ROSE TREE MEDIA SCHOOL DISTRICT
COURSE CURRICULUM
COURSE TITLE: SCIENCE
GRADE LEVEL: GRADE 5
CREATION DATE: August, 2001
Science – Grade 5
Page 1 of 8
November, 2001
Essential Question, Concept or Theme: A. Ecosystems
Approx. Time Allotment: 6 week
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
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.
Assessment
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.
Aligned Materials/
Resources/Technology
A.
STC student and teacher materials,
science library, classroom computers
Instructional Strategies
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.
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.
Science – Grade 5
Page 2 of 8
November, 2001
Essential Question, Concept or Theme: A. Ecosystems
Approx. Time Allotment: 6 week
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
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.
Science – Grade 5
Page 3 of 8
November, 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
Adaptations/Inclusion
Multicultural/Interdisciplinary
Enrichment Strategies
Remediation Strategies
Techniques
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
Science – Grade 5
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.
2.
3.
4.
Modified assignments
Leveled research
Peer Support
Graphic Aids
Page 4 of 8
Art - drawings
Mathematics - graphing and calculations
Social studies - mapping of areas
Economics - planning costs
November, 2001
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
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.
Aligned Materials/
Resources/Technology
Assessment
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
Instructional Strategies
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
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.
Science – Grade 5
Page 5 of 8
November, 2001
Essential Question, Concept or Theme: B. Measuring Time
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
Enrichment Strategies
Remediation Strategies
Techniques
Approx. Time Allotment: 4-6 wks
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.
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
Science – Grade 5
B.
Students can complete available
enrichment activities, complete open
ended questions, construct various time
measuring devises, research ancient time
clocks,
B.
1.
2.
3.
4.
Modified assignments
Leveled research
Peer Support
Graphic Aids
Page 6 of 8
Multicultural/Interdisciplinary
Connection
November, 2001
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
Aligned Materials/
Instructional
Benchmark/skills
Assessment
Resources/Technology
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.
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.
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.
Science – Grade 5
Page 7 of 8
November, 2001
Essential Question, Concept or Theme: C. Meteorology
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
Enrichment Strategies
Remediation Strategies
Techniques
Approx. Time Allotment:
C.
Include IEP mandated needs adaptations,
step-by-step research; hands-on activities,
preferential seating, peer tutor, study
guides
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
C.
Individual research, experimentation,
management of student run weather
station and in-school weather reporting.
C.
1.
2.
3.
4.
Modified assignments
Leveled research
Peer Support
Graphic Aids
Page 8 of 8
Multicultural/Interdisciplinary
Connection
November, 2001