MADISON PUBLIC SCHOOLS
GRADE 5 SCIENCE
Authored by: Patricia O’Brien
Reviewed by: Mr. Lee S. Nittel
Director of Curriculum and Instruction
Mr. Tom Paterson
K12 Supervisor of Science and Technology
Approval Date: Fall 2012
Members of the Board of Education:
Lisa Ellis, President
Patrick Rowe, Vice-President
Kevin Blair
Thomas Haralampoudis
Linda Gilbert
James Novotny
David Arthur
Shade Grahling
Superintendent: Dr. Michael Rossi
Madison Public Schools
359 Woodland Road, Madison, NJ 07940
www.madisonpublicschools.org
I.
OVERVIEW
The fifth grade science program is a full year course taught in heterogeneously mixed elementary school
classes. There is a four-cycle rotation schedule which allows the students to be actively involved in units of
study in Physical Science, Life Science, and Earth Science throughout the school year. The curriculum is
inquiry-based and is taught using science modules which provide materials for all students to actively
participate in experiments and activities. This approach maximizes skill and conceptual growth in all
students. Students actively participate in lab activities with supplemental lessons for further discovery of the
scientific concepts. This approach provides an environment of experiential learning while students explore
the scientific method. The major science topics explored are Pond Life (Fall), Simple Machines (Winter),
Flight and Rocketry (Spring), and Astronomy (Spring).
II.
RATIONALE
The Madison Public School science curriculum is designed to provide students with experiences in all aspects
of science. Science is best learned through collaboration and problem-solving, in an environment that leads
students to construct their own knowledge of scientific principles. Attitudes such as curiosity, openmindedness, and a thirst for knowledge-all essential to scientific inquiry-will be stressed. With advances in
science it is necessary for students to have an understanding of basic scientific concepts and methods to assess
scientific issues in their lives. It is important for students to have a foundation in the concepts and skills used
in scientific inquiry to solve problems within other areas of study as well as those in everyday life. Within all
fields of study, activities are provided for students to meet future challenges with an inquiring mind and a
foundation of scientific knowledge. The science curriculum is aligned with the NJ Core Content Curriculum
Standards and is taught with an awareness of its connection to other subjects and the needs of society.
III.
STUDENT OUTCOMES (New Jersey Core Curriculum Standards)
5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidencebased, model-building enterprise that continually extends, refines, and revises knowledge. The four Science
Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in
science.
5.3 Life Science: All students will understand that life science principles are powerful conceptual tools for
making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems
arises in accordance with rules that govern the physical world, and the order of natural systems can be
modeled and predicted through the use of mathematics.
POND LIFE
Students will:
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Identify different natural and human ecosystems.
Observe the five habitats within a pond ecosystem and many types of organisms within each.
Classify specimens viewed through different-sized magnifiers/magnification.
Determine that pond ecosystems are inhabited by living and nonliving organisms.
Describe how an aquarium can be constructed to simulate a pond water ecosystem.
Compare how plants and animals are adapted to life in a pond.
Describe the appearance, movement, and location of the macroscopic organisms in the aquarium.
Record the growth and development of a hay infusion.
Determine how microscopic organisms develop in hay infusions.
Identify parts of a pond snail.
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IV.
Observe the snail’s reaction to stimuli.
Describe how a snail is adapted to its environment.
Identify parts of a fish.
Test the response of fish to sound and light.
Record how a fish is adapted to its environment through observation and measurement.
Describe duckweed’s reproduction by budding.
Investigate the effect of light on the growth and reproduction of duckweed.
Observe how the duckweed plant is adapted to its environment.
Record the eating habits of the organisms in the aquariums.
Distinguish between producers and consumers.
Classify the food chains that exist in the aquariums.
Formulate a hypothesis about pond life based on observation.
Develop an experiment to test the hypothesis.
ESSENTIAL QUESTIONS AND CONTENT
A. What is Ecology?
1. Ecology is the study of the relationship between living things and their environment.
2. A group of living things and the environment in which they live and interact with one another
is called an ecosystem.
3. A habitat is a place in which a particular type of organism lives.
4. The five kingdoms of life are Monerans, Protists, Fungi, Plants, and Animals.
5. Five distinct habitats exist in a pond ecosystem: the surface of the water, the air above the
water, the open water, the bottom of the pond, and the shallow water at the edge of the pond.
