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Grade 5 Science Learning Standards G Grraaddee 55 SScciieennccee CCuurrrriiccuulluum mO Ovveerrvviieew w The Sharon Public Schools endorse a philosophy of science education that sustains the idea that the best science learning takes place as students are actively engaged in the process of science. Process science encourages students to participate in learning activities in which they describe objects and events, ask questions, make meaning, assemble content knowledge, test ideas, employ math skills, and communicate results through verbal and written means. We expect students to refine and redefine their science process skills as thinking critically and creatively leads to a more comprehensive and memorable science experience. Learning experiences in the four content strands of Life Science, Earth/Space Science, Physical Science, and Technology/Engineering are spiraled so that students are provided with experiences in each of the strands in multiple years. These foundations in science are provided for and enhanced by a strong science program, which contributes to a student’s conceptual and applied understanding of science. Life Science: Ecosystems This unit focuses on the interdependency of organisms in their environment. Students create a simulated water ecosystem in which they are able to observe first-hand the interactions of the organisms and the adaptations necessary for survival. Students are able to classify the organisms they work with according to the characteristics that they share. They also have the chance to recognize that changes in the environment can affect all of its organisms. Understanding Essential Questions Knowledge Skills Technology Students will understand that Students will know the/that Students will be able to Possible products or outcomes In a healthy ecosystem, organisms have the food, light, water, air, and shelter necessary to survive. Food chains demonstrate the interdependency of organisms in an ecosystem. Changes that happen to one link in the food chain can affect all links. • What roles do living and non-living things play in a healthy ecosystem? • How do organisms in a food chain need each other? • What happens if one link of the food chain is endangered in some way? • What other examples of interdependency can be found in an ecosystem? • Organisms need food, air, water, light, and shelter to survive. • Healthy ecosystems supply the requirements for life, including energy from the sun, air for breathing, and clean water. • Food sources are available in a healthy ecosystem. • Non-living things, such as rocks, are important in ecosystems. They often provide shelter. • Producers (green plants) use energy from the sun to make their own food. • Energy is transferred to the consumers who eat the plants. • Consumers include: herbivores (plant eaters), carnivores (meat eaters), and omnivores (plant and meat eaters). 51 • Identify the characteristics of a healthy ecosystem. • Describe how non-living things are useful in ecosystems. • Use Tom Snyder’s,Decisions: Environment as a whole class presentation activity. • Use Inspiration to web the essential characteristics of a healthy ecosystem, including living and nonliving things. • Use the following website to enhance student learning: http://www.geography4kids.com/files/l and_ecosystem.html • Draw and label a food chain. • Explain the transfer of energy from the sun to the link at the top of the food chain. • Explain how a disturbance in one link of the food chain can affect all links. • Give two examples of the interdependency of organisms. • Use Inspiration to create a graphic organizer displaying the food chain. • Use the following websites to enhance student learning: http://planetpals.com/foodchain http://www.geography4kids.com/files/l and_foodchain.html Grade 5 Science Learning Standards Understanding Students will understand that Plants and animals can be classified according to their physical characteristics. The physical characteristics include adaptations that allow organisms to survive. Some characteristics of organisms are affected by changes in the environment. Biomes are large areas that are determined by climate, soil type, and the plants and animals that live there. Essential Questions • How can we classify the organisms that live in our simulated water ecosystems? • What are some adaptations that these organisms have for survival in their ecosystem? • What natural changes occur in the environment? • What do people and animals do to change the environment? • How do these changes affect other organisms? • What causes organisms to become endangered or extinct? • What are the defining features of biomes? • What are the six major biomes? Knowledge Students will know the/that • Decomposers (fungus, mold, bacteria, some animals) are important to the food chain because they help decompose organic matter. • There are other ways that organisms depend on each other in an ecosystem. For example: how and where organisms find shelter and food. • Plants need water