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January 2014 Science Review Notes for Parents and Students Grade 5 3rd Nine Weeks 2013-2014 Note: The Fifth Grade Standard of Learning test covers material taught in fourth and fifth grade. Julie Moyer, Science Specialist, K-12 Page 1 January 2014 Science Review Notes for Parents and Students Grade 5 Science: Third Nine Weeks 2013-2014 This resource is intended to be a guide for parents and students to improve content knowledge and understanding. The information below is detailed information about the Standards of Learning taught during the 3rd grading period and comes from the Science Standards of Learning Curriculum Framework, Grade 5 issued by the Virginia Department of Education. The Curriculum Framework in its entirety can be found at the following website. http://www.doe.virginia.gov/testing/sol/frameworks/science_framewks/framework_science5.pdf Standard 5.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which a) items such as rocks, minerals, and organisms are identified using various classification keys; b) estimates are made and accurate measurements of length, mass, volume, and temperature are made in metric units using proper tools; c) estimates are made and accurate measurements of elapsed time are made using proper tools; d) hypotheses are formed from testable questions; e) independent and dependent variables are identified; f) constants in an experimental situation are identified; g) data are collected, recorded, analyzed, and communicated using proper graphical representations and metric measurements; h) predictions are made using patterns from data collected, and simple graphical data are generated; i) inferences are made and conclusions are drawn; j) models are constructed to clarify explanations, demonstrate relationships, and solve needs; and k) current applications are used to reinforce science concepts. Julie Moyer, Science Specialist, K-12 Page 2 January 2014 Overview The skills in standard 5.1 are intended to define the “investigate” component and the understanding of the nature of science for all of the other fifth-grade standards. The intent of standard 5.1 is for students to continue to develop a range of inquiry skills, achieve proficiency with those skills, and develop and reinforce their understanding of the nature of science in the context of the concepts developed at the fifth-grade level. It is also intended that by developing these skills, students will achieve a greater understanding of scientific inquiry and the nature of science and will more fully grasp the content-related concepts. Science assumes that the natural world is understandable. Scientific inquiry can provide explanations about nature. This expands students’ thinking from just knowledge of facts to understanding how facts are relevant to everyday life. Systematic investigations require standard measures and consistent and reliable tools. Metric measures are a standard way to make measurements and are recognized around the world. A classification key is an important tool used to help identify objects and organisms. It consists of a branching set of choices organized in levels, with most levels of the key having two choices. Each level provides more specific descriptors, eventually leading to identification. A hypothesis is an educated guess/prediction about what will happen based on what you already know and what you have already learned from your research. It must be worded so that it is “testable.” The hypothesis can be written as an “If…, then….” statement, such as “If all light is blocked from a plant for two weeks, then the plant will die.” An independent variable is the factor in an experiment that is altered by the experimenter. The independent variable is purposely changed or manipulated. A dependent variable is the factor in an experiment that changes as a result of the manipulation of the independent variable. The constants in an experiment are those things that are purposefully kept the same throughout the experiment. A scientific prediction is a forecast about what may happen in some future situation. It is based on the application of factual information and principles and recognition of trends and patterns. An inference is a tentative explanation based on background knowledge and available data. A conclusion is a summary statement based on the results of an investigation. Scientific conclusions are based on verifiable observations (science is empirical). Julie Moyer, Science Specialist, K-12 Page 3 Standard 5.5 January 2014 The student will investigate and understand that organisms are made of one or more cells and have distinguishing characteristics that play a vital role in the organism’s ability to survive and thrive in its environment. Key concepts include a) basic cell structures and functions; b) classification of organisms using physical characteristics, body structures, and behavior of the