Science

Curriculum > Elementary > 5th Grade

Curriculum Overview
Course Title	Grade	Course Length
Science	5 ^th	2 semesters

Course Description: Fifth grade science covers the life, earth, physical, space, and technological sciences. Students will engage in activities and conduct experiments to explore scientific concepts. Many of their experiments should be inquiry-based, derived from their own questions. They will learn how to use instruments to measure and quantify, how to question and debate, and about careers in science. The science curriculum is best understood when integrated with other subjects the students study.

Unit 1. Life Science

Informational Knowledge Objectives
1A. Classifying Organisms: 1. Students will know the definition of classifying and how scientists classify organisms.
Suggestions:
Compare scientific nomenclature to students’ own names (genus=family name, spp=first name)
Have students create a dichotomous key for familiar objects—toys, school supplies, seeds, etc.—to show relationships between objects and how they are differentiated (assuming students are developmentally ready).
Maintain Greek and Latin root word instruction throughout the year.
2. Students will know the classification system of different organisms.
Suggestions:
Students make a chart to illustrate the five groups of vertebrates.
They can categorize vertebrates in a graphic organizer.
Integrate Language arts—have students write a bio-poem for a given vertebrate.
For invertebrates, have students create a “foldable”. Fold A-4 paper the long way. Students measure eight spaces along the edge of the paper, again long the fold itself, then draw lines connecting the marks. They then cut along the lines to the fold. The finished organizer should look like fringe. Each section is for recording information an invertebrate. See Dinak Zike’s book, Foldables
http://www.ellenjmchenry.com/homeschool-freedownloads/lifesciences-games/documents/Classic_Classification_Chart.pdf
http://www.mcwdn.org/Animals/Classification.html
Order examples of animals if possible. The easiest to keep and examine are hydra, planaria, and daphne. Sometimes insects and earthworms are available from the surroundings. Examine them under microscopes. Note their movements and behavior--watch the hydra sting and eat daphne, note the earthworm’s reaction to light, etc.
Integrate Language arts—read Diary of a Worm to students, then have them each write their own books using Diary… as a model. Allow them to use each other’s characters in each other’s books. Show sections of the videos “Planet Earth”, or “The Blue Planet” that show images of the animals and plants discussed in class.
1B. Human Body Systems: Students will know that the human body is made of systems with structures and functions that are related.
Suggestions:
https://www.youtube.com/watch?v=QD3bF_Vy3w8 organ systems—BBC
https://www.youtube.com/watch?v=nnjmrrQ6xOs more organ systems—Amoeba Sisters
Take each other’s pulses, before and after exercise. Compare the human pulse to other mammals, from the elephant to the mouse.
Measure student lung capacity.
Have students look at tripe under a microscope. Have them explain how the villus/villi aid in absorbing food.
Show videos of healthy lungs and how they work versus lungs of a smoker. How does smoke impair oxygen uptake?
Have students trace an oxygen molecule from the nose to their skin, or a sugar molecule through their mouth to their brain. (They can research the process, then create a comic book style explanation.
Students could make life-size outlines of themselves—trace around each other on butcher paper, then cut out along the outline. Decorate face and hair, leave the rest blank. Have students draw each system
Projects: Students draw an analogy to non-living things’ systems. For instance, a city is a system. What part of the city is the brain? The circulatory system? The digestive system?
Students could make a simple book, or together, make a mural for the classroom, showing the parts of a city that correspond to human systems.
Advanced students: research an invertebrate. Present findings to the class. Answer questions re systems—for instance, what is a grasshopper’s pulmonary system? Does a snail have a circulatory system, and if so, how is it like or not like that of humans? (Etc.)
Wrap up (or do after studying plant systems)—compare systems to letters or numbers. Each letter (cell) stands for a sound. Put together, they create words (tissues). Words put together create sentences (organs). Sentences together create ideas—complete thoughts (systems).
1C. Plants—Structures, Systems, Growth: 1. Students will know that some plant cells are similar to animal cells, and function in a similar manner.
2. Students will know that green plants use carbon dioxide, water and sunlight energy to turn minerals and nutrients into food growth, maintenance, and reproduction.
3. Students will know that to work collaboratively, all team members should be free to reach, explain, and justify their own individual conclusions.
4. Students will know that natural events are often predictable and logical.
Suggestions:
With a loupe or strong hands lens, look at bean seeds that have been soaked. Have students dissect the beans—open them along the seam, observe and draw the tiny leaves and rootlets. Label the structures. Repeat every two to three days, until the seeds have completely germinated.
Do the same for soaked corn seeds. Students will need to have the seed cut for them; there will be no seam.
Ask students to describe the differences between the two seeds. Then give them the vocabulary—leaf, root, stem, cotyledon, and seed coat. Explain the difference between monocots and dicots.
Have the students predict what will happen to root growth under various conditions. What happens when a growing seed is turned? Keep seeds in a plastic Ziploc bag, or on wet paper towels in a petri dish. Challenge students to mark a path on the outside of a clear plastic cup, anchor a bean seed with wet paper towels to the side of the cup (so it’s visible), then try to make the root grow along the path.
Using a paper clip, cover a leaf with strong dark paper. Predict—what will happen to the leaf? How long will it take? Can you create designs on the leaf?
Look at elodea or Tradescantia leaves under a microscope. Watch the chloroplasts streaming. Look at youtube videos if you have no plants and/or microscopes.
Elodea:
https://www.youtube.com/watch?v=BB5rvjZzgFU
https://www.youtube.com/watch?v=7jw-N82tHjc
Acquire (or better yet, grow) white daisies or white carnations. Split the stem carefully up the middle—do not cut any part off. Put one end of the split stem in one glass of water (dyed a strong color, such as red), and put the other end of the same flower in another glass of a different color. Leave several days. This illustrates the xylem system. This can also be done with celery. The food coloring will appear in the leaves of the celery and in the petals of the flowers.
Use capillary tubes to illustrate transpiration. Best if this is done after students have studied the properties of water.
Could insert a mini-unit here—ask, what would happen if the world had no plants? (Some will say, we’ll eat animals). Have them make a food diagram cycle, working backwards from consumers such as eagles and humans to rabbits, mice, etc., to plants.
Look at roots—compare carrots to grass roots, in dissection. Grow carrot plants from the cut off top of a carrot to show that the tissues in the root are supplying the leaves with water and nutrients.
Examine bulbs, such as garlic. Dissect daffodils, or whatever is available. Grow the bulbs on, and dissect them every few days to examine the changes in structure. Keep track of changes with illustrations, complete with labels. When the bulb blooms, use it for an art project. Make your own paint from greens (grass, spinach, etc, works well), onion skins, purple cabbage, etc.
For studying flowers:
Keep some easy-to-care for blooming plants, such as day lilies, then:
After teaching the process of pollination, have students be pollinators. Have them use Q-tips to swab the pollen from one flower, then apply it to the pistil of another. Cover the flower so it does not cross pollinate with other pollen. Students watch the petals wither and the seed pods form.
Dissect the flowers at different stages of their growth (if not already done with bulbs). When the flower has opened, cut each flower in half; give each child one half to draw, label, and color. Make sure to leave plenty of seed pods on the stem, to ripen for the students to collect and plant!
Look at magnified images of pollen. Ask, why are they shaped the way they are? Brainstorm together, then look at the way each type of pollen is distributed—by bees, the wind, flies, birds, bats? How does the form help them get to another flower?
Include a study of bees as well. What would happen if we didn’t have bees? Bees are in trouble; research this issue. Do we need to address this problem, and if so, do what to rectify it?
Seeds—do the same with seeds as with pollen. Find some seeds outside. How do they get around—hitchhike on socks? Blown on the wind? Carried by birds? How do the seeds adapted to getting to a new piece of ground on which to germinate?
Monocots vs. dicots:
Gather different types of whole plants from the store. Have kids determine which are monocots and which are dicots.
ID monocots and dicots on a walk around the school, or have them bring examples from home.
1D. Ecosystems, Organism Interactions, Energy Movement, Changing Ecosystems: 1. Students will know that the changes in light, water, temperature, and soil are mostly responsible for the existence of different kinds of organisms and population densities of an ecosystem.
2. Students will know that the size of a population depends on the resources available in its community.
3. Students will know the descriptions of the land biomes and can name examples of the animals and plants that live in them.
4. Students will know how organisms adapt to the physical environment of their biome.
Suggestions:
Eyewitness makes excellent videos on biomes (as well as on many other topics)
Give students a blackline map of the biomes of the world. Give each student (or pair of students) a biome to research. They make a poster detailing characteristics of each biome (determined in advance), then present their biomes to the class.
OR have the students make a model of a given biome and present it to the class.
http://www.blueplanetbiomes.org/world_biomes.htm good website on biomes
http://teachnet.com/lessonplans/science/biology/farlandia-a-ficticious-ecosystem/ for students to create their own biomes on line
http://www.pbslearningmedia.org/resource/tdc02.sci.life.eco.lp_biomes/biomes/ Links to videos on four biomes, as well as an interactive which students can use to do research.
http://www.thewildclassroom.com/biomes/index.html Interactive biome map for research
http://www.layfieldsci.com/uploads/1/3/2/3/1323375/1b_entireactivity.pdf EXCELLENT! An entire unit. Has a blackline map that can be tweaked to reflect eight biomes.
Symbiosis:
Show as many examples as possible of different types of symbiosis. Have students record the three types in a “foldable”, with examples of each (mutualism, parasitic, commensalism)
http://www.cals.ncsu.edu/course/ent525/close/goodbuddies.html Good site for a fun symbiosis activity
Compare “symbiosis” amongst humans to symbiosis amongst animals. Have students write a few paragraphs about the way they interact with their friends or family members, and what the consequences are (e.g. fighting or cooperating with a sibling, reading to a little brother, setting the table for dinner, sharing lunch with a friend. How woud they categorize each situation? Is it symbiotic? If so, which kind?)
Food chains:
http://www.ecokids.ca/pub/eco_info/topics/frogs/chain_reaction/play_chainreaction.cfm interactive—build a food chain, see what happens when you take something out
www.teachingandlearningresources.co.uk/foodchains.ppt food chain and web ppt
http://www.portageinc.com/community/pp/foodwebs.aspx food web game
http://www.cheetah.co.za/resource/english/grade_4_lesson_4.pdf link to a good LP on food chains and pyramids
Population cycles:
http://puzzling.caret.cam.ac.uk/game.php?game=foodchaininteractive “game”—grass, rabbits, foxes
Carbon cycle:
http://www.kscience.co.uk/animations/carbon_cycle.htm good, simple interactive animation of a rabbit and the carbon cycle
Changing Ecosystems:
Do the activity on p. 179 of the textbook to show effects of changes on an environment over time.
Activity--acquire as many large pieces of different colored fabric (about 2-3 ft square each). Use a hole punch to punch out a variety of paper dots, some of which match the fabric, some of which contrast with the fabric. Have the students scatter a mix of the dots on the fabric, then, at a sign, they compete to pick up as many of the dots as possible. Most likely they will pick up the contrasting dots, which represent organisms that are adapted to their environment (specifically through camouflage). Repeat with different colored fabrics.
Have students draw cause and effect charts. The center of the chart is an environment, the arrows pointing away from the center are the changes, and so on.
Have students research introduced species—rabbits in Australia, zebra mussels in the US, scotchbroom in the US, kudzu in the southern US, cane toads in Hawaii, etc. Present findings to the class.
5. Students will know that the changes in light, water, temperature, and soil are mostly responsible for the existence of different kinds of organisms and population densities in an ecosystem.
6. Students will know that the size of a population depends on the resources available in its community.
7. Students will know the different characteristics of water biomes and give examples of plants and animals that live in each of them.
8. Students will know how organisms change over time.
9. Students will know how changes in the ecosystem affect changes in organisms.

Procedural Knowledge Objectives
1A. Classifying Organisms: 1. Students will be able to identify the different ways scientists classify organisms.
2. Students will be able to identify the classification systems and which organisms go into the different levels.
1B. Human Body Systems: Students will be able to explain how the human body is made of systems with structures and functions that are related.
1C. Plants—Structures, Systems, Growth: 1. Students will be able to state that similar cells will form different kinds of structures.
2. Students will be able to state that green plants use carbon dioxide, water and sunlight energy to turn minerals and nutrients into food growth, maintenance, and reproduction.
3. Students will be able to state that to work collaboratively, all team members should be free to reach, explain, and justify their own individual conclusions.
4. Students will be able to state that natural events are often predictable and logical.
1D. Ecosystems, Organism Interactions, Energy Movement, Changing Ecosystems: 1. Students will be able to explain how the changes in light, water, temperature, and soil are mostly responsible for the existence of different kinds of organisms and population densities of an ecosystem.
2. Students will be able to explain how the size of a population depends on the resources available in its community.
3. Students will be able to explain the descriptions of the land biomes and can name examples of the animals and plants that live in them.
4. Students will be able to explain how organisms adapt to the physical environment of their biome.
5. Students will be able to explain how the changes in light, water, temperature, and soil are mostly responsible for the existence of different kinds of organisms and population densities in an ecosystem.
6. Students will be able to explain how the size of a population depends on the resources available in its community.
7. Students will be able to name different characteristics of water biomes.
8. Students will be able to state how organisms change over time.
9. Students will be able to state how changes in the ecosystem affect changes in organisms.