and minerals. They use energy from the sun to produce their own food. Plants have thick cell walls. • Animals can move from place to place independently, eat other living things, and have thin membranes instead of thick cell walls. • Insects and fish have unique characteristics. • Organisms have special adaptations that allow them to survive in their environment. • Weather, sun, earthquakes, volcanoes, etc. can cause natural changes. • The environment is frequently changed by people and animals • All change affects organisms in some way. • Extreme changes by humans, animals, or nature can cause organisms to become endangered or extinct. • Biomes are determined by the climate, soil type, and the plants and animals that live in an extended area. 52 Skills Students will be able to Technology Possible products or outcomes • Explain the difference between plants and animals. • Identify physical characteristics of insects and fish. • Describe how the adaptations of organisms living in the simulated water ecosystems allow them to survive. • Use Inspiration to compare and contrast pillbugs and crickets. • Use a paint program to draw a detailed, labeled diagram of the anatomy of one of the animals in the eco-column. • Use the following website to learn about the anatomy of different organisms: http://www.enchantedlearning.com • Use the following website to enhance student learning: http://www.hhmi.org/coolscience/critte rs/index.html • Identify natural causes of environmental change. • Describe examples of good changes. • Describe examples of harmful changes. • Identify some harmful changes that have caused organisms to become endangered or extinct. • Identify the features that define biomes. • List the six major biomes. • Give examples of adaptations needed to survive in each type of biome. • Use a word processor to take the point of view of a fisherman, landowner, factory worker, environmentalist or politician on the construction of a new factory along the Chesapeake Bay. • Use a word processor to create a science lab report or journal entry describing the effects of pollution on their individually created ecosystems. • Use the digital camera and Timeliner to record changes in the eco-column over time. Grade 5 Science Learning Standards Understanding Students will understand that Essential Questions Knowledge Students will know the/that Skills Students will be able to • There are 6 major biomes: deserts, grasslands, deciduous forests, taigas (evergreen forests), tropical rainforests and tundras. • Living things in each biome are well adapted for life in that community. Technology Possible products or outcomes • Use Inspiration to web the 6 major biomes and give examples of adaptations needed to survive in each. • Use the following websites to enhance student learning: www.ucmp.berkeley.edu/glossary/glo ss5/biome http://www.blueplanetbiomes.org/worl dbiomes.htm http://lsb.syr.edu/projects/cyberzoo/bi ome.html http://www.enchantedlearning.com http://www.cotf.edu/ete/modules/mses e/earthsysflr/biomes.html http://earthobservatory.nasa.gov/Labo ratory/Biome/ http://mbgnet.mobot.org/sets http://www.cet.edu/ete http://pbskids.org/eekoworld/index_fla sh.html http://www.geography4kids.com/files/l and_ecosystem.html Physical Science: Energy In this unit students continue their explorations of the physical world. Previously they learned about the properties of matter. Now they are ready to do activities to help them learn about the more abstract concept of energy. They learn that there are different types of energy and that energy can be in two forms-potential and kinetic. They investigate how energy travels and how it can be transferred from one form to another. Concrete experiments and investigations help forge the links to abstract knowledge. Understanding Essential Questions Knowledge Skills Technology Students will understand that Students will know the/that Students will be able to Possible products or outcomes Energy is the capacity to do work. There are different kinds of energy. • What is energy? • What are the basic types of energy? • Energy is the capacity to do work, such as moving things or giving heat or light. • The basic types of energy are light, heat, sound, chemical, mechanical, and electrical. 53 • Define energy. • List the basic types of energy. • Use Inspiration to web the different forms of energy with examples of each form. • Use the following websites to enhance student learning: http://www.eere.energy.gov/kids/ http://www.energyquest.ca.gov/story/i ndex.html http://www.miamisci.org/af/sln/ http://www.mansfieldct.org/schools/m ms/staff/hand/heattemp1.htm Grade 5 Science Learning Standards Understanding Students will understand that Essential Questions Knowledge Students will know the/that Skills Students will be able to Technology Possible products or outcomes There are two forms of energystored (potential) and moving (kinetic). • What are the two basic forms of mechanical energy? • How can energy be stored? • Differentiate between kinetic and potential energy. • Describe at least two