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District Overview:

The goal of the BHASD Science Department is to immerse our K-12 students in the investigation of the nature and behavior of matter, energy, and living organisms which will prepare them for more advanced studies, as well as help to recognize the role of science in their everyday lives. The students’ K-12 experience will encourage and facilitate engagement in the areas of science, technology and engineering to prepare them for future careers. Students will partake in lab investigations, communication of ideas, analysis of data, application of skills, and inductive and deductive reasoning to process learning in a manner that facilitates growth. All of these aspects are key elements for successful engagement in civic, college, or career contexts.

Grade 5 Description:

In fifth grade science, students will delve deeper into the three major areas of science: Life Science, Earth/Space Science, and Physical Science. This will be achieved by using inquiry, exploration, hands-on experiments & activities, technology, nonfiction reading, and academic research.

Grade 5 Units:

· Unit 1: Cells & Body Systems

· Unit 2: Living Things Grow & Reproduce

· Unit 3: Ecosystems & Energy in Ecosystems

· Unit 4: Changes to the Earth's Surface

· Unit 5: Rock Cycle & Fossils

· Unit 6: Solar System & Universe

· Unit 7: Oceans

· Unit 8: Matter

· Unit 9: Light & Sound

· Unit 10: Forces & Motion

Subject: Science

Grade: 5

Suggested Timeline: 17 Class Periods

Unit Title:

Unit 1: Cells & Body Systems

Unit Overview/Essential Understanding:

In this introductory unit, the students will gain an understanding of the characteristics that are shared by all living things. The students will begin to understand the big idea that all living things are made up of cells and that cells work together to make up tissues, organs, and organ systems. This can be characterized by common aspects of the structure and function of animal and plant cell organelles, sense organs, and organ systems (circulatory system, respiratory, muscular system, skeletal system, digestive system, endocrine system, excretory system, & nervous system). Activities may include using microscopes to examine cells and investigating the cooling effects of perspiration on the human body from the evaporation of water. At the conclusion of this unit, students will be able to begin to answer the question: How do organisms live, grow, respond to their environment, and reproduce?

Essential Questions:

· What are cells?

· How can you observe cells?

· How do cells work together?

· How does the human body move, breathe, and circulate blood?

· How does the human body digest food, remove wastes, and send messages?

· How does the human body stay cool?

Unit Objectives:

Students will be able to:

· describe how cells are the basic unit of structure and function in living things.

· identify the parts of plant and animal cells & explain cell theory

· describe the relationship between organs, organ systems, and organisms

· describe the structures of the skeletal & muscular systems

· describe how nutrients and oxygen are obtained and transported through the human body

· sequence the path of digestion and explain the functions of body systems

· demonstrate the effects of evaporative cooling on body temperature

· prepare slides of onion cells and use microscopes to observe onion cells

Focus Standards Addressed in this Unit:

· 5L03 - All organisms are made of cells and can be characterized by common aspects of their structure and functioning.

· 5L11 - Heredity refers to specific mechanisms by which characteristics or traits are passed from one generation to the next via genes, and explains why offspring resemble, but are not identical to, their parents.

Important Standards Addressed in this Unit:

· 3.1.7.A - Explain the parts of a simple system and their relationship to each other.

· 3.1.7.C - Identify patterns as repeated processes or recurring elements in science and technology.

· 3.2.7.B - Apply process knowledge to make and interpret observations.

· 3.3.7.A - Describe the similarities and differences that characterize diverse living things.

· 3.3.7.B - Describe the cell as the basic structural and functional unit of living things.

· 3.3.7.C - Know that every organism has a set of genetic instructions that determines its inherited traits.

Misconceptions:

· Students often have a difficulty understanding how cells, tissues, organs, and organ systems are connected and work together for the human body to function.

· Students often believe that perspiration is cool liquid that cools the body.