Unit 2: Earth Science

Informational Knowledge Objectives
Unit 2A: Water on Earth: 1. Students will know that 75% of the earth is made up of water.
2. Students will know the properties and features of water in the oceans.
3. Students will know that most of the earth’s water is unfit or unavailable for human consumption
http://ecosystems.psu.edu/youth/sftrc/lesson-plans/water/6-8/everywhere -thisplan says it’s for 6th grade and above, but it works great for fifth grade too.
4. Students will know the forms fresh water takes.
http://pmm.nasa.gov/education/lesson-plans/freshwater-availability-classroom-activity
Students will know the process of acquiring fresh water for human consumption.
5. Students will know what the water cycle is and how it is influenced by temperature, pressure, and the topography of the land.
Suggestion-Art project—have students create a water cycle comic/storyboard. A drop of water goes through the water cycle. Must address all the components of the water cycle (evaporation, etc.).
6. Students will know how atmospheric pressure affects the water cycle.
Unit 2B: Why the Weather Changes: 1. Students will know simple strategies to help them understand vocabulary words.
2. Students will know that air pressure is related to the water cycle, altitude and air currents (wind).
3. Students will know the outcomes ofhot and cold air of the meeting of hot and cold air masses.
4. Students will know the characteristics of different types of severe weather.
5. Students will know which tools are needed to create a weather forecast.
Suggestion:
Students make a rain gauge, a simple barometer, and an anemometer.
6. Students will know how natural events are predicted.
7. Students will know the difference between climate and weather.
Suggestion:
have students compare the daily weather for different given places, and compare the findings to the known climate for the same places.
Unit 2C: Earth’s Changing Surface: 1. Students will know the different layers of the earth.
Suggestion:
Have students create a model of the cross-section of the earth’s layers. Provide information on each layer/
2. Students will know how different geological features are created.
Suggestion:
Watch a variety of videos, including Eyewitness, such as “Volcanoes”, and you tubes of volcanoes, earthquakes, etc.
3. Students will know how the earth’s surface is shaped by slow processes and rapid, cataclysmic events.
4. Students will know that eroded materials are transported and deposited over time to new areas to form new features.
5. Students will know the characteristics used to classify minerals.
Suggestion:
Look at a variety of mineral. Administer the “scratch test” to the minerals.
6. Students will know the different forces that break down materials.
Unit 2D: Protecting Earth’s Resources: Students will know the resources that can be identified as being renewable or nonrenewable.
Students will know that there is a limited supply of non-renewable energy sources.
Students will know the advantages and disadvantages of examples of each of the renewable and non-renewable energy sources.
Students will know the advantages and manner in which people can reuse, recycle, and reduce the use of resources to improve and protect our quality of life.

Procedural Knowledge Objectives
Unit 2A: Water on Earth: 1. Students will be able to state that 75% of the earth is made up of water
2. Students will be able to list the properties and features of water in the oceans.
3. Students will know that most of the earth’s water is unfit or unavailable for human consumption
4. Students will know the forms fresh water takes.
5. Students will be able to discuss the different forms of fresh water, and be able to explain the process of acquiring fresh water
6. Students will be able to explain water cycle and how it is influenced by temperature, pressure, and the topography of the land.
7. Students will be able to discuss the influence of atmospheric pressure on the water cycle.
Unit 2B: Why the Weather Changes: 1. Students will be able to define the chapter vocabulary words.
2. Students will be able to state how the air pressure relates to the water cycle, altitude, and currents.
3. Students will be able to describe the outcomes of hot and cold air masses meeting.
4. Students will be able to list the characteristics of different types of severe weather.
5. Students will be able to identify the different weather tools and explain their uses.
6. Students will be able to explain how natural events are predicted.
7. Students will be able to explain the difference between climate and weather.
Unit 2C: Earth’s Changing Surface: 1. SWBAT illustrate the different layers of the earth.
2. SWBAT explain how different geological features are created.
3. SWBAT describe the ways in which the earth’s surface is shaped, including slow processes and rapid, cataclysmic events.
4. SWBAT explain how eroded materials are transported and deposited over time to new areas to form new features.
5. SWBAT list the characteristics used to classify minerals.
6. SWBAT list the different forces that break down materials.
Unit 2D: Protecting Earth’s Resources: SWBAT list the resources that can be identified as being renewable or nonrenewable.
SWBAT discuss the fact that there is a limited supply of non-renewable energy sources.
SWBAT debate the advantages and disadvantages of examples of each of the renewable and non-renewable energy sources.
SWBAT describe the advantages of and manner in which people can reuse, recycle, and reduce the use of resources to improve and protect our quality of life.

Unit 3: Physical Science

Informational Knowledge Objectives
Unit 3A: Matter and Its Properties: 1. Students will know that all matter is made of atoms.
2. Students will know that materials may be made of parts too small to be seen without magnification.
Suggestion:
Explore atoms- http://education.jlab.org/atomtour/ (Jefferson Lab). “Make” and present an atom.
Watch the animated video of the periodic table being constructed to Tom Lehrer’s song “The Elements”
3. Students will know the different properties of matter.
Suggestion:
Focus on water and buoyancy. Float different objects. Make a boat that will carry a cargo. Compare buoyancy of water to other fluids.
4. Students will know that the weight of an object always equals the sum of its parts.
5. Students will know that matter is conserved during heating and cooling.
6. Students will know how phase changes occur.
7. Students will know the difference between mixtures and solutions.
8. Students will know the difference between chemical and physical changes.
Suggestions:
Look at the Exploratorium website for a copper and vinegar experiment:
https://www.exploratorium.edu/science_explorer/copper_caper.html
There are many excellent lesson plans on the Exploratorium website: https://www.exploratorium.edu/explore
9. Students will know how chemical properties are useful in our lives.
Unit 3B: Forces and Motion: 1. Students will know the definition of motion.
2. Students will know how to calculate average speed.
3. Students will know the definition of force.
4. Students will know the characteristics of gravity, magnetism, electricity, and friction.
5. Students will know the difference between the meaning of “work” in daily life and in the world of science.
6. Students will know the definition of power.
7. Students will know Newton’s Three Laws of Motion.
8. Students will know the six simple machines on which all other machines are based.
Again, this website is very useful: https://www.exploratorium.edu/explore
Unit 3C: Changing Forms of Energy: 1. Students will know the definition of “energy”.
2. Students will know that energy can be neither created nor destroyed.
3. Students will know the difference between kinetic and potential energy.
4. Students will know that kinetic energy is based on the speed and mass of an object.
5. Students will know that kinetic energy can be changed into other types of energy.
6. Students will know that there are several types of potential energy.
7. Students will know examples of chemical and nuclear energy.
8. Students will know that fuel, including food, has energy.
9. Students will know the definition of “sound”.
10. Students will know the characteristics of sound energy.
11. Students will know the definition of light.
12. Students will know the characteristics of light energy.
13. Students will know the definition of thermal energy.
14. Students will know the characteristics of thermal energy.
15. Students will know the difference between conduction, convection, and radiation.
Unit 3D: Electricity: 1. Students will know the definition of electric charge.
2. Students will know the difference between conductors and insulators.
3. Students will know the definition of simple circuit
Suggestion:
Make a circuit using a potato or lemon
4. Students will know the definition of complex circuit.
Suggestion:
Use this website to make a virtual circuit:
http://thefusebox.northernpowergrid.com/page/circuitbuilder.cfm
5. Students will know how an electromagnet works.

Procedural Knowledge Objectives
Unit 3A: Matter and Its Properties: 1. SWBAT reiterate that all matter is made of atoms.
2. SWBAT retell that materials may be made of parts too small to be seen without magnification.
3. SWBAT discuss the different properties of matter.
4. SWBAT demonstrate that the weight of an object is always equal to the sum of its parts.
5. SWBAT show that matter is conserved during heating and cooling.
6. SWBAT demonstrate how phase changes occur.
7. SWBAT compare and contrast mixtures and solutions.
8. SWBAT compare and contrast chemical and physical changes
9. SWBAT illustrate how chemical properties are useful in our lives.
Unit 3B: Forces and Motion: 1. SWBAT define motion.
2. SWBAT calculate average speed.
3. SWBAT define force.
4. SWBAT list the characteristics of gravity, magnetism, electricity, and friction.
5. SWBAT differentiate between the meaning of “work” in daily life and in the world of science.
6. SWBAT define power.
7. SWBAT demonstrate Newton’s Three Laws of Motion.
8. SWBAT list the six simple machines on which all other machines are based.
Unit 3C: Changing Forms of Energy: 1. SWBAT define “energy”.
2. SWBAT tell that energy can be neither created nor destroyed.
3. SWBAT differentiate between kinetic and potential energy.
4. SWBAT show that kinetic energy is based on the speed and mass of an object.
5. SWBAT show that kinetic energy can be changed into other types of energy.
6. SWBAT list the several types of potential energy.
7. SWBAT list examples of chemical and nuclear energy.
8. SWBAT discuss fuel as a source of energy.
9. SWBAT define “ sound”.
10. SWBAT list the characteristics of sound energy.
11. SWBAT define “light”.
12. SWBAT list the characteristics of light energy.
13. SWBAT define “thermal energy”.
14. SWBAT list the characteristics of thermal energy.
15. SWBAT contrast conduction, convection, and radiation.
Unit 3D: Electricity: 1. SWBAT define “electric charge”.
2. SWBAT compare and contrast conductors and insulators.
3. SWBAT define “simple circuit”.
4. SWBAT define “complex circuit”.
5. SWBAT demonstrate how an electromagnet works.

Unit 4. Space and Technology

Informational Knowledge Objectives
Unit 4A: The History of Astronomy: Suggestions:
Connect to Mayan calendar, Egyptians, Greeks
Greek/Latin roots—astr-, lun-, tele, scope, -stell-, -tech-. –sol-
Student will know:
1. Many ancient civilizations were familiar with the solar system, and made accurate predictions concerning celestial events.
2. Some of the early tools used to observe and measure the stars.
3. Some of the characteristics of modern high-tech and radio telescopes.
4. Definition of “star”.
5. Characteristics of the sun
6. Ways in which stars are grouped together.
7. Ways in which the earth moves relative to the sun.
Suggestions:
Students can act this out—take turns being the sun and the earth—throw in the moon for more fun. The earth revolves around the sun, the moon around the earth, both rotate while revolving.
8. Causes of the seasons.
Suggestion:
Make a poster of the earth relative to the sun at the solstices and equinoxes, , including showing the tilt of the earth at different seasns.
9. Names of the planets and their relative location.
10. Definition of comet and asteroid.
Suggestions:
Excellent websites for planet research:
http://www.planetsforkids.org/
http://kids.nineplanets.org/intro.htm
11. Difference between meteor, meteoroid, and meteorite.
12. Characteristics of the moon
13. Causes of the phases of the moon.
Suggestions:
Make a poster of the phases of the moon (waxing, waning, etc.)
Illustrate the phases of the moon with Oreos (many lessons on line)
14. Effect of gravity on weight.
Suggestion:
http://www.exploratorium.edu/ronh/weight/
index.html (weigh yourself on the planets or stars)
15. Definition of “technology”.
16. How technology has affected lifestyles throughout the centuries.
17. How to read scale on a map.
18. How to read a topographic map.

Procedural Knowledge Objectives
Unit 4A: The History of Astronomy: 1. Discuss the many ancient civilizations were familiar with the solar system, and made accurate predictions concerning celestial events.
2. Recreate some of the early tools used to observe and measure the stars.
3. List some of the characteristics of modern high-tech and radio telescopes.
4. Define “star”.
5. List the characteristics of the sun
6. Describe the ways in which stars are grouped together.
7. Describe the ways in which the earth moves relative to the sun.
8. List the causes of the seasons.
9. Name of the planets and discuss their relative location.
10. Define “comet” and “asteroid”.
11. Differentiate between meteor, meteoroid, and meteorite.
12. List the characteristics of the moon
13. List the causes of the phases of the moon.
14. Illustrate the effect of gravity on weight.
15. Define “technology”.
16. Show how technology has affected lifestyles throughout the centuries.
17. Read scale on a map.
18. Read a topographic map.

Course Description: This course is made for students in the 5th Grade. It builds on the knowledge they learned in 4th Grade. There are four major units in this course: Life Science, Earth Science, Physical Science, and Space and Technology. Students will learn about these topics through readings, activities, and experiments.

Course Learning Objectives: 1. Understand that science is a way of knowing about the natural world, is done by individuals and groups, and is characterized by empirical criteria, logical argument and skeptical review.
2. Understand that scientific inquiry requires identification of assumptions, use of critical and logical thinking, and consideration of alternative explanations.
3. Understand that Men and women throughout the history of all cultures, including Minnesota American Indian tribes and communities, have been involved in engineering design and scientific inquiry.
4. Understand that tools and mathematics help scientists and engineers see more, measure more accurately, and do things that they could not otherwise accomplish.
5. Understand that an object's motion is affected by forces and can be described by the object's speed and the direction it is moving.
6. Understand that the surface of the Earth changes. Some changes are due to slow processes and some changes are due to rapid processes.
7. Understand that in order to maintain and improve their existence, humans interact with and influence Earth systems.
8. Understand that living things are diverse with many different characteristics that enable them to grow, reproduce and survive.
9. Understand that natural systems have many components that interact to maintain the living system.
10. Understand that humans change environments in ways that can be either beneficial or harmful to themselves and other organisms.
(from Minnesota State Standards for Science)

Resources: Scott Foresman Science: The Diamond Edition
Scott Foresman Science: Workbook

Units, Themes, and Course Organization: Unit A: Life Science
Chapter 1: Classifying Organisms
Chapter 2: Cells to Systems
Chapter 3 Human Body Systems
Chapter 4: Plants
Chapter 5: Interactions in Ecosystems
Chapter 6: Changes in Ecosystems
Unit B: Earth Science
Chapter 7: Water on Earth
Chapter 8: Weather Patterns
Chapter 9: Earth’s Changing Surface
Chapter 10: Protecting Earth’s Resources
Unit C: Physical Science
Chapter 11: Matter and Its Properties
Chapter 12: Changes in Matter
Chapter 13: Forces in Motion
Chapter 14: Changing forms of Energy
Chapter 15: Electricity
Unit D: Space and Technology
Chapter 16: Stars and Galaxies
Chapter 17: Earth in Space
Chapter 18: Technology in Our Lives

Learning Activities and Methods: Class Discussions, Projects, Experiments

Assessment

Evaluation:

evaluation example
Tests/Quizzes	35%
Projects	25%
Homework	15%
Class-work	15%
Participation	10%

Grading Scale:

Grading Scale
A+	97 - 100	4.0
A	94 - 96.99	4.0
A-	90 - 93.99	3.7
B+	87 - 89.99	3.3
B	84 - 86.99	3.0
B-	80 - 83.99	2.7
C+	77 - 79.99	2.3
C	74 - 76.99	2.0
C-	70 - 73.99	1.7
D+	67 - 69.99	1.3
D	64 - 66.99	1.0
D-	60 - 63.99	0.7
F	0 - 59.99	0

Classroom 4Policies/Rules: 1. All students are expected to treat themselves, their classmates, their teachers, and the classroom materials with respect.
2. All students are expected to try their best at all times
3. There is 0 tolerance for bullying and will be handled on a case-to-case basis.
4. If a student shows academic dishonesty on any test/quiz/class-work/ homework, they will receive a 0 on the assignment and a letter will be sent home to the parents.

