Miami-Dade County Public Schools
Curriculum and Instruction (Science)
Required
GRADE 5 ESSENTIAL SCIENCE
Laboratory Activities
QUARTER 3 LABORATORIES
THE SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDA
Ms. Perla Tabares Hantman, Chair
Dr. Martin S. Karp, Vice Chair
Dr. Dorothy Bendross-Mindingall
Ms. Susan V. Castillo
Mr. Carlos L. Curbelo
Dr. Lawrence S. Feldman
Dr. Wilbert “Tee” Holloway
Dr. Marta Pérez
Ms. Raquel A. Regalado
Jude Bruno
Student Advisor
Mr. Alberto M. Carvalho
Superintendent of Schools
Ms. Milagros R. Fornell
Chief Academic Officer
Office of Academics and Transformation
Ms. Maria L. Izquierdo
Assistant Superintendent
Division of Academics, Accountability & School Improvement
Office of Academics and Transformation
Mr. Cristian Carranza
Executive Director
Department of Mathematics and Science
Office of Academics and Transformation
1
Table of Contents
Introduction ……………………………………………………………………………..Page 2
Next Generation Sunshine State Standards ………………………………………Page 3
Laboratory Roles ……………………………………………………………………….Page 6
Laboratory Safety Rules and Contract …………………………………………… Page 7
Third Quarter Grade 5 Essential Laboratory ………………...……………… ……Page 8
Lab # 9 Feel the Beat: Pulse Rate
Lab # 9 Teacher’s version …….………………………………………Page 8
Lab # 9 Student’s version ………………………………..…………Page 18
Lab # 10 Plant Roles: Gravity-Defying Plants
Lab # 10 Teacher’s version ………………………...……………… Page 28
Lab # 10 Student’s version …………………………..……………..Page 32
Lab # 11 (Part A) Animal Adaptation: Bird Beak
Lab # 11A Teacher’s version ……………………………………….Page 35
Lab # 11A Student’s version ………………………………………..Page 45
Lab # 11 (Part B) Adaptation!: Plant Survivors
Lab # 11B Teacher’s version ……………………………………….Page 51
Lab # 11B Student’s version ………………………………………..Page 55
Lab # 12 Physical Properties of Minerals
Lab # 12 Teacher’s version ……………………………...………… Page 60
Lab # 12 Student’s version ……………………………..…………..Page 66
Lab # 13 Weathering and Erosion
Lab # 13Teacher’s version ………………………………………… Page 69
Lab # 13 Student’s version ……………………………..…………..Page 76
1
Introduction
The purpose of this packet is to provide Grade 5 science teachers with a list of basic
laboratory and hands-on activities that students should experience in class. Each
activity is aligned with the Pacing Guide, the Next Generation Sunshine State Standards
(NGSSS), and Common Core Standards connection. Emphasis should be placed on
those activities that are aligned to the Annually Assessed benchmarks, which are
consistently assessed in the Florida Comprehensive Assessment Test (FCAT).
All hands-on activities were designed to cover most concepts found in Grade 5 Science.
In some cases, more than one lab was included to cover a specific benchmark and in
other cases a single lab may address more than one benchmark. In most cases, the
activities were designed as simple as possible without the use of advanced
technological equipment to make it possible for all teachers to use these activities. All
activities can be modified, if necessary, to fit the needs of an individual class and/or
student ability.
This document is intended to be used by science leaders, coaches and teachers in MDCPS so that all science teachers can work together, plan together, and rotate lab
materials among classrooms. Through this practice, all students and teachers will have
the same opportunities to participate in these experiences and promote discourse
among learners, forming the building blocks of authentic learning communities.
Acknowledgement:
M-DCPS Curriculum and Instruction (Science) would like to acknowledge the efforts of
the curriculum support specialists who worked arduously and diligently on the
preparation of this document.
Dr. Millard Lightburn, District Instructional Supervisor - Elementary
Mary Tweedy, Curriculum Support Specialist – Elementary
Keisha Kidd, Curriculum Support Specialist, Elementary
2
Next Generation Sunshine State Standards
& Common Core Connections
Annual Assessed Benchmarks addressed in Essential Laboratory
Lab # 9 Feel the Beat: Pulse Rate
Benchmarks Addressed:
SC.5.L.14.1: Identify the organs in the human body and describe their functions,
including the skin, brain, heart, lungs, stomach, liver, intestines, pancreas, muscles and
skeleton, reproductive organs, kidneys, bladder, and sensory organs.
SC.5.N.1.1: Define a problem, use appropriate reference materials to support scientific
understanding, plan and carry out scientific investigations of various types such as:
systematic observations, experiments requiring the identification of variables, collecting
and organizing data, interpreting data in charts, tables, and graphics, analyze
information, make predictions, and defend conclusions.
SC.5.N.2.1. Recognize and explain that science is grounded in empirical observations
that are testable; explanation must always be linked with evidence.
Common Core Connections:
LACC.5.W.3.9. Draw evidence from literary or informational texts to support analysis,
reflection, and research.
MACC.5.MD.2.2. Represent and interpret data.
MACC.K12.MP.2: Reason abstractly and quantitatively.
Lab # 10 Plant Roles: Gravity-Defying Plants
Benchmarks Addressed:
SC.3.L.14.1 Describe structures in plants and their roles in food production, support,
water and nutrient transport, and reproduction.
Also assesses:
SC.3.L.14.2 Investigate and describe how plants respond to stimuli (heat, light gravity),
such as the way plant stems grow toward light and their roots grow downward in
response to gravity.
SC4.L.16.1 Identify processes of sexual reproduction in flowering plants, including
pollination, fertilization (seed production), seed dispersal, and germination.
Common Core Connections:
LACC.5.SL.1.1. Engage effectively in a range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building
on others’ ideas and expressing their own clearly.
MACC.5.MD.2.2. Represent and interpret data.
Lab # 11 (Part A) Animal Adaptation: Bird Beak
Benchmarks Addressed:
SC.5.L.17.1 Compare and contrast adaptations displayed by animals and plants that
enable them to survive in different environments such as life cycles variations, animal
behaviors and physical characteristics.
SC.5.L.15.1 Describe how, when the environment changes, differences between
individuals allow some plants and animals to survive and reproduce while others die or
move to new locations.
3
SC.4.L.16.2 Explain that although characteristics of plants and animals are inherited,
some characteristics can be affected by the environment.
SC.4.L.16.3 Recognize that animal behaviors may be shaped by heredity and learning.
SC.4.L.17.1 Compare the seasonal changes in Florida plants and animals to those in
other regions of the country.
SC.4.L.17.4 Recognize ways plants and animals, including humans, can impact the
environment.
SC.5.N.2.2 Recognize and explain that when scientific investigations are carried out,
the evidence produced by those investigations should be replicable by others.
SC.4.N.1.3 Explain that science does not always follow a rigidly defined method (“the
scientific method”) but that science does involve the use of observations and empirical
evidence.
Common Core Connections:
LACC.5.SL.1.1. Engage effectively in a range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building
on others’ ideas and expressing their own clearly.
MACC.K12.MP.6: Attend to precision.
MACC.5.MD.2.2. Represent and interpret data.
MACC.K.MD.2.3 Classify objects into given categories; count the numbers of objects in
each category and sort the categories by count. Note: Limit category counts to be less
than or equal to 10.
Lab # 11 (Part B) Adaptation!: Plant Survivors
Benchmarks Addressed:
SC.5.L.17.1 Compare and contrast adaptations displayed by animals and plants that
enable them to survive in different environments such as life cycles variations, animal
behaviors and physical characteristics.
SC.5.L.15.1 Describe how, when the environment changes, differences between
individuals allow some plants and animals to survive and reproduce while others die or
move to new locations.
SC.4.L.16.2 Explain that although characteristics of plants and animals are inherited,
some characteristics can be affected by the environment.
SC.4.L.17.1 Compare the seasonal changes in Florida plants and animals to those in
other regions of the country.
SC.4.L.17.4 Recognize ways plants and animals, including humans, can impact the
environment.
SC.5.N.2.2 Recognize and explain that when scientific investigations are carried out,
the evidence produced by those investigations should be replicable by others.
SC.4.N.1.3 Explain that science does not always follow a rigidly defined method (“the
scientific method”) but that science does involve the use of observations and empirical
evidence.
Common Core Connections:
LACC.5.SL.1.1. Engage effectively in a range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building
on others’ ideas and expressing their own clearly.
MACC.K12.MP.6: Attend to precision.
4
MACC.5.MD.2.2. Represent and interpret data.
MACC.K.MD.2.3 Classify objects into given categories; count the numbers of objects in
each category and sort the categories by count. Note: Limit category counts to be less
than or equal to 10.
Lab # 12 Physical Properties of Minerals
Benchmarks Addressed:
SC.4.E.6.2 Identify the physical properties of common earth-forming minerals, including
hardness, color, luster, cleavage, and streak color, and recognize the role of minerals in
the formation of rocks.
SC.4.N.1.1 Raise questions about the natural world, use appropriate reference
materials that support understanding to obtain information (identifying the source),
conduct both individual and team investigations through free exploration and systematic
investigations, and generate appropriate explanations based on those explorations.
SC.4.N.1.2 Compare the observations made by different groups using multiple tools and
seek reasons to explain the differences across groups.
SC.4.N.1.6 Keep records that describe observations made, carefully distinguishing
actual observations from ideas and inferences about the observations.
Common Core Connection:
LACC.5.SL.1.1. Engage effectively in a range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building
on others’ ideas and expressing their own clearly.
Lab # 13 Weathering and Erosion
Benchmarks Addressed:
SC.4.E.6.4 Describe the basic differences between physical weathering (breaking down
of rock by wind, water, ice, temperature change, and plants) and erosion (movement of
rock by gravity, wind, water, and ice).
SC.4.N.1.1 Rise questions about the natural world, use appropriate reference materials
that support understanding to obtain information (identifying the source), conduct both
individual and team investigations through free exploration and systematic
investigations, and generate appropriate explanations based on those explorations.
SC.4.N.1.2 Compare the observations made by different groups using multiple tools and
seek reasons to explain the differences across groups.
SC.4.N.1.5 Compare the methods and results of investigations done by other
classmates.
SC.4.N.1.6 Keep records that describe observations made, carefully distinguishing
actual observations from ideas and inferences about the observations.
SC.4.N.1.7 Recognize and explain that scientists base their explanations on evidence.
Common Core Connections:
LACC.5.SL.1.1. Engage effectively in a range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building
on others’ ideas and expressing their own clearly.
MACC.5.MD.2.2. Represent and interpret data.
MACC.K12.MP.2: Reason abstractly and quantitatively.
5
LAB ROLES AND THEIR DESCRIPTIONS
Cooperative learning activities are made up of four parts: group accountability,
positive interdependence, individual responsibility, and face-to-face interaction. The
key to making cooperative learning activities work successfully in the classroom is to
have clearly defined tasks for all members of the group. An individual science
experiment can be transformed into a cooperative learning activity by using these
lab roles.
When assigning lab groups, various factors need to be taken in consideration;
 Always assign the group members, preferably trying to combine in each
group a variety of skills.
 Evaluate the groups constantly and observe if they are on task and if the
members of the group support each other in a positive way. Once you realize
that a group is not performing up to expectations, re-assign the members to
another group.
Project Director (PD)
The project director is responsible for
the group.
Materials Manager (MM)
The materials manager is responsible
for obtaining all necessary materials
and/or equipment for the group.
Roles and responsibilities:
 The only person allowed to be
out of their seat to pick up
needed materials
 Organizes materials and/or
equipment in the work space
 Facilitates the use of materials
during the investigation
 Assists with conducting lab
procedures
 Returns all materials at the end
of the lab to the designated area
Roles and responsibilities:
 Reads directions to the group
 Keeps group on task
 Is the only group member
allowed to talk to the teacher
 Shares summary of group work
and results with the class
Technical Manager (TM)
The technical manager is in charge of
recording all data.
Safety Director (SD)
The safety director is responsible for
enforcing all safety rules and
conducting the lab.
Roles and responsibilities:
 Assists the PD with keeping the
group on-task
 Conducts lab procedures
 Reports any accident to the
teacher
 Keeps track of time
 Assists the MM as needed.
Roles and responsibilities:
 Records data in tables and/or
graphs
 Completes conclusions and
final summaries
 Assists with conducting the lab
procedures
 Assists with the clean up
6
LABORATORY SAFETY RULES
Know the primary and secondary exit routes from the classroom.
Know the location of and how to use the safety equipment in the classroom.
Work at your assigned seat unless obtaining equipment and chemicals.
Do not handle equipment or chemicals without the teacher’s permission.
Follow laboratory procedures as explained and do not perform unauthorized
experiments.
Work as quietly as possible and cooperate with your lab partner.
Wear appropriate clothing, proper footwear, and eye protection.
Report all accidents and possible hazards to the teachers.
Remove all unnecessary materials from the work area and completely clean up
the work area after the experiment.
Always make safety your first consideration in the laboratory.
Safety Contract:
I will:
Follow all instructions given by the teacher.
Protect eyes, face and hands, and body while conducting class activities.
Carry out good housekeeping practices.
Know where to get help fast.
Know the location of the first aid and fire fighting equipment.
Conduct myself in a responsible manner at all times in a laboratory situation.
I, _______________________, have read and agree to abide by the safety regulations
as set forth above and also any additional printed instructions provided by the teacher.
I further agree to follow all other written and verbal instructions given in class.
Student’s Signature: ____________________________
Date: ___________
Parent’s Signature: ____________________________
Date: ___________
7
LAB # 9: FEEL THE BEAT (PULSE RATE)
Grade 5 Essential Lab (Teacher’s Version)
BENCHMARK:
SC.5.L.14.1: Identify the organs in the human body and describe their functions,
including the skin, brain, heart, lungs, stomach, liver, intestines, pancreas, muscles and
skeleton, reproductive organs, kidneys, bladder, and sensory organs.
SC.5.N.1.1: Define a problem, use appropriate reference materials to support scientific
understanding, plan and carry out scientific investigations of various types such as:
systematic observations, experiments requiring the identification of variables, collecting
and organizing data, interpreting data in charts, tables, and graphics, analyze
information, make predictions, and defend conclusions.
SC.5.N.2.1. Recognize and explain that science is grounded in empirical observations
that are testable; explanation must always be linked with evidence.
Common Core Connections:
LACC.5.W.3.9. Draw evidence from literary or informational texts to support analysis,
reflection, and research.
MACC.5.MD.2.2. Represent and interpret data.
MACC.K12.MP.2: Reason abstractly and quantitatively.
OBJECTIVE:

Students will draw evidence from informational texts to support investigating,
analysis, reflection, and research.