examples of kinetic energy. • Describe at least two examples of potential energy. • Use the following websites to enhance student learning: Energy can be transferred from one form to another. • How can energy be transferred? • Mechanical energy is the energy of moving objects. • There are two basic forms of mechanical energy: kinetic energy (energy of motion), and potential energy (stored energy). • Kinetic energy is the energy in a moving body, such as the wind, a speeding train, or a flying baseball. • Potential energy is the energy that is available when an object is raised, stretched, or squeezed. It can be found in a rock on top of a hill, a rubber band, or a spring. • Potential energy can be any type of stored energy. (i.e. Food has chemical potential energy before it is digested.) • Energy never disappears. It simply changes from one form to another. • Waves are continuing up and down or back and forth motions that carry energy, but not matter, from one place to another. • Energy can be transferred from potential to kinetic and from kinetic to potential. • Energy can be passed from one object to another. • Explain that energy never disappears; it just changes from one form to another. • Explain that some forms of energy travel in waves. • Explain an example of energy transferring from potential to kinetic. • Explain an example of energy transferring from kinetic to potential. • Use Inspiration to compare and contrast kinetic and potential energy. Include 2 examples of each. • Use the following website to enhance student learning: 54 http://www.glenbrook.k12.il.us/gbssci/ phys/Class/energy/u5l1d.html http://library.thinkquest.org/3042/ener gy.html http://www.harcourtschool.com/activit y/science_up_close/403/deploy/interf ace.html Grade 5 Science Learning Standards Understanding Students will understand that Essential Questions Knowledge Students will know the/that Skills Students will be able to Technology Possible products or outcomes Heat is a form of energy that comes from several sources. Heat energy travels from hot objects to cold ones. • What is heat energy? • Heat is the total energy of all particles in an object. • When heat energy is applied to an object, its molecules begin to vibrate more. • Heat travels from one place to another in waves. • Heat travels from hot objects to cold ones. • Heat energy comes from many sources: the sun, fire, electricity, friction, chemical reactions, and nuclear energy. • Explain that heat is a form of energy that causes molecules in an object to vibrate and that heat travels in waves from one place to another. • Describe how heat energy is transferred. • List at least four sources of heat energy. • Use Science Court, Particles in Motion, to learn about heat energy. • Use the following websites to enhance student learning: • Light is a form of electromagnetic energy that can be seen by the eye. • White light is made up of a full spectrum of colors. • Light energy can come from natural and human made sources. • Light travels in waves that move in a straight line until they hit an object. • When light waves bounce off a surface, the direction of the light waves changes and the light is reflected. • When light waves pass through substances at an angle, they are bent or refracted. • When light waves are taken in or soaked up by substances, they are absorbed. • Explain that light is a form of energy that comes from natural or human made sources. • Use a prism to demonstrate that white light is made up of a full spectrum of colors. • Explain that light travels in waves that travel in a straight line until they hit an object. • Differentiate between reflection, refraction, and absorption. • Cite an example of reflected light. • Cite an example of refracted light. • Cite an example of light that is absorbed by a substance. • Use the following website to enhance student learning: Light is a form of energy that travels in waves. The light waves travel in a straight line until they hit an object. Light waves can be reflected, refracted, and absorbed. • What is light energy? • How does light energy travel? 55 http://www.powermasters.com/heat_e nergy.html http://www.bbc.co.uk/scotland/educati on/bitesize/standard/physics/energy/h eat_energy_rev2.shtml http://coolcosmos.ipac.caltech.edu//co smic_classroom/light_lessons/thermal /heat.html http://www.eia.doe.gov/kids/energyfac ts/sources/electricity.html http://library.thinkquest.org/13405/ind ex.html http://www.bbc.co.uk/schools/science clips/ages/10_11/see_things.shtml http://www.glenbrook.k12.il.us/GBSS CI/PHYS/Class/light/u12l2c.html Grade 5 Science Learning Standards Understanding Students will understand that Essential Questions Knowledge Students will know the/that Skills Students will be able to Technology Possible products or outcomes Sound is a form of energy that is produced by vibrating objects. Sound requires a medium through which to travel. The highness or lowness of a sound (pitch) depends on the frequency of the sound waves producing it. The more waves per second, the higher the pitch. • What is