Half Hollow Hills CSD Science Department
GRADE: 5 UNIT: Ecosystems Essential Question
How do organisms interact and depend on each other and their physical environment?
New York State Standards/Key Ideas:
Standard 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. KEY IDEA 6: Plants and animals depend on each other and their physical environment.
New York State Performance Indicators: • Describe the flow of energy and matter through food chains and food webs. • Provide evidence that green plants make food and explain the significance of this process to other organisms.
Essential Questions: • How does energy flow through ecosystems? • What is the role of producers, consumers and decomposers in an ecosystem? • How does the living and nonliving environment interact in an ecosystem? • How does photosynthesis affect the environment? • How do living things obtain and use energy? • Where is Earth’s supply of oxygen primarily made?
GRADE 5
Ecosystems
Major Understandings:
Students will understand that:
• Energy flows through ecosystems in one direction, usually from the Sun, through producers to consumers and then to decomposers. This process may be visualized with food chains or energy pyramids. • Food webs identify feeding relationships among producers, consumers, and decomposers in an ecosystem. • Matter is transferred from one organism to another and between organisms and their physical environment. Water, nitrogen, carbon dioxide, and oxygen are examples of substances cycles between the living and nonliving environment. • Photosynthesis is carried on by green plants and other organisms containing chlorophyll. In this process, the Sun’s energy is converted into and stored as chemical energy in the form of sugar. The quantity of sugar molecules increases in green plants during photosynthesis in the presence of sunlight. • Green plants are the producers of food which is used directly or indirectly by consumers.
Students will know: The direction of energy flow in ecosystems. Organisms interact and depend on one another and their physical environment. Matter is recycled in ecosystems. Energy enters ecosystems as sunlight. Photosynthesis is carried on by green plants. The stages of photosynthesis. Students will know key terms: Vocabulary: organism decomposer pyramid chlorophyll photosynthesis ecosystem food web producer food chain nitrogen consumer energy carbon dioxide
GRADE 5
Skills:
Ecosystems
Students will be able to: • Observe and identify the elements within an ecosystem. • Formulate questions and investigate various explanations. • Collect quantitative and qualitative data. • Organize results using charts, tables, graphs and other representations of observations. • Interpret data to answer research questions. • Use microscope to observe samples of the living environment. • Identify cause and effect. • Sequence events in an ecosystem.
Resources:
Internet Resources: • http://classroom.jc-schools.net/sci-units/food.htm • http://www.nhptv.org/natureworks/nwstnewyork.htm
Half Hollow Hills CSD Science Department
Unit: Ecosystems
Grade: 5
MINILESSON 1 Observe the environment using the food web. M1: Food Web
MINILESSON 2 Analyze and discuss producers, consumers, and decomposers. M2: Science Notes
MINILESSON 3 Observe and identify relationships within an ecosystem. Ecosystem in a Jar Activity
MINILESSON 4 Class trip to Caleb Smith
Half Hollow Hills CSD K-5 Science Unit Assessment
UNIT: Ecosystems Performance Level
Measurable Skill
GRADE LEVEL: 5
The performance level measures knowledge and understanding of the science concepts being taught in this unit. The following items should be considered when determining student performance level: Formal Assessments- tests, quizzes, graded assignments, labs & projects Informal Assessments- discussions, observations, trivia, journal
A student who consistently displays this skill will:
Uses Inquiry and observation skills to generate a hypothesis
• •
Applies skills: gathers, classifies, measures, and records data
•
Communicates scientific ideas effectively using content specific vocabulary
•
Makes generalizations, draws logical conclusions, analyzes and interprets data
•
•
•
• •
• • •
Specific Unit Indicator
Ask and answer “why” questions Observe, discuss, record and compare observations Formulate an educated guess or prediction (hypothesis) based on observations and background knowledge
M1 - Food Web. M3 – Ecosystem in a Jar. M4 – Caleb Smith
Contribute to the development of a plan to test their hypothesis Share and carry out the proposed plan; collect, measure and record data
M1 - Food Web. M3 – Ecosystem in a Jar. M4 – Caleb Smith
Communicate their findings in a variety of ways Use science vocabulary appropriate for the level and unit Organize data in charts, tables, notes, or journals
M1 - Food Web. M2 – Science Notes M3 – Ecosystem in a Jar. M4 – Caleb Smith
Connect their findings to the real world Ask and answer “what if” questions Make predictions based on collected data Reword or rephrase explanations based on their own findings
M1 - Food Web. M3 – Ecosystem in a Jar. M4 – Caleb Smith
Half Hollow Hills CSD Science Department
GRADE: 5 UNIT: Human Body Essential Question
How do the major human organ systems interact to maintain a healthy body?
New York State Standards/Key Ideas:
Standard 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. KEY IDEA 1: Living things are both similar to and different from each other and nonliving things.
New York State Performance Indicators:
• Explain the functioning of the major human organ systems and their interactions.
Major Understandings:
Students will understand that:
• Each system is composed of organs and tissues which perform specific functions and interact with each other, e.g., digestion, gas exchange, excretion, circulation, locomotion, control, coordination, reproduction, and protection from disease. • Tissues, organs, and organ systems help to provide all cells with nutrients , oxygen, and waste removal. • The digestive system consists of organs that are responsible for mechanical and chemical breakdown of food. The breakdown process results in molecules that can be absorbed and transported to cells. • During respiration, cells use oxygen to release the energy stored in food. The respiratory system supplies oxygen and removes carbon dioxide (gas exchange). • The excretory system functions in the disposal of dissolved waste molecules, the elimination of liquid and gaseous wastes, and the removal
of excess heat energy. • The circulatory system moves substances to and from cells, where they are needed or produced, responding to changing demands. • Locomotion, necessary to escape danger, obtain food and shelter, and reproduce, is accomplished by the interaction of the skeletal and muscular systems, and coordinated by the nervous system. • The nervous and endocrine systems interact to control and coordinate the body’s responses to changes in the environment, and to regulate growth, development, and reproduction. Hormones are chemicals produced by the endocrine system; hormones regulate many body functions.