B. How to use a microscope?
1. There are safety rules for using a microscope properly.
2. A microscope has many important parts.
3. A specimen is viewed on a slide with a cover slip.
C. What are the differences between invertebrates and vertebrates?
1. The animal kingdom can be grouped into two divisions: vertebrates and invertebrates.
2. A vertebrate is an animal that has a backbone, or vertebral column.
3. An invertebrate is an animal that has no backbone.
4. Sponges, cnidarians, worms, mollusks, echinoderms, and arthropods are invertebrates.
5. Vertebrates include fish, amphibians, reptiles, birds, and mammals.
D. What is a pond ecosystem?
1. A group of organisms of the same species living in the same general area make up a
population.
2. A community is an interacting group of populations in a common location.
3. An aquarium is a water-filled container in which fish, aquatic animals, and plants live.
E. What is adaptation?
1. Organisms are adapted to the environments in which they live whether plant or animal.
2. Macroscopic organisms are those large enough to be seen with the unaided eye.
F. What is a hay infusion?
1. An instant aquatic ecosystem is called a hay infusion.
2. The first organisms to appear in a hay infusion are bacteria which feed on the dried hay or
grass.
G. How is a snail adapted to its environment?
1. Snails are members of the phylum Mollusca along with slugs, clams, oysters, scallops,
and mussels.
2. Snails are in the family Gastrapoda whose members generally have a single coiled shell.
3. At the base of each of the snail’s tentacles is an eye.
4. Snails use a file-like tongue called a radula to file and shred food.
5. To move snails use a thick, muscular foot.
H. How are fish adapted to life in water?
1. There are three types of fish: bony, cartilaginous, and jawless.
2. Fish have gills, scales, fins, and a streamlined body.
I. What kinds of plants live in ponds?
1. Duckweed are tiny floating herbs that among the smallest of the flowering plants.
2. Duckweed reproduce by budding which enables the plant to reproduce
continuously, and without the presence of other duckweed plants.
J. What is the difference between a producer and a consumer?
1. Producers use carbon dioxide, water, and energy from the sun to manufacture food
through
photosynthesis.
2. Consumers eat plants and other plant-eating animals.
3. A food chain is an arrangement of the organisms in a community according to the order in
which each organism uses the next lower member as a food source.
V.
STRATEGIES
A. Live specimens must be ordered two weeks before the beginning of this unit. A card is included in
the kit. Inform the secretary to be alert to the arrival of these live specimens. Aquariums should
be set up before the specimens arrive. Keep daphnia in a separate aquarium to use often for
microscope viewing. (Also, they are bait for the fish.)
B. Introduce Pond Life with the Eyewitness video Pond Life.
C. Have each student make a chart in his/her notebook to sketch/record pond life activity each day.
D. Keep a vocabulary list visible in the classroom.
E. Try to get at least 7-8 microscopes for this unit because the hand-held magnifiers are not reliable.
Include ‘parts of a microscope’ lesson as well as a safety lesson.
F. A Round Robin of four labs is a great way to circulate the students with a limited number of
microscopes. A suggestion would be a lab about surface tension, one about macroscopic
organisms, a virtual pond life website called Pond Dip, and microscope specimen observations.
G. To supplement the activities in this unit, create a Tic Tac Toe Project Board and have students
select a project of their choice. Here are 9 suggestions: Research Anton von Leeuwenhoek, create
a pond life mural, pond life food pyramid, create a board game, research DDT and other
pollutants, write a children’s book about pond life, write a letter to local or state government
asking for more regulations to keep our waters clean, make a collage of pond life, create a Power
Point on any topic relating to Pond Life.
H. The hay infusion is interesting but does come along with an odor. If there is any way to keep it
outside, it is worth investigating.
I. To cover the material in the Parade of Life text, it is helpful to have the students Jigsaw the
information in groups to be shared with the class.
J. The last two activities in the guide suggest that students observe the outcome if Daphnia are put
into the aquarium with the fish. This is a real life example of the food chain that some students
may not be ready to observe. They grow attached to the tiny crustaceans. Discretion is necessary.
K. An adoption raffle at the end of the unit for the fish and snails is a fun way of “disposing” of the
live animals. Notes from parents were a necessity.