organism; and c) traits of organisms that allow them to survive in their environment. Overview This standard emphasizes the major categories of living organisms and builds on science standards 2.4 and 4.4. The use of a microscope may be applied to the study of plants, animals, and cells. It is intended that students will actively develop and utilize scientific investigation, reasoning, and logic skills (5.1) in the context of the key concepts presented in this standard. What are living things made of? Living things are made of cells. Cells carry out all life processes. A cell is the basic unit, or building block, that makes up all living things. Where do new cells come from? New cells come from existing cells. How small are cells? Cells are too small to be seen with the eye alone. By using a microscope, many parts of a cell can be seen. What do cells do? Cells carry out all life processes. Examples: Some of these life processes include taking in nutrients, giving off wastes, growing, and reproducing. Julie Moyer, Science Specialist, K-12 Page 4 January 2014 Animal Cell vs. Plant Cell Though animal and plant cells are similar, they are also different in shape and in some of their parts. Animal cells tend to be spherical or at times irregular, while plant cells tend to be rectangular. Animal cells can have a round or irregular shape and they are made up of a number of important parts. These parts include the cell membrane, the cytoplasm, the nucleus, and vacuoles. Vacuoles - Vacuoles store the food and water that the cell will use later. Some vacuoles also store waste materials until the cell is ready to get rid of them. The filling inside of the cell is a jellylike material called cytoplasm. The rest of the cell’s parts are located in the cytoplasm. …. …. Nucleus – Near the center of the cytoplasm is a round structure called the nucleus. The nucleus is the cell’s command center. It controls all of the cell’s activities (making, using, storing food). Julie Moyer, Science Specialist, K-12 Cell Membrane - Lining the inside of the cell wall is the cell membrane. The cell membrane is very thin. It controls what comes in to the cell and what leaves the cell (food, water, oxygen, wastes). Page 5 January 2014 Plant cells are usually rectangular in shape and are made up of a number of important parts. These parts include the cell wall, the cell membrane, cytoplasm, the nucleus, chloroplasts, and vacuoles. Let’s Compare Animal and Plant Cells! Animal Cell Spherical or irregular in shape Julie Moyer, Science Specialist, K-12 Both Cell membrane cytoplasm nucleus vacuoles Plant Cell chloroplasts cell wall rectangular in shape Page 6 January 2014 Organisms that share similar characteristics can be organized into groups in order to help understand similarities and differences. Organisms Plants Animals Plants produce their own food. Their cells contain chloroplasts and they have cell walls. Animals depend on other plants and animals for their food. Example: flowers, trees Plants can be categorized as vascular (having special tissues to transport food and water — for example, trees and flowering plants) and nonvascular (not having tissues to transport food and water — for example, moss, liverworts, and hornworts). Most plants are vascular. PLANTS Vascular Non-Vascular Plants that have special tissues (tubes) to transport food and water throughout the plant. Plants that do not have tissues (no tubes) to transport food and water Example: trees and flowering plants Example: moss, liverworts, and hornworts Julie Moyer, Science Specialist, K-12 Page 7 January 2014 Animals can be categorized as vertebrates (having backbones) or invertebrates (not having backbones). Animals Vertebrates Invertebrates Animals with backbones. Animals without backbones. Examples: Examples: fish worms birds jellyfish reptiles snail humans clam insect Julie Moyer, Science Specialist, K-12 Page 8 January 2014 Practice Test Items Follow this link to find a complete released test: http://www.doe.virginia.gov/testing/sol/practice_items/science/guides/gr_5_science. pdf 1. Which animals shown are invertabrates? Answers are highlighted in gray. 2. Trees, wildflowers, and grassess are all considered to be – A. Vascular plants B. Nonvascular plants C. Woodyplants D. Nonwoody plants Julie Moyer, Science Specialist, K-12 Page 9 January 2014 mass Mass is the amount of matter in an object. 5.1 volume Volume is the amount of space occupied by an object. milliliter Milliliter is a unit of liquid volume. 5.1 5.1 length Length is the distance between two points. millimeter A millimeter is one-thousandth of a meter and 1/10 of a centimeter. 5.1 5.1 centimeter 5.1 meter 5.1 kilometer 5.1 Julie Moyer, Science Specialist, K-12 A centimeter is a unit of length in the metric system; one-hundredth of a meter, or about two-fifths of an inch, about the width of a large clip. A meter is a unit for measuring metric length; is equal to about 1 yard. A kilometer is a metric unit and is a little smaller than 1 mile. Page 10 January 2014 temperature Temperature is a measure of how hot or cold something is. degrees Degrees are units of temperature. Celsius Celsius is a metric unit for temperature. 