Welcome!
After you are comfortable…
• Make a name tag
• Move a magnet on the capacity matrix to
indicate your experience with 5th grade
science
Fifth Grade Science Training
NC Essential Standards for
Science
2012-13
Glad you’re here!
• Thank you
• Code of Cooperation
• Housekeeping
• Agenda and Resources
• Capacity Matrix review
Road Signs
• How does your road sign relate to science
education or education in general?
• Be creative!
Today’s Training
• Introduction
- Structure of 5th Grade Science
- Explore Teacher Guides
- 5E Learning Cycle
- NCES Domains
• Unifying Themes in 5th Grade Science
• Wrap Up
Structure of 5th Grade Science
• Guided Inquiry; Teacher facilitates, students
construct
• Big Idea: The Use of Models
• Prior knowledge from K-4 is utilized
• Assessment: Formative, Summative & EOG
STC and TRACKS
STC
• Ecosystems
• Motion & Design
TRACKS
• Investigating Human Systems
• Investigating Weather Systems
Take just a few moments to explore and compare the
structure of the manuals with your table group
Venn Diagram
STC
TRACKS
The Cycle of Learning
Engage
Expand
Evaluate
Explain
Explore
Learning Cycle Component
Notebook Entries
Engage
• Focus Question
• Prediction
• Record class question
• I think/predict ___ because…”
Explore
• Plan
• Observation & Data
• Record materials and procedures
• Record observations and data
Explain (Making Meaning)
• Share data, group analysis
• Claims & Evidence
• Vocabulary & Content
• Conclusion
• “I claim ___ because …”
• Record or paste in notebook
• “I learned …”
Expand
• Apply
• Next Steps or New Questions
• “If ___ then ___”
• “I wonder …” or “What about…?”
Evaluate
• Formative assessment, quick write,
exit ticket, teacher review of entries
Physical Science Domain
Grade
Level
Force and
Motion
Matter: Properties &
Change
Energy:
Conservation &
Transfer
Interactions of
Energy & Matter
K
Animals 2x2*
Investigating
Properties
x
x
*Relative position
1
Balance & Motion
Comparing &
Measuring
x
x
2
Sound
Air & Weather;
Solids & Liquids
x
x
3
Human Body and
Objects in the Sky
Changes and Soils
Changes and
Objects in the Sky
x
x
4
Magnetism &
Electricity
Magnetism &
Electricity and Earth
Materials
Magnetism &
Electricity
5
Motion & Design
Motion & Design,
Inv. Weather
Inv. Weather and
Ecosystems
x
Life Science Domain
Grade
Level
Structure and
Functions
Ecosystems
Evolution &
Genetics
Molecular
Biology
K
Animals 2 x 2
x
x
x
1
x
Organisms
x
Organisms
2
Life cycle of
Butterflies
x
Life cycle of
Butterflies
x
3
Human Body
Plant Growth &
Development
x
x
4
x
Animal Studies
x
Animal Studies
5
Human Body
Systems
Ecosystems
Human Body
Systems
x
Earth Science Domain
Grade
Level
Earth in the Universe
Earth Systems,
Structures & Processes
Earth History
K
x
Weather
x
1
x
Pebbles, Sand & Silt
x
2
Air & Weather*
Air & Weather
x
*Moon Observations
3
Objects in the Sky
Objects in the Sky and
Soils
x
4
x
x
Earth Materials and
Landforms
5
x
Inv. Weather
x
Today’s Training
• Introduction
• Unifying Themes in 5th Grade Science
- Tracks Investigating Human Systems
- Tracks Investigating Weather Systems
- STC Ecosystems
- STC Motion & Design
• Wrap Up
Investigating Human Systems
NC Essential Standards
5.L.1 Understand how structures and systems of
organisms (to include the human body) perform
functions necessary for life.
5.L.3 Understand why organisms differ from or are
similar to their parents based on the characteristics
of the organism.
Clarifying Objectives
5.L.1.1 Explain why some organisms are capable of
surviving as a single cell while others require many cells
that are specialized to survive.
5.L.1.2 Compare the major systems of the human body as
it relates to their functions necessary for life.
5.L.3.1 Explain why organisms differ from or are similar to
their parents based on the characteristics of the
organism.
5.L.3.2 Give examples of likenesses that are inherited and
some that are not.
Genetics: An Inventory of Traits
Stand up if…
• you can roll your tongue.
• you are right handed.
Engage
Genetics: An Inventory of Traits
Focus Question
• What are some observable characteristics,
or traits, that are passed down from
parents to offspring? How do my traits
compare with the traits of others?
