiate among forms of energy including light, heat, solar.

Patterns, Properties, and Models B T-4 Earth Science3.11 The student knows that the natural world includes earth materials and objects in the sky.A. Identify and describe the importance of earth materials including rocks, soil, water, and gases of the atmosphere in the local area, and classify them as renewable, nonrenewable, or inexhaustible resources.

4.11 The student knows that the natural world includes earth materials. C. Identify the Sun as the major source of energy for the Earth and understand its role in the growth of plants, in the creation of winds, and in the water cycle

5.7 The student knows that matter has physical properties. B T-3 Physical Science

C Changes occur in the physical propertiesD. Observe and measure properties of substances

Constancy and Change B T-4 Earth Science5.6 Some Change occurs in cycles. B identify the significance of the water, carbon and nitrogen cycle.

5.11 The student knows that certain past events affect present and future events.B. Draw conclusions about what happened before using data such as sedimentary rock sequences.

Day 1 - EnergyGrade 5 TAKS Study Guide, page 253-256.

SF SE, How Do Living Things get Energy? pg A118-A122. Crackers

SF TE, Inquiry Additional Activity, pg A123Index cards, magazines, markersyarn

SF SE, How Does Energy Move Through an Ecosystem? pg A123-A1284” diameter circles. 2 colors per student

8”, 6”, 4”, 2” square papers per group, String

Day 2 - CO2 and O2 Grade 5 TAKS Study Guide, page 258-259

SF SE, What Are Some Natural Cycles in an Ecosystem? pg A129-A131.Sugar packets, one per studentSentence strips

SF TE, Writing for Science, pg A131

SF SE, “Experimenting with Carbon Dioxide and Photosynthesis, pg A135-A137Plastic cups, BTB solution, elodeastraws

Carbon Cycle – How Does Carbon Cycle? attachedCandle, match, Al plate

SF TE Ongoing assessment, pg A131.

Day 3 - NitrogenGrade 5 TAKS Study Guide

SF SE, Nitrogen Cycle, pg A132-A133.

Up and Atom, attachedPeriodic chart, Sticky dots, elements

SF TE, Real World, pg A133.Alfalfa seeds, Potting soil, Hand lensProbes, Forceps

SF TE, Math/Sci Connection,. pg A131.

SF TE, Ongoing Assessment, pg A133.

Day 4 – H2OGrade 5 TAKS Study Guide

SF SE, Exploring How Sunlight Moves Water, pg C74

SF Lab Manual, pg 69-70 [attached]Pail, Water, Large and small stonesPlastic cup, Plastic wrap

SF SE, Exploring Temperature and Teaching Math in Science, pg C75thermometers

SF SE, Instructional Resources pg 92 [attached]

SF SE, What is the Water Cycle? Pg C76-C81.Bagging the States of Matter, attachedBaggies, cotton balls

Visualizing the States of Matter, attachedPetri dishes, bee bees

Raining in the Classroom, attachedHot plate, pan, water, cookie sheet, ice

SF TE, “Inquiry Additional Activity,” pg C76Local newspaper weather maps

SF TE, Teach and Apply, pg C78.

“Sidewalk Graph,” attachedgraduated cylinder, water, sidewalk chalk

SF TE, Math/Science Connection, and Exploring Range, pg C79

SF TE, Inquiry Additional Activity, pg A129.Plastic jar w/ lid, water, ice

SF TE, Inquiry Additional Activity, pg A129SF TE, Interactive Transparency 11 [attached]

SF TE, Teach and Apply, pg C80.

Build Interactive Notebook pages: Title page, table of contents, safety contract, list of TEKS, student progress charts, AISD Science Safety Contract signed and on file.

Right side of Interactive Notebook: Students record vocabulary, lab notes, concepts,

Left side of Interactive Notebook: Students create brainstorming, mind-mapping, questioning, and other synthesis strategies to make sense of the information.

Day 5 – Rock CycleGrade 5 TAKS Study Guide

SF SE, How Do Rocks Reveal Change, pg C30-C32.

SF SE, Your Science Handbook, Rock Cycle, pg 38.Sedimentary Rock ModelJar, water, sand, gravel, dirt, shell

SF SE, Science in Texas, How do fossils tell the earth’s history? Pg T20-T21

Model Metamorphic RockWax paper, crayon chips, iron

SF TE, Teach and Apply, pg C319” Paper plates4” paper platesbrads, index cards

SF TE, Teach and Apply pg C33.

VocabularyHypothesisVariableForm questionsControl variablesExperimentPredictCollect dataCommunicatePhotosynthesisProducerConsumerScavengerDecomposerEnergy pyramidFood chainFood webEcosystemCarbon dioxideOxygenTemperatureCelsiusWater vapor EvaporateCondensePrecipitationRunoffHumidityChange of stateSedimentaryRock cycleIgneousMetamorphicmagma

Plant alfalfa seeds immediately after Spring Break in anticipation of examining the roots for the Nitrogen Cycle, Day 3 of Addressing the Gaps – Science Camp, Cycles.

www.ohaus.com/products/education/tutorials.asp?source=2Day 1www.tea.state.tx.us,Day 2http://en.wikipedia.org/wiki/Carbon_cyclehttp://reference.allrefer.com/encyclopedia/B/Boussing.htmlHttp://en.wikipedia.org/wiki/ George_Washington_Carver

Day 4http://www.und.edu/instruct/eng/fkarner/pages/cycle.htmhttp://www.kidzone.ws/water/http://ga.water.usgs.gov/edu/watercycle.htmlwww.vtaide.com/png/foodchains.htm

Students are familiar with science safety (TEKS 5.1) scientific processes (TEKS 5.2) with critical thinking and scientific problem solving (5.3) and the use of science tools and methods (5.4).

