we make good students great! -2018 science- grade 5 · 2019-01-11 · nia| 2017 elementary...

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Elementary Curriculum Guide We Make Good Students Great!

2017-2018

Science- Grade 5

Cycle 3 43 Days The recommended number of days/lessons is less than the number of

days in the grading cycle to accommodate differentiated instruction, extended learning time, and assessments days. Jan 8-Mar 9, 2018

Unit # of Days/Lessons

Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs) The student will:

Unit 12: What Happened Before In this unit, students will explore Earth’s natural resources and identify the processes that led to the formation of sedimentary rocks and fossil fuels.

5

50-minute lessons

Suggested Pacing:

________-________

Unit 12: What Happened Before? (5 lessons) Ⓢ 5.7D identify fossils as evidence of past living organisms and the nature of the environments at the time using models SPIRAL- 5.7A identify the processes that led to the formation of sedimentary rocks and fossil fuels

Sample Test Item • Fossil Environments, 2013 STAAR #9

Notes to Teacher • Students should be given opportunities to compare models with what really occurs in nature.

• Students should understand that fossils can be preserved body parts (such as bones) or traces of organisms (such as footprints).

• Students might think that all fossils are a part of the organism itself, when actually fossils are replaced with other substances (such as rock) and preserved that way.

Academic Vocabulary

fossil model sediment decay imprint weathering amber

environment fossilization paleontologist

Vertical Alignment

4th Grade None

Before After

6th Grade None

Science Background Information

The remains or traces of animals and plants that lived thousands or even millions of years ago are called fossils. In fact, the term “fossil” means that the organism is older than some minimum age. Generally, they lived before the end of the last glacial period. For an organism to become a fossil, conditions have to be just right. Because fossil formation is rare, the fossil record represents only a tiny, tiny fraction of all of the

https://newmansciencehelp.weebly.com/uploads/2/1/7/8/21787294/5.7d_2013_9.pdf

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Science- Grade 5

organisms that once lived. When fossils are found, the preserved remains, and the geology of the surrounding rock layer, are clues to the nature of the past environment.

Trace fossils are footprints, burrows, or impressions that were made by an animal or a plant while it was living and that have hardened into stone. For example, at Dinosaur Valley State Park, southwest of Fort Worth, huge dinosaurs left their footprints preserved in the soft mud of a shallow sea that covered Central Texas 113 million years ago. The fossilized tracks provide clues to the habits of the dinosaurs, such as travelling in herds, or which species became predator or prey. The soft limestone mud in which the tracks were found, the fossils of palm trees, and fossil shells provide clues that a shallow sea once covered the area.

Fossil formation is not common. When most animals or plants die, they simply decay or are eaten by another animal. However, on rare occasion, an organism dies and is quickly covered by sediment at the bottom of a body of water. After layers of sediment accumulate, pressure causes minerals to replace the organism’s cells, or fill in a mold where the plant or animal had dissolved. Continued pressure causes the minerals to harden and a fossil is formed, if the rock layers are not disturbed. Sometimes, such as in the case of complete dinosaur skeletons, entire organisms are preserved. Another example is the Petrified Forest in Arizona where trunks of dead trees were washed up onto the sides of the rivers during big floods, and buried in sediment (dirt, rocks, sand, volcanic ash). Over time, minerals replaced the wood, creating entire petrified (fossilized) tree trunks. Fossils also formed in ancient times when insects were preserved in amber (hardened tree sap), or when mammoths died and were permanently frozen. However, most fossils found are simply fragments of the original organism.

When fossils are found, the preserved remains and the geology of the surrounding rock layer are clues to the nature of the past environment. At Dinosaur Valley, the fossilized tracks provide clues to the habits, such as travelling in herds or which species became predator or prey, of the dinosaurs. The soft limestone mud in which the tracks were found, the fossils of palm trees, and fossil shells provide clues that a shallow sea once covered the area. Marine fossils, such as plankton, that are found on the top of a mountain are clues that the limestone rock layers were once a beach, shallow sea, or reef and were later uplifted. When ferns and amphibian fossils are found in layers of shale or coal, those are clues that the area was once a swamp or lakebed. Scientists have learned, from the oldest fossils in the Earth’s oldest rock layers, that bacteria and marine creatures without backbones existed first. Fossils of plants, fish, amphibians, reptiles, birds, and mammals show us that life and environments on Earth developed and changed very slowly over hundreds of millions of years. Fossils also show that certain life forms became extinct, while others flourished.

Essential Questions

• How can fossils tell us which organisms lived millions of years ago?

• How can fossils tell us what environments were like millions of years ago?

• How can we represent fossils and past environments using models?

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—Inquiry Questions—

• What kind of living things become fossils?

• Where are fossils found?

• What do you think the plant or animal looked like when it was alive?

• How do you think the special part or feature of the fossilized living thing may have helped it survive during its time?

• What do all fossils have in common?

• How are fossils different?

Key Science Concepts

• Fossils are traces or preserved parts of organisms that lived in the past.

• Fossils can be used to interpret past events and environments.

• Models can be used to represent the passage of time and past organisms and environments.

Science Websites

• Fossils For Kids: http://fossilsforkids.com

• Science Facts-Fossils: http://www.sciencekids.co.nz/sciencefacts/earth/fossils.html

• Rock Hound Kids: http://www.rockhoundkids.com/

http://fossilsforkids.com/

http://www.sciencekids.co.nz/sciencefacts/earth/fossils.html

http://www.rockhoundkids.com/

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Science- Grade 5




Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs). The student will:

Unit 13: Weather and Climate In this unit, students will predict and record changes in weather and differentiate between weather and climate.

4-5

50-minute lessons

Suggested Pacing:

________-________

Unit 13: Weather and Climate(4-5 lessons)

Ⓢ 5.8A differentiate between weather and climate SPIRAL- 4.8A measure and record changes in weather and make predictions using weather maps, weather symbols, and a map key;

Sample Test Item • 5.8A Weather

• 4.8A Weather

Notes to Teacher • Students should be given opportunities to find examples of weather and climate reports in daily life, such as on the news or in the newspaper.

• Students should understand that climate represents the averaged conditions, while weather refers to what is happening right now.

• Students might think that weather and climate happen on the same time scale, but remind student climate cannot be determined by measuring day to day changes.

SPIRAL- 4.8A

• Tools such as rain gauges, wind socks, and thermometers can be used to gather weather data and can be recorded on tables, graphs, and weather maps.

• A weather map contains symbols and a map key indicating weather conditions.

• We use the information on weather maps to make predictions about weather changes.

