SCSD
5
th
GRADE SCIENCE CURRICULUM
About this document
Identified within each unit is the Declarative and Procedural Knowledge to be mastered by students as a result of classroom instruction. In
support of these, instructional strategies and activities have been included.
The Declarative Knowledge identifies a basic learning progression that students may follow in developing an understanding of the concepts
that help them to answer the essential question of the unit. In this learning progression the writing team referenced the Project 2061 Atlas of
Science Literacy. In comparing the NYSED Science Core Curriculum to this document gaps were identified that possibly could limit student’s
ability to make connections between sub-learning’s. These additional learning’s are in italics under the Declarative Knowledge column. While
they are not required by NYSED it is suggested that these be taught to students. At the bottom of each page are the links to the NYSED
Intermediate Level Science Core Curriculum and the Project 2061 Atlas of Science Literacy. Once in these documents you can directly
reference the specific major understandings.
Table of Contents
Unit 1: Connecting Math and Science
Unit 2: Scientific Inquiry
Unit 3: Body Systems
Unit 4: Comparing Plants and Animals
Unit 5: Ecosystems and Energy Flow
Appendix
i. Metric Conversion Chart
ii. KLEW Chart
iii. The Bear Necessities
iv. Bloom’s Taxonomy
v. Costa’s Levels of Questioning
Atlas 2061: http://strandmaps.nsdl.org/
New York State Core: http://www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf
1
2-3
4-5
6-10
11-14
15-19
20
21
22
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25
Katrina Allen, Kelly Colone, Naomi Ludwig, William Ottman
May 2010
Syracuse City School District
Intermediate Science
Grade 5
Unit 1: Connecting Math and Science
Essential Question: Why is important to have an understanding of mathematics as it relates to science?
NYS
Performance
Indicator
M1.1
M2.1
M3.1
Declarative Knowledge:
To Know
Procedural Knowledge:
To Do
Instructional
Strategies
Assessment/Laboratory
Investigation/Activities
 Abstraction and symbolic representation
are used to communicate mathematically.
o independent/dependent variables
o Direct, indirect, cyclic, constant
 Deductive and inductive reasoning are
used to reach mathematical conclusions.
o interpolate, extrapolate
o patterns, trends
 Critical thinking skills are used in the
solution of mathematical problems.
 System International (SI)
o metric system
 KHDMDCM (conversions)
 Meter – standard unit of measurement for
length (ruler, meter stick)
 Area of a solid cm2
o A=LW
 Volume of a solid cm3
o V=LWH
 Liter – standard unit of measurement for
volume (graduated cylinder and
displacement of water)
 Volume of an irregularly-shaped object
 Extend mathematical notation and
symbolism to include variables
and algebraic expressions in order
to describe and compare
quantities and express
mathematical relationships.
 Identify independent and
dependent variables
 Identify relationships among
variables including: direct, indirect,
cyclic, constant; identify nonrelated material
 Apply mathematical equations to
describe relationships among
variables in the natural world.
 Use inductive reasoning to
construct, evaluate, and validate
conjectures and arguments,
recognizing that patterns and
relationships can assist in
explaining and extending
mathematical phenomena.
 Quantify patterns and trends.
 Apply mathematical knowledge to
 Collaborate with
Mathematics
teacher to
reinforce and
support learning
goals.
Activity: Determine what
the average height of the
class is. Collect class data
on heights and enter into
data table. Make a bar
graph to represent the
heights of the class. Then
make a double line graph
to represent which gender
had the greatest height.
Could also be done by
combining data from
several classes.
Atlas 2061: http://strandmaps.nsdl.org/
2
New York State Core: http://www.emsc.ed.gov/ciai/mst/pub/intersci.pdf
 Data Tables
Graphing
 Conversion
charts
 Use of
manipulatives
for the metric
system
conversions
 Mnemonic
devices
o (Kangaroos
hopping down
mountains
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Text/quiz
Lab report
Notebook/journal
Portfolio
Lab Written Report
Concept Map
Place Mats
Physical Modeling
Projects
Oral Reporting
(displacement)
 1 ml = 1 cm3
 Gram – standard unit of measurement for
mass
 Density – Mass divided by volume (mass
per unit volume)
 Newtons – standard unit of weight
VOCABULARY
 Constant
 Cyclic
 Deductive reasoning
 Density
 Dependent
 Direct
 Gram
 Independent
 Indirect
 Inductive reasoning
 Liter
 Meter
 Metric system
 Newton
 Patterns
 System International
 Trends
 Variable
 Volume
solve real-world problems and
problems that arise from the
investigation of mathematical
ideas, using representations such
as pictures, charts, and tables.
 Convert from one metric unit to
another (example: cm to m, mm to
m, km to mm, etc.).
 Use appropriate scientific tools to
solve problems about the natural
world:
o zero a balance
o determine the volume of objects
using rulers and graduated
cylinders
o read the meniscus on a
graduated cylinder
o use a spring scale to measure
newtons (weight)
Atlas 2061: http://strandmaps.nsdl.org/
3
New York State Core: http://www.emsc.ed.gov/ciai/mst/pub/intersci.pdf
drinking
chocolate
milk)
 No Naked
Numbers (do
numbers have
units?)