5.1 5.1 5.1 estimation Estimation is a method of making an educated guess at a measurement. 5.1 prediction 5.1 variable 5.1 5.1 independent variable Julie Moyer, Science Specialist, K-12 A prediction is a forecast about what may happen in some future situations. It is based on the application of factual information and principles and recognition of trends and patterns. A variable is something in an experiment that can change or stay the same. An independent variable is a variable that is changed in an experiment. Page 11 January 2014 dependent variable 5.1 A dependent variable is a variable that is observed and that changes in the response to the independent variable. inference An inference is a logical conclusion based on observations. vertebrate A vertebrate is an animal that has a backbone. 5.1 5.5 invertebrate An invertebrate is an animal that does not have a backbone. 5.5 vascular 5.5 nonvascular 5.5 nucleus Vascular plants are plants that have special tissues to transports food and water. Nonvascular plants are plants that transport water and other substances directly from the ground into their cells. A nucleus is a round structure in the middle of a cell. It is the cell’s command center. It controls all of the cell’s activities, like making, using, and storing food. 5.5 Julie Moyer, Science Specialist, K-12 Page 12 January 2014 cell wall 5.5 cell membrane 5.5 vacuole 5.5 chloroplasts 5.5 cytoplasm 5.5 A cell wall is a thick wall around each cell that protects the delicate contents of the cell. A cell membrane is a very thin lining on the inside of the cell wall. It controls what comes in to the cell and what leaves the cell (food, water, oxygen, wastes). A vacuole stores the food and water that the cell will use later. Some vacuoles also store waste materials until the cell is ready to get rid of them. Chloroplasts are organelles found in plants and algae cells where photosynthesis occurs. Cytoplasm is the jelly like material on the inside of a cell where cell organelles are suspended. plants Plants produce their own food. Their cells contain chloroplasts and they have cell walls. animals Animals depend on other plants and animals for their food. 5.5 5.5 Julie Moyer, Science Specialist, K-12 Page 13 January 2014 4th Grade Science Review Notes for 5th Grade Parents and Students Science: Third Nine Weeks 2013-2014 Fifth grade students will take the Virginia Standards of Learning Science Test at the end of the fifth grade. Information addressed on the test will include information from the fourth and fifth grade Science Standards of Learning Curriculum Framework as issued by the Virginia Department of Education. The Curriculum Framework in its entirety can be found at the following website: http://www.doe.virginia.gov/testing/sol/frameworks/science_framewks/framework_science5.pdf Standard 4.5 The student will investigate and understand how plants and animals, including humans, in an ecosystem interact with one another and with the nonliving components in the ecosystem. Key concepts include a) plant and animal adaptations; b) organization of populations, communities, and ecosystems and how they interrelate; c) flow of energy through food webs; d) habitats and niches; e) changes in an organism’s niche at various stages in its life cycle;; and f) influences of human activity on ecosystems. Overview This standard focuses on the relationships among plants, animals, and the nonliving environment and brings together several elements of both Life Processes and Living Systems. This standard assumes students have a basic understanding that all living organisms are interrelated and dependent in some way on other living organisms and their environment. Plants and animals in ecological systems live in a web of interdependence in which each species contributes to the functioning of the overall system. Organisms live in a habitat to which they are structurally and behaviorally adapted. Certain conditions within environments determine which organisms and communities succeed there. Julie Moyer, Science Specialist, K-12 Page 14 January 2014 Organisms have structural adaptations, or physical attributes, which help them meet a life need. Structural adaptations include such things as body color, body covering, beak type, and claw type. Organisms also have behavioral adaptations, or certain types of activities they perform, which help them meet a life need. Organisms have structures uniquely adapted for their particular needs. A seed-eating bird would be unable to survive by eating worms because its beak is not adapted for catching worms. These structural adaptations affect the entire species of organisms and usually occur gradually over