Download Environments - Rockaway Township School District

Rockaway Township Public Schools
Science Literacy Unit Plan
Life Science: Grade 5 – Environments
Unit Title:
Environmental Studies
21st Century Theme:
Time Frame:
First – Second Marking Period
9.1 - Critical Thinking and Problem Solving
Creativity and Innovation
Collaboration, Teamwork, and Leadership
Standard:
5.3 Life Science: All students will understand that life science principles are powerful conceptual tools for making sense of the
complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern
the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics.
5.4 Earth Systems Science: All students will understand that Earth operates as a set of complex, dynamic, and interconnected
systems, and is a part of the all-encompassing system of the universe.
Strands:
(5.3) A. Organization and Development: Living organisms are
composed of cellular units (structures) that carry out functions
required for life. Cellular units are composed of molecules,
which also carry out biological functions.
(5.3) C. Interdependence: All animals and most plants depend
on both other organisms and their environment to meet their
basic needs.
(5.3) D. Heredity and Reproduction: Organisms reproduce,
develop, and have predictable life cycles. Organisms contain
genetic information that influences their traits, and they pass
this on to their offspring during reproduction.
(5.4) B. History of Earth: From the time that Earth formed
from a nebula 4.6 billion years ago, it has been evolving as a
result of geologic, biological, physical, and chemical processes.
(5.4) C. Properties of Earth Materials: Earth’s composition is
unique, is related to the origin of our solar system, and
provides us with the raw resources needed to sustain life.
(5.4) F. Climate and Weather: Earth’s weather and climate
systems are the result of complex interactions between land,
ocean, ice, and atmosphere.
Cumulative Progress Indicator Number(s):
5.3.6.A.2 -Model and explain ways in which organelles work
together to meet the cell’s needs.
5.3.6.C.1 -Explain the impact of meeting human needs and
wants on local and global environments.
5.3.6.C.2- Predict the impact that altering biotic and abiotic
factors has on an ecosystem.
5.3.6.C.3 -Describe how one population of organisms may
affect other plants and/or animals in an ecosystem.
5.3.6.D.1 -Predict the long-term effect of interference with
normal patterns of reproduction.
5.3.6.D.3 -Distinguish between inherited and acquired
traits/characteristics.
5.4.6.B.4 -Describe methods people use to reduce soil
erosion.
5.4.6.C.1 -Predict the types of ecosystems that unknown soil
samples could support based on soil properties.
5.4.6.F.1- Explain the interrelationships between daily
temperature, air pressure, and relative humidity data.
5.4.6.F.2- Create climatographs for various locations around
Earth and categorize the climate based on the yearly
Rockaway Township Public Schools
Science Literacy Unit Plan
Life Science: Grade 5 – Environments
(5.4) G. Biogeochemical Cycles: The biogeochemical cycles in
the Earth systems include the flow of microscopic and
macroscopic resources from one reservoir in the hydrosphere,
geosphere, atmosphere, or biosphere to another, are driven by
Earth's internal and external sources of energy, and are
impacted by human activity.
patterns of temperature and precipitation.
5.4.6.G.2 -Create a model of ecosystems in two different
locations, and compare and contrast the living and nonliving
components.
5.4.6.G.3- Describe ways that humans can improve the
health of ecosystems around the world.
Rockaway Township Goals:
Review science safety procedures.
Utilize the scientific method to problem solve.
Identifying and understanding the function of the major organelles in plant and animal cells.
Introduce 6 kingdoms of life. Single-celled vs. multi-cellular organisms.
Classify abiotic and biotic factors in an environment and how they support the ecosystem.
Review food chains and extend into food webs.
Creating biomes to observe and utilize all acquired knowledge.
Introduce patterns in temperature, precipitation, air pressure, and relative humidity in a given biome. Compare dry, moderate, and
wet.
Explore how humans benefit from and become a detriment to local and global environments.
Rockaway Township Public Schools
Science Literacy Unit Plan
Life Science: Grade 5 – Environments
Essential Question:
What do all living things have in common?