Syracuse City School District
Intermediate Science
Grade 5
Unit 2: Scientific Inquiry
Essential Question: How do scientists answer questions and solve problems?
NYS
Performance
Indicator
S1.1
S1.2
S2.1
S2.2
S3.1
S3.2
Declarative Knowledge:
To Know
Procedural Knowledge:
To Do
Instructional
Strategies
Assessment /Laboratory
Investigation
/Activities
 The central purpose of scientific inquiry
is to develop explanations of natural
phenomena.
 Observations lead to questions, which
may lead to more questions in the
search for explanations.
 Models help to explain phenomena.
o observation/observe
o hypothesis/hypothesize
o inference/infer
o prediction/predict
o explanation/explain
 Scientific inquiry involves the testing of
proposed explanations by using
conventional techniques, procedures,
and ingenuity.
 Scientific investigations can be
conducted to test proposed
explanations (or hypotheses).
 Controlled investigations include a
control group (constant) and an
experimental group containing a
dependent and an independent
variable.
 Dependent variables (responding
 Using appropriate references, formulate
questions independently that will be
useful in guiding the search for
explanations of everyday observations.
 Formulate questions about natural
phenomena and identify appropriate
references to investigate a question.
 Refine and clarify questions so that they
are subject to scientific investigation.
 Construct explanations independently for
natural phenomena, especially by
proposing preliminary visual models of
phenomena.
 Independently formulate a hypothesis.
 Differentiate among observations,
inferences, predictions, and
explanations.
 Design charts, tables, graphs, and other
representations of observations in
conventional and creative ways to help
them address their research question or
hypothesis.
 *Demonstrate appropriate safety
techniques.
 *Conduct an experiment designed by
 Observing
 Questioning
 Hypothesizin
g
 Inferring
 Predicting
 Constructing
Models
 Writing
explanations
 Journal
Response
 Activity: Use conventional
techniques and those of their
own design to make further
observations and refine their
explanations, guided by a
need for more information (so
any inquiry-based lab). Then
represent, present, and
defend proposed
explanations of everyday
observations so that they can
be understood and assessed
by others.
 Extension Activity: Seek to
clarify, to assess critically,
and to reconcile with their
own thinking the ideas
presented by others,
including peers, teachers,
authors, and scientists.
 Activity: Students will design
a simple controlled
experiment in which they
identify independent variables
(manipulated), dependent
Atlas 2061: http://strandmaps.nsdl.org/
4
New York State Core: http://www.emsc.ed.gov/ciai/mst/pub/intersci.pdf
variables)
 Independent variables (manipulated)
 DRY MIX
o (Dependent Rests on the Y-axis,
Manipulated or Independent rests
on the X-axis)
 Constants
 The observations made while testing
proposed explanations, when analyzed
using conventional and invented
methods, provide new insights into
phenomena.
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VOCABULARY
Classify
Conclusion
Constant
Control group
Dependent variable (responding)
Describe
Experimental group
Explanation
Hypothesis
Independent variable (manipulated)
Inference
Investigation
Measure
Observations
Phenomena
Predict
Question
Sequence
others.
 Design and conduct an experiment to
test a hypothesis.
 Use appropriate tools and conventional
techniques to solve problems, including:
o measuring
o observing
o describing
o classifying
o sequencing
 Develop, present, and defend formal
research proposals for testing their own
explanations of common phenomena,
including ways of obtaining needed
observations and ways of conducting
simple controlled experiments.
 Organize results, using appropriate
graphs, diagrams, data tables, and other
models to show relationships.
 Generate and use scales, create
legends, and appropriately label axes.
 Use and interpret graphs and data
tables.
 Interpret the organized data to answer
the research question or hypothesis and
to gain insight into the problem.
 Formulate and defend explanations and
conclusions as they relate to scientific
phenomena.
 Develop and defend a logical argument
about cause-and-effect relationships in
an investigation.
 Make predictions based on experimental
data.
Atlas 2061: http://strandmaps.nsdl.org/
5
New York State Core: http://www.emsc.ed.gov/ciai/mst/pub/intersci.pdf
variables (responding), and
constants. They must choose
an appropriate sample size
and number of trials. They
will safely conduct their
investigation while recording
observations and collecting
qualitative and quantitative
data. A report of findings will
be expected. The report will
include the following: an
accurate description of the
procedures used and the
data gathered; identification
of sources of error and the
limitations of data collected;
and an evaluation of the
original hypothesis in light of
the data. Suggestions for
improvements and
recommendations for further
study should also be included
within the report.
 Drops of Water on Penny Lab
(With/Without Soap)
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Text/quiz
Lab report
Notebook/journal
Portfolio
Lab Written Report
Concept Map
Place Mats
Physical Modeling
Projects
Oral Reporting
Syracuse City School District
Intermediate Science
Grade 5
Unit 3: Body Systems
Essential Question: How do the interactions of different organs and organ systems help maintain regulation?
