Wilson, Elementary Science 1

1.COURSE INFORMATION

Course: Elementary ScienceClassroom: 104

Prerequisites:none Credit Hours: 1.0

2.INSTRUCTOR

Teacher: Mrs. Nancy WilsonE-Mail:

3.TEXT AND SUPPLEMENTARY READINGS

Text: McGraw-Hill Science, 2002;ISBN: 0-02-280038-7

4.CLASS POLICIES AND REQUIREMENTS

Student Code of Conduct

  • Participate fully and actively in the learning process and the overall school educational programs.
  • Behave in a manner that does not threaten, interfere with, or deprive other students of their right to learn.
  • Respect administration, staff, and all volunteers.
  • Respect school property, textbooks, and all instructional materials.
  • Come to class on time every day prepared with school supplies/materials and a good attitude.
  • Obey directions/instructions of all staff and volunteers.
  • Complete and turn in all assignments on time.
  • No conversation among students during a testing period.

Assignments

Weekly assignmentsare listed on the weekly schedule. Students are expected to write the question and answer as they complete their assignments. They should be written in the assignment notebook, and notebooks will be collected each Friday. If a child is absent Friday, then the assignments will be collected Monday. Make-up assignments and credit will only be granted for work that was missed due to an excused absence. Failure to make up or turn in work will result in a zero for those assignments.

Written Work Guidelines

All written work should be legible. Students may print or write in cursive. Penmanship needs to be practiced, therefore assignments are expected to be handwritten.

Grading Scale

A 90-100; B 80-89; C 70-79; D 60-69; F 59 and below

State Standards

Earth Science

SE1. Students will explore current scientific views of the universe and how those views evolved.

  1. Relate the Nature of Science to the progression of basic historical scientific models (geocentric, heliocentric) as they describe our solar system, and the Big Bang as it describes the formation of the universe.
  2. Describe the position of the solar system in the Milky Way galaxy and the universe.
  3. Compare and contrast the planets in terms of: size relative to the earth, surface and atmospheric features, relative distance from the sun, and ability to support life.
  4. Explain the motion of objects in the day/night sky in terms of relative position.
  5. Explain that gravity is the force that governs the motion in the solar system.
  6. Describe the characteristics of comets, asteroids, and meteors.

SE2. Students will understand the effects of the relative positions of the earth, moon and sun.

  1. Demonstrate the phases of the moon by showing the alignment of the earth, moon, and sun.
  2. Explain the alignment of the earth, moon, and sun during solar and lunar eclipses.
  3. Relate the tilt of the earth to the distribution of sunlight throughout the year and its effect on climate.

SE3. Students will recognize the significant role of water in earth processes.

  1. Explain that a large portion of the Earth’s surface is water, consisting of oceans, rivers, lakes, underground water, and ice.
  2. Relate various atmospheric conditions to stages of the water cycle.
  3. Describe the composition, location, and subsurface topography of the world’s oceans.
  4. Explain the causes of waves, currents, and tides.

SE4. Students will understand how the distribution of land and oceans affects climate and weather.

  1. Demonstrate that land and water absorb and lose heat at different rates and explain the resulting effects on weather patterns.
  2. Relate unequal heating of land and water surfaces to form large global wind systems and weather events such as tornados and thunderstorms.
  3. Relate how moisture evaporating from the oceans affects the weather patterns and weather events such as hurricanes.

SE5.Students will investigate the scientific view of how the earth’s surface is formed.

  1. Compare and contrast the Earth’s crust, mantle, and core including temperature, density, and composition.
  2. Investigate the contribution of minerals to rock composition.
  3. Classify rocks by their process of formation.
  4. Describe processes that change rocks and the surface of the earth.
  5. Recognize that lithospheric plates constantly move and cause major geological events on the earth’s surface.
  6. Explain the effects of physical processes (plate tectonics, erosion, deposition, volcanic eruption, gravity) on geological features including oceans (composition, currents, and tides).
  7. Describe how fossils show evidence of the changing surface and climate of the Earth.
  8. Describe soil as consisting of weathered rocks and decomposed organic material.
  9. Explain the effects of human activity on the erosion of the earth’s surface.
  10. Describe methods for conserving natural resources such as water, soil, and air.

