TOPIC: Cycles and Patterns in the Solar System

Grade Five 2011-2012 Science Course of Study

Interconnections within Systems

Earth and Space Sciences

TOPIC: Cycles and Patterns in the Solar System CONTENT STATEMENT  The solar system includes the Sun and all celestial bodies that orbit the Sun. Each planet in the solar system has unique characteristics.

CONCEPTS VOCABULARY . Eight major planets in the solar system . Asteroids orbit the Sun. . Meteor . Comets . The distance from the sun, size, . Inner planets composition and movement of each planet . Outer planets are unique. . Orbit . Elliptical . Planets revolve around the sun in elliptical . Gravity orbits. Note: The shape of the Earth’s orbit is nearly circular. (Also true for other planets.) Many graphics that illustrate the orbit over emphasize the elliptical shape, leading to the misconception regarding seasonal change being related to how “close” Earth is to the sun. The discussion of planet characteristics should be at an introductory level for this grade.

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Earth and Space Sciences

CONCEPTS VOCABULARY (cont’d) . Some of the planets have a moon or moons and/or debris that orbit them.

. Comets, asteroids and meteoroids orbit the sun.

. Pluto is classified as a dwarf planet.

. Identify recent discoveries and projects in space. (for example Missions to Mars)

PERFORMANCE SKILLS: . Develop and implement a plan to make a scale version of the solar system in the classroom. . Make a table, chart, or graphic that illustrates the general characteristics of the major planets in the solar system. . Research the history of the exploration of the solar system or a recent space discovery. Make a timeline or write a report that documents the major events, the tools and technology used, and the discoveries made. Share findings with the class.

Earth and Space Science

TOPIC: Cycles and Patterns in the Solar System CONTENT STATEMENT  The sun is one of many stars that exist in the universe.

CONCEPTS VOCABULARY . The sun appears to be the largest star in the . Star sky because it is the closest star to Earth. . Illumination

. The sun is a medium sized star and the only star in our solar system.

. The sun is a large, luminous sphere, made up of primarily hydrogen and helium gases.

PERFORMANCE SKILLS: . Explain orally or in writing that the size of the sun appears larger because it is the closest star to Earth.

TOPIC: Cycles and Patterns in the Solar System CONTENT STATEMENT  Most of the cycles and patterns of motion between the Earth and sun are predictable.

CONCEPTS VOCABULARY . Earth’s revolution around the sun takes . Axis approximately 365 days. . Rotation . Revolution . Earth completes one rotation on its axis in . Horizon a 24 hour period, producing day and night. . Altitude . Seasons . This rotation makes the sun, stars, and . Temperature moon appear to change position in the sky. . Regions . Tilt . Earth’s axis is tilted at an angle of 23.5 . Patterns degrees. . Cycles . Sunrise . This tilt, along with the Earth’s revolution . Sunset around the sun, affects the amount of direct sunlight that the Earth receives in a single day and throughout the year.

. The average daily temperature is related to the amount of direct sunlight received.

CONCEPTS VOCABULARY (cont’d) . Changes in average temperature throughout the year are identified as seasons.

Note 1:The amount of direct sunlight that Earth receives is related to the altitude of the sun, which affects the angle of the sun’s rays, and the amount of time the sun is above the horizon each day.

Note 2:Different regions around the world have seasonal changes that are not based solely on average temperature. Examples include rainy season, dry season, monsoon season, etc.

PERFORMANCE SKILLS: . Explain and model that the rotation of Earth on its axis produces day and night. . Using a model or illustration describe how the tilt of the Earth in relationship to the sun creates the seasons.

Life Science

TOPIC: Interconnections within Ecosystems CONTENT STATEMENT  Organisms perform a variety of roles in an ecosystem.