Essential Questions: • • • • •
How do human organ systems interact? How are organ systems arranged in the body? What are the benefits of human organ systems being separate? Are some systems more important than others? How does oxygen and nutrients affect all organ systems?
Students will know: • • • •
The function of each human organ system. Each system is interdependent. Their actions can affect the functioning of their own organ systems. Students will know key terms: Vocabulary: respiration digestion molecules interdependence excretion nutrients energy circulation cells organs disease muscles tissues nutrients hormones
GRADE 5
Human Body
Skills:
Students will be able to: • Identify the structure and function relationships of organs. • Manipulate a microscope. • Sequence events (Flow of air, circulatory pattern). • Identify cause and effect relationships. • Follow safety procedures in the classroom. • Illustrate the location of the organs in the body.
Resources: • http://www.kidshealth.org/kid/body/mybody.html • http://www.harcourtschool.com/activity/bodyintro_34/index.ht
Half Hollow Hills CSD Science Department
Unit: Human Body
Grade: 5
MINILESSON 1 Discuss how each system performs specific functions and how they interact with each other. MINILESSON 2 Touch upon the main functions of the skeletal system. 1. Shape and support your body. 2. Protect the organs inside your body. 3. Work with the muscular system to move the parts of your body. M1: Choose activity 2 or activity 7 from “Activities for the Skeletal System” sheet.
MINILESSON 3 Create a model of the skeletal system. M2: “Making the Model” worksheet; Refer to activities if necessary.
MINILESSON 4 Discuss the main functions of the muscular system. M3: Activities for the Muscular System-Activities 3 and 4
MINILESSON 5 Discuss the main functions of the Respiratory System. M4: Choose from activities 1 or 2 from worksheet “Activities for the Respiratory System” & “What Makes Air Go In and Out” worksheet.
MINILESSON 6 Create a model of the respiratory system. M5: The Respiratory System “Making the Model”
MINILESSON 7 Discuss the main functions of the digestive system. M6: Choose activity 1 or 2 from “Activities for the Digestive System” worksheet. “Digest This” activity may be used as well.
MINILESSON 8 Create a model of the digestive system. M7: The Digestive System “Making the Model”
MINILESSON 9 Discuss the main functions of the circulatory system. M8: “Activities for the Circulatory System” worksheet
MINILESSON 10 Create a model of the heart. M9: The Heart “Making the Model”
Half Hollow Hills CSD K-5 Science Unit Assessment
UNIT: Human Body Performance Level
Measurable Skill Uses Inquiry and observation skills to generate a hypothesis
The performance level measures knowledge and understanding of the science concepts being taught in this unit. The following items should be considered when determining student performance level: Formal Assessments- tests, quizzes, graded assignments, labs & projects Informal Assessments- discussions, observations, trivia, journal
A student who consistently displays this skill will: • • •
Applies skills: gathers, classifies, measures, and records data
•
Communicates scientific ideas effectively using content specific vocabulary
•
Makes generalizations, draws logical conclusions, analyzes and interprets data
GRADE LEVEL: 5
•
• •
• • • •
Ask and answer “why” questions Observe, discuss, record and compare observations Formulate an educated guess or prediction (hypothesis) based on observations and background knowledge
Contribute to the development of a plan to test their hypothesis Share and carry out the proposed plan; collect, measure and record data
Communicate their findings in a variety of ways Use science vocabulary appropriate for the level and unit Organize data in charts, tables, notes, or journals
Connect their findings to the real world Ask and answer “what if” questions Make predictions based on collected data Reword or rephrase explanations based on their own findings
Specific Unit Indicator M1 –Discuss The main function of the Skeletal System, Choose activity 2 or activity 7. M3 – Discuss the main function of the Muscular System, Choose activity 3 or 4. M4 – Discuss the main function of the Respiratory System, Choose activity 1 or 2. M6 – Discuss the main function of the Digestive System, Choose activity 1 or 2. M8 – Discuss the main function of the Circulatory System, complete activity. M1 –Discuss the main function of the Skeletal System, Choose activity 2 or activity 7. M3 – Discuss the main function of the Muscular System, Choose activity 3 or 4. M4 – Discuss the main function of the Respiratory System, Choose activity 1 or 2. M6 – Discuss the main function of the Digestive System, Choose activity 1 or 2. M8 – Discuss the main function of the Circulatory System, complete activity. M1 –Discuss the main function of the Skeletal System, Choose activity 2 or activity 7. M2 – Create a model of the skeletal system. M3 – Discuss the main function of the Muscular System, Choose activity 3 or 4. M4 – Discuss the main function of the Respiratory System, Choose activity 1 or 2. M5 – Create a model of the respiratory system. M6 – Discuss the main function of the Digestive System, Choose activity 1 or 2. M7 – Create a model of the Digestive System. M8 – Discuss the main function of the Circulatory System, complete activity. M9 – Create a model of the heart. M1 –Discuss the main function of the Skeletal System, Choose activity 2 or activity 7. M2 – Create a model of the skeletal system. M3 – Discuss the main function of the Muscular System, Choose activity 3 or 4. M4 – Discuss the main function of the Respiratory System, Choose activity 1 or 2. M5 – Create a model of the respiratory system. M6 – Discuss the main function of the Digestive System, Choose activity 1 or 2. M7 – Create a model of the Digestive System. M8 – Discuss the main function of the Circulatory System, complete activity. M9 – Create a model of the heart