Fifth Grade Science Pacing Guide

Halifax County Schools Fifth Grade Science Pacing Guide s k Big Idea: Earth Systems, Structures and Processes Essential Questions e e W Essential Standard(s): 5.E.1 - Understand weather patterns and phenomena,  Does the amount of water on Earth ever change? x i

S making connections to the weather in a particular place and time.  How is water constantly recycled on Earth? t s r  How does the ocean affect weather? i

F 5.E.1.1 – Compare daily and seasonal changes in weather conditions (including  How can clouds help you predict the weather? 4

1 wind speed and direction, precipitation, and temperature) 0  How does geography influence weather and climate? 2

,  How do different latitudes affect seasonal weather patterns? 6 5. E.1.2 – Predict upcoming weather events from weather data collected through r

e  Why do global factors such as air and water currents

b observation and measurements.

o influence weather? t c  How is weather predicted using basic weather instruments? O

5.E.1.3 – Explain how global patterns such as the jet stream and water currents

–  What happens to water when you no longer see it? 5 influence local weather in measurable terms such as temperature, wind direction 2 t and speed, and precipitation. s u g u 5.P.2.1 – Explain how the sun’s energy impacts the processes of the water cycle A (including evaporation, transpiration, condensation, precipitation, and runoff)

Skills Essential Skills/Vocabulary

 Investigate the processes of the water cycle. atmosphere high air pressure low air pressure  Discuss the influences on weather. weather climate cold front warm front  Describe and analyze the relationship of cloud formation and weather. occluded front stationary front rain gauge thermometer  Distinguish the difference between weather and climate. wind vane anemometer barometer air pressure wind speed wind direction humidity clouds cumulus clouds cirrus clouds stratus clouds cumulonimbus clouds fog vapor La Nina El Nino jet stream gulf stream latitude longitude hemisphere land breeze sea breeze ocean currents polar easterlies prevailing westerlies trade winds hurricane water cycle precipitation evaporation condensation run off transpiration biotic abiotic solar energy Resources www.weatherwizkids.com; www.brainpop.com; www.studyjams.com http://apps.southeastwater.com; http://studyjams.scholastic.com/studyjams/index.htm http://activities.macmillanmh.com/science/ca/grade5/index.html The Science Spot – Kid Zone - http://sciencespot.net/Pages/kidzone.html http://kids.nationalgeographic.com/kids http://teacher.scholastic.com/researchtools/researchstarters/weather/index.htm The Journey of a Raindrop

1 | P a g e Halifax County Schools Fifth Grade Science Pacing Guide http://www.grandcanyonadventurefilm.com/interactive-activities/journey-of-a-raindrop/index.html

The Cloud Book by Tomie de Paloa The Man Who Named the Clouds by Julie Hanna & Joan Holub Oh Say Can You Say What’s the Weather Today? Dr. Suess Cloud Collector’s Handbook by Gavin Pretor-Pinney The Book of Clouds by John A. Day Cloud Dance by Thomas Locker

Performance Tasks

Create a life story of a drop of water from the first person perspective. Choices for presentation can include a dramatic play, a creative writing piece, or a power point. Observe and draw an object that is wet (or otherwise filled with water, like a plant). Observe and draw the same object after it has dried in the sun. How can students generalize about the kinds of changes that occurred? Student will keep track of the weather using a weather data sheet. Student will create weather map that shows various weather patterns. Student will use this map to create a weather forecast that explains but not limited to (cloud type, jet stream, fronts, air masses, temperature, wind speed, wind direction, precipitation, patterns, etc…). Student will look at the weather at school and home in preparation for final project. Students will view various websites on weather. Imagine you are a weather instrument. Describe your day in a weather station. Imagine you are a drop of water. Describe your journey through the water cycle. Illustrate and explain each step of the water cycle. Give real world examples of each step. Students will plan a trip to the Antarctic and the Tropical Rainforest. The student will compare the two.

2 | P a g e Halifax County Schools Fifth Grade Science Pacing Guide s k Big Idea(s): Matter: Properties and Change Essential Questions e e Energy: Conservation and Transfer W  What makes up our world? x i

S Essential Standard(s):  What causes change in our physical world?

d 5.P.2 - Understand the interactions of matter and energy and the changes that occur.  What is matter and how does it behave? n o c  What is energy, where do we find it, how does is change e

S 5. P.3 – Explain how the properties of some materials change as a result of heating from one form to another, and how does it affect our 4

1 and cooling.

