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Science Regional Prioritized Curriculum Grade 5 Living Environment Standard 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. Key Idea 1: Background: Living things are both similar to and different from each other and from nonliving things. Living things are similar to each other yet different from nonliving things. The cell is the basic unit of structure and function of living things (cell theory). For all living things, life activities are accomplished at the cellular level. Human beings are an interactive organization of cells, tissues, organs, and systems. Viruses lack cellular organization. Guiding Questions: How are living things different from non-living things? How does each body system provide for the survival of the organism? How do classification systems allow scientists to identify organisms and group new organisms appropriately? Grade 5 Living Environment, Summer 2000 1 Standard 4: Key Idea 1: Performance Indicator 1:1 Compare and contrast the parts of plants, animals, and one-celled organisms. Essential Knowledge/Skills (Major Understandings) 1.1a Living things are composed of cells. Cells provide the structure and carry on the major functions to sustain life. Cells are usually microscopic in size. 1.1d Some organisms are single cells; others, including humans, are multicellular. Classroom Ideas Observe onion cells and complete a graphic organizer based on that observation. Use of microscope – label parts on a diagram. Using a microscope, students will observe single and multi-cell organisms. Compare and contrast similarities and differences of single and multi-cell organisms. Record using a graphic organizer. Observe pond water through a microscope and identify the organisms in the water. Draw and label. 1.1f Many plants have roots, stems, leaves, and reproductive structures. These organized groups of tissues are responsible for a plant’s life activities. Design a plant that would survive in a specific environment that the teacher designates. For example, reduced gravity, limited moisture, no minerals, or reduced light. 1.1h Living things are classified by shared characteristics on the cellular and organism level. In classifying organisms, biologists consider details of internal and external structures. Biological classification systems are arranged from general (kingdom level) to specific (species level). Dichotomous Key Activity Students identify an unknown organism based on the key. Assessment Ideas Teacher observations Student responses Journal entries Student demonstrations Lab reports/summaries Time/Notes Teacher-developed and studentdeveloped rubrics for performance tasks and projects Ex. Assess diagrams for accuracy. Ex. Assess graphic organizers for accuracy and content using a compare and contrast rubric. Grade 5 Living Environment, Summer 2000 2 Standard 4: Key Idea 1: Performance Indicator 1:2 Explain the functioning of the major human organ systems and their interactions. Essential Knowledge/Skills (Major Understandings) 1.2a Each system is composed of organs and tissues which perform specific functions and interact with each other, e.g., digestion, gas exchange, excretion, circulation, locomotion, control, coordination, reproduction, and protection from disease. Classroom Ideas Create a lab based on pulse rate. Record, analyze, and summarize the data. 1.2b Tissues, organs, and organ systems help to provide all cells with nutrients, oxygen, and waste removal. 1.2g Locomotion, necessary to escape danger, obtain food and shelter, and reproduce, is accomplished by the interaction of skeletal muscular systems, and coordinated by the nervous system. Record and summarize results of an experiment that tests the student’s reflexes using reaction time to a stimulus. 1.2j Disease breaks down the structures or functions of an organism. Some diseases are the result of failures of the system. Others diseases are the result of damage by infection by other organisms (germ theory). Specialized cells protect the body from infectious disease. The chemicals they produce identify and destroy microbes that enter the body. Construct a graph that compares the human life expectancy of different countries. If possible, gather the needed data using PC Globe. Use Microsoft Power to summarize information on diseases and life expectancy. Create a matrix that can be used to record information on organ systems and be used to compare data. Assessment Ideas Teacher observations Student responses Journal entries Student demonstrations Lab reports/summaries Teacher-developed and studentdeveloped rubrics for performance