Supplies: Notebook, Pencils

Questions: Parents, guardians, and host parents: If you have any questions, comments, or concerns, please feel free to contact me. E-mail is the best way to reach me. I am happy to answer questions via e-mail, meet with you in person, or have a phone conversation.
If you have questions, are struggling with the course material, are concerned about your grade, or have any other concerns, please come talk to me sooner rather than later. I am happy to find a time to meet with you before school, after school, or during lunch.

Important Note:

This Syllabus is intended to be a guideline. The description, requirement, and schedule are subject to revision and refinement by the teacher.

Weekly Informational Knowledge Overview - (Students will know...): Students will know the definition of classifying and how scientists classify organisms.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to identify the different ways scientists classify organisms.

Monday

Tuesday

Wednesday

Thursday

Friday

***FIRST DAY OF CLASS***
Learning Objective:: Students will get to know their classmates.

Language Objective:: Students will get to know their classmates.

Main Activity:: Get to know you activities.

Evaluation:

Vocabulary:

Homework:

Learning Objective:: Students will access their prior knowledge on classifying organisms.

Language Objective:: Students will be able to write facts from their background knowledge in a KWL chart.

Main Activity:: KWL Chart.

Evaluation:

Vocabulary:

Homework:

Learning Objective:: Students will learn the vocabulary words of the chapter.

Language Objective:: Students will be able to define vocabulary words of the chapter.

Main Activity:: Classifying writing utensils, Vocabulary discussions, Workbook pg. 1

Evaluation:

Vocabulary:: classify, kingdom, phylum, class, species, vertebrate, invertebrate

Homework:: Workbook Pg. 2+3

Learning Objective:: Students will learn that living things are different but share similar structures.

Language Objective:: Students will be able to read.

Main Activity:: Reading of lesson 1
Completion of lesson checkpoint.

Evaluation:: Lesson check point

Vocabulary:

Homework:: workbook pg. 4

Learning Objective:: Students will learn that living things are different but share similar structures.

Language Objective:: Students will be able to identify the different ways scientists classify organisms.

Main Activity:: Reading of lesson 2.
Completion of lesson check point.

Evaluation:: lesson check point

Vocabulary:

Homework:

Materials / Resources (including technology): Science Book
Science workbook

State of Minnesota Standards Covered: 5.4.1.1.1 Describe how plant and animal structures and their functions provide an advantage for survival in a given natural system. For example: Compare the physical characteristics of plants or animals from widely different environments, such as desert verses tropical, and explore how each has adapted to its environment.

Weekly Informational Knowledge Overview - (Students will know...): Students will know the classification system of different organisms.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to identify the classification systems and which organisms go into the different levels.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: The students will know that living things are different but share similar structures.

Language Objective:: Students will be able to identify the classification systems and which organisms go into the different levels.

Main Activity:: Review of lesson 1, review of classwork from previous day.

Evaluation:

Vocabulary:

Homework:

Learning Objective:: The students will know that living things are different but share similar structures.

Language Objective:: Students will be able to identify the classification systems and which organisms go into the different levels.

Main Activity:: Part 1 of Lesson 2, reading as a class, taking notes

Evaluation:

Vocabulary:

Homework:: Workbook pg 5a

Learning Objective:: The students will know that living things are different but share similar structures.

Language Objective:: Students will be able to identify the classification systems and which organisms go into the different levels.

Main Activity:: Finish lesson 2, taking notes

Evaluation:

Vocabulary:

Homework:

Learning Objective:: The students will know that living things are different but share similar structures.

Language Objective:: Students will be able to write what they learned about by answering the review questions

Main Activity:: Lesson 2 Review Questions

Evaluation:: Lesson 2 review question.

Vocabulary:

Homework:

Learning Objective:: The students will know that living things are different but share similar structures.

Language Objective:: Students will be able to identify the classification systems and which organisms go into the different levels.

Main Activity:: Reading and reviewing of Lesson 3.

Evaluation:

Vocabulary:

Homework:

Materials / Resources (including technology): Science Textbook
Science workbook
Science notebook

State of Minnesota Standards Covered: 5.4.1.1.1 Describe how plant and animal structures and their functions provide an advantage for survival in a given natural system. For example: Compare the physical characteristics of plants or animals from widely different environments, such as desert verses tropical, and explore how each has adapted to its environment.

Weekly Informational Knowledge Overview - (Students will know...): Students will know the classification system of different organisms.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to identify the classification systems and which organisms go into the different levels.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: The students will know that living things are different things but share similar structures.

Language Objective:: Students will be able to identify the classification systems and which organisms go into the different levels.

Main Activity:: Rereading of the lesson 3 as a class, taking notes, review questions.

Evaluation:: review questions.

Vocabulary:

Homework:: Workbook pg. 6/finish review questions.

Learning Objective:: The students will be able to complete a project that shows their knowledge of vertebrates and invertebrates.

Language Objective:: Students will be able to portray information they know in a visual form of a poster.

Main Activity:: Students will be broken up into two groups that describe vertebrates and invertebrates.

Evaluation:: Poster

Vocabulary:

Homework:

Learning Objective:: The students will know that living things are different things but share similar structures.

Language Objective:: Students will be able to read and comprehend lesson 4.

Main Activity:: Reading of lesson 4, taking notes, review questions.

Evaluation:: review questions

Vocabulary:

Homework:: Workbook pg. 6.

Learning Objective:: Students will be reviewing for the science test on Friday.

Language Objective:: Review.

Main Activity:: Review questions and game.

Evaluation:

Vocabulary:

Homework:: Study for Test

Learning Objective:: Students will be able to show their knowledge in form of a written test.

Language Objective:: Review.

Main Activity:: Chapter 1 Test.

Evaluation:: Chapter 1 Test.

Vocabulary:

Homework:

Materials / Resources (including technology): Science Textbook
Science workbook
Science notebook
Poster paper
Chapter 1 test

State of Minnesota Standards Covered: 5.1.1.1.4 Understand that different models can be used to represent natural phenomena and these models have limitations about what they can explain.
5.4.1.1.1 Describe how plant and animal structures and their functions provide an advantage for survival in a given natural system. For example: Compare the physical characteristics of plants or animals from widely different environments, such as desert verses tropical, and explore how each has adapted to its environment.

Weekly Informational Knowledge Overview - (Students will know...): Students will know the classification system of different organisms

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to identify the classification systems and how they are classified.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: The student knows that living things are different but similar structures.

Language Objective:: Students will be able to identify the classification systems and how they are classified.

Main Activity:: Lesson 4: How are other organisms classified? Discuss the classification of plants, how are they the same and different from animal classification.

Evaluation:: Review questions.

Vocabulary:

Homework:: Workbook pg. 7

Learning Objective:: Students will review their knowledge of chapter 1 to prepare for the test.

Language Objective:: Students will be able to identify the classification systems and how they are classified.

Main Activity:: Chapter 1 Review and Test Prep.

Evaluation:

Vocabulary:

Homework:: Study for Chapter 1 Test.

Learning Objective:: Students will review their knowledge of chapter 1 to prepare for the test.

Language Objective:: Students will be able to identify the classification systems and how they are classified.

Main Activity:: Chapter 1 review activity

Evaluation:

Vocabulary:

Homework:: Study for Chapter 1 Test.

Learning Objective:: Students will use simple strategies to determine meaning and increase vocabulary for reading including the use of prefixes, suffixes, root words, multiple meanings, antonyms, synonyms, and word relationships.

Language Objective:: Students will be able to recall vocabulary words learned in chapter 2.

Main Activity:: Introduction to Chapter 2, reviewing of vocabulary words, looking vocabulary words up in the glossary, KWL chart.

Evaluation:: Vocabulary words.

Vocabulary:: cell membrane, nucleus, cell wall, chloroplast, cytoplasm, vacuole, tissue, organ, organ system.

Homework:: Reading science workbook pg. 11

Learning Objective:: Students will describe the cell as the basic unit of all living things.

Language Objective:: The student will describe the needs and functions of cells.

Main Activity:: Reading of lesson 1, discussion on the different topics discussed. Answer review questions.

Evaluation:: review questions.

Vocabulary:

Homework:: workbook pg. 14

Materials / Resources (including technology): Science book
Science Workbook

State of Minnesota Standards Covered: 5.1.1.1.4 Understand that different models can be used to represent natural phenomena and these models have limitations about what they can explain.
5.4.1.1.1 Describe how plant and animal structures and their functions provide an advantage for survival in a given natural system. For example: Compare the physical characteristics of plants or animals from widely different environments, such as desert verses tropical, and explore how each has adapted to its environment.

Weekly Informational Knowledge Overview - (Students will know...): Students will know the vocabulary words for chapter 2 and be able to use them when discussing the topics.
Students will know the functions of cells and be able to state how they work together.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to recite the vocabulary words for chapter 2 and be able to use them when discussing the topics.
Students will be able to explain the functions of cells and be able to state how they work together

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: The students will use simple strategies to determine meaning and increase vocabulary for reading including the use of prefixes, suffixes, root words, multiple meanings, antonyms, synonyms, and word relationships.

Language Objective:: Students will be able to use the vocabulary words to discuss the content in Chapter 2.

Main Activity:: Introduction to chapter 2, KWL chart, looking up vocabulary words in the glossary.

Evaluation:: KWL Chart

Vocabulary:: cell membrane, nucleus, cell wall, chloroplast, cytoplasm, vacuole, tissue, organ, organ system.

Homework:: workbook pg. 11, 12-13.

Learning Objective:: The students describe the cell as the basic unit of all living things. The students will be able to describe the needs and functions of the cell.

Language Objective:: Students will be able to write and orally describe a cell and its needs and functions.

Main Activity:: Lesson 1 introduction workbook pg. 14 , reading of lesson , completing outline, completing lesson checkpoint.

Evaluation:: lesson checkpoint.

Vocabulary:

Homework:: complete workbook pg 14A.

Learning Objective:: Students will be able to select the appropriate graphical representations to collect, record and report data.

Language Objective:: Students will be able to make predictions based on their prior knowledge.

Main Activity:: pg. 36, what do yeast cells need to grow? Students will make predictions collect data and report the data they have found.

Evaluation:: Poster they have created.

Vocabulary:

Homework:: pg. 15, #’s 1-4.

Learning Objective:: The students describe the cell as the basic unit of all living things. The students will be able to describe the needs and functions of the cell.

Language Objective:: Students will be able to put the knowledge they have learned and create a poster showing the different cells.

Main Activity:: Cell Poster Project. This will be done with groups.

Evaluation:: Poster projects.

Vocabulary:: See Monday.

Homework:: bring in any materials for project.

Learning Objective:: The students describe the cell as the basic unit of all living things. The students will be able to describe the needs and functions of the cell.

Language Objective:: Students will be able to put the knowledge they have learned and create a poster showing the different cells.

Main Activity:: Finish Cell poster project.

Evaluation:: poster project

Vocabulary:: see Monday

Homework:

Materials / Resources (including technology): Scott Foresman Science book
Workbook
Poster paper

State of Minnesota Standards Covered: 5.1.1.1.4 Understand that different models can be used to represent natural phenomena and these models have limitations about what they can explain.
5.4.1.1.1 Describe how plant and animal structures and their functions provide an advantage for survival in a given natural system. For example: Compare the physical characteristics of plants or animals from widely different environments, such as desert verses tropical, and explore how each has adapted to its environment.

Weekly Informational Knowledge Overview - (Students will know...): Students will know the functions of cells and be able to state how they work together.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to explain the functions of cells and be able to state how they work together.

Monday

Tuesday

Wednesday

Thursday

Friday

***NO CLASS, Eidul Adha***

Learning Objective:

Language Objective:

Main Activity:

Evaluation:

Vocabulary:

Homework:

Learning Objective:: The students describe the cell as the basic unit of all living things. The students will be able to describe the needs and functions of the cell.

Language Objective:: Students will be able to put the knowledge they have learned and create a poster showing the different cells.

Main Activity:: Cell Poster Project. This will be done with groups.

Evaluation:: Poster projects.

Vocabulary:: See Monday.
(had to switch plans last week, which is why, this is here this week.)

Homework:: bring in any materials needed

Learning Objective:: The students describe the cell as the basic unit of all living things. The students will be able to describe the needs and functions of the cell.

Language Objective:: Students will be able to put the knowledge they have learned and create a poster showing the different cells.

Main Activity:: Finish Cell poster project.

Evaluation:: poster project.

Vocabulary:

Homework:: None

Learning Objective:: Students will be able to select the appropriate graphical representations to collect, record and report data.

Language Objective:: Students will be able to make predictions based on their prior knowledge.

Main Activity:: pg. 36, what do yeast cells need to grow? Students will make predictions collect data and report the data they have found.

Evaluation:: Poster they have created.

Vocabulary:: None
(didn’t get to this last week)

Homework:

Learning Objective:: Students will know that the living things are different but share similar structures.

Language Objective:: Students will be able to explain the functions of cells and be able to state how they work together.