In what ways do organisms interact within ecosystems?
How do organisms change as they go through their life
cycle?
How do geologic events occurring today provide insight
Earth’s past?
How do changes in one part of an Earth system affect
other parts of the system?
How do changes in one part of an Earth system affect
other parts of the system?
How do changes in one part of the Earth system affect
other parts of the system and in what ways can Earth
processes be explained as interactions among spheres?
Enduring Understanding:
Personal activities impact the local and global environment.
An ecosystem includes all of the plant and animal populations
and nonliving resources in a given area.
Organisms interact with each other and with other
components of an ecosystem.
Climate is the result of long-term patterns of temperature and
precipitation.
Weather is the result of short-term variations in temperature,
humidity, and air pressure.
Soil attributes/properties affect the soil’s ability to support
animal life and grow plants.
Erosion plays an important role in the formation of soil, but
too much erosion can wash away fertile soil from ecosystems,
including farms.
All organisms cause changes in the ecosystem in which they
live. If this change reduces another organism’s access to
resources, that organism may move to another location or die.
Reproduction is essential to the continuation of every species.
Traits such as eye color in human beings or fruit/flower color
in plants are inherited.
Essential functions of plant and animal cells are carried out by
organelles.
Various human activities have changed the capacity of the
environment to support some life forms.
The number of organisms and populations an ecosystem can
support depends on the biotic resources available and on
abiotic factors, such as quantities of light and water, range of
temperatures, and soil composition.
Rockaway Township Public Schools
Science Literacy Unit Plan
Life Science: Grade 5 – Environments
Unit Learning Targets:
The student will be able to….
Suggested Activities:
Including Differentiated Strategies (DI)
Target Activities:
Distinguish between safe and unsafe lab practices
SpongeBob Science Safety Activity (See
to prepare for science experiments.
Grade 5 Science Intranet Folder)
Conduct an experiment following the logical steps
of the scientific method.
Create Science Safety Class Poster
Identify cells as the basic units of structure and
Create individual Safety Poster
function of living things.
Complete the Scientific Method Penny
Identify the major cell parts of a plant cell: cell,
Experiment (See Grade 5 Science
nucleus, cell membrane, cytoplasm, cell wall,
Intranet Folder)
chloroplasts, mitochondria, endoplasmic reticulum,
Alternate lesson: Paper Towel
lysosomes, golgi apparatus (bodies) and vacuole,
Absorbency lesson (See Grade 5
Science Intranet Folder)
Identify the differences/similarities between
Houghton-Mifflin: The Life Processes, Unit A,
animal and plant cells
Level 5
Explain the classification system of organisms as
Chapter 1
moving from general (kingdom) to specific
o Lesson 1: A6-11
groupings (genus and species)
o Lesson 2: A20
Explain that living things pass on traits from one
o Lesson 3: A24-29
generation to the next.
Match picture cards with definitions
Explain how living organisms interact with each
(Kirsten)
other and their environment to form an
Foam models of cells (Kirsten)
ecosystem.
Chapter 3
Explain that a biome’s climate determine the
o Lesson 1: A84-A85
community of living things.
Chapter
4
Draw a food web showing the flow of energy from
o Lesson 1: B6- B9
organism to organism.
o Lesson 2: B12- B 19
Identify the changes in an ecosystem that can
o Lesson 3: B24 – B29
result in changes to the community.
Chapter 5
Describe the effects of human activities on the
o Lesson 3: B 58- B 61
environment.
Identify extinction of certain species as a direct
Vocabulary:
Review previous cluster
vocabulary:
conclusion
data
observation
question
research hypothesis
procedure
Scientific Method
Review previous cluster
vocabulary:
consumer
decomposer
food chain
producer
scavengers
New Key Words:
abiotic factor
biotic factor
cell
cell membrane
cell wall
chloroplasts
cytoplasm
ecology
ecosystem
endoplasmic
reticulum
Rockaway Township Public Schools
Science Literacy Unit Plan
Life Science: Grade 5 – Environments
result of habitat destruction.