Concepts/Content:

· Animal and Plant Cell Parts

· Mitosis and Meiosis

· Dominant and Recessive Traits

· Sense Organs

· Cells, Tissues, Organs, and Organ Systems

· Skeletal, Muscular, Circulatory, Respiratory, Digestive, Endocrine, Nervous, Excretory Systems

Competencies/Skills:

· Identify plant and animal cell parts and describe their functions

· Prepare slides and observe onion cells using a microscope

· Recognize the parts of sense organs and describe the information that each provides

· Describe the functions of different body systems and how they work together

Description of Activities:

· District approved resource activities from provided resources that require students to read, investigate, and research facts related to cells and body systems

· Teacher created resource activities like study guides, lab activities, and Kahoot &/or Quizizz reviews related to cells & body systems

· Online Resources:

· Science simulations using a product like Gizmos related to cells and body systems

· Study Jam & Discovery Education streaming videos related to cells & body systems

· Activity - Cell examination using microscopes to diagram parts of the cell

· Experiment - Investigating the cooling effects of perspiration on the human body from the evaporation of water

Assessments:

· Assessments included in district approved science series

· Experiments/group activities

· Teacher created activities

Interdisciplinary Connections:

· Reading comprehension

· Vocabulary

· Writing

· Mathematics

Additional Resources:

· District approved textbooks

· District approved supplemental resources

· Online resources

· Teacher created resources

Subject: Science

Grade: 5


Unit Title:

Unit 2: Living Things Grow & Reproduce


In this unit, students will gain an understanding about the classification of living things. Students will begin to understand the big ideas that organisms grow, reproduce, and perpetuate their species by obtaining necessary resources through interdependent relationships with other organisms and the physical environment and that interactions of objects or systems of objects can be predicted and explained using the concept of energy transfer and conservation. This can be characterized by common aspects of the structures of plants and animals; how plants and animals grow and reproduce; and physical and behavioral adaptations of living things. Activities may include investigating the effects of light and dark conditions on plant germination and creating a dichotomous key to classify objects. At the conclusion of this unit, students will be able to more fully answer the questions: How do organisms live, grow, respond to their environment, reproduce, and how is energy transferred & conserved?


· How are living things grouped?

· What is a dichotomous key?

· How do plants and animals grow and reproduce?

· What factors affect plant germination rate?

· What are physical and behavioral adaptations?

Unit Objectives:


· identify characteristics used to classify a group of objects

· describe how scientists classify living things

· classify items based on characteristics they have or lack by creating a dichotomous key

· describe seed development & the life cycle of plants

· explain the difference between vascular & nonvascular plants

· observe and record how light affects plant growth

· describe how vertebrates and invertebrates are classified and identify members of each group

· recognize that animal growth involves life cycles

· identify the stages of complete and incomplete metamorphosis

· define adaptation & explain physical and behavioral adaptations

· describe how a life cycle variation could help an organism survive in a particular habitat


· 5L05 - Organisms grow, reproduce, and perpetuate their species by obtaining necessary resources through interdependent relationships with other organisms and the physical environment.

· 5P08 - Interactions of objects or systems of objects can be predicted and explained using the concept of energy transfer and conservation.

· 5L11 - Heredity refers to specific mechanisms by which characteristics or traits are passed from one generation to the next via genes, and explains why offspring resemble, but are not identical to, their parents.





Misconceptions:

· Students often believe all living things are plants or animals.

· Students often do NOT believe that there is a dormant living embryo inside a seed that grows to become a fully developed plant.

· Students often believe that plants get their energy to grow from the nutrients in the soil in which they are growing.

Concepts/Content:

· Classification of Living Things

· Dichotomous Key

· Domains and Kingdoms

· Plant Growth and Reproduction

· Animal Growth and Reproduction

· Life Cycles

· Complete vs. Incomplete Metamorphosis

· Physical and Behavioral Adaptations


· Identify the domains and kingdoms of living things

· Create a dichotomous key

· Describe the role of flowers in angiosperm reproduction

· Describe the factors that can affect plant germination

· Recognize the stages of complete and incomplete metamorphosis

· Explain the difference between physical and behavioral adaptations


· District approved resource activities from provided resources that require students to read, investigate, and research facts related to how living things grow and reproduce

· Teacher created resource activities like study guides, lab activities, and Kahoot &/or Quizizz reviews related to how living things grow and reproduce


· Science simulations using a product like Gizmos related to how living things grow and reproduce

· Study Jam & Discovery Education streaming videos related to how living things grow and reproduce

· Activity - Create a dichotomous key to classify objects.