Main Activity:: Sharing of project, Lesson 2 reading, lesson comprehension questions.

Evaluation:: lesson 2 questions.

Vocabulary:: none

Homework:: none

Materials / Resources (including technology): Scott Foresman Science book
Workbook
Poster paper

State of Minnesota Standards Covered

5.1.1.1.4 Understand that different models can be used to represent natural phenomena and these models have limitations about what they can explain.
5.4.1.1.1 Describe how plant and animal structures and their functions provide an advantage for survival in a given natural system. For example: Compare the physical characteristics of plants or animals from widely different environments, such as desert verses tropical, and explore how each has adapted to its environment.

Weekly Informational Knowledge Overview - (Students will know...): Students will know how the different cells work together.
Students will know how the different organs work together.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to state how different cells work together.
Students will be able to state how the different organs work together.

Monday

Tuesday

Wednesday

Thursday

Friday

***NO CLASS, LA NAVAL CELEBRATION***

Learning Objective:

Language Objective:

Main Activity:

Evaluation:

Vocabulary:

Homework:

Learning Objective:: Students will know that living things are different but share similar structures.

Language Objective:: Students will be able to state how living things are different but share similar structures.

Main Activity:: Introduction to Lesson 2 (we didn’t get to it last week) Reading of lesson 2, fill in Graphic Organizer.

Evaluation:: Graphic Organizer.

Vocabulary:: None

Homework:: Workbook pg. 15

Learning Objective:: Students will know that living things are different but share similar structures.

Language Objective:: Students will be able to state how living things are different but share similar structures.

Main Activity:: Rereading lesson 2 independently, answering review questions.

Evaluation:: review Questions.

Vocabulary:: none

Homework:: none

Learning Objective:: The students will understand how body systems interact (for example: how bones, and muscles work together for movement.

Language Objective:: Students will be able to state how the body interacts.

Main Activity:: Reading of lesson 3, filling of graphic organizer.

Evaluation:: graphic organizer.

Vocabulary:: organ system,

Homework:: Workbook page. 16

Learning Objective:: The students will understand how body systems interact (for example: how bones, and muscles work together for movement.

Language Objective:: Students will be able to state how the body interacts.

Main Activity:: Rereading of lesson 3, lesson review questions.

Evaluation:: review questions.

Vocabulary:: None

Homework:: None

Materials / Resources (including technology): Scott Foreman Science Book
Scott Foreman Science Workbook

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): Students will know how the different cells work together.
Students will know how the different organs work together.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to state how different cells work together.
Students will be able to state how the different organs work together.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Students will use the knowledge they learned in chapter 2 to study for the test.

Language Objective:: Students will be able to state how different cells work together.
Students will be able to state how the different organs work together.

Main Activity:: Review Packet.

Evaluation:: none

Vocabulary:: none

Homework:

Learning Objective:: Students will use the knowledge they learned in chapter 2 to study for the test.

Language Objective:: Students will be able to state how different cells work together.
Students will be able to state how the different organs work together.

Main Activity:: Review Packet.

Evaluation:: Review Packet.

Vocabulary:

Homework:

Learning Objective:: Students will use the knowledge they learned in chapter 2 to study for the test.

Language Objective:: Students will be able to state how different cells work together. Students will be able to state how the different organs work together.

Main Activity:: Review Packet.

Evaluation:: Review Packet.

Vocabulary:

Homework:

Learning Objective:: Students will use the knowledge they learned in chapter 2 to study for the test.

Language Objective:: Students will be able to state how different cells work together.
Students will be able to state how the different organs work together.

Main Activity:: Review Packet.

Evaluation:: Review Packet.

Vocabulary:

Homework:: None

***NO CLASS, FEAST OF THE HOLY SEPULCHRE***

Learning Objective:

Language Objective:

Main Activity:

Evaluation:

Vocabulary:

Homework:

Materials / Resources (including technology): Review Packet

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): Students will know how the different cells work together.
Students will know how the different organs work together.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to state how different cells work together.
Students will be able to state how the different organs work together.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Students will use the knowledge they learned to complete a review game.

Language Objective:: Students will be able to state how different cells work together.

Main Activity:: Review Game- Wrap-up chapter 2 KWL.

Evaluation:: none

Vocabulary:: none

Homework:: Complete Study Guide.

Learning Objective:: Students will use the knowledge they learned in chapter 2 to complete a test.

Language Objective:: Students will be able to state how different cells work together.

Main Activity:: Chapter Two test.

Evaluation:: Chapter 2 Test.

Vocabulary:: None

Homework:: None

Learning Objective:: The students will complete the KWL chart based off information they already know.

Language Objective:: None

Main Activity:: Introduction to Chapter 3, KWL, and Vocabulary- Have the students write the words and definitions on cards separately. . Use vocabulary cards to play the memory game. Reading Science.

Evaluation:: Vocabulary

Vocabulary:: artery capillary vein valve mucus trachea bronchioles air sacs esophagus.

Homework:: pg.22-23 workbook

Learning Objective:: the students know that human body is made of systems with structures and functions that are related.

Language Objective:: Students will be able to state how the different organs work together.

Main Activity:: Introduce lesson 1, reading of lesson 1

Evaluation:: Teacher watches and monitors.

Vocabulary:

Homework:: None

***HALLOWEEN PARTY***

Learning Objective:

Language Objective:

Main Activity:

Evaluation:

Vocabulary:

Homework:

Materials / Resources (including technology): Science Book
Science Workbook

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): Students will know that the human body is made of systems with structures and functions that are related.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to explain how the human body is made of systems with structures and functions that are related.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: students will be able to read a text and determine the main idea or essential message, identifies relevant supporting detail and facts, and arranges events in chronological order.

Language Objective:: Students will be able to explain how the human body is made of systems with structures and functions that are related.

Main Activity:: Review lesson 3 vocabulary and how to read science: sequence.

Evaluation:: vocabulary

Vocabulary:: artery, capillary, vein, valve, mucus, trachea, bronchioles, air sacs, esophagus

Homework:: pg. 22-23, 24

Learning Objective:: the students know that the human body is made of systems with structures and functions that are related.

Language Objective:: Students will be able to explain how the human body is made of systems with structures and functions that are related.

Main Activity:: Reading of lesson 1, filling out graphic organizer.

Evaluation:: Graphic organizer.

Vocabulary:

Homework:: workbook pg. 24A

***END OF GRADING PERIOD 1 ***

Learning Objective:: the students know that the human body is made of systems with structures and functions that are related.

Language Objective:: Students will be able to explain how the human body is made of systems with structures and functions that are related.

Main Activity:: rereading of lesson 1, answer lesson review questions.

Evaluation:: lesson review questions.

Vocabulary:

Homework:: pg. 25

***START OF GRADING PERIOD 2***

Learning Objective:: The student knows that the human body is made of systems with structures and functions that are related.

Language Objective:: Students will be able to explain how the human body is made of systems with structures and functions that are related.

Main Activity:: Reading of lesson 2, filling out graphic organizer.

Evaluation:: Teacher watches and monitors.

Vocabulary:

Homework:: workbook pg. 25

Learning Objective:: The student knows that the human body is made of systems with structures and functions that are related.

Language Objective:: Students will be able to explain how the human body is made of systems with structures and functions that are related.

Main Activity:: rereading of lesson 2, lesson review questions.

Evaluation:: Review questions.

Vocabulary:

Homework:: None

Materials / Resources (including technology): Science Book
Science workbook
Graphic Organizer

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): Students will know that the human body is made of systems with structures and functions that are related.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to explain how the human body is made of systems with structures and functions that are related.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Students will be able to explain how the human body is made of systems with structures and functions that are related.

Language Objective:: Students will be able to explain how the human body is made of systems with structures and functions that are related.

Main Activity:: Finish heart and circulatory system activity. Start lesson 2 Reading on respiratory system.

Evaluation:: heart and circulatory system activity

Vocabulary:

Homework:

Learning Objective:: Students will learn about the respiratory system and the different parts of it.

Language Objective:: Students will be able to explain how the human body is made of systems with structures and functions that are related.

Main Activity:: Finish Reading lesson 2; Lesson 2 Checkpoint questions; respiratory diagram.

Evaluation:: Checkpoint questions

Vocabulary:: none

Homework:: workbook pg. 25

Learning Objective:: Students will be able to identify the digestive system.

Language Objective:: Students will be able to explain how the human body is made of systems with structures and functions that are related.

Main Activity:: Read lesson 3, only the part about the digestive system. Answer lesson check point. Graphic organizer.

Evaluation:: Graphic organizer.

Vocabulary:

Homework:

Learning Objective:: Students will learn about the urinary system.

Language Objective:: Students will be able to explain how the human body is made of systems with structures and functions that are related.

Main Activity:: Finish reading lesson 3. Answer lesson check point questions. Complete diagram

Evaluation:: lesson questions

Vocabulary:: none

Homework:: pg.26 A

Learning Objective:: Students will review chapter 3

Language Objective:: Review

Main Activity:: Chapter 3 Review pg. 84-85

Evaluation:: chapter review

Vocabulary:

Homework:: none

Materials / Resources (including technology): Science book
Science workbook

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): Students will know that the human body is made of systems with structures and functions that are related.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to explain how the human body is made of systems with structures and functions that are related.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Students will show what they learned about the circulatory system and the respiratory system.

Language Objective:: Students will be able to explain how the human body is made of systems

Main Activity:: Finish project that was started on Friday.

Evaluation:: Project

Vocabulary:

Homework:: None

Learning Objective:: Students will see how to measure lung capacity through an experiment.

Language Objective:: Students will be able to explain how the human body is made of systems with structures and functions that are related.

Main Activity:: Bubble activity to measure lung capacity. Pg. 80+81. Introduce digestive system with video.

Evaluation:: Teacher watches and monitors.

Vocabulary:

Homework:: None

Learning Objective:: Students will learn about how the digestive system works and the different parts of the digestive system.

Language Objective:: Students will be able to explain how the human body is made of systems with structures and functions that are related.

Main Activity:: Reading of lesson 3, the digestive system. Answer check point questions.

Evaluation:: Check-point questions.

Vocabulary:

Homework:: None

Learning Objective:: Students will learn about how the digestive system works and the different parts of the digestive system.

Language Objective:: Students will be able to explain how the human body is made of systems with structures and functions that are related.

Main Activity:: Start the Urinary system. Reading of the lesson, answer check point questions.

Evaluation:: Check-point questions.

Vocabulary:

Homework:: workbook Pg. 26

Learning Objective:: Students will learn about how the digestive system works and the different parts of the digestive system.

Language Objective:: Students will be able to explain how the human body is made of systems with structures and functions that are related.

Main Activity:: Watching of the Magic School Bus Digestive system and circulatory system. Write in journals about what you learned.

Evaluation:: Journals

Vocabulary:

Homework:: None

Materials / Resources (including technology): Magic School Bus
Science Book
Science Workbook

State of Minnesota Standards Covered

5.1.1.2.1 Generate a scientific question and plan an appropriate scientific investigation, such as systematic observations, field studies, open-ended exploration or controlled experiments to answer the question.
5.1.1.2.2 Identify and collect relevant evidence make systematic observations and accurate measurements, and identify variables in a scientific investigation.
5.4.1.1.1 Describe how plant and animal structures and their functions provide an advantage for survival in a given natural system. For example: Compare the physical characteristics of plants or animals from widely different environments, such as desert verses tropical, and explore how each has adapted to its environment.

Weekly Informational Knowledge Overview - (Students will know...): Students will know that the human body is made of systems with structures and functions that are related.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to explain how the human body is made of systems with structures and functions that are related.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Students will review the different body systems and prepare for test.

Language Objective:: Students will be able to explain how the human body is made of systems with structures and functions that are related.

Main Activity:: Finish magic school bus, read “Book of Blood” and “Inside My Body”. Write response in journals.

Evaluation:: Journals

Vocabulary:

Homework:: None

Learning Objective:: Students will review the different body systems and prepare for test.

Language Objective:: Students will be able to explain how the human body is made of systems with structures and functions that are related.

Main Activity:: Finish reading books above; Chapter 3 review.

Evaluation:: Teacher watches and monitors.

Vocabulary:

Homework:

Learning Objective:: Students will review the different body systems and prepare for test.

Language Objective:: Students will be able to explain how the human body is made of systems with structures and functions that are related.

Main Activity:: Chapter 3 review game.

Evaluation:: Teacher watches and monitors.

Vocabulary:

Homework:: Study for Chapter 3 test; Chapter 3 Study Guide.

***AMERICAN THANKSGIVING***

Learning Objective:: Students will review the different body systems and prepare for test.

Language Objective:: Students will be able to explain how the human body is made of systems with structures and functions that are related.

Main Activity:: Chapter 3 Test.

Evaluation:: TEST

Vocabulary:

Homework:: None

Learning Objective:: Students will participate in different Thanksgiving activities.

Language Objective:: Students will be able to share what they are thankful for.

Main Activity:: Thanksgiving activities.

Evaluation:: None

Vocabulary:

Homework:: None

Materials / Resources (including technology): Science Book
“Book of Blood”
“Inside My Body

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): Students will know that similar cells will form different kinds of structures.
Students will know that green plants use carbon dioxide, water and sunlight energy to turn minerals and nutrients into food growth, maintenance, and reproduction.
Students will know that to work collaboratively, all team members should be free to reach, explain, and justify their own individual conclusions.
Students will know that natural events are often predictable and logical.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to state that similar cells will form different kinds of structures.
Students will be able to state that green plants use carbon dioxide, water and sunlight energy to turn minerals and nutrients into food growth, maintenance, and reproduction.
Students will be able to state that to work collaboratively, all team members should be free to reach, explain, and justify their own individual conclusions.
Students will be able to state that natural events are often predictable and logical.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Students will use simple strategies to determine meaning and increase vocabulary for reading.

Language Objective:: Students will be able to state that similar cells will form different kinds of structures.

Main Activity:: Introduction to chapter 4, Introduce vocabulary, workbook page 31.

