Nature of Science
Strand H
5th Grade Science
Daily Lessons
TEACHER’S GUIDE
This binder contains science lesson plans for 5th grade teachers. All lesson plans correlated to the
Sunshine State Science Standards, Strands, Benchmarks and the Harcourt Science series. All activities,
demonstrations, centers and FCAT Dailies are included in the lesson plans.
When using these plans please keep in mind that not all students learn at the same rate. Some students
may need more time in mastering a benchmark than the time allotted for each one. Also, students may
master a benchmark in less time than is allotted. Please make the necessary changes as you proceed
through the benchmarks.
Each lesson lists the benchmark to be covered. Those benchmarks that are indicated Annually Assessed
will be on the science FCAT every year. Those benchmarks that are indicated Content Sampled will be
randomly selected each year for the science FCAT.
Each lesson lists essential questions. Students need to acquire the knowledge needed to answer
these questions not only to do well on the science FCAT but also to develop science literacy skills.
The vocabulary words listed are from the glossary provided by the Department of Education. It is
essential that students understand these vocabulary words. These specific words will not be defined in
the stem of the FCAT science question.
Science content will include demonstrations, activities, and reading from Harcourt Science. When
Harcourt Science does not have material to cover a benchmark other reading material is indicated. If
the suggested supplemental materials are not in your schools you may substitute books related to the
content that are in your Media Center or type in key words to access Internet information. Since it is
not possible for teachers to cover every single page and do every activity in the Harcourt Science
series only those chapters, lessons, and activities that correlate to the benchmarks are indicated on
the lesson plans.
Each lesson and activity includes an assessment. Keep in mind that assessment drives instruction.
The more you assess and evaluate students understanding of the concepts presented the more you
ensure that your students are acquiring the necessary science skills to master the benchmarks.
Please read the lessons for the entire week. Teacher preparation may be necessary for some of the
activities. When this occurs, you will see a section labeled Teacher Preparation the day before the
activity occurs. This will give you some time to gather the materials you need.
ACKNOWLEDGEMENTS
The Science Department would like to thank the following for their assistance in providing these science lesson
plans to 5th grade teachers:
Nancy Barba
Angie Francos
Kathryn Hoffman
Stephanie Patterson
Carolyn Sant Angelo
Director, Program Development
Welleby Elementary
Eagle Ridge Elementary
Coral Park Elementary
Indian Trace Elementary
These 5th grade science lesson plans were developed and written under the direction of Rose-Marie Botting,
Science Curriculum Specialist. It is hoped that these science lesson plans will assist you in delivering
science curriculum. If you have any questions please contact Rose-Marie Botting at 954.767.8407.
Nature of Science
Strand H
5th Grade Science
Materials for Strand H
INTRODUCTION 8 DAYS
1 can regular Coke
1 can diet Coke
1 clear plastic container big enough to hold a gallon of water
chart paper
Day 6
1 magnet per group of 4 students
1 paper clip
1 rubber band
1 pencil
1 piece of aluminum foil
1 staple
1 stapler (optional)
ask students to bring in objects from home (optional)
© 2003 The School Board of Broward County, FL
DAY 4
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Nature of Science
Strand H
5th Grade Science
Lesson 1 of 8
Day 1H
For the next 8 days you will be presenting part of Strand H The Nature of Science in order to
give the students a basic understanding of the process skills. Strand H is embedded in all of
the strands and will be referred to as you proceed through all the strands and lessons. Also,
if students have this basic understanding it will prepare them for doing a science project.
1. Tell students that each day they will be doing science. They will need a science journal
to record everything they learn each day.
2. Give students a folder with notebook paper or a composition book to use as a science
journal.
3. Have students write their names on their journals and decorate later on when they have
time. The illustrations must be something related to science (animals, planets, Earth,
space,etc.).
4. Tell students that they will be covering 8 Strands (Matter, Energy, Force and Motion,
Process that Shape the Earth, Earth and Space, Processes of Life, How Living
Things Interact with Their Environment, and the Nature of Science).
5. Have students take out their Harcourt Science Textbooks. Tell students that the textbook
is a tool that will be used to cover the benchmarks. Benchmarks are what the State of
Florida thinks is essential for every student to know. They will not be reading every
page only those pages that cover the benchmarks.
6. Have them turn to page xvi while you turn to page T36.
7. Read the general science safety rules. Have students follow in their books or have the
students read the rules orally.