NYS
Performance
Indicator
LE 1.1
LE 1.2
LE 5.1
LE 5.2
Italicized
words are from
the Project
2061 Atlas of
Science
Literacy
Declarative Knowledge:
To Know
Procedural Knowledge:
To Do
 Necessities of life: food, water, shelter, air
 All living things are composed of cells, from just
one to many millions, whose details are visible only
through a microscope. Cells provide structure and
carry on major functions to sustain life. LE 1.1a
 Some organisms are single celled (unicellular),
others are multicellular, including humans. LE 1.1d
 Cells are organized for more effective functioning in
multicellular organisms. Levels of organization for
structure and function of a multicellular organism
include cells, tissues, organs, and organ systems.
LE 1.1e
 Multicellular animals often have similar organs and
specialized systems for carrying out major life
functions. LE 1.1g.
 A group of cells that work together to perform a
certain function is a tissue.
 A group of tissues that work together to perform a
certain function is called an organ.
 A group of organs that work together to perform a
certain function is called an organ system.
 Various tissues and organs function to serve the
needs of all cells for food, air, and waste removal.
Oxygen and nutrients are provided to cells. LE 1.2b
 Reognize a plant and an animal
cell.
 Sequence the following terms
from simplest to most complex:
cell, tissue, organ, organ
system, organism. LES 9
 Explain the functions of the
major human organ systems
and their interactions.
 Describe how hormones help
maintain homeostasis.
 Synthesize the processes of
respiration and circulation to
explain their role in the delivery
of oxygen.
 Identify pulse points and pulse
rates. GS 2; LES 8
 Group the organs of the
digestive system by mechanical
breakdown or chemical
breakdown.
 Sequence the events that must
occur for the molecules that
were broken down in the
digestive track to get to the rest
Atlas 2061: http://strandmaps.nsdl.org/
6
New York State Core: http://www.emsc.ed.gov/ciai/mst/pub/intersci.pdf
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Instructional
Strategies
Assessment/
Laboratory
Investigation/ Activities
Concept
mapping
Think-pair
share
Vocabulary
bingo
Think-aloud
Reciprocal
reading
Guided
reading
Compare and
Contrast
Journal/
Notebook
KLEW chart
 Activity: “Bear”
Necessities (see
Appendix)
o (literacy
connection –
homophones bare,
bear) fill in what
the bear needs to
survive
 Lab: Lung capacity
 Lab: Pulse rate
 Bill Nye: Digestion
Video
 Activity: Create a
simulation of the
mechanical and
chemical
breakdown of food.
 Lab: Chicken wing
 Like other animals, human beings have body
systems for obtaining and providing energy,
defense, reproduction, and the coordination of
body functions.
 Each system is composed of organs and tissues,
which perform specific functions and interact with
each other, e.g., digestion, gas exchange,
excretion, circulation, locomotion, control,
coordination, reproduction, and protection from
disease. LE 1.2a
 Locomotion, necessary to escape danger, obtain
food and shelter, and reproduce, is accomplished
by the interaction of the skeletal and muscular
systems, and coordinated by the nervous system.
LE 1.2g
 The nervous and endocrine systems interact to
control and coordinate the body’s responses to
changes in the environment, and to regulate
growth, development, and reproduction. LE 1.2h
 Regulation of an organism’s internal environment
involves sensing the internal environment and
changing physiological activities to keep conditions
within the range required for survival. Regulation
includes a variety of nervous and hormonal
feedback systems. LE 5.1f
 The survival of an organism depends on its ability
to sense and respond to its external environment.
LE 5.1g
 Hormones are chemicals produced by glands in the
endocrine system; hormones affect other body
parts and regulate many body functions. They are
involved in helping the body respond to danger and
in regulating human growth, development, and
reproduction.
of the body cells. GS 7
 Synthesize the relationship
between the skeletal, muscular
and nervous systems for
locomotion.
 Explain the methods of
transmitting diseases.
 Give reasons for why
organisms acquire diseases.
Atlas 2061: http://strandmaps.nsdl.org/
7
New York State Core: http://www.emsc.ed.gov/ciai/mst/pub/intersci.pdf
 Project: Research
various diseases
and their impact on
the body and create
a PowerPoint
presentation about
one
disease/disorder to
present to the class.
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Text/quiz
Lab report
Notebook/journal
Portfolio
Lab Written Report
Concept Map
Place Mats
Physical Modeling
Projects
Oral Reporting
 The male and female reproductive systems are
responsible for producing offspring. LE 1.2i
 In the respiratory system, lungs take in oxygen for
the combustion of food (the release of energy) and
they eliminate the carbon dioxide produced in a
process known as respiration (gas exchange). LE
1.2d
 The circulatory system moves all of the substances
to and from cells, where they are needed or
produced, responding to changing demands. LE
1.2f
 The digestive system, which consists of organs that
carry out mechanical and chemical digestion,
breaks down food into molecules to be used as
fuel, and the intestinal tract disposes of the solid
waste. The breakdown process results in
molecules that can be absorbed and transported to
cells. LE 1.2c
 The urinary/excretory system disposes of dissolved
liquid and gaseous waste molecules. It also serves
to regulate body temperature by removing excess
heat energy. LE 1.2e
 Our skin and lungs also rid the body of heat
energy.