Austin ISD Addressing the Gaps – Science Camp©2004 Austin Independent School District Cycles Fifth GradeMatrix

#Matrix Strand

TEKS Knowledge and Skill; Student ExpectationTAKS Objective

Resources and Time/PaceOne Week One to two hours per day.

Student Work Products Assessment Teaching Notes

Austin ISD Addressing The Gaps Science Camps Page 1

http://ga.water.usgs.gov/edu/watercycle.html


http://www.kidzone.ws/water/

http://www.und.edu/instruct/eng/fkarner/pages/cycle.htm


http://www.tea.state.tx.us/

http://www.ohaus.com/products/education/tutorials.asp?source=2



Day 1 – Cycles: Energy

Guiding Question: How Does Energy Flow through an Ecosystem?

Teacher preliminary setup: Plant alfalfa seeds immediately after Spring Break in anticipation of examining the roots for the Nitrogen Cycle, Day 3 of Addressing the Gaps - Science

Camp, Cycles. Collect newspaper weather maps for one week.

Key Understandings: The ultimate source of energy in nearly all cases is the sun. (SF SE, page A124) Energy in an ecosystem integrates Life Science (plants and animals, SF TE, Teach and Apply, page A124) and Physical Science (solar energy converted to

chemical energy, SF SE, page B86-B87).

Background information: A food web is a diagram of the feeding relationships among organisms in a community. A food web shows the flow of energy and nutrients among the organisms. A food web links together the different food chains in a community. Food webs can be extremely complex and they graphically show how the organisms in the web are interdependent.

Teaching points: The arrows on the food chain represent the direction of energy from producers to consumers. As energy passes from organism to organism, some energy is used or lost at each level. Thus, less energy is available to the organisms at the top of the

pyramid than those at the bottom.

Engage: Engage in conversation with your students for the initial understanding of energy flow using the questions on the overhead transparency. Assign students to ask the questions. All students are taking notes in their Interactive Notebooks as the teacher addresses each question.

Student: You said grass makes its own food. How does it do that?Teacher:

Grass is a green plant. Using energy from the sun, all green plants produce sugar. They combine carbon dioxide gas, water, and energy. This process, which is called photosynthesis, takes place inside a plant’s leaves and stems. Green plants are called producers because they produce their own food. They give up oxygen, a waste product.

Student: But animals don’t make their own food. They have to find and eat food, right?Teacher:

Right! An animal gets food and energy by eating other organisms. A species that eats, or consumes, other organisms is called a consumer. Some consumers eat only plants. These consumers are called herbivores.Grasshoppers, rabbits, and cows feed only on plants, so these animals are herbivores.

Student: What about animals that don’t eat plants, like lions?Teacher:

They are consumers, too. But instead of eating plants, lions eat other animals. A consumer that eats other consumers is called a carnivore. Other examples of carnivores are rattlesnakes, eagles, and wolves.


Student: I had a salad and a slice of sausage pizza for lunch. I ate part of a plant (the lettuce) and part of an animal (the sausage). What type of consumer does that make me?Teacher:

That makes you an omnivore. An omnivore is a third type of consumer. Omnivores eat both producers and other consumers. Raccoons are another type of omnivore. They eat small animals, such as mice and frogs, as well as fruit and berries. Raccoons can even find a meal in the garbage.

Student: The pizza that I had for lunch also had mushrooms on it. I know that mushrooms aren’t plants, and they aren’t animals, either. How do they get food?


Teacher: You’re right. Mushrooms are neither plants nor animals. They’re fungi. Fungi and some types of bacteria are decomposers. Decomposers get their energy by breaking down dead organisms and the wastes of living organisms. As decomposers break down wastes and dead organisms, they returnnutrients to the soil. Plants need these nutrients in order to grow. One of these nutrients is nitrogen. Remind me to tell you more about nitrogen when we talk about cycles.

Student: So we have producers, consumers, and decomposers. Is there a way to keep track of what eats what in an ecosystem?Teacher:

Yes, there is. It’s called a food web. A food web is a diagram that shows how energy moves from one organism to another in an ecosystem. An ecosystem includes all of the living and nonliving parts of a place andthe relationships among these parts. The arrows in a food web point in the direction that energy moves. Inother words, the arrows point from the organism being eaten to the organism that does the eating. To show that snakes eat (or get energy from) mice, you would draw an arrow from the mice to the snakes.

Make an overhead transparency of this food web. Teacher:

Look at this food web. Come up and with a colored marker, trace the direction that energy moves through one food chain.

Arrows show the direction that energy moves through the food web.

Teacher:Look at the mouse in the center of the food web. The arrows that point to the mouse show how the mouse gets its energy. The mouse gets energy by eating strawberries and grass seeds. The arrows that point away from the mouse show the organisms that get energy from the mouse. Raccoons, snakes, and hawks can get energy by eating the mouse.

Student: What are the producers and consumers in this food web?Teacher:

The producers in this food web are the plants: strawberries and grasses. The producers get their energy from the sun. The rest of the organisms in the food web are consumers. They get their energy by eating other organisms.


Mice and rabbits are herbivores. Snakes and hawks are carnivores. Raccoons are omnivores.


Student: What if you added decomposers to this food web? Where would they go?Teacher:

Decomposers break down both plants and animals when they die. Decomposers can get energy from any of the organisms in this food web. If you added decomposers, you would have to draw an arrow pointing from each of the other organisms to the decomposers.

Student: What would happen if all the herbivores were taken out of an ecosystem?Teacher:

That would leave just omnivores, carnivores, producers, and decomposers. Without herbivores, there would be fewer animals to eat the plants. More plants would have a chance to grow bigger and taller. After a while the plants might run out of room to grow.