Academic Vocabulary

weather climate precipitation temperature data typical rain gauge

humidity thermometer warm front cold front wind vane

Vertical Alignment 4th Grade 4.8A measure and record changes in weather and make predictions using weather maps, weather symbols, and a map key;

Before After

6th Grade None

https://newmansciencehelp.weebly.com/uploads/2/1/7/8/21787294/5.8a_weather.pdf

https://newmansciencehelp.weebly.com/uploads/2/1/7/8/21787294/5.8a_weather.pdf

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Weather refers to the daily environmental conditions we experience around us. It is also used to describe the condition of the atmosphere in a place at a certain time. Weather describes the daily condition of the air outdoors, such as temperature, cloud cover, wind speed, humidity (amount of water vapor in the air), and precipitation (rain, hail, sleet, or snow). All weather is caused by the Sun heating Earth unevenly, creating high and low-pressure air masses (pressure is the weight of the air) that interact and bring fair or stormy weather. Seasonal changes in weather are also caused by uneven heating of Earth’s surface, which receives varying amounts of direct and indirect sunlight due to the tilt of Earth as it revolves around the Sun.

Low-pressure air masses generally bring stormy weather. This occurs because the air is warm and rises where it meets cooler air. This cooling causes the water vapor to condense and form clouds, and storms may appear. Lower pressure air masses vary in intensity with some bringing gentle rain, and others bringing blizzards, violent thunderstorms, or hurricanes.

High-pressure air masses have heavy cold air that sinks. The descending air warms up causing clouds to dissipate, which brings clear skies and fair weather. The movement and interaction of these high and low pressure air masses is used to forecast the weather.

Students will use Fahrenheit temperature scales to interpret temperature trends among several cities. Remind students that the Celsius (_C) temperature scale in previous modules uses 0 degrees for the point that water freezes and 100 degrees for the boiling point. Weather maps in the United States use the Fahrenheit (F) temperature scale where 32 degrees is freezing and 212 degrees is boiling.

When weather data trends are analyzed over a 30-year period, generalizations about climate conditions for that region can be inferred.

The difference between weather and climate is the period of time analyzed. Short term daily, weekly, monthly and yearly data refers to weather. Long-term data averaged over 30 years refers to climate.

Averaged over 30-years means the weather data for a particular city was added up for that period of time and divided by the total number of data entries used. For example, if the July monthly temperature data for a city during a 30-year period added up to be 2,700 degrees, dividing that by 30 years results in an average temperature of 90 degrees for the month of July. That is a fairly hot temperature average, and you could generalize that city had a hot summer climate.

Global climate zones exist around the world. Not only do cities around the world have climate patterns, but average conditions of the atmosphere over long periods of time are found globally.

Distinct climate zones that are created by global circulation patterns divide the Earth. The warmest, wettest regions of the globe are the tropics. Dry zones created by subtropical high-pressure, are located at about 30° latitude north and south. Temperatures and precipitation are lowest at the poles due to the year round cold dry air.

Weather can be observed each day, whereas climate must be observed over time. This concept re-emphasizes the difference between weather and climate. As an example, the climate of the Southeast Gulf Coast of the United States would be described as near tropical, warm, and humid. However, on any particular day, the weather may be cold and icy, but the description of the overall climate would still be tropical. Students have the opportunity to apply this knowledge in the exploration activity where they differentiate weather and climate data for six cities, find trends, and

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make generalizations about which climate data best matches the description of that city.

SPIRAL- 4.8A

The amount of rainfall is measured by a rain gauge, read in hundredths of an inch. The water level is read at the bottom of the meniscus (curved surface of water in a tube). Most rain gauges have numbers divided into tenths of inches. If the rain gauge is filled to the .50 line that means that .5 of one inch or one-half inch of rain has fallen. Larger lines are inches, so if the line reads .50 above the 1-inch line, then one and a half inches of rain has fallen.

Wind is blowing air. It is created when there is a difference in air pressures in an area. Hot air rises. Cool air is heavier and sinks. An area of high air pressure is caused by a large amount of cool air. An area of low air pressure is the result of a lot of hot air. Air moves from high pressure (cool air) to low pressure (hot air). This movement of air is what we know as wind. The speed of wind is determined by how great the difference is in temperature between the two areas of air pressure. The spin of the Earth also causes the air masses to move from west to east in the United States. Wind socks indicate wind direction and relative wind speed. Meteorologists use anemometers made of spinning cups that accurately record wind speed. A weather vane shows the direction from which the wind blows.

Temperature is measured by Celsius and Fahrenheit thermometers. Although Celsius temperature is used in the laboratory, traditionally Fahrenheit temperature is reported on weather maps in the United States.

The condition of the air outdoors, such as temperature, cloud cover, wind speed, and rainfall, called weather, is caused by the Sun’s uneven heating of Earth. Air is heated to different temperatures in different geographical locations. Because the weight of our air (atmospheric pressure) varies with the air temperature, the air is constantly moving from a high pressure location to a low pressure location, which brings wind and weather changes. These conditions are reported on a weather map.

Cold and warm fronts are where cold and warm air masses meet and cause significant weather. When cold and warm air masses collide, the weather brings temperature changes, clouds, winds, and various forms of precipitation. A cold front occurs when a cold air mass quickly shoves a warm air mass upward, signaled by cumulus (huge puffy) clouds that turn dark (cumulonimbus) and that can bring severe weather, such as thunderstorms, tornadoes, or snowstorms. Generally, with the passage of a cold front, the temperature and humidity decrease, clear skies follow as the pressure rises, and the wind shifts. A cold front is symbolized on a weather map with a blue curved line with triangles pointing to the direction the front is moving. A warm front is a warm air mass that moves up and over a cold air mass, bringing strings of cirrus (wispy) clouds and then nimbostratus (low, dark layered) clouds that overcast the sky with long periods of rain and drizzle. With the passage of a warm front, the temperature and humidity increase, the pressure rises, and although the wind shifts, it is not as pronounced as with a cold frontal passage. A warm front is symbolized on a weather map with a red curved line with semi-circles pointing to the direction the front is moving.

Weather maps can report local, state, national, or global weather conditions. Weather maps might have official coded “weather station” symbols used by meteorologists (scientists who study weather) or more simple graphics, such as those used on television or newspaper weather reports. Fourth-grade students just use simple graphics for clouds, rain, snow, and sunshine instead of the coded “weather station” symbols. Weather maps should have a key or explanation of the graphics or symbols. In addition to cold or warm front lines on a weather map, students will see “L” for low pressure and “H” for high pressure. A red line with red semi-circles on one side indicate a warm front, while a blue line with blue triangles on one side indicates a cold front.

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Meteorologists study the data from weather instruments to make decisions about the upcoming weather. Predicting weather is not an exact science, but some generalizations can help students estimate future weather. Weather generally moves from west to east so that conditions to the west will likely move into Texas.