0 everyday lives? 2

,  Where does energy go? 8

1 Matter: Properties and Change  How do different colors or lack of color affect heat r e 5. P.2.2 – Compare the weight of an object to the sum of the weight of its parts absorption? b before and after and interaction. m  How does heat travel? e

v 5. P.2.3 – Summarize properties of original materials, and the new materials formed,

o  Does a solid piece of ice weigh the same, if it is heated and to demonstrate that a change has occurred. N becomes a liquid? –

 What is heat?

r Energy: Conservation and Transfer e  How can heat change the properties of a substance? b 5. P.3.1 – Explain the effects of the transfer of heat (either by direct contact or at a o t  Does heat energy behave in predictable ways? c distance) that occurs between objects at different temperatures. (conduction,

O convection, radiation)  How does heat move from one place to another?  How do we explain conduction? 5. P.3.2 – Explain how heating and cooling affect some materials and how this  How do we explain convection? relates to their purpose and practical applications.  How do we explain radiation?  What are some natural examples of each type of heat transfer?  What is temperature? Skills Essential Skills/Vocabulary

Matter boiling point freezing point melting point  Observe events. mixture solution dissolved  Plan and conduct simple experiments. electrical energy thermal energy heat energy  Formulate simple research questions. density solubility conductor  Know science information. insulator weight magnetism  Record data. mass physical property  Explain observations.  Cite examples of how science affects life

Energy

3 | P a g e Halifax County Schools Fifth Grade Science Pacing Guide

 Observe, record, and interpret data.  Use charts, tables, and graphs.  Identify how energy is measured, and read a power meter.  Communicate ways that changes in behaviors can affect energy consumption

Resources http://www.educationworld.com/a_lesson/00-2/lp2124.shtml http://activities.macmillanmh.com/science/ca/grade5/index.html The Science Spot – Kid Zone - http://sciencespot.net/Pages/kidzone.html http://kids.nationalgeographic.com/kids CPO Heat Transfer Venn diagram http://www.cpo.com/home/ForEducators/MiddleSchoolEarthScience/tabid/261/Default.aspx Qwiki graphic organizers: Temperature http://www.qwiki.com/q/#!/Temperature Heat http://www.qwiki.com/q/#!%2FHeat

Annotated TEACHER Resources SciGirls Doghouse Design http://pbskids.org/dragonflytv/pdf/DoghouseDesign.pdf This activity (on page 2 of the PDF) is a full inquiry investigation into absorption and reflection of radiant energy. In order to build a house that keep a dog as cool possible in the heat, learners set up an experiment to find out if paint color affects temperature. Atmospheric Processes--Radiation http://www.ucar.edu/learn/1_1_2_5t.htm This activity begins with an explanation of the heat transfer processes in general and then focuses on radiation. In the activity, students investigate how different surfaces absorb heat and apply their experience with the surfaces to interpret real-world situations. Atmospheric Processes-Conduction http://www.ucar.edu/learn/1_1_2_6t.htm This activity begins with an explanation of the heat transfer process of conduction, the process by which heat energy is transmitted through collision between neighboring molecules. In the activity, students are asked to explain the process of conduction using a molecular model and explain that different materials conduct at different rates. Build a Solar Oven http://www.re-energy.ca/solar-oven This website has lesson plans to build energy projects such as this solar oven. Teacher support and information is also available. How Much Heat Will It Hold? http://www.teachengineering.org/view_activity.php? url=http://www.teachengineering.org/collection/cub_/activities/cub_energy2/cub_energy2_lesn06_activity2.xml This is a 50-minute lab for grades 3-5 on the topic of heat capacity. Students work in teams to collect data on the heat capacity of various common materials.

The main objective is to promote understanding of how heat capacity is related to the storage of thermal energy.

NEOK12 Heat and Temperature http://www.neok12.com/Heat-Temperature.htm A collection of videos, lessons and games. Energy: Heat: Conduction, Convection, and Radiation http://ethemes.missouri.edu/themes/1369 Explore these sites to learn about heat transfer and thermal insulators. Find out how molecules movement in all types of matter generates heat. Learn about conduction, convection, and radiation.

Performance Task: Students are told they are going on a camping trip in an extremely hot climate. Challenge: How do you prepare yourself? Do the same for a very cold climate. Create a presentation, including materials needed, rationale for materials, possible activities you could do.

WRITING PROMPTS 1. Write an essay describing what happens to the heat energy from a gas stove when you boil an egg in a pot of water. 2. It is freezing outside! Describe how you will dress in order to stay warm as you hike to the park a half mile away. 3. You have just made yourself a nice hot cup of tea. You are blowing on the top of the tea so you will not burn your mouth. 4. Write an essay explaining why the blowing will cool off the tea so that it is safe to drink. 5. There is a need to conserve energy; if we are to make our natural resources last as long as possible. Some people do this by lowering their thermostat in the winter months, and their homes feel a little cool inside. Often, they have to wear sweaters indoors to stay warm. Do you think people should be required to conserve heat energy this way? Explain your position. 6. In North Carolina, we experience four seasons. This doesn’t happen everywhere on earth. Some places stay hot year round, while others stay cold year round. If you had to relocate to such a place, and you had to choose between them, which would you choose – hot or cold? Explain the reasons for your choice.