Engage
Genetics: An Inventory of Traits
Prediction
• I think… because…
Engage
Traits
YES
1. I have detached earlobes.
2. I can roll my tongue.
3. I have dimple.
4. I am right-handed.
5. I have freckles.
6. I have naturally curly hair.
7. I have a cleft chin.
8. I have allergies.
9. I cross my left thumb over my right when I clasp my
hands together.
Explore
10. I can see the colors red and green.
11. The hairline on my forehead is straight.
NO
# of students
Genetics: An Inventory of Traits
In the interest of time,
please graph only these
traits for your group:
• Tongue Rolling
• Handedness
• Hand Clasping
Explore
Traits
Genetics: An Inventory of Traits
• Collect and analyze group data
Trait
Tongue Rolling
Handedness
Hand clasping
Explain
Genetics: An Inventory of Traits
Trait
Tongue Rolling
Handedness
Hand clasping
Frequency in General Population
Can roll tongue – 70%
Cannot roll tongue – 30%
Right handed – 93%
Left handed – 7%
Left thumb on top – 55%
Right thumb on top – 44%
No preference – 1%
• “I claim ___ because…”
Explain
Genetics: An Inventory of Traits
• Introduce vocabulary and concepts
An individual’s overall
combination of traits
makes them unique.
An individual will have
many traits they share
in common with others.
Traits are observable
characteristics that are
passed down from parents
to child/ren (offspring).
Some traits are more
common in a population
than others.
Explain
Genetics: An Inventory of Traits
Conclusion
• “I learned…”
Explain
Genetics: An Inventory of Traits
Apply
• “If ___ then…”
New Questions
• “I wonder…”
• “What about..?”
Extend
Generations of Traits
6
Grandfather A
6
6
6
Grandmother A
Grandfather B
Grandmother B
3
3
Mother
3
3
Father
Generations of Traits
Questions to Consider…
• Would Mary, George, Elizabeth, and Carl look identical
to (have the same traits as) their parents?
• Did all four children inherit exactly the same traits or is
there some variation?
• How many of the four children inherited a trait from each
one of the grandparents?
• Is there a child that didn’t inherit a particular trait? If so,
which trait (color) was it?
Misconception Probe
• Is It Made of Cells?
Student Misconceptions
• Students may have the notion that organisms “contain”
cells as opposed to being “made up of” cells.
• Older students have difficulty differentiating between the
concepts of “cell” and “molecule.”
• Driver et al. (1994)
• Arnold (1983)
Vertical Alignment
• In Kindergarten, students make observations to build an
understanding of similarities and differences among
animals.
• In 1st grade, students build aquaria and terraria to build
an understanding of the needs of plants and animals.
Students also compare the needs of animals to
themselves.
• In 2nd grade, students observe the life cycle of
butterflies. Students also compare the needs of
caterpillars and butterflies to themselves.
Vertical Alignment
• In 3rd grade, students conduct investigations to build an
understanding of the essential functions of the skeletal
and muscular systems and skin.
• In 4th grade, students conduct investigations to build an
understanding of food and the benefits of vitamins,
minerals, and exercise.
• In 5th grade, students conduct investigations to build an
understanding of the major systems of the human
body.
Essential Question for the Unit
• How are the functions of human body systems
necessary for life?
Digging in to Investigating Human Systems
Anticipation Guide
Task
Task
Group Discussion
Task
Muscles, Bones, and Fitness
Anticipation Guide
Model Arm
(Materials Managers)
Strengthening Your
Muscles
(Trackers)
Group Discussion
Muscle Endurance
( Messengers)
Muscles, Bones, and Fitness
• Artificial Bone Video?
• Exercising in Space Video?
Unit Resources
•
•
•
•
Misconception Probe
Tracks Investigating Human Systems TG
Supplemental Lessons on CMAPP
Elementary Science Wiki
- Concept Storyline
- Unpacked Content
- Assessment Examples
Plan Ahead!
•
•
•
•
•
•
•
English & Spanish copy masters
Ads for Believe It or Not
Small, portable bathroom scale
Nutrition labels
Additional materials
Information for the Teacher
How might the PE specialist support this unit?
Quick Write
•
•
•
•
What resonated with you?
What are your next steps?
What big ideas did you take away?
How will this new knowledge or experience
assist you in the classroom?