many generations. Look at the two birds below, notice that different species of birds have differently shaped beaks. Bird’s beaks are adapted to perform different jobs. Depending on where the bird lives will affect the shape of the beak. The pelican needs to be able to scoop fish out of the water so the beak is shaped or adapted to the environment in which it lives. A beak is a structural adaptation. Consider comparing other structural adaptations such as different birds’ feet (wading, perching, catching prey) or the legs of various land animals. Bluebird Pelican Behavioral adaptations help individual animals or groups of animals (and to some degree, all organisms) meet their needs. These are the things that organisms do to survive, such as migrate or hibernate. Living things adapt to a specific environment over a long period of time and many generations. If the environment changes, living things must also change to survive, or they must find a new environment. Behavioral adaptations are certain activities or actions that living things do to meet their needs for food, water, shelter, and protection. Julie Moyer, Science Specialist, K-12 Page 15 January 2014 Name that adaptation The color of an earthworm (structural) The thorns on a rose stem (structural) The owl’s nocturnal hunting (behavioral) The giraffe’s long neck (structural) The human’s wearing of a coat when he/she is cold (behavioral) A dog’s response when called (behavioral) Bears’ practice of hibernating in the winter (behavioral) Birds’ migration (behavioral) Trout’s gills (structural) Vines’ use of other plants or objects for support to climb and grow upward (structural). All the organisms of the same species that live in the same place at the same time are a population. Populations of species that live in the same place at the same time together make up a community. The organization of communities is based on the utilization of the energy from the sun within a given ecosystem. The greatest amount of energy in a community is in the producers. Within a community, organisms are dependent on the survival of other organisms. Energy is passed from one organism to another. All the populations and the nonliving components in an environment that interact with each other form an ecosystem. The sun’s energy cycles through ecosystems from producers through consumers and back into the nutrient pool through decomposers. Julie Moyer, Science Specialist, K-12 Page 16 January 2014 Consumers are living things that eat or consume other living things to get food for energy. They cannot make their own food. For example: The wolf and deer are both consumers. The energy for the food chain starts with the sun. Producers make their own food. They include green plants, bushes, trees, grasses, and ferns (as well as other plants). A food chain is a representation of the energy flow among organisms in an ecosystem. This energy comes from the sun. The producer, which is usually a plant, utilizes the energy from the sun to begin the food chain. A simple food chain could start with grass (a producer) which is eaten by a cricket (a consumer), which is eaten by a toad (a consumer) which eventually dies and is broken down by worms (decomposers). Julie Moyer, Science Specialist, K-12 Page 17 January 2014 A food web shows the interrelationship of all of the food chains in an ecosystem. All life benefits from the process of photosynthesis, in which plants take energy from the sun and make it available to animals. A habitat is the place or kind of place in which an animal or plant naturally lives. An organism’s habitat provides food, water, shelter, and space. The size of the habitat depends on the organism’s needs. Frogs and butterflies require a unique habitat because of the different stages in their life. The frog spends part of its life in water and part of its life on land. The butterfly starts as a caterpillar and eventually finds itself looking for a butterfly habitat. A niche is the function that an organism performs in the food web of that community. A niche also includes everything else the organism does and needs in its environment. No two types of organisms occupy exactly the same niche in a community. Julie Moyer, Science Specialist, K-12 Page 18 January 2014 The major difference between a niche and a habitat is that a habitat is a place, while a niche is an organism’s role or job. A student’s habitat is his house, but his niche is that of a brother, son, neighbor, friend, student, basketball player, and any other roles the student plays. Think about honey bees. Their habitat is a hive. What is their niche or role? The honey bees’ niche or role is to gather nectar from flowers and to make honey. What about the Queen Bee, does she have a different niche? Yes, she does. Her niche is to lay eggs. The organization of a community is defined by the interrelated niches within it. During its life cycle, an organism’s role in the community — its niche — may change. For example, what an animal eats, what eats it, and other relationships will change. Humans can have a major impact on ecosystems. Positive Impact Negative Impact Plant trees Pollute the land and water Recycle Clear land and don’t plant trees Protect wetlands Spray pesticides and fertilizers Can you think of other ways that humans can protect and preserve the ecosystem around us? Julie Moyer, Science Specialist, K-12 Page 19 January 2014 Practice Test Items Follow this link to find released tests: http://www.doe.virginia.gov/testing/sol/practice_items/science/guides/gr_5_science. pdf Sort the organisms from the food web into the chart. Answer: Producers – grasses Consumers – grasshopper, rabbit, bird, snake, and fox Decomposers - bacteria Julie Moyer, Science Specialist, K-12 Page 20 January 2014 Based on their roles in this food web, how many carnivores are present? A. B. C. D. 1 2 3 4 Which diagram best shows the organization of ecosystems? Julie Moyer, Science Specialist, K-12 Page 21 January 2014 Standard 4.6 The student will investigate and understand how weather conditions and phenomena occur and can be predicted. Key concepts include a) weather phenomena; b) weather measurements and meteorological tools; and c) use of weather measurements and weather phenomena to make weather predictions. Overview This standard focuses on weather conditions and a more technical understanding of the tools and methods used to forecast future atmospheric conditions. Temperature is the measure of the amount of thermal energy in the atmosphere. Air pressure is due to the weight of the air and is determined by several factors including the temperature of the air. A front is the boundary between air masses of different temperature and humidity. Cirrus, stratus, cumulus, and cumulo-nimbus clouds are associated with certain weather conditions. Cumulus clouds are fluffy and white with flat bottoms. They usually indicate fair weather. However, when they get larger and darker on the bottom, they become cumulo-nimbus clouds. Cumulo-nimbus clouds may produce thunderstorms. Stratus clouds are smooth, gray clouds that cover the whole sky (block out direct sunlight). Light rain and drizzle are usually associated with stratus clouds. Cirrus clouds are feathery clouds. They are associated with fair weather. Cirrus clouds often indicate that rain or snow will fall within several hours. Extreme atmospheric conditions create various kinds of storms such as thunderstorms, hurricanes, and tornadoes. Different atmospheric conditions create different types of precipitation. Meteorologists gather data by using a variety of instruments. Meteorologists use data to predict weather patterns. A barometer measures air pressure. An anemometer measures wind speed. A rain gauge measures the amount of precipitation. A thermometer measures the temperature of the air. Julie Moyer, Science Specialist, K-12 Page 22 January 2014 Fronts There are two kinds of fronts that meteorologists look at to forecast the weather. COLD FRONT WARM FRONT A cold front is formed when a cold air mass A warm front is formed when a warm air mass pushes into a warm air mass pushes into a cold air mass Often produces thunderstorms Sometimes produces light rain California Virginia Look at this map of the United States? What is the forecast for Virginia? The “H” indicates high pressure or heavenly weather. There aren’t any fronts nearby. So it should be a nice day in Virginia. How about Northern California? Julie Moyer, Science Specialist, K-12 Page 23 January 2014 Clouds There are four basic types of clouds. They are formed by warm air rising from the earth into the air. As the warm air rises it carries water vapor in it from the surface of lakes, oceans, ponds, and other bodies of water. The water vapor then cools down and changes into droplets of water or ice crystals. The droplets of water attach themselves to small pieces of dust and dirt floating in the air. Once a lot of droplets join together, a cloud is formed. If the water droplets become too large and heavy, they fall to the ground. Clouds come in different sizes, shapes and even colors. (white, light gray, dark gray) Clouds help meteorologists predict the weather. Four Basic Cloud Types Stratus Cumulus Cumulonimbus Cirrus They are smooth, gray clouds that cover the whole sky and block out direct sunlight. They are fluffy and Large cloud that is dark white with flat bottoms. on the bottom. They are feathery clouds. Light rain and drizzle are usually associated with stratus clouds. They are associated with fair weather. They are associated with fair weather and often indicate that rain or snow will fall within several hours. Julie Moyer, Science Specialist, K-12 They are associated with thunderstorms. Page 24 Types of Storms Thunderstorm Characteristics Strong winds, heavy rain, thunder, and lightning Hurricane January 2014 Tornado Often form without Form