5 | P a g e Halifax County Schools Fifth Grade Science Pacing Guide s k Big Idea: Forces and Motion Essential Questions e e W Essential Standard(s):  Why do objects move? x i

S 5.P.1 – Understand force, motion, and the relationship between them.  How can the laws of motion save my life? d r

i  Do all machines make life easier? h 5. P.1.1 – Explain how factors such as gravity, friction, and change in mass affect

T  What is invention?

5 the motion of objects. 1  What are forces of motion? 0 2

 What is energy and how does it change? ,

6 5. P.1.2 – Infer the motion of objects in terms of how far they travel in a certain

1  What are simple machines?

y amount of time and the direction in which they travel. r a u n 5. P.1.3 – Illustrate the motion of an object using a graph to show a change in a J position over a period of time. – 4 1 0

2 5. P.1.4 – Predict the effect of a given force or a change in mass on the motion of

9 an object. 1 r e

b Skills Essential Skills/Vocabulary m e v o  Determine the motion of objects. force motion gravity friction inertia N  Evaluate everyday forces of objects. momentum balanced/unbalanced acceleration  Determine factors that affect motion lever pulley wheel & axle inclined plane  Test a model screw mass thrust drag lift Newton’s Laws matter drag  Use simple machines to solve problems Resources Education City www.edheads.com; www.brainpop.com; www.studyjams.com; www.neok12.com; www.stevespanglerscience.com; www.science.pppst.com; http://activities.macmillanmh.com/science/ca/grade5/index.html The Science Spot – Kid Zone - http://sciencespot.net/Pages/kidzone.html http://kids.nationalgeographic.com/kids http://www.learner.org/interactives/weather/watercycle.html

Performance Tasks

1. Write an essay describing three pieces of playground equipment (swing, teeter-totter, slide, monkey bars). Explain how each piece of equipment works. 2. Some people think school buses ought to have seat belts. Do you agree with this, or not? Write an essay explaining your opinion and your reasons for having it. 3. Write an essay explaining the importance of car seats for young children. 4. Should police be permitted to speed whenever and wherever they must in order to apprehend a criminal? Explain what you think about this and why. 5. If you owned an amusement park, what three rides would you think you absolutely ‘must’ have in order to keep your patrons satisfied? Write an essay explaining the three rides and why you think they are essential to a popular amusement park. 6. Create opportunities for students to discover Newton’s first law of motion. What has to happen for a stationary object to start moving? What has to happen if a moving object is to stop? What direction will an object go if it’s left on its own? And what will happen if you push or pull on an object in motion? Have students design, conduct, and draw conclusions from experiments. 7. A simple experiment using multiple sizes and shapes of balls can help students see the relationship between gravity and mass. This experiment requires a demonstration of simultaneously dropping two balls of the same mass. After the students discuss the results of the demonstration, they experiment in pairs by dropping different-sized balls at the same time. Each pair, after tracking the results on a chart, shares them with the rest of the class. 8. Roller Coasters: Roller coasters provide thrilling examples in lessons on force and motion. After showing footage or photos of roller coasters in action, small groups of students can create their own with pieces of cardboard, paper towel rolls and similar materials. After the students complete and test their coasters with toy cars, they can demonstrate their models for the rest of the class. The key element in this assessment is discussion or writing about the role that physics played in how the roller coasters worked. A further discussion of what worked, what didn't and why will reveal additional aspects of the students' understanding of motion and force. Amusement Park Physics http://www.learner.org/interactives/parkphysics/ Tell your students that they're going to be learning about the balance of motion and force and Newton's Third Law of Motion and you'll receive blank stares. But, you'll get a different reaction if you announce that in their next unit they'll be learning about Amusement Park roller coasters and bumper cars. Each ride at the site has a brief description of the physics underlying it, an activity or extension (e.g., students design their own rollercoaster), and related links where students can learn more. Marble Roller Coaster engineering challenge http://www.centexeweek.org/activities/marble-rollercoaster In this activity students build a marble roller coaster to specific engineering design specifications using only marbles, tape, and recycled file folders. The Moving Man http://phet.colorado.edu/en/simulation/moving-man Learn about position, velocity, and acceleration graphs. Move the little man back and forth with the mouse and plot his motion. Distance Time Graph Activity http://graphs.mathwarehouse.com/distance-time-graph-activity.php Students explore the relationship between distance and time as they move a space ship across the screen. Fast Cars http://www.upd8.org.uk/activity/213/Fast-car.html Fast cars fire up interest even for those who can't afford them. Fast talking TV presenters tempt us with terminology and hype. But does it make any sense? Here's a chance for students to turn Top Gear researcher and refine their skills in interpreting graphs in order to write a car review for TV.

Motion and Forces at Learning Science.org http://www.learningscience.org/psc2bmotionforces.htm This is a collection of computer simulations that involve students in learning about force and motion while they guide skateboarders, use machines, and more.

Big Idea: Structures and Functions of Living Organisms – (to include human Essential Questions

 How do living things adapt to the environment?

