PESTL
PESTL 5th Grade Lesson Idea Alignment
2010 – 11
Nov 18, 2010
Washington ii, Iron ii, Nebo ii, Ogden ii, Millard ii,
Standard 1: Students will understand that chemical and physical changes occur in matter.
Objective 1: Describe that matter is neither created nor destroyed even though it may undergo change.
a. Compare the total weight of an object to the weight of its individual parts after being disassembled.
b. Compare the weight of a specified quantity of matter before and after it undergoes melting or freezing.
c. Investigate the results of the combined weights of a liquid and a solid after the solid has been dissolved and then recovered from the liquid (e.g., salt dissolved in water then water evaporated).
d. Investigate chemical reactions in which the total weight of the materials before and after reaction is the same (e.g., cream and vinegar before and after mixing, borax and glue mixed to make a new substance).
|Fifth Grade Activity - Washington |
|Standard 1 |Title |
| |Weigh to Freeze |
|Objective 1 | |
|Describe that matter is neither created nor destroyed even though it may undergo change. |
|Activity |
|Place water in a soufflé cup, mark the water level, and place in a plastic bag. Weigh and then freeze. Weigh after freezing. |
|Have student predict the outcome |
|Record before and after |
|Analyze results |
| |
|Science Essentials |
|Science Practices |Compare the mass before and after freezing by measuring. Predict the results of phase |
| |changes. Describe and explain the process of freezing. Record measurements |
|Compare, measure, predict, describe, record, | |
|use evidence to explain | |
|Crosscutting Concepts | The state of matter changes as it gets very cold and freezes, but the matter does not change.|
| |The same particles are in the water as in the ice. |
|Change and stability | |
|Models |Matter is conserved |
| |Energy is involved in all changes of matter |
| |Mass of an object is equal to the sum of its parts |
| |Matter is made of particles |
|Matter, Energy | |
|Fifth Grade Activity – Iron |
|Standard 1 |Title |
| |The Biggest Loser |
|Objective 1 | |
|Describe that matter is neither created nor destroyed even though it may undergo change. |
|Activity |
| |
|Use two soccer balls, two recyclable grocery bags and a balance beam (meter stick). Add to measure the mass of air. Use a pump to add |
|more air to one ball to demonstrate air has mass. |
| |
|Have student predict the ball that will weigh more. |
| |
|Science Essentials |
|Science Practices |Students will explain the differences in the mass of the ball due to the principle of matter |
| |have mass. Air is matter and has mass. |
| | |
| |Students predict the results of adding air to the one of the balloon. |
|Explain observations using science | |
|principles, Use data to construction a | |
|reasonable conclusion | |
|Predict | |
|Crosscutting Concepts |Adding air increases the mass of the ball with the added air. |
|Cause and Effect | |
|Models |Matter is conserved |
| |Matte made of particles |
|Matter | |
Standard 1
Objective 2: Evaluate evidence that indicates a physical change has occurred.
a. Identify the physical properties of matter (e.g., hard, soft, solid, liquid, gas).
b. Compare changes in substances that indicate a physical change has occurred.
c. Describe the appearance of a substance before and after a physical change.
|Fifth Grade Activity - Washington |
|Standard 1 |Title |
| |Clays the Same |
|Objective 2 | |
|Evaluate evidence that indicates a physical change has occurred. |
|Activity |
|Students weigh clay before they play with the clay making various shapes. Students weigh the clay after shaping the clay. They then |
|identify the evidence that this is a physical change. |
|Account for loss of clay (e.g., under finger nails, on desk) |
| |
|Activity |
|Students weigh a cup of hot water with unmixed hot chocolate mix dumped on top. They then stir it the mix making a suspension and weigh at |
|the end. |
|Describe the changes in terms of evidence of a physical change |
|Account for loss of mass due to drops on spoon etc. |
| |
|Science Essentials |
|Science Practices |Students observe the physical changes in the matter. They measure the amount before and after |
| |the physical change. They describe the process. |
|Observe, measure, describe | |
|Crosscutting Concepts | The matter is changes by physical appearance but is made of the same clay, the same |
| |particles. |
| |The clay changes shape when forces mold it. The chocolate become suspended in the water when |
| |we stir it. |
|Change and stability | |
|Cause and effect | |
|Models |Matter is made of particles |
| |Mass of the object is equal to the parts |
| |Energy is involved in all changes in matter |
|Matter | |
|Energy | |
Standards 1
Objective 3: Investigate evidence for changes in matter that occur during a chemical reaction.