Without herbivores, carnivores would have fewer animals to eat. Some carnivores would probably starve. Herbivores are a necessary link in the flow of energy in an ecosystem. What do you think might happen if the producers were removed from an ecosystem?

Student: Probably nothing else could live there, right?Teacher:

Right. Producers form the base of any food web. Without producers, energy from the sun would not be able to enter the food web. Herbivores would starve because they wouldn’t have plants to eat. And once the herbivores died, carnivores and omnivores would begin to starve as well.

(Reference: Grade 5 TAKS Study Guide. www.tea.state.tx.edu)

Explore:Give each student a cracker. When the students eat the crackers, they are consumers. The cracker comes to us from a producer. Ask, How is the cracker is a producer? How are the students consumers? What energy began the cycle? [solar] The plant transfers solar energy into what form of energy? [chemical] When we eat the cracker we use what form of energy? [chemical]

Explore:SF TE, Inquiry Additional Activity, page A123 Assign students to groups. On an index card, assign each group an ecosystem: Arctic tundra, backyard, cave, pond, seashore, rain forest, grassland, desert. Have students find pictures in magazines of the sun, plants, and animals to represent the food web and energy flow in their ecosystem. (Example: Backyard: sun, daisy, grasshopper, mouse, snake, eagle, grass, zebra, lion, vulture).

Arrange the pictures with arrows to show the food chain. Add additional pictures and arrows to create a multitude of food chains. Add additional arrows to illustrate the complexity of food webs and the direction of energy flow in the ecosystem.

Explain:SF TE, Enrichment, page A128. Have students research the interactions among organisms in their local area or an area that interests them. Have students draw and explain a food web that represent the data they have collected.

Elaborate:Using the food web that the students researched in the Explain lesson above, have students use yarn to show the interaction of the organisms and the flow of energy in the ecosystem.

Visit www.vtaide.com/png/foodchains.htm Have students make a food web on the Internet.

Elaborate: Use Inspiration to create food webs to show how energy flows through an ecosystem.


http://www.vtaide.com/png/foodchains.htm

Evaluate:SF TE, Inquiry Additional Activity, page A123.What form of energy begins the food chain?What role do the producers play in the ecosystem?What happens when a consumer eats another organism? What role do decomposers play in the ecosystem?


Explain:Read SF SE, pages A124-A125. Energy pyramid.

Explore:SF TE, Circle Graphs, A 125, Using a pattern, have students cut two circles of two different colors. Cut both circles to the center. Slip the two circles together along the cuts until they overlap. Hold one circle stationary as you rotate one circle to show how much of the energy that an organism takes in for life processes [90%] and how much is stored and flows to the next higher level. [10%] (Reference: Dinah Zike’s Teaching Science with Foldables)

Explore:SF SE, page A 125. Energy Pyramid Mobil. Construct a model comparing the amount of energy available at each level in the feeding order. Cut various colors of paper into squares of different sizes: 8 inches, 6 inches, 4 inches, 2 inches. Fold each square diagonally. Open. Cut along one fold to the center. Collapse one triangle over another to make a pyramid. Glue. Label each pyramid from largest to smallest as producer, consumer, etc. Thread the pyramids together to complete the model. Hang the models from the ceiling under one large yellow construction paper sun since nearly in all cases, the ultimate energy source is the sun. (Reference: Dinah Zike’s Teaching Science with Foldables)

Evaluate:SF TE, Ongoing Assessment, Quick Quiz, A 125. 1, 2, 3 and Higher Order Thinking.


Day 1 Transparency 1 – Student questions for the Engage in Conversation

1. You said grass makes its own food. How does it do that?

2. But animals don’t make their own food. They have to find and eat food, right?

3. What about animals that don’t eat plants, like lions?

4. I had a salad and a slice of sausage pizza for lunch. I ate part of a plant (the lettuce) and part of an animal (the sausage). What type of consumer does that make me?

5. The pizza that I had for lunch also had mushrooms on it. I know that mushrooms aren’t plants, and they aren’t animals, either. How do they get food?

6. So we have producers, consumers, and decomposers. Is there a way to keep track of what eats what in an ecosystem?

7. What are the producers and consumers in this food web?

8. What if you added decomposers to this food web? Where would they go?Austin ISD Addressing The Gaps Science Camps Page 9

9. What would happen if all the herbivores were taken out of an ecosystem?

10. Probably nothing else could live there, right?


Day 1 Transparency 2


Day 1 Food Chain Cards




Austin ISD Name _____________________________________Assessment – Day One – CyclesGrade 5 Life Science Date _____________________________________

The energy for this ocean food chain comes from –

A. ocean waves.B. the sun.C. whales.D. Salt.

1. Bubble the correct answer:

The arrows in the diagram indicate –

A. how fast the animals swim.B. the flow of water.C. that the energy flows from the sea lion to the fish to the phytoplankton.D. that the energy flows from the phytoplankton to the fish to the sea lion.


3. What are both of these questions mostly about? ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. Write a sentence for each answer choice in question 2 that explains why the answer choice is correct or incorrect.A) _____________________________________________________________________________________________Austin ISD Addressing The Gaps Science Camps Page 14

A B C D

A B C D

______________________________________________________________________________________________B) _____________________________________________________________________________________________ ______________________________________________________________________________________________C) _____________________________________________________________________________________________ ______________________________________________________________________________________________D) _____________________________________________________________________________________________ ______________________________________________________________________________________________

TEKS: 2.9B Compare and give examples of the ways living organisms depend on each other and their environment. Matrix #307


Day 2 – Cycles: CO2 and O2

Guiding Question: How Does Carbon Dioxide and Oxygen Cycle?

