Science Curriculum: Grade 5 - Catholic Schools in the ... and their participation within the larger system. ... weather and climate? ... ability to sum up experiences into some kind

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Science Curriculum: Grade 5

In Grade 5, students examine the nature of science within more sophisticated aspects of the solar system. In doing so, they will gain a deeper understanding of less easily

observable--but no less real--aspects of weather. Students expand on this understanding of the solar system and weather, to encompass study of other members of the

ecosystem and their participation within the larger system. The year concludes with a study of food and nutrition.

Unit

The Nature of

Science

Astronomy and The Solar

System Weather and Climate Ecosystems Food and Nutrition

Time Frame 1 week 8 weeks 8 weeks 8 weeks 8 weeks

Focus Questions

How and why

is

communication

important in

science?

How can celestial phenomena

be described by relative motion

and perspective?

What causes seasons? What

causes the tides?

How are celestial objects in the

solar system different from each

other?

How do meteorologists predict

the weather?

What is the difference between

weather and climate?

What is the water cycle?

How do interactions between air,

water, and land affect weather

and climate?

How do living things interact

with themselves and their

environment?

How is an ecosystem

organized?

How do energy and matter

move through ecosystems?

What is food? Why is it

important?

What is the role of nutrients in

maintaining health?

Common Core ELA &

Literacy Connections:

Informational Texts

STUDENTS WILL:

1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or

technical text based on specific information in the text.

4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

5. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or

information in two or more texts.

6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

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.

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).

9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

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.

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Common Core ELA &


Writing Standards

STUDENTS WILL:

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.

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

3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds

naturally. b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of

characters to situations. c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events.

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Inquiry and Process Skills Based on All Standards

Effective science education involves process as well as content. A great science teacher fosters student development of science

process skills within the context of the science concepts and experiences of inquiry. Students learn most effectively when they

have a central role in the discovery process. The acquisition and application of these process skills allows students to investigate

important issues in the world around them. The below represents a developmentally appropriate continuum of process skill

acquisition:

Introduce ( I ), Reinforce ( R ) , Master ( M ), Maintain Mastery (M+) PreK

to K 1 2 3 4 5 6 7 8

Interdisciplinary Skills: to be able to identify those areas of science which are

interrelated to other disciplines such as math, English, and social studies

I R R R M M+ M+ M+ M+

Observing: ability to identify properties, structures, etc. through use of all the senses

I R R M M+ M+ M+ M+ M+

Identifying: ability to describe the characteristics of objects or events

I R R R M M+ M+ M+

Classifying: ability to group, match, compare by commonality


Questioning: ability to ask pertinent questions regarding experiences

I R R R M M+ M+ M+

Measuring: ability to find quantitative difference, to estimate, calculate, etc.

I R R R R M M+ M+ M+

Recording: ability to collect, record, and tabulate data meaningfully


Predicting: ability to guess outcomes on basis of previous experiences

I I R R M M+ M+ M+ M+

Formulating Models: ability to represent cognitive data graphically

I I R M M+ M+ M+ M+ M+

Formulating a Hypothesis: to predict and generalize from experiences/data; to make

educated assumption as to the possible outcomes of an experiment. I I R R R R M M+ M+

Interpreting: ability to analyze data validly (similarities, dissimilarities, cause/effect)

I I R R R R M M+ M+

Inferring: ability to make conclusions referring to causes, effects, etc.

I I R R R M M+ M+ M+

Generalizing: ability to sum up experiences into some kind of conclusion I I R R M M+

Experimenting : to try something out to see whether or not it works


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Designing Investigations: ability to control variables, record and interpret data,

summarize data, graph I R R M

Manipulating Variables: to identify and selectively change experimental conditions such

as time, intervals, temperature distance

I I R R M M+

Handling Equipment: to know the purpose for and manner of using lab resources and

equipment for the purpose of experimentation I I R R R M M+ M+ M+

Using Space-Time Relationships: ability to consider position and motions from vantage

points other then the child’s own I I R R R M M+ M+

Communication: ability to verbally relate experiences, information and procedures with

clarity I R R R M M+ M+ M+ M+

Recognizing Problem Areas: ability to be aware of areas where alternative solutions are

possibilities I I R R R M M+ M+

Researching: ability to seek additional information, sources conditions, personnel, events I I R R R M M+ M+

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Assessing Student Understanding: Name how you will measure student learning to ensure you successfully taught the unit content knowledge

and skills (provide key student outcomes and forms of assessment you will use).

Activities/Investigations (Labs)/Demonstrations: List

activities/investigations (labs) and demonstrations relating to the unit

topic, content and skills.

Unit Topic: The unit title

goes here.

Unit Objective: The objective is the main goal(s) of the unit. Note: The unit objective(s) should relate directly to the answers

of the unit focus questions.

Diverse Resources: List videos, music, websites, level readers,

textbook pages and/or field trips that enhance the unit content.

Cross-Curricular Connections: List specific ways the unit content

connects to other subjects.

Key Terms: List any vocabulary or key phrases to be taught and

added to the Word Wall.

Unit Resource Planner Grade ____________________

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Assessing Student Understanding:

1. Students are divided into cooperative groups and given guidelines to design a solar system book. Each book includes facts about our solar

system especially the Moon. The students design the big books for the 2nd

grade.

2. Complete an illustrated double Venn on rotation and revolution on poster paper or white board to share with the class. Include

diagrams and information on these motions as they relate to planets in the solar system and the earth’s moon.

3. Each group will explain their findings referring to drawings, illustrations, and explanations on a white board or large posters. Each group will

explain what they tried, what happened, and how their initial ideas about different phases were changed.

Activities/Investigations (Labs)/Demonstrations:

Track moon’s location and shape for a month.

Explore the effects of sun (a light) on the moon (a ball)

phases.

Use a post in the ground or a sundial to observe (and

measure) shadows at different times of day.

Go to SpaceMath@NASA to conduct investigation about

time zones.

Unit Topic: Astronomy

and Solar System Unit Objective: How can celestial phenomena be described by relative motion and perspective? What causes seasons? What causes tides? How

are celestial objects in the solar system different from each other?

Diverse Resources: Internet: nasa.gov, amnh.org

The Librarian Who Measured the Earth by Kathryn Lasky

Exploring the Night Sky: The Equinox Astronomy Guide for

Beginners by Terence Dickenson

Field trip to Rose Hall-Planeterium

Daily newspapers; National Geographic for Kids (issue 16)

Cross-Curricular Connections:

Students read an account of an aurora seen by an observer, and create a

drawing/painting based on the description. (Lesson found at

SpaceMath@NASA (Problem #4)

Students compose and present a narrative about an imagined trip to Mars

(or any planet) using a variety of transitional phrases and words to

manage the sequence of events.

Key Terms:

solar system planets (dwarf, inner, outer)

star satellite revolution altitude

southern and northern hemisphere gravity

tide phases of the moon

Unit Resource Planner Grade_______5_____________

_

mailto:SpaceMath@NASA

mailto:SpaceMath@NASA

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GRADE 5

UNIT I: The Nature of Science* STANDARD(S): 1, 4, 6

FOCUS QUESTION: TIME FRAME FOR UNIT: 1 week

Why and how is communication important in science?

CONTENT* CATHOLIC

CONNECTIONS

CONCEPTS SKILLS*

A. Science is an adventure that people

everywhere take part in, and have

been doing for centuries.

B. Clear communication is an

essential part of doing science.

C. Doing science engages men and

women of all ages and

backgrounds and in different types

of work.

D. Stories about people making

discoveries and inventions show

how strong some people’s

convictions about the world can be

and shared with the world.

E. When students observe differences

in the way things behave or get

different results, they should try to

find out why.

F. It is not always easy to tell why

results of similar science

investigations turn out differently.

1. Students are introduced to

career information and

opportunities with science.

2. The diversity in the science

community should be

emphasized

3. Students have frequent

opportunities to observe

demonstrations and engage in

hands-on activities, as well as

reading about scientists and

their work.

4. Observations and measurements

should be made more carefully

at this age and with greater

accuracy.

5. Students use and record data in

logs and journals, and

communicate their findings in

graphs and charts.

6. Investigations are followed up

Opportunity for teacher input

and notations

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G. Science investigations may take

many different norms, including

observing, collecting, and doing

experiments.

H. Investigations can focus on

physical, biological and social

questions.

I. Results of investigations are not

always the same, but if the

differences are large, it is

important to learn why.

J. Sometimes scientists have

different explanations for why

something happens which usually

leads to their making more

observations to resolve the

differences.

K. Scientists only pay attention to

claims when they are backed by

evidence and a logical argument.

with oral presentations which

emphasize clear

communication.

7. Students are encouraged ―to

check what they see against

what they think‖

* This section is based on the work of the American Association for the Advancement of Science, Project 2061 document Benchmarks

for Science Literacy (1993). Benchmarks is a compendium of specific science literacy goals, the first set of goals identified in a

chapter entitled The Nature of Science. The benchmarks were presented as statements of what students should know and do by the end

of grades 2, 5, 8 and 12. The content, and skills presented here have been taken and adapted from this document for the first three

grade bands: K to 2; 3 to 5; 6 to 8.

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GRADE 5

UNIT II: Astronomy and the Solar System STANDARDS: 1, 4, 6

FOCUS QUESTIONS: TIME FRAME FOR UNIT: 8 weeks

How can celestial phenomena be described by relative motion and perspective?

What causes seasons? What causes the tides?

How are celestial objects in the solar system different from each other?

CONTENT

CATHOLIC

CONNECTIONS

CONCEPTS SKILLS

A. Celestial objects that are visible in

the sky with the naked eyes are

stars, the Moon, planets, meteors,

and comets.

B. Our solar system consists of the

Sun, the planets, their moons, and

other smaller objects that orbit the

sun (asteroids, comets).

C. A planet is round, orbits the Sun

and has cleared its region of the

solar system along its orbit of

smaller objects.

D. A dwarf planet is an object that

orbits the Sun and has enough

gravity to be spherical, but the area

of its orbit is not cleared.

E. The Sun has no solid surface.

Hydrogen makes up about three-

fourths of its mass, and helium

From Genesis, we learn

that God created all things

from nothing to reveal His

goodness and to form a

single web of life.

Creation is to be respected

as sacred.

The signs and symbols of

the sacraments are drawn

from creation and human

culture.

The whole of creation and

the value of all living and

non-living things within it

are essential to the study of

science. Understanding the

beauty of creation and how

life interacts with the

environment is rooted in

the values of stewardship,

Magnitude and Scale: The

groupings of magnitude of

size, time, frequency, and

pressures or other units of

measurement into a series

of relative order provides a

useful way to deal with the

immense range and the

changes in scale that affect

the behavior and design of

systems. (A, B)

Application: Telescopes

enable us to see large

things that are far away;

microscopes enable us to

see very small things.

Models: are simplified

representations of objects,

structures, or systems, used

in analysis, explanation, or

design.

(C-M)

1. Compare and contrast the

characteristics of the Sun,

Moon, stars and planets.

2. Identify the main

characteristics of a star.


types of stars, including

brightness.

4. Compare the movement of

different celestial objects

(stars, planets, comets,

moons, asteroids).

5. Compare a meteor,

meteorite, and a meteoroid.

6. Demonstrate rotation and

revolution of different

objects in the solar system,

including planets.

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about one-fourth.

F. The four inner planets are:

Mercury, Venus, Earth and Mars.

The inner planets are small and

dense and have rocky surfaces.

The inner planets differ in size and

composition as well as distance

from the sun.

G. The four outer planets are:

Jupiter, Saturn, Uranus, and

Neptune. The outer planets are

much larger and more massive

than Earth, but they do not have

solid surfaces. They are often

called gas giants because of their

size and the presences of hydrogen

and helium. All of these planets

have many moons and are also

surrounded by a set of rings (thin

disk of small particles of ice

H. Stars appear as tiny points of light.

A star is a giant ball of hot gas,

mainly composed of hydrogen and

helium. As observed on Earth,

stars do not seem to change their

positions.

I. A satellite is a celestial body that

orbits a planet.

J. The Moon is Earth's only natural

satellite.

K. A solid mass like object that orbits

solidarity, justice, and the

principle of the common

good.

A correlation can be made

between the Church’s

liturgical year and the

calendar year.

By celebrating the

liturgical year and holy

days, we keep Christ at the

center of all our days.

Read the Book of Sirach

(Chapter 3:1-8) related to

every season and time.

Application: If the Earth

were reduced to the size of

a globe (16”), the moon

would be a 4” baseball.

Systems Thinking:

Through systems thinking,

people can recognize the

commonalities that exist

among all systems and how

parts of a system interrelate

and combine to perform

specific functions. (N,X-

AA)

Application: Our solar

system consists of the sun

and all the things bound to

it by gravity.

Patterns of Change:

Identifying patterns of

change is necessary for

making predictions about

future behavior and

conditions. (I-M,

O-T)

Application: As the moon

revolves around the Earth,

you see different amounts

of its unlit half. It seems to

change gradually from a

crescent to a disk, and

back again.

Equilibrium and Stability:

Equilibrium is a state of

stability due to either a lack

7. Recognize the reason for

differences in day/night

across the globe.

8. Compare and contrast

rotation, revolution, and

relate them to daily and

seasonal movements

around the Sun.

9. Observe evidence of

Earth's rotation and

revolution (rising and

setting of the Sun,

movement of the stars at

night, seasons changing,

shape of celestial objects...)

10. Using a flashlight and ball,

demonstrate the affect that

Earth’s tilt has on the

amount of radiation/heat

from the Sun that reaches

its surface. Relate this to

the change in seasons.

11. Determine the time of year

when Earth is actually

closest to the Sun (our

winter), and compare this

to when it is farthest from

the Sun (our summer).

12. Using evidence to support

the claim, compose a

science editorial to support

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the Sun and is not a satellite of

another planet is called an

asteroid. Most of these are located

between Mars and Jupiter.

L. A meteor (―falling star‖) is the

streak of bright light that can be

seen from Earth when a meteorite

enters the atmosphere.

M. A comet is a mixture of gas, ice

and dust that travels around the

Sun in an orbit. As it approaches

the sun it gives up a trail of

light.

N. A constellation is a pattern or

group of stars in which people see

a figure, animal or object.

O. The apparent motions of the Sun,

Moon, planets, and stars across the

sky can be explained by Earth's

rotation and revolution about the

Sun.

P. Rotation is the spinning of Earth

on its axis (an imaginary line that

passes through Earth's center and

the North and South poles).

Q. Earth's rotation causes the length

of one day to be approximately 24

hours. This rotation also causes

the Sun and moon to appear to rise

along the eastern horizon and to

set along the western horizon.

of change (static

equilibrium) or a balance

between opposing forces

(dynamic equilibrium). (U

-W)

Application: Many of

science’s laws remain

unchanged throughout

history; however, if new

evidence proves otherwise,

laws can change.

the idea that Earth revolves

around the Sun

13. Explain the role gravity

and inertia play in keeping

planets in their orbits.

14. Demonstrate the difference

between reflected light

(moon light) and a source

of light (Sun and other

stars).

15. Identify the various phases

of the Moon and how they

are created.

16. Observe, track, and record

the phases of the Moon.

17. Explain the influence of

the Moon on Earth's tidal

patterns.

18. Compare a person’s weight

on different planets.

19. Using a chart of the

planets, identify the

relationship between their

period of revolution and

distance from the Sun.

Identify planets that may

―break‖ this pattern (Pluto

does if the chart still

contains this planet).

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Earth's rotation causes day and

night as different sides of Earth

face toward and away from the

Sun.

R. Revolution is the movement of

one object around another. The

Earth's complete revolution around

the Sun defines the length of the

year as 365 1/4 days.

S. As the Earth revolves around the

Sun, along its east-west path, the

Sun’s apparent altitude changes.

During the winter, the Sun’s

altitude appears lower than in the

summer sky.

T. Earth has seasons because its axis

is tilted from its vertical as it

revolves around the Sun. When its

tilt allows the northern

hemisphere to receive the most

solar radiation and heating, this

marks the beginning of summer.

When the northern hemisphere

receives the least solar radiation

and heat, the first day of winter is

marked. The seasons are in

reverse in the southern

hemisphere. U. Gravity is a force that attracts all

objects toward each other.

V. Inertia is the tendency of an

object to resist a change in motion.

20. Compose a list of items

that would be useless on

the Moon and explain why

(ie. matches – no air,

airplane – no air, fishing

pole – no water).

21. Explain why an astronaut

must use a pressurized

spacesuit.


characteristics of the inner

planets to the outer planets.

23. Model the combined

effects of inertia and

gravity.

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W. Newton concluded that inertia and

gravity combine to keep Earth in

orbit around the sun and the Moon

in orbit around Earth.

X. The Moon shines because of

reflected light from the Sun.

Y. The phases of the Moon

(observed from Earth) are caused

by the motions of the Moon

around Earth and the relative

position of the Sun. As the moon

orbits Earth, its position and the

amount of reflected light from the

Sun changes. The phase of the

Moon seen depends on how much

of the sunlight side of the Moon is

observed.

Z. The force of gravity (the pull of

the Moon on Earth) is the main

cause of tides on Earth.

Scientists are constantly

discovering information about new

planets and moons due to today's

space-based telescopes and space

probes.

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GRADE 5

UNIT III: Weather and Climate STANDARDS: 1, 4, 6


How do meteorologists predict the weather?

What is the difference between weather and climate?

What is the water cycle?

How do interactions between air, water, and land affect weather and climate?

CONTENT

CATHOLIC

CONNECTIONS

CONCEPTS SKILLS

A. Meteorologists are scientists

who study, observe, and record

information about the weather

and who use that information to

forecast the weather.

B. Tools used to measure different

features of weather include wind

scales, thermometers, and rain

gauges.

C. Meteorologists use maps, charts,

computers, and other technology

to analyze weather data and to

prepare weather forecasts.

D. Weather describes the

conditions of the atmosphere at a

given location for a short period

of time. Weather changes from

day to day and week to week.

E. Features of weather include

cloud cover, precipitation, wind

God is the source of all

energy and He speaks to

us through the visible

creation. Light and dark,

wind and fire, water and

earth, the tree and its fruit

all speak to us of God’s

goodness and nearness.

In many of the Gospel

stories we learn that

Christ spent much time

near and on the water.

According to the Gospel

of Mark, one evening

Jesus and his disciples

were crossing the Sea of

Gallilee in a boat when a

furious storm came up,

with the waves breaking

over the boat, so that it

was nearly swamped.

Jesus calmed the waters.



structures, or systems, used in

analysis, explanation, or design.

(C, J)

Application: Meteorologists use

computer models to predict

weather patterns.

Systems Thinking: Through

systems thinking, people can

recognize the commonalities

that exist among all systems and

how parts of a system

interrelate and combine to

perform specific functions. (E,

G-I, HH-KK)

Application: Water cycles

through all three main parts of

the Earth: the hydrosphere,

lithosphere, and atmosphere


groupings of magnitude of size,

1. Observe the weather by

using senses.

2. Discuss and record

information about

weather conditions.

3. Use simple tools to

estimate wind speed and

measure temperature and

rainfall.

4. Observe differences in

types of clouds.

5. Interpret and summarize

long-term weather data

using a weather map.

6. Use a graphic organizer

to sequence the way

water moves through the

air, land, and water

regions of Earth.

http://www.answers.com/topic/sea-of-galilee

http://www.answers.com/topic/sea-of-galilee

136

and temperature.

F. The uneven heating of Earth's

surface is the cause of weather.

G. The Sun’s energy drives the

movement of water through

earth's systems; this movement is

called the water cycle.

H. In the water cycle, water vapor

enters the atmosphere by

evaporation (molecules of

liquid water escape into the air

after becoming water vapor)

from the oceans and other bodies

of water and leaves by

condensation (water vapor

becomes liquid water).

I. Some of the water vapor in the

atmosphere condenses to form

clouds. Rain and snow fall from

the clouds toward the surface as

precipitation.

J. There are three types of

precipitation: rain, sleet, and

snow.

K. Humidity is a measure of the

amount of water vapor in the air.

The ability of air to hold water

vapor depends on its

temperature.

L. The percentage of water vapor in

The Gospels of John,

Matthew, and Mark tell

the story of Jesus

walking on water in the

Sea of Galilee.

According to the Gospel

of Matthew, Peter also

walked out onto the

water towards Jesus, but

when Peter saw the wind

and the waves, he

became afraid and began

to sink, and Jesus rescued

him.

Baptism is the sacrament

by which we begin our

life in the Church. We

are reborn of water and

the Spirit.

Baptism frees us from

our original sin.

The change of bread and

wine into the Body and

Blood of Jesus is called

―transubstantiation.‖

time, frequency, and pressures

or other units of measurement

into a series of relative order

provides a useful way to deal

with the immense range and the

changes in scale that affect the

behavior and design of systems.

(B, K, V-Y)

Application: Mathematics is

quite useful when explaining

physical phenomena observed

in nature.

Patterns of Change: Identifying

patterns of change is necessary

for making predictions about

future behavior and conditions.

(A, D, F, L-U, Z, AA-GG)

Application: Weather describes

whatever is happening outdoors

in a given place at a given time.

The weather can change a lot

within a short period of time.

7. Explain the main

differences between

weather and climate.

8. List four factors that can

help determine weather at

a particular time and

place.

9. Identify the different

forms of precipitation.

10. Describe two factors that

affect the temperature in

a region.

11. Describe two factors that

affect the amount of

precipitation in a region.

12. Compare a front to an air

mass.

13. Describe one type of

hazardous storm and

explain how early

warning systems may be

helpful.

14. Research how inaccurate

weather predication can

or have affected people

(e.g. tsunamis,

tornadoes).

15. Research some human

activities that may be

http://www.answers.com/topic/saint-peter-3

137

the air compared to the

maximum amount of water

vapor that the air can hold at a

particular temperature is referred

to as relative humidity in

weather reports. An instrument

called a psychrometer is used to

measure relative humidity.

M. An air mass is a huge body of

air in the lower atmosphere that

has similar temperature,

humidity, and air pressure at any

given height.

N. Four major types of air masses

influence the weather in North

America: maritime tropical,

continental tropical, maritime

polar, and continental polar.

O. Maritime air masses form over

the ocean and can be very

humid. Continental air masses

form over land, and are drier

than maritime air masses.

Tropical air masses are warm,

form in the tropics, and have low

air pressure. Polar air masses are

cold, form near the poles and

have high air pressure.

P. In North America, most air

masses move from west to east.

Q. Most local weather condition

changes are caused by

contributing to the

greenhouse effect.

16. Explain why pesticides

applied on land may

become a problem in the

water.

17. Explain why the climate

in Central America is

different than Sweden.