Students will identify the heart as an organ in the human body and describe its
function.

Students will investigate the relationship between physical activities and heart beat
as measured by pulse rate through an experiment.


Students will collect, represent and interpret data.
Students will draw conclusions and communicate findings.
8
BACKGROUND INFORMATION
Pulse Measurement
Your pulse is the rate at which your heart beats. Your pulse is usually called your heart
rate, which is the number of times your heart beats each minute (bpm). Changes in
your heart rate or rhythm, a weak pulse, or a hard blood vessel may be caused by heart
disease or another problem. Some medicines such as decongestants, stimulants such
as caffeine, fever, stress, and levels of activities can change your heart rate.
As your heart pumps blood through your body, you can feel a pulsing in some of the
blood vessels close to the skin's surface, such as in your wrist, neck, or upper arm.
Counting your pulse rate is a simple way to find out how fast your heart is beating. Your
doctor will usually check your pulse during a physical examination or in an emergency,
but you can easily learn to check your own pulse .
You can check your pulse the first thing in the morning, just after you wake up but
before you get out of bed. This is called a resting pulse. Some people like to check
their pulse before and after they exercise. You check your pulse rate by counting the
beats in a set period of time (at least 15 to 20 seconds) and multiplying that number to
get the number of beats per minute. Your pulse changes from minute to minute.
Resting heart rate
Age or fitness level
Beats per minute (bpm)
Babies to age 1:
100-160
Children ages 1 to 10:
70-120
Children ages 11 to 17:
60-100
Adults:
60-100
Well-conditioned athletes:
40-60
SOURCE: http://www.webmd.com/heart-disease/pulse-measurement
Teacher Notes:
You will need to duplicate the whole class data chart in the Explore Activity ahead of
time so the all students can post their pulse rate results and so that each student can
see and copy everyone’s data for the three activities. The whole class data chart can be
done on the white board, on a large chart or electronically and shown through a LCD
projector.
9
ENGAGE:
Have students sing this song:
Heart and Blood
(Sung to “The Ants Go Marching One by One”)
The heart is pumping blood for us,
Hurrah, hurrah!
The heart’s a muscle, fabulous,
Hurrah, hurrah!
The heart is pumping blood for us,
It pumps all day without a fuss,
And the blood goes round
Because of our pumping heart!
The blood supplies us oxygen,
Hurrah, hurrah!
It’s what our body needs to run,
Hurrah, hurrah!
The blood supplies us oxygen,]
And that’s a need for everyone,
And the blood goes round
Because of our pumping heart!
Next ask students what body part is responsible for pumping their blood throughout their
body? (The heart pumps blood around the body. The blood supplies oxygen that our
body needs.) Tell students when your heart beats, it pumps blood into vessels. The
flexing of these blood vessels caused by your beating heart is your pulse.
10
EXPLORE:
Part 1
Say so now let’s try to find our pulse and feel the beat!
Students can do the Grade 5 Scott Foresman Directed Inquiry from page 60 to explore
their pulse.
How can you observe your pulse?
Materials:
short straw
cube of clay
What to Do:
1) Insert one end of the straw into a ball of clay.
2) Flatten the bottom of the clay.
3) Rest your hand on a flat surface with the palm side up.
4) Place the bottom of the clay on the thumb side of your wrist. Move the
clay around until you observe the straw start to move.
5) Write your observations in your journal.
EXPLAIN:
Students can read the background information and then answer the following questions:
Has your doctor ever tested your pulse rate?
Why do doctors check the pulse rate of their patients?
Is your pulse rate always the same?
What factors might change your pulse rate?
11
EXPLORE:
Part 2
Say let’s look at two different ways to check our pulse. You can either check your pulse
rate on the wrist or on your neck. Guide students in trying both ways.
A. Checking your pulse on the wrist
You can easily check your pulse on the inside of your wrist, below your thumb.
Gently place 2 fingers of your other hand on this artery.
Do not use your thumb, because it has its own pulse that you may feel.
Count the number of beats for 30 seconds, and then double the result to get the
number of beats per minute.
B. Checking your pulse in the carotid artery
You can also check your pulse in the carotid artery. This is located in your neck,
on either side of your windpipe. Caution: be careful when checking your pulse in
this location, especially for people older than 65, because, if you press too hard,
you may become lightheaded and fall.
Say in today’s lab we will explore the effect of exercise on pulse rate.
12
PROBLEM STATEMENT:
Does physical activity affect your pulse rate?
HYPOTHESIS:
Develop a hypothesis to test the relationship between physical activity and pulse rate.
Ex If I ________________my physical activity, then my pulse rate would ___________.
VARIABLES:
Test (Independent/ Manipulated) Variable (What do I change?)
Outcome (Dependent/ Responding) Variable (What data do I collect?)
Constant Variables (What do I keep the same in the experiment?)
MATERIALS: Calculators and Stopwatches (online: http://www.online-stopwatch.com/)
PROCEDURES:
1. Measure your pulse rate, by pressing both your index and middle finger on your
wrist or neck to locate your pulse (see pictures on previous page).
Take your pulse rate at rest. Measure your heart beat or pulse rate by counting
the number of beats in 30 seconds, and then multiply by 2 to get your pulse rate
per minute (bpm=beats per minute). Record under Data: Individual Student
2. Walk for 1 minute and then measure your heart beat or pulse rate by counting
the number of beats in 30 seconds and then multiply by 2.
Record under Data: Individual Student.
3. Jump up and down for 1 minute and then measure our heart beat or pulse rate
by counting the number of beats in 30 seconds and then multiply by 2. Record
under Data: Individual Student
4. Record the data for your three pulse rates on the whole Class Data Chart posted
in the classroom.
13
5. Record the pulse rate data for you and all your classmates on Whole Class
Table 1 Chart in your lab report.
6. Calculate average for each type of activity. To calculate average pulse rate per
activity, add all measurements of pulse rate and divide by the total number of
students and record on chart.
7. Analyze the data.
8. Construct a bar graph of the average results. Graph should have a title and the x
and y axis should be labeled (see sample on pg. 16).
14
Data: Individual Student
Pulse Rate: At Rest________(*bpm) After Walking_________ (bpm)
After Jumping__________(bpm)
*bpm = beats per minute
Data: Whole Class
At Rest
(bpm)
Student Name (First and Last)
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
CLASS AVERAGE
15
After Walking
(bpm)
After
Jumping
(bpm)
__________________
Number of Pulse Beats (y-axis)
(Title) Ms. Smith’s 5th Grade Class – Pulse Rate (Sample)
200
195
190
185
180
175
170
165
160
155
150
145
140
135
130
125
120
115
110
105
100
95
90
85
80
75
70
65
60
55
50
45
40
35
30
25
20
15
10
5
0
Sample Data:
At Rest
65
Walking
85
Physical Activity (x-axis)
16
Jumping
110
EXPLAIN / EVALUATE:
1. When you measured your pulse rate, what body organ were you analyzing?
2. What did you notice when comparing your pulse rate from resting, to walking to
jumping?
3. How did your pulse rate for each activity compare to the class average?
4. List 3 factors that may make your heart beat faster (Hint: Read background information)
5. How do you predict the pulse rate of most fifth graders would be on the day of the
FCAT? Why?
CONCLUSION:
1. What was investigated? (State the purpose of the experiment by describing the
problem statement.)
2. Was your hypothesis supported by the data? (Write a statement as to whether the
data supports or does not support the hypothesis including a restatement of the
hypothesis.)
3. What were the major findings? (Describe the data collected that provides the
evidence as to why the hypothesis was supported or not supported.)
4. What possible explanations can you offer for your findings? (Think about everything
that may have affected your results.)
5. What are new questions that can be investigated?
EXTEND:
Do you think an adult will have a higher or lower pulse rate than you?
1. Take the resting pulse rates of two adults. They can be family members or friends or
school personnel for 15 seconds. Multiply that by four. Record rates on the chart
below.
Pulse Rate for 15 Seconds Pulse Rate for one Minute
You
Adult One
Adult Two
2. Are their heart rates higher or lower than yours?
3. Why do you think that is so?
17
LAB # 9: FEEL THE BEAT (PULSE RATE)
Grade 5 Essential Lab (Student’s Version)
Introduction
Heart and Blood
(Sung to “The Ants Go Marching One by One”)
The heart is pumping blood for us,
Hurrah, hurrah!
The heart’s a muscle, fabulous,
Hurrah, hurrah!
The heart is pumping blood for us,
It pumps all day without a fuss,
And the blood goes round
Because of our pumping heart!
The blood supplies us oxygen,
Hurrah, hurrah!
It’s what our body needs to run,
Hurrah, hurrah!
The blood supplies us oxygen,]
And that’s a need for everyone,
And the blood goes round
Because of our pumping heart!
18
How can you observe your pulse? (Grade 5 Scott Foresman Directed Inquiry p. 60)
Materials:
short straw
cube of clay
What to Do:
1)
2)
3)
4)
Insert one end of the straw into a ball of clay.
Flatten the bottom of the clay.
Rest your hand on a flat surface with the palm side up.
Place the bottom of the clay on the thumb side of your wrist. Move the
clay around until you observe the straw start to move.
5) Write your observations in your journal.
Background Information: Pulse Measurement
Your pulse is the rate at which your heart beats. Your pulse is usually called your heart
rate, which is the number of times your heart beats each minute (bpm). Changes in
your heart rate or rhythm, a weak pulse, or a hard blood vessel may be caused by heart
disease or another problem. Some medicines such as decongestants, stimulants such
as caffeine, fever, stress, and levels of activities can change your heart rate.
As your heart pumps blood through your body, you can feel a pulsing in some of the
blood vessels close to the skin's surface, such as in your wrist, neck, or upper arm.
Counting your pulse rate is a simple way to find out how fast your heart is beating. Your
doctor will usually check your pulse during a physical examination or in an emergency,
but you can easily learn to check your own pulse .
You can check your pulse the first thing in the morning, just after you wake up but
before you get out of bed. This is called a resting pulse. Some people like to check
their pulse before and after they exercise. You check your pulse rate by counting the
beats in a set period of time (at least 15 to 20 seconds) and multiplying that number to
get the number of beats per minute. Your pulse changes from minute to minute.
Resting heart rate
Age or fitness level
Beats per minute (bpm)
Babies to age 1:
100-160
Children ages 1 to 10:
70-120
Children ages 11 to 17:
60-100
Adults:
60-100
Well-conditioned athletes:
40-60
19
SOURCE: http://www.webmd.com/heart-disease/pulse-measurement
Use the Pulse Measurement article to answer the following questions in your journal:
1. Why do doctors check the pulse rate of their patients?
2. Is your pulse rate always the same?
3. What factors might change your pulse rate?
4. Does a resting pulse rate change with age? Explain
Taking a Pulse (Heart Rate)
You can either check your pulse rate on the wrist or on your neck.
C. Checking your pulse on the wrist
You can easily check your pulse on the inside of your wrist, below your thumb.
Gently place 2 fingers of your other hand on this artery.
Do not use your thumb, because it has its own pulse that you may feel.
Count the number of beats for 30 seconds, and then double the result to get the
number of beats per minute.
D. Checking your pulse in the carotid artery
You can also check your pulse in the carotid artery. This is located in your neck,
on either side of your windpipe. Caution: Be careful when checking your pulse in
this location, especially for people older than 65, because, if you press too hard,
you may become lightheaded and fall.
20
Name _______________________________Section ______Date______
PROBLEM STATEMENT:
Does physical activity affect your pulse rate?
HYPOTHESIS:
Develop a hypothesis to test the relationship between physical activity and pulse rate.
Ex If I ________________my physical activity, then my pulse rate will _____________.
VARIABLES:
Test (Independent/ Manipulated) Variable (What do I change?)
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Outcome (Dependent/ Responding) Variable (What data do I collect?)
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Constant Variables (What do I keep the same in the experiment?)
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
MATERIALS: Calculators and Stopwatches (http://www.online-stopwatch.com/)
21
PROCEDURES:
9. Measure your pulse rate, by pressing both your index and middle finger on your
wrist or neck to locate your pulse (See Taking a Pulse section page 20).
Take your pulse rate at rest. Measure your heart beat or pulse rate by counting
the number of beats in 30 seconds, and then multiply by 2 to get your pulse rate
per minute (bpm=beats per minute). Record under Data: Individual Student
10. Walk for 1 minute and then measure your heart beat or pulse rate by counting
the number of beats in 30 seconds and then multiply by 2.
Record under Data: Individual Student.
11. Jump up and down for 1 minute and then measure your heart beat or pulse rate
by counting the number of beats in 30 seconds and then multiply by 2. Record
under Data: Individual Student.
12. Record the data for your three pulse rates on the whole Class Data Chart posted
in the classroom.
13. Record the pulse rate data for you and all your classmates on Whole Class
Table 1 Chart in your lab report.
14. Calculate average for each type of activity. To calculate average pulse rate per
activity, add all measurements of pulse rate and divide by the total number of
students and record on chart.
15. Analyze the data.
16. Complete a bar graph of the class average results. Graph should have a title and
the x and y axis should be labeled. The scale should be completed
(recommended by fives).
22
Data: Individual Student
Pulse rate: At Rest____ (bpm) * After Walking____ (bpm)
After Jumping____ (bpm)
*bpm = beats per minute
Data: Whole Class
Student Name (First and Last)
At Rest
After Walking
(bpm)*
(bpm)*
After
Jumping
(bpm)*
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
CLASS AVERAGE
*bpm = beats per minute
23
_________________________________________________________
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
At Rest
Walking
_________________________________________
24
Jumping
EXPLAIN:
1. When you measured your pulse rate, what body organ were you analyzing?
____________________________________________________________
____________________________________________________________
2. What did you notice when comparing your pulse rate from resting, to walking to
jumping?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. How did your pulse rate for each activity compare to the class average?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
4. List 3 factors that may make your heart beat faster. (Hint: Read background
Information)
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
5. How do you predict the pulse rate of most fifth graders would be on the day of the
FCAT? Why?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
25
CONCLUSION:
4. What was investigated? (State the purpose of the experiment by describing the
problem statement.)
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
5. Was your hypothesis supported by the data? (Write a statement as to whether the
data supports or does not support the hypothesis including a restatement of the
hypothesis.)
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
6. What were the major findings? (Describe the data collected that provides the
evidence as to why the hypothesis was supported or not supported.)
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
7. What possible explanations can you offer for your findings? (Think about everything
that may have affected your results.)
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
8. What are new questions that can be investigated?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
26
EXTEND:
Do you think an adult will have a higher or lower pulse rate than you?
1. Take the resting pulse rates of two adults. They can be family members or
friends or school personnel for 15 seconds. Multiply that by four. Record rates
on the chart below.
Pulse Rate for 15 Seconds Pulse Rate for one Minute
You
Adult One
Adult Two
2. Are their heart rates higher or lower than yours?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. Why do you think that is so?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
27
LAB # 10: PLANT ROLES (GRAVITY-DEFYING PLANTS)
Grade 5 Essential Lab (Teacher’s Version)
(Adapted from Children and Science – April 2004)
Benchmarks:
SC.3.L.14.1 Describe structures in plants and their roles in food production, support,
water and nutrient transport, and reproduction.
Also assesses:
SC.3.L.14.2 Investigate and describe how plants respond to stimuli (heat, light gravity),
such as the way plant stems grow toward light and their roots grow downward in
response to gravity.
SC4.L.16.1 Identify processes of sexual reproduction in flowering plants, including
pollination, fertilization (seed production), seed dispersal, and germination.
Common Core Connections:
LACC.5.SL.1.1. Engage effectively in a range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building
on others’ ideas and expressing their own clearly.
MACC.5.MD.2.2. Represent and interpret data.
Objective/Purpose:
Students will engage effectively in a range of collaborative discussions during their
investigation of water movement through plants.
Background Information:
Water is very important to plants. Plants need water to produce food and grow. Plants
make their own food through a complex, sunlight-powered process called
photosynthesis. Simply put, in photosynthesis, the plant’s roots absorb water from the
soil and it travels to the plant’s leaves. The leaves take in carbon dioxide from the air.
The chloroplasts use the sun’s energy captured by the chlorophyll in the leaves to
combine the water and carbon dioxide to make the plant’s food.
Water helps transport nutrients throughout all parts of the plant. Water also helps
support the plant by filling up the cells that make up the plant so it can stand up straight.
Teacher Notes:
The teacher should present the engagement question for discussion. Each student
should respond to the essential question. In the closure activity, the teacher should
review the correct answer to the essential question.
28
ENGAGE:
Ask the students the following question: Have you ever wondered how water performs
its gravity-defying act of moving upward from the roots to the leaves of a plant?
Can you explain how that is possible? We will conduct an experiment to find an answer
to this. Have students consider the essential question below and then, write a response
in their science journal.
Essential Question:
How does water get all the way up to the top of a tall tree?
EXPLORE:
Materials:
1 clear plastic cup
Red or blue food coloring
1 spoon
1 stalk of celery with lots of leaves at the top
1 centimeter ruler
water in a container
1 plastic knife – CAUTION - Teacher will cut the celery stalk with the knife.
Safety Reminder: Use safety precautions
Procedures:
Day 1:
1. Students will work in groups of 4-5.
2. Review Safety Symbols and Precautions.
3. Fill the cup about three-quarters of the way to the top with water.
4. Add drops of food coloring until the color of the water is dark (at least five
drops). Stir with spoon until the color is evenly distributed throughout.
5. Cut about 2.5 cm off the bottom of the stalk of celery with the knife and
place the celery in the cup with the leaves sticking up.
6. Illustrate and describe Day1 observations in data chart.
7. Check the stalk several times throughout the day. Observe how the leaves
are changing and record observations. Let the stalk sit overnight.
Day 2:
1. Illustrate and describe changes observed on Day 2 in data chart.
2. Remove the celery stalk from the cup and cut another centimeter off the
bottom of the stalk.
3. Look for small circles at the bottom of the stalk that are the color of the
food coloring you used. (These circles are xylem, the tubes that carry
water up the plant.)
4. Continue cutting the celery stalk at one cm intervals. Try to follow the path
of the colored water all the way up the stalk of the celery to the leaves.
29
Data (Log and Observations):
Data Chart:
Day 1 – Illustrate
Day 2 - Illustrate
Describe observations:
Describe observations:
EXPLAIN:
What happened to your celery stalk overnight?
What difference did you observe between Day 1 and Day 2?
How do you know that the water reached to the top of the plant (celery stalk)?
Results and Conclusions:
1. What was investigated?
2. Was your hypothesis supported by the data?
3. What are two constants in this experiment (things kept the same)?
4. Look at the Data Chart. What information can you learn from the data you
gathered?
5. What is the most interesting discovery you made?
6. List three questions that you can answer using the data chart (make believe
you are the teacher).
30
A Long Road to Travel
Water is absorbed from the soil into the roots of a plant. However, to reach the leaves
where photosynthesis takes place, water must move upward to the top of the plant.
Water travels through long, thin tubes running up from the roots through the stems and
leaves called xylem.
Water Attracts
Water moves up the xylem through a process called capillary action. Capillary action
allows water to be pulled through the thin tubes because the molecules of the water are
attracted to the molecules that make up the tube. The water molecules at the top are
pulled up the tube and the water molecules below them are pulled along because of
their attraction to the water molecules above them.
A sponge also absorbs water through capillary action. The sponge is filled with thin
spaces that act like thin tubes.
Water Transpires
When plants have more water in their leaves than they need, they get rid of this extra
water through a process called transpiration. During transpiration, water evaporates
from holes in the surfaces of leaves into the air. As water molecules evaporate from
plant leaves, they attract the water molecules still in the plant, helping to pull water up
through the stems from the roots. The combination of transpiration and capillary action
delivers the water from the bottom to the top of a plant. Use the directions on the next
page to observe water on the move in a plant.
EVALUATE:
Create a class data table, compare and contrast all the data collected from different
groups and determine the average results of each condition for the class. Discuss why
some data are the same and why some data are different. Analyze whole class data
and share each group’s observations. (Variables)
EXTEND:
You can follow the same directions from the celery experiment to make a red, white,
and blue bouquet of flowers. Use three white carnations instead of celery. Place one
white carnation in a red solution and another in a blue solution in separate cups. Leave
the third one in plain water. After the flowers have sat overnight, combine all three
flowers in a water-filled vase for a red, white, and blue bouquet.
GIZMOS:

SC.3.L.14.2 – Growing Plants
http://www.explorelearning.com/index.cfm?method=cResource.dspDetail&ResourceID=615

SC.4.L.16.1 – Flower Pollination
http://www.explorelearning.com/index.cfm?method=cResource.dspDetail&ResourceID=635
31
LAB # 10: PLANT ROLES (GRAVITY-DEFYING PLANTS)
Grade 5 Essential Lab (Student’s Version)
(Adapted from Children and Science – April 2004)
Name: _______________________________ Date __________________
Background Information:
Water is very important to plants. Plants need water to produce food and grow. Plants
make their own food through a complex, sunlight-powered process called
photosynthesis. Simply put, in photosynthesis, water absorbed by a plant’s roots and
carbon dioxide taken from the air by a plant’s leaves combine to make the plant’s food.
Water helps transport nutrients throughout all parts of the plant. Water also helps
support the plant by filling up the cells that make up the plant so it can stand up straight.
Essential Question:
How does water get all the way up to the top of a tall tree?
Prediction:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Materials:
1 clear plastic cup
Red or blue food coloring
1 spoon
1 stalk of celery with lots of leaves at the top
1 centimeter ruler
water in a container
1 plastic knife – CAUTION - Teacher will cut the celery stalk with the knife.
Safety Reminder: Use safety precautions
Procedures:
Day 1:
8. Work in groups of 4 to 5 students.
1. Review Safety Symbols and Precautions.
2. Fill the cup about three-quarters of the way to the top with water.
3. Add drops of food coloring until the color of the water is dark (at least five
drops). Stir with spoon until the color is evenly distributed throughout.
4. Cut about 2.5 cm off the bottom of the stalk of celery with the plastic knife and
place the celery in the cup with the leaves sticking up.
5. Illustrate and describe Day 1 observations in data chart.
6. Check the stalk several times throughout the day. Observe how the leaves
are changing. Record observations. Let the stalk sit overnight.
32
Day 2:
7. Illustrate and describe changes observed on Day 2 in data chart.
8. Remove the celery stalk from the cup and cut another centimeter off the
bottom.
9. Look for small circles at the bottom of the stalk that are the color of the food
coloring you used. (These circles are xylem, the tubes that carry water up the
plant.)
10. Continue cutting the celery stalk at two cm intervals. Try to follow the path of
the colored water all the way up the stalk of the celery to the leaves.
11. Compare and contrast your group’s data with all the classroom groups.
Data (Log and Observations):
Data Chart:
Day 1 – Illustrate
Day 2 - Illustrate
Describe observations:
Describe observations:
What happened to your celery stalk overnight?
______________________________________________________________________
______________________________________________________________________
What difference did you observe between Day 1 and Day 2?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
33
Results and Conclusions:
7. What was investigated?
________________________________________________________________
________________________________________________________________
________________________________________________________________
8. Was your prediction supported by the data?
________________________________________________________________
________________________________________________________________
9. What are two constants in this experiment (things kept the same)?
________________________________________________________________
________________________________________________________________
10. Look at the data chart. What information can you learn from the data you
gathered?
________________________________________________________________
________________________________________________________________
________________________________________________________________
11. What is the most interesting discovery you made from the data chart?
________________________________________________________________
________________________________________________________________
________________________________________________________________
12. List three questions that you can answer using the data chart (make believe
you are the teacher).
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Extension (Home Activity):
You can follow the same directions from the celery experiment to make a red, white,
and blue bouquet of flowers. Use three white carnations instead of celery. Place one
white carnation in a red solution and another in a blue solution in separate cups. Leave
the third one in plain water. After the flowers have sat overnight, combine all three
flowers in a water-filled vase for a red, white, and blue bouquet.
GIZMOS: http://www.explorelearning.com