Describe and evaluate the impact of human
activities on an ecosystem.
FOSS: ENVIRONMENTS
Investigation 1: Terrestrial
Environments (abiotic / biotic factors,
range of tolerance, optimum
environment, terrarium)
Investigation 2: Bugs and Beetles
(range of tolerance)(incorporate soil
erosion)
Investigation 3: Water Tolerance
Investigation 5: Brine Shrimp Hatching
(salinity, range of tolerance, optimum
environment, potential for life/viability)
“Saving our Endangered Species”
Science Portion Science Across the
Curriculum pgs. 34-38
Project Wild: Career Critters
Optional Activities:
Wetland Weirdos
“The Basic Unit of All Life” Science
Across the Curriculum
FOSS Investigation 4: Aquatic
Environments
McGraw-Hill Science Volume 2 Chapter 11 pgs.
482-485, 496, 498-501, 522-523,560-571
environment
environmental
mitochondria
eukaryotic
food web
golgi apparatus
(bodies)
lysosomes
mitochondria
multi-cellular
nucleus
nucleus
optimum
environment
organism
preference
primary consumer
prokaryotic
range of tolerance
salinity
secondary
consumer
seed
single-celled
spore
terrarium
tolerance
vacuole
viability
Rockaway Township Public Schools
Science Literacy Unit Plan
Life Science: Grade 5 – Environments
Resource Materials:
New unit (September 2011) as per new NJCCCS to be chosen in
year 2 of the 5 year cycle
Houghton-Mifflin: Atmosphere and Solar System, Unit D, Level 5
Houghton-Mifflin: The Life Processes, Unit A and B Level 5
FOSS: Environments
McGraw-Hill Science Volume 2
Project WILD: Career Critters
NJCCCS: Annenberg Media’s Teachers’ Resources offer short video
courses covering essential science content for K-6 teachers.
http://www.learner.org/resources/series179.html
NJCCCS: Teachers’ Domain provides lesson plans and other
multimedia resources (video clips and simulations) that support
this CPI.
http://www.teachersdomain.org/resource/tdc02.sci.life.colt.alive/
http://www.teachersdomain.ord/resource/tdc02.sci.life.colt.lp_livi
ng/
Assessments:
Written:
District Assessment to be developed in year 2 of the 5
year cycle
Other:
Scientific Method Quiz (See Grade 5 Science Intranet
Folder)
Rubric for Science Safety
Quiz on Cells
Project on 6 Kingdoms (Kirsten)
Quiz on Food webs/abiotic/biotic
Lab write-ups throughout
NJCCCS Assessment: Your younger brother is convinced
that a car is a living thing. He explains the evidence for
his claim to you, providing evidence that it moves, eats
gas, makes noise, and releases gas waste. He thinks the
car’s engine is the heart, the battery is the nervous
system, the hoses and tubes are the circulatory system,
and the gas tank is the stomach. At recess, he explained
this idea to his friends in his class, and half the class
agrees with him. While these ideas make some sense,
you claim that a car is not a living thing. You think that
more students have the same idea, so you write a
fictional story that explains the essential characteristics
of life. (Located in NJCCCS Classroom Applications
Document)
Rockaway Township Public Schools
Science Literacy Unit Plan
Life Science: Grade 5 – Environments
Technology Integration:
PowerPoint Presentations
Publisher brochure
Glogs
Videos: Brainpop.com
Science Curriculum Video Clips CD-ROM
o TLC Elementary School: All About Plants
o Life Science: Plants
o Where Have All the Animals Gone?
o Vulnerable, Threatened, Endangered, Extinct
o Animated Hero Classics: Louis Pasteur
HM: Science Video Series-Grade 5, Units A and B
o 1. The Living Cell
o 2. How a Plant Works
Ecosystems and Biomes
Related Literature:
Whale’s Song by Dyan Sheldon
I Wonder Why the Dodo is Dead and Other Questions About
Extinct and Endangered Animals by Andrew Charman
Foss Stories – Mono Lake (Brine Shrimp)