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movement of air masses.

R. The movement of air masses is

determined by prevailing winds

and upper air currents.

S. Fronts are boundaries between

air masses. Precipitation is

likely to occur at these

boundaries.

T. Colliding air masses can form

four types of fronts: cold fronts,

warm fronts, stationary fronts

and occluded fronts.

U. High -pressure systems generally bring fair weather.

Low-pressure systems usually

bring cloudy, unstable

conditions.

V. A storm is a violent disturbance

in the atmosphere. Storms

involve sudden changes in air

pressure which cause rapid air

movements.

W. Winter storms, thunderstorms,

hurricanes and tornadoes are all

types of severe storms.

X. A thunderstorm is a small

storm often accompanied by

heavy precipitation and frequent

thunder and lightning.

139

Y. A hurricane is a tropical

cyclone with winds of 119 km/h

or higher.

Z. A tornado is a rapidly whirling,

funnel-shaped cloud that reaches

down from a thunderstorm to

touch Earth's surface.

AA. Humans can prepare for and

respond to these conditions if

given sufficient warning.

BB. If you are caught in a

snowstorm, try to find shelter

from the wind.

CC. During thunderstorms, avoid

places where lightning may

strike. Avoid objects that can

conduct electricity such as metal

objects and bodies of water.

DD. If there is a hurricane

warning and you are told to

evacuate, leave the area

immediately. A storm shelter or

a basement is the safest place

during a tornado. If there is no

basement, move to the middle of

the ground floor and away from

windows and doors.

EE. Climate refers to the average,

year-after-year conditions of

temperature, precipitation, wind,

and clouds in an area.

140

FF. Temperature is affected by

latitude, altitude, distance from

large bodies of water, and ocean

currents.

GG. The main factors that affect

precipitation are prevailing

winds, the presence of

mountains, and seasonal winds.

HH. Scientists classify climates

according to two major factors:

temperature and precipitation.

II. Substances enter the atmosphere

naturally and from human

activity. Some of these

substances include dust from

volcanic eruptions and

greenhouse gases such as

carbon dioxide, methane, and

water vapor. These substances

can affect weather, climate, and

living things.

JJ. Many human activities are

increasing the level of

greenhouse gases in the

atmosphere. This increase is

causing global temperatures to

rise.

KK. Water vapor and carbon

dioxide are two greenhouse

gases. This term refers to gases

that absorb the sun’s energy and

141

prevent this energy from going

back into space.

142

GRADE 5

UNIT IV: Ecosystems STANDARDS: 1, 4, 6


How do living things interact with themselves and their environment?

How is an ecosystem organized?

How do energy and matter move through ecosystems?

CONTENT

CATHOLIC

CONNECTIONS

CONCEPTS SKILLS

A. All living organism needs certain

things to live, grow and

reproduce.

B. An organism gets food, water,

shelter, and other things that it

needs from its environment.

C. A habitat is an environment that

provides the specific things that

an organism needs to live, grow,

and reproduce.

D. A group of organisms that can

mate with each other and

produce offspring that can also

mate and reproduce is called a

species.

E. A population consists of all

individuals of a species that are

found together at a given place

and time.

F. Populations living in one place


life. We participate in

God’s own life through the

sacraments.

We praise God simply for

being God when we pray

the Gloria.

Responsible Catholic

citizens respect and affirm

the diversity and

interdependence of the

world’s people and their

natural environment.

The Sacraments at the

Service of Communion

(Matrimony and Holy

Orders) confer a particular

mission, directed toward

others. They are

sacraments of service.

Matrimony is the




that exist among all systems

and how parts of a system


perform specific functions.

(A-G, K-P, S, T, V, W)

Application: The world we live

in is populated by millions of

plants and animals. Yet, each

one is an individual. The

individual plants and animals

are grouped into families.




analysis, explanation, or

design. (Q)

Application: Taxonomies,

groups, and other categories

have been created to order and

organize things by similarities.

1. Explore what living

things need to survive.

2. Describe the life

functions of organisms.


different habitats and the

living and non-living

components of each.

4. Identify the two main

parts of an ecosystem.

5. Choose one ecosystem

(ie. a desert or a puddle)

and identify the living

organisms in it.


how the traits of

organisms living in a

desert are different from

those organisms living

in the polar region.

143

form a community.

G. The community of living and

nonliving organisms in a

particular area forms an

ecosystem.

H. Given adequate resources and no

disease or predators (an

organism that kills another for

food or nutrients), populations

(including humans) increase.

I. Lack of resources, habitat

destruction, and other factors

such as predation and climate

limit the growth of certain

populations in an ecosystem.

J. In ecosystems, balance is the

result of interactions between

community members and their

environment.

K. Factors that affect growth and

reproduction of organisms in an

ecosystem include light, water,

temperature, and soil.

L. Organisms can be categorized by

the functions they serve in an

ecosystem: producers,

consumers or decomposers.

M. An organism's energy role is

determined by how it obtains

energy and how it interacts with

sacrament by which a

baptized man and a

baptized woman are united

as husband and wife and

freely enter into a

permanent, loving and life-

giving covenant of fidelity

to each other.

We form spiritual

communities to support

and encourage one another

in the church and to receive

the blessings of god

through His word and the

Sacraments.

In some regions of the

world, there are places with

ample/scarce resources.

Christians can help people

in disadvantaged lands.

Through the sacraments,

we are fed and nourished

body, soul and spirit. The

Church celebrates Christ’s

saving action in our lives.

By preparing for and

receiving the sacraments

prayerfully, our

relationship with the Risen

Lord is deepened, and we

are strengthened to live the

Christian life more fully.





measurement into a series of

relative order provides a useful

way to deal with the immense

range and the changes in scale

that affect the behavior and

design of systems. (U)

Application: Ecosystems can

vary in size. They can be as

small as a puddle or as large

as the Earth.



stability due to either a lack of

change (static equilibrium) or a

balance between opposing

forces (dynamic equilibrium).

(A, H, I, J, R)

Application: As populations of

a predatory increase, their

prey population decreases.

7. Compare how traits of

organisms within an

ecosystem may be

similar.

8. Compare and contrast a

food web to a food

chain.

9. Identify ways in which a

change in climate has

impacted an ecosystem.

10. Identify the many ways

that habitat may be

destroyed by natural and

man-made events.

11. Research various

predator-prey

relationships.

12. Create a model to

illustrate the role of

decomposers in the

environment.

13. Research the ways in

which organisms may

change their own

environments.

14. Explain how

competition may affect a

specific organism in an

ecosystem and how it

144

other organisms.

N. Each organism in an ecosystem

fills the energy role of producer

(makes its own food), consumer

(obtains energy by feeding on

other organisms), or

decomposer (breaks down

wastes and dead organisms and

returns the raw materials to the

ecosystem).

O. A series of events in which one

organism eats another and

obtains energy is a food chain.

P. Many overlapping food chains in

an ecosystem is a food web.

Q. Environmental issues fall into

three general categories:

population growth, resource use,

and pollution.

R. Natural and human- made events

can "disturb" an ecosystem.

S. A pollutant is anything that can

harm living organisms when too

much of it is released into an

ecosystem. Pollution is the

condition that results when

pollutants interact with the

environment.

T. Pollutants can affect the quality

of life and the stability of an

As God’s people, we

should practice

stewardship of our world’s

resources.

We in the Church must do

what we can to help all

men and women of good

will in their efforts to

change evil social

structures and to foster

unity, justice, charity and

peace, bringing about

God’s kingdom.

interacts with other

organisms in the same

ecosystem.

15. Describe how hunting

licenses help regulate

the populations of

various animals such as

deer and bears.

16. Explain why a fire in a

forest may be harmful

and beneficial.

17. Research the harmful

effects of various liquid

and gaseous pollutants

on living things.

18. Identify recent major

environmental tragedies

that have occurred

nationally and globally.

Identify the long term

and short- term impact

of these events.

19. Explain how climate

influences life in an

ecosystem.


factors that can create an

increase and/or a

decrease in a population.

21. Identify ways in which

145

ecosystem; solutions can be

developed to minimize or

alleviate the effects of pollutants.

U. The environment may be altered

through the activities of

organisms. Alterations are

sometimes abrupt. Some species

may replace others over time,

resulting in long-term gradual

changes (ecological succession).

V. Overpopulation by any species

impacts the environment due to

the increased use of resources.

Human activities can bring about

environmental degradation

through resource acquisition,

urban growth, land-use

decisions, waste disposal, etc.

W. Since the Industrial Revolution,

human activities have resulted in

major pollution of air, water and

soil. Pollution has cumulative

ecological effects such as acid

rain, global warming, or ozone

depletion. The survival of living

things on our planet depends on

the conservation and protection

of Earth's resources.

humans have changed

their environment and

the short term/long term

effects of these changes.

22. Compare the energy role

of producers, consumers

and decomposers.

23. Explain the energy flow

in a food chain, a food

web, and an energy

pyramid.

24. Identify ecosystems as

stable or disturbed and

recognize whether the

causes of a disturbed

ecosystem are natural or

human-made.


how physical factors in

the desert and the ocean

influence life in these

two different

ecosystems.

26. Describe what you can

do to protect the land

and water near your

home.

27. Research action that can

be taken to become less

dependent on oil and

coal in our country.

146

28. Using various pictures

of communities,

distinguish between the

producers and the

consumers.

29. Research the various

gases that are considered

greenhouse gases and

identify what is causing

these gases to increase

in abundance in the

environment. Identify

ways to reduce these

gases from going into

the atmosphere.

147

GRADE 5

UNIT IV: Food and Nutrition STANDARDS: 1, 4, 6


What is food? Why is it important?

What is the role of nutrients in maintaining health?

What is the function of the digestive system?

CONTENT

CATHOLIC

CONNECTIONS

CONCEPTS SKILLS

A. Living things need food to stay

alive. Food provides a body with

energy and materials to grow and

repair tissues.

B. Almost all food energy comes

originally from sunlight.

C. Plants use the energy from the

Sun’s light to make sugars out of

carbon dioxide and water.

D. Almost all kinds of animal’s food

can be traced back to plants.

E. Plants use the energy from light to

make sugars from carbon dioxide

and water. Plants can use this food

immediately or store it.

F. Food is whatever nutrients plants

and animals must take in if they

are to grow and survive. In science

food specifically refers to

The creation story in the

bible relates how God

created all life from

nothing.

Through the Eucharist

we are strengthened to

build up the kingdom of

God.

Jesus is the Bread of

Life. We who eat of this

bread will never die but

live (John 6:35). We are

nourished and

strengthened for His

mission.

As Catholics we believe

in the sacramentality of

life-that creation and life

are full of signs that point

to the presence of God.





design. (J-N, P, Q, T, X, Z,

AA)

Application: Nutrients are

composed of the basic

elements found in nature.








(A-I, CC, DD-II)

Application: The living and

non-living components of an

ecosystem are linked and

interdependent on one another.


1. Explain what nutrients

are and how they help the

body.

2. Classify food according

to food groups.

3. Create a balanced meal

and daily diet.

4. Read and interpret

information on a food

label.

5. Explore how appropriate

food choices help to

maintain healthy body

systems.

6. Compare the new USDA

food pyramid to the older

version.

7. Identify good health

148

substances such as carbohydrates,

proteins, and fats, from which

organisms derive the energy they

need to grow and operate and the

material of which they are made.

G. Nutrients are substances in food

that provide the raw materials and

energy the body needs to carry out

essential life processes.

H. Organisms that eat plants break the

plant structures down in order to

produce the materials and energy

they need to survive. Then they are

consumed by other organisms.

I. Humans need six types of

nutrients: carbohydrates, fats,

proteins, vitamins, minerals, and

water.

J. Carbohydrates provide raw

materials to make cell parts and

are a major sources of energy.

K. Complex carbohydrates are

made of many linked sugar

molecules.

L. Fats form part of the cell

membrane, and fatty tissue

protects the body’s organisms.

M. Fats are energy containing

nutrients composed of carbon,

hydrogen, and oxygen that contain

twice the amounts of energy that

We also believe the

sacraments are effective

signs (that is they bring

about what they signify)

given to us to share in

God’s life.

The New Testament

Gospels present the

humanity of Christ

through stories about his

participation at meals and

festivals.

At the Sermon on the

mount, Jesus fed the

multitude who had come

to hear him speak.









design of systems. (V, W, BB)

Application: The metric system

is based on units of ten



stability due to either a lack of

change (static equilibrium) or a

balance between opposing


(O, R, S, U, Y)

Application: While vitamins

are essential to good health,

too much of one type can be

harmful.

habits (such as brushing

teeth, bathing)

8. Identify vitamins and

their roles in maintaining

a body’s healthy

functioning.

9. Research the effect of

various vitamin

deficiencies.

10. Name, identify, and

compare different food

preferences (vegetarian,

vegan).

11. Compare the fat and

sugar contents of various

foods.

12. Compare low fat, 1%,

2% and whole milk.

13. Plan a practical lunch for

a school cafeteria.

14. Identify the main organs

in the digestive system

and each of their

function.

15. Explain the difference

between the large and

small intestine.

149

carbohydrates provide.

N. Proteins are nutrients that contain

nitrogen, as well as oxygen,

carbon, and hydrogen.

O. Proteins are essential to the body’s

growth, tissue repair, and energy

needs.

P. Proteins are made up of smaller

molecules called amino acids. The

human body can make half of

these amino acids itself, but

requires food to create the other

amino acids used to form proteins.

Q. Sugar is a simple carbohydrate

that is found in food. Some foods

contain more sugar than others.

R. Sugar is metabolized to release

energy and carbon dioxide is

produced as a waste product.

S. Metabolism is the process of

breaking down food to yield

energy to keep an organism alive

and functioning.

T. Vitamins are nutrients that help the

body function properly.

U. Vitamins are necessary to prevent

certain diseases.

V. Calories are a measure of the

150

amount of energy in food.

W. One calorie is the amount of

energy needed to raise the

temperature of one gram of water

by one degree Celsius. One

kilocalorie equals 1,000 calories.

X. Nutrients that are not made by

living things are called minerals.

Y. Minerals do not provide energy,

but are essential to the body’s vital

processes.

Z. Nutritionists have developed

dietary guidelines and food labels

as a way to inform people to eat

healthy.

AA. There are five food groups

defined by the United State’s

Department of Agriculture

(USDA) food pyramid: grains,

vegetables, fruits, dairy, protein

(refer to myplate.gov).

BB. Food labels contain important

information about nutritional

value of food.

CC. The sugars that plants make

out of water and carbon dioxide

are their only source of food.

DD. The digestive system consists

of the mouth, esophagus,

151

stomach, small and large

intestines. Each has a specific

function or role in digestion.

EE. The mouth grinds food and saliva

starts the chemical changes.

FF. The esophagus connects the throat

to the mouth.

GG. The stomach is where food is

mixed with stomach acids and

enzymes to break down food.

HH. Digestive juices are added to

food in the small intestine.

Nutrients are absorbed by villi and

pass to the bloodstream.

II. Water and leftover materials

are removed from food in the large

intestine. Waste gets more solid

and is expelled through the

rectum.

152

Grade 5 Glossary

Air Mass: Used to measure relative humidity

Altitude: A distance measurement, usually in the vertical or "up" direction, between a reference and a point or

object

Amino Acids: An organic compound containing an amino group (NH2), a carboxylic acid group (COOH), and any of

various side groups, especially any of the 20 compounds that have the basic formula NH2CHRCOOH,

and that link together by peptide bonds to form proteins or that function as chemical messengers and as

intermediates in metabolism

Asteroid: Small rocky–icy and metallic bodies of the inner Solar System and out to the orbit of Jupiter

Calories: A unit of energy-producing potential equal to this amount of heat that is contained in food and released

upon oxidation by the body (one thousand calories = 1 kilocalorie)

Carbohydrates: Substance in food that provides the raw materials and energy in the body

Celestial Objects:

Objects of or relating to the sky

Climate: The meteorological conditions, including temperature, precipitation, and wind, that characteristically

prevail in a particular region

Cold Fronts: The leading portion of a cold atmospheric air mass moving against and eventually replacing a warm air

mass

Comet: Mixture of gas, ice and dust that travels around the Sun in a orbit

Community: A group of organisms or populations living and interacting with one another in a particular

environment

Condensation: Molecules of liquid water escape into air after becoming water vapor

Constellation: Mixture of gas, ice and dust that travels around the sun in a orbit

Consumer: A heterotrophic organism that ingests other organisms or organic matter in a food chain

Continental

Tropical:

Hot and dry air masses due to the temperature and moisture characteristics at their source region

Decomposer: Obtains energy by feeding on other organisms

Destruction: The condition of having been destroyed; can be caused naturally or unnaturally

Digestive Juices: Digestive secretions of the stomach glands that aid in digestion

Digestive system: The alimentary canal and digestive glands regarded as an integrated system responsible for the

ingestion, digestion, and absorption of food

http://en.wikipedia.org/wiki/Datum_(geodesy)


153

Dwarf Planet: A celestial body orbiting the Sun that is massive enough to be spherical as a result of its

own gravity but has not cleared its neighboring region of planets and is not a satellite

Ecological

Succession: The gradual and orderly process of ecosystem development brought about by changes in community

composition and the production of a climax characteristic of a particular geographic region

Ecosystem: An ecological community together with its environment, functioning as a unit

Esophagus: The muscular tube in the neck for the passage of food from the pharynx to the stomach

Evaporation: To convert or change into a vapor

Facts: Knowledge or information based on real occurrences

Food Chain: A succession of organisms in an ecological community that constitutes a continuation of food energy

from one organism to another as each consumes a lower member and in turn is preyed upon by a

higher member

Food Web: A complex of interrelated food chains in an ecological community

Food: Material, usually of plant or animal origin, that contains or consists of essential body nutrients, such as

carbohydrates, fats, proteins, vitamins, or minerals, and is ingested and assimilated by an organism to

produce energy, stimulate growth, and maintain life

Fronts: a boundary separating two masses of air of different densities

Gauges: An instrument for measuring or testing

Gravity: The natural force of attraction exerted by a celestial body, such as Earth, upon objects at or near its

surface, tending to draw them toward the center of the body

Greenhouse

gases:

Any of the atmospheric gases that contribute to the greenhouse effect

Habit: A recurrent, often unconscious pattern of behavior that is acquired through frequent repetition

Habitat: The area or environment where an organism or ecological community normally lives or occurs

High Pressure

System:

A region where the atmospheric pressure at the surface of the planet is greater than its surrounding

environment

Humidity: Dampness, especially of the air

Hurricane: Small storm often accompanied by heavy precipitation

Inertia: Is a force that attracts all objects toward each others

Inner Planet: An object that orbits the sun and has enough gravity to be spherical; they are small, dense, and have

rocky surfaces

Large Intestine: The portion of the intestine that extends from the ileum to the anus, forming an arch around the

convolutions of the small intestine and including the cecum, colon, rectum, and anal canal

154

Low pressure

system: A region where the atmospheric pressure at sea level is below that of surrounding locations

Maritime Polar: Dry air over cold ocean currents or high latitude ocean waters

Maritime

Tropical:

Huge body of air in the lower atmosphere that has similar temperature

Metabolisms: Released energy and carbon dioxide is produced as a waste product

Metabolized: The breaking down of carbohydrates, proteins, and fats into smaller units

Meteor: A bright trail or streak that appears in the sky when a meteoroid is heated to incandescence by friction

with the earth's atmosphere.

Meteorologist: One who reports and forecasts weather conditions

Minerals: A naturally occurring, homogeneous inorganic solid substance having a definite chemical composition

and characteristic crystalline structure, color, and hardness

Moon: Celestial body that orbits a planet

Northern

Hemisphere: The half of the Earth north of the equator

Nutrient: A source of nourishment, especially a nourishing ingredient in a food

Nutritional

Value:

The value of the main nutrients: water, carbohydrate, fat, protein, vitamins and minerals

Nutritionist: One who is trained or an expert in the field of nutrition

Outer Planet: These are planets that tend to be gaseous and lie beyond the asteroid belt

Phases Of the

Moon:

Eight distinct, traditionally recognized stages that designate both the degree to which the Moon is

illuminated and the geometric appearance of the illuminated part

Pollutant: Something that pollutes, especially a waste material that contaminates air, soil, or water

Population: A group of living organisms of the same kind living in the same place at the same time. (All of the

populations interact and form a community)

Precipitation: Water vapor becoming liquid water

Predators: An organism that lives by preying on other organisms

Prevailing

Winds: Winds that blow predominantly from a single general direction over a particular point on Earth's

surface

Producer: A photosynthetic green plant or chemosynthetic bacterium, constituting the first trophic level in a food

chain

Proteins: Any of a group of complex organic macromolecules that contain carbon, hydrogen, oxygen, nitrogen,

and usually sulfur and are composed of one or more chains of amino acids

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


155

Psychromotor: An instrument that uses the difference in readings between two thermometers, one having a wet bulb

and the other having a dry bulb, to measure the moisture content or relative humidity of air

Rain: Water condensed from atmospheric vapor and falling in drops

Rectum: The terminal portion of the large intestine, extending from the sigmoid colon to the anal canal

Relative

Humidity:

The measure of the amount of water vapor in the air

Revolution: The spinning of Earth on its axis

Rotation: A pattern or group of stars in which people see a figure, or object

Satellite: A manufactured object or vehicle intended to orbit the earth, the moon, or another celestial body

Scales: A system of ordered marks at fixed intervals used as a reference standard in measurement; a ruler with

scales in inches and centimeters

Small Intestine: The narrow, winding, upper part of the intestine where digestion is completed and nutrients are

absorbed by the blood

Solar System: The sun together with the nine planets and all other celestial bodies that orbit the sun; A system of

planets or other bodies orbiting another star

Southern

Hemisphere: The half of the earth south of the equator

Species: A fundamental category of taxonomic classification, ranking below a genus or subgenus and consisting

of related organisms capable of interbreeding

Star: Any of the celestial bodies visible at night from Earth as relatively stationary, usually twinkling points

of light.