VI.
EVALUATION
A. There are assessment options in the Delta guide which include open-ended questions as well as
diagrams.
B. Periodic vocabulary quizzes are recommended because of the amount of vocabulary.
C. The guide contains a Unit Test with multiple choice questions.
D. Collect and review student journals for assessment.
VII.
A.
B.
C.
D.
E.
F.
G.
H.
REQUIRED/SUPPLEMENTAL RESOURCES
Delta Science Module: Pond Life, 1997
Parade of Life: Animals, Anthea Maton, Prentice Hall, 1993
Eyewitness Video: Ponds and Rivers
Plants and Animals, Mary Atwater, Macmillan/McGraw-Hill Science, 1993
Earth’s Riches, Mary Atwater, Macmillan/McGraw-Hill Science, 1993
Fish, Eyewitness, BBC Lionheart Television, 1994. (video)
Simple Organisms in Action: Fungi, Bacteria, Protists, Schlessinger Science Library, 2006 (DVD)
Fresh Water Ecosystems, Schlessinger Science Library, 2003 (DVD)
Supplemental Literature - Picture Book
Prince of the Pond, Schachner, Judith, Byron Dutton Childrens Books Division of Penguin Books, NY,
NY, 1992
VIII.
SCOPE AND SEQUENCE
*It is very important to send the Request card for Live Specimens in two weeks before you plan to build your
aquariums. Also, alert the secretaries that you are expecting a shipment of live specimens, so they don’t sit in
the office.
Lesson 1: Ecosystems and Habitats
2 days
Lesson 2: Using a Magnifier
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Lesson 3: A Visit to a Pond
2-3 days
1 day
If it is not possible to visit a pond, take this time to investigate invertebrates/vertebrates in the Parade of Life text.
This can be done with the Jigsaw method and carried over a few days.
Lesson 4: Building a Pond Ecosystem
1 day
With three classes, I divided the tasks of building the six aquariums into 3.
Lesson 5: Macroscopic Pond Life
2 days
Lesson 6: Microscopic Pond Life
3 days
To allow for all the students to use a microscope, at least 4 microscopes are needed and four slides. A lesson on
safety should precede, as well as a lesson on the making of a slide.
Lesson 7: Life in a Hay Infusion
This is an ongoing observation activity.
1 day
Lesson 8: Observing Pond Snails
2 days
Lesson 9: Observing Fish
2 days
Lesson 10: Investigating Duckweed
1 day
Lesson 11: Aquatic Food Chains
2 days
Lesson 12: Investigating Pond Life
2 days
III.
STUDENT OUTCOMES (New Jersey Core Curriculum Standards)
5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidencebased, model-building enterprise that continually extends, refines, and revises knowledge. The four Science
Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in
science.
5.2 Physical Science: All students will understand that physical science principles, including fundamental
ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in
physical, living, and Earth systems science.
SIMPLE MACHINES
Students will:
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IV.
Determine the amount of force necessary to move objects and calculate the amount of work done
when an object is moved over a distance.
Examine the lever, the first of six types of simple machines.
Observe how friction increases the amount of force necessary to move objects and do work.
Discover how to reduce the amount of friction between an object and the surface over which it
moves, thereby reducing the amount of force necessary to move the object.
Observe the forces involved with the wheel and axle.
Explain how traction can be useful.
Describe how force that is applied to the driving gear is transferred to the driven gear.
Recognize how a pulley redirects applied force.
Explain how the inclined plane is used to reduce the effort involved in lifting or moving objects.
Discuss the properties of a wedge.
Compare the relative force used to drive a screw with that used to drive a nail.
Identify the importance of each simple machine and how they make work easier.
ESSENTIAL QUESTIONS AND CONTENT
A. What is the relationship between force and work?
1. Force is a push or pull on an object.
2. The international unit of force is the Newton.
3. Work is accomplished when an object moves as a result of force acting upon it.
4. The joule is the unit of work.
5. The formula for work is Work = Force X Distance.
B. What is the mechanical advantage of using a simple machine?
1. Machines are mechanical devices that transfer, modify, or magnify force to assist people
in doing work.
2. Simple machines require manual force from people or animals.
3. Mechanical advantage is the enhancement of machines allowing people to do work
while applying less force.