tasks and projects Time/Notes Grade 5 Living Environment, Summer 2000 3 Standard 4: Key Idea 3: Background: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. Individuals organisms and species change over time. Evolution is the change in species over time. Millions of diverse species are alive today. Generally this diversity of species developed through gradual processes of change occurring over many generations. Species acquire many of their unique characteristics through biological adaptation, which involves the selection of naturally occurring variations in populations (natural selection). Biological adaptations are differences in structures, behaviors, or physiology that enhance survival and reproductive success in a particular environment. Guiding Questions: What are the types of adaptations that allow an organism to survive? How can human activity cause environmental change? How does the loss of habitat affect extinction rates? How can the fossil record show environmental change over time? What would be the survival advantage to a species that made significant change in a short period of time? Grade 5 Living Environment, Summer 2000 4 Standard 4 Key Idea 3: Performance Indicator 3:2 Describe factors responsible for competition within species and the significance of that competition. Essential Knowledge/Skills (Major Understandings) 3.2a In all environments, organisms with similar needs may compete with one another for resources. 3.2b Extinction of a species occurs when the environment changes and the adaptive characteristics of a species are insufficient to allow this survival. Extinction of species is common. Fossils are evidence that a great variety of species existed in the past. Classroom Ideas Use population information on bison and humans and analyze the effect that Westward Expansion had on both populations. Create a graph to display the information. Complete a research report on the causes for the destruction of certain ecosystems. Prepare an oral presentation on information. Assessment Ideas Teacher observations Student responses Journal entries Student demonstrations Lab reports/summaries Teacher-developed and studentdeveloped rubrics for performance tasks and projects Time/Notes Ex. Assess graphs for Westward expansion activity for accuracy and reasoning. 3.2c Many thousands of layers of sedimentary rock provide evidence for the long history of Earth and for the long history of changing life-forms whose remains are found in the rocks. More recently deposited rock layers are more likely to contain fossils resembling existing species. 3.2d Although the time needed for changes in a species is usually great, some species of insects and bacteria have undergone significant change in just a few years. Observe local fossils by having students bring in samples, or going on a local field trip to collect samples. Interpret local fossils to hypothesize what the local environment consisted of. Summarize findings and data. Ex. Use an oral presentation rubric to evaluate content of presentation and oral presentation skills. Research report on the worldwide decline of amphibians. Pose possible solutions and provide support for solutions. Ex. Assess reports using a constructing support rubric that evaluates content and ability to provide support. (See Dimensions of Learning manual for information on “constructing support”.) Grade 5 Living Environment, Summer 2000 5 Standard 4: Key Idea 4: Background: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. The continuity of life is sustained through reproduction and development. The survival of a species depends on the ability of a living organism to produce offspring. Living things go through a life cycle involving both reproductive and developmental stages. Development follows an orderly sequence of events. Guiding Questions: What changes occur in the structure of a frog during the stages of metamorphosis and how does each structure aid in survival in that environment? How does it compare to human development? Grade 5 Living Environment, Summer 2000 6 Standard 4: Key Idea 4: Performance Indicator 4:3 Observe and describe developmental patterns in selected plants and animals (e.g., insects, frogs, humans, seed-bearing plants). Grade 5 Living Environment, Summer 2000 7 Essential Knowledge/Skills (Major Understandings) 4.3d Patterns of development vary among animals. In some species the young resemble the adult, while in others they do not. Some insects and amphibians undergo metamorphosis as they mature. Classroom Ideas Students observe and record the life cycle of meal worms. Compare and contrast the meal worm life cycle with other life cycles (ex. monarch butterfly). Assessment Ideas Teacher observations Student responses Journal entries Student demonstrations Lab reports/summaries Teacher-developed and studentdeveloped rubrics for performance tasks and projects Time/Notes Ex. Assess the recordings of the mealworm life cycle for accuracy. 