For example, if Phoenix, Arizona, to the west experiences heavy rains, then parts of Texas are likely to receive that weather the next day as the weather moves to the east. It is a rule that high pressure good-weather areas move into low pressure bad-weather areas. Cloud cover also helps to identify incoming weather: cumulonimbus clouds indicate a cold front is coming and thunderstorms will soon follow; cirrus clouds followed by nimbostratus clouds indicate a warm front is coming and light rain and drizzle will be around for a couple of days. As soon as a cold front or warm front moves on, bad weather will be pushed away by a high-pressure air mass that brings good weather.

Essential Questions

• What is weather? What are some characteristics of weather?

• What is climate? What are some characteristics of climate?

• What is the difference between weather and climate?

SPIRAL- 4.8A

• What tools can be used to gather weather information and how should we record the data?

• How does a weather map indicate weather conditions?

• How can we use weather maps to make predictions about weather change


• Do certain areas of the world seem to be more affected by bad weather than others? If so, which areas? Can you think of why this might be?

SPIRAL- 4.8A

• What is the difference in high pressure and low pressure?

• What symbols are used to differentiate between different weather conditions on a weather map?


• Weather refers to the daily environmental conditions we experience around us. It is also used to describe the condition of the atmosphere in a place at a certain time.

• Climate refers to the average conditions in a place over a longer period of time.

• Weather can be observed each day, whereas climate must be observed over time.

SPIRAL- 4.8A

• Tools such as rain gauges, wind socks, and thermometers can be used to gather weather data and can be recorded on tables, graphs, and weather maps.

• A weather map contains symbols and a map key indicating weather conditions

• We use the information on weather maps to make predictions about weather changes.

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Science Websites

5.8A

http://www.weatherwizkids.com/weather-climate.htm

http://eo.ucar.edu/kids/green/what1.htm

SPIRAL- 4.8A

http://www.weatherwhizkids.com

http://www.theweatherchannelkids.com

http://sciencespot.net/Pages/classearth.html#Anchor-Weather-49575

http://www.eo.ucar.edu/webweather

http://www.weatherwizkids.com/weather-climate.htm

http://eo.ucar.edu/kids/green/what1.htm

http://www.weatherwhizkids.com/

http://www.theweatherchannelkids.com/

http://sciencespot.net/Pages/classearth.html#Anchor-Weather-49575

http://www.eo.ucar.edu/webweather

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Science- Grade 5

Cycle 3 43 Days The recommended number of days/lessons is less than the number of days

in the grading cycle to accommodate differentiated instruction, extended learning time, and assessments days. Jan 8-Mar 9, 2018



Unit 14: The Water Cycle In this unit, students will explain how the Sun and oceans interact in the water cycle and demonstrate understanding of each process in the water cycle.

5

50-minute lessons

Suggested Pacing:

________-________

Unit 14: The Water Cycle (5 lessons) Ⓢ 5.8B explain how the Sun and the ocean interact in the water cycle; SPIRAL- 4.8B describe and illustrate the continuous movement of water above and on the surface of Earth through the water cycle and explain the role of the Sun as a major source of energy in this process;

Sample Test Item

• 4.8B Water Cycle

• 5.8B Water Cycle

Notes to Teacher

• Students should be given opportunities to see how heat energy affects water.

• Students should understand that water cycles on Earth, it does not necessarily have a beginning and an end.

• Students might think that the Sun only affects the ocean but remind students that the Sun also helps move air by heating and cooling land, water and air.

SPIRAL- 4.8B

• Students should be given opportunities to notice the cyclical nature of the water cycle.

• Students should understand that the Sun provides the heat energy for evaporation but is also responsible for the heating of air to cause wind in the process of moving clouds or water vapor.

• Students might think that salt water in the ocean retains its salt when evaporated, but in fact, it leaves the salt behind.

Academic Vocabulary

ocean fresh water salt water precipitation accumulation runoff

water cycle evaporation condensation transpiration

Vertical Alignment

4th Grade 4.8B describe and illustrate the continuous movement of water

Before After

6th Grade None

https://newmansciencehelp.weebly.com/uploads/2/1/7/8/21787294/4.8b_water_cycle.pdf

https://newmansciencehelp.weebly.com/uploads/2/1/7/8/21787294/5.8b_water_cycle.pdf

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above and on the surface of Earth through the water cycle and explain the role of the Sun as a major source of energy in this process;


Radiant energy from the Sun heats the surface of the Earth. Water in ponds, lakes, rivers, seas, and oceans is heated by the Sun’s energy, which breaks the bonds of the surface water molecules allowing their escape into the air as a gas, water vapor. The process of changing from a liquid to a gas is called evaporation.

The water cycle begins with the Sun heating the oceans, causing the surface water to change from liquid to gas releasing tremendous amounts of water vapor into the atmosphere as part of the water cycle. As the water vapor rises, it cools at higher altitudes, and condenses (changes from gas to liquid) onto dust particles in the air and forms clouds. When the clouds become saturated with water vapor and the molecules become too heavy, precipitation occurs in the form of rain, hail, sleet, or snow. This moisture falls back to the ocean or onto land where gravity pulls it downward as groundwater (moisture in the soil or underground rivers) or as runoff that eventually flows into rivers that carry the water back to the ocean, and the water cycle begins anew.

Sometimes, the Sun heats the Pacific Ocean, causing unusually warm currents that release heavy amounts of water vapor and bring torrential rainstorms and flooding (called El Niño) to the Western Hemisphere. The reverse also happens when the Sun does not heat the Pacific Ocean as much, and unusually cold currents push warmer currents too far west and a severe drought with dry air with no rain occurs (called La Niña).

Water from ponds, lakes, rivers, and streams is fresh water. However, water from oceans contains 3-4% salt and is considered salt water. Students have learned in previous modules that salt water is a special mixture called a solution, which can be separated through evaporation. The same is true for ocean water as it evaporates. The salt remains behind, so the ocean water vapor that rises into the atmosphere is not salty. Students will explore separating salt from salt water using evaporation in this module.

Although surface water evaporates from all bodies of water, the oceans provide the largest amount of evaporation contributed to the water cycle. The five oceans (Atlantic, Pacific, Indian, Arctic, and the Southern, which surrounds Antarctica) cover more surface of Earth than continents. Students have the opportunity to calculate the percentage of that ocean area. With that enormous amount of surface water heated and evaporated by the Sun, ocean water is the major contributor to the water cycle.

Essential Questions

• What are the different components of the water cycle?

• How does the Sun move water in the water cycle from the oceans?

• How does the Sun affect weather patterns that move water and form precipitation?

SPIRAL- 4.8B

• What is the water cycle?

• How does water move through the water cycle above and on the surface of the Earth?

• What is the major source of energy that moves water through the water cycle?

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• How does water get into oceans, rivers, and lakes?

• What makes it rain?

• How do clouds form?

• How do plants ply a part in the water cycle?

• Are animals part of the water cycle?

• Does the model of the water cycle have its limitations?


• The Sun provides the energy that evaporates water on Earth.

• While evaporation can be used to separate solutions, water that evaporates from the ocean does not contain salt.

