Bones – Grade 5
1.1 List beginning knowledge statements and generate questions about bones and the skeletal systems.
1.2 Make a list of careers (orthopedic surgeon, x-ray technician, paleontologist, chiropractor, etc.) that
require an understanding of bones and the skeletal system.
2.1 Use observational skills to describe, identify, and draw conclusions about the shape and function of
unknown bones.
2.2 Record observations and conclusions onto a data chart.
2.3 Summarize observations and conclusions by means of a brief and informal oral report before
classmates.
3.1 Choose criteria upon which to classify bones (size, shape, function, etc.) taken from a disarticulated
skeleton.
3.2 Classify these bones using observational skills and chosen criteria.
3.3 Display classifications by means of sketches onto a data chart.
3.4 Summarize observations and conclusions by means of a brief and informal oral report before
classmates.
4.1 Use observational skills to draw conclusions about the structure, composition, and function of the
cranium found in a disarticulated skeletal system.
4.2 Read science books to gather and record information about the cranium.
4.3 By observing the teeth, identify the group’s skeletal system as a carnivore, herbivore, or omnivore.
4.4 Compare and contrast the skulls from 2 skeletal systems.
5.1 Use observational skills to identify the vertebrae, scapula, and pelvis found in a disarticulated skeletal
system and to draw conclusions about the structure and function of these bones.
5.2 Read science books to gather and record information about the vertebrae, scapula and pelvis.
6.1 Using both common and scientific names, identify the long bones of animal and human skeletal
systems.
6.2 Describe the structure and function of long bones including compact bone, spongy bone, bone
marrow, and growth plates.
6.3 Correctly place long bones into an articulated skeletal system.
7.1 Name the small, flat, and curved bones of animal and human skeletal systems.
7.2 Record observations of small, flat, and curved bones of the skeletal system.
7.3 Identify and state the function of the clavicle, sternum, and rib cage.
7.4 Identify and state the function of the bones of the hands and feet correctly place the ribs, sternum,
clavicle, as well as the bones of the hands and feet into an articulated skeletal system.
8.1 Identify the team’s animal based on its articulated skeletal system.
8.2 Present the team’s rationale behind the identification of the articulated skeletal system.
9.1 Identify various kinds of joints and their location in skeletal systems.
9.2 Identify the bones that make up joints in skeletal systems.
9.3 Define ligaments as tough bands of connective tissue that hold bones together at a joint.
9.4 Define tendons as bands of tissue that anchor bones to muscle.
9.5 Define cartilage as firm, elastic, strands or pads of tissue that help to protect, connect, and cushion
bones at the joints.
10.1 Identify the main ways of keeping bones healthy (e.g., exercise, nutrition, safe play, and avoiding
harmful substances).
10.2 Describe the effect of calcium and loss of calcium on the health of bones.
10.3 Identify the importance of vitamins A, D, and K on the health of bones.
10.4 Write a science lab report based on a calcium removal experiment.
11.1 Explain the difference between a simple fracture and a compound fracture.
11.2 Work as a team to conduct and present research on diseases that affect the bones of the skeletal
system.
12.1 Dissect an owl pellet.
12.2 Identify owl pellet prey based on observations of dissected bones.
12.3 Articulate and display a small skeletal system using dissected bones from owl pellets.
Optics – Grade 5
1.1 Examine the human eye, its components, and their function in enabling the eye to see.
2.1 Observe optical illusions and hypothesize the reason for their existence.
3.1 Observe persistence of vision.
4.1 Identify the colors present in white light.
4.2 Explain the reason for a blue sky as well as the colors accompanying sunset.
4.3 Observe the colors of white light.
5.1 Observe the effects of refraction, or the bending of light, as it travels from air through glass and from
air through water.
6.1 Use soap bubbles to observe the effects of refraction as light is split into different wavelengths
resulting in the colors of the rainbow.
7.1 Observe the difference between transparent, translucent, and opaque and state the distinguishing
characteristics of each.
8.1 Demonstrate the ability of filters to absorb the spectral colors of white light and to transmit the color
they represent.
9.1 Observe the mixing of specified colors of light.
9.2 Compare the results of mixing colors of light to the results of mixing colors of paint.
10.1 Will understand the definition of concave and convex objects.
10.2 Observe their reflections in a concave and convex surface.
11.1 Observe and measure images in a mirror.
11.2 Explore the relationship between the open angle for a hinged mirror and the number of images
reflected.
Small Things – Grade 5
1.1 Make distinctions among water drop lenses of various shapes and sizes.
1.2 Identify the characteristics of a lens that affect magnification.
2.1 Calculate the correct power of magnification of a compound microscope.
2.2 Place a microscope in “starting position.”
2.3 Use the microscope’s mirror to illuminate a microscopic field.
2.4 Identify the basic parts of a compound microscope.
3.1 Follow the steps necessary to view a specimen at 40X magnification.
3.2 Follow the steps necessary to view a specimen at different magnifications.
4.1 Follow the steps necessary to prepare a wet mount specimen in order to view the letter “e” at
magnifications of 40e, 100e, and 200e.