Stationary

Fronts: A front along which an advancing mass of warm air rises over a mass of cold air

Stomach: The enlarged, saclike portion of the alimentary canal, one of the principal organs of digestion, located

in vertebrates between the esophagus and the small intestine

Storm: A violent disturbance of the atmosphere with strong winds and usually rain, thunder, lightning, or

snow

Sugar: A sweet crystalline or powdered substance, white when pure, consisting of sucrose obtained mainly

from sugar cane and sugar beets and used in many foods, drinks, and medicines to improve their taste

Thermometers: An instrument for measuring temperature, especially one having a graduated glass tube with a bulb

containing a liquid, typically mercury or colored alcohol, that expands and rises in the tube as the

temperature increases

Thunderstorm: Violent disturbance in the atmosphere

Tides: The periodic variation in the surface level of the oceans and of bays, gulfs, inlets, and estuaries, caused

by gravitational attraction of the moon and sun

http://www.merriam-webster.com/dictionary/satellite

156

Tornado: A tropical cyclone with winds

US Food

Pyramid: A graphic representation of the structure of a food chain, depicted as a pyramid having a broad base

formed by producers and tapering to a point formed by end consumers

Villi: One of the numerous vascular projections of the small intestine

Vitamins: Any of various fat-soluble or water-soluble organic substances essential in minute amounts for normal

growth and activity of the body and obtained naturally from plant and animal foods

Warm Fronts: A front along which an advancing mass of warm air rises over a mass of cold air

Water Cycle: The cycle of evaporation and condensation that controls the distribution of the earth's water as it

evaporates from bodies of water, condenses, precipitates, and returns to those bodies of water

Weather: The state of the atmosphere at a given time and place, with respect to variables such as temperature,

moisture, wind velocity, and barometric pressure

Wind: Moving air, especially a natural and perceptible movement of air parallel to or along the ground; A

movement of air generated artificially, as by bellows or a fan

157


In Grade 6, students examine various properties of matter in greater depth considering the Earth’s lithosphere as foundation for a study of the rock cycle. Students analyze

fossils to gain a better sense of the historical Earth. Energy, friction and force are considered at a deeper level and are examined from a contextual perspective in light of

machines that students encounter regularly. This builds upon the basic knowledge of energy students gained in grades 2-4. A unit on light and sound exposes students to a

more in depth analysis of energy as revealed through these two means. The year concludes with the study of the diversity of all life, which directly correlates to the prior

unit on light—the energy upon which much of non-human life depends.

Unit The Nature of

Science

Rocks and Minerals

(Chemical Reactions)

Simple and Complex

Machines Light and Sound Diversity of Life


Focus Questions

What is scientific

inquiry?

How do science

and society affect

each other?

What are the properties of

matter?

How is Earth’s lithosphere

always changing?

What is the rock cycle?

How does Earth’s fossil

record inform us of its

history?

What is energy?

What is a force?

How do energy, friction,

and forces affect motion?

How do machines impact

our lives?

What are the properties of

sound and light?

What makes something live?

How does the transfer of matter

and energy support the diversity of

life?

Common Core ELA &


Reading Standards for

Literacy in Science

STUDENTS WILL:

1. Cite specific textual evidence to support analysis of science and technical texts.

2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.

3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.

5. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.

6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.

7. Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

8. Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.

9. Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

158

10. By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text complexity band independently and proficiently.

Common Core ELA &


Writing Standards for

Literacy in Science

STUDENT WILL:

1. Write arguments focused on discipline-specific content.

a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and

organize the reasons and evidence logically.

b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic

or text, using credible sources.

c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and

evidence.

d. Establish and maintain a formal style.

Provide a concluding statement or section that follows from and supports the argument presented.

2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical

processes.

a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as

appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when

useful to aiding comprehension.

b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

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

3. Establish and maintain a formal style and objective tone. Provide a concluding statement or section that follows from and Produce

clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

4. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing,

rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

5. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas

clearly and efficiently.

6. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and

generating additional related, focused questions that allow for multiple avenues of exploration.

7. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and

accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a

standard format for citation.

8. Draw evidence from informational texts to support analysis, reflection, and research.

9. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or

two) for a range of discipline-specific tasks, purposes, and audiences and supports the information or explanation presented.

159






acquisition:


to K 1 2 3 4 5 6 7 8







I R R R M M+ M+ M+




I R R R M M+ M+ M+












I I R R R R M M+ M+




160







I I R R M M+










161







goes here.










162


1. Students read Stratification And Segregation: Why Does Some Sandstone Have Stripes? on the SEED: Schlumberger Excellence

in Educational Development website.

2. Students complete the Soil Erosion e-sheet from lab/website link

3. Students are given an unidentified material and determine its density using water displacement; students are given a rock and

asked to identify it based on various tests.

4. Unit quiz ; chapter test; completed labs

Activities/Investigations (Labs)/Demonstrations: LABS: Erosion Exploration; Blowing Around; Density Lab;

Streak and Hardness Tests; Soil Erosion

Students will cycle through 4 centers: computer research; reading

center; hands – on investigation; building models of molecules

Students watch animations on the ways that rocks can format

http://www.childrensmuseum.org/geomysteries/faq1.html

Unit Topic: Rocks and

Minerals

Unit Objective: What are the properties of matter? How is Earth’s lithosphere changing? What is the rock

cycle? How does Earth’s fossil record inform us of its history?

Diverse Resources: Mountain Dance by Thomas Locker; Rocks and Minerals

(EYE WONDER BOOK)

FANTASTIC FOSS Videos

http://geologyonline.museum.state.il.us (Ride the Rock

Cycle); http://www.chemicalelements.com/ (interactive

periodic table)

Shows animation for the rock cycle at

www.classzone.com/books/earth_science/terc/content/investig

ation


http://www.sciencenetlinks.com/lessons.php?DocID=174 Reading

and writing for literacy integration (informational text)

Research project on rocks and minerals; advertisement for an

element

Key Terms: : Elements atoms molecules matter

physical properties chemical properties lithosphere

minerals density rock cycle metamorphic

sedimentary igneous fossils eras periods

epochs weathering erosion

Law of Superposition radioactive dating absolute age

Unit Resource Planner Grade __________6_________

http://www.seed.slb.com/content.aspx?id=2480

http://www.childrensmuseum.org/geomysteries/faq1.html

http://www.chemicalelements.com/

http://www.sciencenetlinks.com/lessons.php?DocID=174

163

GRADE 6

UNIT I: The Nature of Science* STANDARD(S): 1, 4 and 6

FOCUS QUESTIONS: TIME FRAME FOR UNIT: 1 week

What is scientific inquiry?

How do science and society affect each other?

CONTENT*

CATHOLIC

CONNECTIONS

CONCEPTS SKILLS*

A. If more than one variable changes

at the same time, the outcome of

an experiment may not be clearly

attributable to any one of these

variables.

B. Accurate record keeping,

openness, and replication are

essential for maintaining

credibility in science.

C. When similar investigations give

different results, the challenge in

science is to judge whether the

differences are trivial or

significant.

D. Important contributions to

science have been made by

different people, from different

cultures, and at different times.

E. Until recently, women and

minorities were left out of the

formal work of scientific research.

F. No matter who does science or

1. Students need to become more

systematic and sophisticated in

conducting experiments.

2. The concept of controlling

variables is reinforced through

in conducting experiments and

follow-up discussions.

3. Students continue to use a

variety of tools and equipment

frequently and are aware of

safety issues.

4. Hands on experiences are

backed up with selected

readings about scientists and

their endeavors, including

research.

5. Students realize that scientific

knowledge may change as a

result of new information, and

better theories

6. Students should have

opportunities to use computers


and notations

164

invents something, everyone in the

world benefits from it.

G. Computers have become

invaluable I scientific research

because they speed up and extend

people’s ability to collect and

analyze data.

H. Scientific knowledge is subject to

modification as new information

challenges prevailing theories.

I. Some scientific knowledge is very

old but still applicable today.

J. Some matters can not

be examined in a

scientific way, or

tested objectively such as matters

of morality.

K. Science can be used to inform

ethical decisions.

L. Scientists differ greatly in what

they

study and how they go about their

work.

M. What people expect can

sometimes affect what they

observe.

N. One safeguard to this is to have

different investigators conduct

independent studies of the same

as scientists – by using them to

collect and analyze data as well

as communicating with others

on the same problems.

165

question.

* This section is based on the work of the American Association for the Advancement of Science, Project 2061 document Benchmarks for Science

Literacy (1993). Benchmarks is a compendium of specific science literacy goals, the first set of goals identified in a chapter entitled The Nature of

Science. The benchmarks were presented as statements of what students should know and do by the end of grades 2, 5, 8 and 12. The content, and

skills presented here have been taken and adapted from this document for the first three grade bands: K to 2; 3 to 5; 6 to 8.

166

GRADE 6

UNIT II: Rocks and Minerals STANDARDS: 1, 4, 6


What are the properties of matter?

How is Earth’s lithosphere changing?

What is the rock cycle?

How does Earth’s fossil record inform us of its history?

CONTENT

CATHOLIC

CONNECTIONS

CONCEPTS SKILLS

A. Matter is anything that has

mass and occupies space. It can

neither be created nor

destroyed.

B. Matter is composed of elements

which are made of small

particles called atoms.

C. All living and non-living things

are composed of these

elements.

D. An atom is the smallest particle

of an element that has the

properties of the element.

E. Molecules are two or more

atoms held together by

chemical bonds.

F. Matter has physical and

chemical properties. These

properties can be used to

identify different materials.

From Genesis, we learn

that God created all things

from nothing to reveal His

goodness and to form a

single web of life.

Basic scientific research, as

well as applied research, is

a significant expression of

man's dominion over

creation. Science and

technology are precious

resources when placed at

the service of man and

promote his integral

development for the benefit

of all. By themselves

however they cannot

disclose the meaning of

existence and of human

progress.

Science and technology are

ordered to man, from

whom they take their





design. (D, E, H, P)

Application: The atoms of any

element are like other atoms of

the same element, but are

different from the atoms of

other elements.







perform specific functions. (A-

G, I-O, EE, FF)

Application: Rock is composed

of different combinations of

minerals. Smaller rocks come

from the breakage and

weathering of bedrock and

larger rocks. Soil is made

1. Determine the density of

various liquids, solids, and

irregular objects (including

rocks).

2. Use senses to observe and

describe rocks and minerals.

3. Use measuring tools to

gather data about rocks.

4. Classify minerals based on

their properties.

5. Investigate the effect of

vinegar (acid on a specific

mineral, calcite).

6. Use evaporation to

investigate rock

composition.

7. Use a diagram of the rock

cycle to distinguish the

different processes that

167

G. The most abundant elements on

Earth are oxygen, silicon,

aluminum, iron, calcium,

sodium, potassium and

magnesium.

H. The rock at Earth’s surface

forms a nearly continuous shell

around it called the lithosphere.

I. Rocks are composed of

minerals.

J. Minerals are naturally

occurring inorganic solids that

have a definite chemical

composition and crystal

structure.

K. Only a few rock-forming

minerals make up the rocks on

Earth.

L. Minerals are identified on the

basis of physical properties

such as density, streak,

hardness, and reaction to acid.

M. Density is the amount of matter

in a given amount of space.

N. If two objects have the same

volume, but one has more mass,

the one with more mass is

denser.

origin and development;

hence they find in the

person and in his moral

values both evidence of

their purpose and

awareness of their limits.

Jesus is present in the

bread and wine at the

Consecration. The

changing of bread and

wine into Jesus’ body and

blood is called

transubstantiation.

Human life is sacred

because from its beginning

it involves the creative

action of God and it

remains for ever in a

special relationship with

the Creator.

"In [God's] hand is the life

of every living thing and

the breath of all

humankind." (Job 12:10)

The goods of the earth are

gifts from God, and they

are intended by God for the

benefit of everyone. There

is a "social mortgage" that

guides our use of the

world's goods, and we have

a responsibility to care for

these goods as stewards

partly from weathered rock,

partly from plant remains—

and also contains many living

organisms.










design of systems. (P, Q,

S-DD)

Application: The earth's

surface is shaped in part by the

motion of water (including ice)

and wind over very long times,

which acts to level mountain

ranges. Rivers and glacial ice

carry off soil and break down

rock, eventually depositing the

material in sediments or

carrying it in solution to the

sea.

Patterns of Change:

Identifying patterns of change

is necessary for making

predictions about future

behavior and conditions. (R)

Application: Some changes in

the earth's surface are abrupt

(such as earthquakes and

volcanic eruptions) while other

create various types of

rocks.

8. List several objects that are

made of rocks and minerals.

9. Explain why color is the

least useful property to use

when identifying a rock or

mineral.

10. Sort minerals on the basis of

similarities and differences

in identified properties.

11. Perform and interpret results

of the following tests on

minerals: streak,

transparency, luster,

hardness, and magnetism.

12. Investigate how slop affects

erosion by running water.

13. Describe how trees on a

slope prevent landslides.

14. Identify the ways in which

weathering can change

Earth’s surface.

15. Explain how deposition can

change the Earth’s surface.

16. Distinguish between the

relative and absolute age of

the Earth.

168

O. The rock cycle is an ongoing

process, beginning as rocks are

pushed up by tectonic forces,

and eroded by wind and rain.

P. The three main types of rocks

are: sedimentary,

metamorphic, and igneous.

Each kind of rock is formed in a

different way.

Q. Rocks are classified according

to how they are formed.

R. Rocks show characteristics that

give clues to their formation

processes.

S. Fossils are usually found in

sedimentary rocks and are

evidence that a variety of

species once lived.

T. Fossils can be used to study

past climates and environments.

U. The many thousands of layers

of sedimentary rock provide

evidence for the long history of

Earth and changing life forms

whose remains are found in the

rocks.

V. Recently deposited rock layers

are more likely to contain

fossils resembling existing

species.

and trustees, not as mere

consumers and users. How

we treat the environment is

a measure of our

stewardship, a sign of our

respect for the Creator.

As Catholics, we are called

to realize our responsibility

within God’s creation and

our duty to respect nature

and the Creator.

As God’s people we should

practice stewardship of our

world’s resources.

We are called to protect

people and the planet,

living our faith in

relationship with all of

God’s creation. This

environmental challenge

has fundamental moral and

ethical dimensions that

cannot be ignored

changes happen very slowly

(such as uplift and wearing

down of mountains).

169

W. The Earth has a timeline that

can be determined by

examining the layers of rocks.

X. This timeline is broken into

eras, periods, and epochs.

Y. The Law of Superposition holds that the oldest rock is on

the bottom in horizontal

sedimentary rocks.

Z. Index fossils are useful because

they tell the relative age of

rock layers.

AA. Radioactive dating is used

to determine the absolute age

of rocks and fossils.

BB. The dynamic processes that

wear away Earth’s surface

include weathering and erosion.

CC. Weathering is the breaking

down of rocks and other materials

at the Earth’s surface.

DD. Erosion is the transport of the

products of weathering.

EE. Gravity is the driving force

behind erosion.

FF. Gravity can act directly or

through agents such as moving

170

water, wind, and glaciers.

171

GRADE 6

UNIT III: Simple and Complex Machines STANDARDS: 1, 4, 6


What is energy? What is a force? How do energy, friction, and force affect motion?

How do machines impact our lives?

CONTENT

CATHOLIC

CONNECTIONS

CONCEPTS SKILLS

A. Energy is the ability to do work

or cause change.

B. Energy can be kinetic (due to an

object’s motion) or potential

(depends on relative position).

C. Energy can neither be created

nor destroyed. It can change

from one form to another,

although some of it may be

converted to heat.

D. Forces are pushes or pulls on an

object.

E. Changes in speed or direction

are caused by forces.

F. Unbalanced forces create a

change in an object’s motion.

G. A moving object not subjected to

a force will continue to move at

a constant speed in a straight

We sometimes have the

pull toward sin in our lives.

We are to use our gift of

free will to make choices

that are good.

Jesus offers us His Spirit

who helps us in making

choices.


patterns of change is necessary for

making predictions about future

behavior and conditions.

(A-C, E-J, O, W, X)

Application: Whenever energy

appears in one place, it must have

disappeared from another.

Whenever energy is lost from

somewhere, it must have gone

somewhere else. Sometimes when

energy appears to be lost, it

actually has been transferred to a

system that is so large that the

effect of the transferred energy is

imperceptible.


Equilibrium is a state of stability

due to either a lack of change

(static equilibrium) or a balance

between opposing forces (dynamic

equilibrium). (D, L-Q)

Application: The greater the force

is, the greater the change in

1. Observe and describe

an object’s motion in

terms of change of

position.

2. Explain how to use a

reference point to

determine the distance

moved by an object.

3. Measure distance in

standard metric units.

4. Transform narrative

accounts of motion

events into graphic

representations.

5. Generate motion

scenarios from

graphic

representations of

motion events.

6. Use tools (pushers,

172

line.

H. Work is the product of force and

distance.

I. Power is the rate of doing work.

J. Work is done on an object when

the object moves in the same

direction in which the force is

exerted.

K. Machines make work easier.

L. The amount of work put into a

system is equal to the work

output of the system.

M. Newton’s Three Laws of

Motion: (1) An object at rest

will remain at rest. (2) Force is

directly related to an object’s

mass and acceleration. (3) For

every action force, there is an

equal and opposite reaction

force.

N. Friction is a force that opposes

motion.

O. Gravity is a force that pulls

objects toward each other.

P. Machines can be made more

efficient by reducing friction.

Q. Common ways of reducing

motion will be. The more massive

an object is, the less effect a given

force will have





( K, S,V )

Application: Pushing a heavy load

on wheels is easier then pushing it

across the floor without wheels.

Raising a heavy load is easier with

a pulley than trying to lift it with

human muscle only. Walking up a

ramp requires less effort than

trying to jump straight up to the

same height. Catapulting an object

sends it further and faster than a

human being can throw it.



recognize the commonalities that

exist among all systems and how

parts of a system interrelate and

combine to perform specific

functions.( R, T, U)

Application: A pair of scissors is

two wedges (the cutting blades)

and two levers (the handles). A

wheelbarrow is a wheel and axle

and two levers (the handles). A

manual can opener includes a

wedge (the blade that cuts the can

lid), two levers (the handles) and a

wheel and axle (the hand crank

you turn).

spring scales, and

multimedia

simulations) to apply

force and investigate

friction and motion.

7. Analyze illustrations

of forces in motion.

8. Use multimedia

simulations to

investigate force and

motion.

9. Describe change of

motion as a result of

net force.

10. Observe the behavior

of different kinds of

levers.

11. Compare the effort to

lift loads with

different kinds of

levers.

12. Diagram the relative

positions and sizes of

lever components in

different systems.

13. Analyze tools in

terms of their

application as levers.

14. Observe and measure

173

friction include lubricating or

waxing surfaces.

R. Machines can change the

direction or amount of force, or

the distance or speed of force

required to do work.

S. Simple machines include a

lever, pulley, a wheel and axle,

and an inclined plane.

T. A mechanical advantage is a

benefit obtained by using a lever

(or other simple machine).

U. Effort is the force needed to

move a load or overcome a

resistance.

V. A complex machine uses a

combination of interacting

simple machines.

W. Motion is the result of

interactions between matter and

energy. These interactions create

forces (push or pulls).

X. Motion can be described by

position, direction, and

speed.(velocity is speed with

direction; acceleration is change

in velocity)

the effort to lift a load

with ingle-fixed- and

single movable-pulley

systems.

15. Diagram and compare

the components of

four kinds of pulley

systems.

16. Identify several

simple machines

found in your school.

Explain how they

help a person to do

work.

17. Identify the simple

machines in a bicycle.

18. Explain how the

shape of a boat or

plane makes it move

faster.

174

GRADE 6

UNIT IV: Light and Sound STANDARDS: 1, 4, 6

FOCUS QUESTION: TIME FRAME FOR UNIT: 6 weeks

What are the properties of sound and light?

CONTENT

CATHOLIC

CONNECTIONS

CONCEPTS SKILLS

A. The Sun is the major source

of all energy on Earth.

B. Energy is the ability to do

work or create a change.

C. Energy has many forms.

Even though one form can

change into another form,

energy cannot be created or

destroyed.

D. Different forms of energy

include heat, light,

electricity, mechanical,

sound, nuclear, and

chemical.

E. These forms of energy have

different properties.

F. Energy is transformed in

many ways.

G. Energy, in the form of heat,

We light candles during

official church services

(called liturgy, such as

Mass) to indicate the

special solemnity of the

occasion. Stands which

have small banks of

candles which people

can light (usually within

small glass containers,

colored or not), are

called "vigil lights").

Often you can find them

near a statue or icon of

Mary. These are called

votive candles and

indicate that someone is

praying about something

particular, either for

themselves or on behalf

of someone else. The

word "votive" can also

refer to a promise to

pray for someone, as

well as a wish or desire







functions. (A)

Application: Energy can be

transferred from one system to

another (or from a system to its

environment) in different ways: 1)

thermally, when a warmer object

is in contact with a cooler one; 2)

mechanically, when two objects

push or pull on each other over a

distance; 3) electrically, when an

electrical source such as a battery

or generator is connected in a

complete circuit to an electrical

device; or 4) by electromagnetic

waves.




1. Compare and discuss the

volume and pitch of the

sounds produced.

2. Reflect on experiences with

sound through writing and

discussion.

3. Use the results of previous

experiments with sound to

predict outcomes in new

situations.

4. Describe how mirrors and

lenses affect light.

5. Describe how sound energy

is transferred.

6. Compare how vocal chords

are like a guitar string.

7. Identify at least one similarity

and/or difference between

light and sound energy.

175

is the most common

products of energy

transformations.

H. Energy can be considered as

kinetic (due to motion) or

potential (which depends

on relative position).

I. Light and sound travel in

waves.

J. Electromagnetic radiation, or light, is a form of energy

called "electromagnetic

(EM) radiation" that has

properties like waves.

K. There are other kinds of EM

radiation too (radio waves,

microwaves, x-rays, etc.),

but visible light is the part

we can see, the part that

makes the rainbow.

L. The electromagnetic

spectrum can be divided

into several bands based on

the wavelength of the light

waves.

M. The human eye is sensitive

to a very small range of

wavelengths called visible

light. Our eyes interpret

these wavelengths as

different colors.

for a certain outcome on

behalf of someone, such

as recovery of health.

behavior and conditions. (B-G)

Application: Energy can be

transferred from one system to

another (or from a system to its

environment) in different ways: 1)

thermally, when a warmer object

is in contact with a cooler one; 2)

mechanically, when two objects

push or pull on each other over a

distance; 3) electrically, when an

electrical source such as a battery

or generator is connected in a

complete circuit to an electrical

device; or 4) by electromagnetic

waves


groupings of magnitude of size,

time, frequency, and pressures or

other units of measurement into a

series of relative order provides a

useful way to deal with the

immense range and the changes in

scale that affect the behavior and

design of systems. (K-M)

Application: There are a great

variety of electromagnetic waves:

radio waves, microwaves, infrared

waves, visible light, ultraviolet

rays, X-rays, and gamma rays.

These wavelengths vary from

radio waves, the longest, to

gamma rays, the shortest.




8. Read to obtain more

information about sound,

hearing, and the vocal cords.

176

N. Most objects in the universe

radiate at wavelengths that

our eyes cannot see.