Today’s Training
• Introduction
• Unifying Themes in 5th Grade Science
- Tracks Investigating Human Systems
- Tracks Investigating Weather Systems
- STC Ecosystems
- STC Motion & Design
• Wrap Up
Investigating Weather Systems
NC Essential Standards
5.E.1 Understand weather patterns and phenomena,
making connections to the weather in a particular
place and time.
5.P.2 Understand the interactions of matter and energy
and the changes that occur.
5.P.3 Explain how the properties of some materials
change as a result of heating and cooling.
Clarifying Objectives
5.E.1.1 Compare daily and seasonal changes in weather
conditions (including wind speed and direction,
precipitation, and temperature) and patterns.
5.E.1.2 Predict upcoming weather events from weather
data collected through observation and measurements.
5.E.1.3 Explain how global patterns such as the jet stream
and water currents influence local weather in
measurable terms such as temperature, wind direction
and speed, and precipitation.
Clarifying Objectives
5.P.2.1 Explain how the Sun’s energy impacts the
processes of the water cycle (including evaporation,
transpiration, condensation, precipitation, and run off).
5.P.3.1 Explain the effects of the transfer of heat (either by
direct contact or at a distance) that occurs between
objects at different temperatures (conduction,
convection, or radiation).
Formative Assessment Probe
• Rainfall
Student Misconceptions
• Children aged 11-13 understood that air exists in open
containers and many believe that air can get into and out
of containers. However, children were less sure that air
can be contained inside a sealed object.
• Some children (aged 11-13) associated the existence of
air only with the sensation felt when it moved.
• Students also said that clouds are made of cotton, wool
or smoke.
Making Sense of Secondary Science
Driver, Squires, Rushworth, and Wood-Robinson
Vertical Alignment
• In Kindergarten, students make observations of daily
weather to build an understanding of changes and
observable weather patterns.
• In 2nd, students summarize weather conditions using
quantitative measures to describe temperature, wind
direction, wind speed and precipitation. They also
conduct investigations to build an understanding of
basic properties of air (a mixture of gases).
Essential Question for the Unit
• How can technology be used to build an
understanding of weather and climate?
Lesson 1: Vacation Destination
• Predict then verify temperature
• Set up data collection table
- Local Weather
- Global Weather
• Weather Station vs. Technology
Why Do Different Places in the World Have
Different Weather?
• Latitude
- equator
- hemisphere
• Angle of the Sun’s rays
- Direct sunlight
- Indirect sunlight
- Earth’s angle of incidence 23.5°
Exploration
•
•
•
•
•
•
Flashlight
Tray
Graph paper
Ruler
Scissors
Globe as model
Think About…
• How does the pattern of light change when
the tray changes from one position
another?
• What did you notice about the brightness
of the light?
• Which image was larger, direct or indirect
light?
Claims and Evidence
• I know (claim/new learning) because
(data/evidence).
Claim
Evidence
The equator receives direct sunlight.
The graph paper had a smaller circle
when the flashlight was shined directly
on the tray with the graph paper.
Areas away from the equator receive
less intense solar energy.
The light was more spread out when the
tray was held at an angle.
Lesson 3: Seasons
•
•
•
•
•
The Long Lift Ride
Denver, CO vs. Sydney, Australia
Northern Hemisphere vs. Southern Hemisphere
Opposite Seasons due to Earth’s tilt
Model, Model, Model!
Lesson 4: American Weather
• Proximity to large bodies of water
- Generally warmer temperatures in winter
- Generally cooler temperatures in summer
• Further exploration of uneven heating
• Connect to local situations
- Wilmington, NC
Exploration
• Prepare investigation
- desk lamp
- cup of soil, cup of water
- thermometers
- timer
• Set up data collection table
Data Collection
Time
(minutes)
5:00
10:00
15:00
20:00
Turn off lamp
25:00
30:00
Soil Temperature
(°F)
Water Temperature
(°F)
Temperature
Graphing Data
Minutes
Lesson 5: Climb to Cold
• Elevation
- Snow reflects solar energy back into space.
- “Thin air” means less air molecules.
- Wind moves heat away from your body.
• Connect to local situations
- Boone, NC or Ashville, NC
Lesson 6: What Drives the Weather?
• The Sun is the source of energy for all weather
phenomena
• Water cycle
• Smoke Box to model convection
• Connect to uneven heating and cooling of soil
and water
Weather Wrap Up
• Lesson 7 – Investigate Properties of Air
• Lesson 8 – Weather Patterns/Forecasting
• Lesson 9 – Assessment Opportunity
Points to Consider
How is NC weather influenced by:
• Jet stream?