5.1 Identify the following metric units: meter, centimeter, and millimeter.
5.2 Determine, by the size of an object, which unit of measure would be most appropriate to use for
measuring that object.
5.3 Define the difference between standard and non-standard units of measure.
5.4 Determine the size of a specimen by using the non-standard measure of a hair width (hw).
6.1 Define “microscopic field” as the visible area that both surrounds and includes the specimen.
6.2 Explain that the lowest power lens provides the largest microscopic field (while the highest power lens
provides the smallest microscopic field).
7.1 Compare the microscopes used by Robert Hooke to those made by Anton Van Leeuwenhoek.
7.2 Compare the achievements of Hooke to those of Van Leeuwenhoek.
7.3 State a viewpoint that expresses the importance of Robert Hooke and Anton Van Leeuwenhoek in the
field of microscopy.
8.1 Use a compound microscope to observe and draw a specimen of onion “skin” and to identify what
Robert Hooke called “cells.”
8.2 Use hair widths to estimate the length and breadth of one onion skin cell.
9.1 Use three different stains-- iodine, methylene blue, and eosin-y-- to reveal the nucleus and cell walls
of onion skin cells.
9.2 Identify the nucleus, cell wall, and cytoplasm of plant cells.
10.1 Observe plant cells that are both old and new.
10.2 Compare the cells of the outside layer of onion to the inside layer of onion.
11.1 Prepare and observe a specimen of epithelial (cheek) cells taken from the soft skin tissue which
makes up the lining of their inner cheek.
11.2 Identify and label the structures observed inside epithelial cells.
11.3 Compare epithelial cells to onion skin cells. From this comparison, the student will draw conclusions
about the differences and similarities between animal cells and plant cells.
11.4 Define the term “cell” as “the basic unit of life.”
12.1 Prepare slides used for observing protozoans (protists), including the amoeba, paramecium, and
euglena.
12.2 Identify the organisms—paramecium euglena and amoeba and name the some of their basic
structures (cilia, flagella, pseudopods etc.).
12.3 Define protists as one-celled organisms that carry on all of the functions necessary for life.
12.4 Explain that protozoans are not classified as members of the plant or animal kingdoms; even though
they share characteristics of both, they make up their own kingdom (protista).
13.1 Work online with wireless laptop computers to manipulate an electron microscope located at the
University of Illinois (Champaign-Urbana) in real time to view a specimen chosen by the classroom and
prepared by microscopists at the University as part of the Bugscope Project.
13.2 Write a letter of response to Anton Van Leeuwenhoek in which they describe their own experiences
with microscopy as well explain the progress of microscopy since Leeuwenhoek’s time.
Young Meteorologists – Grade 5
1.1 Define atoms as the basic unit of matter.
1.2 Define molecules as a common state of matter.
1.3 Describe a water molecule.
1.4 Describe heat as the movement of molecules.
1.5 Identify water’s three states of matter.
2.1 Read a thermometer on both Fahrenheit and Celsius scales.
3.1 Define conduction as the movement of heat through a solid.
3.2 Define convection as the movement of heat through a liquid or a gas.
3.3 Identify examples of heat movement as convection, conduction, or radiation.
4.1 Explain how a thermometer works.
5.1 Define the atmosphere as the ocean of gases that surround the Earth and sustain life on the planet.
5.2 Define the greenhouse effect as the ability of the Earth’s atmosphere to trap heat.
5.3 Use a greenhouse model to describe the effect of solar radiation on the temperature of the Earth.
6.1 Take the temperature readings of current indoor and outdoor air temperatures.
6.2 Draw a conclusion about the movement of heat.
7.1 Discuss a memorable weather event based on an interview conducted by the student.
8.1 Define air pressure as the force exerted by the weight of air.
9.1 Demonstrate an understanding of wind and its cause.
10.1 Identify cumulus, stratus, and cirrus clouds.
10.2 Identify a variety of clouds by means of a cloud chart.
10.3 Relate cloud identifications to weather conditions.
11.1 Identify a hygrometer as an instrument used for measuring relative humidity.
11.2 Use a hygrometer to measure the relative humidity.
11.3 Relate changes in relative humidity to changes in weather.
12.1 Describe the effect of solar energy on land versus water.
12.2 Compare the effect of water and land on the temperature of air.
13.1 Use all the weather instruments and appropriate web sites to formulate a weather report based on
current weather conditions.
13.2 Use these same tools to formulate a short-range weather forecast.