O. Light can be blocked,

absorbed, reflected, refracted, or pass through

some materials

P. Sound is a form of energy

that is made when air

molecules vibrate and move

in a pattern called waves, or

sound waves.

Q. Sound travels by producing

vibrations that travel in

waves and at different

speeds in different objects.

R. Sound cannot travel in a

vacuum (only where there

is matter).

S. Frequency is the number of

sound wave cycles per

second.

T. Pitch is affected by

frequency. The greater the

frequency, the higher the

pitch.


(H-K, N-S)

Application: Wave behavior can

be described in terms of how fast

the disturbance spreads, and in

terms of the distance between

successive peaks of the

disturbance (the wavelength).

177

GRADE 6

UNIT V: Diversity of Life STANDARDS: 1, 4, 6


What makes something alive?

How does the transfer of matter and energy support the diversity of life?

CONTENT

CATHOLIC

CONNECTIONS

CONCEPTS SKILLS

A. Classification systems are not

part of nature. Rather, they are

frameworks created by biologists

for describing the vast diversity

of organisms

B. Living systems at all levels of

organization demonstrate the

complementary nature of

structure and function. Important

levels include cells, tissues,

organs, organ systems, and

whole organisms.

C. Living things are classified by

shared characteristics on the

cellular and organism level.

D. All organisms are composed of

cells—the fundamental unit of

life. Some organisms are single

cells; other organisms are multi

cellular.

E. When classifying organisms,

biologists consider details of

Belief in the inherent

dignity of the human

person is the foundation of

all Catholic social

teaching. Human life is

sacred, and the dignity of

the human person is the

starting point for a moral

vision for society. This

principle is grounded in the

idea that the person is

made in the image of God.

The person is the clearest

reflection of God among

us.

Human life must be

respected and protected

from the moment of

conception to natural

death.

From the first moment of

existence, a human being

must be recognized as

having the rights of a







functions. (A-H)

Application: Cells have the same

needs and perform the same

functions as more complex

organisms.



due to either a lack of change



(dynamic equilibrium). (I, J)

Application: Plant and animal

cells break down sugar and

oxygen into carbon dioxide

and water to obtain energy

(cellular respiration).



1. Observe and describe the

first developmental

stages of a plant and

recognize that seeds are

living organisms in a

dormant state.

2. Conduct investigations to

understand how the

vascular system

transports water

throughout a plant and

how stomates on leaves

regulate the rate of water

flow through a plant.

3. Investigate the

reproductive systems in

flowers to understand the

origin of seeds and

explore plant adaptations

for seed dispersal.

4. Dissect seeds to discover

their structure.

178

internal and external

structures.

F. Biological classification systems

are arranged from general

(kingdom) to specific (species).

G. One of the most general

distinctions among organisms is

between plants, which use

sunlight to make their own food,

and animals, which consume

energy-rich foods. Some kinds

of organisms, many of them

microscopic, cannot be neatly

classified as either plants or

animals

H. All living organisms require

energy to survive and exhibit

certain common characteristics.

I. The amount of energy needed

and the methods for obtaining

this energy vary among cells.

J. Some cells use oxygen to release

energy stored in food.

K. Producers, herbivores,

consumers, decomposers, and

consumers obtain energy

differently.

L. Food provides molecules that

serve as fuel and building

materials for all organisms.

person.

Life and physical health

are precious gifts entrusted

to us by God. We must

take reasonable care of

them, taking into account

the needs of others and the

common good.

The virtue of temperance

disposes us to avoid every

kind of excess: the abuse of

food, alcohol, tobacco, or

medicine.

Above all else, we are one

human family. Catholic

teaching proclaims that no

matter our national, racial,

ethnic, economic or

ideological differences, we

have a global commitment

to love our neighbors and

to work for justice.

We also have a

commitment to work

towards a just, even and

fair development of our

world, where no one

society is exalted

materially above the rest,

and no other society is left,

quite literally, in the dust.

Development must respect

the rights of all nations and



(K-P)

Application: Food provides

energy and nutrients for growth

and development. Nutrition

requirements vary with body

weight, age, activity, and body

functioning.

5. Observe and analyze

snail structures and

behaviors in order to set

up a secure and

supportive habitat for

them.

6. Explore the concept of

adaptation by studying

the structures and

behaviors of an insect.

7. Explore the structure of a

brine shrimp under a

microscope.

8. Draw scale

representations of images

seen under a microscope.

9. Compare structure and

functions of cells from

different organisms.

10. Explore the Monera

(bacteria), Protista

(algae), and Fungi

kingdoms to understand

their roles in the scheme

of life.


bacteria and fungi to

plants, animals, and

protists.

12. Compare the various

179

M. All living things must release

energy from their food, using it

to carry on life processes.

N. Energy in food is measured in

calories. (1000 calories =1

kilocalorie)

O. Caloric values of foods vary, as

well as the caloric intake of

individuals.

P. Food contains a variety of

substances which include fats,

carbohydrates, vitamins,

proteins, minerals and water.

their people, always

promoting the moral,

cultural and spiritual

dimensions of each person.

ways in which living

things obtain energy.


roles of producers,

consumers, and

decomposers.

180

Grade 6 Glossary

Absorbed: To retain (radiation or sound, for example) wholly, without reflection or transmission

Advantage: The ratio of the output force produced by a machine to the applied input force

Atom: The smallest component of an element having the chemical properties of the element, consisting of a

nucleus containing combinations of neutrons and protons and one or more electrons bound to the

nucleus by electrical attraction

Axle: A central shaft for a rotating wheel or gear

Calorie: A unit of energy-producing potential equal to this amount of heat that is contained in food and

released upon oxidation by the body

Carbohydrates: Any of a group of organic compounds that includes sugars, starches, celluloses, and gums and serves

as a major energy source in the diet of animals

Cells: The smallest structural unit of an organism that is capable of independent functioning, consisting of

one or more nuclei, cytoplasm, and various organelles, all surrounded by a semi permeable cell

membrane

Chemical

Properties: Any of a material's properties that becomes evident during a chemical reaction

Chemical: Nuclear energy regarded as a source of power

Classification

System:

An order used to place particular objects, organisms, etc. into a system

Complex

Machine:

A combination of simple machines that work together

Consumers: A heterotrophic organism that ingests other organisms or organic matter in a food chain

Decomposers: An organism, often a bacterium or fungus, that feeds on and breaks down dead plant or animal

matter, thus making organic nutrients available to the ecosystem

Density: The quantity of something per unit measure, especially per unit length, area, or volume

Effort: A benefit obtained by using a lever or other simple machine

Electricity: Physical phenomena arising from the behavior of electrons and protons that is caused by the

attraction of particles with opposite charges and the repulsion of particles with the same charge

Electromagnetic

Radiation: Energy transferred by radiation, especially by an electromagnetic wave

Electromagnetic

Spectrum: The characteristic distribution of electromagnetic radiation emitted or absorbed by that particular

object.

http://dictionary.reference.com/browse/the

http://dictionary.reference.com/browse/nucleus

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

181

Elements: A substance that cannot be broken down by chemical means. Elements are defined by the number of

protons they possess

Energy: The transport of the product of weathering

Energy: Result of interactions between matter and energy, these interactions create forces

Epochs: A unit of geologic time that is a division of a period

Eras: The longest division of geologic time, made up of one or more periods

Erosion: Breaking down of rocks and others materials at the earth’s surface

External

Structures: Relating to, existing on, or connected with the outside or an outer part

Fats: A wide group of compounds that are generally soluble in organic solvents and largely insoluble in

water

Forces: Dependents on relative position

Fossil: A remnant or trace of an organism of a past geologic age, such as a skeleton or leaf imprint,

embedded and preserved in the earth's crust

Friction: The rubbing of one object or surface against another

Heat: The ability to do work or create a change

Heat: A form of energy associated with the motion of atoms or molecules and capable of being transmitted

through solid and fluid media by conduction, through fluid media by convection, and through empty

space by radiation

Herbivores: An animal that feeds chiefly on plants

Igneous: Formed by solidification from a molten state

Index Fossil: The fossil remains of an organism that lived in a particular geologic age, used to identify or date the

rock or rock layer in which it is found

Kinetic: The ability to do work or causes change

Kinetic: The energy possessed by a body because of its motion, equal to one half the mass of the body times

the square of its speed

Kingdom: One of the three main divisions (animal, vegetable, and mineral) into which natural organisms and

objects are classified

Lever: Force that opposes motion

Light: Electromagnetic radiation that has a wavelength in the range from about 4,000 (violet) to about 7,700

(red) angstroms and may be perceived by the normal unaided human eye

Lithosphere: The outer part of the earth, consisting of the crust and upper mantle, approximately 100 km (62 mi.)

thick

Matter: Something that occupies space and can be perceived by one or more senses

182

Mechanical: Energy associated with the motion or position of an object

Metamorphic: Changed in structure or composition as a result of metamorphism

Microwaves: A high-frequency electromagnetic wave, one millimeter to one meter in wavelength, intermediate

between infrared and short-wave radio wavelengths

Minerals: A naturally occurring, homogeneous inorganic solid substance having a definite chemical

composition and characteristic crystalline structure, color, and hardness

Molecule: The smallest particle of an element that has the properties of the elements

Motion: A change in position of an object with respect to time

Nuclear: The energy released by a nuclear reaction, especially by fission or fusion

Periods: A unit of time, longer than an epoch and shorter than an era

Pitch: Is the number of sound waves cycles per second (measured in Hertz)

Power: Product of force and distance

Producers: A photosynthetic green plant or chemosynthetic bacterium, constituting the first trophic level in a

food chain; an autotrophic organism

Proteins: Any of a group of complex organic macromolecules that contain carbon, hydrogen, oxygen, nitrogen,

and usually sulfur and are composed of one or more chains of amino acids

Pulley: A simple machine consisting essentially of a wheel with a grooved rim in which a pulled rope or

chain can run to change the direction of the pull and thereby lift a load

Radio: Communication of audible signals encoded in electromagnetic waves

Radioactive

Dating: Measurement of the amount of radioactive material (usually carbon 14) that an object contains; can

be used to estimate the age of the object

Reflected: To throw or bend back (light, for example) from a surface

Refracted: To deflect (light, for example) from a straight path by refraction

Sedimentary: Is an ongoing process, beginning as rock are pushed up by tectonic forces

Sound Waves: A form of energy that is made when the air molecules vibrate and move in a pattern

Sound: The sensation stimulated in the organs of hearing by such vibrations in the air or other medium

Species: A fundamental category of taxonomic classification, ranking below a genus or subgenus and

consisting of related organisms capable of interbreeding

The Law of

Superposition: A law of geology which states that sedimentary layers are deposited in a time sequence, with the

oldest on the bottom and the youngest on the top

The Rock

Cycle:

An idealized cycle of processes undergone by rocks in the earth's crust

Vacuum: A space entirely devoid of matte

183

Vibration: To move back and forth or to and fro, especially rhythmically and rapidly

Vitamins: Any of various fat-soluble or water-soluble organic substances essential in minute amounts for

normal growth and activity of the body and obtained naturally from plant and animal foods

Water: A clear, colorless, odorless, and tasteless liquid, H2O, essential for most plant and animal life and the

most widely used of all solvents

Wavelengths: Can be divided into several bands based on the wavelength of the light waves

Waves: A

disturbance on the surface of a liquid body, as the sea or alake, in the form of a moving ridge or swell

Weathering: Any of the chemical or mechanical processes by which rocks exposed to the weather undergo

changes in character and break down

Wheel: A solid disk or a rigid circular ring connected by spokes to a hub, designed to turn around an axle

passed through the center

Work: An influence that causes a free body to move in any direction

X-rays: An electromagnetic wave of high energy and very short wavelength (between ultraviolet light and

gamma rays) that is able to pass through many materials opaque to light



184


In Grade 7 students again examine the nature of science and do so in the context of systems of the body and the highly sophisticated adaptive nature of the human. A deep

connection is made between the unique human experiences of students in relationship to all other aspects of the Earth; this unit enables students to contextualize a very

profound sense of the interdependence of all life. Students analyze the history of the Earth and its components, and compliment this new understanding with a concluding

unit on an introduction to chemistry.

Unit

The Nature of

Science Human Body Systems Interdependence of Life Earth Structure and Movement Introduction to Chemistry


Focus Questions

What is scientific

inquiry?

How do science

and society affect

each other?

What are the systems of

the human body?

How do these systems

maintain homeostasis in a

changing environment

(internal and external)?

How is interdependence

(between the living and

non-living) essential to

maintaining life on Earth?

Why and how have Earth’s features

changed over time?

How does water cycle and affect all

components of the Earth?

What is matter?

How is matter described,

classified, and measured?

Common Core ELA

& Literacy

Connections: Reading

Standards for

Literacy in Science

STUDENTS WILL:

1. Cite specific textual evidence to support analysis of science and technical texts. 2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. 3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

3. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.

4. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.

3. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text. 4. Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a

flowchart, diagram, model, graph, or table). 5. Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. 6. Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading

a text on the same topic. 7. By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text complexity band independently and

proficiently.

185

Common Core ELA

& Literacy

Connections: Writing

Standards for

Literacy in Science

STUDENTS WILL:

1. Write arguments focused on discipline-specific content. a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize

the reasons and evidence logically.

b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text,

using credible sources.

c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.




processes.


appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to

aiding comprehension.




3. Establish and maintain a formal style and objective tone. Provide a concluding statement or section that follows from and Produce clear

and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.



5. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly

and efficiently.

6. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating

additional related, focused questions that allow for multiple avenues of exploration.

7. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of

each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for

citation.


9. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a

range of discipline-specific tasks, purposes, and audiences and supports the information or explanation presented.

186






acquisition:


to K 1 2 3 4 5 6 7 8







I R R R M M+ M+ M+




I R R R M M+ M+ M+












I I R R R R M M+ M+




187







I I R R M M+










188







goes here.










189

Assessing Student Understanding: 1. Unit quiz; web-quest

2. Science labs and notebook entries

3. Research report on birds of prey

4. Students write a short sentence about each of the three scientific facts they learned from the book they read by Jean George. Then, they

should write a one-paragraph fictional story using the same facts. (See lesson in cross curricular connections for more detail)

Activities/Investigations (Labs)/Demonstrations: View National Geographic film and slide presentation

(Periodical Cicada Survival)

LABS: Brine Shrimp; Classify That!; Food Webs in the Bay;

Bacteria Basics

Independent research on birds of prey based on

http://www.sciencenetlinks.com/lessons.php?BenchmarkID=

5&DocID=82

Unit Topic: Interdependence

Unit Objective: How is interdependence (between the living and non-living) essential to maintaining life on Earth?

Diverse Resources: http://www.nhptv.org/natureworks/nwep9.htm

interactive feature from the NOVA: "Methuselah Tree" web

site at http://www.pbs.org/wgbh/nova/methuselah/

Ecology and Population by A.S. Boughey; Scavengers and

Decomposers by Pat Hughey; Rachel Carson, Biologist by

Marty Jezer

Predators of North America – National Geographic film


Students read one or more books by Jean Craighead George

(e.g., Julie of the Wolves, The Wolves are Back, or My Side of the

Mountain) listen to and read interviews with her, and visit her

website, they will come to understand that works of fiction can

communicate important scientific concepts to a wide audience in

a compelling manner. Lesson at

http://www.sciencenetlinks.com/lessons.php?BenchmarkID=5&D

ocID=535

Key Terms: herbivores omnivores carnivores consumers

producers photosynthesis chemical energy food chains

energy pyramid food web

Unit Resource Planner Grade ______7_____________

http://www.sciencenetlinks.com/lessons.php?BenchmarkID=5&DocID=82


http://www.nhptv.org/natureworks/nwep9.htm

http://www.pbs.org/wgbh/nova/methuselah/



190

GRADE 7





CONTENT*

CATHOLIC

CONNECTIONS

CONCEPTS SKILLS*





variables.









significant.



















safety issues.





research.




better theories




and notations

191







analyze data.







be examined in a

scientific way, or


of morality.


ethical decisions.


they


work.



observe.








192

question.





193

GRADE 7

UNIT II: Human Body Systems STANDARDS: 1, 4, 6


What are the systems of the human body?

How do these systems maintain homeostasis in a changing environment (internal and external)?

CONTENT

CATHOLIC

CONNECTIONS

CONCEPTS SKILLS

A. Living things are composed of

cells.

B. Cells provide structure and carry

on major functions to sustain

life. These cells are microscopic

in size.

C. The way cells function in living

things is similar. They grow,

divide, and produce more cells.

D. Cells take in nutrients that are

used to provide energy for the

work that cells do and to make

the materials that a cell or

organism needs.

E. Most cells have a nucleus, a cell

membrane, genetic material,

and cytoplasm. Some cells have

a cell wall and or chloroplasts.

F. Some organisms are single cells;

others are multi-cellular.

The sacraments nourish our

souls.

Matthews Gospel is

sometimes called ―The

Gospel of the Church,‖

because the community of

disciples is presented as the

nucleus of the Kingdom of

God. Matthew 18:20

The Catholic Church has a

hierarchy – Pope, College

of Cardinals, Bishops,

Priests.

John 15: ―I am the vine….‖

The Eucharist is the

summit and source of

Christian life.

We are made in the image

and likeness of God. God

is the basis of our respect

for ourselves and others.


grouping of magnitudes of size,


other units of measurement into

a series of relative order





(A-F)

Application: Microscopes

enable us to view extremely

small organisms and their

motion.







functions. (G, H)

Application: Cell theory is based

on the smallest basic unit of the

cell from which tissues and

organs are composed.

1. Identify dietary needs

for maintaining healthy

bones.

2. Describe the role of all

systems that are

involved in getting

nutrients to the cells.

3. Examine the muscles

and joints in a chicken

wing.

4. Research the history of

medical advances to a

specific system.

5. Explain the chain of

events necessary for a

nervous impulse to

travel through the

body.

6. Create a graph to show

how long food stays in

each part of the

194

G. Important levels of organization

for structure and function for

multi-cellular organisms include

cells, tissues, organs, and

organ systems.

H. Many plants have roots, stems,

leaves, and reproductive

structures. These organized

groups of tissues are responsible

for a plant’s life activities.

I. Specialized cells perform

specialized functions in

multicellular organisms. Groups

of specialized cells cooperate to

form a tissue, such as muscle.

J. Different tissues are grouped

together to form larger

functional units called organs.

K. Each type of cell, tissue, and

organ has a distinct structure and

set of functions that serve the

organism as a whole.

L. Tissues, organs, and organ

systems help provide cells with

nutrients, oxygen, and waste

removal.

M. The human organism has

systems for digestion,

respiration, reproduction,

circulation, excretion,

movement, control and

Christians must do all they

can to foster respect for the

human person.

Dignity and respect for life

is from conception until

natural death.

Fruits of the Holy Spirit

St. Paul (Galation 5:22-23)





(J-M)

Application: An anatomical

model of the human body is

typically to scale and helps to

clarify how the body is

organized internally.



due either to a lack of changes



(dynamic equilibrium).

(N-S, X-AA, DD-FF)

Application: All living

organisms must maintain stable

internal and external conditions

to survive in their environment.


patterns of change are necessary



(BB-DD)

Application: Gestation periods

vary between species but are the

same within a species.

digestive system (i.e.,

mouth and esophagus –

15 minutes; stomach- 4

hours; small intestine-7

hours; large intestine-

12 hours).

7. Illustrate and explain

the pathway of oxygen

rich blood and oxygen

poor blood to and from

the heart and lungs and

body.

8. Research the damage to

organs due to high

blood pressure.

9. Design an investigation

to determine the

capacity of someone’s

lungs.

10. Identify examples of

homeostasis. (For

example, when you are

tired your brain tells

you to sleep. When you

are frightened your

heart beats faster.

When you are cold you

shiver).


plant structures and

functions to human

organs and functions.

195

coordination, and for protection

from disease. These systems

interact with one another.

N. The digestive system consists of

organs that are responsible for

the mechanical and chemical

breakdown of food. This

breakdown process results in

molecules that can be absorbed

and transported to cells.

O. During respiration, cells use

oxygen to release the energy

stored in food. The respiratory

system supplies oxygen and

removes carbon dioxide (gas

exchange).

P. The excretory system functions

in the disposal of dissolved

waste molecules, the elimination

of liquid and gaseous wastes,

and the removal of excess heat

energy.

Q. The circulatory system moves

substances to and from cells,

where they are needed or

produced, responding to

changing demands.

R. Locomotion is necessary for

living organisms to escape

danger, obtain food and shelter,

and reproduce. This is

accomplished by the interaction

12. Explain tissues, organs,

and organ systems.

13. Compare structures and

functions of the

different systems of

humans.

14. Identify the parts and

function of each

system: respiratory,

circulatory, digestive,

skeletal, nervous,

muscular, endocrine,

excretory, and

reproductive.

15. Describe the processes

responsible for growth,

repair, and maintenance

in the human.

16. Identify the cells that

are involved in

fertilization.

17. Identify the benefits of

vaccines.

196

of the skeletal and muscular

systems, and coordinated by the

nervous system.

S. The nervous and endocrine

systems interact to control and

coordinate the body’s responses

to change in the environment,

and to regulate growth,

development, and reproduction.

T. Hormones are chemicals

produced by the endocrine

system and regulate many body

functions.

U. Male and female reproductive

systems are responsible for

producing sex cells (gametes)

necessary for the production of

offspring.

V. Disease breaks down the

structure or functions of an

organism.

W. Some diseases are the result of

failures of systems. Other

diseases are the result of damage

by infection from other

organisms (germ theory)

X. Specialized cells protect the

body from infectious disease.

The chemicals they produce

identify and destroy microbes

that enter the body.

197

Y. The immune system responds to

foreign materials that invade the

body

Z. All organisms must be able to

obtain and use resources, grow,

reproduce, and maintain stable

internal conditions while living

in a constantly changing

environment.

AA. Contraction of infectious

disease, and personal behaviors

such as the use of toxic

substances and some dietary

habits, may interfere with one’s

dynamic equilibrium.

BB. During pregnancy these

conditions may also affect the

development of the child. Some

effects of these conditions are

immediate and others may not

appear for many years.

CC. Alcohol and other drugs can

change how the body functions

and can lead to addiction.

DD. The regulation of an

organism’s internal environment

involves sensing the internal

environment and changing

physiological activities to keep

conditions within the range

required for survival.

198

EE. This regulation includes a

variety of nervous and hormonal

feedback systems (homeostasis).

FF. The survival of an organism

depends on its ability to sense

and respond to its environment.

199

GRADE 7

UNIT III: Interdependence STANDARDS: 1, 4, 6


How is interdependence (between the living and non-living) essential to maintaining life on Earth?

