ROSE TREE MEDIA SCHOOL DISTRICT

COURSE CURRICULUM

COURSE TITLE: / SCIENCE
GRADE LEVEL: / GRADE 5
CREATION DATE: /

August, 2001

Essential Question, Concept or Theme: A. Ecosystems / Approx. Time Allotment: 6 weeks /
PA Standards: 3.1.7 A,B,D,E; 3.2.7 A,B,C; 3.3.7 A; 3.4.7 A; 3.5.7 A,D; 3.6.7 A; 3.7.7 A,B; 3.8.7 A,B,C; 4.1.7 A,C,E; 4.3.7 A,B; 4.4.7 C; 4.6.7 A,B,C; 4.7.7 A,B,C; 4.8.7 C /
Benchmark/Skills / Assessment / Aligned Materials/
Resources/Technology / Instructional Strategies /
A.
1. Students will recognize an ecosystem as an interdependent community of organisms.
Skills:
a. Define how an ecosystem is an interdependent community of organisms
b. Categorize organisms in which they serve in an ecosystems: producer, consumer, or decomposer.
c. Categorize organisms in which they serve in an ecosystems: producer, consumer, or decomposer and how energy flows within an ecosystem.
d. Categorize diversity of organisms in an ecosystems: producer, consumer, or decomposer.
2. Students will understand the health and growth of an ecosystem is effected by natural and manmade variables, such as water, sunlight, and pollution.
Skills:
a. View the bottle ecosystem as a model of the environmental problems Chesapeake Bay watershed.
b. Describe the effects of acids and base upon the stability and viability of their ecosystems.
c. Introduce the concept of water cycle and watershed.
d. Describe the effects of fertilizer on the enhanced growth of agriculture
e. Safely and appropriately use thermometers, pH paper and other tools to observe, measure, move, organisms and check conditions of ecocolumn.
f. View the effects of human produced pollution on the Chesapeake Bay watershed.
g. Observe how organisms adapt to their niche in an ecosystem.
h. Measure pH of soil and water using pH paper.
i. Observe characteristics of aquatic and terrestrial ecosystems using hand lens.
Design and construct controlled experiments to determine effects of various pollutants.
3. Students can relate the model of the ecocolumn to the larger complex relationship, which exist in our environment.
Skills:
a. Discuss the pros and cons in the use of fossil fuels and the effects of negative by product acid rain, as well as road salt, and fertilizer on our environment.
b. Examine the creation of acid rain and examine how it effects our watersheds.
c. Describe and record changes in ecosystems over time using detailed notes.
Benchmark #4. Students will appreciate the tradeoffs on quality of life by reducing the use of some made pollutants and their effect on society's quality of life.
Skills:
a. Note the change over time in their ecosystem caused by pollution.
b. Use scientific inquiry to design investigation into the effects of pollution on ecosystems.
c. Students will interpret effects of pollution using detailed observations of ecocolumns.
d. Discuss the role of the farmer and his/her use of fertilizer and technology on the increased production of food for society.
e. Discuss the loss of organisms and habitat due to human interference.
f. Note the changes to local (Chesapeake Bay and Ridley Creek) environments due to human interference.
g. Interpret experimental results, and draw conclusions about how changing variables affects the outcomes of experiments.
h. Infer cause and effect in real-world situations based on observations of constructed model of ecosystems. / A.
Class discussion
Construct Venn diagrams
Idea webs
KWL charts,
Create and test a planned experiment with variables
Student journals
Detailed notes
Draw observations
Written quizzes
Teacher observation
Teacher made tests and checklists
Oral classroom presentations. / A.
STC student and teacher materials, science library, classroom computers / A.
Class discussion, brainstorming, KWL charts, construction of the ecocolumn, daily maintenance of the ecocolumn, addition of pollutants into the ecocolumns, addition of and care of organisms into the ecocolumns.
Essential Question, Concept or Theme: A. Ecosystems / Approx. Time Allotment: 6 weeks /
PA Standards: 3.1.7 A,B,D,E; 3.2.7 A,B,C; 3.3.7 A; 3.4.7 A; 3.5.7 A,D; 3.6.7 A; 3.7.7 A,B; 3.8.7 A,B,C; 4.1.7 A,C,E; 4.3.7 A,B; 4.4.7 C; 4.6.7 A,B,C; 4.7.7 A,B,C; 4.8.7 C /
Adaptations/Inclusion Techniques / Enrichment Strategies / Remediation Strategies / Multicultural/Interdisciplinary
Connection /
A.
Include activities to meet needs of IEP, break multistep activities into small parts, teacher directed hands on activity, study guides, preferential seating, peer tutor / Students can complete available enrichment activities, complete open ended questions, research various ecosystems, research effects of pollutants on local ecosystems, conduct further stream investigations, research local water research centers on the web. / 1. Modified assignments
2. Leveled research
3. Peer Support
4. Graphic Aids / Art - drawings
Mathematics - graphing and calculations
Social studies - mapping of areas
Economics - planning costs
Essential Question, Concept or Theme: B. Measuring Time / Approx. Time Allotment: 4-6 wks. /
PA Standards: 3.1.7 A,B,C,D,E; 3.2.7 A,B,C,D; 3.3.7 A; 3.4.7 B,C,D,E; 3.5.7 A,B; 3.6.7 A; 3.7.7 A; 3.8.7 A,B /
Benchmark/Skills / Assessment / Aligned Materials/
Resources/Technology / Instructional Strategies /
B.
1. Students will recognize the relationship between time measurement and natural cycles.
Skills:
a. Recognize the relationship between sun, moon, and earth and measurement of the passage of time.
b. Use a model to describe the various moon phases.
c. Recognize the moon and seasonal changes as a continuos cycle in the passage of time.
2. Students will recognize that mechanical clocks can be constructed to measure consistent intervals of time.
Skills:
a. Recognize the changing of a variable and its effect on time intervals