• Gulf Stream?
Unit Resources
•
•
•
•
Misconception Probe
Tracks Inv. Weather Systems TG
Supplemental Lessons on CMAPP
Elementary Science Wiki
- Concept Storyline
- Unpacked Content
- Assessment Examples
Plan Ahead!
•
•
•
•
•
•
Check flashlight batteries
Light sources – small lamps, desk lamps
Hot water source – thermos, hot pot
Collect 2 empty, rinsed 1-gallon milk jugs
Collect samples of travel brochures
Nonfiction reading selections
Quick Write
•
•
•
•
What resonated with you?
What are your next steps?
What big ideas did you take away?
How will this new knowledge or experience
assist you in the classroom?
Today’s Training
• Introduction
• Unifying Themes in 5th Grade Science
- Tracks Investigating Human Systems
- Tracks Investigating Weather Systems
- STC Ecosystems
- STC Motion & Design
• Wrap Up
Ecosystems
NC Essential Standards
5.L.1 Understand how structures and systems of
organisms perform functions necessary for life.
5.L.2 Understand the interdependence of plants and
animals with their ecosystems.
4.L.1 Understand the effects of environmental changes,
adaptations and behaviors that enable animals
(including humans) to survive in changing habitats.
Clarifying Objectives
5.L.1.1 Explain why some organisms are capable of
surviving as a single cell while others require many cells
that are specialized to survive.
5.L.2.1 Compare the characteristics of several common
ecosystems including estuaries, salt marshes, oceans,
lakes, ponds, forests, and grasslands.
5.L.2.2 Classify the organisms with an ecosystem
according to the function the serve: producers,
consumers, or decomposers.
Clarifying Objectives
5.L.2.3 Infer the effects that may result from the
interconnected relationship of plants and animals to their
ecosystem.
4.L.1.3 Explain how humans can adapt their behavior to
live in changing habitats (e.g., recycling wastes,
establishing rain gardens, planting trees and shrubs to
prevent erosion).
Formative Assessment Probe
• Rotting Apple
Student Misconceptions
• Only 4 out of 39 15 year old students categorized
pictures of animals and non-animals as a biologist
would.
• Students tended to believe that only large animals are
consumers.
• Students aged 7 to 11 accept wild organisms as animals
although some think these are fed and cared for by
people.
• Students were not comfortable with the arrow notation
used in school science. They failed to understand the
underlying principles of the relationship.
Making Sense of Secondary Science
Driver, Squires, Rushworth, and Wood-Robinson
Vertical Alignment
• In Kindergarten, students make observations to build an
understanding of similarities and differences among
animals.
• In 1st grade, students build aquaria and terraria to build
an understanding of the needs of plants and animals.
• In 2nd grade, students observe the life cycle of
butterflies.
Vertical Alignment
• In 3rd grade, students conduct investigations to build an
understanding of plant life cycles and adaptations.
• In 4th grade, students make observations of animals to
build an understanding of animal behavior and
adaptations.
• In 5th grade, students conduct investigations to build an
understanding of the interdependence of plants and
animals.
Essential Question for the Unit
• How are plants and animals connected to each
other and to their natural environment?
Plan Ahead!
Group Ecocolumn
Experimental
Ecocolumn
Control Ecocolumn
3 clear, 2L bottles
per group
3 clear, 2L bottles
per group
3 clear, 2L bottles
per class (teacher made)
Observed throughout the
entire unit
Animals
Pollution Experiments
Observed throughout the
begin with Lesson 8 and
unit, especially during
continue through the end the pollution experiments
of the unit
in Lesson 8 and beyond
No Animals
Animals
Producers
Consumers
Decomposers
Ecocolumns
Terrarium
Mustard
Alfalfa
Grass
Cricket
Isopods
Microorganisms
Aquarium
Snail
Elodea
Algae
Gambusia
Duckweed
Microorganisms
Animal care
• Stagger arrival of organisms
• Be prepared to care for organisms until
placement in the eco-column
• Treat water before introducing fish, snails or
aquatic plants
• Place crickets in the refrigerator to slow them
down before distributing to students
• Do not keep eco-columns in direct sunlight or
near a window if it is cold
• Nonrelease of organisms
Prepare Bottles and Build Ecocolumns
Think About…
• Which parts can students complete?
• Which parts are best completed ahead of
time?
• What are some material management or
troubleshooting tips?
• Other questions, comments, or suggestions?