CONTENT

CATHOLIC

CONNECTIONS

CONCEPTS SKILLS

A. The methods for obtaining

nutrients vary among

organisms.

B. Herbivores obtain energy

from plants. Carnivores

obtain energy from animals.

Omnivores obtain energy

from both plants and animals.

Decompose such as bacteria

and fungi, obtain energy by

consuming waste and/or dead

organisms.

C. Consumers, such as animals,

take in energy rich foods.

D. Green plants are the

producers of food which is

used directly or indirectly by

consumers.

E. Producers, such as green

plants, use light energy to

make their food.

The Eucharist is both a

sacrifice and a sacred

banquet.

In Communion, the faithful

receive the body and blood

of Christ who gave himself

―for the life of the world.‖

John 6:51

We are nourished by the

Eucharist.

God is the light of the world.


goodness.


grouping of magnitudes of







that affect behavior and design

of systems. (A, E, H)

Application: It is interesting to

note that the oxygen in our

atmosphere today was

produced by green plants.








(B-D, F-H)

Application: Matter is

transferred between the living

1. Explain how competition

affects population

growth.

2. List factors that influence

changes in a population.

3. Explain how organisms

interact in an ecosystem.

4. Describe an ecosystem.

5. Compare producers,

consumers, and

decomposers.

6. Identify the

characteristics of a

bacteria cell.

7. Identify ways that

bacteria are helpful and

harmful.

8. Explain the processes of

200

F. Photosynthesis is carried on

by green plants and other

organisms containing

chlorophyll.

G. In photosynthesis, the Sun’s

energy is converted into and

stored as chemical energy in

the form of a sugar. The

quantity of sugar molecules

increases in green plants

during photosynthesis in the

presence of sunlight.

H. The major source of

atmospheric oxygen is

photosynthesis. Carbon

dioxide is removed from the

atmosphere and oxygen is

released during photosynthesis.

I. Energy flows through

ecosystems in one direction,

usually from the sun, through

producers to consumers, and

then to decomposers. This

process may be visualized with

food chains or energy

pyramids.

J. Food webs identify feeding

relationships among producers,

consumers, and decomposers

in an ecosystem.

K. Matter is transferred from one

and non-living components of

the Earth.





design. (I, J, K, L).

Application: Cycles are

common models used to

describe the movement of

energy and matter.



stability due either to a lack of

changes (static equilibrium) or

a balance between opposing


(K, L)

Application: Energy flows

through the Earth, whereas

matter cycles.

photosynthesis and

respiration.

9. Describe how cells get

energy from glucose.

10. Explain that plants are

producers (major food

supply).

11. Explain the energy flow

in a food chain, a food

web, and an energy

pyramid.



13. Describe the importance

of the water cycle to

quality life.

201

organism to another and

between organisms and their

physical environment.

L. Water, nitrogen, carbon

dioxide, and oxygen are

examples of substances cycled

between the living and the

non-living environment.

202

GRADE 7

UNIT IV: Earth Structure and Movement STANDARDS: 1, 4 and 6


Why and how have Earth’s features changed over time?

How does water cycle and affect all components of the Earth?

CONTENT

CATHOLIC

CONNECTIONS

CONCEPTS SKILLS

A. The Earth is a system

comprising a lithosphere, a

hydrosphere, atmosphere, and

the biosphere.

B. The Earth is mostly rock and the

majority of it is covered by

water. (Three-fourths of it is

covered by the hydrosphere).

C. Earth’s constant changing has

led to major geologic events

such as ice ages, volcanic

activity, and movement of the

continents.

D. The water cycle impacts all four

main parts of our earth.

E. The hydrosphere includes

oceans, lakes, rivers, streams,

glaciers, icebergs and

groundwater

F. The main layers of the Earth are

The story of creation

emphasizes that from

nothing God made all

things good.

In the story of creation,

God creates the water, air

and land.

In the book of Exodus,

God controls the seas: the

parting of the Red Sea.





(B, E, F, K, L, M, P-R,Y)

Application: Globes and maps

are used to show physical

features of the Earth.










(A,Y)

Application: A topographic map

has contour lines that indicate

differences in elevation.



1. Identify the major

features of the Earth’s

crust and the processes

that have changed them

over time.

2. Observe the effect of

water on surface

features of the land,

using stream tables.

3. Plot the location of

recent earthquakes and

volcanic activity on a

map and identify

patterns of distribution.

4. Measure the angular

elevation of an object,

using appropriate

instrumentation.

5. Describe and illustrate

the natural processes by

which water is recycled

203

the crust and upper mantle

(which are part of the

lithosphere), the lower mantle

and the inner and outer core.

G. The interior part of the Earth is

hot.

H. Earth’s crust is constantly

moving and these movements

result in earthquakes, volcanic

eruptions, and the creation of

mountain and ocean basins.

I. Folded, tilted, faulted, and

displaced rocks suggest past

crustal movements.

J. At one time continents were

joined as one and have drifted

apart in time. (Continental

drift). Fossil correlations

provide evidence that the

continents were once together.

K. The Earth’s surface is made of

plates that move on top of the

molten section of the mantle.

L. Heat flow and movement of

material within the Earth cause

sections of Earth’s crust to

move.

M. Convection cells within the

mantle may be the driving force

for the movement of these




(dynamic equilibrium).

(D,G,K,L,M,N)

Application: The systems of the

Earth are in a dynamic

relationship worthy of

observation and study.


patterns of change is necessary



(C, H-J, N-P, Q, V, W, X)

Application:

Computer models can be used to

make predictions about plate

movements.







functions. (A, D, E, F, H, I, K-P,

S-U)

Application: The Theory of

Plate Tectonics can be used to

explain the reason for volcano

and earthquake locations.

on Earth (e.g. ground

water, run off).

6. Investigate and report

on the negative and

positive impact of

extreme natural events

on living things:

earthquakes, volcanoes,

mountain building.

7. Use the Theory of Plate

Tectonics to explain the

reason for earthquakes,

volcanoes, and mid

ocean ridges.

8. Demonstrate motions

produced by different

seismic waves.

9. Use evidence provided

by fossils, topography,

and rock stratification

to identify Earth’s

changes over time.

10. Use a topographic map

of different regions to

determine elevations

and landforms using

contour intervals.

11. Determine the type of

plate boundaries that

develop from various

plate boundary

204

plates.

N. Most of the geologic processes

occurring on land are linked,

directly or indirectly, to the

dynamics of the ocean floor.

O. New magma from deep within

the Earth rises easily through

weak zones in the ocean floor

and eventually erupts along the

crest of the ridges to create new

oceanic crust. This process is

called seafloor spreading,

operating over many millions of

years.

P. The Theory of Plate Tectonics explains how the solid section of

the lithosphere consists of plates

that essentially float on the

molten section of the mantle.

Q. Plates collide, move apart, or

slide past one another. Ridge

push happens at spreading

centers where plates are moving

apart. Slab pull happens at

subduction zones where one

plate is pulled down into the

mantle.

R. A fault is a break in the Earth’s

crust along which blocks of rock

move past each other.

S. Most volcanic activity, mountain

movements.

205

building, and earthquakes occur

at the boundaries of the plates.

T. Earthquakes occur when built

up pressure from moving plates

is released. The Richter scale is

used to compare strengths of

earthquakes.

U. Volcanoes are openings in

Earth’s surface through which

magma rises.

V. Weathering is a process that

breaks down rocks to form

sediment.

W. Erosion is the breakdown and

removal of soil and rock by

water, wind, or other forces

X. Deposition is the process by

which eroded earth materials

settle out in another place.

Y. Topographic maps are maps

that use contour lines to show

the shape and elevation of the

land.

206

GRADE 7

UNIT V: Introduction to Chemistry STANDARDS: 1, 4 , 6


What is matter?

How is matter described, classified, and measured?

CONTENT

CATHOLIC

CONNECTIONS

CONCEPTS SKILLS

A. Matter is anything that takes

up space (volume) and has

mass.

B. Matter is made of tiny particles

called atoms that are always

moving so these particles have

kinetic energy.

C. As an object heats up its

particles move faster. As the

kinetic energy increases, the

temperature increases.

D. All objects in the universe are

composed of matter.

E. Matter has characteristic

properties. Some of these

properties include color, odor,

phase at room temperature,

density, solubility, heat and

electrical conductivity,

Transubstantiation is the

term used to describe the

bread and wine changing to

the body and blood of

Jesus at the Consecration

during Mass.





(A, B, D, R, S, U-Y)

Application: The atomic model

used today to explain small

particles is quite different than

the one used several hundred

years ago.










(E-I, K, L, T)

Application: Atoms are

arranged according to their


atoms, molecules, ions,

elements, and

compounds.

2. Recognize the

relationship between the

atomic number and the

number of protons of an

element.

3. Identify ways various

elements are used in

everyday life.

4. Predict the patterns of

bonding and the behavior

of elements by their

location on the periodic

table.

5. Recognize the structural

differences between

207

hardness, boiling and

freezing points.

F. Most substances can exist as a

solid, liquid, or gas.

G. Density can be described as

the amount of matter in a given

amount of space.

H. If two objects have the same

volume, but one has more

mass, the one with more mass

is denser.

I. Buoyancy is determined by

comparative densities.

J. Gases have neither a

determined shape nor volume.

Gases assume the shape and

volume of their containers.

K. A liquid has a definite volume,

but takes the shape of the

container.

L. A solid has a definite shape

and volume. Their particles

resist a change in position.

M. The motion of particles helps

to explain the phases (states)

of matter.

N. The phases in which matter

exists depends on the attractive

atomic number on the Periodic

Table of Elements






(dynamic equilibrium). (M-Q)

Application: Change in phases

of matter can be explained by

differences in motion of its

particles.







functions. (X-Z)

Application: The Periodic Table

groups elements based on

similar properties.

positive and negative

ions.

6. Determine the chemical

symbol, atomic number,

and/or atomic mass of an

element given the name

of that element.

7. Use the periodic table to

determine the number of

protons, electrons, and

neutrons in an atom.

8. Predict the patterns of

bonding and the behavior

of elements by their

location on the periodic

table.

9. Determine valance

electrons of an element

by its location on the

periodic table.

10. Identify an element as a

metal, non-metal,

metalloid, or noble gas

using the periodic table.


predict the reactivity of

an element.

208

forces among its particles.

O. During a physical change a

substance keeps its chemical

composition and properties.

Examples include freezing,

melting, condensation,

boiling, evaporation, tearing,

and crushing.

P. During a chemical change,

substances react in

characteristic ways to form

new substances with different

physical and chemical

properties.

Q. Characteristic properties can

be used to identify different

materials, and separate a

mixture of substances into its

components. For example, iron

can be removed from a mixture

with magnets.

R. All matter is made up of atoms

that are too small to see

through a microscope.

S. Atoms of any element are alike

but different than those of

other elements.

T. All living and non-living

material is composed of these

elements or combinations of

209

elements.

U. Atoms and molecules are

perpetually in motion. The

higher the temperature, the

greater the motion of the

particles.

V. Atoms may join together in

well-defined molecules or

arranged in geometric patterns.

W. There are more than 100

elements. These elements

combine in a multitude of

ways to produce compounds.

X. The periodic table is a useful

model for classifying elements.

Y. The periodic table can be used

to predict properties of

elements (metals, nonmetals,

noble gases).

Z. Substances are placed in

categories if they react in

similar ways. Examples

include metals, nonmetals,

noble gases)

210

Grade 7 Glossary

Alcohol

Addiction: Compulsive and uncontrolled consumption of alcohol despite its negative effects on the drinker's health,

relationships, and social standing

Atmosphere: The gaseous mass or envelope surrounding a celestial body, especially the one surrounding the earth, and

retained by the celestial body's gravitational field

Atoms: A unit of matter, the smallest unit of an element, having all the characteristics of that element and consisting

of a dense, central, positively charged nucleus surrounded by a system of electrons

Biosphere: The part of the earth and its atmosphere in which living organisms exist or that is capable of supporting life

Boiling: To vaporize (a liquid) by the application of heat

Boiling: To change from a liquid to a vapor by the application of heat

Buoyancy: The tendency or capacity to remain afloat in a liquid or rise in air or gas

Carnivores: A flesh-eating animal

Cell membrane: The semi permeable membrane that encloses the cytoplasm of a cell

Cell wall: The rigid outermost cell layer found in plants and certain algae, bacteria, and fungi but characteristically

absent from animal cells

Cells: The smallest structural unit of an organism that is capable of independent functioning, consisting of one or

more nuclei, cytoplasm, and various organelles, all surrounded by a semi permeable cell membrane

Chemical Energy: The potential of a chemical substance to undergo a transformation through a chemical reaction or to

transform other chemical substances

Chloroplast: A chlorophyll-containing plastid found in algal and green plant cells

Compounds: To produce or create by combining two or more ingredients or parts

Condensation: The process by which a gas or vapor changes to a liquid

Consumers: An organism that feeds on other organisms in a food chain

Continental Drift:

The movement, formation, or re-formation of continents described by the theory of plate tectonics

Convections Cells: Move on top of molten section of the mantle

Crust: The outer layer of the earth, about 22 miles (35km) deep under the continents and 6 miles (10 km) deepunder

the oceans. Compare mantle ( def. 3 ) , core1 ( def.10 )

Cytoplasm: The protoplasm outside the nucleus of a cell

Decompose: To decay

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


211


Deposition: The act of depositing, especially the laying down of matter by a natural process

Disease: A disorder of structure or function in a human, animal, or plant, esp. one that produces specific signs or

symptoms or that affects a specific location and is not simply a direct result of physical injury

Displaced Rocks: Rocks moved by natural causes

Earthquake: A sudden movement of the earth's crust caused by the release of stress accumulated along geologic faults or

by volcanic activity

Electrical

conductivity: The ability or power to conduct or transmit electricity

Endocrine

System: The bodily system that consists of the endocrine glands and functions to regulate body activities

Energy Pyramids: A graphical representation designed to show the biomass or biomass productivity at each trophic level in a

given ecosystem

Equilibrium: A condition in which all acting influences are canceled by others, resulting in a stable, balanced, or

unchanging system

Erosion: The transport of weathered material; a process by which rock or soil is gradually destroyed by wind or water

Evaporation: To draw moisture from, as by heating, leaving only the dry solid portion

Fault: A fracture in the continuity of a rock formation caused by a shifting or dislodging of the earth's crust, in

which adjacent surfaces are displaced relative to one another and parallel to the plane of fracture

Faulted: A fracture in the continuity of a rock formation caused by a shifting or dislodging of the earth's crust, in

which adjacent surfaces are displaced relative to one another and parallel to the plane of fracture

Folded: To form bends in (a stratum of rock)

Food Chains: A succession of organisms in an ecological community that constitutes a continuation of food energy from

one organism to another as each consumes a lower member and in turn is preyed upon by a higher member


Freezing: To pass from the liquid to the solid state by loss of heat

Genetic material:

The entirety of an organism's hereditary information

Geologic events: The period of time covering the physical formation and development of Earth, especially the period prior to

human history

Germ Theory: A theory that proposes that microorganisms are the cause of many diseases because they break down the

structure or functions of an organism

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

212

Hardness: The relative resistance of a metal or other material to denting, scratching, or bending

Heat: A form of energy associated with the motion of atoms or molecules and capable of being transmitted through

solid and fluid media by conduction, through fluid media by convection, and through empty space by

radiation

Herbivore: An animal that feeds chiefly on plants

Homeostasis: The ability or tendency of an organism or cell to maintain internal equilibrium by adjusting its physiological

processes

Hormones: A substance, usually a peptide or steroid, produced by one tissue and conveyed by the bloodstream to

another to effect physiological activity, such as growth or metabolism

Hydrosphere: The waters of the Earth's surface as distinguished from those of the lithosphere and the atmosphere

Immune System: The integrated body system of organs, tissues, cells, and cell products such as antibodies that differentiates

self from nonself and neutralizes potentially pathogenic organisms or substances

Infectious

Disease: Caused by a pathogenic microorganism or agent

Inner and Outer

Core: The central portion of the Earth below the mantle, beginning at a depth of about 2,900 kilometers (1,800

miles) and probably consisting of iron and nickel: It is made up of a liquid outer core and a solid inner core

Kinetic Energy: The energy possessed by a body because of its motion, equal to one half the mass of the body times the

square of its speed

Lithosphere: The crust and the portion of the upper mantle that behaves elastically on time scales of thousands of years or

greater

Locomotion: Moves substances to and from cells

Mantle: The layer of the Earth between the crust and the core

Mass: A unified body of matter with no specific shape

Matter: Something that occupies space and can be perceived by one or more senses

Melting: To be changed from a solid to a liquid state especially by the application of heat

Metals: Any of a category of electropositive elements that usually have a shiny surface, are generally good

conductors of heat and electricity, and can be melted or fused, hammered into thin sheets, or drawn into

wires

Multi-Cellular: Organisms that consist of more than one cell

Muscular system: The bodily system that is composed of skeletal, smooth, and cardiac muscle tissue and functions in

movement of the body or of materials through the body, maintenance of posture, and heat production

Nervous: The system of cells, tissues, and organs that regulates the body's responses to internal and external stimuli

Noble Gases: Any of the chemically inert gaseous elements of the periodic

table: helium, neon, argon, krypton, xenon, and radon

213

Nonmetals: An element not having the character of a metal, as carbonor nitrogen

Nuclear: Denoting, relating to, or powered by the energy released in nuclear fission or fusion

Omnivores: Obtain energy from plants and animals

Organ System: A group of organs that work together to perform a certain task

Organs: A differentiated part of an organism, such as an eye, wing, or leaf, that performs a specific function

Periodic Table: A tabular arrangement of the elements according to their atomic numbers so that elements with similar

properties are in the same column

Phases: A characteristic form, appearance, or stage of development that occurs in a cycle or that distinguishes some

individuals of a group

Photosynthesis: The process in green plants and certain other organisms by which carbohydrates are synthesized from carbon

dioxide and water using light as an energy source.

Plates: In the theory of plate tectonics, one of the sections of the earth's lithosphere, constantly moving in relation to

the other sections

Producers: A photosynthetic green plant or chemosynthetic bacterium, constituting the first trophic level in a food

chain; an autotrophic organism

Properties: A characteristic trait or peculiarity, especially one serving to define or describe its possessor

Respiration: A metabolic process involving in which nutrients are converted into useful energy in a cell.

Seafloor

Spreading:

A process that occurs at mid-ocean ranges, where new oceanic crust is formed through volcanic activity and

then gradually moves away from the ridge

Sex Cells: A germ cell or gamete

Single Cells: Organisms that consist of only one cell

Skeletal: The bodily system that consists of the bones, their associated cartilages, and the joints, and supports and

protects the body, produces blood cells, and stores minerals.

Solubility: The amount of a substance that can be dissolved in a given amount of solvent

Specialized Cells:

A type of cell that performs a specific function in multicellular organisms

The Circulatory

System:

The organ system that passes nutrients (such as amino acids,electrolytes and lymph), gases,

hormones, blood cells, etc. to and from cells in the body to help fight diseases and help stabilize body

temperature and pH to maintain homeostasis

The Digestive

System: The alimentary canal and digestive glands regarded as an integrated system responsible for the ingestion,

digestion, and absorption of food

The Excretory

System: A passive biological system that removes excess, unnecessary or dangerous materials from an organism, so

as to help maintain homeostasis within the organism and prevent damage to the body

http://www.blurtit.com/q8254917.html

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


214

Tilted: To cause to slope, as by raising one end

Tissue: Any of the distinct types of material of which animals or plants are made, consisting of specialized cells and

their products

Tissues: An aggregation of morphologically similar cells and associated intercellular matter acting together to

perform one or more specific functions in the body

Topographic

Map:

A type of map characterized by large-scale detail and quantitative representation of relief, usually using

contour lines in modern shaping

Toxic Substance: Refering to the effect on a whole organism, such as an animal, bacterium, or plant, as well as the effect on a

substructure of the organism, such as a cell (cytotoxicity) or an organ (organotoxicity), such as

the liver(hepatotoxicity)

Volcanoes: An opening in the earth's crust through which molten lava, ash, and gases are ejected

Volume: How much three-dimensional space a substance (solid, liquid, gas, or plasma) or shape occupies or contains

Water Cycle: The cycle of evaporation and condensation that controls the distribution of the earth's water as it evaporates

from bodies of water, condenses, precipitates, and returns to those bodies of water

Weathering: Any of the chemical or mechanical processes by which rocks exposed to the weather undergo changes in

character and break down

215


In Grade 8 students study the nature of science as they examine interactions of matter and energy. Energy is studied more in depth in light of forces of electricity and

magnetism. Students explore cell development and reproduction in order to better understand human reproduction and heredity. The year concludes with a unit on

environmental studies, which explores the dynamic and interconnected nature of all living things. This unit also serves as a culmination of their K-8 science studies.

Unit

The Nature of

Science Chemistry Forces and Energy Cells and Heredity Ecology and the Environment


Focus Questions

What is scientific

inquiry?

How do science

and society

affect each

other?

How do the properties

and interactions of

matter and energy

explain physical and

chemical change?

How can you describe the

motion of objects and their

reaction to forces?

How is energy conserved?

How are electricity and

magnetism related?

How is life sustained through

reproduction and

development?

How do living things (including

humans) affect the physical and

living environment?

How do environmental changes

affect humans and other

populations?

Common Core ELA &

Literacy Connections STUDENTS WILL:

1. Cite specific textual evidence to support analysis of science and technical texts. 2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or

opinions. 3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. 4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific

or technical context relevant to grades 6–8 texts and topics. 5. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an

understanding of the topic. 6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text. 7. Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually

(e.g., in a flowchart, diagram, model, graph, or table). 8. Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. 9. Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from

reading a text on the same topic. 10. By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text complexity band independently and

proficiently.

216

Common Core ELA &


Writing Standards for

Literacy in Science

STUDENTS WILL:

1. Write arguments focused on discipline-specific content. a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and

organize the reasons and evidence logically.

b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic

or text, using credible sources.

c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and

evidence.




processes.


appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when

useful to aiding comprehension.




3. Establish and maintain a formal style and objective tone. Provide a concluding statement or section that follows from and Produce

clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.



5. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas

clearly and efficiently.

6. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and

generating additional related, focused questions that allow for multiple avenues of exploration.

7. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and

accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a

standard format for citation.


9. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or

two) for a range of discipline-specific tasks, purposes, and audiences and supports the information or explanation presented.

217






acquisition:


to K 1 2 3 4 5 6 7 8







I R R R M M+ M+ M+




I R R R M M+ M+ M+












I I R R R R M M+ M+




Experimenting : to try something out to see whether or not it works I I R R R M M+ M+ M+

218





I I R R M M+










219







goes here.