Key Understandings: Two important gases cycle through the ecosystem. They are oxygen and carbon dioxide.

Background information: Matter cycles between living and nonliving parts of an ecosystem. Matter is continually recycled; no new matter is added to the Earth and none is lost. During photosynthesis, carbon dioxide, sunlight, and water are used by plants to synthesize sugar. Oxygen is a waste gas released in the process. During respiration, sugar is broken down using oxygen, and energy, water, and carbon dioxide are released. The chemical equations for photosynthesis and respiration are reciprocal.

Teaching points: Point out that the + symbol means that the chemicals are combined during a chemical reaction. The (arrow) symbol represents the occurrence of a chemical reaction and points toward the end products of that reaction. (SF TE, Teach and Apply, page A 130)

Engage: Engage in conversation with your students for the initial understanding of the cycles of carbon dioxide and oxygen using the following question. Student: What cycles in the Earth’s air?Teacher:

Two important gases in air are oxygen and carbon dioxide. These two gases cycle through the ecosystem. (Make an overhead transparency of the C02-O2 Cycle. Reference: Grade 5 TAKS study Guide, www.tea.state.tx.edu)Use the following overhead transparency.

Teacher:Many animals get the oxygen they need in order to live by breathing air. They breathe out another gas as a waste. This waste gas is called carbon dioxide. Remember from yesterday how green plants make their food? Green plants need carbon dioxide! They take in carbon dioxide and use it to make food during photosynthesis. Green plants also release oxygen during photosynthesis. In this way both gases are cycled through the atmosphere and through living things. Pretty neat system, huh?

Engage:


Give each student a packet of sugar. Using their knowledge about photosynthesis from yesterday and today, have the students brainstorm where the sugar came from. [plants produce sugar when they make their own food]

Explain: Read SF SE, Carbon Dioxide-Oxygen Cycle, page A129-A130. Have students write a main idea sentence in their Interactive Notebooks. [possible answer: Consumers, animals, use oxygen produced by plants and produce a waste gas, carbon dioxide. Plants, producers, use carbon dioxide and produce a waste gas, oxygen]


Explore:Using sentence strips, have groups of students write the equations for Photosynthesis [plants] and Respiration [animals] (page A130). Make a Before and After T Chart on which they list the before-and-after chemicals of each reaction. [Photosynthesis: before – carbon dioxide and water; after – sugar and oxygen. Respiration: before – sugar and oxygen; after – carbon dioxide and water] Glue the sugar packet onto the equation.

Explore:SF SE, Experimenting with Carbon Dioxide and Photosynthesis, A135-A137. 4 cupsBTB solutionBeakersStrawsElodea

Explore:Carbon Cycle – How Does Carbon Cycle?©Barbara ten Brink, Ph.D.Austin ISD

Materials CandleMatchAluminum pie plateSafety mittTongsCharcoal briquettePencil graphiteWhite paper

Procedure1. Light the Candle2. Wearing the safety mitt, use the tongs to hold the pie plate over the flame.3. Observe the black spot that forms on the pie plate.4. Scrap some of the black spot off with your finger. Wipe it on the white paper.5. Scrap the charcoal briquette on the white paper.6. Draw a mark with the graphite on the white paper.

Practice Safety !! Always work with an adult when using an open flame.

Accountable TalkWhat element is the black spot, the charcoal, and the pencil graphite? How did this element become part of the candle, the briquette, and the graphite? What other materials in your daily life contain this element?


Expected Results: Plants are producers. They take in CO2 during respiration. They use the carbon to produce food. The food makes up the plant tissues. Petroleum, charcoal, and graphite are forms of carbon made from plant tissues that have undergone change due to heat, pressure, and time. Candles are made from petroleum. When the candle is burned, the carbon is released as seen in the black soot. The black streaks of the soot, the briquette, and the graphite are all evidence of carbon.

Coal, petroleum, gasoline are all products of the Carbon Cycle. They are considered non-renewable because the process to make these resources requires millions of years.

Explore:Using the same ecosystem the students mapped yesterday (Arctic tundra, backyard, cave, pond, seashore, rain forest, grassland, desert) draw a diagram on a poster or an overhead transparency that shows how one producer and one consumer as they take in one gas [plants = carbon dioxide; animals = oxygen] and release waste gas [oxygen = plants; carbon dioxide = animals]. Have the students turn and talk with their partners. (SF TE, Writing for Science, page A 131)

Elaborate:Visit http://en.wikipedia.org/wiki/Carbon_cycle

Evaluate:SF TE, Ongoing Assessment, page A 131. Numbers 1, 2, 3 and Higher Order Thinking.


http://en.wikipedia.org/wiki/Carbon_cycle



Austin ISD Name _____________________________________Assessment – Day Two – CyclesGrade 5 Life Science Date _____________________________________

The diagram is a model of –

A. the water cycle.B. the food cycle.C. the carbon dioxide/oxygen cycle.D. the rock cycle.


An increase in the average level of carbon dioxide in the atmosphere is most likely caused by an increase in the –

A. extinctions of animals.B. plant life on earth.C. number of large forest fires.D. number of solar-powered homes.

2. Bubble the correct answer. Then explain why you chose your answer.

__________________________________________________________________________________________________________________________________________________________________________________________________

3. Explain how the processes of photosynthesis and respiration are connected. Make sure to use both terms in your explanation.__________________________________________________________________________________________________________________________________________________________________________________________________

The diagram illustrates the concept that carbon dioxide and oxygen are --


A B C D

A B C D

A. cycled through living things only.B. cycled through the atmosphere only.C. cycled through living things and the atmosphere.D. replaced through photosynthesis.