 The immune/lymphatic system works to protect the
body from disease.
 Disease breaks down the structures or functions of
an organism. Some diseases are the result of
failures of the system. Other diseases are the result
of damage by infection from other organisms (germ
theory). Specialized cells protect the body from
infectious disease. The chemicals they produce
identify and destroy microbes that enter the body.
LE 1.2j
Atlas 2061: http://strandmaps.nsdl.org/
8
New York State Core: http://www.emsc.ed.gov/ciai/mst/pub/intersci.pdf
 Contraction of infectious disease, and the personal
behaviors such as use of toxic substances and
some dietary habits, may interfere with one’s
dynamic equilibrium.
 During pregnancy these conditions may also affect
the development of the child. Some effects of these
conditions are immediate; others may not appear
for many years. LE 5.2f
 Thinking about things as systems means looking
for how every part relates to others 11A/M2a.
 The output from one part of a system (which can
include material, energy, or information) can
become the input to other parts. Such feedback
can serve to control what goes on in the system as
a whole. 11A/M2b
VOCABULARY
 Absorption
 Cardio-vascular system
 Cells
 Chemical breakdown
 Circulation
 Circulatory System
 Coordination
 Digestion
 Digestive System
 Disease
 Dynamic Equilibrium
 Electrical impulses
 Elimination
 Endocrine System
 Excretion
 Excretory System
 Feedback mechanism
Atlas 2061: http://strandmaps.nsdl.org/
9
New York State Core: http://www.emsc.ed.gov/ciai/mst/pub/intersci.pdf
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Fertilization
Function
Gas exchange
Germ theory
Glands
Hormones
Infection
Locomotion
Mechanical breakdown
Microbe
Microscope
Multicellular
Muscular System
Nervous System
Neuron
Offspring
Organ systems
Organism
Organs
Regulation
Reproduction
Reproductive System
Respiration
Respiratory System
Skeletal System
Specialized
Structure
Tissues
Unicellular
Urinary System
Atlas 2061: http://strandmaps.nsdl.org/
10
New York State Core: http://www.emsc.ed.gov/ciai/mst/pub/intersci.pdf
Syracuse City School District
Intermediate Science
Grade 5
Unit 4: Comparing Plants and Animals
Essential Question: What structures in plants and animals are similar in function and how does this lead to classification?
NYS
Performance
Indicator
LE 1.1
LE 4.3
Italicized
words are
from the
Project 2061
Atlas of
Science
Literacy
Declarative Knowledge:
To Know
Procedural Knowledge:
To Do
 The cells in similar tissues and organs in
other animals are similar to those in human
beings but differ somewhat from cells found
in plants. 5C/M1c
 Multicellular organisms exhibit complex
changes in development, which begin after
fertilization. The fertilized egg undergoes
numerous cellular divisions that will result in
a multicellular organism, with each cell
having identical genetic information. LE
4.3a
 In mammals, the fertilized egg grows into
tissue, which develops into organs and
organ systems before birth. LE 4.3b
 Various body structures and functions
change as an organism goes through its life
cycle. LE 4.3c
 Many plants have roots, stems, leaves, and
reproductive structures. These organized
groups of tissues are responsible for a
plant’s life activities. LE 1.1f
 Patterns of development vary among
plants. In seed-bearing plants, seeds
contain stored food for early development.
 Draw and label the parts of a plant
and give the function of the parts.
 Compare and contrast the
structures of a plant and their
functions to those of a human.
LES 9
 Observe and describe
developmental patterns in selected
plants and animals (e.g., insects,
frogs, humans, seed-bearing
plants).
 Compare the internal and external
characteristics of organisms and
group them accordingly.
 List the classification system from
most general to most specific.
 Classify living things according to
a student generated scheme an
established theme. LES 6
 Use a dichotomous key to identify
an unknown organism. GS 6
 Develop a dichotomous key. GS 6
 Speculate about the creation of a
mule from a horse and a donkey.
Atlas 2061: http://strandmaps.nsdl.org/
11
New York State Core: http://www.emsc.ed.gov/ciai/mst/pub/intersci.pdf
Instructional
Strategies
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Internet
Graphic
organizers
Cornell notes
Concept
mapping
Think-pairshare
Vocabulary
bingo
Think-aloud
Reciprocal
reading
Guided reading
Assessment/Laboratory
Investigation/Activities
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Activity: Make two
comic strips showing the
embryonic development
of a human and a bird.
Compare and contrast
what is similar and what
is different. Identify at
which point of
development the two
embryos begin to
differentiate.