Evaluation:: vocabulary

Vocabulary:: photosynthesis, xylem, phloem, pollen, pollination, embryo, spore, tropism, growth hormone

Homework:: Workbook pg. 34

Learning Objective:: Students will use devices to develop relationships among ideas.

Language Objective:: Students will be able to state that green plants use carbon dioxide, water and sunlight energy to turn minerals and nutrients into food growth, maintenance, and reproduction.

Main Activity:: Review cause and effect in science. Start lesson 1, review homework.

Evaluation:: Lesson 1

Vocabulary:

Homework:: Workbook. Pg. 32-33.

Learning Objective:: The students understand how similar cells are organized to form structures (for example tissues, organs) in plants and animals.

Language Objective:: Students will be able to state that green plants use carbon dioxide, water and sunlight energy to turn minerals and nutrients into food growth, maintenance, and reproduction.

Main Activity:: Read lesson 1, Graphic Organizer for note taking.

Evaluation:: graphic organizer.

Vocabulary:

Homework:: Reread lesson one, answer review questions.

Learning Objective:: The students understand how similar cells are organized to form structures (for example tissues, organs) in plants and animals.

Language Objective:: Students will be able to state that to work collaboratively, all team members should be free to reach, explain, and justify their own individual conclusions.

Main Activity:: Review homework, complete workbook pg. 34 A

Evaluation:: Teacher watches and monitors.

Vocabulary:

Homework:: Finish workbook pg. 34A

Learning Objective:: The students understand how similar cells are organized to form structures (for example tissues, organs) in plants and animals.

Language Objective:: Students will be able to state that similar cells will form different kinds of structures.

Main Activity:: Reading of lesson 2, review vocab, complete graphic organizer. If finished, complete lesson review questions.

Evaluation:: Review questions.

Vocabulary:

Homework:: None

Materials / Resources (including technology): Science Book,
Science Workbook
Graphic Organizer

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): Students will know that similar cells will form different kinds of structures.
Students will know that green plants use carbon dioxide, water and sunlight energy to turn minerals and nutrients into food growth, maintenance, and reproduction.
Students will know that to work collaboratively, all team members should be free to reach, explain, and justify their own individual conclusions.
Students will know that natural events are often predictable and logical.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to state that similar cells will form different kinds of structures.
Students will be able to state that green plants use carbon dioxide, water and sunlight energy to turn minerals and nutrients into food growth, maintenance, and reproduction.
Students will be able to state that to work collaboratively, all team members should be free to reach, explain, and justify their own individual conclusions.
Students will be able to state that natural events are often predictable and logical.

Monday

Tuesday

Wednesday

Thursday

Friday

***NO CLASS, FOUNDATION DAY***

Learning Objective:

Language Objective:

Main Activity:

Evaluation:

Vocabulary:

Homework:

Learning Objective:

Language Objective:

Main Activity:: NO CLASS

Evaluation:

Vocabulary:

Homework:

Learning Objective:: Students will know that green plants use carbon dioxide, water and sunlight energy to turn minerals and nutrients into food growth, maintenance, and reproduction.

Language Objective:: Students will be able to state that green plants use carbon dioxide, water and sunlight energy to turn minerals and nutrients into food growth, maintenance, and reproduction.

Main Activity:: Reviewed lesson 1, completed note taking graphic organizer.

Evaluation:: graphic organizer

Vocabulary:

Homework:: Crossword

Learning Objective:: Students will know that similar cells will form different kinds of structures.

Language Objective:: Students will be able to state that similar cells will form different kinds of structures.

Main Activity:: Completion of Workbook pg. 35, Reading Lesson 3, Completion of Checkpoint and Lesson review questions.

Evaluation:: workbook

Vocabulary:

Homework:: None

Learning Objective:: Students will know that to work collaboratively, all team members should be free to reach, explain, and justify their own individual conclusions.

Language Objective:: Students will be able to plant a seed, and know the different necessities of a plant.

Main Activity:: Planting Activity, completion of workbook 35A.

Evaluation:: Teacher watches and monitors.

Vocabulary:

Homework:

Materials / Resources (including technology): Seeds
Cups dirt
Science Book
Science Workbook

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): Students will know that similar cells will form different kinds of structures.
Students will know that green plants use carbon dioxide, water and sunlight energy to turn minerals and nutrients into food growth, maintenance, and reproduction.
Students will know that to work collaboratively, all team members should be free to reach, explain, and justify their own individual conclusions.
Students will know that natural events are often predictable and logical.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to state that similar cells will form different kinds of structures.
Students will be able to state that green plants use carbon dioxide, water and sunlight energy to turn minerals and nutrients into food growth, maintenance, and reproduction.
Students will be able to state that to work collaboratively, all team members should be free to reach, explain, and justify their own individual conclusions.
Students will be able to state that natural events are often predictable and logical.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Students will know that similar cells will form different kinds of structures.

Language Objective:: Students will be able to state that similar cells will form different kinds of structures.

Main Activity:: Workbook pg. 35A, Graphic Organizer Notes for Lesson 2.

Evaluation:: workbook

Vocabulary:

Homework:: Finish Graphic Organizer.

Learning Objective:: Students will be able to state that similar cells will form different kinds of structures.

Language Objective:: Students will be able to read orally to the class.

Main Activity:: Workbook pg. 36, Reading of lesson 3 Part 1. Pgs. 102-105, complete check point questions.

Evaluation:: workbook

Vocabulary:

Homework:: Finish check point questions.

Learning Objective:: Students will describe how seed-bearing plant reproduces.

Language Objective:: Students will be able to read orally to the class.

Main Activity:: Finish Reading lesson 3, complete lesson checkpoint questions.

Evaluation:: check-point questions.

Vocabulary:

Homework:: Finish Lesson Check point questions, workbook pg. 36A

Learning Objective:: Students will know how a seed-bearing plant reproduces.

Language Objective:: Students will describe how a seed-bearing plant reproduces.

Main Activity:: Note taking of Lesson 3.

Evaluation:: Teacher watches and monitors.

Vocabulary:

Homework:: None

Learning Objective:: Students will take part in holiday activities.

Language Objective:: Students will take part in holiday activities.

Main Activity:: Holiday activities.

Evaluation:: none

Vocabulary:

Homework:: None

Materials / Resources (including technology): Science Book
Science Workbook

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): Students will know that similar cells will form different kinds of structures.
Students will know that green plants use carbon dioxide, water and sunlight energy to turn minerals and nutrients into food growth, maintenance, and reproduction.
Students will know that to work collaboratively, all team members should be free to reach, explain, and justify their own individual conclusions.
Students will know that natural events are often predictable and logical.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to state that similar cells will form different kinds of structures.
Students will be able to state that green plants use carbon dioxide, water and sunlight energy to turn minerals and nutrients into food growth, maintenance, and reproduction.
Students will be able to state that to work collaboratively, all team members should be free to reach, explain, and justify their own individual conclusions.
Students will be able to state that natural events are often predictable and logical.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Students will know that similar cells will form different kinds of structures.

Language Objective:: Students will be able to state that similar cells will form different kinds of structures.

Main Activity:: Review Chapter 4 as a whole, vocab words etc.

Evaluation:: Teacher watches and monitors.

Vocabulary:

Homework:: None

Learning Objective:: Students will know that green plants use carbon dioxide, water and sunlight energy to turn minerals and nutrients into food growth, maintenance, and reproduction.

Language Objective:: Students will be able to state that green plants use carbon dioxide, water and sunlight energy to turn minerals and nutrients into food growth, maintenance, and reproduction.

Main Activity:: Review lesson1.

Evaluation:: Teacher watches and monitors.

Vocabulary:

Homework:: Reread Chapter 4.

Learning Objective:: Students will review the information they learned in chapter 4 before winter break.

Language Objective:: Review

Main Activity:: Chapter 4 reading quiz. Review of lesson 2.

Evaluation:: Quiz

Vocabulary:

Homework:: None

Learning Objective:: Students will review the information they learned in chapter 4 before winter break.

Language Objective:: Review

Main Activity:: Review of lesson 3.

Evaluation:: Teacher watches and monitors.

Vocabulary:

Homework:

Learning Objective:: Students will be able to state that similar cells will form different kinds of structures.

Language Objective:: Students will be able to state that similar cells will form different kinds of structures.

Main Activity:: Reading the seeding section. Answer review questions.

Evaluation:: Review questions.

Vocabulary:

Homework:

Materials / Resources (including technology): Science Book

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): Students will know how similar cells will form different kinds of structures of plants and animals.
Students will know how green plants use carbon dioxide, water and sunlight energy to turn minerals and nutrients into food growth, maintenance, and reproduction.
Students will know that to work collaboratively, all team members should be free to reach, explain, and justify their own individual conclusions.
Students will know that natural events are often predictable and logical.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to state that similar cells will form different kinds of structures.
Students will be able to state that green plants use carbon dioxide, water and sunlight energy to turn minerals and nutrients into food growth, maintenance, and reproduction.
Students will be able to state that to work collaboratively, all team members should be free to reach, explain, and justify their own individual conclusions.
Students will be able to state that natural events are often predictable and logical.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Students will learn about the reproduction system and how seeds grow plants.

Language Objective:: Students will be able to state that green plants use carbon dioxide, water and sunlight energy to turn minerals and nutrients into food growth, maintenance, and reproduction.

Main Activity:: Finished reading lesson 3, Review questions.

Evaluation:: Review questions.

Vocabulary:

Homework:: None

Learning Objective:: Students will learn about the reproduction system and how seeds grow plants.

Language Objective:: Students will be able to state that green plants use carbon dioxide, water and sunlight energy to turn minerals and nutrients into food growth, maintenance, and reproduction.

Main Activity:: Workbook page. 34A+37A.

Evaluation:: Workbook

Vocabulary:

Homework:: None

Learning Objective:: Students will learn about the reproduction system and how seeds grow plants.

Language Objective:: Students will learn what causes plants to grow.

Main Activity:: Read lesson 4 part 1.

Evaluation:: Teacher watches and monitors.

Vocabulary:

Homework:

Learning Objective:: Students will learn about the reproduction system and how seeds grow plants.

Language Objective:: Students will learn what causes plants to grow.

Main Activity:: Read lesson 4 part 2, Review Questions.

Evaluation:: Teacher watches and monitors.

Vocabulary:

Homework:: None

Learning Objective:: Students will complete a review game to review for chapter 4 test.

Language Objective:: Review

Main Activity:: Chapter 4 Review.

Evaluation:: Teacher watches and monitors.

Vocabulary:

Homework:: Study for Science Test.

Materials / Resources (including technology): Science Book
Science Workbook
Review Game

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): Students will know that the changes in light, water, temperature, and soil are mostly responsible for the existence of different kinds of organisms and population densities of an ecosystem.
Students will know that the size of a population depends on the resources available in its community.
Students will know the descriptions of the land biomes and can name examples of the animals and plants that live in them.
Students will know how organisms adapt to the physical environment of their biome.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to explain how the changes in light, water, temperature, and soil are mostly responsible for the existence of different kinds of organisms and population densities of an ecosystem.
Students will be able to explain how the size of a population depends on the resources available in its community.
Students will be able to explain the descriptions of the land biomes and can name examples of the animals and plants that live in them.
Students will be able to explain how organisms change to the physical environment of their biome.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Students will use the information they learned and answer test questions.

Language Objective:: Students will use the information they learned and answer test questions.

Main Activity:: Chapter 4 Science Test.

Evaluation:: Test

Vocabulary:

Homework:: None

Learning Objective:: Students will know that the changes in light, water, temperature, and soil are mostly responsible for the existence of different kinds of organisms and population densities of an ecosystem.

Language Objective:: Students will be able to explain how the changes in light, water, temperature, and soil are mostly responsible for the existence of different kinds of organisms and population densities of an ecosystem.

Main Activity:: Introduce chapter 4, introduce vocabulary words.

Evaluation:: vocabulary

Vocabulary:: ecosystem, population, community, niche, habitat, energy, cycle

Homework:: Bring in boxes.

Learning Objective:: Students will be able to explain how the changes in light, water, temperature, and soil are mostly responsible for the existence of different kinds of organisms and population densities of an ecosystem.

Language Objective:: Students will be able to explain how the changes in light, water, temperature, and soil are mostly responsible for the existence of different kinds of organisms and population densities of an ecosystem.

Main Activity:: Reading of lesson 1, answer lesson check point questions.

Evaluation:: Check point question.

Vocabulary:

Homework:: Workbook pg. 44A

Learning Objective:: Students will be able to explain how the changes in light, water, temperature, and soil are mostly responsible for the existence of different kinds of organisms and population densities of an ecosystem.

Language Objective:: Students will be able to explain how the changes in light, water, temperature, and soil are mostly responsible for the existence of different kinds of organisms and population densities of an ecosystem.

Main Activity:: Reading of lesson 2, Lesson check point questions.

Evaluation:: Teacher watches and monitors.

Vocabulary:

Homework:: Workbook pg. 45A

***SEMESTER 1 EXAMS, END OF 1ST SEMESTER***

Learning Objective:: Students will be able to explain how the changes in light, water, temperature, and soil are mostly responsible for the existence of different kinds of organisms and population densities of an ecosystem.

Language Objective:: Students will be able to explain how the changes in light, water, temperature, and soil are mostly responsible for the existence of different kinds of organisms and population densities of an ecosystem.

Main Activity:: Ecosystem Project poster project.

Evaluation:: Poster

Vocabulary:

Homework:: None

Materials / Resources (including technology): Science Book
Science Notebook

State of Minnesota Standards Covered

5.1.1.1.4 Understand that different models can be used to represent natural phenomena and these models have limitations about what they can explain.
5.1.1.2.2 Identify and collect relevant evidence make systematic observations and accurate measurements, and identify variables in a scientific investigation.
5.4.1.1.1 Describe how plant and animal structures and their functions provide an advantage for survival in a given natural system. For example: Compare the physical characteristics of plants or animals from widely different environments, such as desert verses tropical, and explore how each has adapted to its environment.