· Experiment - Investigate the effects of light and dark conditions on plant germination

Assessments:






· Vocabulary

· Writing

· Mathematics




· Online resources


Subject: Science

Grade: 5


Unit Title:

Unit 3: Ecosystems & Energy in Ecosystems


In this unit, students will gain an understanding of ecosystems and how they change over time from both natural processes and human activity. The students will begin to understand the big ideas that all organisms are made of cells and can be characterized by common aspects of their structure and functioning and that organisms grow, reproduce, and perpetuate their species by obtaining necessary resources through interdependent relationships with other organisms and the physical environment. This can be characterized by common aspects of ecosystems such as: gradual changes to ecosystems (primary and secondary succession); rapid changes (forest fire or volcanic eruption); and the positive and negative impact that humans have on an environment; interactions of living things in an ecosystem; energy pyramids/food chains/food webs (how energy flows from the Sun to plants to animals); and the roles of producers, consumers, and decomposers. Activities may include investigations on the effects that drought and pollution have on plant growth. At the conclusion of this unit, students will be able to more fully answer the questions: How do organisms live, grow, respond to their environment, and reproduce; how & why do organisms interact with their environment; and what are the effects of these interactions?


· What is an ecosystem?

· What makes up a land ecosystem?

· How do environmental changes affect organisms?

· How does drought and pollution affect plants?

· What are roles of organisms in ecosystems?

· How does energy move through an ecosystem?

· What roles do decomposers play?

Unit Objectives:


· explain how organisms interact with living and nonliving things in their ecosystem

· identify factors that affect diversity

· identify and classify biotic, abiotic factors, producers, consumers, & decomposers in a land ecosystem

· compare the role, size, & diversity of an area

· describe how changing ecosystems affect the organisms living there

· observe, record, & analyze the impact that drought & pollution has on plant growth.

· observe the growth of a fungus & explain how decomposers are important to an ecosystem

· describe how organisms obtain nutrients

· describe how energy moves through and ecosystem


· 5L01, 5L02, & 5L04 - All organisms are made of cells and can be characterized by common aspects of their structure and functioning.

· 5L06 - 5L10 - Organisms grow, reproduce, and perpetuate their species by obtaining necessary resources through interdependent relationships with other organisms and the physical environment.






· 3.1.7.B - Describe the use of models as an application of scientific or technological concepts.


Misconceptions:

· Students often have difficulty understanding that all living things get their energy either directly or indirectly from the Sun.

· Students often believe that all-natural disasters have negative impact on the environment.

· Students often do not recognize the impact that humans have on the environment.

Concepts/Content:

· Abiotic & Biotic Factors

· Populations & Communities

· Habitat, Niche, & Diversity

· Primary & Secondary Succession

· Invasive Species

· Human Impact on the Environment

· Photosynthesis

· Producers, Consumers (herbivores carnivores, omnivores), Decomposers

· Food Webs, Food Chains, & Energy Pyramid


· Identify organisms and explain how they interact with the living and nonliving parts of an ecosystem

· Describe environmental changes to an ecosystem and identify the effects on organisms living there

· Observe and describe the effects of drought and pollution on plant growth

· Identify producers, consumers, and decomposers in an ecosystem

· Label & compare the organisms in a food chain


· District approved resource activities from provided resources that require students to read, investigate, and research facts related to ecosystems

· Teacher created resource activities like study guides, lab activities, and Kahoot &/or Quizizz reviews related to ecosystems


· Science simulations using a product like Gizmos related to ecosystems

· Study Jam & Discovery Education streaming videos related to ecosystems

· Interactive ecosystem exploration and simulation games like “Feed the Dingo” and “Food Fight”

· Activity – Plot Study

· Experiment - Investigate the effects that drought and pollution have on plant growth

Assessments:






· Vocabulary

· Writing

· Mathematics




· Online resources


Subject: Science

Grade: 5


Unit Title:

Unit 4: Changes to the Earth’s Surface


In this unit, students will gain an understanding that the Earth’s surface is constantly changing. The students will begin to understand the big ideas that the Earth is a complex and dynamic set of interconnected systems (e.g. geosphere, hydrosphere, atmosphere, biosphere) that interact over a wide range of temporal and spatial scales and that the Earth’s processes affect and are affected by human activities. This can be characterized by common characteristics of the ever-changing Earth’s surface such as chemical & physical weathering, erosion, deposition, plate tectonics, earthquakes, mountains, volcanoes, and layers of the Earth. Activities may include making models showing the changes in landforms caused by erosion and deposition.