sound energy? • How does sound travel? • How can sound be altered? • Explain that sound is a type of energy that is caused by vibrations that create sound waves. • Explain that sound waves cannot travel in a vacuum. • Describe how an echo is produced. • List ways that a room could be made soundproof. • Differentiate between volume and pitch. • Relate the rate of vibration to the pitch of the sound. • Use Science Court, Sound, to learn about sound energy. • Use the following websites to enhance student learning: Human technology allows us to redirect energy for use on Earth. • How does technology redirect energy for use on Earth? • Sound is a type of energy that can be heard. • Vibrations that create sound waves produce sound. • Sound waves can travel through the air and through some solids and liquids. • Sound waves cannot travel in a vacuum. • When sound waves are reflected from a surface, an echo is produced. • When a substance absorbs sound waves, they are less easy to hear. • Volume is the loudness of a sound. • The highness or lowness of a sound is called the pitch. • Pitch depends on the frequency of the sound waves producing the sound. • The more waves per second, the higher the pitch. • Technology allows us to use energy to make our lives better. • Describe examples of how we use energy. • Use Inspiration to web natural energy sources and how they are used to improve the quality of our lives. • Use the following websites to enhance student learning: http://library.thinkquest.org/5116/soun d.htm http://library.thinkquest.org/5116/soun d_wave_energy.htm http://www.bbc.co.uk/schools/science clips/ages/9_10/changing_sounds.sht ml http://www.lhs.berkeley.edu/shockwav e/jar.html http://www.philtulga.com/Panpipes.ht ml http://library.thinkquest.org/19537/Mai n.html http://www.energyquest.ca.gov/story/c hapter07.html http://www.energyquest.ca.gov/story/c hapter08.html 56 Grade 5 Science Learning Standards Physical Science: Magnets and Motors In this unit students explore the relationship between magnetism and electricity. They begin by investigating the properties of magnets and how magnets affect navigational compasses. Students learn by experimentation that an electric current causes magnetism. They design their own experiments to test electromagnets. They also build a simple, working motor. Students record the results of their experiments and communicate results. Throughout the unit, teachers stress the importance of using safety precautions when working with electricity. Understanding Essential Questions Knowledge Skills Technology Students will understand that Students will know the/that Students will be able to Possible products or outcomes Magnetism is the attraction that magnets have for magnetic materials that include iron, cobalt, and nickel. Magnetism is also the force or repulsion between magnetic poles. Electricity can be dangerous. Never experiment with electricity from wall plugs or appliances that are plugged in. Keep electric appliances away from water. • What are the properties of magnets? • How can magnetic strength be increased? • How does a navigational compass work? • How is magnetism used by people and migrating animals? • Magnets attract materials that contain iron, cobalt, and nickel. Steel, which contains iron, is also magnetic. • The strength of a magnet changes when it is combined with other magnets. • Magnets have a north pole and a south pole. • Opposite poles attract. Same poles repel. • The earth acts as if it were one big magnet. • Compass needles point toward the earth’s magnetic poles. People have been using magnetic compasses to find their way for about 1,000 years. • Scientists are experimenting to find out if animals use magnetism to navigate. • Identify magnetic materials. • Explain how magnetic strength can be changed. • Describe how magnetic poles react to each other (attract or repel). • Explain how a navigational compass works. • Discuss why scientists are investigating a connection between Earth’s magnetism and how animals find their way. • Graph the results of the Magnets and Washer experiment, then use a word processor to create a lab report to go with the results. • Use the following websites to enhance student learning: • What safety precautions should be used when dealing with electricity? • Household electricity is powerful enough to be lethal. • Never experiment with electricity from wall plugs. • Never experiment with appliances that are plugged in. • Never use electricity near water. • Explain the importance of using safety precautions when dealing with electricity. • Use a word processor to create a booklet on electrical safety. • Create a multimedia slide show about electrical safety to share with a younger class. • Use the following websites to enhance student learning: 57 http://my.execpc.com/~rhoadley/magind ex.htm http://www.fossweb.com/modules36/MagnetismandElectricity/index.html http://www.schools.utah.gov/curr/science /core/5th/sciber5/magnet/html/intro.htm http://www.cleco.com/esw_root/index.ht ml http://www.smud.org/safety/world/ Grade 5 Science Learning Standards Understanding Students will understand that Essential Questions Knowledge Students will know the/that Skills Students will be able to Technology Possible products or outcomes Electric currents can cause magnetism. • What are electrons? • What is the effect of electricity flowing through a wire on a magnetic compass? • How can a magnet be created with electricity? • What materials are necessary to make an electromagnet stronger? • How can an experiment be designed to test the strength of an electromagnet? • Electrons are tiny particles within an atom that carry a negative electric charge. • When electrons flow through a wire, they produce a magnetic field around it. • This magnetic field will cause the needle in a nearby compass to move. • Electromagnets can be made by passing electricity through a coil of wire. Each coil of wire becomes magnetic when electricity passes through it. • Coiling makes the electromagnet stronger. • A switch allows electricity to flow at the right moment and to coast when the switch is off. • Motors move when electromagnets alternately attract and repel. • Motors use electricity and magnetism to turn a shaft so that the motor can be used to do work. • Motors change electrical energy into mechanical work. • State a simple definition of what electrons are. • Explain why the needle of a magnetic compass placed near an electric circuit will move. • Demonstrate how to make an electromagnet stronger. • Design an experiment to test the strength of an electromagnet. • Use Inspiration to compare and contrast permanent magnets and electromagnets. • Use the following website to enhance student learning: • Describe the importance of a switch in a motor. • Build a simple motor using an electromagnetic coil and a straw compass. • Explain how a motor converts energy. • Create a minibook about how an electric motor works. A motor needs electricity, magnetism, and a special switch in order to function. • Why is an on/off switch important in an electric motor? • How do magnetic forces (attraction and repulsion) create movement in a motor? • How does a motor convert energy? 58 http://csu.electricuniverse.com/html/eu/e ducation/louie/index.html Grade 5 Science Learning Standards Earth and Space Science: Solar System Learning about Earth’s place in space is an important strand in elementary science. The purpose of this unit is to review and extend previously learned concepts. The students review what causes day and night and extend their understanding of what causes the seasons. Math is integrated as the students compare the relative sizes of the planets and create a scaled model of the distances between them. Inquiry based activities allow students the opportunity to investigate the effects of gravity. They also learn about constellations and other features of the universe. Understanding Essential Questions Knowledge Skills Technology Students will understand that Students will know the/that Students will be able to Possible products or outcomes Earth and eight other planets revolve around the sun, which is the center of our solar system. It takes Earth a full year to revolve around the sun. • What is the importance of the sun in our solar system? • How does Earth’s rotation cause day and night? • How does Earth’s tilt and revolution around the sun create seasons? • What happens during the equinox and solstice? • The sun is a medium sized star that is the center of our solar system. • The sun is a huge ball of burning gases that supplies the earth with light and heat energy. • Earth rotates on its invisible axis every 24 hours. • The rotation of the Earth causes day and night. Day occurs on the part of Earth that faces the sun. • It takes a full year for Earth to revolve around the sun. • Earth is tilted on its axis. The tilt of the Earth and its revolution around the sun result in an uneven heating of the Earth, which in turn causes the seasons. • During the vernal and autumnal equinoxes, there are equal amounts of sunlight and darkness. • The summer solstice has the most hours of sunlight. The winter solstice has the fewest hours of sunlight. 59 • Describe the importance of the sun. • Using a flashlight and a globe, show what causes day and night. • Explain that the Earth is tilted on its axis as it revolves around the sun and that the tilt of the Earth as it orbits the sun results in the different seasons. • Use Tom Snyder’s Science Court, Seasons as a whole class presentation activity. • Participate in Journey North, Mystery Class Project, to learn about day and night and the seasons. http://www.learner.org/jnorth/ • Use Sunburst, A Field Trip to the Sky as a classroom center and resource. Participate in the Global Sun Temperature Project: http://k12science.ati.stevenstech.edu/curriculum/tempproj3/en/ind ex.shtml • Use the following websites to enhance student learning: http://kids.msfc.nasa.gov http://starchild.gsfc.nasa.gov/ http://seds.lpl.arizona.edu/billa/tnp http://www.enchantedlearning.com/su bjects/astronomy/ http://www.dustbunny.com/afk/ http://ology.amnh.org/astronomy/inde x.htm http://www.kidsastronomy.com/solar_ system.htm http://amazingspace.stsci.edu/resources/exploration s/trading/game.htm http://kids.msfc.nasa.gov/Earth/Seaso ns/Seasons.htm Grade 5 Science Learning Standards Understanding Students will understand that Essential Questions Knowledge Students will know the/that Skills Students will be able to Technology Possible products or outcomes Gravity is an invisible force that pulls things down. The larger the heavenly body, the more gravitational pull it has. • What is gravity? • How does the sun’s gravity affect Earth and other planets? • What affect does Earth’s gravity have on the moon? • What affect does the moon’s gravity have on Earth? • Gravity is an invisible force that pulls things down. • The larger the heavenly body, the more gravitational pull it has. • The sun’s gravity helps to keep the planets from flying off into space. • Earth’s gravity helps to keep the moon from flying away. • The moon’s gravity causes the tides on Earth. • Explain why gravity is important on Earth. • Explain why gravity is important in the solar system. • Describe how the gravitational pull of the moon affects Earth. • Graph your weight on the sun and the nine planets in the Solar System using the following websites to see your weight on other planets. • Use the following websites to enhance student learning: http://www.ology.amnh.org/astronomy /gravity/index.htm http://www.enchantedlearning.com/su bjects/astronomy/moon/Tides.shtml http://www.teachersdomain.org/K2/sci/phys/howmove/zweightlessness/ index.html There are huge differences in the sizes of the planets. The solar system is enormous. • What are the relative sizes of the features of our solar system? • What are the relative distances between the features of our solar system? • It is possible to use common objects to make a scale model that compares the sizes of the planets. • It is possible to use scaled distances to compare the distances between the planets. • Create a proportional model of the solar system on the playground using common objects such as a pea and different sized balls. Other objects in the universe include comets, stars, constellations, asteroids, meteors, and many moons. • What are constellations and other features of the universe? • Stars are huge balls of glowing gas that appear as points of light in the night sky. • Groups of stars create ‘pictures’ in the sky called constellations. • Comets are small objects in orbit around the sun. Comets are made of ice, frozen gases and dust. • Asteroids are small rocky objects around the sun. • Explain that stars grouped together create constellations in the night sky. • Differentiate between comets, asteroids, and meteors. • Explain that different planets have different numbers of moons, or natural satellites. 60 http://www.ZoomSchool.com/subjects /astronomy/weight.shtml http://www.exploratorium.edu/ronh/we ight/ • Use Timeliner to display diameters of the planets in our Solar System. • Use Timeliner to display the relative distance of the planets to the Sun. • Use Sunburst, A Field Trip to the Sky as a classroom center and resource. • Use Kid Pix to draw a constellation, labeling the major stars. • Use the following websites to enhance student learning. http://www.enchantedlearning.com http://www.dustbunny.com/afk/ http://ology.amnh.org/astronomy/inde x.htm http://www.kidsastronomy.com/solar_ system.htm http://kids.msfc.nasa.gov http://starchild.gsfc.nasa.gov/ Grade 5 Science Learning Standards Understanding Students will understand that Essential Questions Knowledge Students will know the/that Skills Students will be able to Technology Possible products or outcomes • Meteors are streaks of light in the sky caused by hunks of rock or metal entering Earth’s atmosphere from outer space. • Moons are the natural satellites of planets. Some planets have many moons. Engineering/Technology: Engineering Solutions Unit In this unit students learn how the right tools, materials, and machines enable us to solve problems and invent new things. They begin by learning how to measure work and force. They extend their understanding of simple machines by experimenting to see how machines help to make work easier. They investigate gears and they compare simple and complex machines. Finally, they use their knowledge to design a solution to a problem. Understanding Essential Questions Knowledge Skills Technology Students will understand that Students will know the/that Students will be able to Possible products or outcomes Technology is using knowledge, methods, and skills to solve problems and get things done. Work and force can be measured by using the equations: Work = Force X Distance The six simple machines (inclined planes, wedges, screws, levers, wheels and axles, and pulleys) reduce the amount of force needed to do work. • What is technology? • How can force and work be measured? • Work is moving or changing an object by applying force to the object. • The amount of work is the force multiplied by the distance moved. • How can inclined planes, wedges, and screws reduce the amount of force needed to do work? • How can levers, wheels and axles, and pulleys reduce the amount of force needed to do work? • Simple machines can be sorted into two groups by their similarities. • Inclined planes are ramps that make it easier to raise heavy loads. • Wedges are two inclined planes joined together. They are used to help lift and separate. • Screws are inclined planes that twist around a single axis. Screws help hold things together. 