Unit Resource Planner Grade

_____________________

220


1. Students response to questions related to reading Human Diversity Go Deeper.

2. LABS

3. Punnett Square quiz; vocabulary quiz

4. puzzle; BINGO

5. Journal response to museum visit; museum observations and log

6. Group presentation (multimedia) on a human genetic disorder

7. Debate on role of genetics in creating variation in species

Activities/Investigations (Labs)/Demonstrations: LABS: Wild Cells; Inventory of Taits; A Tree of Genetic Traits;

Heredity Probability; Punnett Square; Marvelous Mitosis, Show

Me The Genes!

Traits bingo; Gene puzzle at ScienceNetLinks

Visit to Genome Exhibit at AMNH

Mendel; Dr. Mary-Claire King; Barbara McClintock - readings

Unit Topic:

Cells, Heredity,

Genetics

Unit Objective: How is life sustained through reproduction and development?

Diverse Resources: 1. Websites/interactives/lessons/readings:

Intro to Genetics Curriculum at http://teach.genetics.utah.edu/

; Amazing Cells

http://teach.genetics.utah.edu/content/begin/cells/ ; Cell

division and mitosis

http://serendip.brynmawr.edu/sci_edu/waldron/#mitosis

Interactive on-line activities at:

http://genome.pfizer.com/interact.cfm Cracking the Code

of Life, NOVA, April, 2001, segments online, activities

2. Trade BOOKS in school library;biographies; Prentice

Hall Ch#4

3. American Museum of Natural History -visit


Social Studies: examine repercussions of racial classifications

that have resulted in racism, wars, and genocide. (Human

Diversity-Go Deeper) Reading and interactive at:

http://www.sciencenetlinks.com/Esheet.php?DocID=179

Art - Breeding Critters: Students create imaginary offspring

Religion: morality/genetic engineering, cloning

Key Terms: Traits heredity genes chromosomes

DNA sexually asexually fission

budding vegetative propagation fertilization

male sex cell sperm egg metamorphosis mitotic cell

division cancers genetic traits pedigree chart

Punnet Square

Unit Resource Planner Grade:________8___________

_

http://teach.genetics.utah.edu/

http://teach.genetics.utah.edu/content/begin/cells/

http://serendip.brynmawr.edu/sci_edu/waldron/#mitosis

http://genome.pfizer.com/interact.cfm

http://www.pbs.org/nova/genome

http://www.pbs.org/nova/genome

http://www.pbs.org/wgbh/nova/genome/program.html

http://www.sciencenetlinks.com/Esheet.php?DocID=179

221

GRADE 8





CONTENT*

CATHOLIC

CONNECTIONS

CONCEPTS SKILLS*





variables.









significant.



















safety issues.





research.




better theories




and notations

222







analyze data.







be examined in a

scientific way, or


of morality.


ethical decisions.


they


work.



observe.








223

question.





224

GRADE 8

UNIT II: Chemistry STANDARDS: 1, 4, 6


How do the properties and interactions of matter and energy explain physical and chemical change?

CONTENT

CATHOLIC

CONNECTIONS

CONCEPTS SKILLS

A. All living and non-living

material is composed of

elements or combinations of

elements.

B. Interactions between elements

and compounds result in

chemical reactions.

C. The Law of Conservation of

Mass states that during an

ordinary chemical reaction

matter is neither created nor

destroyed.

D. When substances interact to form

new substances, the properties of

the new substance may be

different from the old.

E. The periodic table can be used

to predict properties of elements

(metals, nonmetals, noble

gases).

F. Substances are placed in

categories if they react in similar

The word ―church‖

means ―convocation‖ or

―people called together.‖

John 15:1-8 ―The vine

and the branches.‖

The church is the people

of God, a community of

disciples. It is the body

of Christ alive and acting

in the world today.





design. (A, E, F)

Application: All living and

nonliving materials are

composed of elements.










of systems. (B, D)

Application: During a physical

change a substance keeps its

chemical composition and

properties.

Patterns of Change:



1. Identify ways various

elements are used in

everyday life.

2. Demonstrate the Law of

Conservation of Matter.

3. Recognize balanced

chemical equations.


identify and element as a

metal, non-metal or noble

gas.

5. Classify chemical reactions

as synthesis, single

replacement, double

replacement or

decomposition.

6. Explain the difference

between exothermic and

endothermic reactions.

7. Explore solute, solvent,

and solution.

225

ways. Examples include metals,

nonmetals, noble gases).

G. In chemical reactions the total

mass of the reactants equals the

mass of the products.

H. In chemical reactions, energy is

transferred into or out of a

system. Light, electricity or

mechanical motion may be

involved in such transfers in

addition to heat.

I. Solubility is a property of a

substance.

J. Solubility can be affected by the

nature of the solute and solvent,

temperature, and pressure.

K. The rate of solution can be

affected by the size of the

particles, stirring, temperature,

and the amount of solute already

dissolved.

L. An insoluble substance can be

separated from a soluble

substance through filtration,

settling, and evaporation.

M. Temperature affects the

solubility of some substances in

water.


behavior and conditions. (C, G,

H)

Application: During a

chemical change, substances

react in characteristic ways to

form new substances with

different physical and chemical

properties.







perform specific functions. (E,

F, I-M

Application: Substances are

often placed in categories if

they react in similar ways.

8. Differentiate between a

solute and a solvent in a

solution.

9. Examine concentration in

terms of solute per unit

solvent – dilute,

concentrated, saturated,

unsaturated, and

supersaturated.

10. Recognize the factors that

affect the solubility rate of

a solute within a solution.

11. Create and explain a

solubility curve.

12. Separate the parts of a

mixture or a solution by

using the appropriate

resources.

13. Relate molecular motion to

the thermal energy changes

in conduction, convection,

and radiation.

14. Calculate the heart loss or

gain in a system, given

mass specific heat capacity

and temperature change.

15. Describe methods of heat

transfer and explain why

some materials are better

conductors of heat.

226

GRADE 8

UNIT III: Forces and Energy STANDARDS: 1, 4 and 6


How can you describe the motion of objects and their reaction to forces?

How is energy conserved?

How are electricity and magnetism related?

CONTENT

CATHOLIC

CONNECTIONS

CONCEPTS SKILLS

A. The motion of an object is

always judged with respect to

some other object or point. The

idea of absolute motion or rest is

misleading.

B. The motion of an object can be

described by its position,

direction of motion, and speed.

C. An object’s motion is the result

of the combined effect of all

forces acting on the object. A

moving object that is not

subjected to a force will continue

in a straight line and at a

constant speed.

D. Speed is the distance an object

moves per unit of time.

E. Velocity is speed in a given

direction.

We are all disciples of

God.

The Church is ever

growing, and beginning

with Peter – ―On this rock I

will build my church.‖

Every Christian is called to

share in the mission of

Christ and His Church – to

spread the Kingdom of

God and to build up the

Body of Christ.










of systems. (A-G)

Application: Inertia is a

constant force on an object.



stability due either to a lack of

changes (static equilibrium) or

a balance between opposing

forces (dynamic

equilibrium).(H-J)

Application: The motion of an

object is always judged with

respect to some other object or

point. The idea of absolute

1. Define inertia and

recognize examples of

inertia.

2. Calculate and graph the

speed and velocity of an

object given the

displacement and time of

measurement for that

object.

3. Calculate the force of an

object givens the mass

and the acceleration of

that object.

4. Identify common forces

including friction and

gravity.

5. Explore ways to reduce

friction.

6. Explain and give

227

F. Acceleration is decreasing or

increasing speed or change in

direction.

G. Friction is a force that opposes

motion.

H. Review Newton’s Three Laws

of Motion:

An object at rest will remain

at rest.

Force is directly related to an

object’s mass and

acceleration. The greater the

force, the greater the change

in motion.

For every action there is an

equal and opposite reaction.

I. Every object exerts a

gravitational force on every

other object.

J. Gravitational force depends on

how much mass the objects have

and how far apart they are.

K. Gravity is one of the forces

acting on orbiting objects and

projectiles.

L. The two basic types of energy

are kinetic and potential

energy.

M. Kinetic energy is the energy an

object has due to motion. It is

motion or rest is misleading.

Patterns of Change:




behavior and conditions. (P-Z)

Application: The motion of

particles helps to explain the

phases (states) of matter as

well as changes from one

phase to another. The phase in

which matter exists depends on

the attractive forces among its

particles.







perform specific functions. (K-

O, AA-GG)

Application: Kinetic and

potential energy are the two

basic types of energy. Kinetic

is energy in motion. Potential

is energy opposition.

examples of Newton’s

Three Laws of Motion.

7. Recognize the

relationship between

force, mass, and

acceleration as described

in Newton’s second law.

8. Identify action/reaction

forces (Newton’s third

law).

9. Relate falling objects to

gravitational force.

10. Define and give

examples of kinetic

energy.

11. Define and give

examples of potential

energy.

12. Compare examples of

potential energy to

kinetic energy.

13. Apply the Law of

Conservation of Energy

to various energy

transformations.

14. Give examples of energy

transformations.

15. Identify the types,

sources, and uses of

228

dependent on an object’s speed

and mass.

N. Potential energy results from

the shape or position of an

object.

O. Energy can neither be created

nor destroyed, but only changed

from one form to another.

P. When energy changes form,

some energy is converted to

heat. Some systems transform

energy with less loss of heat than

others.

Q. Most activities in everyday life

involve one form of energy

being transformed into another.

For example, chemical energy in

gasoline is transformed into

mechanical energy in an

automobile engine.

R. Energy, in the form of heat, is

almost always one of the

products of energy

transformations.

S. Different forms of energy

include heat, electrical,

mechanical, sound, nuclear,

and chemical.

T. Temperature is the measure of

the kinetic energy of the

energy (solar, thermal,

chemical, mechanical,

thermonuclear,

photoelectric and

electromagnetic, also

kinetic and potential.)

16. Calculate the heat loss or

gained by a system,

given mass, specific heat

capacity and temperature

change.

17. Describe methods of heat

transfer and explain why

some materials are better

conductors of heat.

18. Relate molecular motion

to the thermal energy

changes in conduction,

convection and radiation.

19. Define electricity,

magnetism, radioactivity,

friction, induction, and

conduction.

20. Explain how electric

currents and magnets are

related.

21. Define alternating and

direct current.

22. Distinguish series circuits

from parallel circuits.

229

particles in an object.

U. Temperature is also a measure of

how hot or cold something is

compared to a reference point

(such as a freezing point of

water)

V. Thermal energy is the total

energy of all the particles in an

object.

W. Heat is the transfer of thermal

energy from a warmer object to a

cooler object.

X. Heat moves in predictable

ways, flowing from warmer

objects to cooler ones, until both

reach the same temperature.

Y. Heat can be transferred

through matter by the collision

of atoms and/or molecules

(conduction) or through space

(radiation). In a liquid or gas,

currents will facilitate the

transfer of heat (convection).

Z. During a phase change,

heat energy is absorbed or

released.

AA. Energy is absorbed when a

solid changes to a liquid and

when a liquid changes to a gas.

Energy is released when a gas

23. Explain the flow of

electrons in terms of

friction, induction,

conduction, and static.

24. Experiment with

electrical charges to

show attraction and

repulsion.

25. Calculate voltage and

given current and

resistance.

26. Define electromagnet.

27. Give the factors that

affect the strength of an

electromagnet.

28. Describe how an

electromagnet is used.

29. Contrast a permanent

magnet with an

electromagnet.

230

changes to a liquid and when a

liquid is changed to a solid.

BB. Most substances expand

when heated and contract when

cooled. Water is an exception,

expanding when it changes to

ice.

CC. Electrical energy can be

produced from a variety of

energy sources and can be

transformed into almost any

other form of energy.

DD. Electric circuits provide a

means of transferring electrical

energy.

EE. Material that has been

electrically charged attracts

uncharged material and may

attract or repel other charged

materials.

FF. Without contact, a magnet

attracts certain materials and

either attracts or repels other

magnets.

GG. The attractive force of a

magnet is greatest at its poles.

231

GRADE 8

UNIT IV: Cells, Heredity, and Genetics STANDARDS: 1, 4, 6


How is life sustained through reproduction and development?

CONTENT

CATHOLIC

CONNECTIONS

CONCEPTS SKILLS

A. Cells provide structure and carry

on major functions to sustain

life. These cells are microscopic

in size.

B. The way cells function in living

things is similar. They grow,

divide, and produce more cells.

C. The characteristics of an

organism can be described in

terms of traits. Some traits are

inherited and others result from

interactions with the

environment.

D. Every organism requires a set of

instructions for specifying its

traits.

E. Heredity information or

instructions are contained in

genes, located in the

chromosomes of each cell.

F. Each gene carries a single unit of

information.

Unity – the Catholic

Church is one.

Unity comes from God

who as Father, Son, and

Holy Spirit is one.

The Seven Gifts of the

Holy Spirit.

Vocation prayer.

The morality of human

acts depends on:

- the object chosen

- the end in view or the

intention

- the circumstances of an

action

Catholics need to make

good moral choices.

The Holy Spirit is our

guidance for making

good choices.





design. (A, E-G, DD-FF)

Application: Living things are

composed of cells. Cells

provide structure and carry on

major functions to sustain life.

Cells are microscopic in size.










of systems. (H)

Application: Living things are

both similar to and different

from each other and from

nonliving things.

Patterns of Change:

1. Compare living and non-

living things.

2. Explore what living things

need to survive.

3. Describe life functions of

organisms.

4. Identify names and

functions of each part of

the cell.

5. Identify the steps in mitosis

and meiosis.

6. Describe how mitosis and

variation are necessary for

a species survival.

7. Compare mitosis in plant

and animal cells.


asexual reproduction.

9. Distinguish between

232

G. Genes are composed of DNA

that makes up the chromosomes

of cells.

H. A human cell contains many

thousands of different genes and

each cell contains all the genes

needed to reproduce a human

being.

I. Some organisms reproduce

sexually. Others reproduce

asexually. Some organisms can

reproduce both sexually and

asexually.

J. Asexual reproduction is the

creation of a new individual

without the joining of two cells.

K. There are many methods of

asexual reproduction, including

division of cells into two cells

(fission and budding), or

separation of an animal or plant

from the parent, resulting in the

growth of another individual

(vegetative propagation).

L. In asexual reproduction, all the

genes come from a single parent.

Asexually reproduced offspring

are genetically identical to the

parent.

M. Sexual reproduction involves the

All humans have a right

to life.




behavior and conditions. (I-P)

Application: Cells grow and

divide, producing more cells.

Cells take in nutrients, which

they use to provide energy for

the work that cells do and to

make the materials that a cell

or organism needs.







perform specific functions. (B-

D, Q-X, GG)

Application: Cells are

organized for more effective

functioning in multicellular

organisms. Genes are

composed of DNA that makes

up the chromosomes of cells.

characteristics of seedless

and seed-producing plants.

10. Observe different seed to

determine their methods of

dispersal.

11. Identify the steps in mitosis

and meiosis.

12. Describe how mitosis and

variation are necessary for

a species’ survival.



14. Describe the major stages

in the life cycles of

different plants and

animals.


difference between

individual’s genotype and

phonotype.

16. Explain difference between

inherited and learned traits.

17. Explain the energy flow in

a food chain, a food web,

and an energy pyramid.


pedigree chart.

233

joining of two cells to begin

development of a new

individual.

N. Methods of sexual reproduction

depend on the species. All

methods involve the merging of

sex cells to begin the

development of a new

individual. In many species,

including plants and humans,

eggs and sperms are produced.

O. Fertilization and/or

development in organisms may

be internal or external.

P. The male sex cell is the sperm.

The female sex cell is the egg.

The fertilization of an egg by a

sperm results in a fertilized egg.

Q. In sexual reproduction typically

half of the genes come from each

parent. Sexually produced

offspring are not identical to

either parent.

R. Multicellular organisms exhibit

complex changes in

development that begins after

fertilization. The fertilized egg

undergoes numerous cellular

divisions that will result in a

multicellular organism, with

each cell having identical genetic

information.


Punnett Square.

20. Identify and describe

human genetic disorders.

234

S. In humans, the fertilized egg

grows into tissues that develop

into organs and organ systems

before birth.

T. Various body structures and

functions change as an organism

goes through its life cycle.

U. Pattern of development vary

among animals and plants.

V. In some animal species the

young resemble the adult, while

in others they do not. Some

insects and amphibians undergo

metamorphosis as they mature.

W. In seed bearing plants, seeds

contain food for early

development. Their later

development into adulthood is

characterized by patterns of

growth from species to species.

X. In multicellular organisms, cell

division is responsible for

growth, maintenance, and repair.

In some one celled organisms,

cell division is a method of


Y. In one type of cell division,

chromosomes are duplicated and

then separated into two identical

and complete sets to be passed to

235

each of the two resulting cells. In

this type of cell division, the

heredity information is identical

in all the cells that result

(mitotic cell division).

Z. Meiotic cell division accounts

for the production of egg and

sperm cells containing one-half

of the heredity information.

AA. Cancers are a result of

abnormal cell division.

BB. Genetic traits are passed on

from one generation to another.

CC. Some genes are recessive

and some are dominant.

DD. The probability of traits

being expressed can be

determined using models of

genetic inheritance. Some

EE. Models of prediction are

pedigree charts and Punnett

squares.

FF. A pedigree chart is a diagram

that shows the occurrence of a

genetic trait in several

generations of a family.

GG. A Punnett square is a chart

that indicates possible gene

combinations.

236

HH. The processes of sexual

reproduction and mutation gave

rise to a variety of traits within a

species.

237

GRADE 8

UNIT V: Ecology and the Environment STANDARDS: 1, 4, 6


How do living things (including humans) affect the physical and living environment?

How do environmental changes affect humans and other populations?

CONTENT

CATHOLIC

CONNECTIONS

CONCEPTS SKILLS

A. A population consists of

all individuals of a

species that are found

together at a given time

and place.

B. Populations living in one

place form a

community.

C. The community and the

physical factors with

which it interacts

compose and ecosystem.

D. Given adequate resources

and no disease or

predators, populations

increase. Lack of

resources, habitat

destruction, and other

factors such as predation

and climate limit the

growth of certain

populations in

ecosystems.

The Golden Rule.

John 13:34 ―I give you a

new Commandment: Love

one another as I have loved

you, so you should love

one another.‖

Sacraments are

nourishment and strength.

Prayers are essential to our

spiritual life.

-Vocal

-Meditation

-Mental

Example:

-Act of Hope

-Act of Love

-Take Lord and receive

-Memorare

The Church is a parish

community with many

members who are




analysis, explanation, or design. (A-

C)

Application: Changes in

environmental conditions can affect

the survival of individual organisms

with a particular trait. Individual

organisms with certain traits are

more likely to survive and have

offspring than individuals without

those traits.




behavior and conditions. (F-M)

Application: Extinction of a species

occurs when the environment

changes and the adaptive

characteristics of a species are

insufficient to permit its survival.

Extinction of species is common.

Fossils are evidence that a great

variety of species existed in the past.

1. Explore what living things

need to survive.

2. Compare plant adaptations

to different environments

and to changes in the

environment.

3. Define ecology.

4. Describe an ecosystem.




biomes.

7. Describe the adaptations of

organisms found in

different biomes.

8. Explore adaptations of

different species of animals

in terms of mobility,

sensing the environment,,

238

E. In all environments,

organisms interact with

one another in many

ways. Relationships

among organisms may be

competitive, harmful, or

beneficial.

F. Some species have

adapted to be dependent

upon each other with the

result that neither could

survive without the other.

G. Some microorganisms

are essential to the

survival of other living

things.

H. The environment may

contain dangerous levels

of substances

(pollutants) that are

harmful to organisms.

I. In ecosystems, balance is

the result of interactions

between community

members.

J. The environment may be

altered through the

activities of organisms.

Some of these alterations

are abrupt.

dependent on one another.

Catholic social justice.

Systems Thinking: Through systems

thinking, people can recognize the

commonalities that exist among all

systems and how parts of a system

interrelate and combine to perform

specific functions. (N-P)

Application: Relationships among

organisms may be competitive,

harmful, or beneficial.

Overpopulation by any species

impacts the environment due to the

increased use of resources. Human

activities can bring about

environmental degradation through

resource acquisition, urban growth,

land-use decisions, waste disposal,

etc.

protection, getting food,

and reacting to seasonal

changes in the

environment.

9. Describe survival

behaviors of common

organisms.

10. Identify ways in which

humans have changed their

environment and the

effects of these changes.

239

K. Some species may

replace others over time,

resulting in long term

gradual changes

(ecological succession).

L. Overpopulation by any

species impacts the

environment due to the

increased use of

resources.

M. Human activities can

bring about

environmental

degradation through

resource acquisition,

urban growth, land-use

decisions, and waste

disposal.

N. Since the Industrial

Revolution, human

activities have resulted in

major pollution of air,

water, and land. This

pollution has cumulative

ecological effects such as

acid rain, global

warming, or ozone

depletion.

O. The survival of living

things on our plant

depends on the

conservation and

preservation of Earth’s

240

resources.

P. The health of the

environments and

individuals requires the

monitoring of soil, air,

and water, and taking

steps to keep them safe.

241

Grade 8 Glossary

Acceleration: A change in the speed in a given direction

Asexually: Mode of reproduction by which offspring arise from a single parent, and inherit the genes of that parent only, it is

reproduction which does not involve meiosis, ploidy reduction, or fertilization

Cancers: Any of various malignant neoplasms characterized by the proliferation of anaplastic cells that tend to invade

surrounding tissue and metastasize to new body sites

Chemical

Reactions: A process that involves changes in thestructure and energy content of atoms, molecules, or ions butnot their nuclei

Chromosomes: A threadlike linear strand of DNA and associated proteins in the nucleus of eukaryotic cells that carries the genes

and functions in the transmission of hereditary information

Community: A group of organisms or populations living and interacting with one another in a particular environment

DNA: A nucleic acid that carries the genetic information in the cell and is capable of self-replication and synthesis of

RNA

Egg: A female gamete; an ovum

Electrical

Circuits: An electrical device that provides a path for electrical current to flow

Electrically

Charge:

Provide a means of transferring electrical energy

Electricity: The physical phenomena arising from the behavior of electrons and protons that is caused by the attraction of

particles with opposite charges and the repulsion of particles with the same charge


Evaporation: To convert or change into a vapor

Fertilization: The act or process of initiating biological reproduction by insemination or pollination

Filtration: The mechanical or physical operation which is used for the separation of solids from fluids (liquids or gases) by

interposing a medium through which only the fluid can pass

Fission: The subdivision of a body, population, or species into parts and the regeneration of those parts into separate

individuals

Forces: An object is always judged with respect to some other object or point

Friction: The force resisting the relative motion of solid surfaces, fluid layers, and/or material elements sliding against each

other

Gases: The state of matter distinguished from the solid and liquid states by relatively low density and viscosity, relatively

great expansion and contraction with changes in pressure and temperature, the ability to diffuse readily, and the

spontaneous tendency to become distributed uniformly throughout any container

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


242

Genes: A hereditary unit consisting of a sequence of DNA that occupies a specific location on a chromosome and

determines a particular characteristic in an organism

Genetic Traits: Results of abnormal cell divisions

Gravity force: An object at rest will remain at rest (2) M*A (3) for every action there is an equal or opposite reaction force on

every other object

Gravity: The natural force of attraction exerted by a celestial body, such as Earth, upon objects at or near its surface,

tending to draw them toward the center of the body

Heat: A form of energy associated with the motion of atoms or molecules and capable of being transmitted through

solid and fluid media by conduction, through fluid media by convection, and through empty space by radiation.