Growing Plants
Flower Pollination
34
Essential Lab #11 - Animal and Plant Adaptations
Grade 5 Essential Lab (Teacher’s Version)
Benchmarks:
SC.5.L.17.1 Compare and contrast adaptations displayed by animals and plants that
enable them to survive in different environments such as life cycles variations, animal
behaviors and physical characteristics.
SC.5.L.15.1 Describe how, when the environment changes, differences between
individuals allow some plants and animals to survive and reproduce while others die or
move to new locations.
SC.4.L.16.2 Explain that although characteristics of plants and animals are inherited,
some characteristics can be affected by the environment.
SC.4.L.16.3 Recognize that animal behaviors may be shaped by heredity and learning.
SC.4.L.17.1 Compare the seasonal changes in Florida plants and animals to those in
other regions of the country.
SC.4.L.17.4 Recognize ways plants and animals, including humans, can impact the
environment.
SC.5.N.2.2 Recognize and explain that when scientific investigations are carried out,
the evidence produced by those investigations should be replicable by others.
SC.4.N.1.3 Explain that science does not always follow a rigidly defined method (“the
scientific method”) but that science does involve the use of observations and empirical
evidence.
Common Core Connections:
LACC.5.SL.1.1. Engage effectively in a range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building
on others’ ideas and expressing their own clearly.
MACC.K12.MP.6: Attend to precision.
MACC.5.MD.2.2. Represent and interpret data.
MACC.K.MD.2.3 Classify objects into given categories; count the numbers of objects in
each category and sort the categories by count. Note: Limit category counts to be less
than or equal to 10.
35
Grade 5 Essential Lab #11 - Part A
Bird Beak (Animal Adaptation)
Objective/Purpose:
 Students will explain, compare, and/or contrast how adaptations displayed by
animals enable them to survive in different environments.
Background Information:
Humans use their hands and forelimbs to perform survival tasks. Birds have a
unique multi-functional survival tool known as beaks. A beak is a lightweight, bony
elongation of the skull. The beak is covered with keratin, the same material found in
human hair and fingernails. The tips and edges of the beak are constantly renewed as
they wear away just as human hair and nails are.
Birds use their beaks to complete a variety of tasks such as groom their feathers,
attack rivals, weave nests, defend territories, communicate, and most importantly,
capture or gather food. A wide diversity of bird beaks have evolved over time. Although
many birds have straight beaks that are adapted to general feeding, some birds’ beaks
are example of unique adaptations. Structures that help organisms survive in their
surroundings are called adaptations. The size and shape of the beak vary among birds
and creates a survival advantage which allows each bird to reproduce and pass its
inherited traits on to the next generation. For example, the heron and woodpecker both
have long pointed beaks. However, the heron’s beak is better for catching fish, while a
woodpecker’s beak is better suited to drill holes in trees and catch insects. As a result,
over time, herons have become more numerous in marshlands than woodpeckers.
Consequently, it is difficult to find a woodpecker feeding in a marshland because it does
not have what it takes to survive in the environment.
Below is a list of common birds:
Tree-clinging birds: (birds that cling on trees)
 Woodpeckers: eat grubs and bugs they find in trees
 Nuthatches: eat seeds and insects
 Creepers: creep up trees to eat insects and spiders
Perching-birds: (range from small to quite large)
 Hummingbirds (beaks are long and thin to protect their long tubular tongue, with
which the birds extract nectar from flowers): feed almost exclusively on flower
nectar but can eat bugs as well
 Finches: eat seeds
 Magpies, crows, and jays (larger omnivorous birds): eat meat, insects, fruits,
seeds, and vegetables
Swallows and Pigeons: (spend the majority of time flying feasting on insects)
 Cardinals (short, cone-shaped beak for cracking): eats seeds
 Swallows and whippoorwills (wide gaping beaked mouth to catch insects in mid36