· How and why is the Earth constantly changing?

· How do Earth’s processes and human activities affect each other?

· How does water change Earth’s surface?

· How do movements of the Earth’s crust change the Earth?

· How do tectonic plates move?

Unit Objectives:


· describe how landforms can change over time

· identify the layers of the Earth & describe plate tectonics

· observe how erosion & deposition change the Earth’s surface

· identify how slope changes erosion and deposition

· create and interpret a topographic map

· draw a profile of a landform using a topographic map


· 5E04, 5E06, 5E08, 5E09, & 5E10 - The Earth is a complex and dynamic set of interconnected systems (e.g. geosphere, hydrosphere, atmosphere, biosphere) that interact over a wide range of temporal and spatial scales.

· 5E11 - The Earth’s processes affect and are affected by human activities.





· 3.1.7.E - Identify change as a variable in describing natural and physical systems.

· 3.2.7.A - Explain and apply scientific and technological knowledge.


· 3.2.7.C - Identify and use the elements of scientific inquiry to solve problems.

· 3.2.7.D - Know and use the technological design process to solve problems.

· 3.4.7.A - Describe concepts about the structure and properties of matter.

· 3.4.7.B - Relate energy sources and transfers to heat and temperature.

· 3.5.7.A - Describe earth features and processes.

· 3.5.7.B - Recognize earth resources and how they affect everyday life.

· 3.5.7.C - Describe basic elements of meteorology.

· 3.5.7.D - Explain the behavior and impact of the earth’s water systems.

· 3.8.7.B - Explain how human ingenuity and technological resources satisfy specific human needs an improve the quality of life.

Misconceptions:

· Students often believe that continents do not move.

· Students often believe that the Earth is molten, except for the crust.

· Students often believe that soil must have always been in its present form.

· Students often believe that mountains form rapidly.

Concepts/Content:

· Weathering, Erosion, & Deposition

· Physical & Chemical Weathering

· Glaciers & Caves

· Layers of the Earth & Landforms

· Plate Tectonics & Plate Boundaries

· Earthquakes & Volcanoes


· Explain the difference between weathering, erosion, and deposition

· Describe how water can erode rock

· Explain the movements of tectonic plates

· Identify tectonic plate boundaries


· District approved resource activities from provided resources that require students to read, investigate, and research facts related to changes to the Earth’s surface

· Teacher created resource activities like study guides, lab activities, and Kahoot &/or Quizizz reviews related to changes to the Earth’s surface


· Science simulations using a product like Gizmos related to changes to the Earth’s surface

· Study Jam & Discovery Education streaming videos related to changes to the Earth’s surface

· Activities - Create and read topographic maps

· Experiment - Investigate the changes in landforms caused by erosion and deposition using stream tables using the Landforms Foss Kit

Assessments:






· Vocabulary

· Writing

· Mathematics




· Online resources


Subject: Science

Grade: 5


Unit Title:

Unit 5: Rock Cycle & Fossils


In this unit, students will gain an understanding of rocks, minerals, and fossils. The students will begin to understand the big ideas that matter can be understood in terms of the types of atoms present and the interactions both between and within atoms and that the Earth is a complex and dynamic set of interconnected systems (e.g. geosphere, hydrosphere, atmosphere, biosphere) that interact over a wide range of temporal and spatial scales. This can be characterized by common aspects of rocks, minerals, and fossils such as mineral properties (hardness, luster, streak, cleavage, fracture, and dissolving); the rock cycle; uses of rocks and minerals; fossil fuels; the fossil record and relative age of rock layers; and molds and casts. Activities may include identifying examples of igneous, sedimentary, and metamorphic rocks; investigating properties of minerals; and creating models of mold and cast fossils. At the conclusion of this unit, students will be able to more fully answer the questions: How can one explain the structure, properties, and interactions of matter, and how & why is the Earth constantly changing?