Essential Standard(s):

 How do individuals and groups of organisms interact

5.L.1 - Understand how structures and systems of organisms (to include the human with each other and their environment?

body) perform functions necessary for life.  Are human interactions beneficial or harmful to the

environment?

5.L.1.1 Explain why some organisms are capable of surviving as a single cell while

 How does the atmosphere impact life? s others require many cells that are specialized k  What effects do living and non-living things have on e e the atmosphere? W

5.L.1.2 Compare the major systems of the human body:

x  How does maintaining a healthy atmosphere affect the i

S  Digestive

future of the environment? h

t  Respiratory r u  Circulatory o F

 Muscular

1  Skeletal 0 2

 Cardiovascular , 5 in terms of their functions necessary life. h c r a Skills Essential Skills/Vocabulary M

1 Multi-cellular Circulatory Respiratory y

r  Role of systems in a living organism Blood vessels Trachea Skeletal a u  Food Chain, Food Webs, and Energy Pyramid Muscular Digestive Esophagus n a  Interconnected relationships between organism Intestines Nerves J

Human Body WebQuest You have now entered the Mona Shores training program to become an "expert" in the body systems. You will be expected to research a specific body system with your group and present your findings to your classmates. During your presentation you will need to create a poster, model, Power Point, skit, or another teacher approved creative project. You will be completing a "Human Body" booklet as you learn about each body system. You will gather this

8 | P a g e Halifax County Schools Fifth Grade Science Pacing Guide information by using the WebQuest and group discussions with classmates.

Digestive System Song http://www.teachertube.com/music.php?music_id=7364&title=I_can_t_believe_it_Remix_Digestive_System_Song

Muscles Rap http://www.youtube.com/watch?v=4NcGcSRggSk&feature=related Nervous System Song http://www.youtube.com/watch?v=40EBLb1avhM Circulatory System song http://www.youtube.com/watch?v=LqhvmUEdOYY Bill Nye Human Body videos http://www.gamequarium.org/dir/SqoolTube_Videos/Science/Bill_Nye_Videos/Human_Body/ Annotated TEACHER Resources Systems of the Human Body http://www.sciencenetlinks.org/lessons.cfm?BenchmarkID=11&DocID=385 In this Science NetLinks lesson, students use an online interactive activity to learn about the concept of separate components working together to build a body system. In addition, this lesson focuses on activities to help students learn that body systems work together to build the functioning human body. Inside the Human Body: The Respiratory System http://www.lung.ca/children/index_kids.html This Web site from the Canadian Lung Association contains an excellent collection of learning resources about the respiratory system for grades 1-12. Circulatory System Skit http://www.smm.org/heart/lessons/lesson10.htm In this activity, learners act out the flow of blood in the human body! A great way to get learners up and moving while learning about the circulatory system. Digestion animation http://health.howstuffworks.com/human-body/systems/digestive/adam-200086.htm This animation traces the path of food along the digestive system and explains how each major organ contributes to the absorption of nutrients and the removal of waste. Digestion at Enchanted learning http://www.enchantedlearning.com/subjects/anatomy/digestive/ Information and printouts. Digestive System, a Kinesthetic Lesson http://www.accessexcellence.org/AE/AEC/AEF/1995/cave_digest.php Students act out each digestive function of the organs, tissues, and cells in the tract as the food particle comes to them.

Nature’s Best the Human Body http://library.thinkquest.org/2935/ The Virtual Body http://www.medtropolis.com/VBody.asp a multi media introduction to the Human brain, skeleton, heart and digestive tract. Human Skeleton at Enchanted learning