Weekly Informational Knowledge Overview - (Students will know...): Students will know that the changes in light, water, temperature, and soil are mostly responsible for the existence of different kinds of organisms and population densities of an ecosystem.
Students will know that the size of a population depends on the resources available in its community.
Students will know the descriptions of the land biomes and can name examples of the animals and plants that live in them.
Students will know how organisms adapt to the physical environment of their biome.
Students will know the different characteristics of water biomes and give examples of plants and animals that live in each of them.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to explain how the changes in light, water, temperature, and soil are mostly responsible for the existence of different kinds of organisms and population densities of an ecosystem.
Students will be able to explain how the changes in light, water, temperature, and soil are mostly responsible for the existence of different kinds of organisms and population densities of an ecosystem.
Students will be able to explain the descriptions of the land biomes and can name examples of the animals and plants that live in them.
Students will be able to explain how organisms change to the physical environment of their biome.
Students will be able to name different characteristics of water biomes.

Monday

Tuesday

Wednesday

Thursday

Friday

***START OF 2nd SEMESTER***

Learning Objective:: Students will be able to name different characteristics of water biomes.

Language Objective:: Students will be able to explain how the changes in light, water, temperature, and soil are mostly responsible for the existence of different kinds of organisms and population densities of an ecosystem.

Main Activity:: Reading of lesson 3, answer questions.

Evaluation:

Vocabulary:

Homework:: None

Learning Objective:: Students will be able to name different characteristics of water and land biomes.

Language Objective:: Students will be able to explain how the changes in light, water, temperature, and soil are mostly responsible for the existence of different kinds of organisms and population densities of an ecosystem.

Main Activity:: Ecosystem project, painting of boxes.

Evaluation:: Teacher watches and monitors.

Vocabulary:

Homework:: None

Learning Objective:: Students will be able to name different characteristics of water and land biomes.

Language Objective:: Students will be able to explain how the changes in light, water, temperature, and soil are mostly responsible for the existence of different kinds of organisms and population densities of an ecosystem.

Main Activity:: Ecosystem project, painting of boxes.

Evaluation:: Teacher watches and monitors.

Vocabulary:

Homework:: None

Learning Objective:: Students will be able to name different characteristics of water and land biomes.

Language Objective:: Students will be able to explain the descriptions of the land biomes and can name examples of the animals and plants that live in them.

Main Activity:: Ecosystem project, putting different parts of the ecosystem into their project.

Evaluation:: Teacher watches and monitors.

Vocabulary:

Homework:: none

Learning Objective:: Students will be able to name different characteristics of water and land biomes.

Language Objective:: Students will be able to explain the descriptions of the land biomes and can name examples of the animals and plants that live in them.

Main Activity:: Finish Ecosystem project, putting different parts of the ecosystem into their project.

Evaluation:: Project

Vocabulary:

Homework:: None

Materials / Resources (including technology): Boxes
Science book

State of Minnesota Standards Covered

5.4.1.1.1 Describe how plant and animal structures and their functions provide an advantage for survival in a given natural system. For example: Compare the physical characteristics of plants or animals from widely different environments, such as desert verses tropical, and explore how each has adapted to its environment.
5.4.2.1.1 Describe a natural system in Minnesota, such as a wetland, prairie, or garden, in terms of the relationships among its living and nonliving parts, as well as inputs and outputs.
5.4.2.1.2 Explain what would happen to a system such as a wetland, prairie or garden if one of its parts were changed.
5.4.4.1.1 Give examples of beneficial and harmful human interaction with natural systems.

Weekly Informational Knowledge Overview - (Students will know...): Students will know the changes in the environment and how they are affect the organisms in the ecosystem.
Students will know how the organisms change over time.
Students will know how changes in the ecosystem effect changes in the organisms.
Students will know that 75% of the earth is made up of water and the properties and features of the water in the oceans.
Students will know the different forms of fresh water, and be able to explain the process of getting fresh water.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to name changes in the environment and how they are affect the organisms in the ecosystem.
Students will be able to state how organisms change over time.
Students will be able to state how changes in the ecosystem effect changes in the organisms.
Students will be able to state that 75% of the earth is made up of water and the properties and features of the water in the oceans.
Students will be able to state the different forms of fresh water, and be able to explain the process of getting fresh water.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Students will learn the different types of interactions in the ecosystem

Language Objective:: Students will be able to name changes in the environment and how they are affect the organisms in the ecosystem.

Main Activity:: Reviewing of Lesson 4-6 in textbook.

Evaluation:: Teacher watches and monitors.

Vocabulary:

Homework:

Learning Objective:: Students will be to state the different changes that happen in an ecosystem.

Language Objective:: Students will be able to name changes in the environment and how they are affect the organisms in the ecosystem.

Main Activity:: Group brainstorm on how people change ecosystems, Group brainstorm on how species change, Group brainstorm on how changes can cause changes. Group Poster Project.

Evaluation:: Poster project.

Vocabulary:

Homework:: None

Learning Objective:: Students will be able to learn the vocabulary words of Chapter 7

Language Objective:: Vocabulary

Main Activity:: Introduction to Chapter 7, Vocabulary words. (Earth and Water)

Evaluation:: Vocabulary

Vocabulary:: salinity, aquifer, water table, reservoir, condensation, evaporation, precipitation, sublimation, sleet

Homework:: pg. 63 workbook.

Learning Objective:: Students will learn about the different characteristics of water on the earth.

Language Objective:: Students will be able to state how organisms change over time.

Main Activity:: Reading of lesson 1: Describing Oceans: Discussion, lesson review questions

Evaluation:: Review questions

Vocabulary:

Homework:: Workbook pg. 66A

Learning Objective:: Students will learn the different forms of fresh water and how they get fresh water.

Language Objective:: Students will be able to state how organisms change over time.

Main Activity:: Reading of lesson 2: Where Fresh water is found? Discuss, answer lesson questions

Evaluation:: Teacher watches and monitors

Vocabulary:

Homework:: Workbook pg. 67A

Materials / Resources (including technology): Science Book
Poster Paper

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): C7L3: Students will know what the water cycle is and how it is influenced by temperature, pressure, and the topography of the land.
C7L3: Students will know how the atmospheric pressure changes the water cycle.

Weekly Procedural Knowledge Overview - (Students will be able to...): C7L3: Students will be able to state what the water cycle is and how it is influenced by temperature, pressure, and the topography of the land.
C7L3: Students will be able to state how the atmospheric pressure changes the water cycle.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Students will learn about the water cycle and the different factors that affect it.

Language Objective:: Students will be able to state what the water cycle is and how it is influenced by temperature, pressure, and the topography of the land.

Main Activity:: Read Lesson 3 as a class. Discussion.

Evaluation:: Teacher watches and monitors.

Vocabulary:

Homework:: None

Learning Objective:: Students will learn about the water cycle and the different factors that affect it.

Language Objective:: Students will be able to state how the atmospheric pressure changes the water cycle.

Main Activity:: Reread Lesson 3, complete review questions. Complete pg. 68A

Evaluation:: PG 68 A.

Vocabulary:

Homework:

Learning Objective:

Language Objective:

Main Activity:: Field Trip

Evaluation:

Vocabulary:

Homework:

***NO CLASS, CHINESE NEW YEAR***

Learning Objective:

Language Objective:

Main Activity:

Evaluation:

Vocabulary:

Homework:

***NO CLASS, CHINESE NEW YEAR***

Learning Objective:

Language Objective:

Main Activity:

Evaluation:

Vocabulary:

Homework:

Materials / Resources (including technology): Science Book
Science Workbook.

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): C7L3: Students will know what the water cycle is and how it is influenced by temperature, pressure, and the topography of the land.
C7L3: Students will know how the atmospheric pressure changes the water cycle.

Weekly Procedural Knowledge Overview - (Students will be able to...): C7L3: Students will be able to state what the water cycle is and how it is influenced by temperature, pressure, and the topography of the land.
C7L3: Students will be able to state how the atmospheric pressure changes the water cycle.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Students will know what the water cycle is and how it is influenced by temperature, pressure, and the topography of the land.

Language Objective:: Students will be able to state what the water cycle is and how it is influenced by temperature, pressure, and the topography of the land.

Main Activity:: Water Cycle Scavenger Hunt

Evaluation:: Teacher watches and monitors

Vocabulary:

Homework:: None

Learning Objective:: Students will know what the water cycle is and how it is influenced by temperature, pressure, and the topography of the land..

Language Objective:: Students will be able to state what the water cycle is and how it is influenced by temperature, pressure, and the topography of the land.

Main Activity:: Water cycle foldable notes

Evaluation:: Water cycle notes

Vocabulary:

Homework:

***NO CLASS, EDSA REVOLUTION ANNIVERSARY***

Learning Objective:

Language Objective:

Main Activity:

Evaluation:

Vocabulary:

Homework:

Learning Objective:: Students will know how the atmospheric pressure changes the water cycle.

Language Objective:: Students will be able to state how the atmospheric pressure changes the water cycle.

Main Activity:: the Water Cycle Song, Watch Magic School Bus “All Wet Down”. Write about what we learned in journal.

Evaluation:: Journals

Vocabulary:

Homework:: None

Learning Objective:

Language Objective:

Main Activity:: SPAS Sports Day

Evaluation:

Vocabulary:

Homework:

Materials / Resources (including technology): Science Book
Foldable Notes

State of Minnesota Standards Covered

5.4.2.1.1 Describe a natural system in Minnesota, such as a wetland, prairie, or garden, in terms of the relationships among its living and nonliving parts, as well as inputs and outputs.
5.4.2.1.2 Explain what would happen to a system such as a wetland, prairie or garden if one of its parts were changed.

Weekly Informational Knowledge Overview - (Students will know...): C7L3: Students will know what the water cycle is and how it is influenced by temperature, pressure, and the topography of the land.
C7L3: Students will know how the atmospheric pressure changes the water cycle.
C7L4: The students will know how the temperature, pressure, and the topography of the land affect the water cycle.

Weekly Procedural Knowledge Overview - (Students will be able to...): C7L3: Students will be able to state what the water cycle is and how it is influenced by temperature, pressure, and the topography of the land.
C7L3: Students will be able to state how the atmospheric pressure changes the water cycle.
C7L4: Students will be able to state the different components that affect the water cycle.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Students will know what the water cycle is and how it is influenced by temperature, pressure, and the topography of the land.

Language Objective:: Students will be able to state what the water cycle is and how it is influenced by temperature, pressure, and the topography of the land.

Main Activity:: Watching Magic School Bus (The one on the water cycle). Write about what we learned in journals.

Evaluation:: Journal

Vocabulary:

Homework:

Learning Objective:: Students will know how the atmospheric pressure changes the water cycle.

Language Objective:: Students will be able to state how the atmospheric pressure changes the water cycle.

Main Activity:: Warm/cold water density experiment.

Evaluation:: Experiment lab sheet

Vocabulary:

Homework:

Learning Objective:: The students will know how the temperature, pressure, and the topography of the land affect the water cycle.

Language Objective:: Students will be able to state how the atmospheric pressure changes the water cycle.

Main Activity:: Reading of Lesson 4 as a class, completing workbook pg. 69A, Outside looking at the clouds.

Evaluation:: Workbook

Vocabulary:

Homework:

Learning Objective:: Students will learn how clouds are formed.

Language Objective:: Students will be able to identify the different types of clouds.

Main Activity:: Making of a cloud Science Experiment

Evaluation:: Experiment notes

Vocabulary:

Homework:

Learning Objective:: The students will know how the temperature, pressure, and the topography of the land affect the water cycle.

Language Objective:: Students will be able to state the different components that affect the water cycle.

Main Activity:: Bill Nye the Science Guy: Water Cycle. Watch the video and discuss. Write about it in journals.

Evaluation:: Journals

Vocabulary:

Homework:

Materials / Resources (including technology): Science Book. Magic school bus video, Bill Nye video

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): C8Experiement: Students will know how scientist use experiments to draw conclusions.
C8Vocabulary: Students will know simple strategies to help them understand the vocabulary words.
C8L1: Students will know that the air pressure relates with the water cycle, altitude and currents.
C8L2: Students will know the different outcomes when air masses meet.

Weekly Procedural Knowledge Overview - (Students will be able to...): C8Experiement: Students will be able to complete the marshmallow experiment to learn about air pressure.
C8Vocabulary: Students will be able to state definitions of the chapter vocabulary and understand what they mean.
C8L1: Students will be able to state how the air pressure relates to the water cycle, altitude, and currents.
C8L2: Students will be able to describe the different out comes when air masses meet.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Students will know simple strategies to help them understand the vocabulary words.

Language Objective:: Students will be able to state definitions of the chapter vocabulary and understand what they mean.

Main Activity:: Chapter 7 Science Review Game

Evaluation:: Teacher watches and monitors

Vocabulary:

Homework:

Learning Objective:: Students will know that the air pressure relates with the water cycle, altitude and currents.
Students will know the different outcomes when air masses meet.

Language Objective:: Students will be able to state how the air pressure relates to the water cycle, altitude, and currents.

Main Activity:: Chapter 7 Science Test

Evaluation:: Test

Vocabulary:

Homework:

Learning Objective:: Students will know simple strategies to help them understand the vocabulary words.

Language Objective:: Students will be able to state definitions of the chapter vocabulary and understand what they mean.

Main Activity:: Introduce Chapter 8, Introduce Vocabulary- Students will divide a sheet of paper into boxes. Write one vocabulary word in each box and draw a picture to illustrate the meaning of the word.

Evaluation:

Vocabulary:: Vocabulary

Homework:

Learning Objective:: Students will know how scientist use experiments to draw conclusions.

Language Objective:: Students will be able to complete the marshmallow experiment to learn about air pressure.

Main Activity:: Activity book 101-102, Complete experiment.

Evaluation:: Experiment worksheet/notes.