4. There are six types of simple machines: lever, wheel and axle, inclined plane,
pulley, wedge, and the screw.
5. The lever has four parts: arm, fulcrum, load, and effort.
6. The closer the fulcrum is to the load, the less effort needed to lift the load.
C. How does friction affect the amount of force needed to move an object a distance?
1. Friction is the force that resists motion whenever the surfaces of two objects rub against
each other.
2. There are substances called lubricants that reduce friction between solid surfaces.
D. How does the wheel reduce the amount of force needed to move an object?
1. People of ancient times cut trees down, made them smooth, and placed them beneath
heavy objects to roll across the ground.
2. A wheel is a disk that turns around an axis and transfers force to and from an axle.
3. The function of a wheel is to reduce the amount of friction between the surfaces of two
objects as one passes over the other.
E. How does the wheel and axle transfer and magnify force?
1. An axle is a shaft inserted into the center of a wheel.
2. The force is decreased when transferred from the axle to the wheel, and magnified when
transferred form the wheel to the axle.
F. What variables affect the ability of tractors to do work?
1. Traction is moving friction and exists between a stationary surface and one that is
moving.
2. Traction increases the distance that an object can travel.
G. How can force applied to one gear be transferred to another gear?
1. A gear is a special type of wheel with evenly spaced teeth around the outer edge.
2. A driven gear is the gear receiving the force.
3. A driving gear transmits the force.
4. The relationship between the rate of rotation of each gear is the gear ratio.
5. Gear ratio is always stated as the ratio of the number of rotations of the driving gear to
the number of rotations of the driven gear.
H. How does a pulley redirect force in order to lift an object?
1. A pulley is the third type of simple machine consisting of a wheel that rotates
freely around a stationary axle. The outer rim is grooved to
accommodate a rope or chain.
2. Pulleys transfer force applied in a downward direction to gain an upward lift.
I. How does an inclined plane enable the same amount of work to be done while applying
less force?
1. The amount of work performed by lifting an object a certain distance
vertically is the same as that performed by moving the object the
same vertical distance but across an inclined plane.
2. An inclined plane is a flat surface that is slanted. (A ramp is an inclined plane.)
J. What are the properties of a wedge that classify it as a simple machine?
1. A wedge is a simple machine that consists of two or more inclined planes positioned to a
form a thin edge.
2. A wedge multiplies mechanical advantage by including more than one inclined plane in
its design.
3. The longer the inclined plane, the more distance, and less force, required to move the
object.
K. How do screws make work easier?
1. A screw consists of an inclined plane wrapped around a cylinder.
2. The nail has only a short inclined plane.
3. The longer the incline, the less force it takes to drive an object into wood.
L. What are the features of household devices that make them simple machines?
1. Some simple machines are a combination of two or more machines and can be used in
different ways.
2. Machines made up of two or more simple machines working together are called
compound machines.
V. STRATEGIES
A.
B.
C.
D.
E.
Make packets of the Activity Sheets for each student, or include each sheet in their journals.
Gather the tools necessary for some of the activities that say “teacher povided” beforehand to
avoid delay.
Keep a visible vocabulary list in the classroom as well as individual lists in journals.
As one of the culminating activity, students developed Rube Goldberg projects in groups after
researching the origin of these projects. (Many simple machines connected to do a very
simple task.) The presentations were exciting and fun. Some examples were: an elaborate
toothpaste dispenser, garbage disposer, watering can.
Some interesting and engaging websites:
http://www.edheads.org/activities/simple-machines/
http://www.coe.uh.edu/archive/science/science_lessons/scienceles1/finalhome.htm
http://www.mikids.com/Smachines.htm
http://fossweb.com/
http://inventors.about.com/library/inventors/blbicycle.htm
F.
During the unit, have students collect pictures of everyday simple machines to create a classroom
collage.
VI. EVALUATION
A.
B.
C.
D.
There are three assessment options in the Delta guide.
There is a Unit Test at the end of the guide. There is a lot of vocabulary included in the unit.
After a day of review (Jeopardy, Family Feud Review Games), I gave a vocabulary test.
The open-ended and multiple choice questions at the end of the Delta guide were excellent
for assessment.
The journals provide ongoing assessment of organization.
VII. *REQUIRED/SUPPLEMENTAL RESOURCES
A.