4. Bubble the correct answer.

TEKS: 5.6B Identify the significance of the water, carbon, and nitrogen cycles. Matrix #421


A B C D

Day 3 – Cycles: Nitrogen

Guiding Question: How Does Nitrogen Cycle in the Environment?

Key Understandings: Nitrogen is recycled in the atmosphere. Nitrogen is part of all proteins.

Background information: Nitrogen makes up 78% of the atmosphere. Nitrogen builds all proteins needed for growth and is important components of living tissues such as muscle and bones. Nitrogen is recycled in the environment by bacteria and other decomposers and lightning.

Engage: Engage in conversation with your students for the initial understanding of nitrogen cycle using the following question. Student: How is nitrogen important to living things?Teacher:

Nitrogen is recycled in the environment —the nitrogen cycle. Let me explain: Many of the chemicals in your body contain nitrogen. The proteins in your body, for example, contain nitrogen. Nitrogen is a basic need of every living thing. Nitrogen moves in a cycle, too!

Air contains lots of nitrogen gas, but most organisms can’t use nitrogen in this form. However, there are some types of soil bacteria that can use nitrogen gas. They change nitrogen gas into compounds that plants can use. Plants take in these nitrogen compounds through their roots. Animals take in nitrogen compounds by eating plants or other animals. When plants and animals die, their nitrogen compounds are returned to the soil by decomposers. Other types of soil bacteria change nitrogen compounds back into nitrogen gas. See how everything is connected? Every living thing depends in some way on the living and nonliving parts of an ecosystem.(Reference: Grade 5 TAKS Study Guide, www.tea.state.tx.us)

Explain:Have students read SF SE, Nitrogen Cycle, page A 132-A133.


Elements

Elaborate:With a partner, students construct a concept map using Inspiration. Be sure the students convey that nitrogen is stored in animal tissues and released by decomposers such as bacteria and lightning. This creates a cycle of nitrogen in the environment. http://en.wikipedia.org/wiki/Nitrogen_cycle

Elaborate:SF TE, Teach and Apply, Integrating the Sciences, page A132. Have students locate nitrogen on the periodic table. Ask: Which other elements in the periodic table cycle in an ecosystem? Place a dot on elements that cycle. [carbon, oxygen, nitrogen] See attached, Up and Atom.


Explore:Up and Atom – What Are Elements?©Barbara ten Brink, Ph.D.Austin ISD

Materials:Copy of periodic tableString or ribbonThe items/elements the students can collect are:Helium-filled, mylar balloon Helium (He)Charcoal briquette or pencil graphite Carbon (C)Aluminum soda beverage can Aluminum (Al)Glass microscope slide Silicon (Si)Phosphorus gardening additive Phosphorus (P)Sulfur gardening additive Sulfur (S)Egg shell Calcium (Ca)Iron nail Iron (Fe)Penny, prior to 1982 Copper (Cu)Penny, after 1982 Zinc (Zn) center, copper shell (Cu)Sterling silver ring Silver (Ag)Tin can Tin (Sn)Light bulb Tungsten (W)Gold foil covered candy coin Gold (Au)Fishing weight Lead (Pb)

Procedure:1. Mount the periodic table on a display board.2. Tape the loose end of the string of the balloon to the Helium cell.3. Attach string to all the objects.4. Place the objects in front of the display board.5. Tape the other end of the string to the appropriate cell on the periodic table.6. Examine your work.

Accountable Talk:Which elements can be represented from items in our daily lives? Why can’t we represent all the elements on the periodic table? Which elements are familiar to you? Which elements cycle through the environment?

Safety Tip: Be careful with the glass light bulb and glass microscope slide. Have the students wash their hands after handling the fishing weight. Expected ResultsStudents will associate elements found in their daily lives. Some elements cannot be represented because they are gases, they occur only as compounds, they are reactive, they are toxic, or they are radioactive.


Elaborate:Have students do an Internet search on high protein foods. Have students make lists, compare their lists, plan healthy snacks and menus, make bar graphs of protein content, visit the grocery store with their parents. Ask the nurse to discuss the importance of protein in our diets for growth and development of a healthy body.

Explore:SF TE, Teach and Apply, Real-World Applications page A133. Peas, beans, clover, alfalfa, peanuts contain structure called nodules. In these nodules are live bacteria that can change the nitrogen in the air into a form that plants can use. Have students examine alfalfa plant roots. Using hand lenses, probes, and forceps, find the nodules on the roots. Turn and talk to your neighbor about what organisms lives inside the nodules (bacteria) and what action is taking place inside the nodules (bacteria are fixing the nitrogen in a way that the plants can use it for life processes) Write a topic sentence to describe the benefits of legumes as nitrogen fixing plants.


Elaborate:SF TE, Math-Science Connection, page A 131. Have the students use their circle graphs from yesterday to graphically represent the composition of air. [78% nitrogen; 21% oxygen]

Elaborate (Optional)Students may want to research these scientists who made contributions to the understanding of the Nitrogen Cycle. http://reference.allrefer.com/encyclopedia/B/Boussing.htmlhttp://en.wikipedia.org/wiki/George_Washington_Carver

Evaluate:SF TE, Ongoing Assessment, Quick Quiz, page A 133. Numbers 1, 2, 3 .


http://en.wikipedia.org/wiki/George_Washington_Carver





Austin ISD Name _____________________________________Assessment – Day Three – CyclesGrade 5 Life Science Date _____________________________________

According to the chart, what would most likely happen inan ecosystem if there were a sudden decrease in the number of bacteria and fungi?

A. The number of plants would increase.B. The number of bees would increase.C. The amount of nutrients in the soil would decrease.D. The amount of water in the air would decrease.