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Activity: Have students
sort a bag of objects and
explain their method of
classifying the objects
into 2, 3, and 4 groups.
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Lab: Create a
dichotomous key using
students' shoes.
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Lab: Know what can
affect the developing
embryo, design an
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Their later development into adulthood is
characterized by varying patters of growth
from species to species. LE 4.3e
Patterns of development vary among
animals. In some species the young
resemble the adult, while in others they do
not. Some insects and amphibians
undergo metamorphosis as they mature.
LE 4.3d
The developing embryo--and later the
newborn infant--is subject to many risks
from infection, faults in its genes, its
mother's inadequate diet, or her use of
cigarettes, alcohol, or other drugs.
Inadequate childcare may lead to lower
physical and mental ability. 6B/M4
Development sometimes involves dramatic
biological changes. For example, puberty
involves the maturation of the body to
enable reproduction. 6B/M6
As an individual organism ages, various
body structures and functions change. For
example, muscles and joints become less
flexible, bones and muscles lose mass,
energy levels diminish, and the senses
become less acute. LE 4.3f
Development occurs with somewhat
different timing for different individuals.
6B/M7
Living things are classified by shared
characteristics on the cellular and organism
level. Biological classification systems are
arranged from general (kingdom) to specific
(species). Specifically, they are arranged as
Atlas 2061: http://strandmaps.nsdl.org/
12
New York State Core: http://www.emsc.ed.gov/ciai/mst/pub/intersci.pdf
experiment testing the
variable that could
affect the growth of a
plant, i.e. over the
counter drugs, salts,
vinegar, and food
coloring. Use your
results to compare to
the possible effects on
a human embryo.
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Text/quiz
Lab report
Notebook/journal
Portfolio
Lab Written Report
Concept Map
Place Mats
Physical Modeling
Projects
Oral Reporting
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follows: kingdom, phylum, class, order,
family, genus, species. LE 1.1h
In classifying organisms, scientists consider
details of both internal and external
structures. 5A/M3b
Similarities among organisms are found in
internal anatomical features and patterns of
development, which can be used to infer
the degree of relatedness among
organisms. 5A/M3a
Patterns of human development are similar
to those of other vertebrates. 6B/M3d
Traditionally, a species had been defined
as all organisms that can mate with one
another to produce fertile offspring. 5A/M4
VOCABULARY
 Adult
 Amphibians
 Anatomical
 Birth
 Capacity
 Characteristics
 Class
 Classification
 Classify
 Dichotomous key
 Embryo
 External
 Factors
 Family
 Genus
 Guard cells
 Humans
Atlas 2061: http://strandmaps.nsdl.org/
13
New York State Core: http://www.emsc.ed.gov/ciai/mst/pub/intersci.pdf
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


Infant
Insects
Inter-connection
Internal
Kingdom
Life cycle
Metamorphosis
Network
Offspring
Order
Organism
Ovary
Pattern of development
Phloem
Phylum
Pollen
Puberty
Relationships
Seed-bearing plants
Species
Stamen
Stomata
Vertebrates
Xylem
Atlas 2061: http://strandmaps.nsdl.org/
14
New York State Core: http://www.emsc.ed.gov/ciai/mst/pub/intersci.pdf
Syracuse City School District
Intermediate Science
Grade 5
Unit 5: Ecosystems and Energy Flow
Essential Question: How do organisms interact with each other and their environment, and what impact do humans have on these interactions?
NYS
Performance
Indicator
LE 5.1
LE 6.1
LE 7.1
LE 7.2
Italicized
words are
from the
Project 2061
Atlas of
Science
Literacy
Declarative Knowledge:
To Know
Procedural Knowledge:
To Do
 Living things, including humans, depend upon the
living and the nonliving environment for their
survival. LE 4
 A population consists of all individuals of a species
that are found together at a given place and time.
The populations living in one place form a
community. A community and its nonliving physical
factors with which it interacts compose an
ecosystem. LE 7.1a
 In all environments, organisms interact with one
another in many ways. Relationships among
organisms may be competitive, harmful, or
beneficial. Some species have become so
dependent on each other that neither could survive
without the other. LE 7.1c
 Interactions between organisms may be for
nourishment, reproduction, or protection and may
benefit one or both of the organisms. 5D/M2
 Some microorganisms are essential to the survival
of other living things. LE 7.1d
 Because organisms are also dependent upon their
environment for survival, it is important to monitor
the environment for dangerous levels of pollutants.
Soil, air, and water should be tested regularly. LE
7.1e
 Describe how living things,
including humans, depend
upon the living and nonliving
environment for their survival.
 Illustrate the water cycle
through an ecosystem.
 Illustrate the nitrogen cycle
that occurs in an ecosystem.
 Describe the flow of energy
and matter through food
chains and food webs. LES
7
 Illustrate a food chain, food
web, and energy pyramid.