Delta Science Module: Simple Machines*
B.
Delta Science Reader: Simple Machines*
C. Energy, Work, and Machines, Discovery Works, Silver Burdett Ginn Science, 1996
D. Machines Help Us Do Work, Reed, Talia, National Geographic Society, 2006
E.
Simple Machines, Thompson, Gare, National Geographic Society, 2002
F.
Wheels Around Us, Krueger, Carol, National Geographic Society, 2006
G. Energy, Work, and Machines: Systems, Silver Burdett Ginn, 1996
H. The Way Things Work - Pulleys, Screws, Levers, Based on the Book by David Macaulay,
Schlessinger Media, 2003 (DVDs)
I.
Real World: Simple Machines, Aims Multimedia, 1999 (DVD)
VIII.
SCOPE AND SEQUENCE
Lesson 1:
Doing Work
2 days
Students need time to familiarize themselves with the work formula: Work = Force x Distance.
Lesson 2:
Levers
2 days
There is great information in the Science Extension about the three classes of levers.
Lesson 3:
Friction
2 days
Lesson 4:
Inventing the Wheel
2-3 days
This is an opportunity to research how the wheel was invented and how it was used in ancient times.
Lesson 5: The Wheel and the Axle
2 days
To allow for every student to have a try with the tractors, more than one day is necessary. Be patient, the
tractors’ reliability is unpredictable.
Lesson 6:
Tractor Traction
1 day
Lesson 7:
Gears
2 days
The activity takes very little time, but we enjoyed researching the bicycle online and at the bike rack.
Lesson 8:
Pulleys
2 days
The students can be very creative when assigned the task of developing their own pulley systems. We ran a string
across the classroom for team competitions.
Lesson 9:
Inclined Planes
1 day
Lesson 10: Wedges
2 days
The activity takes a while to get every student to hammer a nail. I put four hammers, nails, and blocks of wood
on a table for four students at a time to take a turn. Warning: It gets loud.
Lesson 11: Screws
2 days
The ribbon around the pencil activity seems questionable, however, the students loved it.
Lesson 12: Domestic Simple Machines
one week
The lesson takes a short time, but the Rube Goldberg projects take a while to build and present. Worth the time!
III.
STUDENT OUTCOMES (New Jersey Core Curriculum Standards)
5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidencebased, model-building enterprise that continually extends, refines, and revises knowledge. The four Science
Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in
science.
5.2 Physical Science: All students will understand that physical science principles, including fundamental
ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in
physical, living, and Earth systems science.
FLIGHT AND ROCKETRY
Students will:
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Understand the properties of air in order to understand how aircraft fly.
Demonstrate how air resistance can counteract the effects of gravity by slowing the rate at which an
object falls.
Examine how a “lighter than air” craft achieves lift by floating.
Determine how a “heavier than air” craft achieves lift by the movement of air against and around
their surfaces.
Discover how the shape of an aircraft affects its performance.
Investigate how lift is achieved in fixed-wing aircraft.
Examine the power sources in the engines of aircraft.
Know how to alter the orientation and direction of motion of an airplane in flight.
Identify how certain aircraft achieve lift.
Build a model to demonstrate rocket propulsion and solid-fuel and liquid-fuel rocket engines.
IV. ESSENTIAL QUESTIONS AND CONTENT
A. What are the properties of air that make flight possible?
a. All flight is based on the manipulation of air.
b. Air is a mixture of gases that surrounds the Earth.
c. Molecules are tiny particles of matter.
d. Air molecules move around at high speed in all directions and exert pressure on surfaces.
B. How does air resistance counteract the force of gravity?
a. Gravity is the force that pulls an object downward, toward Earth.
b. Air resistance is the force with which air resists the motion of an object moving through it.
(drag)
c. Surface area is the part of an object that is exposed to the air.
C. What are the principles of lighter-than-air flight?
a. Lift is the upward force that enables an object to overcome Earth’s gravity.
b. The total density of the craft must be less than the density of the air surrounding it.
D. How is lift achieved with the simplest type of heavier-than-air crafts: kites?
a. A kite must be positioned at a certain angle to the wind in order to achieve lift. This is
called the angle of attack.
b. Newton’s Third Law of Motion states that for every action in an interaction between two
bodies, there is an equal but opposite reaction.