9 | P a g e Halifax County Schools Fifth Grade Science Pacing Guide http://www.enchantedlearning.com/subjects/anatomy/skeleton/index.shtml Information and printouts. How the Body responds to Exercise http://www.teachersdomain.org/resource/oer08.sci.life.reg.exercise/ This video segment adapted from NOVA describes the effect of exercise on the body. It discusses how muscles use oxygen as well as the body’s response to the demands of physical activity. From the Heart http://www.teachersdomain.org/resource/tdc02.sci.life.stru.circulator/ (video) http://www.teachersdomain.org/resource/tdc02.sci.life.stru.lp_circula/ (lesson plan) This video segment describes how the chambers of the heart contract and relax in synchrony to push blood through the pulmonary and systemic loops of the circulatory system. You'll see how the heart pumps oxygen-depleted blood to the lungs, where red blood cells acquire oxygen before travelling back to the heart and then on to the rest of the body. All Systems are Go http://www.teachersdomain.org/resource/lsps07.sci.life.stru.bodysystems/ In this interactive activity from Kinetic City, Arnold is missing all of his organ systems. Help Arnold identify these important organ systems and put them back into his body where they belong. Digestion Simulation http://teachengineering.org/view_lesson.php?url=http://www.teachengineering.org/collection/cub_/lessons/cub_biomed/cub_biomed_lesson05.xml To reinforce students' understanding of the human digestion process, the functions of several stomach and small intestine fluids are analyzed, and the concept of simulation is introduced through a short, introductory demonstration of how these fluids work. *NSBRI – National Space Biomedical Research Institute Muscles and Bones http://www.nsbri.org/EDUCATION-and-TRAINING/Teaching-Resources/Elementary/Muscles-and-Bones/ 10 activities that help students understand how the body's muscles and bones work. Heart and Circulation http://www.nsbri.org/EDUCATION-and-TRAINING/Teaching-Resources/Elementary/Heart-and-Circulation/ This guide offers nine activities that help students understand the heart and circulatory system. Using examples from current research on human space travel, this guide engages students in authentic questions and investigations. http://yucky.discovery.com/noflash/body/pg000124.html http://kidshealth.org/kid/body/bones_SW.html http://www.enchantedlearning.com/subjects/anatomy/skeleton/Skelprintout.shtml http://www.imcpl.org/kids/guides/health/skeletalsystem.html http://www.innerbody.com/image/skelfov.html Digestive System: http://yucky.discovery.com/noflash/body/pg000126.html http://www.innerbody.com/image/digeov.html http://www.imcpl.org/kids/guides/health/digestivesystem.html http://digestive.niddk.nih.gov/ddiseases/pubs/yrdd/ http://kidshealth.org/kid/body/digest_SW.html Circulatory System: http://yucky.discovery.com/noflash/body/pg000131.html http://www.innerbody.com/image/cardov.html

10 | P a g e Halifax County Schools Fifth Grade Science Pacing Guide http://hes.ucf.k12.pa.us/gclaypo/circulatorysys.html http://www.imcpl.org/kids/guides/health/circulatorysystem.html http://kidshealth.org/kid/body/heart_SW.html Respiratory System: http://yucky.discovery.com/noflash/body/pg000138.html http://www.imcpl.org/kids/guides/health/respiratorysystem.html http://www.fi.edu/learn/heart/systems/respiration.html http://kidshealth.org/kid/body/lungs_SW.html Muscular System: http://yucky.discovery.com/noflash/body/pg000123.html http://www.innerbody.com/image/musfov.html http://www.innerbody.com/image/musbov.html http://www.imcpl.org/kids/guides/health/muscularsystem.html http://kidshealth.org/kid/body/muscles_SW.html Nervous System: http://yucky.discovery.com/noflash/body/pg000136.html http://www.imcpl.org/kids/guides/health/nervoussystem.html http://kidshealth.org/kid/word/n/word_nervous_system.html http://kidshealth.org/kid/body/brain_SW.html Excretory & Endocrine: http://yucky.discovery.com/noflash/body/pg000133.html, http://yucky.discovery.com/noflash/body/pg000128.html http://yucky.discovery.com/noflash/body/yuckystuff/poop/js.index.html http://kidshealth.org/kid/body/kidneys_SW.html

Performance Tasks:

Student will debate which body system is important and why? Student will create a life size model of their body. The student will explain the importance of each body system and their interdependence connections. The student will draw the component of each system and label them accurately. For example: Circulatory system: heart, blood, vessels Respiratory system: nose, trachea, lungs Digestive system: mouth, esophagus, stomach, intestines Student will construct a new car, robot or a computer that depicts the human body. The student has to depicts, illustrate and explain their car, robot or computer and how it works like the body.

11 | P a g e Halifax County Schools Fifth Grade Science Pacing Guide s k Big Idea: 5.L.2 - Ecosystems Essential Questions e e W Essential Standard(s):  What is the human impact on our environment? x i

S 5.L.2 – Understand the interdependence of plants and animals with their  How do individuals and groups of organisms interact

h ecosystem. t with each other and their environment? f i

F  Are human interactions beneficial or harmful to the 5

1 5. L.2.1 – Compare the characteristics of several common ecosystems, including environment? 0

2 estuaries and salt marshes, oceans, lakes and ponds.  What is interdependence? , 7

2  Why is interdependence important? l i 5.L.2.2 – Classify the organisms within an ecosystem according to the function r  Are plants essential for life? p they serve: producers, consumers, or decomposers (biotic factors)

A  What limits the production in ecosystems?