SE6. Students will describe various sources of energy, their uses, and conservation.

  1. Explain the role of the sun as the major source of energy and its relationship to wind and water energy.
  2. Identify renewable and nonrenewable resources.

Life Science

SL1. Students will identify factors that affect the survival or extinction of organisms such as adaptation, variation of

behaviors (hibernation), and external features (camouflage and protection).

  1. Identify external features of organisms that allow them to survive or reproduce better than organisms that do not have these features (for example: camouflage, use of hibernation, protection, etc.).
  2. Identify factors that may have led to the extinction of some organisms.

SL2. Students will recognize that offspring can resemble parents in inherited traits and learned behaviors.

  1. Compare and contrast the characteristics of learned behaviors and of inherited traits.
  2. Discuss what a gene is and the role genes play in the transfer of traits.

SL3. Students will diagram and label parts of various cells (plant, animal, single-celled, multi-celled).

  1. Use magnifiers such as microscopes or hand lenses to observe cells and their structure.
  2. Identify parts of a plant cell (membrane, wall, cytoplasm, nucleus, chloroplasts) and of an animal cell (membrane, cytoplasm, and nucleus) and determine the function of the parts.
  3. Explain how cells in multi-celled organisms are similar and different in structure and function to single-celled organisms.

SL4. Students will relate how microorganisms benefit or harm larger organisms.

  1. Identify beneficial microorganisms and explain why they are beneficial.
  2. Identify harmful microorganisms and explain why they are harmful.

SL5. Students will investigate the diversity of living organisms and how they can be compared scientifically.

  1. Demonstrate the process for the development of a dichotomous key.
  2. Classify organisms based on physical characteristics using a dichotomous key of the six kingdom system (archaebacteria, eubacteria, protists, fungi, plants, and animals).

SL6. Students will examine the dependence of organisms on one another and their environments.

a. Demonstrate in a food web that matter is transferred from one organism to another and can recycle between organisms

and their environments.

  1. Explain in a food web that sunlight is the source of energy and that this energy moves from organism to organism.
  2. Recognize that changes in environmental conditions can affect the survival of both individuals and entire species.
  3. Categorize relationships between organisms that are competitive or mutually beneficial.
  4. Describe the characteristics of Earth’s major terrestrial biomes (i.e. tropical rain forest, savannah, temperate, desert, taiga, tundra, and mountain) and aquatic communities (i.e. freshwater, estuaries, and marine).

Physical Science

SP1. Students will examine the scientific view of the nature of matter.

  1. Distinguish between atoms and molecules.
  2. Describe the difference between pure substances (elements and compounds) and mixtures.
  3. Describe the movement of particles in solids, liquids, gases, and plasmas states.
  4. Distinguish between physical and chemical properties of matter as physical (i.e., density, melting point, boiling point) or chemical (i.e., reactivity, combustibility).
  5. Distinguish between changes in matter as physical (i.e., physical change) or chemical (development of a gas, formation of precipitate, and change in color).
  6. Recognize that there are more than 100 elements and some have similar properties as shown on the Periodic Table of Elements.
  7. Identify and demonstrate the Law of Conservation of Matter.

SP2. Students will be familiar with the forms and transformations of energy.

  1. Explain energy transformation in terms of the Law of Conservation of Energy.
  2. Explain the relationship between potential and kinetic energy.
  3. Compare and contrast the different forms of energy (heat, light, electricity, mechanical motion, sound) and their characteristics.
  4. Describe how heat can be transferred through matter by the collisions of atoms (conduction) or through space (radiation). In a liquid or gas, currents will facilitate the transfer of heat (convection).

SP3. Students will investigate relationship between force, mass, and the motion of objects.

  1. Determine the relationship between velocity and acceleration.
  2. Demonstrate the effect of balanced and unbalanced forces on an object in terms of gravity, inertia, and friction.
  3. Demonstrate the effect of simple machines (lever, inclined plane, pulley, wedge, screw, and wheel and axle) on work.