© 2003 The School Board of Broward County, FL
8. Explain that these safety rules should also be followed at home.
9. If time, ask students – What is a scientist? Who can be scientists?
10. Have them draw a picture of what they think a scientist looks like.
Review illustrations –most students draw men scientists that look very nerdy or
eccentric. If this is the case, tell students that there are women scientists and scientists
that look very much like they do. In fact, we are all scientists.
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Nature of Science
Strand H
5th Grade Science
Lesson 2 of 8
Day 2H
1. Introduce Strand H, The Nature of Science. Explain to students that they will be learning
science process skills. These are skills that help us to solve problems and do science
experiments.
2. One process skill is learning how to measure things. Ask them to name some of the
tools that are used to measure things (tapes, meter sticks, rulers, beakers, measuring
cups, etc.).
3. Ask them to tell you some experiences they have had with measuring things.
4. Tell them that another process skill that is very important is observation. Have them
define observation and give examples of when they use this skill. Have them tell you
why it is important. Tell them that scientists learn about the world by observing. You
can learn about animals by observing them. You can learn how chemicals react with
each other by observing them. Have them give you some examples of how they
have learned something by just observing.
5. Some other very important process skills are: forming hypothesis, collecting data,
classifying objects, etc. Question them as to their understanding of these skills.
Keep in mind any misconceptions students may have so that they can be corrected
as you proceed through the chapter and lessons.
6. Have them take out their Harcourt Science books and turn to pages x.xv while you
turn to page T30-35.
7.
Read and discuss pages T30-35 and pages x-xv in the student edition.
© 2003 The School Board of Broward County, FL
8. Explain that you will be using a word wall chart to identify vocabulary that the
students are expected to understand and use.
9. Place key words from the reading on the word wall chart. (observe, data, variables,
classify, measure etc.).
Assessment
Have students write the process skill words in their journals and illustrate them or write in
their own words what they mean.
Have students observe when a process skill is being used as they walk home from school,
in their homes, and on the playground. Have them write about this in their journals for extra
credit.
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Nature of Science
Strand H
5th Grade Science
Lesson 3 of 8
Day 3H
1. Continue with Strand H by having students share their word illustrations and their
experiences with process skills from yesterday’s assessment.
2. List the Scientific Method steps as follows on a chart that can be kept up in the room the
entire year:
1. Question or Statement of the Problem
What question would you like answered? What problem would you like to test and
solve?
2. Background Information
What information is already available about your question?
3. Hypothesis
This is an educated guess of what the answer will be. It is based on what you found
out in your background information.
4. Materials
What will you need in order to solve the problem or answer the question?
5. Procedure for doing the experiment
This is a step by step set of directions that you will follow to solve the problem or
answer the question.
6. Collecting Data
As you do the experiment what did you observe? What did you find out? What
happened?
7. Analyzing Data
This is looking very closely at your data to help you reach an answer to your question
or to solving the problem.
8. Drawing a Conclusion
This is your answer and solution.
© 2003 The School Board of Broward County, FL
3. Explain each of the steps above to students using T38 in the back of the manual, Students
follow along using pages R2-R3 in their edition. Discuss how the Scientific Method steps
listed above apply and compare to those in the text.
4. Explain to students that each time a science activity is done throughout the year they will
be referring to these skills just as real scientists do.
Assessment
Have students come up with a problem or question that they would like to answer.
Have them write the steps needed to answer this question.
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Nature of Science
Strand H
5th Grade Science
Day 4H
Lesson 4 of 8
Teacher Demonstration
Do the following demonstration to show children how the scientific method can be used to
solve a problem.
Materials
• 1 can of regular Coke
• 1 can of diet Coke
• 1 clear plastic container
• water
• 1 data chart or graph or write the following on the board
Regular Coke
Sink
Diet Coke
Float
Sink
Float
© 2003 The School Board of Broward County, FL
Procedure
1. Tell the children that you have a problem for them to solve. The problem is- Will a diet
Coke and a regular Coke sink or float in water?
2.
Read the attached Background Information to students.
3.
Ask students to predict or hypothesize what will happen. Ask how many students
hypothesize that the Coke will float in water? How many hypothesize that it will sink?
How many hypothesize the diet Coke will float in water? How many hypothesize it will
sink.
4.
Record the data on the chart or on the board. You may also use a graph to show the
data.
5.
Ask students to list the materials you need in order to do this experiment.
6.
Fill the plastic container 3/4 full of water.
7.
Place the regular Coke in the water.
8.
Have students write about what they observed.
9.
Place the diet Coke in the water.
10.
Have students write about what they observed.