Data Collection
Terrarium
Living Things
Non Living Things
cricket
gravel
soil
isopod
plants
twigs
Ecosystems Wrap-up
Lesson 8 and Beyond
• Vinegar (acid rain)
• Salt (run off)
• Fertilizer (agricultural run off)
• Chesapeake Bay
• Perspectives
• Solutions/Trade-offs
Unit Resources
•
•
•
•
Misconception Probe
STC Ecosystems Teacher Guide
Supplemental Lessons on CMAPP
Elementary Science Wiki
- Concept Storyline
- Unpacked Content
- Assessment Examples
• Premium Content
- www.carolinacurriculum.com
- Log in with: wakecounty@carolina.com
- Password: wakecounty
Quick Write
•
•
•
•
What resonated with you?
What are your next steps?
What big ideas did you take away?
How will this new knowledge or experience
assist you in the classroom?
Today’s Training
• Introduction
• Unifying Themes in 5th Grade Science
- Tracks Investigating Human Systems
- Tracks Investigating Weather Systems
- STC Ecosystems
- STC Motion & Design
• Wrap Up
Motion and Design
NC Essential Standards
5.P.1 Understand force, motion, and the relationship
between them.
5.P.2 Understand the interactions of matter and energy
and the changes that occur.
Clarifying Objectives
5.P.1.1 Explain how factors such as gravity, friction, and
change in mass affect the motion of objects.
5.P.1.2 Infer the motion of objects in terms of how far they
travel in a certain amount of time and the direction in
which they travel.
5.P.1.3 Illustrate the motion of an object using a graph to
show a change in position over a period of time.
5.P.1.4 Predict the effect of a given force or a change in
mass on the motion of an object.
Formative Assessment Probe
• Apple on a Desk
Student Misconceptions
• Some students believe if a pushing force ceases there is
“force” in the moving object which keeps it going, but
gradually gets “used up” until the object stops.
• Students regard the state of rest as fundamentally
different from the state of motion.
Making Sense of Secondary Science
Driver, Squires, Rushworth, and Wood-Robinson
Vertical Alignment
• In Kindergarten, students observe and describe the
relative position of organisms and give examples of
different ways organisms move.
• In 1st, students conduct investigations to build an
understanding of balanced forces, pushes, and pulls.
• In 2nd, students investigate and describe how moving air
interacts with objects. They also conduct investigations
to build an understanding of the relationship between
sound and vibrating objects.
Vertical Alignment
• In 3rd, students conduct investigations to build an
understanding of forces that affect motion and the
effects of gravity on any object on or near the Earth.
• In 4th, students make observations to build an
understanding of magnetic force and motion produced
by electrically charged objects.
• In 5th, students conduct investigations to build an
understanding of factors such as gravity, friction, and a
change in mass affect the motion of objects.
PUSH OR PULL= FORCE
UNBALANCED FORCES
Things eventually slow down or stop moving.
Gravity continues pulling
Ground continues pushing
Essential Question for the Unit
• How do forces and motion affect technological
design?
Lessons 1 & 2: Technological Design
• Refer to Lesson 2, SG page 7
• Use your bucket of K’NEX parts to build
the Standard Vehicle
Motion & Design Jigsaw
Group A
Group C
Group E
Lesson 3
Looking at
Force
Lesson 6
Looking at
Rubber Band
Energy
Lesson 11
Building a
PropellerDriven Vehicle
SG, page 13
SG, page 29
SG, page47
Group B
Group D
Group F
Lesson 4
Vehicles
Carrying a
Load
Lesson 7
Testing Effects
of Rubber
Band Energy
Lesson 12
Analyzing M&D
of a PropellerDriven Vehicle
SG, page 17
SG, page 31
SG, page 51
Unit Resources
•
•
•
•
Misconception Probe
STC Motion & Design Teacher Guide
Lessons on CMAPP
Elementary Science Wiki
- Concept Storyline
- Unpacked Content
- Assessment Examples
• Premium Content
- www.carolinacurriculum.com
- Log in with: wakecounty@carolina.com
- Password: wakecounty
Plan Ahead!
•
•
•
•
Check rubber bands!
Material management
Large, open space for vehicle runs
How might the Art Specialist support technical
drawing?
Quick Write
•
•
•
•
What resonated with you?
What are your next steps?
What big ideas did you take away?
How will this new knowledge or experience
assist you in the classroom?
Today’s Training
• Introduction
• Unifying Themes in 5th Grade Science
• Wrap Up
- Questions
- Reflection
- Leave Forms!
Please be in touch!
Walter Harris
Elementary Science CT
wharris@wcpss.net