Vocabulary:

Homework:: Read Lesson 1, Answer Review Questions.

Learning Objective:: Students will know the different outcomes when air masses meet.

Language Objective:: Students will be able to describe the different out comes when air masses meet.

Main Activity:: Review Lesson 1, Start lesson 2.

Evaluation:: Teacher watches and monitors.

Vocabulary:

Homework:

Materials / Resources (including technology): Review Game
Science Book

State of Minnesota Standards Covered

5.1.1.1.2 Recognize that when scientific investigations are replicated they generally produce the same results, and when results differ significantly, it is important to investigate what may have caused such differences.
5.1.1.1.3 Understand that different explanations for the same observations usually lead to making more observations and trying to resolve the differences
5.4.2.1.1 Describe a natural system in Minnesota, such as a wetland, prairie, or garden, in terms of the relationships among its living and nonliving parts, as well as inputs and outputs.

5.4.2.1.2 Explain what would happen to a system such as a wetland, prairie or garden if one of its parts were changed.
5.4.4.1.1 Give examples of beneficial and harmful human interaction with natural systems.

Weekly Informational Knowledge Overview - (Students will know...): C8L2: Students will know the different outcomes when air masses meet.
C8L3: Students will know different types of severe weather.
C8L3: Students will know the structures of different types of severe weather.

Weekly Procedural Knowledge Overview - (Students will be able to...): C8L2: Students will be able to describe the different out comes when air masses meet.
C8L3: Students will be able to identify characteristics of different types of severe weather.
C8L3: Students will be able to identify the structures of the different severe weathers.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Students will learn about different air masses.

Language Objective:: Students will be able to identify characteristics of different types of severe weather.

Main Activity:: Reading of lesson 2 as a class. Class discussion on air masses.

Evaluation:: Teacher watches and monitors.

Vocabulary:

Homework:

Learning Objective:: Students will learn about the severe thunderstorms.

Language Objective:: Students will be able to identify characteristics of different types of severe weather.

Main Activity:: Independent Work: Reading of lesson three, answer questions, workbook page 78A.

Evaluation:: Workbook

Vocabulary:

Homework:

Learning Objective:: Students will learn about the severe thunderstorms.

Language Objective:: Students will be able to identify characteristics of different types of severe weather.

Main Activity:: Independent Work: Reading of lesson three, answer questions, workbook page 78A

Evaluation:: Workbook

Vocabulary:

Homework:

Learning Objective:: Students will learn how the air moves through air pressures.

Language Objective:: Students will be able to identify the structures of the different severe weathers.

Main Activity:: Watching of the Magic School Bus: Air Pressure.

Evaluation:: Teacher watches and monitors.

Vocabulary:

Homework:

Learning Objective:: Students will learn about tornados.

Language Objective:: Students will be able to identify the structures of the different severe weathers.

Main Activity:: Making of the Tornado in the bottle. Discussion.

Evaluation:: Teacher watches and monitors.

Vocabulary:

Homework:

Materials / Resources (including technology): Science book , tornado equipment, bottles, connectors, duct tape, water, food color,

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): C8L3: Students will know different types of severe weather.
C8L3: Students will know the structures of different types of severe weather.
C8L4: Students will know the different tools to tell a weather forecast.
C8L4: Students will know how natural events are predicted.
C8L5: Students will know the differences between climate and weather.

Weekly Procedural Knowledge Overview - (Students will be able to...): C8L3: Students will be able to identify characteristics of different types of severe weather.
C8L3: Students will be able to identify the structures of the different severe weathers.
C8L4: Students will be able to identify the different weather tools.
C8L4: Students will be able to explain how natural events are predicted.
C8L5: Students will be able to explain how climates change.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Students will learn about the severe thunderstorms.

Language Objective:: Students will be able to identify characteristics of different types of severe weather.

Main Activity:: Independent Work: Reading of lesson three, answer questions, workbook page 78A

Evaluation:: workbook

Vocabulary:

Homework:

Learning Objective:: Students will review their independent work.

Language Objective:: Students will be able to identify the structures of the different severe weathers.

Main Activity:: Review Independent work, Student presentation on severe weather.

Evaluation:: presentaations

Vocabulary:

Homework:

Learning Objective:: Students will learn about different tools to determine the weather.

Language Objective:: Students will be able to identify the different weather tools.

Main Activity:: Reading of Lesson 4, Discussion, Answer review questions.

Evaluation:: Review questions.

Vocabulary:

Homework:

Learning Objective:: Students will learn the difference between climate and weather.

Language Objective:: Students will be able to explain how climates change.

Main Activity:: Reading of Lesson 5, Discussion, Answer review questions.

Evaluation:: review questions.

Vocabulary:

Homework:

Learning Objective:: Students will know different types of severe weather.

Language Objective:: Students will be able to identify characteristics of different types of severe weather.

Main Activity:: Watching Magic School Bus, Severe weather. Write about it in journals.

Evaluation:: journal

Vocabulary:

Homework:

Materials / Resources (including technology): Science Book
Science Workbook

State of Minnesota Standards Covered

5.1.1.1.4 Understand that different models can be used to represent natural phenomena and these models have limitations about what they can explain.
5.1.1.2.1 Generate a scientific question and plan an appropriate scientific investigation, such as systematic observations, field studies, open-ended exploration or controlled experiments to answer the question.
5.4.4.1.1 Give examples of beneficial and harmful human interaction with natural systems.

Weekly Informational Knowledge Overview - (Students will know...): C8L3: Students will know different types of severe weather.
C8L3: Students will know the structures of different types of severe weather.
C8L4: Students will know the different tools to tell a weather forecast.
C8L4: Students will know how natural events are predicted.
C8L5: Students will know the differences between climate and weather.

Weekly Procedural Knowledge Overview - (Students will be able to...): C8L3: Students will be able to identify characteristics of different types of severe weather.
C8L3: Students will be able to identify the structures of the different severe weathers.
C8L4: Students will be able to identify the different weather tools.
C8L4: Students will be able to explain how natural events are predicted.
C8L5: Students will be able to explain how climates change.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Students will learn about different tools used to measure weather.

Language Objective:: Students will be able to identify the different weather tools.

Main Activity:: making a barometer.

Evaluation:: Teacher watches and monitors.

Vocabulary:

Homework:

Learning Objective:: Students will learn about different tools used to measure weather.

Language Objective:: Students will be able to identify the different weather tools.

Main Activity:: Making of a thermometer experiment.

Evaluation:: Teacher watches and monitors.

Vocabulary:

Homework:

Learning Objective:: Students will learn about different severe weather.

Language Objective:: Students will be able to identify characteristics of different types of severe weather.

Main Activity:: watching the Bill Nye The Science Guy Weather and Climate. Write about it in journals.

Evaluation:: Journal

Vocabulary:

Homework:

***NO CLASS, DAY OF VALOR***

Learning Objective:

Language Objective:

Main Activity:

Evaluation:

Vocabulary:

Homework:

***NO CLASS, DAY OF VALOR***

Learning Objective:

Language Objective:

Main Activity:

Evaluation:

Vocabulary:

Homework:

Materials / Resources (including technology): Science Book, equipment to make barometer and thermometer

State of Minnesota Standards Covered

5.1.1.2.2 Identify and collect relevant evidence make systematic observations and accurate measurements, and identify variables in a scientific investigation.
5.1.1.2.3 Conduct or critique an experiment, noting when the experiment might not be fair because some of the things that might change the outcome are not kept the same, or that the experiment isn't repeated enough times to provide valid results.

Weekly Informational Knowledge Overview - (Students will know...): C8L2: Students will know the different outcomes when air masses meet
C8L3: Students will know different types of severe weather.
C8L3: Students will know the structures of different types of severe weather.
C8L4: Students will know the different tools to tell a weather forecast.
C8L4: Students will know how natural events are predicted.
C8L5: Students will know the differences between climate and weather.

Weekly Procedural Knowledge Overview - (Students will be able to...): C8L2: Students will be able to describe the different out comes when air masses meet.
C8L3: Students will be able to identify characteristics of different types of severe weather.
C8L3: Students will be able to identify the structures of the different severe weathers.
C8L4: Students will be able to identify the different weather tools.
C8L4: Students will be able to explain how natural events are predicted.
C8L5: Students will be able to explain how climates change.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Students will know the different outcomes when air masses meet

Language Objective:: Students will be able to describe the different out comes when air masses meet.

Main Activity:: Watch Magic School Bus Severe Storms. Write about it in journals.

Evaluation:: Journal

Vocabulary:

Homework:

Learning Objective:: Students will know different types of severe weather.

Language Objective:: Students will be able to identify characteristics of different types of severe weather.

Main Activity:: Watching Billy Nye the Science: Serve Storms. Write about it in journals.

Evaluation:: Journal

Vocabulary:

Homework:

Learning Objective:: Students will know the structures of different types of severe weather.

Language Objective:: Students will be able to identify the structures of the different severe weathers.

Main Activity:: Introduce Chapter 8 Science Project.

Evaluation:: Teacher watches and monitors.

Vocabulary:

Homework:

Learning Objective:: Students will know the structures of different types of severe weather.

Language Objective:: Students will be able to identify the structures of the different severe weathers.

Main Activity:: Work on Science Project.

Evaluation:: Teacher watches and monitors.

Vocabulary:

Homework:

***END OF GRADING PERIOD 3***

Learning Objective:: Students will know the differences between climate and weather.

Language Objective:: Students will be able to explain how climates change.

Main Activity:: Presentation of Science Project.

Evaluation:: Projects/ presentations.

Vocabulary:

Homework:

Materials / Resources (including technology): Posters
Science Book
Youtube

State of Minnesota Standards Covered

5.1.1.1.4 Understand that different models can be used to represent natural phenomena and these models have limitations about what they can explain.
5.1.1.2.2 Identify and collect relevant evidence make systematic observations and accurate measurements, and identify variables in a scientific investigation.
5.1.1.2.3 Conduct or critique an experiment, noting when the experiment might not be fair because some of the things that might change the outcome are not kept the same, or that the experiment isn't repeated enough times to provide valid results.

Weekly Informational Knowledge Overview - (Students will know...): C8L2: Students will know the different outcomes when air masses meet
C8L3: Students will know different types of severe weather.
C8L3: Students will know the structures of different types of severe weather.
C8L4: Students will know the different tools to tell a weather forecast.
C8L4: Students will know how natural events are predicted.
C8L5: Students will know the differences between climate and weather.

Weekly Procedural Knowledge Overview - (Students will be able to...): C8L2: Students will be able to describe the different out comes when air masses meet.
C8L3: Students will be able to identify characteristics of different types of severe weather.
C8L3: Students will be able to identify the structures of the different severe weathers.
C8L4: Students will be able to identify the different weather tools.
C8L4: Students will be able to explain how natural events are predicted.
C8L5: Students will be able to explain how climates change.

Monday

Tuesday

Wednesday

Thursday

Friday

***START OF GRADING PERIOD 4***

Learning Objective:: Students will know different types of severe weather.

Language Objective:: Students will be able to identify characteristics of different types of severe weather.

Main Activity:: Review Game for Chapter 8.

Evaluation:: Teacher watches and monitors.

Vocabulary:

Homework:

Learning Objective:: Students will know the structures of different types of severe weather.

Language Objective:: Students will be able to identify the structures of the different severe weathers.

Main Activity:: Review Lesson for lesson 3: Venn Diagram comparing different storms. Charades of different storms.

Evaluation:: Venn diagrams.

Vocabulary:

Homework:

Learning Objective:: Students will know the different tools to tell a weather forecast.

Language Objective:: Students will be able to explain how natural events are predicted.

Main Activity:: Chapter 8 Science Test.

Evaluation:: Test

Vocabulary:

Homework:

Learning Objective:: Students will know the different layers of the earth.

Language Objective:: Students will be able to describe the different layers of the earth.

Main Activity:: Introduce Chapter 9 Vocabulary, work on Chapter 9 Vocabulary book.

Evaluation:: Vocabulary

Vocabulary:

Homework:

Learning Objective:: Students will know the different layers of the earth.

Language Objective:: Students will be able to describe the different layers of the earth.

Main Activity:: Work on Chapter 9 Vocabulary book.

Evaluation:: Teacher watches and monitors.

Vocabulary:

Homework:

Materials / Resources (including technology): Science Book
Bazinga Game Board

State of Minnesota Standards Covered

5.1.1.1.4 Understand that different models can be used to represent natural phenomena and these models have limitations about what they can explain.
5.1.3.4.1 Use appropriate tools and techniques in gathering, analyzing and interpreting data.
5.3.4.1.3 Compare the impact of individual decisions on natural systems.

Weekly Informational Knowledge Overview - (Students will know...): C9L1: Students will know the different layers of the earth.
C9L2: Students will know how different geological features are created.
C9L2: Students will know how the earth’s surface is shaped by slow processes and rapid, cataclysmic events.

Weekly Procedural Knowledge Overview - (Students will be able to...): C9L1: Students will be able to describe the different layers of the earth.
C9L2: Students will be able to state how different geological features are created based on the movement of the earth’s crust.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Students will know the different layers of the earth.

Language Objective:: Students will be able to describe the different layers of the earth.

Main Activity:: Introduction to lesson 1, reading as a class. Completion of review questions and workbook pg.88A.

Evaluation:: workbook

Vocabulary:

Homework:

Learning Objective:: Students will know how different geological features are created.

Language Objective:: Students will be able to describe the different layers of the earth.

Main Activity:: Introduction to lesson 2. Reading Lesson 2 as a class.

Evaluation:: Teacher watches and monitors.

Vocabulary:

Homework:

Learning Objective:: Students will know how the earth’s surface is shaped by slow processes and rapid, cataclysmic events.

Language Objective:: Students will be able to state how different geological features are created based on the movement of the earth’s crust.

Main Activity:: Finish reading lesson 2, answer review questions and workbook pg. 89A

Evaluation:: workbook

Vocabulary:

Homework:

Learning Objective:: Students will know how the earth’s surface is shaped by slow processes and rapid, cataclysmic events.