Heredity: The genetic transmission of characteristics from parent to offspring

Insoluble

Substance: Substance incapable of forming a solution, especially in water

Kinetic: The energy possessed by a body because of its motion, equal to one half the mass of the body times the square of

its speed

Light: Electromagnetic radiation that has a wavelength in the range from about 4,000 (violet) to about 7,700 (red)

angstroms and may be perceived by the normal unaided human eye

Male Sex Cell: The male gamete; sperm

Mechanical: Energy in a mechanical form

Meiotic Cell

Division: The process of cell division in sexually reproducing organisms that reduces the number of chromosomes in

reproductive cells from diploid to haploid, leading to the production of gametes in animals and spores in plants

Metals: A chemical element that is a good conductor of both electricity and heat

Metamorphosis: A change in the form and often habits of an animal during normal development after the embryonic stage

Motion: The act or process of changing position or place

Newton’s Three

Laws of

Motion:

Three physical law that form the basis for classical mechanics; they describe the relationship between the forces

acting on a body and its motion due to those forces

Noble: Inert; chemically inactive

Nonmetals: Any of a number of elements, such as oxygen or sulfur, that lack the physical and chemical properties of metals

Nuclear: The energy released by a nuclear reaction, especially by fission or fusion

Pedigree

Charts: A chart of an individual's ancestors used in human genetics to analyze Mendelian inheritance of certain traits,

especially of familial diseases

Periodic Table: A charted display of the chemical elements

Phase Change: Transfer of thermal energy from warmer object to cooler object

243

Physical

Factors: Non-living factors that affect organisms and their survival

Population: A group of living organisms of the same kind living in the same place at the same time. (All of the populations

interact and form a community)

Probability: A way of expressing knowledge or belief that an event will occur or has occurred

Projectiles: Any object projected into space (empty or not) by the exertion of a force

Punnett

Square: In genetics, a type of grid used to show the gametes of each parent and their possible offspring

Settling: To be separated from a solution or mixture as a sediment

Sexually: Having sexual organs or reproducing by processes involving both sexes


Sound: The sensation produced by stimulation of the organs ofhearing by vibrations transmitted through the air or other

medium

Speed: The rate or a measure of the rate of motion, especially distance traveled divided by the time of travel

Temperature: The degree of hotness or coldness of a body or environment

The Attractive

Force:

Attracts uncharged material and many attract or repel other charge material

The Law of

Conservation of

Mass:

The theory that tells us that matter cannot be created nor destroyed

Thermal

Energy:

The measure of the kinetic energy of the particles in a object

Vegetative

Propagation: Multiplication of plants by natural reproduction

Velocity: Speed in a specific direction

http://dictionary.reference.com/browse/checkerboard

http://dictionary.reference.com/browse/sex



244

Appendixes

245

Appendix 1: Websites for Instruction

Host Link Abstract

Science Netlinks is part of

Thinkfinity, a partnership

between the Verizon Foundation

and 11 premier educational

organizations .

http://www.sciencenetlinks.com/index.php

Science NetLinks' role provides standards-aligned

resources for K-12 science educators, including lesson

plans, interactives and reviewed Internet resources.

Science NetLinks is a dynamic site with new content

being added on a regular basis, so check back often.

Learning Science is an

organization dedicated to sharing

the newer and emerging

"learning tools" of science

education.

http://www.learningscience.org/index.htm

Tools such as real-time data collection, simulations,

inquiry based lessons, interactive web lessons, remote

instrumentation, micro-worlds, and imaging, among

others, can help make teaching science an exciting and

engaging endeavor. These tools can help connect

students with science, in ways that were impossible just

a few years ago.

NOVA is the highest rated

science series on television and

the most watched documentary

series on public television. This

is its website

http://www.pbs.org/wgbh/nova/teachers/

Lesson plans for using the PBS television show NOVA

in the classroom.

The Center for Science

Education is located at UC

Berkeley Space Sciences

Laboratory

http://cse.ssl.berkeley.edu/cms/

Space Sciences. A directory of educational projects

funded by NASA which may be searched by topic or

grade level. This site is provided by the University of

California at Berkeley

TeachEngineering.org is a

collaborative project between

five universities and the

American Society for

Engineering Education, with

NSF National Science Digital

Library funding.

http://teachengineering.org/index.php

The TeachEngineering digital library provides teacher-

tested, standards-based engineering content for K-12

teachers engineering content for K12 teachers to use in

science and math classrooms. Engineering lessons

connect real-world experiences with curricular content

already taught in K-12 classrooms. Mapped to

educational content standards, TeachEngineering's

comprehensive curricula are hands-on, free, and

relevant to children's daily lives.

The Exploratorium is a museum

of science, art, and human

perception located in San

Francisco, California.

http://www.exploratorium.edu/

Get a virtual museum of science, art, and the human

perception here. You can explore straight from the

homepage or get webcasts. Be sure and click on the

Educate tab for tons of teaching tools such as activities,

science snacks, and the Iron Science Teacher.

http://www.sciencenetlinks.com/index.php

http://www.learningscience.org/index.htm

http://www.pbs.org/wgbh/nova/teachers/

http://cse.ssl.berkeley.edu/cms/

http://teachengineering.org/index.php

http://www.exploratorium.edu/

246

HowStuffWorks, a wholly owned

subsidiary of Discovery

Communications, is the award-

winning source of credible,

unbiased, and easy-to-understand

explanations of how the world

actually works.

http://www.howstuffworks.com/

This leading science website does just what the title

promises. It takes everyday subjects such as cars,

snowstorms, and loads of others and puts them in an

easy to understand context. Choose from subjects such

as animals, electronics, geography, and several expert

blogs

U.S. Department of Education

http://www.free.ed.gov/subjects.cfm?subject_id=41

Get free science teaching resources from the U.S.

Department of Education. Science tools include those

for applied, Earth, life, and physical sciences. There are

also options in other subjects.

National Geographic

is one of the largest non-profit

scientific and educational

institutions in the world. Its

interests include geography,

archaeology and natural science,

the promotion of environmental

and historical conservation.

http://www.nationalgeographic.com/

The photo of the day and pop quiz can have science

teachers visiting the website daily. They also have tons

of articles and videos to choose from including The

Science of Speed and Test Your Travel Smarts.

Scientific American, the oldest

continuously published magazine

in the U.S., has been bringing its

readers unique insights about

developments in science and

technology for more than 160

years. Its site has grown into a

dynamic resource that includes

select articles from current and

past issues, online-only features,

daily news, topic-driven blogs,

podcast series, and a video

directory

http://www.scientificamerican.com/

A must visit science website for its ―60 Second

Science‖ podcast alone. Teachers can also choose to

read expert articles on space, energy, the mind, and

much more. There are also various contents and

challenges featured on the site.

NASA continues to pursue three

major education goals:

-- Strengthening NASA and the

Nation's future workforce

-- Attracting and retaining

students in science, technology,

engineering and mathematics, or

STEM, disciplines .

http://www.nasa.gov/audience/foreducators/

NASA's Education Materials Finder will help teachers

locate resources that can be used in the classroom.

Users may search by keywords, grade level, product

type and subject.

http://www.howstuffworks.com/

http://www.free.ed.gov/subjects.cfm?subject_id=41

http://www.nationalgeographic.com/

http://www.scientificamerican.com/

http://www.nasa.gov/audience/foreducators/

247

Originally a NASA funded site

in 2010, this website is now

managed and owned by

the National Earth Science

Teachers Association.

http://www.windows2universe.org/

This stunning NASA-funded site explores Earth and

Space sciences and the historical and cultural ties

between science, exploration, and the human

experience. The site includes a rich array of images,

movies, animations, and data sets. Teacher Resources

include classroom activities and educational links.

http://www.nestanet.org/

http://www.nestanet.org/

http://www.windows2universe.org/

248

Appendix 2: Museum Websites: If you can’t afford a field trip to the science museum of your choice, visit these websites for the

next best thing:

Host Museum Link Abstract

Smithsonian

Institute

http://www.smithsonianeducation.org/educators/

With a special tab for teachers, you can get lesson plans, a resource

library, and even tools for professional development. There are also

lessons for art, history, and language.

American

Museum of

Natural History

http://www.amnh.org/ This museum has both news and podcasts to get with just a click. There

are also resources for kids, exhibit information, and more.

The Franklin

Institute

http://www2.fi.edu/ Located in Philadelphia, they have resources for scientific learning.

There are regular ―braindrops‖ to help students learn, case files, and

even competitions for fourth through eighth grade student.

Museum of

Science and

Industry

http://www.msichicago.org/ In addition to learning about the current exhibits, you can also click on

Online Science to get more. Tools include videos, games, and how-to’s.

Intrepid http://www.intrepidmuseum.org/Education.aspx This sea, air, and space museum is located in New York. Visit to get

online projects or more information on programs for teachers.

National Air and

Space Museum

http://www.nasm.si.edu/education/ This top science website offers a variety of free educational programs

for school groups and organized youth groups. There are also classroom

activities, including electronic field trips.

National Zoo http://nationalzoo.si.edu/ Part of the Smithsonian, you don’t need to visit to get the experience.

There are actual live animal cams to show what is happening in real

time. There are also photo galleries with more information on the

animals.

San Diego Zoo http://www.sandiegozoo.org/zoo/index.php A world famous zoo, they also have live cams to view the animals with.

You can also click on Education to get curriculum, classroom kits, and

activities.

New York Hall of

Science

http://www.nysci.org/learn NYSCI's mission is to convey the excitement and understanding of

science and technology to children, families, teachers and others by

galvanizing their curiosity and offering creative, participatory ways to

learn. NYSCI features the largest collection of hands-on

science exhibits in New York City.




http://www.amnh.org/




http://www2.fi.edu/

http://www2.fi.edu/

http://www2.fi.edu/

http://www.msichicago.org/




http://www.intrepidmuseum.org/Education.aspx

http://www.intrepidmuseum.org/Education.aspx

http://www.nasm.si.edu/education/



http://nationalzoo.si.edu/

http://nationalzoo.si.edu/

http://www.sandiegozoo.org/zoo/index.php

http://www.sandiegozoo.org/zoo/index.php

http://www.nysci.org/learn

249

Appendix 3: Web-based Tools for Science Teachers

Host Link Abstract

Scirus http://www.scirus.com/ Use this search engine the same way you would with Google,

but for scientific information only. There is also an advanced

search and preferences.

WebElements http://www.webelements.com/ Click here for a tool that every science teacher needs: a

periodic table. Click on any element to get more information,

or get more information on topics such as isotopes, bond

enthalpies, and more

Calculator.com http://calculator.com/ Show students how to use their calculators by visiting this site

full of free ones. Choose from scientific, standard, or dozens

more

Sheffield ChemPuter http://winter.group.shef.ac.uk/chemputer/ If you need more advanced scientific calculators, stop here.

There are options for isotope patterns, element percentages,

reaction yields, and others.

Atlas of the Human Body http://www.ama-assn.org/ama/pub/physician-

resources/patient-education-materials/atlas-of-human-

body.page

This free tool is provided by the American Medical

Association to help educate patients. However, science

teachers can use it to show students various systems such as

nervous or endocrine.

Scanning Electron

Microscope

http://www.mos.org/sln/sem/ If your school has one, visit here to learn what to expect from

it. You can also click on teacher resources for interesting

projects such as how to build your own microscope.

The Science Explorer http://www.exploratorium.edu/science_explorer/ If you have a few common household items, this science

website can help you create fun and exciting projects for kids.

Choices include static, mirrors, mixtures, and more.

The Internet

Encyclopedia of Science

http://www.daviddarling.info/encyclopedia/ETEmain.html David Darling lets teachers and all visitors browse through

this scientific encyclopedia for free. He also has an

encyclopedia just for kids and for renewable energy and

sustainable living.

http://www.scirus.com/

http://www.scirus.com/

http://www.webelements.com/

http://www.webelements.com/

http://calculator.com/

http://calculator.com/

http://winter.group.shef.ac.uk/chemputer/

http://winter.group.shef.ac.uk/chemputer/

http://www.ama-assn.org/ama/pub/physician-resources/patient-education-materials/atlas-of-human-body.shtml

http://www.ama-assn.org/ama/pub/physician-resources/patient-education-materials/atlas-of-human-body.page



http://www.mos.org/sln/sem/



http://www.exploratorium.edu/science_explorer/

http://www.exploratorium.edu/science_explorer/

http://www.daviddarling.info/encyclopedia/ETEmain.html



250

Appendix 4: Glossary of Key Terms

Absorbed: To retain (radiation or sound, for example) wholly, without reflection or transmission

Acceleration: Increase in the speed in a given direction

Actual Mass: A unified body of matter with no specific shape

Adapted: In order to survive in their environment; to make suitable to or fit for a specific use or

situation

Advantage: The ratio of the output force produced by a machine to the applied input force

Air Mass: Used to measure relative humidity

Alcohol Addiction: Compulsive and uncontrolled consumption of alcohol despite its negative effects on the

drinker's health, relationships, and social standing

Altitude: A distance measurement, usually in the vertical or "up" direction, between a reference and a

point or object

Amino Acids: An organic compound containing an amino group (NH2), a carboxylic acid group (COOH),

and any of various side groups, especially any of the 20 compounds that have the basic

formula NH2CHRCOOH, and that link together by peptide bonds to form proteins or that

function as chemical messengers and as intermediates in metabolism

Asexually: Mode of reproduction by which offspring arise from a single parent, and inherit the genes of

that parent only, it is reproduction which does not involve meiosis, ploidy reduction,

or fertilization

Asteroid: Small rocky–icy and metallic bodies of the inner Solar System and out to the orbit of Jupiter

Astronomers: Scientists that study objects and patterns in the sky

Atmosphere: The gaseous mass or envelope surrounding a celestial body, especially the one surrounding

the earth, and retained by the celestial body's gravitational field

Atoms: A unit of matter, the smallest unit of an element, having all the characteristics of that element

and consisting of a dense, central, positively charged nucleus surrounded by a system of

electrons

Axle: A central shaft for a rotating wheel or gear

Balance: A weighing device, especially one consisting of a rigid beam horizontally suspended by a

low-friction support at its center, with identical weighing pans hung at either end, one of

which holds an unknown weight while the effective weight in the other is increased by

known amounts until the beam is level and motionless

Balanced Diet: A diet that includes all of the key nutritional needs humans have to grow healthy and strong

Biosphere: The part of the earth and its atmosphere in which living organisms exist or that is capable of





251

supporting life

Boiling: To change from a liquid to a vapor by the application of heat

Buoyancy: The tendency or capacity to remain afloat in a liquid or rise in air or gas

Calorie: A unit of energy-producing potential equal to this amount of heat that is contained in food

and released upon oxidation by the body (1000 calories =1 kilocalorie)

Camouflage: A method of hiding that allows an otherwise visible organism or object to remain unnoticed,

by blending with its environment

Cancers: Any of various malignant neoplasms characterized by the proliferation of anaplastic cells

that tend to invade surrounding tissue and metastasize to new body sites

Carbohydrates: Any of a group of organic compounds that includes sugars, starches, celluloses, and gums

and serves as a major energy source in the diet of animals

Carnivores: A flesh-eating animal

Celestial Objects:

Objects of or relating to the sky

Cell membrane: The semi permeable membrane that encloses the cytoplasm of a cell

Cell wall: The rigid outermost cell layer found in plants and certain algae, bacteria, and fungi but

characteristically absent from animal cells

Cells: The smallest structural unit of an organism that is capable of independent functioning,

consisting of one or more nuclei, cytoplasm, and various organelles, all surrounded by a

semi permeable cell membrane

Characteristics: A defining feature that helps to distinguish a person or thing

Chemical Energy: The potential of a chemical substance to undergo a transformation through a chemical

reaction or to transform other chemical substances

Chemical Properties:

Any of a material's properties that becomes evident during a chemical reaction

Chemical Reactions: A process that involves changes in thestructure and energy content of atoms, molecules, or io

ns butnot their nuclei

Chloroplast: A chlorophyll-containing plastid found in algal and green plant cells

Chromosomes: A threadlike linear strand of DNA and associated proteins in the nucleus of eukaryotic cells

that carries the genes and functions in the transmission of hereditary information

Circuit: A closed, usually circular line that goes around an object or area

Classification System: An order used to place particular objects, organisms, etc. into a system

Climate: The meteorological conditions, including temperature, precipitation, and wind, that

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

252

characteristically prevail in a particular region

Closed Circuit: An electric circuit providing an uninterrupted, endless path for the flow of current

Clouds: White and grey objects in the air that carry water

Cold Fronts: The leading portion of a cold atmospheric air mass moving against and eventually replacing

a warm air mass

Comet: Mixture of gas, ice and dust that travels around the sun in a orbit

Community: A group of organisms or populations living and interacting with one another in a particular

environment

Complex Machine: A force needed to move a load or overcome a resistance

Compounds: To produce or create by combining two or more ingredients or parts

Condensation: The process by which a gas or vapor changes to a liquid

Conductor: A substance or medium that conducts heat, light, sound, or especially an electric charge

Constellations: Forms of stars in the sky

Constructed

Environment Surroundings that are not natural or genuine, but rather artificial or contrived

Consumer: A heterotrophic organism that ingests other organisms or organic matter in a food chain

Consumers: Obtain energy by consuming waste and dead organism

Continental Drift: The movement, formation, or re-formation of continents described by the theory of plate

tectonics

Continental Tropical: A type of air mass characterized by hot and very dry air

Convections Cells: Move on top of molten section of the mantle

Crust: The outer layer of the earth, about 22 miles (35km) deep under the continents and 6 miles (1

0 km) deepunder the oceans. Compare mantle ( def. 3 ) , core1 ( def.10 )

Cytoplasm: The protoplasm outside the nucleus of a cell

Day: The span of time it takes for the Earth or a celestial body (such as an other planet or a moon)

to make a single rotation with respect to a star, measured most accurately from local noon to

local noon

Decomposers: An organism, often a bacterium or fungus, that feeds on and breaks down dead plant or

animal matter, thus making organic nutrients available to the ecosystem


253

Dentist and Pharmacist: A person who is trained and licensed to practice dentistry; a person who is certified to

distribute medications

Deposition: The act of depositing, especially the laying down of matter by a natural process

Destruction: The condition of having been destroyed; can be caused naturally or unnaturally

Digestive Juices: Digestive secretions of the stomach glands that aid in digestion

Digestive system: The alimentary canal and digestive glands regarded as an integrated system responsible for

the ingestion, digestion, and absorption of food

Disease: A disorder of structure or function in a human, animal, or plant, esp. one that produces

specific signs or symptoms or that affects a specific location and is not simply a direct result

of physical injury

Displaced Rocks: Rocks moved by natural causes

DNA: A nucleic acid that carries the genetic information in the cell and is capable of self-

replication and synthesis of RNA.

Dwarf Planet: A celestial body orbiting the Sun that is massive enough to be spherical as a result of its

own gravity but has not cleared its neighboring region of planets and is not a satellite

Earth Year: The period of time during which Earth completes a single revolution around the Sun,

consisting of 365 days, 5 hours, 49 minutes, and 12 seconds of mean solar time

Earthquake: A sudden movement of the earth's crust caused by the release of stress accumulated along

geologic faults or by volcanic activity

Ecological Succession: The gradual and orderly process of ecosystem development brought about by changes in

community composition and the production of a climax characteristic of a particular

geographic region

Ecosystem: An ecological community together with its environment, functioning as a unit

Effort: A benefit obtained by using a lever or other simple machine

Egg: A female gamete; an ovum

Electrical Circuits:

An electrical device that provides a path for electrical current to flow

Electrical Conductivity:

The ability or power to conduct or transmit electricity

Electrically Charge: Provide a means of transferring electrical energy

254

Electricity: The physical phenomena arising from the behavior of electrons and protons that is caused by

the attraction of particles with opposite charges and the repulsion of particles with the same

charge

Electromagnetic

Radiation: Energy transferred by radiation, especially by an electromagnetic wave

Electromagnetic

Spectrum: The characteristic distribution of electromagnetic radiation emitted or absorbed by that

particular object

Elements: A fundamental, essential, or irreducible constituent of a composite entity

Endocrine System: The bodily system that consists of the endocrine glands and functions to regulate body

activities

Energy Pyramids: A graphical representation designed to show the biomass or biomass productivity at

each trophic level in a given ecosystem


Epochs: A unit of geologic time that is a division of a period

Equilibrium: A condition in which all acting influences are canceled by others, resulting in a stable,

balanced, or unchanging system

Eras: The longest division of geologic time, made up of one or more periods

Erosion: The group of natural processes, including weathering, dissolution, abrasion, corrosion, and

transportation, by which material is worn away from the earth's surface

Eruption: The act or process of erupting

Esophagus: The muscular tube in the neck for the passage of food from the pharynx to the stomach

Evaporation: To draw moisture from, as by heating, leaving only the dry solid portion

External Structures:

Relating to, existing on, or connected with the outside or an outer part

Facts: Knowledge or information based on real occurrences

Family Doctor: A person, especially a physician, trained in the healing arts and licensed to help you others in

dealing with health issues

Fats: A wide group of compounds that are generally soluble in organic solvents and largely

insoluble in water

Faulted: A fracture in the continuity of a rock formation caused by a shifting or dislodging of the

earth's crust, in which adjacent surfaces are displaced relative to one another and parallel to

the plane of fracture

Fertilization: The act or process of initiating biological reproduction by insemination or pollination

255

Filtration: The mechanical or physical operation which is used for the separation of solids from fluids

(liquids or gases) by interposing a medium through which only the fluid can pass

Fission: The subdivision of a body, population, or species into parts and the regeneration of those

parts into separate individuals

Folded: To form bends in (a stratum of rock)

Food Chain: A succession of organisms in an ecological community that constitutes a continuation of

food energy from one organism to another as each consumes a lower member and in turn is

preyed upon by a higher member

Food Pyramids: A nutrition guideline with hierarchical separated zones to represent suggested percentages of

the daily diet for different food groups (see myplate.gov)


Food: Material, usually of plant or animal origin, that contains or consists of essential body

nutrients, such as carbohydrates, fats, proteins, vitamins, or minerals, and is ingested and

assimilated by an organism to produce energy, stimulate growth, and maintain life

Force: Any influence that causes a free body to undergo a change in speed, a change in direction, or

a change in shape

Fossil: A remnant or trace of an organism of a past geologic age, such as a skeleton or leaf imprint,

embedded and preserved in the earth's crust

Freezing: To pass from the liquid to the solid state by loss of heat

Friction: The force resisting the relative motion of solid surfaces, fluid layers, and/or material

elements sliding against each other

Fronts: A boundary separating two masses of air of different densities

Gas: The state of matter distinguished from the solid and liquid states by relatively low density

and viscosity, relatively great expansion and contraction with changes in pressure and

temperature, the ability to diffuse readily, and the spontaneous tendency to become

distributed uniformly throughout any container

Gauges: An instrument for measuring or testing

Genes: A hereditary unit consisting of a sequence of DNA that occupies a specific location on a

chromosome and determines a particular characteristic in an organism

Genetic Material:

The entirety of an organism's hereditary information

Genetics Traits: A trait that is genetically inherited or passed down from generation to generation.