–  How do nutrients move through the ecosystem? 6

5. L.2.3 – Infer the effects that may result from the interconnected relationship of h c plants and animals to their ecosystem. r a M Skills Essential Skills/Vocabulary  Describe and compare different ecosystems producers consumers decomposers ecosystems  Identify forces that shape landforms biomes desert tundra taiga  Investigate the role of the water cycle in the shaping of the land. grassland tropical temperate deciduous  Use of models, maps, and aerial photos. evergreen coniferous wetlands estuary  Describe the difference between weathering and erosion. carnivore omnivore herbivore food chain  Discuss human influences on landforms. food web terrestrial aquatic marine delta freshwater salt water Resources Photos/Posters Modeling clay On-line resources http://activities.macmillanmh.com/science/ca/grade5/index.html The Science Spot – Kid Zone - http://sciencespot.net/Pages/kidzone.html http://kids.nationalgeographic.com/kids

Ecosystems http://library.thinkquest.org/11353/ecosystems.htm This is the ecosystems section of Save Our Earth and Make a Difference, a Think quest site containing facts about all things ecological. Ecosystems http://www.eduplace.com/science/hmsc/4/b/unit.html This self-contained module on ecosystems includes a range of fun activities that students can perform in the classroom and at home with family members. They impart important concepts such as observation, identification, measurement, and differentiation. Ecosystems http://school.discovery.com/lessonplans/programs/yosemite/index.html This lesson plan is part of the DiscoverySchool.com lesson plan library for grades 6-8. It focuses on biodiversity within ecosystems and within species. Students visit a local area and collect leaves to demonstrate how diverse life can exist within a small area. Included are objectives, materials, procedures, discussion questions, evaluation ideas, and more. Ecosystems http://peer.tamu.edu/curriculum_modules/Ecosystems/index.htm This "Ecosystems" module has four units of instruction. The units include: natural selection, population balance, exchange cycles, and environmental protection. Each module has a "Hazards" link that leads to a menu of study units on various environmental hazards (such as oil spills, farm runoff, insecticides, and so on). Marine Ecosystems http://www.mbgnet.net/salt/index.htm Marine ecosystem introduction to shorelines, temperate oceans, and tropical oceans. Shoreline topics cover sandy and rocky shores, barrier islands, tide pools, estuaries, salt marshes, mud flats, mangrove forests, tides, waves, currents, and shoreline animals. Students can learn about temperate ocean zonation, light, forests, patterns, and animals. Freshwater Ecosystems http://www.state.nj.us/education/21cclc/casp/lsc/unit2/Lesson3.pdf In this activity, learners create a freshwater ecosystem in a large plastic bottle. Learners cut and prepare bottles, then fill with water, aquatic plants, snails and fish. Learners observe their mini-ecosystem over time to see what changes Populations and Ecosystems http://wiki.nsdl.org/index.php/MiddleSchoolPortal/Populations_and_Ecosystems This resource guide from the Middle School Portal 2 project, written specifically for teachers, provides links to exemplary resources including background information, lessons, career information, and related national science education standards. Desert Ecosystems http://muirmaid.net/desert.htm The Desert Ecosystems site describes the geology and climate, plants and animals, and cultural history of the main U.S. desert regions including: the Mojave Desert, the Great Basin, and the Colorado/Sonoran desert. There are also descriptions and photos of water in the desert, coyotes, the desert tortoise, and the creosote bush. Environments and Ecosystems http://www.teachengineering.org/view_lesson.php?url=http://www.teachengineering.org/collection/cub_/lessons/cub_bio/cub_bio_lesson01.xml Students explore the biosphere and its associated environments and ecosystems in the context of creating a model ecosystem, learning along the way about the animals and resources. Students investigate different types of ecosystems Natural Resources, the Environment, and Ecosystems

13 | P a g e Halifax County Schools Fifth Grade Science Pacing Guide http://urbanext.illinois.edu/ecosystems/index.html This collection of teacher guides includes: Ecosystems and Climate, Wildlife - Just One Piece of the Picture, Integrated Pest Management, Soil and Ecosystems, Sustainable Agriculture, and The Web of Life - Understanding Ecosystems. Each guide includes a subject overview, objectives, and student activities. Earth on Edge: Ecosystems http://www.pbs.org/earthonedge/ecosystems/index.html This site provides information about the six ecosystems on which life on Earth most heavily depends: agricultural, forest, freshwater, grassland, coastal, and urban. It is part of a Public Broadcasting System (PBS) project, which includes a discussion guide. There are free video previews available on the site that can be used for classroom instructional purposes. Comparing Ecosystems http://www.nationalgeographic.com/xpeditions/lessons/08/g68/venn.html This lesson plan helps students identify and describe differences between two related ecosystems. By acquiring geographic information from a number of sources, and by using that information to complete a Venn diagram - two overlapping ovals in which one can chart the exclusive and shared characteristics of two ecosystems. Freshwater Ecosystems http://www.mbgnet.net/fresh/index.htm Segments on Rivers Streams, Ponds Lakes, and Wetlands provide information, photos, and graphics related to fresh water resources. The site provides information related to the geology and biology of these ecosystems and some information on technology as well. Each segment provides links to additional resources related to that topic. Investigating Local Ecosystems http://www.sciencenetlinks.com/lessons.php?BenchmarkID=5&DocID=80 In this lesson, students investigate the habitats of local plants and animals and explore some of the ways animals depend on plants and each other. They will observe living organisms in a local ecosystem and create detailed drawings and descriptions of them. The final section of this lesson offers a few Internet resources to extend the ideas of this lesson. Ecosystem Matters http://www.na.fs.fed.us/spfo/pubs/misc/eco/index.html These activities involve eco-regions and ecosystem management, change in forest ecosystems, human impact on natural environments, water-use decisions, archaeological site protection, wildlife populations and carrying capacity, eco-tones, resource consumption, and solving an ecological mystery. Activities are grouped for grades K-3, 4-5, 6-8, and 9-12. Estuaries http://www.estuaries.gov Take your students on an EstuaryLive telecast! EstuaryLive brings free, live internet field trips in four different estuaries around the country, right to your classroom. These online field trips are the next best thing to an actual trip to an estuary, providing students with an exciting and new way to learn about unique estuarine ecosystems