· What are minerals & mineral properties?

· How can rocks be classified?

· What is the rock cycle?

· What are fossils and fossil fuels?

· How can scientists use fossils to study the Earth’s history?

Unit Objectives:


· identify the physical properties of rocks and minerals

· identify minerals based on their hardness

· determine the difference between rocks and minerals

· identify the three main types of rocks and describe how they form

· observe calcite crystallization

· identify minerals in granite

· describe how fossils and fossil fuels form

· describe how fossils tell us about Earth’s history

· create fossil mold imprints and casts

· determine the order of rock layers based on the fossils contained in each layer


· 5P03 - Matter can be understood in terms of the types of atoms present and the interactions both between and within atoms.

· 5E05 - 5E06 - The Earth is a complex and dynamic set of interconnected systems (e.g. geosphere, hydrosphere, atmosphere, biosphere) that interact over a wide range of temporal and spatial scales.






· 3.5.7.A - Describe earth features and processes.

· 3.5.7.B - Recognize earth resources and how they affect everyday life.

Misconceptions:

· Students often believe that all metals will scratch all rocks.

· Students often believe that rocks and minerals form quickly.

· Students often believe that all fossils are well-preserved bones of animals.

· Students often believe that dinosaurs and humans lived at the same time.

Concepts/Content:

· Rocks vs Minerals

· Rock & Mineral Properties

· Rock Cycle

· Igneous, Sedimentary, & Metamorphic Rocks

· Uses of Rocks & Minerals

· Formation and Types of Fossils & Fossil Fuels

· Fossil Record, Relative Age, & Geologic Time Scale


· Identify minerals based on their properties

· Test the hardness of minerals

· Identify and describe igneous, sedimentary, and metamorphic rock

· Explain the rock cycle

· Describe how fossils and fossil fuels form

· Explain how fossils can be used to learn about Earth’s history

· Interpret the age of rock layers based on fossils


· District approved resource activities from provided resources that require students to read, investigate, and research facts related to rocks and fossils

· Teacher created resource activities like study guides, lab activities, and Kahoot &/or Quizizz reviews related to rocks and fossils


· Science simulations using a product like Gizmos related to rocks and fossils

· Study Jam & Discovery Education streaming videos related to rocks and fossils

· Activities:

· Create models of mold and cast fossils using clay and Plaster of Paris

· Identify igneous, sedimentary, and metamorphic rocks

· Interpret the age of rock layers based on fossils

· Experiments - Investigate the properties of rocks & minerals (hardness, luster, streak, cleavage, fracture, and dissolving) and identify examples rocks and minerals using the Earth Materials Foss Kit

Assessments:






· Vocabulary

· Writing

· Mathematics




· Online resources


Subject: Science

Grade: 5


Unit Title:

Unit 6: Solar System & Universe


In this unit, students will gain an understanding of the solar system, galaxies, and the universe. The students will begin to understand the big ideas that Interactions of objects or systems of objects can be predicted and explained using the concept of energy transfer and conservation and that the universe is composed of a variety of different objects, which are organized into systems each of, which develops according to accepted physical processes and laws. This can be characterized by common aspects of the solar system and the universe such as similarities and differences between the inner and outer planets; other bodies such as asteroids, comets, moons, and dwarf planets; meteoroids, meteors, and meteorites; and types of stars and galaxies. Activities may include researching stars and constellations and Star Lab lessons. At the conclusion of this unit, students will be able to more fully answer the questions: How can one explain and predict interactions between objects within systems, what is the universe, and what is Earth’s place in it?


· What objects are in the solar system?

· How do we observe objects in the solar system?

· What are stars and galaxies?

Unit Objectives:


· describe the major characteristics of the planets in our solar system

· identify objects in our solar system such as asteroids, meteoroids, comets, and dwarf planets

· identify & describe the characteristics of stars and constellations

· explain the motion of constellations and stars in the night sky as related to the Earth’s rotation, revolution, & tilted axis

· draw the path of the sun at different times of the year as related to the Earth’s rotation, revolution, & tilted axis

· identify & simulate the phases of the Moon



· 5E01 - 5E03 - The universe is composed of a variety of different objects, which are organized into systems each of, which develops according to accepted physical processes and laws.