LES 7
 Describe the effects of
environmental changes on
humans and other
populations. GS 8
 Interpret data showing
climate change as a result of
human activity. GS 4 & 9
 Create a graphic organizer
that compares and contrasts
acid rain, global warming,
Atlas 2061: http://strandmaps.nsdl.org/
15
New York State Core: http://www.emsc.ed.gov/ciai/mst/pub/intersci.pdf
Instructional
Strategies














Attribute
charts
Cause-effect
frames
Direct
instruction
Guided
reading
Reciprocal
reading
Philosophic
Chairs
Gallery walk
Expert panel
Double-entry
journal
Jigsaw
Anticipation
guide
Concept
mapping
Share and
compare
Three-column
recall
Assessment/Laboratory
Investigation/Activities
 Lab: Create food
chains and food webs
that would include
organisms found within
the school
neighborhood.
 Project: Choose an
endangered species;
explain how its
disappearance would
affect the existing food
chain/web.
 Extension Activity:
Research and then
compare/contrast the
impact of redesigning
Route 81 from the
point of view of an
environmental
engineer and an urban
planner.
 Activity: Web quest to
 All organisms, both land-based and aquatic, are
interconnected by their need for food. This network
or interconnection is referred to as a food web. The
entire earth can be considered a single global food
web, and food webs can also be described for a
particular environment. At the base of any food web
are organisms that make their own food, followed
by the animals that eat them, then the animals that
eat those animals, and so forth. 5D/M4
 All organisms, including the human species, are
part of and depend on two main interconnected
global food webs. One includes microscopic ocean
plants, the animals that feed on them, and finally
the animals that feed on those animals. The other
web includes land plants, the animals that feed on
them, and so forth. 5A/M5abc
 Organisms that eat plants break down the plant
structures to produce the materials and energy they
need to survive. Then other organisms consume
them. 5E/M1de
 The methods for obtaining nutrients vary among
organisms. Producers, such as
green plants, use light energy to make their food.
Consumers, such as animals, take in energy-rich
foods. LE 5.1d
 Herbivores obtain energy from plants. Carnivores
obtain energy from animals. Omnivores obtain
energy from both plants and animals.
Decomposers, such as bacteria and fungi, obtain
energy by consuming wastes and/or dead
organisms. LE 5.1e
 One organism may scavenge or decompose
another. 5D/M2b
 Energy flows through ecosystems in one direction,
and ozone depletion.
Atlas 2061: http://strandmaps.nsdl.org/
16
New York State Core: http://www.emsc.ed.gov/ciai/mst/pub/intersci.pdf
VIPs: Very
important
points
 Word webs
 Spin and
share
 Snapshot
sentences
discover what led to
the pollution of
Onondaga Lake and
efforts to clean the
lake:

 http://www.onlakepartn
ers.org/p12.html
 Activity: Complete a
KLEW chart prior to
and after reading
excerpts from Al
Gore’s An Inconvenient
Truth, and conduct a
class debate.










Text/quiz
Lab report
Notebook/journal
Portfolio
Lab Written Report
Concept Map
Place Mats
Physical Modeling
Projects
Oral Reporting
usually from the Sun, through producers to
consumers and then to decomposers. This process
may be visualized with food chains or energy
pyramids. LE 6.1a
 Food webs identify feeding relationships among
producers, consumers, and decomposers in an
ecosystem. LE 6.1b
 Over a long time, matter is transferred from one
organism to another repeatedly and between
organisms and their physical environment. Water,
nitrogen, carbon dioxide, and oxygen are examples
of substances cycled between the living and
nonliving environment. LE 6.1c
 Over a long time, matter is transferred from one
organism to another repeatedly and between
organisms and their physical environment. As in all
material systems, the total amount of matter
remains constant, even though its form and location
change. 5E/M2
 The world contains a wide diversity of physical
conditions, which creates a variety of environments;
freshwater, marine, forest, desert, grassland,
mountain, and others. In any particular
environment, the growth and survival of organisms
depend on the physical conditions. 5D/M1b
 In ecosystems, balance is the result of interactions
between community members and their
environment. LE 7.2a
 The environment may be altered through the
activities of organisms. Alterations are sometimes
abrupt. Some species may replace others over
time, resulting in long term gradual changes
(ecological succession). LE 7.2b
 Overpopulation by any species impacts the
Atlas 2061: http://strandmaps.nsdl.org/
17
New York State Core: http://www.emsc.ed.gov/ciai/mst/pub/intersci.pdf
environment due to the increased use of resources.
Human activities can bring about environmental
degradation through resource acquisition, urban
growth, land-use decisions, waste disposal, etc. LE
7.2c
 Human activities, such as reducing the amount of
forest cover, increasing the amount and variety of
chemicals released into the atmosphere, and
intensive farming, have changed the earth's land,
oceans, and atmosphere. Some of these changes
have decreased the capacity of the environment to
support some life forms. 4C/M7
 In all environments, organisms with similar needs
may compete with one another for resources,
including food, space, water, air, and shelter. In any
particular environment, the growth and survival of
organisms depend on physical conditions. 5D/M1a
 Given adequate resources and an absence of
disease or predators, populations of organisms in
environments increase at rapid rates. Finite
resources and other factors limit their growth. LE
7.1b
 Changes in environmental conditions can affect the
survival of individual organisms and entire species.