E. How does the shape of an airplane enable flight?
a. An airplane is a heavier-than-air craft supported in flight by the movement of air around
its wings.
b. Drag, air resistance, hinders flight by reducing the speed of the aircraft and the lifting
capacity of the wings.
c. Airplanes are streamlined to reduce drag.
F. What is the effect of velocity on air pressure?
a. Bernoulli’s Principle states that increasing the velocity of any fluid lowers its pressure.
b. Air moves faster over a wing’s curved upper surface than over the flatter lower surface.
c. Air moves fastest in the center of the air stream where the pressure is lowest.
G. How does the airfoil shape of the wings help an airplane achieve lift?
a. An airfoil is the special shape of a wing or other structure (curved on top and flat on the
bottom) that contributes to lift in flight.
b. Pressure beneath the airfoil is greater than pressure above the airfoil.
c. The faster the aircraft moves through the air, the greater the pressure differential and the
greater the lift.
H. How is thrust produced in propeller airplanes?
a. Thrust is the force that pushes an airplane through the air.
b. Aircraft must travel at high speed to produce lift.
c. Thrust is produced by fuel-burning engines.
d. Forward movement is called thrust; upward movement is called lift.
I. How is thrust produced in jet planes?
a. Jet engines produce thrust by the explosive movement of gases through the engine unit.
b. Jet engines have two to four engines.
c. There are four stages involved in a jet engine producing thrust: intake, compression,
explosion, and exhaust.
d. The larger the engine, the more thrust it produces.
J. What is needed to control the flight path of an airplane?
a. Modern aircraft are controlled by a system of movable flaps on the wing and tail called
control surfaces.
b. Objects that travel across the ground can only go left or right; however, objects that are
airborne can tip side to side and go up and down.
c. The rudder on an airplane is used to turn a plane to the left and right.
d.
K. What are the principles of helicopter flight?
a. A helicopter is a rotary-wing aircraft.
b. Helicopters achieve lift from the movement of the main rotor.
c. Tilting the angle of the rotors produces thrust.
d. Helicopters are able to fly up, down, backward, forward, and side to side.
L. How is thrust produced in rockets?
a. A rocket is a device that produces thrust through expulsion of hot gases out of its base.
b. There are two main types of rocket engines: solid-fuel, and liquid-fuel.
c. The space shuttle has two solid-fuel rocket engines called boosters, and three liquid-fuel
engines.
V. STRATEGIES
A. Continue using the student journal for note-taking, storing activity sheets, and logging responses to
questions.
B. Create a vocabulary chart in the classroom.
C. If possible, ask a local pilot to do a presentation about flight.
D. Schedule a visit to Morristown Airport.
E. Because some of the activities require large open space, this unit would be best in Spring or Fall.
F. For the Wingless Wonder activity in Lesson 8, choose four students to demonstrate because there are
not enough supplies for all the students and definitely not enough time.
G. For part of the final assessment of the unit, I had each student make a streamlined paper plane. The
four open-ended questions in the guide were very challenging, but the multiple choice questions were
appropriate.
H. To review for the final test, each student writes one question about flight on an index card with the
answer on the back. I separated the questions into categories: Rockets, Planes, Helicopters, and
Miscellaneous Flight Information for a Jeopardy game.
I. Some helpful websites:
http://www.fi.edu/flights/own2/forces.html
http://www.fi.edu/wright/again/wings.avkids.com/wings.avkids.com/Book/Flight/intermediat
e/forces-01.html
http://www.allstar.fiu.edu/aero/fltmidfly.htm
http://www.grc.nasa.gov/WWW/K-12/airplane/forces.html
VI. EVALUATION
A. There are three assessment options in the Delta guide.
B. Appropriate unit test with multiple choice questions, matching, and essays. (Determine the
appropriateness of the essay questions beforehand.)
C. Collection and review of journals for assessment of organization, note-taking, and
individual responses to questions.
VII. *REQUIRED/SUPPLEMENTAL RESOURCES
A. Delta Science Module: Flight and Rocketry*
B. Delta Science Reader: Flight and Rocketry*
C. The Story of Flight, Lizzy Pearl, Troll Associates, 1994
D. Rocket Science: 50 Flying, Floating, Flipping, Spinning Gadgets Kids Create Themselves, Jim
Wiese, John Wiley & Sons, 1995.