air): eats insects and some also eat berries
Pigeons and doves: eat fruits, seeds, nuts, insects, and human “handouts” since
they are primarily found in urban areas
Birds of Prey:
 Owls (most are nocturnal): eat rodents, crayfish, waterfowl, rabbits, lizards, and
frogs
 Hawks (fly high in the air): hunt small animals such as birds, lizards, snakes, and
insects
 Bald Eagles (primarily fish using strong, hooked beaks for tearing fish): plunges
over water and grabs fish with its talons
Water Birds:
 Duck, geese, and swans (webbed-foot birds): varied diet including vegetation,
fish, insects, seeds, and crustaceans.
 Gulls (web-footed but spends the majority of its time flying): eats almost anything
including garbage, eggs, young birds, crustaceans, insects, and fish.
 Pelicans (have pouched beaks) scoops up fish
Did you ever wonder why there are so many types of bird beaks (scientists call them
bills)? The most important function of a bird bill is feeding, and it is shaped according to
what a bird eats. You can use the type of bill as one of the characteristics to identify
birds. Here are some common bill shapes and the food they are especially adapted to
eat:
SHAPE
TYPE
ADAPTATION
Cracker
Seed eaters like sparrows and
cardinals have short, thick conical
bills for cracking seed.
Shredder
Birds of prey like hawks and owls
have sharp, curved bills for tearing
meat.
Chisel
Woodpeckers have bills that are long
and chisel-like for boring into wood to
eat insects.
Probe
Hummingbird bills are long and
slender for probing flowers for nectar.
Strainer
Some ducks have long, flat bills that
strain small plants and animals from
the water.
37
Spear
Birds like herons and kingfishers
have spear-like bills adapted for
fishing.
Tweezer
Insect eaters like warblers have thin,
pointed bills.
Crows have a multi-purpose bill that
Swiss
allows them to eat fruit, seeds,
Army Knife
insects, fish, and other animals.
Another characteristic that can be used to learn more about birds is feet shapes! The
shape of the feet reflects the habitat that the bird will be found in and the type of food it
might eat. Here are some common feet shapes and the environment they are especially
adapted to live in:
SHAPE
TYPE
ADAPTATION
Grasping
Raptors like Osprey use their large curved claws to snatch fish
from the water.
Scratching
Pheasants and other birds that scratch the soil for food have
nail-like toes.
Swimming
Ducks and other webbed lined swimming birds use their feet
like paddles.
Perching
Robins have a long back toe, which lets them grab a perch
tightly.
Running
Many fast-running birds have three toes rather than four.
Climbing
A woodpecker's hind toes enable it to climb without falling
backward.
38
Teacher Notes
Introduce the activity by asking students to select a tool they would like to use for the
following investigation without disclosing any details about the investigation. Then
engage the students by reading aloud the situation given at the beginning of the
worksheet (below). The scenario is that the students are stranded at Bill Island and
must compete to gather as much food as possible to survive. This background scenario
will create interest in the activity and provide continuity during the investigation.
Divide students into small groups of four to five students. Groups are created by
ensuring that each member of the group has a different beak (tool). Remind students
that although they will use some food items in the lab, they may not eat, drink, or taste
anything. The worksheet will guide students through the investigations. The model
foods have been selected to minimize messiness, but it is suggested that the
investigation be conducted on a lab tray. Ensure that you use the stopwatch with fidelity
to ensure valid results.
What happens to animals when they are moved to a different habitat?
ENGAGE:
Do a "Birdbrain Storm." Ask the students to share with the class what they know about
birds. What makes a bird a bird? What do birds need to survive?
Ask: Have any of you ever had to adapt to a situation? Adaptation basically means
organisms changes in order to better live in their environment. Most of the examples
we've talked about have been examples of behavioral adaptations. Can any of you think
of an example of an animal's structural characteristic that helps that animal to survive?
(Make a list on the board.).
Tell students to pick a tool they would like to use for today’s investigation. Ask the
students to tell you what type of bird might have the same type of beak as the selected
tool? Do not disclose any other information regarding the investigation.
Pose the following scenario:
“Welcome to the very deserted island called Bill Island. Today’s survival challenge is for
you to gather as much food as you can because you don’t know when you will be able
to eat again. The catch is that you are no longer humans and will pretend to be birds
and gather “food” using tools that will simulate bird beaks.”
Essential Question:
How have bird beaks adapted to enable birds to eat the different food sources in their
environment?
39
EXPLORE:
Problem statement:
Which tool will pick up the most food?
Hypothesis:
If I use ____________ (tool) to pick up food, then ___________tool (will/will not) pick
up the most food.
Materials:
Stopwatch (teacher)
Per group:
1 clothespin or tong
1 single chopstick or toothpick
1 plastic spoon
1 pair of scissors
Per student:
Data Collection sheet
1 plastic cup to hold food
Per Station:
Station 1: Gummy worms (about one small box/group), aluminum pan, 2 cups of sand
Station 2: Styrofoam packing pieces (about 20), aluminum pan, 2 cups of sand
Station 3: 1 box of round ¾” stickers, 8 ½ x 11 piece of cardboard
Station 4: 1 tall cylinder vase or container, water
Station 5: Marbles (about 20)
Bird
Snipes and
shorebirds
Adaptation
Use long, thin beaks to
probe shallow water, mud,
and
sand
for
small
invertebrates.
Herons
and Use long, sharp beaks for
Egrets
catching or spearing fish
and amphibians.
Owls, Hawks, Use sharp, curved beaks
and Eagles
for tearing meat/flesh from
animals they eat.
Pelicans
Hummingbirds
Tool (Bird Beak)
Model Food
Clothespins or Gummy worms buried
Tongs
in sand
Single chopstick Styrofoam “fish”
or toothpick
pieces floating in an
aluminum pan of water
Scissors
Round
¾”
stickers
(flesh) adhered to a
piece of cardboard
(carcass)
Use pouch-like beaks to Plastic Spoon
Styrofoam
“fish”
scoop fish
pieces floating in an
aluminum pan of water.
Use long slender beaks to Eye Droppers or Tall cylinder filled with
probe flowers to extract Turkey Basters
water (nectar)
nectar from the flowers.
40
Procedures:
Students should work in groups of 4-5 at a table. Select the tool (bird beak) and model
food you will use during the investigation. Use the chart below to identify and design
each station. Set up a different station for each type of Model Food. Each group will
have a member that represents a different bird beak. This will allow students to observe
each tool (bird beak) with the various “foods” at each station. This will reinforce the
connection between the tools they are using, beaks they represent, and adaptation.
Safety Reminder: Use safety precautions (DO NOT EAT!)
1. Each student will select a tool from those provided to use as a bird beak for
gathering food. At the time to selecting a tool, students are not told what they will
be using the tool for.
2. Students should work in groups of 4-5 at a table. Each group should consist of a
variety of types of “beaks” (tools). Tell students that each member of the group
will pretend to be a bird with a different kind of beak (clothespin/tongs,
toothpick/chopstick, scissors, plastic spoon, eye dropper/baster). Each bird will
attempt to eat four different types of food:
a. Gummy worms buried in sand (Station 1)
b. Styrofoam “fish” pieces floating in an aluminum pan of water (Station 2)
c. Round ¾” stickers (flesh) adhered to a piece of cardboard (carcass)
(Station 3)
d. Tall cylinder filled with water “nectar” (Station 4)
e. Marbles or uncooked macaroni elbows “snails” (Station 5)
3. Each student should be instructed to hold their beak (tool) in one hand and place
the other hand behind his/her back unless otherwise noted below. Students
should use only one hand at all times to operate beaks. Explain how each beak
will be used:
 Clothespin/Tongs – Hold the clothespin at the very end so it can be
opened as wide as possible. Use only one hand to operate the clothespin.
 Toothpick/Single Chopstick – Use the toothpick/chopstick only as a spear
to capture food and not as a scoop. Use one hand to hold the toothpick
and only one finger of the other hand to push food off the toothpick.
 Scissors – Use the scissors like tweezers. Do not use them as a spear or
a scoop. Use only one hand to operate the scissors.
 Spoon – Use only one hand to hold the spoon as a scoop for food.
 Eye Dropper/ Turkey Baster – use only one hand to press and release the
rubber bulb.
Remind students that they should not become discouraged if they cannot pick up
food with the beak. This is an investigation to see which beaks are best suited to
pick up certain food sources.
4. Each student should be given a “stomach” (plastic cup). The plastic cup will be
the stomach. It should be near the food source and standing upright, but it should
not be touched at any other time while eating food.
5. Each station will consist of one type of food in each group’s feeding area (plate).
6. Instruct students that, at your signal, they must compete for as much of that food
41
as they can gather with their “beaks”. Remind them that their survival depends on
their ability to gather food.
7. Give the signal; then allow each group member 10 seconds to “feed”. As food is
gathered, students should place it in their plastic “stomach” cups. When time is
up, students should empty the plastic cups, count the number of “food” in each
cup, and share the data with their group members. After 10 seconds, give the
signal to stop. Have the students collect data.
8. Once every member of the group has taken a turn, repeat step 9 for each type of
food available/station.
9. Have students make a bar graph to compare the amount of food each beak was
able to gather.
10. Have students repeat after each tool is tested (3 trials).
Data (Log and Observations):
Complete chart below with number of food object picked up with “bird beak.”
Gummy
“Worms”
Styrofoam
Pieces “Fish”
Cardboard
and Stickers
“Carcass &
Flesh”
Cylinder with
Water
“Nectar”
Marbles
“Snails”
Spoon Beak
Toothpick or
chopstick
Beak
Clothespin
or tongs
Beak
Scissors
Beak
Eye Dropper
or Turkey
Baster Beak
Data Analysis (calculations): MATH CONNECTION
 Science Journal entry:
 Create a bar graph with data collected (use group data collected)
o Include each type of beak and the number of food items eaten
 Label the x-axis and y-axis.
 Be sure to include a title for the graph. (Remember to make a Key if necessary).
42
EXPLAIN:
Results and Conclusions:
13. What was investigated?
14. Was your hypothesis supported by the data?
15. What are two constants in this experiment (things kept the same)?
16. Look at the graph. What information can you learn from the data you
gathered?
17. What is the most interesting discovery you made from the graph?
18. List three questions that you can answer using the graph (make believe you
are the teacher).
EVALUATE:
Create a class data table, determine the average results of each condition for the class,
and compare and contrast all the data collected from different groups. Discuss why
some data are the same and why some data are different. Analyze whole class data
and share each group’s observations.
EXTEND:
Have groups of students compare the four bar graphs to answer these questions:
1. Which was the best beak for collecting worms? nectar? fish? snails? Flesh and
carcasses?
2. Which was the best beak for collecting a wide variety of foods?
3. Which beaks were unsuitable for certain foods? Why?
Have each group share their answers to the questions below and discuss any
differences that arise. Try to find out what might account for any differences in the data.
1. What might happen to a bird population if its natural environment experienced a
natural disaster where all the flora or fauna were wiped out?
2. What would happen if a farmer used an insecticide that killed off all the insects?
3. What would happen to woodpeckers or other birds that eat small bugs?
43
Your group will follow the instructions for the challenge at each table:
1. Before we begin the experiment, we must make a hypothesis.
2. Using the following table of bird types and how they obtain food, predict what
common utensil would most closely match the bird’s beak type.
Bird Type
Sparrow
Hummingbird
Woodpecker
Owl
Heron
Robin
Swallow
How the bird type obtains food
Cracks open seeds
Sucks nectar from flowers
Picks and pries small insects out of small crevices
Pulls and tears meat off of bones
Scoops up fish from the surface of the water
Digs through the dirt and pulls out worms
Catches flying insects in wide openings
1. Chopsticks - _____ROBIN______________________________
2. Tweezers - __________________________________________
3. An envelope - ________________________________________
4. An eyedropper - ______________________________________
5. Pliers - _____________________________________________
6. A spoon - ___________________________________________
7. Scissors - ___________________________________________
Station 1: Gummy worms (about one small
box/group), aluminum pan, 2 cups of sand
Station 2: Styrofoam packing pieces (about 20),
aluminum pan, 2 cups of sand
Station 3: 1 box of round ¾” stickers, 8 ½ x 11 piece
of cardboard
Station 4: 1 tall cylinder vase or container, water
Station 5: Marbles (about 20)
44
Essential Lab #11 Part A: Bird Beak (Animal Adaptation)
Grade 5 Essential Lab (Student’s Version)
Background Information:
Humans use their hands and forelimbs to perform survival tasks. Birds have a
unique multi-functional survival tool known as beaks. A beak is a lightweight, bony
elongation of the skull. The beak is covered with keratin, the same material found in
human hair and fingernails. The tips and edges of the beak are constantly renewed as
they wear away just as human hair and nails are.
Birds use their beaks to complete a variety of tasks such as groom their feathers,
attack rivals, weave nests, defend territories, communicate, and most importantly,
capture or gather food. A wide diversity of bird beaks have evolved over time. Although
many birds have straight beaks that are adapted to general feeding, some birds’ beaks
are example of unique adaptations. Structures that help organisms survive in their
surroundings are called adaptations. The size and shape of the beak vary among birds
and creates a survival advantage which allows each bird to reproduce and pass its
inherited traits on to the next generation. For example, the heron and woodpecker both
have long pointed beaks. However, the heron’s beak is better for catching fish, while a
woodpecker’s beak is better suited to drill holes in trees and catch insects. As a result,
over time, herons have become more numerous in marshlands than woodpeckers.
Consequently, it is difficult to find a woodpecker feeding in a marshland because it does
not have what it takes to survive in the environment.
Below is a list of common birds:
Tree-clinging birds: (birds that cling on trees)
 Woodpeckers: eat grubs and bugs they find in trees
 Nuthatches: eat seeds and insects
 Creepers: creep up trees to eat insects and spiders
Perching-birds: (range from small to quite large)
 Hummingbirds (beaks are long and thin to protect their long tubular tongue, with
which the birds extract nectar from flowers): feed almost exclusively on flower
nectar but can eat bugs as well
 Finches: eat seeds
 Magpies, crows, and jays (larger omnivorous birds): eat meat, insects, fruits,
seeds, and vegetables
Swallows and Pigeons: (spend the majority of time flying feasting on insects)
 Cardinals (short, cone-shaped beak for cracking): eats seeds
 Swallows and whippoorwills (wide gaping beaked mouth to catch insects in midair): eats insects and some also eat berries
 Pigeons and doves: eat fruits, seeds, nuts, insects, and human “handouts” since
they are primarily found in urban areas
45
Birds of Prey:
 Owls (most are nocturnal): eat rodents, crayfish, waterfowl, rabbits, lizards, and
frogs
 Hawks (fly high in the air): hunt small animals such as birds, lizards, snakes, and
insects
 Bald Eagles (primarily fish using strong, hooked beaks for tearing fish): plunges
over water and grabs fish with its talons
Water Birds:
 Duck, geese, and swans (webbed-foot birds): varied diet including vegetation,
fish, insects, seeds, and crustaceans.
 Gulls (web-footed but spends the majority of its time flying): eats almost anything
including garbage, eggs, young birds, crustaceans, insects, and fish.
 Pelicans (have pouched beaks) scoops up fish
Did you ever wonder why there are so many types of bird beaks (scientists call them
bills)? The most important function of a bird bill is feeding, and it is shaped according to
what a bird eats. You can use the type of bill as one of the characteristics to identify
birds. Here are some common bill shapes and the food they are especially adapted to
eat:
SHAPE
TYPE
ADAPTATION
Cracker
Seed eaters like sparrows and
cardinals have short, thick conical
bills for cracking seed.
Shredder
Birds of prey like hawks and owls
have sharp, curved bills for tearing
meat.
Chisel
Woodpeckers have bills that are long
and chisel-like for boring into wood to
eat insects.
Probe
Hummingbird bills are long and
slender for probing flowers for nectar.
Strainer
Some ducks have long, flat bills that
strain small plants and animals from
the water.
Spear
Birds like herons and kingfishers
have spear-like bills adapted for
fishing.
46
Tweezer
Insect eaters like warblers have thin,
pointed bills.
Crows have a multi-purpose bill that
Swiss
allows them to eat fruit, seeds,
Army Knife
insects, fish, and other animals.
Another characteristic that can be used to learn more about birds is feet shapes! The
shape of the feet reflects the habitat that the bird will be found in and the type of food it
might eat. Here are some common feet shapes and the environment they are especially
adapted to live in:
SHAPE
TYPE
ADAPTATION
Grasping
Raptors like Osprey use their large curved claws to snatch fish
from the water.
Scratching
Pheasants and other birds that scratch the soil for food have
nail-like toes.
Swimming
Ducks and other webbed lined swimming birds use their feet
like paddles.
Perching
Robins have a long back toe, which lets them grab a perch
tightly.
Running
Many fast-running birds have three toes rather than four.
Climbing
A woodpecker's hind toes enable it to climb without falling
backward.
47
Name: _________________________________________ Date __________________
Essential Question:
How have bird beaks adapted to enable birds to eat the different food sources in their
environment?
Materials:
Per group:
Per student:
1 clothespin or tong
1 single chopstick or toothpick
1 plastic spoon
1 pair of scissors
Data Collection sheet
1 plastic cup to hold food
Per Station:
Station 1: Gummy worms (about one small box/group), aluminum pan, 2 cups of sand
Station 2: Styrofoam packing pieces (about 20), aluminum pan, 2 cups of sand
Station 3: 1 box of round ¾” stickers, 8 ½ x 11 piece of cardboard
Station 4: 1 tall cylinder vase or container, water
Station 5: Marbles (about 20)
Bird
Snipes and
shorebirds
Adaptation
Use long, thin beaks to
probe shallow water, mud,
and
sand
for
small
invertebrates.
Herons
and Use long, sharp beaks for
Egrets
catching or spearing fish
and amphibians.
Owls, Hawks, Use sharp, curved beaks
and Eagles
for tearing meat/flesh from
animals they eat.
Pelicans
Hummingbirds
Tool (Bird Beak)
Model Food
Clothespins or Gummy worms buried
Tongs
in sand
Single chopstick Styrofoam “fish”
or toothpick
pieces floating in an
aluminum pan of water
Scissors
Round
¾”
stickers
(flesh) adhered to a
piece of cardboard
(carcass)
Use pouch-like beaks to Plastic Spoon
Styrofoam
“fish”
scoop fish
pieces floating in an
aluminum pan of water.
Use long slender beaks to Eye Droppers or Tall cylinder filled with
probe flowers to extract Turkey Basters
water (nectar)
nectar from the flowers.
Problem Statement:
Which tool will picks up the most food?
48
Hypothesis:
If ____________ (tool) is used to pick up food, then ___________tool (will/will not) pick
up the most food.
Safety Reminder: Use safety precautions (DO NOT EAT ANY FOOD!)
Procedures:
1. Pretend each member of the group represents a bird with a different kind of beak
(clothespin/tongs,
toothpick/chopstick,
scissors,
plastic
spoon,
eye
dropper/baster). Each bird will attempt to eat four different types of food:
a. Gummy worms buried in sand (Station 1)
b. Styrofoam “fish” pieces floating in an aluminum pan of water (Station 2)
c. Round ¾” stickers (flesh) adhered to a piece of cardboard (carcass)
(Station 3)
d. Tall cylinder filled with water “nectar” (Station 4)
e. Marbles or uncooked macaroni elbows “snails” (Station 5)
2. Hold your beak (selected tool) in one hand and place the other hand behind your
back unless otherwise noted below.
3. Use only one hand at all times to operate beaks. Beaks will be used as follows:
 Clothespin/Tongs – Hold the clothespin at the very end so it can be
opened as wide as possible. Use only one hand to operate the clothespin.
 Toothpick/Single Chopstick – Use the toothpick/chopstick only as a spear
to capture food and not as a scoop. Use one hand to hold the toothpick
and only one finger of the other hand to push food off the toothpick.
 Scissors – Use the scissors like tweezers. Do not use them as a spear or
a scoop. Use only one hand to operate the scissors.
 Spoon – Use only one hand to hold the spoon as a scoop for food.
 Eye Dropper/ Turkey Baster – use only one hand to press and release the
rubber bulb.
(Do not become discouraged if you cannot pick up food with the beak. This is an
investigation to see which beaks are best suited to pick up certain food sources.)
4. Use a plastic cup for the bird’s stomach. It should be near the food source and
standing upright, but it should not be touched at any other time while eating food.
5. Listen for the teacher’s signal. You must compete for as much of the food as you
can gather with your “beak” in 10 seconds. Your survival depends on your ability
to gather food.
6. Place food as it gathered in your plastic “stomach” cup. When time is up, you
should empty the plastic cup, count the number of “food” in the cup, and share
the data with your group members.
7. Collect the data.
8. Repeat step 5 for each type of food available/station, once every member of the
group has taken a turn,
9. Make a bar graph to compare the amount of food each beak was able to gather.
49
Name:_____________________________________ Date _____________________
Data (Log and Observations):
Complete chart below with number of food objects picked up with “bird beak.”
Gummy
“Worms”
Styrofoam
Pieces “Fish”
Cardboard
and Stickers
“Carcass &
Flesh”
Cylinder with
Water
“Nectar”
Marbles
“Snails”
Spoon Beak
Toothpick or
chopstick
Beak
Clothespin
or tongs
Beak
Scissors
Beak
Eye Dropper
or Turkey
Baster Beak
Data Analysis (calculations): MATH CONNECTION (Science Journal entry)
 Create a bar graph with data collected (use group data collected)
o Include each type of beak and the number of food items eaten
 Label the x-axis and y-axis.
 Be sure to include a title for the graph. (Remember to use a Key if necessary).
Results and Conclusions (Science Journal entry)
10. What was investigated?
11. Was your hypothesis supported by the data?
12. What are 2 constants in this experiment (things kept the same)?
13. Look at the graph. What information can you learn from the data you gathered?
14. What is the most interesting discovery you made from the graph?
15. List 3 questions that you can answer using the graph (make believe you are the
teacher).
50
Essential Lab #11 - Part B: Adaptation! Plant Survivors
Grade 5 Essential Lab (Teacher’s version)
(Adapted from San Francisco Conservatory of Flowers)
Objective/Purpose:
Students will be able to explain, compare, and/or contrast how adaptations displayed by
plants enable them to survive in different environments.
Background Information:
An adaptation is the way a plant species has changed over generations to better survive
in its environment. Certain plants have special characteristics to help them survive in
the wet, hot, and crowded tropics.
Sunlight manufactures food energy through the process of photosynthesis.
Water, usually taken up through the roots, helps the plant move nutrients through the
plant.
Air is necessary for the photosynthesis process. It allows the plant to take in carbon
dioxide and release oxygen.
Nutrients from the soil and decaying plants and insects are absorbed through the roots
and help the plant grow strong.
Too much rain on a leaf can cause it to grow mold or fungus. When mold grows on a
leaf, the plant can’t get as much sunlight as it needs and the leaf may rot. Imagine
leaving your wet sneakers outside for weeks. They’d probably start getting moldy! Some
rain forest plants have a surface that repels water and helps them stay dry.
Teacher Notes
Students sometimes assume an adaptation develops over the lifespan of a single plant.
We therefore avoid referring to a plant as “adapting”, which infers that the plant actually
thinks about adapting and then takes action to do so. Instead, we talk about the
adaptation as a characteristic or structure that has developed over many thousands of
generations of plants. Adaptations help meet the basic needs of a plant species.
ENGAGE:
Have students hold their thumbs against their palms and then untie and tie their shoes.
If they don’t have laces, have them write their name on a sheet of paper. After a few
minutes, re-focus them, and ask if these tasks were difficult. Explain that thumbs are an
adaptation that help us do many things and that all animals have body parts and other
physical adaptations that help them to survive. We will take a look at the physical
adaptations that plants have for survival.
51
ESSENTIAL QUESTION:
Explain how characteristics of plants can be affected by the environment.
EXPLORE:
Problem statement:
Which leaf surface adaptations, waxy, fuzzy, or uncoated repels water the best?
Hypothesis:
If I put the same amount of water on each leaf, then the ___________leaf will repel
water the best.
Materials:
9 x 12 inch piece of wax or parchment paper
9 x 12 inch piece of felt or wool material
scissors
3 clear graduated cylinder
plastic containers (deli containers in SF Kit)
3 blue trays
9 x 12 inch sheet of construction paper
leaf template (provided on the last page)
masking tape
250 mL of water
marker
Procedures:
1. Cut 9 identical (shape and size) leaves (See leaf pattern on the page 54), three
of wax paper, three of felt or wool, and three of construction paper (around 3x5
inches).
2. Place a piece of masking tape on each container and label one container wax,
one felt or wool and one paper.
3. Place a piece of masking tape on each of the three blue trays. Label one trial 1,
one trial 2, and one trial 3.
4. Place one of each of the three leaf “types” in its labeled container for trial 1.
5. Fill each of the three graduated cylinders with 25 mL of water.
6. Pour 25 mL water on one of each three different types of leaves at the same
time. Let leaves sit in the wet container for 30 seconds.
7. Lift up each leaf above its container to let water drip off for 30 seconds. Do not
dry with a towel, as this won’t represent what happens in the plant’s habitat.
(Wax paper and felt should be dry with a few droplets on the surface.
Construction paper should be wet. Felt paper should absorb the droplets better.)
8. Place each leaf on a blue tray labeled Trial 1.
9. Feel each “leaf” for wetness. Compare and contrast the wetness of the three
types of leaves (wax, felt or wool and construction paper).
10. Rate each leave from 1 to 5, with 1 being very wet, 5 being very dry. Record
ratings in the Data Chart.
11. Dry out each container and repeat steps 4 – 10, to complete Trial 2.
12. Dry out each container and repeat steps 4 – 10, to complete Trial 3.
13. Analyze the data and discuss which leaf surface does the best job as a “raincoat”
for the plant.
14. Have students compare their predictions to the results observed in their group’s
investigation.
52
Data Chart:
Leaf Type
Wax paper
Leaf “Raincoat” (Ability to Repel Water) Ratings
Trial 1
Trial 2
Trial 3
*
Average
Felt or wool
Construction
paper
* Scale 1 – 5 with 1 being very wet, 5 being very dry
EXPLAIN:
Results and Conclusions:
1. What was investigated?
2. Was your hypothesis supported by the data?
3. Look at the leaf dryness ratings. What information can you learn from the data
you gathered?
4. What is the most interesting discovery you made from the experiment?
5. List three questions that you can answer using the rating results (make believe
you are the teacher).
EVALUATE:




Create a class data table, identifying the average results of each of the “raincoat”
ratings from the different groups in the class. Compare and contrast all the data.
Analyze whole class data.
Discuss why some data are the same and why some data are different.
Discuss what constant variables could have affected the results.
Variables to Consider:
 the amount of water dripped or sprayed on the leaf;
 the amount of time to let the water sit;
 if all leaves are held at the same angle or placed on flat on a table;
 scale to measure results, i.e. 1 to 5, 1 being very wet, 5 being very dry.
EXTENSION:
Take a nature walk and collect various leaf samples. Use hand lens to observe and
record plant adaptation characteristics. Include similarities, differences and summarize
findings in science journals.
53
Leaf Pattern
54
Lab #11 – Part B Adaptation! Plant Survivors
Grade 5 Essential (Student’s Version)
(Adapted from San Francisco Conservatory of Flowers)
Background Information:
An adaptation is the way a plant species has changed over generations to better survive
in its environment. Certain plants have special characteristics to help them survive in
the wet, hot, and crowded tropics.
Sunlight manufactures food energy through the process of photosynthesis.
Water, usually taken up through the roots, helps the plant move nutrients through the
whole plant.
Air is necessary for the photosynthesis process. It allows the plant to take in carbon
dioxide and release oxygen.
Nutrients from the soil and decaying plants and insects are absorbed through the roots
and help the plant grow strong.
Too much rain on a leaf can cause it to grow mold or fungus. When mold grows on a
leaf, the plant can’t get as much sunlight as it needs and the leaf may rot. Imagine
leaving your wet sneakers outside for weeks. They’d probably start getting moldy! Some
rain forest plants have a surface that repels water and helps them stay dry.
ESSENTIAL QUESTION:
How can characteristics of plants be affected by the environment?
EXPLORE:
Problem statement:
Which leaf surface adaptations, waxy, fuzzy, or uncoated repels water the best?
Materials:
9 x 12 inch piece of wax or parchment paper
9 x 12 inch piece of felt or wool material
scissors
3 clear graduated cylinder
plastic containers (deli containers in SF Kit)
3 blue trays
55
9 x 12 inch sheet of construction paper
leaf template (provided on the last page)
masking tape
250 mL of water
marker
Procedures:
1. Cut 9 identical (shape and size) leaves (See leaf pattern on the page 59.), three
of wax paper, three of felt or wool, and three of construction paper (around 3x5
in. size).
2. Place a piece of masking tape on each container and label one container wax,
one felt or wool and one paper.
3. Place a piece of masking tape on each of the three blue trays. Label one trial 1,
one trial 2, and one trial 3.
4. Place one of each of the three leaf “types” in its labeled container for trial 1.
5. Fill each of the three graduated cylinders with 25 mL of water.
6. Pour 25 mL water on one of each three different types of leaves at the same
time. Let leaves sit in the wet container for 30 seconds.
7. Lift up each leaf above its container to let water drip off for 30 seconds. Do not
dry with a towel, as this won’t represent what happens in the plant’s habitat.
8. Place each leaf on a blue tray labeled Trial 1.
9. Feel each “leaf” for wetness. Compare and contrast the wetness of the three
types of leaves (wax, felt or wool and construction paper).
10. Rate each leave from 1 to 5, with 1 being very wet, 5 being very dry. Record
ratings in the Data Chart.
11. Dry out each container and repeat steps 4 – 10, to complete Trial 2.
12. Dry out each container and repeat steps 4 – 10, to complete Trial 3.
13. Analyze the data and discuss which leaf surface does the best job as a “raincoat”
for the plant.
14. Compare your prediction to the data collected in the investigation.
56
Lab #11 - Part B: Adaptation! Plant Survivors
Name: _______________________________ Date __________________
Problem statement:
Which leaf surface adaptations, waxy, fuzzy, or uncoated repels water the best?
Hypothesis:
If I put the same amount of water on each leaf, then the ___________leaf will repel
water the best.
Data Chart:
Leaf Type
Wax paper
Leaf “Raincoat” (Ability to Repel Water) Ratings
Trial 1
Trial 2
Trial 3
*
Average
Felt or wool
Construction
paper
* Scale 1 – 5 with 1 being very wet, 5 being very dry
EXPLAIN:
Results and Conclusions:
1. What was investigated?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
2. Was your hypothesis supported by the data?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
3. Look at the leaf dryness ratings. What information can you learn from the data
you gathered?
________________________________________________________________
________________________________________________________________
________________________________________________________________
57
4. What is the most interesting discovery you made from the experiment?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
5. List three questions that you can answer using the rating results (make believe
you are the teacher).
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
EVALUATE:
Look at class data table on display. Identify the average results of each of the “raincoat”
ratings from the different groups in the class. Compare and contrast all the data.
Answer the following:
1. Why is some of the data the same and why is some data different?
________________________________________________________________
________________________________________________________________
________________________________________________________________
2. What constant variables could have affected the results? Explain.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
EXTENSION:
Take a nature walk and collect various leaf samples. Use hand lens to observe and
record plant adaptation characteristics in your science journal/notebook. Include
drawings, similarities, and differences. Summarize your findings.
58
Leaf Pattern
59
LAB # 12: PHYSICAL PROPERTIES OF MINERALS
Grade 5 Essential Lab (Teacher’s Version)
BENCHMARK:
SC.4.E.6.2 Identify the physical properties of common earth-forming minerals, including
hardness, color, luster, cleavage, and streak color, and recognize the role of minerals in
the formation of rocks.
SC.4.N.1.1 Raise questions about the natural world, use appropriate reference
materials that support understanding to obtain information (identifying the source),
conduct both individual and team investigations through free exploration and systematic
investigations, and generate appropriate explanations based on those explorations.
SC.4.N.1.2 Compare the observations made by different groups using multiple tools and
seek reasons to explain the differences across groups.
SC.4.N.1.6 Keep records that describe observations made, carefully distinguishing
actual observations from ideas and inferences about the observations.
Common Core Connection:
LACC.5.SL.1.1. Engage effectively in a range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building
on others’ ideas and expressing their own clearly.
OBJECTIVE:



Students will measure and observe minerals to identify specific physical
properties of color, luster, hardness, and streak.
Students will use the physical properties identified to find the name of each of the
mineral samples using an identification key.
Students will engage in collaborative discussions (small groups and teacher-led)
with classmates discussing minerals and their properties.
BACKGROUND INFORMATION
A mineral is a solid material that is formed by nature in or on Earth’s crust. Minerals
have a crystal form. Minerals are materials that are not formed by living things.
Minerals are materials that have their own set of properties that include color, streak
color, hardness, luster, and cleavage.
60
Color
Minerals can have very beautiful colors. However, if you are trying to identify a mineral,
remember that the same type of minerals can have different colors. For instance, the
minerals quartz can be found in many colors including pink, purple, white, or black.
Streak
Streak is the color of a mineral when it is powdered and it is often different from the
color of the whole mineral. Minerals that come in different colors usually have the same
color streak. To powder a little bit of a mineral, you can rub it against a small white piece
of porcelain called a streak plate. You can’t measure streak with every mineral because
some are too hard to powder against the streak plate.
Hardness
The harder a mineral is, the less likely it is to be scratched. Check out the following
hyperlink: Mohs hardness scale, which is used to describe the hardness of minerals.
Cleavage
Minerals that have cleavage will break in a certain direction where the bonds between
atoms are not strong.
Teacher Notes:
If you do not have mineral specimens, you can borrow the set from the Grade 4 Scott
Foresman Science Earth Materials Lab Kit at your school. The kit also includes a set of
streak plates. A jumbo paper clip can be unfolded and used as a steel blade for the
hardness test. It is best to use pennies dated 1983 or older that are all copper.
ENGAGE:
Display some samples of minerals. Ask students, what are minerals? Then ask
students, how does our Gr. 5 Scott Foresman Science textbook define minerals? Let’s
look at SF textbook p. 282 and find the definition. Have a volunteer read it. A mineral is
defined as a naturally occurring solid that has regular arrangement of particles in it.
What does this mean? Let’s find out what information is given on the online site at:
http://library.thinkquest.org/J002289/index.html Go to the Table of Contents, select
What is a Mineral? Click Go. Review the site with students and have them define
mineral in their journals.





Minerals are the building blocks of rocks.
Minerals are inorganic which means that they are not alive
Minerals are naturally occurring substances formed by nature found in or on the
Earth.
Minerals usually have solid crystal form.
Minerals have their own set of properties that can be used to identify them.
Display the collection of minerals again. Ask how can we find out the identity of these
mystery minerals? Say let’s take a look at another site called Mineral Detective at
http://www.oum.ox.ac.uk/thezone/minerals/detect/index.htm . Discuss what they
learned.
61
EXPLORE:
Say, now let’s try to find the identity of our mystery minerals.
Essential Question: How are minerals identified?
Materials:
Mineral specimens
paperclip (steel blade)
hand lens
magnet
penny
streak plate
Procedures for the Teacher:
Set up Mineral Stations for the students are to identify the Mystery Minerals.
1. Each station should be equipped with all observation/measurement tools and a
set of mystery minerals.
2. Divide students into equal groups. Have the number of student groups match the
number of mineral stations.
3. Distribute the Mystery Mineral Worksheet (refer to student copy) to each student.
Have students read and discuss the each property and its descriptions at the top
of worksheet.
4. Display the materials and discuss how they would be used as tools to help with
identifying the minerals’ properties.
5. Demonstrate with the help of student volunteers how to use streak plate to
identify the streak color of mineral sample. Then how to use a fingernail, a
copper penny, and an unfolded paper clip to test for mineral’s hardness.
6. Have the students perform the physical property tests listed and record the
results on their Mineral Worksheet. Allow about 3-5 minutes per mineral per
station. A six mineral station would take a group about 30 minutes to complete.
7. Have students share and discuss their mineral property observations within their
group.
8. Hand out the Mineral Identification Key for students to compare their observation
results with the Mineral Identification Key to determine the real identity of the
minerals.
9. Facilitate groups sharing their mineral identification results with the whole class.
62
LAB # 12: PHYSICAL PROPERTIES OF MINERALS
Sample #
Mystery Minerals Identification Lab Sheet
Color
Streak
Luster
Hardness
Glassy-shines
like glass
Dullearthy/chalky
Metallic-looks
like metal
Waxy/pearlyhas a muted
shine
Color of
mineral when
it’s scratched
across streak
plate
Mohs Scale
Scratched by
1 Fingernaileasily
2 Fingernail
3 Penny-easily
4 Penny
5 Steel
(paperclip)
6 glass
7-10 Will
scratch
Glass/steel
#____
_________
(identity)
#____
_________
(identity)
#____
_________
(identity)
#____
_________
(identity)
#____
_________
(identity)
#____
_________
(identity)
63
Other
Magnetic
Texture
Smell
Shape
Flakes into sheets
Some Common Minerals and Their Properties Key
Name
Color
Streak
Luster Hardness
Other Properties
Graphite
Mica
Halite
Galena
Calcite
Magnetite
Pyrite
Feldspar
Quartz
Black
Colorless
Colorless
Gray
Colorless
Black
Golden
Various
Various
Dark
green
to black
Black
White
White
Gray
White
Black
Black
White
White
Metallic
Pearly
Glassy
Metallic
Glassy
Dull
Metallic
Glassy
Glassy
1
2.5-3
2.5
2.5-3
3
5.5-6.5
6-6.5
6-6.5
7
Crystals are rare.
Flakes into sheets
Salty taste
Crystal Cubes
Crystalline
Magnetic
Looks like gold
Two cleavages
Round fracture
Gray
Glassy
5.5
Splintery appearance
Hornblende
Additional Mineral Identification Keys:
Grade 5 Scott Foresman p. 284
http://www.pitt.edu/~cejones/GeoImages/1Minerals.html
EXPLAIN:
Have students compare their mineral identify results with their group members and with
the class. Students discuss what was the easiest versus what was the hardest mineral
to identify and why.
Students can view and discuss the minerals slide show at
http://studyjams.scholastic.com/studyjams/jams/science/rocks-mineralslandforms/minerals.htm
Then students can check their understanding with the onsite quiz.
EVALUATE:
Students
1. Name and explain three of the mineral properties you observed.
2. Why do you think color may not be the best way to identify minerals?
3. How did the hand lens help with observing properties of the minerals?
4. What was the most difficult mineral to identify? Why?
64
EXTENSION:
Learn more about minerals and their properties in the Gizmo activity:
Mineral Identification
http://www.explorelearning.com/index.cfm?method=cSearch.actDoSearch&NewS
earch=1&uncompiledQuery=mineral+identification&search=SEARCH
65
LAB # 12: PHYSICAL PROPERTIES OF MINERALS
Grade 5 Essential Lab (Student’s Version)
Essential Question:
How are minerals identified?
Materials:






Mineral specimens
hand lens
penny
streak plate
paperclip (steel blade)
magnet
Procedures:
1. Read the Mystery Mineral Lab sheet. Look carefully at each property and its
descriptions at the top of worksheet.
2. Choose a mineral to observe and record its identification # on the worksheet.
3. Observe and perform the physical property tests and record the results.
4. Repeat for each different mystery mineral.
5. Share and discuss mineral property observations within your group.
6. Use the Mineral Identification to compare observation results with the Mineral
Identification Key to determine the real identity of the minerals.
7. Record each mineral’s identity in column one.
8. Share mineral identification results with your group and the whole class.
66
LAB # 12: PHYSICAL PROPERTIES OF MINERALS
Name _______________________________Section ______Date______
Mystery Minerals Identification Lab Sheet
Sample #
Color
Streak
Luster
Hardness
Other
Color of mineral
when it’s
scratched
across streak
plate
Glassy-shines
like glass
Dullearthy/chalky
Metallic-looks
like metal
Waxy/pearlyhas a muted
shine
Mohs Scale
Magnetic
Texture
Smell
Shape
Flakes into sheets
#____
_________
(identity)
#____
_________
(identity)
#____
_________
(identity)
#____
_________
(identity)
#____
_________
(identity)
#____
_________
(identity)
67
Scratched by
1 Fingernail-easily
2 Fingernail
3 Penny-easily
4 Penny
5 Steel (paperclip)
6 glass
7-10 Will scratch
Glass/steel
Some Common Minerals and Their Properties Key
Name
Color
Graphite
Mica
Halite
Galena
Calcite
Magnetite
Pyrite
Feldspar
Quartz
Black
Colorless
Colorless
Gray
Colorless
Black
Golden
Various
Various
Dark green
Hornblende
to black
Streak
Luster
Hardness
Other Properties
Black
White
White
Gray
White
Black
Black
White
White
Metallic
Pearly
Glassy
Metallic
Glassy
Dull
Metallic
Glassy
Glassy
1
2.5-3
2.5
2.5-3
3
5.5-6.5
6-6.5
6-6.5
7
Crystals are rare.
Flakes into sheets
Salty taste
Crystal Cubes
Crystalline
Magnetic
Looks like gold
Two cleavages
Round fracture
Gray
Glassy
5.5
Splintery appearance
Additional Mineral Identification Keys:
Grade 5 Scott Foresman textbook p. 284
http://www.pitt.edu/~cejones/GeoImages/1Minerals.html
EVALUATE:
9. Name and explain three of the mineral properties you observed.
10. Why do you think color may not be the best way to identify minerals?
11. How did the hand lens help with observing properties of the minerals?
12. What was the most difficult mineral to identify? Why?
EXTENSION:
Learn more about minerals and their properties in the Gizmo activity:
Mineral Identification
www.explorelearning.com
68
LAB # 13: WEATHERING AND EROSION
Grade 5 Essential Lab (Teacher’s Version)
(Adapted from Science and Children, Science Shorts, October 2004)
Benchmarks:
SC.4.E.6.4 Describe the basic differences between physical weathering (breaking down
of rock by wind, water, ice, temperature change, and plants) and erosion (movement of
rock by gravity, wind, water, and ice).
SC.4.N.1.1 Rise questions about the natural world, use appropriate reference materials
that support understanding to obtain information (identifying the source), conduct both
individual and team investigations through free exploration and systematic
investigations, and generate appropriate explanations based on those explorations.
SC.4.N.1.2 Compare the observations made by different groups using multiple tools and
seek reasons to explain the differences across groups.
SC.4.N.1.5 Compare the methods and results of investigations done by other
classmates.
SC.4.N.1.6 Keep records that describe observations made, carefully distinguishing
actual observations from ideas and inferences about the observations.
SC.4.N.1.7 Recognize and explain that scientists base their explanations on evidence.
Common Core Connections:
LACC.5.SL.1.1. Engage effectively in a range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building
on others’ ideas and expressing their own clearly.
MACC.5.MD.2.2. Represent and interpret data.
MACC.K12.MP.2: Reason abstractly and quantitatively.
Learning Objectives/Purpose:




Students will create models depicting various types of weathering and erosion.
Students will be able to identify evidence of erosion, and explain the causes of
erosion.
Students will engage in collaborative discussions (small groups and teacher-led)
with diverse partners discussing the topics of weathering and erosion.
Students will identify where you might see a similar type of weathering in nature
as depicted in the weathering and erosion models.
Background Information:
Weathering is the name given to the process that breaks up and loosens the rocks and
soil. Once weathering loosens the rocks and soil then the natural process of erosion
takes place moving the broken rocks or loosens soil to a new place. The agents of
69
erosion are wind, water, and ice. For example, wind can pick up dry soil or sand and
blow it to a new location. Wind erosion occurs mainly along the ground surface. Water
is by far the most powerful erosive agent. Streams of water roll materials downhill onto
the lowlands or out to sea.
Other factors that can erode surfaces are waves, glaciers, and gravity. Glaciers pick up
and scrape rocks across the ground as they slowly move along. Waves crashing at the
beach carry away sand. Gravity causes rocks and soil to slide down hills and
mountains.
The very sudden movement of rocks and soil down a hill is called a
landslide.
The Grand Canyon is a natural wonder of the world that was created by water and wind
erosion. Over millions of years, the Colorado River, which runs through the bottom of
the Canyon, has worn down and carried away bits of rocks and soil to carve out the
canyon. The Colorado River continues to shape the canyon today, but it has been
helped in this process by other factors. These include the type of rock and soil present,
the amount of rainfall that occurs, and the type of plants growing in the region, all make
the area more prone to erosion. This explains why all rivers do not form canyons.

How do you think the Grand Canyon was formed? (The Grand Canyon formed by
weathering and erosion. The Colorado River flowed through it over a long period
of time and weathered away the rock, and the rock was carried away by the
water.)

Why do you think it has gotten deeper and wider over time? (It has gotten wider
and deeper as the rushing Colorado River continues to flow through it, deepening
the canyon by eroding away rocks and soil. Heavy winds and rain continue to
weather away the sides of the canyon.)

How long do you think it took for the Grand Canyon to form? (The Colorado
River took almost six million years to carve the canyon.)
Teacher Notes:
Ahead of time the teacher needs to mix three cups of potting soil with three cups of
sand to make sandy soil for three of the station activities.
Grand Canyon photos and multimedia resources:




http://www.nps.gov/grca/photosmultimedia/index.htm
http://en.wikipedia.org/wiki/Grand_Canyon
http://www.wimp.com/canyonviews/
Grand Canyon: A Trail Through Time by Linda Vieira
70
Engage:
Show students a picture of the Grand Canyon.
Ask the students the following question: How do you think the Grand Canyon formed?
Why do you think it has gotten deeper and wider over time? How long do you think it
took for the Grand Canyon to form? You can read from the book, Grand Canyon: A
Trail Through Time or play a video from the Grand Canyon resources to help students
answer the questions. The answers are located in the Background Information.
Tell students that in the next activity, you will have a chance to model erosion in action.
You will also experiment with a way to keep erosion from happening. Have students
consider the essential question, below.
Essential Question:
How do weathering and erosion over time change the surface of Earth?
Materials for all Five Stations:




