4.3e Patterns of development vary among plants. In seedbearing plants, seeds contain stored food for early development. Their later development into adulthood is characterized by varying patterns of growth from species to species. Students germinate a variety of seeds and observe their growth at regular intervals and record in science journals. Have students devise experiments introducing new variables that may affect plant growth. Hypothesize on the possible effects, record results, and draw conclusions. Grade 5 Living Environment, Summer 2000 8 Standard 4: Key Idea 4: Performance Indicator 4.4: Observe and describe cell division at the microscopic level and its macroscopic effects. Essential Knowledge/Skills (Major Understandings) 4.4a In multicellular organisms, cell division is responsible for growth, maintenance, and repair. In some onecelled organisms, cell division is a method of asexual reproduction. Classroom Ideas Observe and record models of frog-egg development. Diagram and label the steps in cell division. Have students comparing cell division to something they are familiar with to create metaphors. Assessment Ideas Teacher observations Student responses Journal entries Student demonstrations Lab reports/summaries Teacher-developed and studentdeveloped rubrics for performance tasks and projects Time/Notes Ex. Assess diagrams for accuracy and inclusiveness of information. Grade 5 Living Environment, Summer 2000 9 Standard 4: Key Idea 5: Background: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. Organisms maintain a dynamic equilibrium that sustains life. All organisms must be able to obtain and use resources, grow, reproduce, and maintain stable internal conditions while living in a constantly changing external environment. Organisms respond to internal or environmental stimuli. Guiding Questions: How do plants respond to their environment? How do warm and cold-blooded animals maintain equilibrium? What are the main components of a food web? How does energy flow through an ecosystem? How can you test to identify substances in food? Grade 5 Living Environment, Summer 2000 10 Standard 4: Key Idea 5: Performance Indicator 5.1: Compare the way a variety of living specimens carry out basic life functions and maintain dynamic equilibrium. Essential Knowledge/Skills (Major Understandings) 5.1a Animals and plants have a great variety of body plans and internal structures that contribute to their ability to maintain a balanced condition. 5.1d The methods for obtaining nutrients vary among organisms. Producers, such as green plants, use light energy to make their food, consumers, such as animals, take in energy-rich foods. Classroom Ideas Use a graphic organizer to compare and contrast animals from different environments. Summarize. Create a mural of a rain forest and display the flow of energy through the ecosystem. Examine other regions also. Use graphic organizers to organize information and relationships between herbivores, carnivores and omnivores. Pictorially represent these relationships. Teacher observations Student responses Journal entries Student demonstrations Lab reports/summaries Teacher-developed and studentdeveloped rubrics for performance tasks and projects Time/Notes Ex. Assess summaries for accuracy and meaningfulness of comparisons. 5.1e Herbivores obtain energy from plants. Carnivores obtain energy from animals. Omnivores obtain energy from both plants and animals. Decomposers, such a bacteria and fungi, obtain energy by consuming wastes and /or dead organisms. 5.1g The survival of an organism depends on its ability to sense and respond to its external environment. Assessment Ideas Ex. Review pictorial representations for accuracy of information. Plant and Animal Response kits from BOCES Grade 5 Living Environment, Summer 2000 11 Standard 4: Key Idea 5: Performance Indicator 5.2: Describe the importance of major nutrients, vitamins, and minerals in maintaining health and promoting growth, and explain the need for a constant input of energy for living organisms. Essential Knowledge/Skills (Major Understandings) 5.2a Food provides molecules that serve as fuel and building material for all organisms. All living things, including plants, must release energy from their food, using it to carry on their life processes. 