· 3.4.7.C - Identify and explain the principals of force and motion.

· 3.4.7.D - Describe essential ideas about the composition and structure of the universe and the Earth’s place in it.

Misconceptions:

· Students often believe that stars and constellations appear in the same place in the sky every night.

· Students often believe that we experience seasons because of the Earth’s changing distance from the Sun (closer in the summer, farther in the winter).

· Students often believe that all stars are the same size and they are closer together than they really are in space.

· Students often believe that constellations form patterns clearly resembling people, animals, or objects.

Concepts/Content:

· Objects in the Solar System

· Inner Planets vs. Outer Planets

· Dwarf Planets, Moons, & Comets

· Meteoroids, Meteors, & Meteorites

· Characteristics & Types of Stars

· Galaxies


· List and describe the planets and other objects in our solar system

· Explain the ways that scientists collect data about solar system objects

· Describe the differences among stars and galaxies

· Research and draw stars and constellations


· District approved resource activities from provided resources that require students to read, investigate, and research facts related to the solar system and universe

· Teacher created resource activities like study guides, lab activities, and Kahoot &/or Quizizz reviews related to the solar system and universe


· Science simulations using a product like Gizmos related to the solar system and universe

· Study Jam & Discovery Education streaming videos related to the solar system and universe

· Activities:

· Star & constellation research project

· Star Lab:

· Track the path of sun to show the reason for the seasons

· Explore moon phases using a Styrofoam ball & popsicle stick

· Identify stars and constellations

Assessments:






· Vocabulary

· Writing

· Mathematics




· Online resources


Subject: Science

Grade: 5


Unit Title:

Unit 7: Oceans


In this unit, students will gain an understanding about how oceans are complex systems that interact with Earth’s land, air, and organisms. The students will begin to understand the big ideas that waves are a repeating pattern of motion that transfers energy from place to place without overall displacement of matter and that the Earth is a complex and dynamic set of interconnected systems (e.g. geosphere, hydrosphere, atmosphere, biosphere) that interact over a wide range of temporal and spatial scales. This can be characterized by features of the ocean floor; the movement of ocean water (waves, currents, and tides); and ocean zones & ecosystems and the organisms that live within them. Activities may include investigations of current, waves, salinity, and density of saltwater versus fresh water. At the conclusion of this unit, students will be able to more fully answer the questions: How are waves used to transfer energy and information, and how and why is the Earth constantly changing?


· What are the characteristics of ocean floor?

· How does ocean water move?

· What are the main ocean ecosystems and the organisms that live within them?

Unit Objectives:


· identify how waves, currents, & tides form and shape the shoreline

· recognize ocean ecosystems and understand how the environment impacts these ecosystems

· identify how temperature and salinity affects ocean currents

· investigate density of saltwater to determine that it is greater than fresh water


· 5P09 - Waves are a repeating pattern of motion that transfers energy from place to place without overall displacement of matter.

· 5E08 - The Earth is a complex and dynamic set of interconnected systems (e.g. geosphere, hydrosphere, atmosphere, biosphere) that interact over a wide range of temporal and spatial scales.


· 3.5.7.C - Describe basic elements of meteorology.

· 3.5.7.D - Explain the behavior and impact of the earth’s water systems.

Misconceptions:

· Students often believe that waves carry water long distances from the middle of the ocean all the way to the shorelines.

· Students often believe that objects sink or float in water because of their weight, not density.

· Students often have difficulty understanding how the Sun and Moon cause tides.

Concepts/Content:

· Oceans of the World

· Salinity & Water Pressure

· Ocean Floor Features

· Volcanic Islands, Barrier Reefs, Guyots, & Atolls

· Waves, Currents, & Tides

· Intertidal, Near-Shore, & Open-Ocean Zones


· Identify and label features of the ocean floor

· Explain what causes tides and describe high and low tides

· Observe the effects of temperature and salinity on ocean currents

· Explain the characteristics of different ocean ecosystems


· District approved resource activities from provided resources that require students to read, investigate, and research facts related to oceans

· Teacher created resource activities like study guides, lab activities, and Kahoot &/or Quizizz reviews related to oceans