• Much of the water cycle begins when the Sun’s energy evaporates water from oceans, which collectively cover approximately 71% of the Earth’s surface.

SPIRAL- 4.8B

• Water on the Earth is continuously moving through the water cycle.

• Water moves through the water cycle in the atmosphere as humidity, clouds, and precipitation. Water also moves in oceans, rivers, lakes, and glaciers.

• The Sun is the major source of energy that moves water through the water cycle.

Science Websites

http://www.kidzone.ws/water/

https://www.neok12.com/Water-Cycle.htm

https://earthobservatory.nasa.gov/Features/Water/

http://www.kidzone.ws/water/

https://www.neok12.com/Water-Cycle.htm

https://earthobservatory.nasa.gov/Features/Water/

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Unit 15: The Sun, Earth, Moon System In this unit, students will investigate the day and night cycle as well as the planets orbiting in the solar system.

5

50-minute lessons

Suggested Pacing:

________-________

Unit 15: The Sun, Earth, Moon System (5 lessons) Ⓡ 5.8C demonstrate that Earth rotates on its axis once approximately every 24 hours causing the day/night cycle and the apparent movement of the Sun across the sky; SPIRAL- 3.8D identify the planets in Earth's solar system and their position in relation to the Sun.

Sample Test Item • 3.8D Planets

• 5.8C Rotation

Notes to Teacher • Students should be given opportunities to find similarities and differences between the Sun, Earth, and Moon.

• Students should understand that the physical composition and size varies greatly between the Sun, Earth, and Moon.

• Students might think that the Moon and Sun are the same size (based on the view from Earth) but remind students the Sun is much bigger than any other object in the Solar System.

SPIRAL- 3.8D • Students should understand that planets orbit the Sun, and moons orbit particular

planets.

• Students might think that all the planets are the same size but remind students of the enormity of space and the relative size of the other planets and Sun compared to

Earth.

Academic Vocabulary

orbit rotation axis revolution day/night shadow

sunrise/sunset

Vertical Alignment

4th Grade 4.8C collect and analyze data to identify sequences and predict patterns of change in shadows, in the tides, seasons, and the

Before After

6th Grade None

https://newmansciencehelp.weebly.com/uploads/2/1/7/8/21787294/3.8d_planets.pdf

https://newmansciencehelp.weebly.com/uploads/2/1/7/8/21787294/5.8c_rotation.pdf

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observable appearance of the Moon over time.


Our Earth spins on its axis (an imaginary line through the North and South poles) as it travels around the Sun. There are two different time measurements that we can take regarding how long it takes the Earth to make one complete rotation on its axis. The first is known as the sidereal day. This is the time is takes the Earth to complete one rotation of its axis based on fixed stars. A sidereal day is 23 hours 56 minutes and 4 seconds. However, we measure a solar day as the time it takes the Earth to make one full rotation with respect to the Sun, which is 24 hours. We keep time according to the solar day.

Because our Earth’s rotation takes 24 hours on the clock, 24 time zones divide the world into 24 different starting hours, so the time of day is not confused during travel to one part of the world or communicating with another part of the county. The United States has four time zones, each an hour apart: the Eastern Time Zone (along the Atlantic coast), then Central Time Zone (Texas and the middle states), then the Mountain Time Zone (along the Rocky Mountains) and the Pacific Time Zone (along California). For example, if it is 4:00 pm in New York City, it is 3:00 pm in Dallas, 2:00 pm in Phoenix, and 1:00 pm in Los Angeles.

The false belief that day and night was caused by the Sun revolving around Earth was hard to disprove for thousands of years because people observed the daily movement of the Sun and the evening stars across the sky. Even though scientists accepted Copernicus’ idea by the sixteenth century that Earth rotated and revolved around the Sun, there was no proof.

By imagining their head as Earth with a stationary flashlight as the Sun pointing at their face, the student (Earth) turns away from the flashlight (the Sun), and observes it gets darker, and they can imagine night time. As they continue to spin or rotate, they repeat the cycle of day and night.

The movement of the Sun across the sky causes a shift in shadows. In the morning, when the Sun appears low in the East, objects blocking the sunlight cast long shadows pointing to the West. As noon approaches, the shadows begin to shorten until the Sun is overhead. In the afternoon, shadows lengthen toward the East until the Sun appears to set in the West. Students will explore the apparent motion of the Sun across the daytime sky by recording the shift in position and length of shadows using a simple sundial constructed from a pencil, clay, and a paper plate. Students will predict, observe, and record movements of Earth through the Sun-cast shadows.

The apparent path of the Sun changes with the seasons. The number of hours of daytime and the height of the Sun’s path change with each season. The highest path in the sky occurs during summer creating more daylight hours, while the lowest path occurs during winter creating longer nighttime hours. During spring and autumn the Sun’s path is between those two extremes, creating equal number of day and night time hours. This seasonal change in the apparent path of the Sun is due to the combination of the Earth rotating at a 23.5 degree tilt while also revolving around the Sun.

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SPIRAL- 3.8D

Each of the planets of our Solar System orbit the Sun.

Orbiting (revolving or going around) the Sun are planets, their assorted rings and moons, asteroids, meteoroids, comets, and a host of frozen worlds. Within our Solar System are eight major planets (listed from nearest the Sun to the farthest): Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune.

The four planets closest to the Sun (Mercury, Venus, Earth, and Mars) are called the small, rocky Inner Planets. Mercury, the smallest planet, has a cratered surface that looks like the Moon. Named for the swift messenger of the gods, Mercury is the fastest planet to orbit the Sun with a year only 88 days long. Venus, the second planet from the Sun and similar in size to Earth, is covered in a thick atmosphere of carbon dioxide with temperatures that make Venus the hottest planet. Known for the longest day in the Solar System, Venus spins so slowly that by the time it has orbited the Sun, it has spun just once on its axis. Earth, the third planet from the Sun, is noted for its life, water covering three quarters of its surface, and its one moon. Mars, the fourth planet from the Sun, is called the “Red Planet” due to iron oxide (rust) in the soil. Mars is a cold, lifeless, rocky desert where water once flowed on its ancient surface. Mars is known for polar ice caps, the largest volcano and the longest valley in the Solar System, and two moons.

Separating the Inner Planets from the Outer Planets is the Asteroid Belt. Most asteroids (space rocks) revolve in their own orbits located between the orbits of Mars and Jupiter. They can range in size from very large, irregularly shaped chunks of rock to simple dust particles. Jupiter, Saturn, Uranus, and Neptune are the four gas giants that make up the Outer Planets. They are characterized by freezing temperatures, many moons, and ring systems. Jupiter, largest of all planets, has the most moons (63+ and counting) and a giant Red Spot, a famous storm that has lasted over 400 years. Saturn is known for the largest ring system and has close to 60 moons. Uranus, a green, glowing gas giant, has 27 moons and orbits the Sun tipped on its side, the result of an ancient impact. The last major planet is a blue gas giant named aptly for Neptune, the Roman God of the Sea, and has 13 moons.