5.2b Foods contain a variety of substances, which include carbohydrates, fats, vitamins, proteins, minerals, and water. Each substance is vital to the survival of the organism. Classroom Ideas Use nutrition information from food labels to compare the health risk or benefit from certain types of diets. Create a healthy menu for a day using local grocery store flyers. Assessment Ideas Teacher observations Student responses Journal entries Student demonstrations Lab reports/summaries Teacher-developed and studentdeveloped rubrics for performance tasks and projects Time/Notes Grade 5 Living Environment, Summer 2000 12 Standard 4: Key Idea 6: Background: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. Plants and animals depend on each other and their physical environment. An environmentally aware citizen should have an understanding of the natural world. All organisms interact with one another and are dependent upon their physical environment. Energy and matter flow from one organism to another. Matter is recycled in ecosystems. Energy enters ecosystems as sunlight, and is eventually lost to the environment, mostly as heat. Guiding Questions: How are plants and animals dependent upon each other? What is the relationship between living things and their physical environment? Grade 5 Living Environment, Summer 2000 13 Standard 4: Key Idea 6: Performance Indicator 6.2: Provide evidence that green plants make food and explain the significance of this process to other organisms. Essential Knowledge/Skills (Major Understandings) 6.2a Photosynthesis is carried on by green plants and some other organisms. In this process, the Sun’s energy is converted into and stored as chemical energy is the form of sugar. The quantity of sugar molecules increases in green plants during photosynthesis in the presence of sunlight. 6.2b The major source of atmospheric oxygen is photosynthesis. Carbon dioxide is removed from the atmosphere and oxygen is released during photosynthesis. Classroom Ideas 6.2c Green plants are the producers of food which is used directly or indirectly by consumers. Plants in classroom to demonstrate leaves and stems grow toward light. Observe what happens when rotated. Demonstration-Use 2 leaves from a geranium, 1 that has been in darkness for several days and 1 that has been in sunlight for several days. Heat each leaf in a beaker of water then place each leaf in a beaker of alcohol. Heat the beaker of alcohol in a water bath. Remove each and add iodine, which indicates the presence of starch. The leaf in the sunlight will turn blue-black. Activity “What are Some of the Materials Needed for Photosynthesis” Heath Life Science pg.134 Demonstration-Plants Give Off Oxygen-Use stem of Elodea placed in a test tube filled with water. Allow gas bubbles to collect. Place a glowing wood splint into the test tube. It will flame in the presence of oxygen. Diagram information collected to illustrate the cycle of photosynthesis. Give students a picture of a mouse, a plant and water in a sealed container. Explain that at the Toronto Museum of Science this mouse lived for 180 days. Have students provide an explanation of how this could have happened. Assessment Ideas Teacher observations Student responses Journal entries Student demonstrations Lab reports/summaries Teacher-developed and studentdeveloped rubrics for performance tasks and projects Time/Notes Ex. Review photosynthesis diagrams for accuracy. Ex. Assess students’ museum mouse explanations for reasoning and inclusion of meaningful ideas. Grade 5 Living Environment, Summer 2000 14 Resource Title Materials Source * Center for Instructional Support materials available at 361-5660. Title Source “Heart-Lungs” – Madison-Oneida BOCES CIS - VHS #20562 “Survivors From the Past: Living Fossils” CIS - VHS #24518 “Hemo the Magnificent” CIS - VHS# 20357 “Food Web/Ocean Life” CIS - VHS #24452 Hooked on Science by S. B. Sewall ISBN #0-87628-404-7 “Discovering Nutrition” CIS - SRK #41262 “The Cell: Structural Unit of Life” – Madison-Oneida BOCES “Cells and What They Do” CIS - MP # 13002 Dimensions of Learning by Robert Marzano, et. al. ASCD 1-800-933-2723 “Growth” CIS - VHS #24050 “Plants and Animals” CIS - CDR #37124 “Plants” CIS - VHS #23533 “The Arctic Lands” CIS - SRK #41005 “Adapting to Changes in Nature” CIS - VHS #25334 “Seasons in the Woodlands” CIS - VHS #23201 “Amphibians, Reptiles and Fish” CIS - SRK #41312 Mammal Kit CIS - SRK #4133 “A is for AIDS” CIS - VHS #20351 “Fossils” CIS - VHS #24038 The Heart (3-D Model) CIS - SRK #41517 “The Bones & Skeleton” CIS - SRK #41285 CIS - VHS #22971 Grade 5 Living Environment, Summer 2000 15