SP4. Students will explore the wave nature of sound and electromagnetic radiation.

  1. Identify the characteristics of electromagnetic and mechanical waves.
  2. Describe how the behavior of light waves is manipulated causing reflection, refraction diffraction, and absorption.
  3. Explain how the human eye sees objects and colors in terms of wavelengths.
  4. Describe how the behavior of waves is affected by medium (such as air, water, solids).
  5. Relate the properties of sound to everyday experiences.
  6. Diagram the parts of the wave and explain how the parts are affected by changes in amplitude and pitch.

SP5. Students will recognize characteristics of gravity, electricity, and magnetism as major kinds of forces acting in nature.

  1. Recognize that every object exerts gravitational force on every other object and that the force exerted depends on how

much mass the objects have and how far apart they are.

  1. Demonstrate the advantages and disadvantages of series and parallel circuits and how they transfer energy.
  2. Investigate and explain that electric currents and magnets can exert force on each other.

5.DETERMINATION OF FINAL GRADE

Semester Midterm and Final25%

Unit Exams and Projects 35%

Daily Work (homework, quizzes, labs)40%

6.WEEKLY SCHEDULE

Week / Chapter and Homework
M-Mon, T-Tues, W-Wed, R-Thurs; V-Vocabulary,
TW-Think Write, CR-Chapter Review / Labs and Other Activities
EA-Explore Activity, QL-Quick Lab, PS-Process Skill Builder,
PA-Performance Assessment
1st Semester
1 – 8/10-12* / Chapter 1 – Plants and Their Parts
Invitation to Science
Classifying Living Things
R – V (A4), TW (1-5, A17) / EA – What Do Plants Have in Common? (A5)
QL – Tubelike Plant Parts (A9)
2
Aug 15-19 / Chapter 1 – Plants and Their Parts
Roots, Stems, & Leaves and Import of Plants
M – V (A18), TW (1-5, A27)
T – V (A30), TW (1-5, A39)
R – CR (1-18, A42-43) / EA – How Do a Plant’s Parts Help It Survive (A19)
QL – Leaves (A25)
EA – What Does Light Do for a Plant (A31)
PS – Why Leaves Change Color (A35)
3
Aug 22-26 / Chapter 1 – Plants and Their Parts (review)
Chapter 2 – Plant Diversity: Plants w/o Seeds
M – study for exam
R – V (A46), TW (1-5, A55) / Exam 8/23 (CH 1)
EA – How Do Mosses Get Water? (A47)
QL – Ferns (A50)
(Thursday – 11:30am dismissal)
4
8/29-9/2 / Chapter 2 – PlantDiversity: Plants w/ Seeds
Flowers and Seeds
M – V (A56), TW (1-5, A65)
R – V (A68), TW (1-5, A77) / EA – How Do Seed Plants Differ? (A57)
PS – Flowering Plants (A63)
EA – How Do Flowers Differ? (A69)
QL – Inside a Seed (A74)
5
Sept 6-9* / Chapter 2 – Plant Diversity: Plant Responses and Adaptations and chapter review
T – V (A78), TW (1-5, A85)
W – CR (1-20, A88-89)
R – study for exam / (Monday – Labor Day Holiday)
EA – How Do Roots Grow? (A79)
QL – Plants Compete for Light (A83)
Exam 9/9 (CH 2)
6
Sept 12-16 / Chapter 3 – Animal Diversity
Animal Structure and Function
Animal Adaptation
M – V (A90), TW (1-5, A101)
T – V (A104), TW (1-5, A115)
R – CR (1-19, A116-117) / EA – How Are Animals Classified? (A93)
PS – Using a Key (A100)
EA – How Do Sow Bugs Adapt to Their Environment? (A105)