11.
Have students write an answer to the question (conclusion).
12.
Tell students that the diet Coke floated in water because it does not contain sugar. The
regular Coke contains sugar and sank. The diet Coke is less dense than the volume of
water in which it was placed. The regular Coke is denser than the volume of water in
which it was placed because of the added sugar.
Assessment
Have students write what they learned in their science journals.
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Nature of Science
Strand H
5th Grade Science
Lesson
of 8
Day
FREQUENTLY ASKED QUESTIONS
ABOUT COCA-COLA AND DIET COKE
Q. How many calories are in Coca-Cola?
A. Coca-Cola contains 41 calories per 100ml.
Q. How many calories are in diet Coke?
A. Diet Coke contains 0.41 calories per 100ml.
Q. How much water is in Coca-Cola?
A. The water content of Coca-Cola is 90%.
Q. Is diet Coke safe for diabetics to drink?
A. Yes. Diet Coke contains no sugar and 0.1g of carbohydrate per
100ml.
Q. Does the Coca-Cola Company have a web site?
A. Yes, at: www.cocacola.com
How Coca-Cola Is Made
© 2003 The School Board of Broward County, FL
Coca-Cola begins with the making of a simple syrup, which is a mixture of
sugar and purified water.
The water is filtered and purified at the plant to destroy any micro-organisms
and to remove particles from the water. Quality control technicians test
everything from the condition of each package to details of the carbonation
level, taste and syrup content.
The checking and testing continues. Sophisticated equipment helps
technicians test everything from the condition of each package to details of the
carbonation level, taste and syrup content.
Coca-Cola concentrate is added to the syrup. The flavor base for Coca-Cola is
still one of the world’s great trade secrets. Technicians carefully sample, check
and record the blend of each batch of syrup. After blending it is ready to have
the bubbles or carbon dioxide added.
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Nature of Science
Strand H
5th Grade Science
Lesson
of 8
Day
An army of glass, PET (Polythylene Terepthalate) bottles and aluminum cans
is now ready to be filled with the finished product. The containers themselves
go through a thorough test first – they’re washed, rinsed and inspected
electronically and visually. Only then are they ready for the world’s most
popular soft drink.
The conveyor lines up container after container to be filled automatically at
high speed. This way the exact amount is filled and the automatic sealing of
each container guarantees complete hygiene.
© 2003 The School Board of Broward County, FL
After warming, the bottles pass on conveyors to the labeling machine and
then, like the pre-labeled cans, are coded and packed into cartons and taken
to the warehouse ready for dispatch to the thousands of outlets which stock
Coca-Cola.
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Nature of Science
Strand H
5th Grade Science
Lesson 5 of 8
Day 5H
1. Give students one of the following problems and ask them to write a step by step procedure
for solving the problem. You may want to pair up students to work together or have students
do the problem individually. Have students refer to the chart that has the scientific method
on it as they do their work. Walk around and assist those students who are having difficulty.
Have students select one of the following: What does a magnet attract? Which brand of
Popcorn pops the most kernels? Does a plant need light in order to grow? Can solar
energy be used to cook a hotdog?
© 2003 The School Board of Broward County, FL
2. Collect papers and use to assess students understanding of the scientific method.
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Nature of Science
Strand H
5th Grade Science
Lesson 6 of 8
Day 6H
All of the proceeding lessons in all of the strands will be presented using the following format.
Each day the essential question and benchmark should be placed on the board. You should
have a science word wall and add vocabulary words as indicated in the lesson plan.
BENCHMARK SC.H.1.2.2 (Annually Assessed):
The student knows that a successful method to explore the natural world is to observe
and record, and then analyze and communicate the results
ESSENTIAL QUESTION:
Why is the scientific method important to know?
answer: If the scientific method is followed it allows other people to do your
experiment and reach the same or nearly the same results. It is important for
scientists to follow this method so that the results they obtain are accurate. It is
necessary for them to communicate what they learned so that others will learn
from their experiments and possibly improve on them.
VOCABULARY FOR WORD WALL:
Review the Scientific Method as posted on the Word Wall in Day 3.
CONTENT:
Teacher Preparation
© 2003 The School Board of Broward County, FL
You will need to assemble the following materials for tomorrow’s lesson. Fill a baggie
for each group of students with the materials. Do not place the magnet in the plastic bag.
Give students the magnets separately.
Materials
• 1 magnet per each group 4 students
• 1 paper clip
• 1 rubber band
• 1 pencil with metal band
• 1 piece of aluminum foil, staples, pin, stapler or any other materials you may have in
the classroom or readily available. You may ask students to bring in materials that they
think will attract a magnet.