Language Objective:: Students will be able to state how different geological features are created based on the movement of the earth’s crust.

Main Activity:: Magic School Bus, Volcanoes.

Evaluation:: Teacher watches and monitors

Vocabulary:

Homework:

***NO CLASS, LABOR DAY***

Learning Objective:

Language Objective:

Main Activity:

Evaluation:

Vocabulary:

Homework:

Materials / Resources (including technology): Science Book
Science Workbook

State of Minnesota Standards Covered

5.3.1.2.1 Explain how, over time, rocks weather and combine with organic matter to form soil.
5.3.1.2.2 Explain how slow processes, such as water erosion, and rapid processes, such as landslides and volcanic eruptions, form features of the Earth's surface.

Weekly Informational Knowledge Overview - (Students will know...): C9L3: Students will know how different geological features are created.
C9L3: Students will know how the earth’s surface is shaped by slow processes and rapid, cataclysmic events.

Weekly Procedural Knowledge Overview - (Students will be able to...): C9L3: Students will be able to state how different geological features are created based on the movement of the earth’s crust.
C9L3: Students will be able to state the differences between chemical weathering and mechanical weathering.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Students will know how different geological features are created.

Language Objective:: Students will be able to state how different geological features are created based on the movement of the earth’s crust.

Main Activity:: Reading of lesson 3 as a class. Class Discussion on the differences, completing Venn-diagram.

Evaluation:: Teacher watches and monitors.

Vocabulary:

Homework:

Learning Objective:: Students will know how different geological features are created.

Language Objective:: Students will be able to state how different geological features are created based on the movement of the earth’s crust.

Main Activity:: Reviewing of Lesson 3: Lesson 3 review questions, lesson 2 workbook pg. 90A

Evaluation:: workbook

Vocabulary:

Homework:

Learning Objective:: Students will know how the earth’s surface is shaped by slow processes and rapid, cataclysmic events.

Language Objective:: Students will be able to state how different geological features are created based on the movement of the earth’s crust.

Main Activity:: Watching Bill Nye the Science Guy: Earthquakes.

Evaluation:: Teacher watches and monitors

Vocabulary:

Homework:

***NO CLASS, JOSE ABAD SANTOS DAY***

Learning Objective:

Language Objective:

Main Activity:

Evaluation:

Vocabulary:

Homework:

Learning Objective:: Students will know how the earth’s surface is shaped by slow processes and rapid, cataclysmic events.

Language Objective:: Students will be able to state how different geological features are created based on the movement of the earth’s crust.

Main Activity:: Science Experiment part 1: Building of the volcanoes using paper cups, clay, and paper plates.

Evaluation:: Teacher watches and monitors.

Vocabulary:

Homework:

Materials / Resources (including technology): Science Book
Workbook
Clay, paper plates, paper cups

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): C9L4: Students will know that eroded materials are transported and deposited over time in new areas to form new features.
C9L5: Students will know the different characteristics used to identify minerals.
C9L6: Students will know the different characteristics used to classify minerals.

Weekly Procedural Knowledge Overview - (Students will be able to...): C9L4: Students will be able to state how the surface of the earth is shaped by both slow processes and rapid, cataclysmic events.
C9L5: Students will be able to identify minerals based on their characteristics.
C9L6: Students will be able to classify minerals based on their characteristics.
C9L6: Students will be able to explain the rock cycle and how it can be used to determine the relative ages of rocks.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Students will know that eroded materials are transported and deposited over time in new areas to form new features.

Language Objective:: Students will be able to state how the surface of the earth is shaped by both slow processes and rapid, cataclysmic events.

Main Activity:: Students will take the volcanoes that they made, add vinegar and baking soda, to watch them explode. Students will then right about the process and how it relates to real volcanoes.

Evaluation:: Teacher watches and monitors.

Vocabulary:

Homework:

Learning Objective:: Students will know that eroded materials are transported and deposited over time in new areas to form new features.

Language Objective:: Students will be able to state how the surface of the earth is shaped by both slow processes and rapid, cataclysmic events.

Main Activity:: Students will be able to read Lesson 4 as a class. Students will complete Lesson Review questions, and Workbook pg. 91A

Evaluation:: workbook

Vocabulary:

Homework:

Learning Objective:: Students will know the different characteristics used to identify minerals.

Language Objective:: Students will be able to identify minerals based on their characteristics.

Main Activity:: Students will be able to read Lesson 5 as a class. Students will complete Lesson Review questions, and Workbook pg. 92A

Evaluation:: workbook

Vocabulary:

Homework:

Learning Objective:: Students will know the different characteristics used to classify minerals.

Language Objective:: Students will be able to classify minerals based on their characteristics.

Main Activity:: Students will be able to read Lesson 6 as a class. Students will complete Lesson Review questions, and Workbook pg. 93A

Evaluation:: workbook

Vocabulary:

Homework:

Learning Objective:: Students will know that eroded materials are transported and deposited over time in new areas to form new features.

Language Objective:: Students will be able to explain the rock cycle and how it can be used to determine the relative ages of rocks.

Main Activity:: Watching Magic School Bus: Water Erosion.

Evaluation:: Teacher watches and monitors.

Vocabulary:

Homework:

Materials / Resources (including technology): Science Book

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): C9L1: Students will know the different layers of the earth.
C9L2: Students will know how different geological features are created.
C9L2: Students will know how the earth’s surface is shaped by slow processes and rapid, cataclysmic events.

C9L4: Students will know that eroded materials are transported and deposited over time in new areas to form new features.
C9L5: Students will know the different characteristics used to identify minerals.
C9L6: Students will know the different characteristics used to classify minerals.
Students will know the different forces that break down materials.

Weekly Procedural Knowledge Overview - (Students will be able to...): C9L1: Students will be able to describe the different layers of the earth.
C9L2: Students will be able to state how different geological features are created based on the movement of the earth’s crust.

C9L4: Students will be able to state how the surface of the earth is shaped by both slow processes and rapid, cataclysmic events.
C9L5: Students will be able to identify minerals based on their characteristics.
C9L6: Students will be able to classify minerals based on their characteristics.
C9L6: Students will be able to explain the rock cycle and how it can be used to determine the relative ages of rocks.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Students will know the different characteristics used to classify minerals.
Students will know the different forces that break down materials.

Language Objective:: Students will be able to explain the rock cycle and how it can be used to determine the relative ages of rocks.

Main Activity:: Students will find and collect rocks to crush. Students will then take a hammer to smash the rocks into small pieces.

Evaluation:: Teacher watches and monitors.

Vocabulary:

Homework:

Learning Objective:: Students will know the different characteristics used to classify minerals.
Students will know the different forces that break down materials.

Language Objective:: Students will be able to explain the rock cycle and how it can be used to determine the relative ages of rocks.

Main Activity:: The teacher will mix the student’s rock pieces into glue and paint. The students will be able to paint a picture using their rock paint.

Evaluation:: Teacher watches and monitors.

Vocabulary:

Homework:

Learning Objective:: Students will know how different geological features are created.

Language Objective:: Students will be able to state how different geological features are created based on the movement of the earth’s crust.

Main Activity:: Students will complete the lesson review on pg. 294 and pg. 295. Review as a class.

Evaluation:: Review pages.

Vocabulary:

Homework:

Learning Objective:: Review

Language Objective:: Review

Main Activity:: Chapter 9 Test

Evaluation:: Test

Vocabulary:

Homework:

Learning Objective:: Students will know the different characteristics used to classify minerals.
Students will know the different forces that break down materials.

Language Objective:: Students will be able to explain the rock cycle and how it can be used to determine the relative ages of rocks.

Main Activity:: Introduce Chapter 10. Introduce Chapter 10 vocabulary. Students will be able to find the vocabulary words in the glossary. Have the students write the words and definitions on cards separately. . Use vocabulary cards to play the memory game.

Evaluation:: Teacher watches and monitors

Vocabulary:

Homework:

Materials / Resources (including technology): Science Book
Hammer
Paint
Rocks
Glue

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): C10L1: Students will know the resources that can be identified as being renewable or nonrenewable.
C10L2: Students will know that there is a limited supply of usable energy sources.
C10L2: Students will know that wind and moving water are examples of renewable energy.
C10L4: Students will know the ways people can reuse, recycle, and reduce the uses of resources to improve and protect the quality of life.

Weekly Procedural Knowledge Overview - (Students will be able to...): C10L1: Students will be able to identify resources as being renewable or nonrenewable.
C10L1: Students will be able to recognize the costs and risks to society and the environment posed by the use of nonrenewable energy.
C10L2: Students will be able state the energy sources which are limited and the development of renewable energy sources.
C10L2: Students will be able to describe the different sources for producing different forms of energy.
C10L2: Students will be able to describe the different materials taken from the earth.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Students will know the resources that can be identified as being renewable or nonrenewable.

Language Objective:: Students will be able to identify resources as being renewable or nonrenewable.

Main Activity:: Introduce Chapter 10 Poster project. The students will form groups of 2. Each group will create a poster based on the important information of their lesson. The students will present on Friday.

Evaluation:: Teacher watches and monitors.

Vocabulary:

Homework:

Learning Objective:: Students will know that there is a limited supply of usable energy sources.

Language Objective:: Students will be able to recognize the costs and risks to society and the environment posed by the use of nonrenewable energy.

Main Activity:: Working on Chapter 10 Poster Project.

Evaluation:: Teacher watches and monitors.

Vocabulary:

Homework:

Learning Objective:: Students will know that wind and moving water are examples of renewable energy.

Language Objective:: Students will be able state the energy sources which are limited and the development of renewable energy sources.

Main Activity:: Working on Chapter 10 Poster Project.

Evaluation:: Teacher watches and monitors.

Vocabulary:

Homework:

Learning Objective:: Students will know the ways people can reuse, recycle, and reduce the uses of resources to improve and protect the quality of life.

Language Objective:: Students will be able to describe the different sources for producing different forms of energy. Students will be able to describe the different materials taken from the earth.

Main Activity:: Working on Chapter 10 Poster Project.

Evaluation:: Teacher watches and monitors

Vocabulary:

Homework:

Learning Objective:: Students will know the ways people can reuse, recycle, and reduce the uses of resources to improve and protect the quality of life.

Language Objective:: Students will be able to describe the different sources for producing different forms of energy. Students will be able to describe the different materials taken from the earth.

Main Activity:: Students will present their Chapter 10 poster project. Watching of Magic School Bus: Recycle. Students will write about Recycling.

Evaluation:: Posters / presentations.

Vocabulary:

Homework:

Materials / Resources (including technology): Poster Paper
Science Book

State of Minnesota Standards Covered

5.3.4.1.1 Identify renewable and non-renewable energy and material resources that are found in Minnesota and describe how they are used.
5.3.4.1.2 Give examples of how mineral and energy resources are obtained and processed and how that processing modifies their properties to make them more useful.
5.3.4.1.3 Compare the impact of individual decisions on natural systems.

Weekly Informational Knowledge Overview - (Students will know...): C11L1: Students will know the different properties of matter.
C11L1: Students will know that the weight of an object always equals the sum of its parts.
C11L2: Students will know that materials may be made of parts too small to be seen without magnification.
C11L3: Students will know that matter is conserved during heating and cooling.

Weekly Procedural Knowledge Overview - (Students will be able to...): C11L1: Students will be able to determine that properties of materials can be compared and measured.
C11L2: Students will be able to understand that elements combine to form molecules.
C11L2: Students will be able to understand the common properties of salts.
C11L4: Students will be able to identify the differences and similarities between mixtures and solutions.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Students will know the different properties of matter.

Language Objective:: Students will be able to determine that properties of materials can be compared and measured.

Main Activity:: Introduce Chapter 11. As a class, create a KWL chart. The teacher will fill in the chart as the students share their ideas. The students will think-pair-share. Students will then review vocabulary words.

Evaluation:: Teacher watches and monitors.

Vocabulary:

Homework:

Learning Objective:: Students will know that the weight of an object always equals the sum of its parts.

Language Objective:: Students will be able to understand that elements combine to form molecules.

Main Activity:: Introduce Lesson 1 as a class. Read lesson 1, class discussion. Have the students complete the check point questions.

Evaluation:: Check point questions.

Vocabulary:

Homework:: Workbook pg. 110A

Learning Objective:: Students will know that materials may be made of parts too small to be seen without magnification.

Language Objective:: Students will be able to understand the common properties of salts.

Main Activity:: Introduce Lesson 2 as a class. Read lesson 2, class discussion. Have the students complete the check point questions.

Evaluation:: Teacher watches and monitors..

Vocabulary:

Homework:: Workbook pg. 111A

Learning Objective:: Students will know that matter is conserved during heating and cooling.

Language Objective:: Students will be able to identify the differences and similarities between mixtures and solutions.

Main Activity:: Introduce Lesson 3 as a class. Read lesson 3, class discussion. Have the students complete the check point questions.

Evaluation:: Teacher watches and monitors

Vocabulary:

Homework:: Workbook pg. 112A

Learning Objective:: Students will know that matter is conserved during heating and cooling.

Language Objective:: Students will be able to identify the differences and similarities between mixtures and solutions

Main Activity:: Introduce Lesson 4 as a class. Read lesson 4, class discussion. Have the students complete the check point questions.

Evaluation:: Teacher watches and monitors

Vocabulary:

Homework:: Workbook pg. 113A

Materials / Resources (including technology): Poster Paper
Science Book
Science Workbook

State of Minnesota Standards Covered

5.1.1.1.1 Explain why evidence, clear communication, accurate record keeping, replication by others, and openness to scrutiny are essential parts of doing science.
5.1.1.1.2 Recognize that when scientific investigations are replicated they generally produce the same results, and when results differ significantly, it is important to investigate what may have caused such differences.
5.1.1.1.3 Understand that different explanations for the same observations usually lead to making more observations and trying to resolve the differences