2. Explain why you chose your answer.___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Organisms Action in the EcosystemPlants Storing waterBacteria and fungi Decomposing dead organismsEarthworms Making soil less compactBees Pollinating flowering plantsNearly all organisms Cycling oxygen and carbon

dioxide

A B C D

3. What cycle is being modeled in the diagram above? ___________________________________ How do you know?__________________________________________________________________________________________________________________________________________________________________________________________________

4. Refer to the diagram above. Match each statement below to the letter that is associated with each arrow.

When producers decompose, nitrogen within the producer is returned to the soil. _____Consumers obtain nitrogen when they ‘eat’ producers. _____Consumers return nitrogen to the soil when they decompose and through their waste. _____

TEKS: 5.6B Identify the significance of the water, carbon, and nitrogen cycles. Matrix #421


Day 4 – Cycles: H20

Guiding Question: How Does Water Change and Move in an Ecosystem?

Key Understanding: Gravity causes rain and snow to fall to the earth. Energy causes the liquid water to evaporate and become water vapor Change in temperature causes water vapor to condense in clouds The cycle continues when liquid water falls back to the earth as rain. H20 is recycled over and over on the earth. (SF SE, page A129)

Background Information: Water cycle is an ongoing process whereby water on the earth evaporate, condenses to form clouds,

fall as precipitation, flows or runs off into bodies of water or becomes groundwater, and evaporates. The sun provides the energy for the changes in the state of water in the water cycle. Water exists as a solid, a liquid, and a gas. Water vapor is always present in the air as measured by humidity. Solid: particles are packed tightly and do not move much when energy is applied. Liquid: particles are packed loosely and can slide around when energy is applied. Gas: particles are further apart. They move freely when energy is applied.

Engage: Engage in conversation with your students for the initial understanding of the water cycle using the following question. Student: O.K., so I’m a consumer. I get energy from my food. Is that all I need to stay alive?Teacher:

No, you need air to breathe, water to drink, and vitamins and minerals from a nutritious diet. Most organisms need other things too.

Student: Wow! So now you’re going to tell me that besides a food web, there’s a water web and an air web?Teacher:

You’re getting too smart! But we don’t call them webs. We call them cycles because water and air are used over and over again. They cycle through the atmosphere, the soil, and living things and then back again. Take water, for example.

Animals take in water when they drink and return it to the environment as waste. Plants take in water through their roots. They lose water from their leaves.

Water at Earth’s surface evaporates into the air. Once in the air, water condenses into clouds and then falls back to the ground as precipitation (rain, snow, sleet, hail).


(Reference: www.tea.state.tx.us, Grade 5 TAKS Study Guide, page 257)

Teachers:We have seen the water cycle in every unit this year. In our terrariums we set up for life science, in the stream table for earth science, in growing crystals by evaporating the solutions in Mixtures and Solutions.



Explore:SF SE, Exploring How Sunlight moves Water, page C74. Students learn how water evaporates with the input of sun’s energy and condenses when there is temperature. PailWaterLarge stonePlastic cupPlastic wrapTapeSmall stone

Explain:SF Lab Manual, Exploring How Sunlight Moves Water, page 69-70, attached. Reflect before and after on the bottom half of the lab manual page.

Teacher Notes: SF TE, Answer to Reflect, page C74. Students should infer that the sunlight warmed the water, causing it to evaporate. The water then condensed on the bottom surface of the plastic wrap.

Explore:SF SE, Exploring Temperature, page C75. Students use thermometers to measure temperature. Austin ISD Addressing The Gaps Science Camps Page 34

Explain:SF, Instructional Resources, page 92.

Elaborate:SF TE, Teaching Math in Science, C75. Lead a discussion with SF TE, Teaching Math in Science, page C75. Have students use a Celsius thermometer to respond to questions and calculate changes in temperature.

Explain:SF SE, What is the Water Cycle? Page C76-C79. Assign student groups to jigsaw read the passage. Have each group construct a concept map about their passage and report to the whole class.


Explore:Bagging the States of Matter: Materials3 baggies, lots of cotton balls per groupHave students fill the bags with cotton balls to represent solid, liquid, and gas.

Explore:Visualizing States of Matter:MaterialsOverhead projector3 Petri dishes1 box of bee beesPlace the petri dishes on the overhead. Fill the petri dishes with bee bees to represent solid, liquid, and gas.

Elaborate:Students use computer draw program to illustrate the behavior of molecules in solids, liquids, and gases.

Evaluate:Place the beakers in order from solid, liquid, gas.

A. B, C, AB. C, A, BC. A, B, CD. B, A, C

Explore:Raining in the Classroom: (page C76) Demonstrate how water changes states. Boil water. Have students observe the change of state from liquid to gas. Collect the water vapor on the bottom of the cookie sheet. Observe the change of state from gas to a liquid. Hold the cookie sheet over the students. It is raining on their heads inside the classroom!MaterialsHot plate or electric skilletWaterFlat metal cookie sheet


A B C

IceAsk: Where is the liquid? Where is the gas? Is there solid water? Where is evaporation occurring? What is necessary for evaporation to occur? [energy] Where is condensation occurring? What is necessary for condensation to occur? [drop in temperature]

Explore:SF TE, Inquiry Additional Activity, page C76.Collect newspaper weather maps for one week. Students construct reasonable explanations using the data over the week to answer the following questions: How did the level of humidity in the air change over one week? What kind of weather accompanied any changes in humidity? Students record their thinking in their Interactive Notebook.

Explain:SF TE Teach and Apply, page C78. Guide the students in conversation by asking the following questions. Using your observations from the activity, tell me what is the difference between evaporate and condense?Turn and talk with a partner. Make a T chart of the various names for different kinds of condensation and precipitation.