· Science simulations using a product like Gizmos related to oceans

· Study Jam & Discovery Education streaming videos related to oceans

· Activities – Demonstrations of currents and waves

· Experiment - Investigate the density of saltwater vs. fresh water by dissolving enough salt into water to make a golf ball float

Assessments:






· Vocabulary

· Writing

· Mathematics




· Online resources


Subject: Science

Grade: 5


Unit Title:

Unit 8: Matter


In this unit, students will gain an understanding of the characteristics of matter. The students will begin to understand the big ideas that matter can be understood in terms of the types of atoms present and the interactions both between and within atoms and that the Earth is a complex and dynamic set of interconnected systems (e.g. geosphere, hydrosphere, atmosphere, biosphere) that interact over a wide range of temporal and spatial scales. This can be characterized by common concepts related to the properties of matter such as matter is anything that takes up space and has mass; physical and chemical changes; mixtures and solutions; periodic table of elements; atoms, elements, & compounds; and the mass of matter remains unchanged as it changes state. Activities may include investigating mixtures, solutions, solubility, and dissolving rates. At the conclusion of this unit, students will be able to more fully answer the questions: How can one explain the structure, properties, and interactions of matter, and how & why is the Earth constantly changing?


· What are solids, liquids, and gases?

· How does water change states?

· How does matter change?

· What are mixtures and solutions?

· What affects the speed of dissolving?

· What is Atomic Theory?

Unit Objectives:


· describe physical properties of matter

· compare solids, liquids, & gases based on their physical properties

· separate mixtures and solutions

· compare & contrast physical changes and chemical changes

· determine the amount of solute that will dissolve into 50 ml of water

· identify an unknown substance based on its solubility in water

· compare & contrast mixtures and solutions

· observe, compare, & contrast kosher salt, Epsom salt, & citric acid crystals

· explain that matter is made of atoms and describe the structure of an atom

· determine when chemical reactions occur


· 5P01 - 5P06 - Matter can be understood in terms of the types of atoms present and the interactions both between and within atoms.

· 5E07 - The Earth is a complex and dynamic set of interconnected systems (e.g. geosphere, hydrosphere, atmosphere, biosphere) that interact over a wide range of temporal and spatial scales.






Misconceptions:

· Students often believe that gases do not contain matter because most are invisible.

· Students often believe that particles in solids have no motion.

· Students often believe that you can separate a solution by filtering it.

Concepts/Content:

· Properties & States of Matter

· Physical vs. Chemical Changes

· Conservation of Mass

· Mixtures & Solutions

· Atomic Theory

· Atoms, Elements, & Compounds


· Describe the properties of solids, liquid, and gases

· Compare and contrast physical and chemical changes

· Separate mixtures and solutions

· Identify factors that affect the rate at which substances dissolve

· Describe the structures of atoms, elements, and compounds


· District approved resource activities from provided resources that require students to read, investigate, and research facts related to matter

· Teacher created resource activities like study guides, lab activities, and Kahoot &/or Quizizz reviews related to matter


· Science simulations using a product like Gizmos related to matter

· Study Jam & Discovery Education streaming videos related to matter

· Experiments & Activities - Investigate mixtures & solutions, solubility, dissolving rates, and making compounds using the Mixtures & Solutions Foss Kit

Assessments:






· Vocabulary

· Writing

· Mathematics




· Online resources


Subject: Science

Grade: 5


Unit Title:

Unit 9: Light & Sound


In this unit, students will gain an understanding of the characteristics of sound and light as forms of energy that are carried in waves. The students will begin to understand the big ideas that interactions of objects or systems of objects can be predicted and explained using the concept of energy transfer & conservation and that waves are a repeating pattern of motion that transfers energy from place to place without overall displacement of matter. This can be characterized by common properties of sound and light energy such as vibrations; longitudinal and transverse waves (crest, trough, wavelength, amplitude, frequency); how sound & light travel differently through solids, liquids, & gases; and electromagnetic energy & types of light. Activities may include exploring light and sound properties. At the conclusion of this unit, students will be able to more fully answer the questions: How one can explain the structure, properties, and interactions of matter, and how are waves used to transfer energy and information?


· What is sound?

· How does sound travel through solids, liquids, & gases?