61 • Define technology. • List the six simple machines. • Use the formula: Work = Force X Distance to calculate the amount of work done in a given situation. • Measure force. • Explain that work is done when a force moves an object. • Explain how the six simple machines can be sorted into two groups. • List the six simple machines and give an example of each. • Describe how each kind of simple machine can reduce the force necessary to do work. • Use Science Court, Work and Simple Machines as a whole class presentation activity. • Use Inspiration to web the six simple machines giving definition and examples of each. • Use the following websites to enhance student learning: www.mikids.com/Smachines.htm http://www.mos.org/sln/Leonardo/Gad getAnatomy.html www.mos.org/sln/Leonardo/Inventors Toolbox.html http://edheads.org/activities/odd_mac hine/index.htm http://home.earthlink.net/%7ekandyhi g/sm/index.htm http://www.harcourtschool.com/activit y/machines/simple_machines.htm Grade 5 Science Learning Standards Understanding Students will understand that Essential Questions Gears are wheels with notches or teeth. They can be used to change force, speed, or direction. • What are gears and how do they work? Friction is the force that makes two surfaces in contact with each other resist moving past each other. • How does friction affect work? Complex machines are made up of combinations of simple machines and gears. • How do complex machines compare to simple machines? Knowledge Students will know the/that • Levers are bars that are used to help lift loads. • Wheels and axles are round frames that turn on rods called axles. • Pulleys are wheels with a rope, chain, or belt passed over them. A single pulley can change the direction of an object. A set of pulleys makes it possible to lift a heavy load with less effort. • Gears are wheels with notches or teeth. • Gears can be used to change force, speed, or direction. • When the teeth of two gears fit together and one gear turns, it causes the other gear to turn. • Friction is a force that tends to stop objects from sliding. • Friction is helpful when it keeps things from slipping. • Friction is harmful when it causes machine parts to rub against each other. • Oil helps reduce friction. • Traction helps increase friction. • A complex machine is made of two or more simple machines. • Complex machines are sometimes called compound machines. • Each part of a complex machine works to make the machine function as a whole. 62 Skills Students will be able to Technology Possible products or outcomes • Explain how gears work. • Explain how gears can be used. • Use the following website to enhance student learning: http://www.mos.org/sln/Leonardo/Gad getAnatomy.html • Explain how friction affects work. • Cite examples of helpful and harmful friction. • Demonstrate that oil reduces friction and traction increases friction. • Use the following websites to enhance student learning: • Differentiate between complex and simple machines. • List examples of complex machines. • Examine a complex machine, like a hand can opener, and identify the simple machines that make it up. • Use Inspiration to list 3 compound machines & then continue to web the simple machines that make up the compound machines. • Use the following website to enhance student learning: http://www.bbc.co.uk/schools/science clips/ages/8_9/friction.shtml http://www.bbc.co.uk/schools/revisewi se/science/physical/12b_act.shtml http://teacher.scholastic.com/dirtrep/fri ction/index.htm http://edheads.org/activities/odd_mac hine/index.htm Grade 5 Science Learning Standards Understanding Students will understand that Essential Questions Knowledge Students will know the/that Skills Students will be able to Technology Possible products or outcomes Human-made systems are often based on the designs of natural systems and serve similar purposes. • How do human-made tools and designs compare to natural designs? • Describe at least two examples of human technology that are based on natural systems. • Use Inspiration to compare and contrast a design based on a natural system with a human made tool, such as a bird and an airplane. Solving problems involves identifying the problem, creating a plan, selecting the appropriate materials and tools, implementing the procedure, and evaluating the results. • What steps should be followed to design a solution to a problem? • How do engineers use redesign to improve the form or function of a model? • How can technology be used to solve a problem? • Humans often look to nature for mechanical