5F/M2b
 Since the Industrial Revolution, human activities
have resulted in major pollution of air, water, and
soil. Pollution has cumulative ecological effects
such as acid rain, global warming, or ozone
depletion. The survival of living things on our planet
depends on the conservation and protection of
Earth's resources. LE 7.2d
Atlas 2061: http://strandmaps.nsdl.org/
18
New York State Core: http://www.emsc.ed.gov/ciai/mst/pub/intersci.pdf
VOCABULARY
 Carnivore
 Community
 Competition
 Consume
 Consumer
 Decompose
 Decomposer
 Deforestation
 Dependent
 Ecological succession
 Ecosystem
 Energy pyramid
 Food chain
 Food Web
 Herbivore
 Interactions
 Limitations
 Nitrogen Cycle
 Omnivore
 Overpopulation
 Physical environment
 Pollution
 Population
 Producer
 Scavenger
 Water Cycle
Atlas 2061: http://strandmaps.nsdl.org/
19
New York State Core: http://www.emsc.ed.gov/ciai/mst/pub/intersci.pdf
Appendix
vi. Metric Conversion Chart
vii. KLEW Chart
viii. The “Bear” Necessities
ix. Bloom’s Taxonomy
x. Costa’s Levels of Questioning
Atlas 2061: http://strandmaps.nsdl.org/
20
New York State Core: http://www.emsc.ed.gov/ciai/mst/pub/intersci.pdf
Kangaroos
Hopping
Down
Mountains
Drinking
Chocolate
Milk
Metric Conversion Chart
Kilo-
Hecto-
Deca-
Meter, liter, gram
Deci-
Centi-
Milli-
1 meter equals .001
kilometers.
1.0 m=.001 km
(the decimal moves 3
places to the left).
1.0 cm=.00001 km
(the decimal moves 5
places to the left
when starting in the
centimeter column).
If 1 meter, then put
decimal after the 1
like “1.0” Move the
decimal
to the right for
anything on the chart
to the right of here
and to the left for
anything on the left of
here. (You can start
anywhere on the
chart.)
Atlas 2061: http://strandmaps.nsdl.org/
21
New York State Core: http://www.emsc.ed.gov/ciai/mst/pub/intersci.pdf
1 meter equals 100
centimeters.
1 meter equals 1000
millimeters.
1.0 m=100.0 cm
1.0 m=1000.0 mm
(the decimal moved 2
places to the right).
(the decimal moved 3
places to the right).
KLEW Chart
K
L
E
W
(What You Know . . .
(What You Have Learned)
(What Is The Evidence?)
(What Do You Still Want
Think Prior Knowledge)
Atlas 2061: http://strandmaps.nsdl.org/
22
New York State Core: http://www.emsc.ed.gov/ciai/mst/pub/intersci.pdf
To Find Out?)
The “Bear” Necessities
Atlas 2061: http://strandmaps.nsdl.org/
23
New York State Core: http://www.emsc.ed.gov/ciai/mst/pub/intersci.pdf
A Three Story Intellect!
BLOOM’S TAXONOMY
The Student will…
Knowledge
(Remembering)
Learn specific facts, ideas,
vocabulary;
remembering/recalling
information or specific facts.
Comprehension
(Understanding)
Ability to grasp the meaning of
material; communicate knowledge;
understanding
information without relating it to other
material.
Application
(Applying)
Ability to use learned material in
new and concrete situations;
use learned knowledge and
interpret previous situations.
Analysis
(Analyzing)
Ability to break down material into
its component parts and
perceive interrelationships.
Synthesis
(Creating)
Ability to put parts together to
form a new whole; use elements
in new patterns and
relationships.
Evaluation
(Evaluating)
Ability to judge the value of
material (statement, novel,
poem, report, etc.) for a given
purpose; judgment is based
on given criteria.