Explore: Sidewalk Graph – How Does The Sun Aid Evaporation?Barbara ten Brink, Ph.D.

MaterialsSchool sidewalkSidewalk chalkWaterClockThermometer

Procedure1. With your classmates go outside on the school sidewalk on a sunny day.2. Pour about 500 ml of water onto the sidewalk in full sunlight.3. Lay the thermometer in the middle of the puddle and take a reading.4. Draw around the perimeter of the water with the sidewalk chalk.5. Draw around the perimeter of the water every five minutes for twenty minutes.6. Repeat the experiment on the sidewalk in a shady place.

Accountable Talk: What was the temperature in the middle of the puddles? Determine what happened to the size of the puddles over time? Based on your observation of the puddles for twenty minutes, predict how long will it take the puddles to evaporate. What variables in the experiments were controlled? What variables were manipulated? How were the puddle sizes and temperatures different over time?

Expected Results: The heat energy from the sun and stored in the sidewalk will cause the puddle to evaporate. The students can observe this and measure it over time. A shady place will evaporate more slowly.

Elaborate:SF TE, Math-Science Connection, page C79. Have student construct a data chart of the freezing, melting, and boiling points of the following substances: water, gold, mercury. Have students describe the data and calculate the differences between the freezing, melting, and boiling points of each substance.

Explore:SF TE, Exploring Range A Model Thermometer, page C79MaterialsOne index card per studentStringRed markerPunch two holes in the card. Color the string one/half red. Thread it through the two holes and tie it off. Moving it up and down, students simulate the changes in temperature. Using a metric ruler, the students will make markings to identify 0 Celsius and 100 Celsius.

Explore:SF TE, Inquiry Additional Activity, pg A129 Students can make their own water cycle in a jar. Clear plastic jar with lid


500 ml Zero time

After 5 minutes

Warm waterIce cube

Explain:SF TE, Interactive Transparency 11 [attached]


Elaborate:http://www.und.edu/instruct/eng/fkarner/pages/cycle.htmhttp://www.kidzone.ws/water/http://ga.water.usgs.gov/edu/watercycle.html

Evaluate:SF TE, Teach and Apply, page C80Real world applicationRaise QuestionsHigher Order Thinking

Evaluation: How does the moisture in a cloud finally fall to the ground as precipitation? [Due to a change in temperature and gravity]How is a chocolate bar in the sun like the water cycle. Identify the solid, liquid, and gas of a chocolate bar in the sun. [the chocolate bar is solid, the melted chocolate is liquid, the smell of chocolate is gas]



http://www.kidzone.ws/water/




Day 4 SF Lab Manual Student Sheets page 69, 70.




Day 4 SF Instructional Resources Student Sheet page pg 92.



Place the beakers in order from solid, liquid, gas.

E. B, C, AF. C, A, BG. A, B, CH. B, A, C


A B C








Austin ISD Name _____________________________________Assessment – Day Four – CyclesGrade 5 Life Science Date _____________________________________

The diagram shows the water cycle as it might occur ina region with very cold winters. The diagram steps arenot in order. Since the water cycle repeats, it can begin at any step.

What should the proper order be to illustrate the water cycle?

A. S, Q, R, PB. R, Q, S, PC. Q, P, S, RD. S, P, R, Q


2. Which drawing illustrates the process of precipitation falling? Bubble in the correct answer and then tell how you know.

____________________________________________________________________________________________________________________________________________________________________________________

3. If there were a slight increase in the amount of solar energy that reached the Earth, there would be an immediate increase in: (circle the correct answer) erosion evaporation volcanic activity groundwater flow

What is the source of energy for the water cycle?

A. Falling waterB. The sunC. The windD. The ocean



A B C D

A B C D

A B C D

5. The Earth’s surface is approximately 75% water. Of this amount, only about 3% is fresh water. With so little freshwater, how is it possible that the fresh water does not get “used up” by humans and other organisms?__________________________________________________________________________________________________________________________________________________________________________________________________

TEKS: 5.6B Identify the significance of the water, carbon, and nitrogen cycles. Matrix #421 4.11C Identify the Sun as the major source of energy for the Earth and understand its role in the growth of plants, in the creation of winds, and in the water cycle. Matrix #339


Day 5 – Cycles: Rock Cycle

Guiding Question: How Does the Rock Cycle Reveal Changes on the Earth?

Key Understandings: Rock is naturally formed mineral matter. The Earth’s forces: plate movement, melting, compression, heat, and pressure cause change. The Rock Cycle is the continuous changing of rocks on the earth.

Background Information: Rock are made of minerals with properties such as color, luster, hardness, magnetism, crystal pattern, and breakage pattern. Usually, rock sequences are the oldest layers are on the bottom and youngest layers are on the top. This is called the Law of Superposition. Uplifting and

folding may change the apparent sequencing of layers.

Engage: Engage in conversation with your students for the initial understanding of the rock cycle using the following discussion. Student: O.K. But why do I really need to know this? What good does it do for me to know how things on Earth work?Teacher:

I love this question! Understanding science and how things work gives you the skills to be a great science detective. If you understand how things work on Earth, you can figure out what things were like on Earth long before you were born. Knowing the past is helpful in predicting the future. This is important because Earth’s surface is always changing.