design ideas. • Some examples include: birds and airplane designs, levers and human arms, animals’ teeth and the teeth on a saw or gear, echolocation & sonar. • Successful solutions to solving problems depend on the selection of the appropriate materials and tools. • Following sequential steps enables more successful problem solving. • Using scientific technology can help us to extend our problem solving abilities and to allow us to invent new things. • Explain why it is important to select the proper materials and tools to solve a problem or do a project. • List the sequential steps that should be followed when solving a problem. • Identify and solve a problem using sequential design stops and scientific technology. • Create an invention that would help solve a problem, then create a brochure: name of invention and company on cover, explanation of problem and small picture of problem, how invention solves problem, testimonials, catchy advertising phrases, design logo. • Use Timeliner to make a timeline of simple machines throughout history. • Create a Rube Goldberg-type of complex machine through the use of the following webquest: http://www.jsd.k12.ak.us/ab/el/si mplemachines.html 63 Grade 5 Science Learning Standards Use the following websites to enhance student learning: Ecosystems Unit http://planetpals.com/foodchain.html http://www.geography4kids.com/files/land_foodchain.html http://www.geography4kids.com/files/land_ecosystem.html http://www.enchantedlearning.com/coloring/ www.ucmp.berkeley.edu/glossary/gloss5/biome http://www.blueplanetbiomes.org/world_biomes.htm http://lsb.syr.edu/projects/cyberzoo/biome.html www.enchantedlearning.com/biomes http://www.cotf.edu/ete/modules/msese/earthsysflr/biomes.html http://earthobservatory.nasa.gov/Laboratory/Biome/ http://mbgnet.mobot.org/sets http://www.cet.edu/ete http://pbskids.org/eekoworld/index_flash.html http://homepage.mac.com/cohora/pbl/b/biome.htm http://www.geography4kids.com/files/land_ecosystem.html http://www.hhmi.org/coolscience/critters/index.html Magnets and Motor Unit http://my.execpc.com/~rhoadley/magindex.htm http://www.fossweb.com/modules3-6/MagnetismandElectricity/index.html http://www.schools.utah.gov/curr/science/core/5th/sciber5/magnet/html/intro.htm http://www.cleco.com/esw_root/index.html http://ippex.pppl.gov/interactive/electricity/ http://csu.electricuniverse.com/html/eu/education/louie/index.html Solar System Unit http://www.enchantedlearning.com/subjects/astronomy/ http://www.dustbunny.com/afk/ http://ology.amnh.org/astronomy/index.htm http://www.kidsastronomy.com/solar_system.htm http://amazing-space.stsci.edu/resources/explorations/trading/game.htm http://kids.msfc.nasa.gov http://starchild.gsfc.nasa.gov/ http://k12science.ati.stevens-tech.edu/curriculum/tempproj3/en/index.shtml http://www.learner.org/jnorth/ http://seds.lpl.arizona.edu/billa/tnp http://kids.msfc.nasa.gov/Earth/Seasons/Seasons.htm http://www.ZoomSchool.com/subjects/astronomy/weight.shtml http://www.exploratorium.edu/ronh/weight/ http://www.ology.amnh.org/astronomy/gravity/index.htm http://www.enchantedlearning.com/subjects/astronomy/moon/Tides.shtml http://www.teachersdomain.org/K-2/sci/phys/howmove/zweightlessness/index.html Energy Unit http://library.thinkquest.org/5116/ http://www.eere.energy.gov/kids/ http://www.energyquest.ca.gov/story/index.html http://www.energyquest.ca.gov/story/chapter07.html http://www.energyquest.ca.gov/story/chapter08.html http://www.lhs.berkeley.edu/shockwave/jar.html http://www.philtulga.com/Panpipes.html http://library.thinkquest.org/5116/sound.htm http://www.bbc.co.uk/schools/scienceclips/ages/9_10/changing_sounds.shtml http://www.eia.doe.gov/kids/energyfacts/sources/electricity.html http://library.thinkquest.org/13405/index.html http://www.bbc.co.uk/schools/scienceclips/ages/10_11/see_things.shtml http://www.glenbrook.k12.il.us/GBSSCI/PHYS/Class/light/u12l2c.html http://www.powermasters.com/heat_energy.html http://www.bbc.co.uk/scotland/education/bitesize/standard/physics/energy/heat_energy http://coolcosmos.ipac.caltech.edu//cosmic_classroom/light_lessons/thermal/heat. http://www.glenbrook.k12.il.us/gbssci/phys/Class/energy/u5l1d.html http://library.thinkquest.org/3042/energy.html http://library.thinkquest.org/3042/energy.html http://www.harcourtschool.com/activity/science_up_close/403/deploy/interface.html http://library.thinkquest.org/19537/Main.html Engineering Solutions Unit http://edheads.org/activities/simple-machines/ http://edheads.org/activities/odd_machine/index.htm www.mos.org/sln/Leonardo/InventorsToolbox.html http://www.mos.org/sln/Leonardo/GadgetAnatomy.html www.mikids.com/Smachines.htm http://www.harcourtschool.com/activity/machines/simple_machines.htm http://www.jsd.k12.ak.us/ab/el/simplemachines.html http://www.bbc.co.uk/schools/scienceclips/ages/8_9/friction.shtml http://www.bbc.co.uk/schools/revisewise/science/physical/12b_act.shtml http://teacher.scholastic.com/dirtrep/friction/index.htm http://www.mansfieldct.org/schools/mms/staff/hand/heattemp1.htm 64 Grade 5 Science Learning Standards 65