Potting Soil
Sand
Rocks
Blue trays (Scott Foresman kit)
Books
Clay
Sugar cubes
5 oz. Paper cups
Newspaper
Black permanent marker
Safety goggles
71
Containers for water
Paper towels
Plastic deli bowls (SF kit)
Toothpicks
Rulers
Graduated cylinder
Measuring cup
Water
Copy Paper Box Lid
Procedure: Students will work and rotate in small groups through five different stations.
Students will collect data, take notes and answer questions in their science notebook or
journal.
Station # 1: What happens when it rains on a sandy soil plain?
Materials: plastic deli bowl, sandy soil, toothpick, 5 oz. paper cup, 100 mL water,
graduated cylinder or measuring cup, ruler, blue tray
Directions:
1. Label a page in your journal/notebook as Station # 1.
2. Fill a small deli bowl completely full with sandy soil and pat it down.
3. Place a blue tray over the top of the deli bowl and hold it in place. Then turn it
over so that the tray is on the bottom sitting on a table or desk and the deli bowl
is on top and upside down.
4. Remove the deli bowl and smooth the sand flat if needed to form a “plain.”
5. Measure the beginning width of the plain at its base in centimeters and record.
6. Measure the beginning height of the plain in centimeters and record.
7. Use a toothpick to make 9 small holes in the bottom of the paper cup.
8. Use a graduated cylinder or measuring cup to measure l00 mL of water.
9. Hold a ruler vertically next to the “plain”. (one student)
10. Hold the paper cup with holes 30 cm above the “plain”. (second student)
11. Pour the 100 mL of water into the cup with holes as second student moves the
cup over the “plain” to simulate rain. (third student)
12. Observe what happens.
13. Measure the ending width of the base of the plain and its tallest ending height.
14. Record observations and measurements on the Station # 1 page.
15. Answer the following questions:
a. What happened when it “rained” on the “plain”?
b. How does the data collected support what happened?
c. How was this related to weathering and erosion?
Erosion Station # 2:
How does water erode a sandy mountain with no grass?
Materials: 8 oz. tall clear cup, sandy soil, toothpick, 5 oz. paper cup, 100 mL water,
graduated cylinder or measuring cup, ruler
Directions:
1. Label a page in your journal/notebook as Station # 2.
2. Fill an 8 oz. tall clear cup full with sandy soil. Pat the sandy soil down and add
more if needed to shape the sandy soil into a “mountain.”
3. Place a blue tray over the top of the tall clear cup holding the sandy soil
“mountain” and hold it in place. Then turn the tray over so that it is on the
72
bottom sitting on a table or desk at the station and the clear tall cup forming a
mountain shape is on top and upside down.
4. Remove the clear cup and mound the sandy soil if needed to form a “mountain.”
5. Measure the beginning height of the “mountain” in centimeters and record.
6. Use a toothpick to make 9 small holes in the bottom of the paper cup.
7. Measure l00 mL of water in a graduated cylinder or measuring cup.
8. Hold a ruler vertically next to the “plain”. (one student)
9. One student: Hold the cup with holes 30 centimeters above the mountain.
10. Second student: Gently pour the 100 mL of water into the cup with holes.
11. Pour the 100 mL of water into the cup with holes as second student moves the
cup over the “mountain” to simulate rain. (third student)
12. Observe what happens and record observations on your Station # 2 page.
13. Measure the ending height of the “mountain” in centimeters and record.
14. Answer the following questions:
a. What happened when it “rained” on the “mountain” with no grass?
b. How does the data collected support what happened?
c. How was this model simulation related to weathering and erosion?
Station #3
How does grass affect water erosion on a mountain?
Materials: Plastic bowls, sand, toothpick, 5oz paper cup, water, paper nose tissue
Directions:
1. Label a page in your journal/notebook as Station # 3.
2. Fill an 8 oz. tall clear cup full with sandy soil. Pat the sandy soil down and add
more if needed to shape the sandy soil into a “mountain.”
3. Place a blue tray over the top of the tall clear cup holding the sandy soil
“mountain” and hold it in place. Then turn the tray over so that it is on the bottom
sitting on a table or desk at the station and the clear tall cup forming a mountain
shape is on top and upside down.
4. Remove the clear cup and mound the sandy soil if needed to form a “mountain.”
5. Pretend to grow grass all over the mountain by covering it with a “Kleenex”. Pat
the “Kleenex”. down so that it is touching the sandy soil everywhere.
6. Use a toothpick to make 9 small holes in the bottom of the paper cup.
7. Fill a second cup with water.
8. One student: Hold the cup with holes 30 centimeters above the mountain.
9. Second student: Gently pour the water from the other cup into the cup with holes.
10. Observe what happens and record observations in your science journal.
11. Answer the following questions:
a. What happened when it “rained” on the “grassy mountain”?
b. How does the data collected, support what happened?
c. How was this model simulation related to weathering and erosion?
73
Station # 4:
How does flowing water wear down and move rocks?
Materials: sugar cubes, blue tray, clay, water, cup, book
Directions:
1. Label a page in your journal/notebook as Station # 4.
2. Pat the clay into a pancake and place it in the tray to represent a river bottom.
3. Measure and record the width and height of the sugar cubes.
4. Place six sugar-cube “rocks,” three each in two rows, on the clay river bottom.
5. Prop one end of the tray on a book to elevate it.
6. Gently pour half of the cup of water from the elevated end of the tray so that the
water flows like a river through the rocks.
7. Observe what happens and record observations in your science journal.
8. Measure the width and height of the sugar cubes again.
9. Answer the following questions:
a. How were the “rocks” changed?
b. What is your evidence?
c. Where did the “rock” fragments go?
d. How does this model simulation represent weathering and erosion?
e. Where might you see a similar type of weathering in nature?
Station # 5:
How can wind cause changes in rocks?
Materials: safety goggles, sheet of newspaper, paper box lid, cup of sand
Directions:
1.
2.
3.
4.
5.
6.
Label a page in your journal/notebook as Station # 5.
All group members put on safety goggles.
Open a sheet of newspaper in the center of the table.
Place a paper box lid on the center of the newspaper.
Pour of a cup of sand into one end of the lid.
Have one member put his or her hand inside the other end of the box, open palm
facing the pile of sand.
7. Have another member blow gently on the sand, and then blow harder until the
sand hits the other member’s open palm.
8. Repeat until all team members have felt the sand hitting their palms.
9. Describe how the sand felt blowing against the palm of your hand in your journal.
10. Observe and compare the original pile of sand with the pile blown to the other
end of the box by rubbing some of the sand between your fingers.
11. How are the textures of the sand different?
12. Answer the following questions:
74
a. How were the “rocks” changed?
b. What is the evidence?
c. Where might you see a similar type of weathering in nature?
Explain / Evaluate:
Follow up questions:
1. What is weathering?
2. In which part(s) of the stations did you observe weathering?
3. What is erosion?
4. In which part(s) of the stations did you observe erosion?
5. Comparing results from stations 2 and 3, what is a way to keep erosion from
happening?
6. What is the most interesting discovery you made from these station activities?
Students discuss in their groups followed by a teacher led whole class discussion.
Extension: Expository Writing Prompt:
Weathering and erosion change the Earth’s surface over time. Write a multi-paragraph
essay describing the various ways that weathering and erosion change the Earth’s
surface. Choose a location such as Florida’s coastline or the Grand Canyon.
The following resources can be read and/or viewed and discussed with students:
Weathering Resources:
Scott Foresman Gr. 5 pp. 272- 273 What is weathering?
WINDOWS TO THE UNIVERSE Step 1: Breaking Rocks Apart:
http://www.windows2universe.org/earth/geology/sed_weathering.html
Discovery Video: Weathering
http://app.discoveryeducation.com/player/?assetGuid=6885647A-C8A6-4A20-A0912954B74FC3A0&fromMyDe=0&isPrinterFriendly=0&provider=&isLessonFromHealth=0&productcode=DS
C&isAssigned=false&includeHeader=YES
Erosion Resources:
Scott Foresman Gr. 5 pp. 276-281 What is erosion?
WINDOWS TO THE UNIVERSE Step 2: Sediments on the Move!
Discovery Video: Erosion
http://player.discoveryeducation.com/index.cfm?guidAssetId=aed10e55-55b5-4a09-bf6f-4bf17cf73af7
Discovery Video: Weathering and Erosion
http://player.discoveryeducation.com/index.cfm?guidAssetId=11a9d79d-891c-4848-a12a-12b675fcffc0
75
LAB # 13: WEATHERING AND EROSION
Grade 5 Essential Lab (Student’s Version)
(Adapted from Science and Children, Science Shorts, October 2004)
Name _______________________________Section ______Date______
Grand Canyon
Look carefully at the photograph of the Grand Canyon. Then answer the following
questions:
1. How do you think the Grand Canyon was formed?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
2. Why do you think it has gotten deeper and wider over time?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
3. How long do you think it took for the Grand Canyon to form?
________________________________________________________________
________________________________________________________________
________________________________________________________________
76
LAB # 13: WEATHERING AND EROSION
Station # 1:
What happens when it rains on a sandy soil plain?
Materials: plastic deli bowl, sandy soil, toothpick, 5 oz. paper cup, 100 mL water,
graduated cylinder or measuring cup, ruler, blue tray
Directions:
1. Label a page in your journal/notebook as Station # 1.
2. Fill a small deli bowl completely full with sandy soil and pat it down.
3. Place a blue tray over the top of the deli bowl and hold it in place. Then turn it
over so that the tray is on the bottom sitting on a table or desk and the deli bowl
is on top and upside down.
4. Remove the deli bowl and smooth the sand flat if needed to form a “plain.”
5. Measure the beginning width of the plain at its base in centimeters and record.
6. Measure the beginning height of the plain in centimeters and record.
7. Use a toothpick to make 9 small holes in the bottom of the paper cup.
8. Use a graduated cylinder or measuring cup to measure l00 mL of water.
9. Hold a ruler vertically next to the “plain”. (one student)
10. Hold the paper cup with holes 30 cm above the “plain”. (second student)
11. Pour the 100 mL of water into the cup with holes as second student moves the
cup over the “plain” to simulate rain. (third student)
12. Observe what happens.
13. Measure the ending width of the base of the plain and its tallest ending height.
14. Record observations and measurements on the Station # 1page.
15. Answer the following questions:
d. What happened when it “rained” on the “plain”?
e. How does the data collected support what happened?
f. How was this related to weathering and erosion?
77
LAB # 13: WEATHERING AND EROSION
Erosion Station # 2:
How does water erode a sandy mountain with no grass?
Materials: 8 oz. tall clear cup, sandy soil, toothpick, 5 oz. paper cup, 100 mL water,
graduated cylinder or measuring cup, ruler
Directions:
1. Label a page in your journal/notebook as Station # 2.
2. Fill an 8 oz. tall clear cup full with sandy soil. Pat the sandy soil down and add
more if needed to shape the sandy soil into a “mountain.”
3. Place a blue tray over the top of the tall clear cup holding the sandy soil
“mountain” and hold it in place. Then turn the tray over so that it is on the
bottom sitting on a table or desk at the station and the clear tall cup forming a
mountain shape is on top and upside down.
4. Remove the clear cup and mound the sandy soil if needed to form a “mountain.”
5. Measure the beginning height of the “mountain” in centimeters and record.
6. Use a toothpick to make 9 small holes in the bottom of the paper cup.
7. Measure l00 mL of water in a graduated cylinder or measuring cup.
8. Hold a ruler vertically next to the “plain”. (one student)
9. One student: Hold the cup with holes 30 centimeters above the mountain.
10. Second student: Gently pour the 100 mL of water into the cup with holes.
11. Pour the 100 mL of water into the cup with holes as second student moves the
cup over the “mountain” to simulate rain. (third student)
12. Observe what happens and record observations on your Station # 2 page.
13. Measure the ending height of the “mountain” in centimeters and record.
14. Answer the following questions:
a. What happened when it “rained” on the “mountain” with no grass?
b. How does the data collected, support what happened?
c. How was this model simulation related to weathering and erosion?
78
LAB # 13: WEATHERING AND EROSION
Station #3:
How does grass affect water erosion on a mountain?
Materials: Plastic bowls, sand, toothpick, 5oz paper cup, water, paper nose tissue
Directions:
1. Label a page in your journal/notebook as Station # 3.
2. Fill an 8 oz. tall clear cup full with sandy soil. Pat the sandy soil down and add
more if needed to shape the sandy soil into a “mountain.”
3. Place a blue tray over the top of the tall clear cup holding the sandy soil
“mountain” and hold it in place. Then turn the tray over so that it is on the bottom
sitting on a table or desk at the station and the clear tall cup forming a mountain
shape is on top and upside down.
4. Remove the clear cup and mound the sandy soil if needed to form a “mountain.”
5. Pretend to grow grass all over the mountain by covering it with a “Kleenex”. Pat
the “Kleenex” down so that it is touching the sandy soil everywhere.
6. Use a toothpick to make 9 small holes in the bottom of the paper cup.
7. Fill a second cup with water.
8. One student: Hold the cup with holes 30 centimeters above the mountain.
9. Second student: Gently pour the water from the other cup into the cup with holes.
10. Observe what happens and record observations in your science journal.
11. Answer the following questions:
a. What happened when it “rained” on the “grassy mountain”?
b. How does the data collected, support what happened?
c. How was this model simulation related to weathering and erosion?
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LAB # 13: WEATHERING AND EROSION
Station # 4:
How does flowing water wear down and move rocks?
Materials: sugar cubes, blue tray, clay, water, cup, book
Directions:
1. Label a page in your journal/notebook as Station # 4.
2. Pat the clay into a pancake and place it in the tray to represent a river bottom.
3. Measure and record the width and height of the sugar cubes.
4. Place six sugar-cube “rocks,” three each in two rows, on the clay river bottom.
5. Prop one end of the tray on a book to elevate it.
6. Gently pour half of the cup of water from the elevated end of the tray so that the
water flows like a river through the rocks.
7. Observe what happens and record observations in your science journal.
8. Measure the width and height of the sugar cubes again.
9. Answer the following questions:
f. How were the “rocks” changed?
g. What is your evidence?
h. Where did the “rock” fragments go?
i.
How does this model simulation represent weathering and erosion?
j.
Where might you see a similar type of weathering in nature?
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LAB # 13: WEATHERING AND EROSION
Station # 5:
How can wind cause changes in rocks?
Materials: safety goggles, sheet of newspaper, paper box lid, cup of sand
Directions:
1. Label a page in your journal/notebook as Station # 5.
2. All group members put on safety goggles.
3. Open a sheet of newspaper in the center of the table.
4. Place a paper box lid on the center of the newspaper.
5. Pour of a cup of sand into one end of the lid.
6. Have one member put his or her hand inside the other end of the box, open palm
facing the pile of sand.
7. Have another member blow gently on the sand, and then blow harder until the
sand hits the other member’s open palm.
8. Repeat until all team members have felt the sand hitting their palms.
9. Describe how the sand felt blowing against the palm of your hand in your journal.
10. Observe and compare the original pile of sand with the pile blown to the other
end of the box by rubbing some of the sand between your fingers.
11. How are the textures of the sand different?
12. Answer the following questions:
d. How were the “rocks” changed?
e. What is the evidence?
f. Where might you see a similar type of weathering in nature?
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LAB # 13: WEATHERING AND EROSION
Grade 5 Essential Lab (Student’s Version)
Name _______________________________Section ______Date______
Follow up questions:
1. What is weathering?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
2. In which part(s) of the stations did you observe weathering?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
3. What is erosion?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
4. In which part(s) of the stations did you observe erosion?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
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5. Comparing results from stations 2 and 3, what is a way to keep erosion from
happening?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
6. What is the most interesting discovery you made from these station activities?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Home Learning: Expository Writing Prompt:
Weathering and erosion change the Earth’s surface over time. Write a multi-paragraph
essay describing the various ways that weathering and erosion change the Earth’s
surface. Choose a location such as Florida’s coastline or the Grand Canyon.
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The School Board of Miami-Dade County, Florida, adheres to a policy of
nondiscrimination in employment and educational programs/activities and
programs/activities receiving Federal financial assistance from the Department of
Education, and strives affirmatively to provide equal opportunity for all as required by:
Title VI of the Civil Rights Act of 1964 - prohibits discrimination on the basis of
race, color, religion, or national origin.
Title VII of the Civil Rights Act of 1964, as amended - prohibits discrimination in
employment on the basis of race, color, religion, gender, or national origin.
Title IX of the Education Amendments of 1972 - prohibits discrimination on the
basis of gender.
Age Discrimination in Employment Act of 1967 (ADEA), as amended - prohibits
discrimination on the basis of age with respect to individuals who are at least 40.
The Equal Pay Act of 1963, as amended - prohibits sex discrimination in payment
of wages to women and men performing substantially equal work in the same
establishment.
Section 504 of the Rehabilitation Act of 1973 - prohibits discrimination against the
disabled.
Americans with Disabilities Act of 1990 (ADA) - prohibits discrimination against
individuals with disabilities in employment, public service, public accommodations
and telecommunications.
The Family and Medical Leave Act of 1993 (FMLA) - requires covered employers
to provide up to 12 weeks of unpaid, job-protected leave to "eligible" employees for
certain family and medical reasons.
The Pregnancy Discrimination Act of 1978 - prohibits discrimination in
employment on the basis of pregnancy, childbirth, or related medical conditions.
Florida Educational Equity Act (FEEA) - prohibits discrimination on the basis of
race, gender, national origin, marital status, or handicap against a student or
employee.
Florida Civil Rights Act of 1992 - secures for all individuals within the state
freedom from discrimination because of race, color, religion, sex, national origin,
age, handicap, or marital status.
School Board Rules 6Gx13- 4A-1.01, 6Gx13- 4A-1.32, and 6Gx13- 5D-1.10 prohibit harassment and/or discrimination against a student or employee on the
basis of gender, race, color, religion, ethnic or national origin, political beliefs, marital
status, age, sexual orientation, social and family background, linguistic preference,
pregnancy, or disability.
Veterans are provided re-employment rights in accordance with P.L. 93-508 (Federal
Law) and Section 295.07 (Florida Statutes), which stipulate categorical preferences for
employment.
Revised 5/9/03
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