• 1 sheet of paper or graph paper
Procedure
1. Today you will begin the experiment to determine what a magnet can attract. You
will do the first four parts today – Statement of the Problem, Background Information,
Hypothesis, and Materials
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Nature of Science
Strand H
5th Grade Science
Lesson 6 of 8
Day 6H
2.
What is the first thing we must do when solving this problem? We must write down
the question or the problem that we are solving. Write on the board – What objects
do magnets attract? Have students write the question in their journals.
3.
What is our next step? We need some information about magnets. Listen while I
read the following:
4.
Where did magnets come from? The Greeks, in 800 B. C., discovered that pieces
of lodestone, which is a rock made of iron oxide, attracted each other. Later, the
Chinese used lodestone in making the first compass. They hung a piece of
lodestone on the end of some string and observed how the lodestone moved.
One end always pointed north and the other end pointed south.
A magnet has two ends. The two ends of a magnet are called the North Pole and
the South Pole. The North Pole of a magnet points generally toward the geographic
north pole of the Earth when the magnet is suspended. The South Pole of a
magnet generally points toward the geographic South Pole of the Earth.
If two like poles of a magnet are brought close together, they repel each other. If
two opposite poles of a magnet are brought close together, they attract each other.
© 2003 The School Board of Broward County, FL
Magnetism occurs most strongly in three metals: iron, cobalt, and nickel. These
metals can be used to make strong magnets. Iron is almost always used in making
magnets.
5.
Based on the information I just read what does a material need in it to attract a
magnet? (iron)
6.
Write a hypothesis in your journal.
7.
What is our next step? Discuss what materials they will need in order to solve this
problem and do the experiment.
ASSESSMENT:
Orally question the students about the first four steps of the scientific method. Make
sure all students understand this process.
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Nature of Science
Strand H
5th Grade Science
Lesson 7 of 8
Day 7H
BENCHMARK:
Review. The benchmark is the same as the one of yesterday.
ESSENTIAL QUESTION:
Review.
VOCABULARY FOR WORD WALL:
Review
CONTENT:
Teacher Preparation
Write the procedure(Step 3 below) for doing this experiment on chart paper or on the
board.
1. Review yesterday’s lesson.
2. Discuss what a procedure is. The next step in our process is to follow a step by
step set of directions for doing this experiment. One reason a procedure is so
important is so that if anyone else wants to do this experiment they will get the
same results or nearly the same results as you got.
3. Read the procedure to the students.
Procedure:
1. Take one object out of the baggie
2. Touch it with the magnet.
3. Record what happens on the data sheet.
4. Give each group a sheet of paper or have them fold a sheet in their journals. Have
them label one half ATTRACT and the other half NOT ATTRACT.
© 2003 The School Board of Broward County, FL
5. As they test their materials have them fill in the data.
6. After the experiment is done have the students analyze their data. What does their
data show? How are all the objects that attract magnets alike?
7. Write a conclusion. A typical conclusion would be - The metal objects that the
magnet attracted probably had iron in them. This is because, based on the
background information, objects that have iron, cobalt or nickel in them will attract
a magnet.
ASSESSMENT
Review journals to assess how well students did this experiment. Identify students
who are having difficulty with this skill. Have students who understand the concept
well work together with those that are having difficulty.
You will be embedding Strand H throughout the school year. Look for opportunities to
review these skills with students who are still having difficulty.
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Nature of Science
Strand H
5th Grade Science
Assessment
Day 8H
Assessment for Science Process Skill
Name____________________________
Date______________
1. Which of the following is written based on background information?
A. procedure
B. hypothesis
C. data
D. conclusion
2. You just completed a science experiment. You recorded your data
and analyzed it. What must you do next.
F. write an hypothesis
G write the problem
H. write the conclusion
© 2003 The School Board of Broward County, FL
I
write the procedure
3. Which of the following must someone follow in order to get the same
or nearly the same results as you did when doing your experiment?
A. data
B. conclusion
C. procedure
D. background information
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Nature of Science
Strand H
5th Grade Science
Assessment
Day 8H
4. Which of the following is most necessary to have in order to reach a
conclusion?
E. correct data
F. background information
G.hypothesis
H. procedure
© 2003 The School Board of Broward County, FL
Short Response
1. Why is background information important?
2. List all of the steps you must follow in order to complete a scientific
investigation? Use the back of this paper to complete this question.
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