The closest planet to the Sun is Mercury, followed by Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune. “My very educated mother just served us nachos” is a phrase that uses the first letter of each planet to represent the planets in order from the Sun. (Students can create their own planet sentence.) When exploring the spacing of the planets in the Solar System, students should observe that the inner planets are spaced quite close together, while the gas giants are spaced much farther apart at surprisingly even intervals.

Essential Questions

• How often does the day and night cycle occur on the Earth?

• Describe the positions of the Earth and Sun when it is daytime. How is this different at nighttime?

• On the Earth it looks like the Sun is moving across the sky. Why is this not true?


• What ancient tool help determine the time of the day?

• In what direction doe the Sun appear to move across the sky?

• How is a merry-go-round a good example to show how Earth rotates?

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SPIRAL- 3.8D

• Which planet has the most moons?

• What is the most interesting fact you have learned about the planets?


• The day and night cycle occurs every 24 hours due to the rotation of the Earth.

• We can demonstrate that the rotation of the Earth causes the day and night cycle.

• The Sun appears to move across the sky each day due to the rotation of the Earth.

Science Websites

• http://www.windows2universe.org/the_universe/uts/earth2.html

• http://www.kidsgeo.com/geography-for-kids/0018-the-rotation-of-the-earth.php

SPIRAL- 3.8D

• http://www.kidsastronomy.com/solar_system.htm

• http://www.frontiernet.net/~kidpower/planets.html

http://www.windows2universe.org/the_universe/uts/earth2.html

http://www.kidsgeo.com/geography-for-kids/0018-the-rotation-of-the-earth.php

http://www.kidsastronomy.com/solar_system.htm

http://www.frontiernet.net/~kidpower/planets.html

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2017-2018

Science- Grade 5





Unit 16: Sun, Earth, and Moon In this unit, students will investigate the interactions between the Sun, Moon, and Earth.

5

50-minute lessons

Suggested Pacing:

________-________

Unit 16: Sun, Earth and Moon (5 lessons) Ⓢ 5.8D identify and compare the physical characteristics of the Sun, Earth, and Moon.

SPIRAL- 4.8C collect and analyze data to identify sequences and predict patterns of change in shadows, tides, seasons, and the observable appearance of the Moon over time

Sample Test Item • 5.8D Sun Earth Moon

• 4.8C Moon Phases

Notes to Teacher • Students should be given opportunities to find similarities and differences between the Sun, Earth, and Moon.

• Students should understand that the physical composition and size varies greatly between the Sun, Earth, and Moon.

• Students might think that the Moon and Sun are the same size (based on the view from Earth) but remind students the Sun is much bigger than any other object in the Solar System.

SPIRAL- 4.8C

• Students should be given opportunities to collect real data and notice observable patterns. • Students should understand that patterns such as tides are due to the position of the Moon. • Students might think that the Moon appearing to change shape is due to the Earth’s shadow,

but in fact, is caused by the relative position of the Moon and the Sun. • Students should be analyzing their data collected in order to make predictions on what

patterns of tides, moon phases, shadows, and seasons will come next.

Academic Vocabulary

moon craters weight sun earth surface

corona core convection zone crust mantle photosphere

atmosphere solar flare sunspots lunar phase

Vertical Alignment

4th Grade None

Before After

6th Grade None

https://newmansciencehelp.weebly.com/uploads/2/1/7/8/21787294/science_staar_release_5.8d.pdf

https://newmansciencehelp.weebly.com/uploads/2/1/7/8/21787294/4.8c_moon_phases.pdf

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2017-2018

Science- Grade 5


Alert students to look for data that shows what these celestial bodies have in common, and how they are different. Using library books, the Internet, and other research resources, students will need to sort information into agreed-on categories as individuals, partners, or teams. Be careful that book copyrights are recent and that websites are authentic science resources so that students acquire valid and up-to-date information.

The Sun is an average yellow star at the center of our Solar System composed of glowing hydrogen and helium gases. About 109 Earths could fit across the diameter of the Sun, while the volume of the Sun could hold 1,000,000 Earths inside. The Sun’s enormous mass creates enough gravity to pull in orbit the classic and dwarf planets, their assorted moons and rings, asteroids, meteoroids, and thousands of tiny frozen worlds. The Sun’s mass also creates tremendous heat and pressure in its core causing the hydrogen to fuse into helium which gives off heat and light energy (which only stars can do). The Sun also has a huge magnetic field which gets twisted in places on the surface where the gases are not as hot causing temporary large marks called sunspots. Often these twisted magnetic lines snap releasing huge amounts of gas and energy called solar prominences or flares. The temperature of the Sun’s surface is 6,000° C (Celsius) or 11,000° F (Fahrenheit). The Sun has six layers: Core, Radiative Zone, Convective Zone, Photosphere, Chromosphere, and Corona.

The Earth is a planet that orbits third from the Sun. The size of the Earth is about 1/109 the diameter of the Sun, but four times the diameter of the Moon. Unlike the Sun, whose gravity pulls the entire Solar System around it, only one moon revolves around Earth. Unlike the Sun, the Earth and Moon do not give off their own heat and light, but reflect sunlight. The Earth is 93,000,000 miles from the Sun, which is just the right distance where water can exist naturally in three forms: solid ice mainly at polar regions; liquid water in streams, rivers, ponds, lakes and oceans that cover ¾ of the Earth’s surface; and gas (water vapor) in our atmosphere. Unlike the Sun and Moon, Earth has life and water in all three states. Unlike the Sun which is a glowing ball of gas, Earth is rocky and made of three major layers: core, mantle and crust. The rigid outer mantle and the crust make up a layer that is broken into massive plates that move very slowly causing the surface of our Earth to form a diverse assortment of landforms such as continents, mountains, volcanoes, etc. New surface is created on the ocean floor, while old surface plates get pushed down elsewhere. Erosion constantly sculptures old landforms and creates new ones. Unlike the Moon, which has no measurable atmosphere, the Earth has a thin atmosphere made of a thin mixture of nitrogen and oxygen (produced by plants), whereas the Sun is made entirely of hot gas. The temperature range on Earth varies from -89° C to 57° C (-128.2° F to 134.6° F).

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2017-2018

Science- Grade 5

The Moon is the Earth’s only natural satellite. Planet Earth is the first inner planet to have a moon (Mercury and Venus have no moons). Earth is the only planet to have just one moon; Mars has two moons and the gas giants have huge numbers of moons. The Moon is ¼ the diameter of Earth, has 1/6 the gravity of Earth, and orbits the Earth once a month (about every 29 days). The surface of the Moon shines by reflected sunlight as does the Earth. However, because the Moon revolves around the Earth and changes its angular position between the Earth and the Sun, different amounts of sunlight illuminate the Moon during the month creating different phases of the moon (studied in 4th grade). The Moon’s surface is covered in dusty soil, craters, and lava flows (Mare) caused by ancient meteorite impacts because there is no atmosphere to weather or erode the surface. The Earth, in contrast, has few impact craters that remain due to erosion and movement of the crust. The Moon has small hills and numerous mountains.