E. Physics: Gravity and Forces, Science Screen Report for Kids, Allegro Productions, Inc., 2001.
F. The Way Things Work: Flight, Based on the book by David Macaulay, Schlessinger Media, 2003
(DVD).
G. Physical Science for Children All About Flight, Schlessinger Science Library, 2004
VIII. SCOPE AND SEQUENCE
*A few of these lessons require large open spaces either outside or in a Gymnasium.
Lesson 1: Properties of Air
2 days
The Extension activities suggested in the guide are very beneficial for reinforcement of the concept of air pressure.
Lesson 2: Parachutes
2 days
The preparation takes much longer than the actual activity, but well worth it.
Lesson 3: Hot Air Balloons
2 days
The challenge and extension activities suggested in the guide are beneficial.
Lesson 4: Kites
2 days
Remember to locate a portable fan before this lesson.
Lesson 5:
Airplane Design
2-3 days
One day is necessary for note-taking and preparation. Another day or two to organize “flying contest”.
Lesson 6: Bernoulli’s Principle
1 day
A ping-pong ball and hair dryer is necessary for this lesson.
Lesson 7: Airfoils
1-2 days
This activity requires a lot of preparation and teacher assistance.
Lesson 8: Propeller Planes
2-3 days
A great activity for teams (not individuals) to include all students.
Lesson 9: Jet Planes
2 days
Another great activity for teams to include everyone.
Lesson 10: Controlling a Plane
2 days
This is an excellent time to invite a pilot in to explain forces of flight.
Lesson 11: Helicopters
1 day
Lesson 12: Rockets
2-3 days
There is preparation time required and time for vocabulary/note-taking. I suggest making a lot of cones ahead of
time for the rockets. Pick up more seltzer tablets if possible because the students love this activity.
III. STUDENT OUTCOMES (New Jersey Core Curriculum Standards)
5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidencebased, model-building enterprise that continually extends, refines, and revises knowledge. The four Science
Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in
science.
5.4 Earth Systems Science: All students will understand that Earth operates as a set of complex, dynamic,
and interconnected systems, and is a part of the all-encompassing system of the universe.
ASTRONOMY
*This is designed to be a mini-unit to cover the very basics of Space and Astronomy
The student will:
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Explain the difference between the Rotation and Revolution of the Earth.
Compare and contrast equinox and solstice.
Identify the phases of the moon.
Explain the moon’s influence on Earth’s tides.
Describe a lunar eclipse and solar eclipse.
Describe the inner planets and the outer planets.
Illustrate the life cycle of a star.
Recognize that stars gather to form constellations.
Explain our expanding universe.
IV. ESSENTIAL QUESTIONS AND CONTENT
A. What is the difference between Earth’s revolution and rotation?
1. Revolution is the circling of one object around another.
2. Rotation is a spinning or turning motion of an object around its axis.
B. How does the Earth’s tilt affect hours of daylight and night?
1. A solstice is either of two times of the year during which the North or South Pole is
directed toward the sun.
2. An equinox is either of two times each year when the sun crosses the equator, and day and
night are of equal length.
C. What are the phases of the moon?
1. The phases of the moon are new moon, waxing crescent, first quarter, waxing gibbous, full
moon, waning gibbous, third quarter, and waning crescent.
D. How does the moon affect the tides on Earth?
1. Both the sun and the moon have a gravitational pull that affects the water on Earth’s
surface.
2. As the moon revolves around the Earth, the moon’s pull creates tides in Earth’s oceans.
3. Some areas have two high tides and two low tides every day – semidiurnal.
4. Other areas have only one high and one low tide each day – diurnal.
5. Neap tides are low tides that occur about twice a month when Earth, the moon, and the
sun form a right angle.
6. A Spring tide is a high tide that occurs twice each month when the sun, moon, and Earth
form a straight line.
E. What is an eclipse?
1. An eclipse is the passing of one object into the shadow of another.
2. A solar eclipse occurs when Earth passes into the moon’s shadow.
3. A lunar eclipse occurs when the moon passes into Earth’s shadow.
F. How are the inner and outer planets different?
1. The inner planets are Mercury, Venus, Earth and Mars.
2. The outer planets are Jupiter, Saturn, Uranus, and Neptune. (Pluto has at this point in
time been downgraded to a “Dwarf Planet”.)