Performance Tasks Students will construct a food chain and food web when given certain organism or given ecosystem. We will be playing a Predator/Prey tag game.

(http://www.wolfquest.org/pdfs/Predator-Prey%20Tag.pdf) We need a record keeper (the teacher or a student unable to play the game). Choosing a predator and prey from the list the class made (ie: cheetahs and gazelles), divide the class into these groups, with about 6 prey for each predator. Outside, set a playing field about the size of a basketball court. Line up all the prey on one end of the field. The goal for the prey is to make it to the other side alive. The predators will scatter themselves around the field. The goal for the predators is to catch the prey so they can eat. The data recorder should record the round and the number each of predator and prey when the round begins on a chart. When the round starts, the prey will try to run to the other side of the field without getting tagged. If the prey is tagged, they sit down, having been eaten. When all the remaining elk have made it to the other end of the field, the round is over. The prey that was eaten in the last round becomes part of the predator group. If a predator did not catch any prey, that predator starves and has to go over to the prey side. Have the data recorder again track the number of predators and prey at the beginning of round two. It is suggested that 6-8 rounds are played minimum so the students can see the ups and downs of the populations of the predators and prey. Back inside, place the population tracking sheet under the document camera. In their science journals, students will interpret what this data means and make a conjecture about how this relates to the real animal world. Follow the lesson for guided practice. http://www.riverventure.org/charleston/resources/pdf/food%20web%20game.pdf Performance Tasks: The student will create a biome booklet that explores the climate, description of the biome, soil type, location, illustration of biomes, animals, plant life, etc… The student will produce a diorama on each biome. The student will create his or her own WebQuest or PowerPoint of the biome of the World. This project may be done with a partner. The student will then choose his or her favorite biome and create a skit, play advertisement, etc… to persuade the teacher and his or her fellow students to move to his or her biome. Be creative. The student will create a food web of a particular biome. The students have to write an essay on how interdependence affects the population in his or her biome. The student has to answer the following questions in his or her essay: What is essential for all food chains? How are humans and other animals dependent upon one another? How is energy transferred and transformed as it flows through a food chain/ food web? How do organisms obtain resources? How do organisms change their environment? How do changing environmental systems affect organisms/man? What is a food chain and a food web and how are the populations in these connected? How does energy move through an ecosystem? How do food webs affect us? How do the changes affect populations? Students will create food chains based on the ecosystem. For example: sun------algae------plankton------trout------whale

15 | P a g e Halifax County Schools Fifth Grade Science Pacing Guide s k Big Idea: Evolution and Genetics Essential Questions e e W Essential Standard(s): 5.L.3 - Understand why organisms differ from or are  How connected are all living things? x i

S similar to their parents based on the characteristics of the organism.  How do living things change? h t  How does science impact our life? x i

S 5. L.3.1 Explain why organisms differ from or are similar to their parents based on 5

1 the characteristics of the organism. 0 2

1 5. L.3.2 Give examples of likenesses that are inherited and some that are not. e n u J

Skills Essential Skills/Vocabulary 8 2

l i r  Explore the life cycle: development of an organism from birth to growth, genetics genes chromosomes dominant p

A reproduction, death recessive offspring heredity traits  All living things reproduce themselves. inherited traits acquired traits DNA dichotomy  Know that people of different gender and ethnicity have contributed to allele maternal paternal generation scientific discoveries and the invention of technological innovations reproduction

Resources http://www.internet4classrooms.com/skills_5th_science.htm#life http://activities.macmillanmh.com/science/ca/grade5/index.html The Science Spot – Kid Zone - http://sciencespot.net/Pages/kidzone.html http://kids.nationalgeographic.com/kids http://samthewlis.hubpages.com/hub/A-Beginners-Guide-to-Genetics-Eye-Color http://sandwalk.blogspot.com/2007/02/genetics-of-eye-color.html http://www.education.com/activity/article/Family_Genes_middle (activity)