Because the Sun is a star, it is composed entirely of glowing gases. The Earth and Moon’s rocky composition is similar with iron cores, rocky mantles, and surface rocks made of silicates and other minerals. Both the Earth and the Moon have magma that escapes into the surface as lava; although the Moon no longer has active volcanoes. The Earth’s large iron core spins creating a magnetic field, while the small Moon core does not spin and creates no magnetic field.

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2017-2018

Science- Grade 5

Unlike the Moon, which has no atmosphere, the Earth has a thin atmosphere made of a mixture of oxygen (produced by plants) and nitrogen, whereas the Sun’s is made entirely hot gas. Earth is 93,000,000 miles from the Sun, which is just the right distance to make Earth the only body in the Solar System that has water in three forms: as solid ice mainly at polar regions; as liquid water in streams, rivers, ponds, lakes and oceans that cover of the Earth’s surface; and as a gas (water vapor) in our atmosphere. The Moon may have a small amount of frozen water at the poles, but the Sun is too hot for water to exist.

SPIRAL- 4.8C

From the structure of the atom to the structure of the Universe, humans discovered regularity in the laws of nature. Natural patterns were observed and recorded by ancient cultures who believed powerful gods caused the movement of the Sun, shifting shadows, eclipses of the Sun or Moon, tides, seasonal landscape, and moon phases.

Today, we know that all of these phenomena are the direct result of repeated patterns of positions between Earth, the Sun, and the Moon. For example, some ancient people thought an eclipse of the Sun represented a mythical character taking bites out of the Sun. Actually, eclipses are simply caused by one celestial body casting a shadow on another celestial body. The Moon blocking the Sun casts a shadow on a small path on Earth, which people see as a solar eclipse. When Earth’s shadow falls on the Moon, people see a lunar eclipse. Printed and computerized sundials,

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2017-2018

Science- Grade 5

sunrise-sunset tables, tidal charts, seasonal almanacs, and moon phase and eclipse calendars are evidence of the predictability of these events.

Shadows are caused by objects blocking light. Students will explore how the longest shadows on Earth are cast when the Sun is low on the horizon and how the shortest shadows are cast when the Sun is overhead at noon. Long shadows result when the light source is behind a tall object so that the full length of the object blocks the light. Short shadows result when the light source is above a tall object where only the top of the object blocks light.

The pattern of the Sun’s apparent movement across the sky casting a shifting shadow on a sundial is a method carried over from long ago used today on modern sundials for telling time.

Tides are caused by the tug of the Moon’s gravitational pull on the oceans as the Moon moves around Earth. When the Moon is in a straight line with Earth and the Sun, the oceans on that line are pulled, causing high tides where the ocean levels rise along the coastline. As the Moon continues to revolve around Earth, the angle changes between Earth, the Moon, and the Sun, causing the ocean levels on different parts of Earth to change to low tides. Because Earth revolves on its axis daily, there are two low and two high tides each day along coastlines.

Moon phases are seen because the Moon is lit from different angles as Earth travels around the Sun. From a new moon phase to the next new moon phase, it takes about 29 days. The full moon is visible all night, whereas the new moon, which rises and sets during the day, is not visible because the Sun is so bright. Waxing means growing in illumination. Waning means shrinking in illumination. Gibbous means almost full. Remember that the waning crescent moon looks like a forward “C” and the waxing crescent moon looks like a backwards “C”.

Essential Questions

5.8D

• What are the physical characteristics of the Sun?

• What are the physical characteristics of the Earth?

• What are the physical characteristics of Earth’s Moon?

SPIRAL- 4.8C

• How do shadows change during the seasons?

• How do the tides change in relation to the position of the Earth and Moon?

• What is the sequence of the Moon’s appearance each month?

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2017-2018

Science- Grade 5


• Why do objects behave differently when used on Earth and the Moon?

• Why would a compass not work on the Moon?

• What would happen if you planted a flower on the Mon?

• How do the layers of the Earth and the Sun compare?

• How do Earth, the Sun, and the Moon compare?


5.8D

• We can identify and compare the physical characteristics of the Sun, Earth, and Moon, such as surface, temperature, geological features, composition, and size.

• The Sun is made of gases while the Earth and Moon are made largely from rock.

• The Sun and Earth have very different atmospheres, while the Moon does not have a significant atmosphere. Only the Earth has liquid water.

SPIRAL- 4.8C

• We can collect and analyze data to predict patterns of change observable on Earth.

• Shadows and seasons depend on the position of the Earth in relation to the Sun, while the tides are based on the relative positions of the Earth, Sun, and Moon.

• The Moon’s appearance changes in the same pattern each month and can be predicted.

Science Websites

• http://earthsunmoon.pingmooreandbloom.com/

• https://sservi.nasa.gov/kids/

• http://www.bbc.co.uk/bitesize/ks2/science/physical_processes/earth_sun_moon/play/

http://earthsunmoon.pingmooreandbloom.com/

https://sservi.nasa.gov/kids/

http://www.bbc.co.uk/bitesize/ks2/science/physical_processes/earth_sun_moon/play/

NIA|


2017-2018

Science- Grade 5





Unit 17: Ecosystems In this unit, students will explore the elements that make up an ecosystem, including how organisms gain energy for survival.

10

50-minute lessons

Suggested Pacing:

________-________

Unit 17: Ecosystems (10 lessons)

Ⓡ 5.9A observe the way organisms live and survive in their ecosystem by interacting with the living and non-living elements;

Ⓡ 5.9B describe how the flow of energy derived from the Sun, used by producers to create their own food, is transferred through a food chain and food web to consumers and decomposers

Sample Test Item 5.9A Interaction 5.9B Food Chain/Web

Notes to Teacher 5.9A

• Students should be given opportunities to see that organisms interact with other organisms as well as nonliving things (such as air and water).

• Students should understand that both plants and animals can compete for resources.

• Students might think animals can only be a predator OR a prey, but in fact they can be both.

• Students should understand that soil has nonliving parts like dirt or rocks along with living things like worms, bacteria, tree roots, etc. The same is true for bodies of water which have both the nonliving part (water) and living parts such as frogs, bacteria, fish, clams, etc.

5.9B

• Students should be given opportunities to identify the Sun as the source of all energy for food webs.

• Students should understand that producers can make their own food using the Suns energy, but consumers (both herbivores and carnivores) need to consume their food from plants or other animals.