over water and are warning; a column of the largest storms on warm air begins to spin Earth. High winds 70upward forming a 150 mph. Giant ocean funnel cloud. It is waves are formed, smaller than a heavy rain, severe hurricane, but one of flooding the most violent. Wind speeds can reach 300 mph. Four Basic Weather Tools Barometer Measures air pressure, used to predict rain or sun Anemometer Measures wind speed Low pressure Lousy weather, rain, storms Rain gauge Thermometer an instrument that measures the amount of precipitation (rainfall) an instrument that measures temperature (thermal energy) High pressure Heavenly weather, blue skies and sunshine Julie Moyer, Science Specialist, K-12 Page 25 January 2014 Practice Test Items Follow this link to find released tests: http://www.doe.virginia.gov/testing/sol/practice_items/science/guides/gr_5_science. pdf 1. Julie Moyer, Science Specialist, K-12 2. Page 26 January 2014 3. 4. 5. Julie Moyer, Science Specialist, K-12 Page 27 January 2014 organism An organism is a living thing made up of a cell or cells. structural adaptations Structural adaptations are physical attributes that help organisms meet life needs. behavioral adaptations Behavioral adaptations are certain activities organisms perform that help them meet life needs. ecosystem An ecosystem is a community and its nonliving environment. environment An environment is everything that surrounds an organism. 4.5 4.5 4.5 4.5 4.5 community A community is all the populations in one ecosystem. population A population is the organisms of the same species that live in the same place at the same time. 4.5 4.5 producers Producers are living things that can use sunlight to make their own food. 4.5 Julie Moyer, Science Specialist, K-12 Page 28 January 2014 decomposer 4.5 A decomposer is consumer that puts materials from dead plants and animals back into the soil, air, and water. life cycle A life cycle is the stages in the life of a plant or animal. food chain A food chain is the path energy and materials take in a community. 4.5 4.5 food web 4.5 habitat 4.5 consumer A food web is the flow of energy and materials through connected food chains. Habitat is the place or kind of place in which an animal or plant naturally lives; It provides food, water, shelter, and space to organisms. A consumer is a living thing that depends on producers for food. 4.5 niche 4.5 Julie Moyer, Science Specialist, K-12 A niche is the function that an organism performs in the community. Page 29 January 2014 air pressure Air pressure is the weight of the air determined by many factors including the temperature of the air. barometer A barometer is a tool used to measure air between pressure.air masses of A boundary different temperature and humidity 4.6 4.6 anemometer barometer clouds 4.6 4.6 collection of millions of tiny water An anemometer is a tool droplets or ice crystals in that the measures wind speed. atmosphere rain gauge storms A rain gauge a tool with that measures strong winds,isusually heavy precipitation. rain, snow, or hail and sometimes with thunder and lightning thermometer cirrus clouds A thermometer a tool thatwith fair feathery clouds,isassociated measures thecan temperature of the weather but indicate that rain or air. snow will fall within several hours 4.6 4.6 4.6 4.6 temperature cumulus clouds Temperature is the with measure fluffy, white clouds flat of the amount thermal energy in the bottoms,ofthat indicate fair weather atmosphere. weather phenomena cumulo-nimbus clouds clouds that get larger and darker on A weather the bottomphenomenon and produce is a very unusual weather event. thunderstorms 4.6 4.6 4.6 4.6 hurricane thunderstorm 4.6 4.6 Julie Moyer, Science Specialist, K-12 A hurricane is a large tropical storm that forms over warm oceans a storm often with heavy rain and and whose winds can have a speed of up frequent thunder and lightning to 150 miles per hour. Page 30 January 2014 tornadoes 4.6 thunderstorms 4.6 stratus clouds 4.6 cirrus clouds A tornado is a powerful column of winds spiraling around a center of low atmospheric pressure. It looks like a large black funnel hanging down from a storm cloud. The narrow end will move over the earth, whipping back and forth like a tail. A thunderstorm is a storm with thunder and lightning and typically includes heavy rain or hail. Stratus clouds are smooth gray clouds that cover the whole sky; light rain and drizzle are usually associated with stratus clouds. Cirrus clouds are feathery clouds associated with fair weather. 4.6 cumulus clouds 4.6 cumulo-nimbus clouds 4.6 meteorologist 4.6 Julie Moyer, Science Specialist, K-12 Cumulus clouds are fluffy white clouds with flat bottoms. They indicate fair weather. Cumulus-nimbus clouds are cumulus clouds that get larger and darker in the bottom. They produce thunderstorms. A meteorologist is a person who gathers data by using a variety of instruments to predict weather patterns. Page 31