QL – Find the Hybrid Cat (A113)
7
Sept 19-23 / Chapter 3 – Animal Diversity(review)
Chapter 4 – Ecosystems
Living Things and Their Environment
M – study for exam; T – review PA
R – V (B4), TW (1-5, B15) / Exam 9/20 (CH 3); Unit A (CH 1-3) PA (A120)
EA – Why Do Living Things Need to Survive (B5)
PS – Vanishing Bald Eagles (B13)
8
Sept 26-30 / Chapter 4 – Ecosystems
Food Chains Food Webs and Cycles of Life
M – V (B16), TW (1-5, B27)
T – V (B30), TW (1-5, B41)
R – CR (1-20, B44-45) / EA – How Do Populations Interact? (B17)
QL – Getting Food (B19)
EA – What Happens to Water? (B31)
QL – Soil Sample (B35)
9
Oct 3-7 / Chapter 4 – Ecosystems (review)
Chapter 5 – Populations and Ecosystems
How Populations Survive
M – study for exam
T – V (B48), TW (1-5, B61) / Exam 10/4 (CH 4)
EA-What Controls the Growth of Populations?(B49)
QL – Playground Space (B51)
(Friday – 11:30am dismissal)
10
Oct 17-21 / Chapter 5 – Populations and Ecosystems
Biomes and How Ecosystems Change
Mole Day Project due Friday
M – V (B62), TW (1-5, B75)
T – V (B78), TW (1-5, B91)
R – CR (1-20, B92-93) / EA – Why Is Soil Important? (B63)
QL – Freshwater Communities (B72)
EA – How Do Ecosystems Change? (B79)
QL – Predicting Succession (B85)
PS – Comparing Ecosystems in Volcanic Areas (B87)
Mole Day Lab – Tie Dye
11
Oct 24-28 / Chapter 5 – Populations & Ecosystems (rev)
Chapter 6 – Rocks and Minerals
Earth and Its Neighbors
M – study for exam; T – review PA
R – V (C4), TW (1-5, C15) / Exam 10/25 (CH 5); Unit B (CH 4-5) PA (B96)
EA – How Are Earth and the Sun Held Together (C5)
QL – Orbit Times (C7)
12
10/31-11/4 / Jekyll Island Trip / Discuss concepts learned on Jekyll Island and tie them into what we have discussed in class.
13
Nov 8-11* / Chapter 6 – Rocks and Minerals
Earth’s Changing Crust
Minerals of Earth’s Crust
T – V (C16), TW (1-5, C27)
R – V (C30), TW (1-5, C39) / (Monday – Teacher Work Day/no school)
EA – What Makes the Crust Move? (C17)
QL – Model of Earth (C19)
EA – How Can You Identify a Mineral? (C31)
QL – Growing Crystals (C37)
14
Nov 14-18 / Chapter 6 – Rocks and Minerals
Earth’s Rocks and Soil
M – V (C40), TW (1-5, C53)
T – CR (1-20, C56-57)
W – study for exam / EA – How Are Rocks Alike and Different? (C41)
PS – Defining Soil (C48)
Exam 11/17 (CH 6)
(Friday – 11:30am Dismissal)
15
11/28-12/2 / Chapter 7 – Air, Water, and Energy
Earth’s AtmosphereEarth’s Fresh Water
M – V (C60), TW (1-5, C67)
R – V (C70), TW (1-5, C79) / EA – What Makes Air Dirty? (C61); QL – Acids (C65)
EA–Investigate How to Make Salt H2O Usable (C71)
PS – How Do Wastes from Land Get into Lakes Rivers? (C77)
16
Dec 5-9 / Chapter 7 – Air, Water, and Energy
Earth’s Oceans and Energy Resources
M – V (C82), TW (1-5, C95)
T – V (C98), TW (1-5, C107)
R – CR (1-20, C108-109) / EA – How Do Ocean & Fresh Water Compare? (C83)
QL – Salt Water and Fresh Water (C85)
EA – How Do People Use Energy? (C99)
QL – Fuel Supply (C103)
17
Dec 12-16 / Chapter 7 – Air, Water, and Energy (review)
M – study for exam; T – review PA / Exam 12/13 (CH 5); Unit C (CH 6-7) PA (C112)
18
Dec 19-20* / Review for Midterm / Midterm
(Tuesday – 11:30am dismissal)

*Not a full week