• Students might think that the arrows on a food web point to who eats whom, but be sure to show arrows moving from the Sun, to plants, to herbivores, to carnivores, and finally to decomposers.

Academic Vocabulary

basic needs community competition drought

ecosystem interact interdependent living organism (biotic)

nonliving object (abiotic) population relationship shelter

https://newmansciencehelp.weebly.com/uploads/2/1/7/8/21787294/science_staar_release_5.9a.pptx.pdf

https://newmansciencehelp.weebly.com/uploads/2/1/7/8/21787294/science_staar_release_5.9b.pptx.pdf

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2017-2018

Science- Grade 5

species survival

bacteria carnivore consumer decomposer

food chain food web herbivore omnivore

scavenger primary consumer producer

secondary consumer tertiary consumer predator prey

Vertical Alignment

4th Grade 4.9A investigate that most producers need sunlight, water, and carbon dioxide to make their own food, while consumers are dependent on other organisms for food. 4.9B describe the flow of energy through food webs, beginning with the Sun, and predict how changes in the ecosystem affect the food web such as a fire in a forest.

Before After

6th Grade 6.12E describe biotic and abiotic parts of an ecosystem in which organisms interact


5.9A

An ecosystem is a community of living and nonliving things in their environment. The living or biotic components of an ecosystem are: the plants, animals (including humans), fungi, and microorganisms living within a particular geographic area. For example, in a desert, the cactus, sagebrush, desert grasses, wildflowers, coyotes, snakes, lizards, desert mice, birds, scorpions, bacteria, etc, represent the living part of a desert ecosystem. The living parts of an environment provide a source of food, a way to reproduce, and protection. For some creatures, other living things may be their habitat (home) or their social group. When other organisms are competitors or predators, that living part of the environment becomes a survival challenge. As energy from the Sun is transferred from producers to consumers and finally to decomposers, all of nature becomes interdependent. The study of human impact on living things has led to eco-friendly or “green” practices to lessen the harmful effects of human activity and technology on ecosystems.

Living things can be studied at increasing levels of interaction: the response of a single organism, a population of similar organisms, or a community of different organisms that live together in an ecosystem.

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2017-2018

Science- Grade 5

The nonliving or abiotic components of an ecosystem are: sunlight, atmosphere and weather, temperature, soil, rock, landforms, bodies of water, glaciers, volcanoes, man-made structures, etc. For example, in a desert, the sand, Sun, lack of water, rocks, hot air, etc., represent the abiotic elements in that ecosystem. The nonliving parts of an environment supply the sunlight, water, oxygen, carbon dioxide, nitrogen, minerals, and shelter necessary for life. Nonliving elements can also present survival challenges when they threaten life such as flooding, drought (dry spells), or pollution caused by human activity.

Life within an ecosystem is interdependent. A delicate balance exists in nature so that all living things must interact with other organisms and with their environment in order to survive and reproduce. As energy from the Sun is transferred from producers to consumers and finally to decomposers, all of nature becomes interdependent. Any change to a single component in that ecosystem can have profound impact on the entire ecosystem.

Key Concept 2: Plants interact with living things such as animals and other plants in complex ways and also require nonliving things, such as carbon dioxide, water, and sunlight.

Plants need nonliving things to survive such as carbon dioxide in the air, sunlight from above, and water brought up by their roots to survive. Through the process of photosynthesis, plants, as producers, change sunlight, carbon dioxide (produced by animals), and water to make glucose or plant food. As a by-product, plants release oxygen which animals need.

Plants interact with living things. Energy, minerals, and nutrients stored in plants are transferred to the animals when plants are eaten. Animals like insects or birds also pollinate flowers by spreading pollen grains that fertilize plant seeds. Animals also end up spreading seeds that get stuck to their fur or inside fruit carried off to be eaten and left on the ground. These loose seeds end up taking root under the right conditions and grow new plants and flowers.

Key Concept 3: Animals depend on other living things, such as plants and other animals, and nonliving things, such as air and water, to survive.

Animals breathe the oxygen in the air produced by plants. Animals use this oxygen carried in blood to cells and exchanged for carbon dioxide which is released (which plants will use). Animals also depend on other nonliving elements for survival such as water, the correct temperature from the Sun, and soil/rocks/landforms for shelter. The energy, minerals, and nutrients stored in plants are transferred to the animals when plants are eaten. Some plants provide more than food for animals; plants can also serve as shelter. For example, tree trunks or flowers can become a habitat for birds, mammals, or insects.

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2017-2018

Science- Grade 5

Animals that depend on different kinds of living things for food are grouped into herbivores (animals that eat plants), carnivores (animals that eat other animals), omnivores (animals that eat both plants and animals), and decomposers (bacteria and fungi that break down dead organisms for food). Animals that hunt other animals are called predators. Animals that are hunted are called prey.

5.9B

The source of all energy on Earth is the Sun. However sunlight is not usable food for animals. It must first be changed to a usable form by plants. Animals, not able to produce their own food, are required to eat plants or other animals to gain energy. An example is grass which absorbs sunlight and is eaten by a grasshopper, which is eaten by a toad, which gets eaten by a snake, which finally gets eaten by a hawk. In time the hawk dies, decays, and is broken down by the decomposers which return the nutrients back to the soil which is used again by nearby plants. A food chain shows the transfer of this energy.

Sometimes more than one animal will eat a mouse, for example, and a complex set of energy transfers occur. The interconnected food chains are called a food web. Regardless of how simple a food chain may be, or how complicated a food web becomes, the Sun is still the original source of energy for all living things.

Plants use sunlight, water, and carbon dioxide to make glucose, a type of sugar the plant uses for food. When animals eat plants, the energy stored in the plant is transferred to the animal. Only plants produce their own food, so they are called producers. From the smallest green algae in a pond to the largest tree on earth, all plants produce their own food through photosynthesis.

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2017-2018

Science- Grade 5

Some animal consumers get their energy by eating plant producers. Other animal consumers get their energy by eating other consumers (animals). Some animals eat both plants and other animals to obtain energy. (Decomposers such as bacteria and fungi, are organisms that break down dead organisms and their wastes to get energy.)

In order to ensure a successful interactive ecosystem, there must be a proper balance in the populations of organisms within a food web. Any change in the population of any organism in the food web or food chain will affect other organisms. If all the grass in an area was killed in a wildfire, there would be less grass for the deer to eat and they could die off. If there were not enough deer to eat, then the predators (coyotes) would die off. If any population of organisms changes in some way, either increasing or decreasing, it will affect other organisms in the food web. Ultimately decomposers, through their chemical breakdown of the remains of dead plants and animals, return the nutrients in those decaying bodies back to the soil. This decaying material becomes soil “humus”, a rich organic material that supports plant growth and the food web continues.

Essential Questions

5.9A

• What is an ecosystem? What are the different parts of an ecosystem?

• How do the living components in an ecosystem support the other components?