· What are some properties of light?

· What happens when light is reflected?

Unit Objectives:


· recognize that sound travels in waves

· explain that sound is transmitted by vibrations through mediums

· investigate different pitches

· describe the electromagnetic spectrum and how light travels

· identify objects that are transparent, translucent, & opaque

· describe convex lenses, concave lenses, and prisms

· explore reflection & refraction



· 5P09 - Waves are a repeating pattern of motion that transfers energy from place to place without overall displacement of matter.



· 3.4.7.C - Identify and explain the principles of force and motion.

Misconceptions:

· Students often confuse volume with pitch.

· Students often believe as waves move; matter moves along with them.

· Students often believe light is only reflected by smooth, shiny surfaces.

· Students often have difficulty understanding that sound and light travel at different speeds through different types of matter.

Concepts/Content:

· Longitudinal Waves & Transverse Waves

· Frequency, Pitch, & Volume

· Wavelengths & Amplitude

· Electromagnetic Spectrum

· Opaque, Translucent, & Transparent

· Reflection, Refraction, & Diffraction

· Convex & Concave Lenses


· Explain how longitudinal waves travel as matter (gases, liquids, & solids) vibrates

· Identify types & uses of light on the electromagnetic spectrum

· Categorize objects as transparent, translucent, or opaque

· Describe what happens when light strikes the surface of a mirror


· District approved resource activities from provided resources that require students to read, investigate, and research facts related to light and sound

· Teacher created resource activities like study guides, lab activities, and Kahoot &/or Quizizz reviews related to light and sound


· Science simulations using a product like Gizmos related to light and sound

· Study Jam & Discovery Education streaming videos related to light & sound

· Activity - Explore reflection & refraction of light using mirrors and convex/concave lenses

· Experiment – Investigate pitch using thin & thick rubber bands

Assessments:






· Vocabulary

· Writing

· Mathematics




· Online resources


Subject: Science

Grade: 5


Unit Title:

Unit 10: Forces & Motion


In this unit, students will gain an understanding that a force is a push or a pull. The students will begin to understand the big idea that interactions of objects or systems of objects can be predicted and explained using the concept of energy transfer and conservation. This can be characterized by common aspects of the concepts of motion and forces such as how forces interact with objects to produce motion; balanced & unbalanced forces; speed, velocity, & acceleration; inertia; and Newton’s Laws of Motion. Activities may include investigating the speed & acceleration of Hot Wheels cars and building a humdinger (an object that hums and dings) using mechanical parts. At the conclusion of this unit students will be able to more fully answer the question: How can one explain and predict interactions between objects within systems?


· What are forces?

· How do forces affect motion?

· What are balanced and unbalanced forces?

· What are Newton’s Laws of Motion?

Unit Objectives:


· identify common forces & recognize the difference between unbalanced & balanced forces

· investigate changes in acceleration & speed

· describe inertia and the laws of motion





· 3.4.7.C - Identify and explain the principles of force and motion.

Misconceptions:

· Students often confuse acceleration with speed.

· Students often believe that velocity is another name for speed.

· Students often believe that if an object is at rest, no forces are acting on it.

Concepts/Content:

· Forces: Gravity & Friction

· Unbalanced & Balanced Forces

· Mass & Acceleration

· Newton’s Laws of Motion

· Inertia


· Demonstrate two common forces

· Explain how the size of a force affects the motion of an object

· Compare and contrast balanced and unbalanced forces

· Interpret Newton’s Laws of Motion


· District approved resource activities from provided resources that require students to read, investigate, and research facts related to forces and motion

· Teacher created resource activities like study guides, lab activities, and Kahoot &/or Quizizz reviews related to forces and motion


· Science simulations using a product like Gizmos related to forces and motion

· Study Jam & Discovery Education streaming videos related to forces and motion

· Activity - Build a humdinger (an object that hums and dings) using mechanical parts from the Models & Designs Foss Kit

· Experiment - Investigate the speed & acceleration of Hot Wheels cars by creating a track with a loop from the Speedometry Kit

Assessments:






· Vocabulary

· Writing

· Mathematics




· Online resources


· web viewstudy jam & discovery education streaming videos related to how living things grow and...

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