Student: Really? What causes these changes?Teacher:

Earth’s surface can be changed by many things, such as wind, rain, and volcanoes. Some of these can change Earth very slowly, and others change it very quickly. For example, wind and rain can wear down a mountain over millions of years. A volcano can change an area within a few hours or a few days. When the Mount St. Helens volcano erupted, it blew away the side of the mountain. Let me give you an example of how water can change Earth’s surface over a long time. A river might run over a flat plain. Over time the water will pick up some of the soil and carry it with the water. The process of moving soil from one place to another is called erosion. Theforce of the water will also wear down large rocks into smaller rocks. The process of breaking rock into soil, sand, and other tiny pieces is called weathering. Further downstream the river water will drop some of the soil and rock material at a new location. The areas where this happens are often very sandy or muddy. The process of dropping, or depositing, sediment at a new location is called deposition.

Before After


Courtesy of USGS, David A. Johnston, Cascade Volcano Observatory, Vancouver, WashingtonOn May 18, 1980, Mount St. Helens exploded. Almost one cubic kilometer of rock and volcanic ash was thrown into the air.Student: How else can scientists learn about the past?Teacher:

Let me give you another example. We can learn more about Earth’s past by studying rocks. Look at the picture on the next page. It shows a valley and several layers of sedimentary rock.


Scientists know that the sandstone is older than the limestone and that the limestone is older than the shale. This is the Law of Superposition.

Student: How do they know this? Teacher:

It’s like making a peanut butter and jelly sandwich. First you lay a piece of bread on a table. This is the first layer. Next you spread on the jelly. This is the second layer. You can add more items to your sandwich. Each item you add is a layer. It works the same way with layers of sedimentary rock. The layer at the bottom is the oldest layer. This layer was formed first. Over time other layers are deposited onto the first layer. The youngest layer is usually at the top.

Student: What else can scientists learn from the rock layers?Teacher:

Well, scientists discovered that fossils of animals found in limestone rock layers are much like the animals that live in the ocean today. For this reason, scientists think that a shallow sea once covered this area. Fossils can also be used to match rock layers from different areas and to understand past changes in climate. Scientists also think that the stream eroded the shale and limestone to form the valley. Scientists know that the valley and stream are younger than the rock layers.

Student: Is this because the valley is on top of the shale?Teacher:

Not exactly. Let’s go back to the sandwich example. You have to finish making a sandwich before you can cut it into pieces to eat. Right? The valley cuts through the shale and limestone layers, kind of like a knife cutting through a sandwich. The valley must be younger because it cuts across the rock layers, which were there first. By making careful observations and studying clues like fossils, scientists can figure out what happened on Earth a long time ago.(Reference: Grade 5 TAKS Study Guide, www.tea.state.tx.us)

ExplainSF SE: How Do Rocks Reveal Changes on the Earth? Page C30-C32. Read and Discuss.

SF SE, Your Science Handbook, Rock Cycle, page 38. Transparency attached

Elaborate:Sedimentary Rock ModelMaterials1 gallon clear plastic jarsand, gravel, dirt, shellwaterFill the jar ½ with the sand, gravel, dirt. Fill the jar full with water. Shake. Allow the materials to settle over time. Ask: What part of the rock cycle is this? What does the water represent? [The liquid part of the water cycle.] What do the sand, gravel, and dirt represent? [The sediments from erosion]. Where have we seen this before in our study of science? [the Landforms kit] What will happen over time? [If the water evaporates, the sand, gravel, dirt will turn into stone.] What does the shell represent? [The organisms that live in the water.] What will happen to the shell over time? [It will become a shell fossil.]Austin ISD Addressing The Gaps Science Camps Page 53


Explore:SF SE, Science in Texas, How Do Fossils Tell the Earth’s History? pg T20-T21

Elaborate:Model Metamorphic RockMaterialsWax paper, crayon chips, ironDemonstrate that heat and pressure change rock (crayon chips). Safety: With the use of irons, done experiment is by the teacher as a demonstration.


Evaluate:SF TE, Teach and Apply, Higher Order Thinking, pg C31. Where does a cycle start and where does a cycle end?Paper plates 9 inchesPaper plates 4 inchesBradsIndex cardsglueAssign each group a cycle that was studied this week. On the small paper plate have students draw arrows pointing in the same direction and encircling the plate. On the larger paper plate have the students glue or draw pictures of the components of their cycle. Using brads, connect the two plates so that the components cycle. Refer the students to the guiding questions for Cycles each day. Have the students use the guiding question to drive their description of their cycles on the index card. Glue the card to the back of the large paper plate.

Evaluate:SF TE, Teach and Apply, Raise Question, High Order Thinking, Reading for Science, page C33.AndSF TE, Science in Texas, Higher Order Thinking, T21.


Day 5 Transparency 1 – Law of Superposition


Shale -----------------------

Limestone--------------

Sandstone-----------------

Stream

Fossil




Austin ISD Name _____________________________________Assessment – Day Five – CyclesGrade 5 Life Science Date _____________________________________

Wave action against solid rock can cause changes in therock structure. What is the correct sequence of erosionof the rock surface shown in the diagram?

A. A, B, C, DB. D, B, C, AC. B, C, D, AD. C, D, B, A


The diagram above models the process of—

A. metamorphic rock formation.B. sedimentary rock formation.C. igneous rock formation.D. volcano formation.


3. What cycle is shown in the diagram to the right?

______________________________________


A B C D

A B C D

Which one of the following events occurs in the formation of sedimentary rock?

A. crystallizationB. meltingC. coolingD. weathering


TEKS: 5.12A Interpret how landforms are the result of a combination of constructive and destructive forces such as deposition of sediment and weathering. Matrix #359 and 5.11 B Draw conclusions about what happened before using data such as sedimentary rock sequences. Matrix #425


A B C D

Documents

Day 1 – Energy Cycles Over and Over on the Earthelemmathsciencecoaches.wikispaces.com/file/view/... · Web viewAnimals take in nitrogen compounds by eating plants or other animals