• How do the nonliving components in an ecosystem support the other components?

5.9B

• From what source do all food chains and food webs get their energy?

• What are the different parts of a food web?

• How does the energy flow from one organism to the next in a food chain or web?


5.9A

• What is a system?

• What are the components that make up a ecosystem?

• Does an ecosystem change throughout the day? How?

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2017-2018

Science- Grade 5

5.9B

• What role in a food chain/web do you play?

• Which conditions would allow mold/fungi (decomposers) to grow faster?

• What are some other decomposers?

• What would happen if there were no producers?

• What would happen if there were no consumers?

• What would happen if there were no decomposers?


5.9A

• Organisms interact with both living and nonliving things to survive in their ecosystems.

• Plants interact with living things such as animals and other plants in complex ways that also require nonliving things, such as carbon dioxide, water, and sunlight.

• Animals depend on other living things, such as plants and other animals, and nonliving things, such as air and water, to survive.

5.9B

• All energy transferred through food chains and webs is derived from the Sun.

• Producers use the Sun’s energy to create their own food through photosynthesis.

• Consumers and decomposers get their energy from producers or other consumers.

• The different parts of a food web are producers, consumers, and decomposers.

Science Websites

5.9A

http://www.kidsgeo.com/geography-for-kids/0164-ecosystems.php

https://www.neok12.com/Ecosystems.htm

http://www.nhptv.org/natureworks/nwepecosystems.htm

5.9B

http://coolclassroom.org/cool_windows/home.html

https://ecokids.ca/play-a-game

http://www.kidsgeo.com/geography-for-kids/0164-ecosystems.php

https://www.neok12.com/Ecosystems.htm

http://www.nhptv.org/natureworks/nwepecosystems.htm

http://coolclassroom.org/cool_windows/home.html

https://ecokids.ca/play-a-game-and-learn?gamename=chain_reaction&title=Chain%20Reaction:%20Build%20a%20Food%20Chain&description=Put%20a%20food%20chain%20together.&folder=gamesPage

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2017-2018

Science- Grade 5




Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs). The student will:

Unit 18: Carbon/Oxygen Cycle In this unit, students will explore the significance of the carbon dioxide-oxygen cycle to the survival of plants and animals.

3-4

50-minute lessons

Suggested Pacing:

________-________

Unit 18: Carbon/Oxygen Cycle (3-4 lessons)

Ⓢ 5.9D identify the significance of the carbon dioxide-oxygen cycle to the survival of plants and animals

Sample Test Item • 5.9D Carbon/Oxygen Cycle

Notes to Teacher • Students should be given opportunities to recognize that animals produce carbon dioxide all of the time and plants can also produce carbon dioxide (generally during the night)

• Students should understand that we depend on plants to produce oxygen.

• Students might think that we breathe in only oxygen, when in reality the air is mostly nitrogen. Remind students that oxygen makes up only about 20% of the atmosphere.

Academic Vocabulary

glucose photosynthesis respiration inhale exhale carbon dioxide

carbon dioxide/oxygen cycle by-product chlorophyll oxygen greenhouse effect

Vertical Alignment

4th Grade None

Before After

6th Grade None


There are two kinds of respiration: 1) the inhaling of oxygen and exhaling of carbon dioxide by animals with lungs and 2) the absorption of oxygen and release of carbon dioxide waste at the cellular level.

Most students know that blood flows in an animal’s body. One job of those thousands of blood vessels is to carry oxygen from the lungs to every cell, and then carry the discarded carbon dioxide waste from every cell back to the lungs where it is exhaled. Plants need this exhaled carbon dioxide for survival.

https://newmansciencehelp.weebly.com/uploads/2/1/7/8/21787294/science_staar_release_5.9d.pptx.pdf

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2017-2018

Science- Grade 5

During photosynthesis, plants absorb sunlight and carbon dioxide through their leaves. There, a special chemical process combines the water absorbed by plant roots with the sunlight and carbon dioxide to produce glucose, a sugar plants use as food for growth. Plant cells release oxygen as a waste product into the air. This oxygen is needed by animals for survival. Plants release oxygen into the air which animals inhale. During respiration, this inhaled oxygen is carried from the lungs by blood vessels to the heart which pumps the oxygen rich blood and other nutrients to each body cell for energy and growth. Plants also consume oxygen during respiration when they burn sugars to gain energy.

Nature has provided an environment so that animals and plants can interact together to provide necessities that each need for survival. During the process of photosynthesis plants use sunlight, water, and carbon dioxide to produce food (glucose or sugar) and release oxygen. Animals breathe in that oxygen and use digested food to produce energy and carbon dioxide. Animals release carbon dioxide into the air, which plants use and the cycle starts again. The process by which animals and plants exchange gases is called the carbon dioxide/oxygen cycle. When this cycle is in balance, both plants and animals will be able to survive in an environment. The burning of fossil fuels has added an excess of carbon dioxide into the air.

Essential Questions

• How are plants and animals involved in the cycling of carbon dioxide and oxygen?

• What is the relationship between plants and animals? Where is oxygen produced? Where is carbon dioxide produced?

• What is the significance of this cycle to the survival of plants and animals?

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2017-2018

Science- Grade 5


• What is the equation for photosynthesis?

• What happens to the carbon in living things after they die?

• What other cycles can you name?


• People and animals exhale carbon dioxide during respiration.

• Plants use carbon dioxide, water, and sunlight to produce their own food, releasing oxygen as a waste product.

• In order to survive, people and animals inhale the oxygen released by plants.

Science Websites

• https://www.windows2universe.org/earth/climate/carbon_cycle.html

• http://eo.ucar.edu/kids/green/cycles6.htm

• http://www.kscience.co.uk/animations/carbon_cycle.htm

https://www.windows2universe.org/earth/climate/carbon_cycle.html

http://eo.ucar.edu/kids/green/cycles6.htm

http://www.kscience.co.uk/animations/carbon_cycle.htm

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2017-2018

Science- Grade 5

Cycle 3 43 Days The recommended number of days/lessons is less than the number of days

in the grading cycle to accommodate differentiated instruction, extended learning time, and assessments days. Jan 8-Mar 9, 2018



Review

Assess

Reteach

Extend

50-minute lessons

Suggested Pacing:

________-________

Review//Assess//Reteach//Extend Spiral back to all previous taught TEKS from the 1st-3rd Nine Weeks

Past Assessments 1st Nine Weeks Assessment 2nd Weeks Assessment

https://newmansciencehelp.weebly.com/uploads/2/1/7/8/21787294/5th_grade_science_1st_nine_weeks_2017.pdf

https://newmansciencehelp.weebly.com/uploads/2/1/7/8/21787294/5th_grade_science_2nd_nine_weeks_assessment_2017.pdf

we make good students great! -2018 science- grade 5 · 2019-01-11 · nia| 2017 elementary...

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