CONCEPTS VOCABULARY . All living things require energy. . Population . Organism . Populations of organisms can be . Species categorized by how they acquire energy. . Transfer of energy . Producer . Food webs (a series of food chains) can be . Consumer used to identify the relationships among . Decomposer producers, consumers, and decomposers. . Herbivore . Omnivore . Producers transform energy from the sun . Carnivore and make food through a process called . Scavenger photosynthesis. . Primary, secondary, tertiary consumers . Food web . Animals are consumers and many form . Food chain predator-prey relationships. . Energy pyramid . Photosynthesis . Decomposers use waste materials and dead . Predator organisms for food and return nutrients to . Prey the ecosystem. . Symbiotic relationship . Mutualism . Commensalism . Parasitism

Life Science

CONCEPTS VOCABULARY (cont’d) . Organisms have symbiotic relationships in which individuals of one species are dependent upon individuals of another species for survival.

. Symbiotic relationships can be characterized as mutualism where both species benefit, commensalism where one species benefit and the other is unaffected, and parasitism where one species benefits and the other is harmed.

PERFORMANCE SKILLS: . Make a diagram to show how producers use sunlight, water, and carbon dioxide to make glucose during photosynthesis. . Given a list of common organisms and a description of their environmental interactions, draw a food web using arrows to properly illustrate the flow of energy. Properly identify producers and consumers. . Do a field study of a local ecosystem. Journal the interactions between the populations of the ecosystems. Can use entries to build a model food web.

TOPIC: Interconnections within Ecosystems CONTENT STATEMENT  All of the processes that take place within organisms require energy.

CONCEPTS VOCABULARY . For ecosystems, the major source of energy . Ecosystem is sunlight. . Habitat . Carbon dioxide cycle . Energy entering ecosystems as sunlight is . Interdependent transferred and transformed by producers . Dependent into energy that organisms use through the process of photosynthesis.

. The energy is passed from organism to organism as illustrated in food webs.

. Energy flows through an ecosystem in one direction. The exchange of energy in an ecosystem is essential because all processes of life for all organisms require a continual supply of energy.

PERFORMANCE SKILLS: . Explain how all items of a student’s meal can be traced back to plants. . Design and build a self-sustaining classroom ecosystem. ( e.g. Terrarium, bottle biology) . Make a concept map of an ecosystem to show dependent and interdependent relationships.

Physical Science

TOPIC: Light, Sound, and Motion CONTENT STATEMENT  The amount of change in movement of an object is based on the weight of the object and the amount of force exerted.

CONCEPTS VOCABULARY . Movement can be measured by speed. The . Speed speed of an object is calculated by . Weight determining the distance (d) traveled in a . Force period of time (t). . Gravity . Mass . Earth pulls down on all objects with gravitational force. Weight is a measure of the gravitational force between and object and the Earth.

. Any change in speed or direction of an object requires a force and is affected by the weight of the object and the amount of force applied.

PERFORMANCE SKILLS: . Investigate how the motion of an object changes under different circumstances (most likely changing either the weight of the object or the force exerted on the object).Design an appropriate experiment, collect and record data, represent the data graphically and make a claim that can be supported by your data.

Physical Science

TOPIC: Light, Sound, and Motion CONTENT STATEMENT  Light and sound are forms of energy that behave in predictable ways.

CONCEPTS VOCABULARY . Light travels and maintains its direction . Reflection until it interacts with an object or when it . Refraction moves from one medium to another. . Absorption . Transmission . Light can be reflected, refracted, or . Pitch absorbed. . Volume . Wave . Light and other electromagnetic waves can . Medium be absorbed by objects, causing them to . Vibration warm. . Echo . Transparent . How much an object’s temperature . Translucent increases depends on the material of the . Opaque object, intensity of the light striking the surface, how long the light shines on the object, and how much of the light is absorbed.

. Sound is produced by vibrating objects and requires a medium by which to travel.

. The rate of vibration is related to the pitch of the sound.

Physical Science

PERFORMANCE SKILLS: . Design a system using at least three mirrors to direct light through a simple maze to strike a target. . Investigate what happens when light enters a new medium, light passing from air to water or air to Jello. Record and summarize the observations and share them with the class. . Draw a picture of a pencil half submerged in a cup of water. Trace the path of light as it travels from a submerged part of the pencil to your eye. Use this picture to explain why the pencil appears to be bent of broken when placed in the water. . Describe how changing the rate of vibration can vary the pitch of a sound.

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