Performance task: Video on Traits http://learn.genetics.utah.edu/content/begin/traits/ The study of genetics may seem like rocket science to your child, but an introduction to genes doesn’t need to be confusing. In fact, we all carry evidence of the way genes work: in our eyes and hair color, in our earlobes and tongues, and in countless other physical characteristics that we inherit from our parents and grandparents. For a fun family activity to introduce your child to genetics have your child go on a search for dominant and recessive family traits! What You Need: Printable Family Genetic Traits chart What You Do: Have your child fill out her own genetic characteristics on the chart, and then interview members of the family for their information too. The more details, the better, so use this as an excuse to call up Grandma, Grandpa, aunts and uncles, and whoever else! Your child should ask each person about the following traits: • What color hair do you have? • Do you get freckles on your face? • Do you have cheek dimples when you smile? • Are your earlobes attached or do the ends hang free? (Follow up questions: do they hang low? Do they wobble to and fro?) • Can you roll your tongue up into a tube? • Are you double jointed? If so, in what part of your body? Your child should record the results of her interviews, and then take a look at the data. The chart should look something like this: Hair color Freckles Cheek Dimples Earlobes Tongue Roll Double jointed Me Brown Y Y Free Y Y(thumbs) Mom Brown N Y Free Y N Dad Red Y N Attached N Y(elbows) Sibling A Brown Y Y Free Y Y(elbows) Sibling B Brown Y Y Free Y Y(thumbs) To help your child interpret the information on her chart here’s a quick review of the way genes work: Humans have two copies of each gene that makes up our physical structure, one from each parent. For example, if you have the tongue roll gene from both parents, you will be able to roll your tongue. However, if the two genes are different, one of them will be “dominant.” That means that only the dominant trait will appear. For instance, if you have the free-hanging earlobe gene from your mom, and the attached earlobe gene from you dad, you will probably have free-hanging earlobes, because your mom’s gene is the dominant one. Sound confusing? Take a look at your chart. What traits did you inherit from your parents? And if your parents have different hair color and earlobes, which kind did you (and your siblings, if you have any) inherit? This is probably the dominant gene. Wondering why your redheaded sister is the only one in the family? She may have inherited a trait from a long-ago relative that stayed “dormant” (asleep) while being passed on. Family Tree Create a graphic organizer (tree organizer would work) showing the main physical traits of grandparents, parents, and their offspring. Write an essay analyzing the similarities and differences of your family’s traits. Explain why you look similar to your parents and /or grandparents. Family’s Genetic Traits Students will research their family’s genetic traits. Create a shape of a hand on paper. On each finger, the student writes: 1. Trait no one else has. 2. Trait shared with a sibling. 3. Trait shared with parent. 4. Trait shared with grandparent.

Heredity PowerPoint A basic introduction to heredity. http://jc-schools.net/write/sci/Heredity_files/frame.htm What makes you you? An interactivity from Ology that introduces students to where traits come from. http://www.amnh.org/ology/genetics#features/youYou/youyou.php?TB_iframe=true&height=350&width=600 Ology for Genetics A page full of activities for students that help to teach basic concepts of heredity. http://www.amnh.org/ology/index.php?channel=genetics Human Genetics A collection of resources for teacher use. http://www.genetics.edu.au/health-professionals-1/schools/hgps Learn.Genetics The genetic science learning center at the University of Utah. http://learn.genetics.utah.edu/ Introduction to Heredity Unit Five easy to implement classroom activities that teaches the basics of heritable traits. http://teach.genetics.utah.edu/content/heredity/ Evolution Readiness Students learn Darwin's model of natural selection using computer-based models depicting interacting organisms and their environments. Curricular activities involve formative assessment, labs, and multimedia materials. http://www.concord.org/projects/evolution-readiness#participants Understanding Evolution Provides teachers with the basic conceptual knowledge students develop about evolution and genetics in grades 3-5. Includes a search engine for classroom activities. http://www.evolution.berkeley.edu/evolibrary/teach/35lounge.php Smart Exchange http://exchange.smarttech.com/search.html A directory of Smart Board lessons that teachers can download and use. Teachers Domain http://www.teachersdomain.org/ Free digital media for educational use. Heredity and Adaptation for Teachers A professional development resource for elementary school teachers. http://www.teachersdomain.org/resource/tdpd.sci.elssc3/ NSTA’s Evolution Resources A variety of resources for teachers and students, provided by the national Science Teachers Association. http://www.nsta.org/publications/evolution.aspx

Performance Tasks: 1. Which of your physical traits seem to be the most and the least accounted for by your parent’s traits? Describe your traits. Compare and contrast them with those of your parents. Finally, explain which ones you think are most and least accounted for by your ancestry. 2. Imagine that you have an identical twin. What would be some advantages and disadvantages of having an identical twin? 3. Look at a series of family pictures with parents and children. Describe how the children are similar to their parents and similar to one another. 4. Research hereditary diseases on the internet. Write a brief description of one disease that is caused by heredity. 5. Some birds can fly for a long time without stopping. Is this a trait that birds can inherit from their parents? Can you think of any other traits of particular breeds of birds that might be passed from parents to offspring? Describe one such trait as well as how it might help a bird to survive.

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