Geologic Time: The period of time covering the physical formation and development of Earth, especially the

period prior to human history

Germ Theory: A theory that proposes that microorganisms are the cause of many diseases because they

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

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



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

http://www.biology-online.org/dictionary/Trait

http://www.biology-online.org/dictionary/Generation

http://www.biology-online.org/dictionary/Generation

256

break down the structure or functions of an organism

Gravity: The natural force of attraction exerted by a celestial body, such as Earth, upon objects at or

near its surface, tending to draw them toward the center of the body

Green Plants: Green plants include all organisms commonly known as green algae and land plants,

including liverworts, mosses, ferns and other nonseed plants, and seed plants

Greenhouse Gases: Any of the atmospheric gases that contribute to the greenhouse effect

Groundwater: Water beneath the earth's surface, often between saturated soil and rock, that supplies wells

and springs

Growth: Process by which living things increase in size

Guidance Counselor:

A person at school who is trained in giving advice and support

Habit: A recurrent, often unconscious pattern of behavior that is acquired through frequent

repetition

Habitat: The area or environment where an organism or ecological community normally lives or

occurs

Hail: Something that falls with the force and quantity of a shower of ice and hard snow

Hardness: The relative resistance of a metal or other material to denting, scratching, or bending

Harmful Substances: Addictive substances, especially alcohol or narcotic drugs, that cause bodily harm

Healthy Diet: A diet that includes all of the key nutritional needs humans have to grow healthy and strong

Heart Rate The number of heartbeats per unit of time, usually expressed as beats per minute

Heat: The transfer of energy between physical entities

Heat: A form of energy associated with the motion of atoms or molecules and capable of being

transmitted through solid and fluid media by conduction, through fluid media by convection,

and through empty space by radiation

Heredity: The genetic transmission of characteristics from parent to offspring.

Hibernating: A state of inactivity and metabolic depression in animals, characterized by lower body

temperature, slower breathing, and lower metabolic rate

High Pressure System: A region where the atmospheric pressure at the surface of the planet is greater than its

surrounding environment

Homeostasis: The ability or tendency of an organism or cell to maintain internal equilibrium by adjusting

its physiological processes

Hormones: A substance, usually a peptide or steroid, produced by one tissue and conveyed by the

257

bloodstream to another to effect physiological activity, such as growth or metabolism

Humidity: Dampness, especially of the air

Hurricane: A severe tropical cyclone originating in the equatorial regions of the Atlantic Ocean or

Caribbean Sea or eastern regions of the Pacific Ocean, traveling north, northwest, or

northeast from its point of origin, and usually involving heavy rains

Hydrosphere: The waters of the Earth's surface as distinguished from those of the lithosphere and the

atmosphere

Igneous: Formed by solidification from a molten state

Immune System: The integrated body system of organs, tissues, cells, and cell products such as antibodies that

differentiates self from nonself and neutralizes potentially pathogenic organisms or

substances

Index Fossil: The fossil remains of an organism that lived in a particular geologic age, used to identify or

date the rock or rock layer in which it is found

Inertia: The resistance of a mass or object to changes in its motion, i.e. being pulled or pushed. Force

must be applied to change motion, and the apparent resistance is called inertia

Infectious Disease:

Caused by a pathogenic microorganism or agent

Inner and Outer Core: The central portion of the Earth below the mantle, beginning at a depth of about 2,900

kilometers (1,800 miles) and probably consisting of iron and nickel: It is made up of a liquid

outer core and a solid inner core

Inner Planet: An object that orbits the sun and has enough gravity to be spherical; they are small, dense,

and have rocky surfaces

Insoluble Substance:

Substance incapable of forming a solution, especially in water

Insulation: A material or substance used in insulating

Insulator: A material that insulates, especially a nonconductor of sound, heat, or electricity

Kilocalories: Measures of the amount of energy in food

Kinetic Energy: The energy possessed by a body because of its motion, equal to one half the mass of the

body times the square of its speed

Kinetic: The energy possessed by a body because of its motion, equal to one half the mass of the

body times the square of its speed

Kingdom: One of the six main divisions into which natural organisms and objects are classified

Large Intestine: The portion of the intestine that extends from the ileum to the anus, forming an arch around

the convolutions of the small intestine and including the cecum, colon, rectum, and anal

canal

258

Lever: A simple machine that consists of a board or bar that rests on a turning point. This turning

point is called the fulcrum. An object that a lever moves is called the load. The closer the

object is to the fulcrum, the easier it is to move

Life span: The average or maximum length of time an organism, material, or object can be expected to

survive or last

Light: Electromagnetic radiation that has a wavelength in the range from about 4,000 (violet) to

about 7,700 (red) angstroms and may be perceived by the normal unaided human eye

Liquid: The state of matter in which a substance exhibits a characteristic readiness to flow, little or

no tendency to disperse, and relatively high incompressibility

Lithosphere: The outer part of the Earth, consisting of the crust and upper mantle, approximately 100 km

(62 mi.) thick

Living Things: Organisms that need air to breathe, water, food and shelter

Locomotion: Moves substances to and from cells

Low Pressure System:

A region where the atmospheric pressure at sea level is below that of surrounding locations

Magnet: An object that is surrounded by a magnetic field and that has the property, either natural or

induced, of attracting iron or steel

Magnetism: The class of phenomena exhibited by a magnetic field

Magnifying Glasses: A lens or combination of lenses that enlarges the image of an object

Male Sex Cell: The male gamete; sperm

Mantle: The layer of the Earth between the crust and the core

Maritime Polar: Dry air over cold ocean currents or high latitude ocean waters

Maritime Tropical: Huge body of air in the lower atmosphere that has similar temperature

Mass: A unified body of matter with no specific shape

Masses: A grouping of individual parts or elements that compose a unified body of unspecified size

or quantity

Matter: Anything that has mass, takes up space and interacts with and interacts with our senses

Mechanical Energy: Is a change in position of an on object with respect to time

Mechanical: Energy associated with the motion or position of an object

Meiotic Cell Division: The process of cell division in sexually reproducing organisms that reduces the number of

chromosomes in reproductive cells from diploid to haploid, leading to the production of

259

gametes in animals and spores in plants

Melting: To be changed from a solid to a liquid state especially by the application of heat

Metabolisms: Released energy and carbon dioxide is produced as a waste product

Metals: A chemical element that is a good conductor of both electricity and heat

Metamorphosis: A change in the form and often habits of an animal during normal development after the

embryonic stage

Meteor: A bright trail or streak that appears in the sky when a meteoroid is heated to incandescence

by friction with the earth's atmosphere.

Meteorologists: Scientists who study, observe and record information about the weather

Microwaves: A high-frequency electromagnetic wave, one millimeter to one meter in wavelength,

intermediate between infrared and short-wave radio wavelengths

Migrating: To change location periodically, especially by moving seasonally from one region to another

Minerals: A naturally occurring, homogeneous inorganic solid substance having a definite chemical

composition and characteristic crystalline structure, color, and hardness

Molecule: A group of two or more atoms linked together by sharing electrons in a chemical bond.

Molecules are the fundamental components of chemical compounds and are the smallest part

of a compound that can participate in a chemical reaction

Moon: Celestial body that orbits a planet

Motion: The act or process of changing position or place

Multi-Cellular: Organisms that consist of more than one cell

Muscular System: The bodily system that is composed of skeletal, smooth, and cardiac muscle tissue and

functions in movement of the body or of materials through the body, maintenance of posture,

and heat production

Natural Disasters:

A natural occurrence of the earth's substance that causes widespread destruction and distress

Natural Environment:

The surrounding circumstances or conditions, which remain untouched by human activity

Nervous: The system of cells, tissues, and organs that regulates the body's responses to internal and

external stimuli

Newton’s Three Laws of

Motion:

Three physical law that form the basis for classical mechanics; they describe the relationship

between the forces acting on a body and its motion due to those forces

Night: The period of time when the sun is below the horizon

Noble Gases: Any of the chemically inert gaseous elements of the periodic

260

table: helium, neon, argon, krypton, xenon, and radon

Noble: Inert; chemically inactive

Nonliving Things: Do not thrive and grow, and do not need air to breath, water, food or shelter

Nonmetals: Any of a number of elements, such as oxygen or sulfur, that lack the physical and chemical

properties of metals

Northern Hemisphere:

The half of the Earth north of the equator

Nuclear: Denoting, relating to, or powered by the energy released in nuclear fission or fusion

Nutrient: A source of nourishment, especially a nourishing ingredient in a food

Nutritional Value: The value of the main nutrients: water, carbohydrate, fat, protein, vitamins and minerals

Nutritionist: One who is trained or an expert in the field of nutrition

Omnivores: Obtain energy from plants and animals

Open Circuit: A circuit that lacks a complete path between the positive and negative terminals of its power

source

Organ System: A group of organs that work together to perform a certain task

Organisms: An individual form of life, such as a plant, animal, bacterium, etc., that work together to

carry on the various processes of life

Organs: A differentiated part of an organism, such as an eye, wing, or leaf, that performs a specific

function

Outer Planet: They’re small and dense and have rocky surfaces

Pastor: A Christian minister or priest having spiritual charge over a congregation or other group

Pedigree Charts: A chart of an individual's ancestors used in human genetics to analyze Mendelian inheritance

of certain traits, especially of familial diseases

Periodic Table: A tabular arrangement of the elements according to their atomic numbers so that elements

with similar properties are in the same column

Periods: A unit of time, longer than an epoch and shorter than an era

Perspiration: The fluid, consisting of water with small amounts of urea and salts, that is excreted through

the pores of the skin by the sweat glands

Phase Change: Transfer of thermal energy from warmer object to cooler object

Phases Of the Moon: Eight distinct, traditionally recognized stages that designate both the degree to which the

Moon is illuminated and the geometric appearance of the illuminated part

261

Phases: A characteristic form, appearance, or stage of development that occurs in a cycle or that

distinguishes some individuals of a group

Photosynthesis: The process in green plants and certain other organisms by which carbohydrates are

synthesized from carbon dioxide and water using light as an energy source.

Physical Changes: Type of change in which the form of matter is altered but one substance is not transformed

into another (ie. crumpling a piece of paper or water changing to ice)

Physical Factors:

Non-living factors that affect organisms and their survival

Physical Properties: Anything that has mass and occupied space cannot be created or destroy

Pitch: Is the number of sound waves cycles per second

Plates: In the theory of plate tectonics, one of the sections of the earth's lithosphere, constantly

moving in relation to the other sections

Pollutant: Something that pollutes, especially a waste material that contaminates air, soil, or water

Population: A group of living organisms of the same kind living in the same place at the same time. (All

of the populations interact and form a community)

Power: Product of force and distance

Precipitation: Water condensed from atmospheric vapor and falling in various forms (e.g. rain, snow, sleet,

mist, etc.)

Predators: An organism that lives by preying on other organisms

Prevailing Winds: Winds that blow predominantly from a single general direction over a particular point

on Earth's surface

Prey: An animal hunted or caught for food

Prism: A solid figure whose bases or ends have the same size and shape and are parallel to one

another, and each of whose sides is a parallelogram

Probability: Away of expressing knowledge or belief that an event will occur or has occurred

Producer: A photosynthetic green plant or chemosynthetic bacterium, constituting the first trophic level

in a food chain

Projectiles: Any object projected into space (empty or not) by the exertion of a force

Properties of Matter:

A characteristic trait or peculiarity, especially one serving to define or describe its possessor

Properties: A characteristic trait or peculiarity, especially one serving to define or describe its possessor

Proteins: Any of a group of complex organic macromolecules that contain carbon, hydrogen, oxygen,

nitrogen, and usually sulfur and are composed of one or more chains of amino acids



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Psychrometer: An instrument that uses the difference in readings between two thermometers, one having a

wet bulb and the other having a dry bulb, to measure the moisture content or relative

humidity of air

Pulley: A simple machine consisting essentially of a wheel with a grooved rim in which a pulled

rope or chain can run to change the direction of the pull and thereby lift a load

Punnett Square: In genetics, a type of grid used to show the gametes of each parent and their possible

offspring

Radio: Communication of audible signals encoded in electromagnetic waves

Radioactive Dating:

Of, exhibiting, or caused by radioactivity

Rain Gauge: A device for measuring rainfall

Rain: Water condensed from atmospheric vapor and falling in drops

Rectum: The terminal portion of the large intestine, extending from the sigmoid colon to the anal

canal

Reflect: To give back or show an image of (an object); mirror

Refracted: To deflect (light, for example) from a straight path by refraction

Relative Humidity: The measure of the amount of water vapor in the air

Reproduction: The act of reproducing

Resistors: A device used to control current in an electric circuit by providing resistance

Respiration: Consist of organs that are responsible for the mechanical breakdown food

Revolution: Orbital motion about a point, especially as distinguished from axial rotation; the planetary

revolution about the Sun

Rotation: The Earth's facing towards or away from the Sun, which equals one day

Rulers: A straightedge strip, as of wood or metal, for drawing straight lines and measuring lengths

Runoff: Rainfall not absorbed by soil

Salivation: The act or process of secreting saliva

Satellite: An artificial body placed in orbit around the earth or another planet in order to collect

information or for communication

Scales: A system of ordered marks at fixed intervals used as a reference standard in measurement; a

ruler with scales in inches and centimeters

School Nurse: A person at school educated and trained to care for the sick or disabled



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Seafloor Spreading: A process that occurs at mid-ocean ridges, where new oceanic crust is formed through

volcanic activity and then gradually moves away from the ridge

Seasons: Summer, Spring, Winter and Fall as defined by the tilt of the Earth relative to the Sun

Sediments: Solid fragments of inorganic or organic material that come from the weathering of rock and

are carried and deposited by wind, water, or ice

Senses: Five human senses: vision, hearing, smell, taste, and touch

Settling: To be separated from a solution or mixture as a sediment

Sex Cells: A germ cell or gamete

Sexually: Having sexual organs or reproducing by processes involving both sexes

Shadows: A dark casting figure opposite a light source

Short Circuit: A low-resistance connection established by accident or intention between two points in an

electric circuit

Simple Machine:

A simple device, such as a lever, pulley, or inclined plane; a machine without moving parts

Single Cells: Organisms that consist of only one cell

Skeletal: The bodily system that consists of the bones, their associated cartilages, and the joints, and

supports and protects the body, produces blood cells, and stores minerals.

Sleet: A mixture of rain and snow or hail

Small Intestine: The narrow, winding, upper part of the intestine where digestion is completed and nutrients

are absorbed by the blood

Solar System: The sun together with the nine planets and all other celestial bodies that orbit the sun; A

system of planets or other bodies orbiting another star

Solid: Of definite shape and volume; not liquid or gaseous


Sound Energy: A type of energy made by vibrations

Sound Waves: A form of energy that is made when the air molecules vibrate and move in a pattern

Sound: The sensation produced by stimulation of the organs ofhearing by vibrations transmitted thro

ugh the air or other medium

Southern Hemisphere:

The half of the Earth south of the equator

Specialized Cells:

A type of cell that performs a specific function in multicellular organisms

Species: A fundamental category of taxonomic classification, ranking below a genus or subgenus and

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consisting of related organisms capable of interbreeding

Speed: The rate or a measure of the rate of motion, especially distance traveled divided by the time

of travel

Stages of Growth

Development:

The periods of time a living organism experiences a particular set of life characteristics

Star: Any of the celestial bodies visible at night from Earth as relatively stationary, usually

twinkling points of light.

State of Matter: A condition or mode of being, as with regard to circumstances

Stationary Fronts:

A front along which an advancing mass of warm air rises over a mass of cold air

Stomach: The enlarged, saclike portion of the alimentary canal, one of the principal organs of

digestion, located in vertebrates between the esophagus and the small intestine

Storm: A violent disturbance of the atmosphere with strong winds and usually rain, thunder,

lightning, or snow

Sugar: A sweet crystalline or powdered substance, white when pure, consisting of sucrose obtained

mainly from sugar cane and sugar beets and used in many foods, drinks, and medicines to

improve their taste

Sun: A star that is the basis of the solar system and that sustains life on Earth, being the source of

heat and light

Switch: A device used to break or open an electric circuit or to divert current from one conductor to

another

Temperature: The degree of hotness or coldness of a body or environment

The Attractive Force: Attracts uncharged material and many attract or repel other charge material

The Circulatory

System:

The organ system that passes nutrients (such as amino acids, electrolytes and lymph), gases,

hormones, blood cells, etc. to and from cells in the body to help fight diseases and help

stabilize body temperature and pH to maintain homeostasis

The Digestive System: The alimentary canal and digestive glands regarded as an integrated system responsible for

the ingestion, digestion, and absorption of food

The Excretory System: A passive biological system that removes excess, unnecessary or dangerous materials from

an organism, so as to help maintain homeostasis within the organism and prevent damage to

the body




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The Law of

Conservation of Mass:

The theory that tells us that matter cannot be created nor destroyed

The Law of

Superposition: A law of geology which states that sedimentary layers are deposited in a time sequence, with

the oldest on the bottom and the youngest on the top

The Rock cycle: An idealized cycle of processes undergone by rocks in the earth's crust

Thermal Energy: The measure of the kinetic energy of the particles in a object

Thermometers: An instrument for measuring temperature, especially one having a graduated glass tube with

a bulb containing a liquid, typically mercury or colored alcohol, that expands and rises in the

tube as the temperature increases

Thunderstorm: Violent disturbance in the atmosphere

Tides: The periodic variation in the surface level of the oceans and of bays, gulfs, inlets, and

estuaries, caused by gravitational attraction of the moon and sun

Tilted: To cause to slope, as by raising one end

Tissue: Any of the distinct types of material of which animals or plants are made, consisting of

specialized cells and their products

Tissues: An aggregation of morphologically similar cells and associated intercellular matter acting

together to perform one or more specific functions in the body

Topographic Map: A type of map characterized by large-scale detail and quantitative representation of relief,

usually using contour lines in modern mapping

Tornado: A tropical cyclone with winds

Tornadoes: A rotating column of air ranging in width from a few yards to more than a mile and whirling

at destructively high speeds, usually accompanied by a funnel-shaped downward extension

of a cumulonimbus cloud

Toxic Substance: Referring to the effect on a whole organism, such as an animal, bacterium, or plant, as well

as the effect on a substructure of the organism, such as a cell (cytotoxicity) or an organ

(organotoxicity), such as the liver(hepatotoxicity)

Traits: A genetically determined characteristic or condition; (ie a recessive or dominant trait)

Transparent: Having the property of transmitting light without appreciable scattering so that bodies lying

beyond are seen clearly

US Food Pyramid: A graphic representation of the structure of a food chain, depicted as a pyramid having a

broad base formed by producers and tapering to a point formed by end consumers

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Vacuum: A space entirely devoid of matter

Vegetative Propagation:

Multiplication of plants by natural reproduction

Velocity: The distance an object moves per unit of time

Vibration: To move back and forth or to and fro, especially rhythmically and rapidly

Villi: One of the numerous vascular projections of the small intestine

Vitamins: Any of various fat-soluble or water-soluble organic substances essential in minute amounts

for normal growth and activity of the body and obtained naturally from plant and animal

foods

Volcanic: Of, resembling, or caused by a volcano or volcanoes

Volcanoes: An opening in the earth's crust through which molten lava, ash, and gases are ejected

Volume: The amount of space occupied by a three-dimensional object or region of space, expressed in

cubic units

Volume: How much three-dimensional space a substance (solid, liquid, gas, or plasma) or shape

occupies or contains

Warm Fronts: A front along which an advancing mass of warm air rises over a mass of cold air

Water Cycle: The cycle of evaporation and condensation that controls the distribution of the earth's water

as it evaporates from bodies of water, condenses, precipitates, and returns to those bodies of

water

Water Vapor: Barely visible or cloudy diffused matter, such as mist, fumes, or smoke, suspended in the air

Water: A clear, colorless, odorless, and tasteless liquid, H2O, essential for most plant and animal

life and the most widely used of all solvents

Wavelengths: Can be divided into several bands based on the wavelength of the light waves

Waves: A disturbance on the surface of a liquid body (ie. sea) in the form of a moving ridge or swell

Weather: The state of the atmosphere at a given time and place, with respect to variables such as

temperature, moisture, wind velocity, and barometric pressure

Weathering: Any of the chemical or mechanical processes by which rocks exposed to the weather

undergo changes in character and break down

Weight: A measure of the heaviness of an object

Wheel: A solid disk or a rigid circular ring connected by spokes to a hub, designed to turn around an

axle passed through the center

Wind Scales: Provide empirical descriptions of wind speed based on observed sea conditions

Wind: Moving air, especially a natural and perceptible movement of air parallel to or along the

ground; A movement of air generated artificially, as by bellows or a fan


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Work: An influence that causes a free body to move in any direction

X-rays: An electromagnetic wave of high energy and very short wavelength (between ultraviolet

light and gamma rays) that is able to pass through many materials opaque to light

Documents

Science Curriculum: Grade 5 - Catholic Schools in the ... and their participation within the larger system. ... weather and climate? ... ability to sum up experiences into some kind