b. View a pendulum and recognize the force of gravity as a factor effecting its movement
c. Appropriately use materials in observing the sun as well as constructing various mechanical and water clocks.
3. Students will plan and conduct an experiment in which changing a variable will effect the outcome.
Skills:
a. Understand how the use of time measuring devises how people view the duration of time and how it effects we live day to day. / Participation in class discussion
Completion of KWL charts
Formal lab reports
Conduct and explain lab demonstrations
Create and test a systematic plan
Student journals
Complete sketches and drawings
Graphs and charts
Oral and written reports
Written quizzes
Teacher observation
Teacher made tests and checklists. / STC student guides and materials, science library, classroom computers / Class discussion, brainstorming, KWL charts, moon observation charts, solar shadow observations and sketchings, use of sun dials, sinking water clocks, investigate pendulums, construct mechanical escapement clocks
Essential Question, Concept or Theme: B. Measuring Time / Approx. Time Allotment: 4-6 wks /
PA Standards: 3.1.7 A,B,C,D,E; 3.2.7 A,B,C,D; 3.3.7 A; 3.4.7 B,C,D,E; 3.5.7 A,B; 3.6.7 A; 3.7.7 A; 3.8.7 A,B /
Adaptations/Inclusion Techniques / Enrichment Strategies / Remediation Strategies / Multicultural/Interdisciplinary
Connection /
B.
Include activities to meet needs of IEP, break multistep activities into small parts, teacher directed hands on activity, study guides, preferential seating, peer tutor / B.
Students can complete available enrichment activities, complete open ended questions, construct various time measuring devises, research ancient time clocks, / B.
1. Modified assignments
2. Leveled research
3. Peer Support
4. Graphic Aids / B.
Social Studies - Reflection to ancient cultures around the world and their methods of time keeping
Mythology - ancient legends and history of time
Math - telling time; elapsed time, etc.
Art - drawing symbolic calendars
Essential Question, Concept or Theme: C. Meteorology / Approx. Time Allotment: /
PA Standards: 3.1.7 A,B,C,D,E; 3.2.7 A,B,C; 3.4.7 B; 3.5.7 A,B,C,D; 3.7.7 A,B,D; 3.8.7 A,B; 4.3.7 A,B; 4.8.7 C; 4.9.7 A /
Benchmark/skills / Assessment / Aligned Materials/
Resources/Technology / Instructional Strategies /
C.
1. Using data form a local weather collection system, students will identify basic weather patterns.
a) Use appropriate instruments and apparatus to study weather phenomena.
b) Identify the parts of a weather collection system.
c) Graph weather data over time.
2. Explain complex weather phenomena and apply scientific and technological knowledge to develop models.
a) Students will explain scale as a way of relating weather systems on a local, national, and global measure.
b) Students will identify change as a variable in describing weather phenomena
c) Develop a model of a tornado.
3. Apply process knowledge to record and interpret weather data; create data tables, graph results and make predictions.
a) Design and conduct dew point experiment.
b) Relate solar energy to the transfer of energy which effects our weather.
c) Describe earth features and their relationship to weather phenomena
d) Describe basic elements of meteorology: temperature, relative humidity, barometric pressure, light intensity, precipitation, wind chill, heat index, dew point.
e) Explain the behavior and impact of the earth's water systems on weather.
4. Describe how human actions affect weather and related environmental health.
a) Explain how science and technology are limited in their effects and influence on society's understanding of weather.
b) Explain how human ingenuity and technological resources satisfy specific human needs and improve the quality of life.
c) Identify the influence of weather on environmental health issues.
d) Explain how human activities may affect local, regional and national environment.
e) Explain the role of environmental laws and regulations. / C.
Students will participate in class discussion and brainstorming sessions, create KWL charts, design and plan experiments, manipulate variables, observe and record data, write and perform weather reports; investigate and report on weather-related phenomena, complete written quizzes, teacher observations of student activities, journal entries, posters. / C.
Indian Lane AWS Weather Station, AWS Software on all computers, library, science labs; Optical Data Windows on Science, Simple Weather Experiments with Everyday Materials. / C.
Class discussion, brainstorming, KWL charts, direct observation of weather; indirect observation through Indian Lane Weather Station, field trip to Franklin Institute Weather Center and/or Channel 10 Weather Center, teacher demonstrations, video presentations.
Essential Question, Concept or Theme: C. Meteorology / Approx. Time Allotment: /
PA Standards: 3.1.7 A,B,C,D,E; 3.2.7 A,B,C; 3.4.7 B; 3.5.7 A,B,C,D; 3.7.7 A,B,D; 3.8.7 A,B; 4.3.7 A,B; 4.8.7 C; 4.9.7 A /
Adaptations/Inclusion Techniques / Enrichment Strategies / Remediation Strategies / Multicultural/Interdisciplinary
Connection /
C.
Include IEP mandated needs adaptations, step-by-step research; hands-on activities, preferential seating, peer tutor, study guides / C.
Individual research, experimentation, management of student run weather station and in-school weather reporting. / C.
1. Modified assignments
2. Leveled research
3. Peer Support
4. Graphic Aids / C.
Language Arts - Reading about Native American and other cultural mythology of weather phenomena, writing weather folk tales.
Social Studies - Relating weather phenomena to geographical features.
Mathematics - Graphing data; calculating change in variables.
Art - Posters describing cloud types.
Science – Grade 5 / Page 8 of 8 / November, 2001