Introduction of knowledge
Practice knowledge learned
Demonstrates mastery of knowledge learned
Level One—the basement
Level Two— the ground floor
Level Three—the penthouse
By doing the following…
collect, copy,
define, describe,
examine,
find,
group,
identify, indicate,
label, list, locate,
match,
name,
omit, observe,
point, provide,
quote,
read, recall, recite,
recognize, repeat,
reproduce,
say, select, sort, spell,
state,
tabulate, tell, touch,
underline,
who, when, where, what
By doing the following…
alter, associate
calculate, categorize,
change, communicate,
convert,
distinguish,
expand, explain,
inform,
name alternatives, outline,
paraphrase,
rearrange, reconstruct,
relate, restate (own words),
summarize,
tell the meaning of,
translate,
understand,
verbalize,
write
acquire, adopt,
apply, assemble, capitalize,
construct, consume,
demonstrate, develop,
discuss,
experiment,
formulate,
manipulate,
organize,
relate, report,
search, show,
solve novel problems,
tell consequences,
try,
use, utilize
Atlas 2061: http://strandmaps.nsdl.org/
24
New York State Core: http://www.emsc.ed.gov/ciai/mst/pub/intersci.pdf
By doing the following…
analyze, arrange,
break down,
categorize, classify,
compare, contrast, deduce,
determine, diagram,
differentiate, discuss
causes,
dissect, distinguish,
give reasons,
order,
separate, sequence,
survey,
take apart,
test for,
why
alter, build,
combine, compose,
construct, create, develop,
estimate,
form a new…,
generate,
hypothesize,
imagine, improve,
infer, invent,
modify,
plan, predict,
produce, propose,
reorganize, rewrite, revise,
simplify, synthesize
appraise, argue, assess,
challenge, choose,
conclude, criticize,
critique,
debate, decide, defend,
discriminate, discuss,
document, draw
conclusions,
editorialize, evaluate,
grade,
interpret,
judge, justify,
prioritize,
rank, rate, recommend,
reject,
support,
validate,
weigh
Costa’s Levels of Questioning
Knowledge—Level 1A
(Remembering)
Skills Demonstrated:
• Observation and recall of
information
• Knowledge of dates,
events, places
• Knowledge of major ideas
• Master of subject matter
What is…?
How is…?
Where is…?
When did ____ happen?
How did _______?
Why did…?
How would you describe…?
When did…?
Can you recall…?
How would you show…?
Can you select…?
Who were the main...?
Can you list three…?
Which one…?
Who was…?
Comprehension—Level
1B
(Understanding)
Skills Demonstrated:
• Understanding
information
• Grasp meaning
• Translate knowledge into
new context
• Interpret facts, compare,
contrast
• Order, group, infer causes
• Predict consequences
How would you classify the
type of…?
How would you
compare/contrast…?
Will you state or interpret in
your own words…?
How would you rephrase the
meaning…?
What facts or ideas show…?
What is the main idea of…?
Which statements support…?
Can you explain what is
happening…what is meant…?
What can you say about…?
Which is the best answer…?
How would you summarize…?
Application—Level 2A
Analysis—Level 2B
Synthesis—Level 3A
Evaluation—Level 3B
(Applying)
(Analyzing)
(Creating)
(Evaluating)
Skills Demonstrated:
• Use information
• Use methods, concepts,
theories in new situations
• Solve problems using
required skills or
knowledge
Skills Demonstrated:
• Seeing patterns
• Organization of parts
• Recognition of hidden
meanings
• Identification of
Components
Skills Demonstrated:
• Use old ideas to create
new ones
• Generalize from given
facts
• Relate knowledge from
several areas
• Predict, draw conclusions
Skills Demonstrated:
• Compare and
discriminate between
ideas
• Assess value of
theories, presentations
• Make choices based on
reasoned argument
How would you use…?
What examples can you find
to…?
How would you
solve_____using what you
have learned…?
How would you organize
______to show…?
How would you show your
understanding…?
What approach would you use
to…?
How would you apply what you
learned to develop…?
What other way would you
plan to…?
What would result if…?
Can you make use of the facts
to…?
What elements would you
choose to change…?
What facts would you select to
show…?
What questions would you ask
in an interview with…?
What are the parts of…?
How is_____related to…?
Why do you think…?
What is the theme…?
What motive is there…?
Can you list the parts…?
What inference can you
make…?
What conclusions can you
draw…?
How would you classify…?
How would you categorize…?
Can you identify the different
parts…?
What evidence can you find…?
What is the relationship
between…?
Can you make a distinction
between…?
What is the function of …?
What ideas justify…?
How would you estimate the
results for…?
What facts can you compile…?
Can you construct a model that
would change…?
Can you think of an original
way for the…?
Do you agree with the
actions…? with the
outcomes….?
What is your opinion of…?
How would you prove…?
Disprove…?
Can you assess the value or
importance of…?
Would it be better if …?
Why did they (the character)
choose…?
What would you
recommend…?
How would you rate the …?
What would you cite to defend
the actions…?
How would you evaluate…?
How could you determine…?
What choice would you have?
Do you agree with the
actions…? With the
outcomes…?
What is your opinion of…?
How would you prove…?
Disprove…?
Can you assess the value or
importance of…?
Would it be better if…?
Why did they (the character)
choose…?
What would you
recommend…?
How would you evaluate…?
How could you determine…?
What choice would you have
made…?
What would you select…?
How would you prioritize…?
What judgment would you
make about…?
Based on what you know,
how would you explain…?
What information would you
use to support the view…?
How would you justify…?
What data was used to make
the conclusion…?
Why was it better that…?
How would you prioritize the
facts…?
How would you compare the
ideas…?
Atlas 2061: http://strandmaps.nsdl.org/
25
New York State Core: http://www.emsc.ed.gov/ciai/mst/pub/intersci.pdf