3. The four inner planets are made of rock.
4. Most of the outer planets are much larger and colder than the inner planets.
5. The outer planets are “gas giants” made up of gases such as hydrogen, helium, methane,
and ammonia.
G. What is the life cycle of a star?
1. Stars begin as a cloud of gas and dust called a nebula.
2. As a nebula reaches a stable state, it is called a main sequence star.
3. The red giant, supernova, white dwarf, and black dwarf are possible phases in a star’s
life.
H. What happens when stars gather to form a pattern?
1. A constellation is a visual pattern of stars.
2. An important set of constellations are those around the North Pole known as
circumpolar constellations that can be seen any time of the year.
I. Will our universe continue to expand?
1. The red shift is the observed shift in light wavelengths occurring when a light source is
moving away from an observer.
2. Space exploration began officially on October 4, 1957 when the Soviets launched Sputnik I
and continues today.
3. A space station is a living and work space that contains all the equipment and life-support
systems necessary for astronauts in space.
4. A space shuttle is a reusable craft designed to transport astronauts, materials, and satellites
to and from space.
V. STRATEGIES
A. Gather current resources about Space before the unit begins.
B. Have students keep index cards for vocabulary with definitions on them.
C. Use Power Point to explain key concepts especially eclipses.
D. At this time, there is not a kit or guide to accompany this unit. I used materials and
information from the Space Curriculum already in place.
E. This is a great unit to end the year with because it naturally follows Flight and Rocketry.
F. If desired, the rocket activity from the previous Flight unit could be saved for the Astronomy
unit. * Great activity to end the year!
G. Some helpful websites:
http://spaceplace.jpl.nasa.gov for games, videos – Space Place Live animations; “What is the
Brightest Star” narration.
http://www.kidsastronomy.com Space Libs, Select a story
G. If possible, try to sign up for the StarLab Portable Planetarium through the Morris County Media
Services. A one-day workshop for training is required.
VI. EVALUATION
A. Teacher-made vocabulary quizzes are suggested.
B. A personal choice culminating project for students selected from ideas generated by texts,
internet resources, and articles. (reports, illustrated posters, collages, 3-D projects)
C. Periodic assessment of science journals.
VII. RESOURCES
A. Exploring Space, Mary Atwater, Macmillan/McGraw-Hill, 1993.
B. Earth and Beyond, Mary Atwater, Macmillan/McGraw-Hill, 1993.
C. “How the Stars Were Born”, Michael D. Lemonick, Time Magazine, September 4, 2006.
D. Space, Donna Bailey, Steck-Vaughn, 1990.
E. Stars, Seymour Simon, Morrow Junior Books, 1986.
F. America in Space – The First 40 Years, Finley-Holiday Film Corp., (video)
G. Planets, Eyewitness, A BBC Scienceworld Production, 1997. (video)
H. Math in Our Solar System - Applying Problem-Solving Strategies, Linde, Barbara, Rowen
Publishing Group, Inc., NY, NY, 2005 (Cross-curricular)
I. The Planets, BBC Presents with A&E, 1999 (DVDs)
Volume 1: Different Worlds and Terra Firma
Volume 2: Giants and Moon
Volume 3: Star and Atmosphere
Volume 4: Life Beyond the Sun and Destiny
Supplemental Literature - Picture Book
Icarus at the Edge of Time, Breene, Brian, Alfred A. Knopf Publisher, NY, NY, 2008
VIII. SCOPE AND SEQUENCE (10-11 days)
Lesson 1: Revolution and Rotation of the Earth
1 day
Lesson 2: Equinox and Solstice
1 day
Lesson 3: Phases of the Moon
1 day
Students should keep a chart for the daily phase of the moon.
Lesson 4: The Moon and Tides
1 day
Lesson 5: Solar and Lunar Eclipses
1 day
Lesson 6: Inner Planets/Outer Planets
2 days
Lesson 7: Meteors, Meteorites, Asteroids
1 day
Lesson 8: Life Cycle of a Star
2 days
After lesson about stages in the life cycle of a star, have students illustrate one on black construction paper
with colored chalk.
Lesson 9: Constellations
If time, students could create their own constellations.
1 day
Lesson 10: Expanding Universe
1 day