a. Identify observable evidence of a chemical reaction (e.g., color change, heat or light given off, heat absorbed, gas given off).
b. Explain why the measured weight of a remaining product is less than its reactants when a gas is produced.
c. Cite examples of chemical reactions in daily life.
d. Compare a physical change to a chemical change.
e. Hypothesize how changing one of the materials in a chemical reaction will change the results.
|Fifth Grade Activity - Washington |
|Standard 1 |Title |
| |Plop, Plop, Fizz, Fizz |
|Objective 3 | |
| Investigate evidence for changes in matter that occur during a chemical reaction. |
| |
|Science Essentials |
|Place Alka-Seltzer or baking soda in a balloon and vinegar in a glass pop bottle. Place the balloon on top of the bottle and weigh. Then |
|dump contents of the balloon in the bottle and watch the reaction. Weigh after the reaction. |
|Science Practices |Students observe the reaction and use evidence to describe the process as chemical. They |
| |measure the mass and use the evidence to discuss the conservation of matter. They account |
| |for some gas leakage through the balloon seal. |
|Observe, conduct a simple investigation, | |
|discussion, use evidence | |
|Crosscutting Concepts | The gas is given off from the chemical reaction |
|Cause and effect | |
|Models |Matter is made of particles |
| |Interaction of atoms store |
| |Energy is involved in the molecules becoming a gas. The CO2 has more kinetic energy than the|
| |solid or liquid. |
|Matter | |
|Energy | |
|Fifth Grade Activity - Iron |
|Standard 1 |Title |
| |Message in a Bottle |
|Objective 3 | |
| Investigate evidence for changes in matter that occur during a chemical reaction. |
| |
| |
|Activity |
|Use about 2 cm piece of steel wool and place the steel wool in a two liter plastic bottle. Dip the steel wool in vinegar and then place in|
|the bottle with about 100 ml of water. Then observe the bottle as the steel wool rusts. Observe for two days. |
| |
|Weigh the bottle before and after the experiment. |
|Need to do some work on this one. |
|Have student formulate hypothesis about changing the amount of reagents. |
|Place more or less steel wool or more or less vinegar. Use other materials |
|Science Essentials |
|Science Practices |Students observe the reaction. Students formulate hypothesis then test hypothesis. |
|Observe, formulate a hypothesis | |
|Crosscutting Concepts |The iron combines with oxygen and reduces the amount of gas in the bottle and hence the |
| |pressure. |
|Cause and Effect | |
|Models |Matter is conserved |
| |Chemical reaction recombine elements and compounds into new substances |
| |Elements can chemically bond and rearrange to make new substances |
|Matter | |
|Fifth Grade Activity - Iron |
|Standard 1 |Title |
| |Breath of Change |
|Objective 3 | |
|Investigate evidence for changes in matter that occur during a chemical reaction. |
|Activity |
|Using a straw and a solution of bromothymol blue, have student put on safety glasses and gently blow into the solution. Observe the color |
|change. Use other solutions of food coloring, blue Kool-Aid that does not change color and discuss chemical changes. |
| |
|This is a good activity for discussing color change and chemical reaction. |
| |
|Science Essentials |
| |
|Science Practices |Students will observe and discuss reasons for changes in color. They will compare the |
| |solutions that change color and the ones that do not change color. |
|Observe | |
|Compare | |
|Crosscutting Concepts |The carbon dioxide in the breath causes a chemical change that changes the color of the |
| |bromothymol blue in the solution. |
|Cause and Effect | |
|Models |Elements can chemically bond and rearrange to make new substances. |
|Matter | |
Standard 2: Students will understand that volcanoes, earthquakes, uplift, weathering, and erosion reshape Earth's surface.
Objective 1: Describe how weathering and erosion change Earth’s surface.
a. Identify the objects, processes, or forces that weather and erode Earth’s surface (e.g., ice, plants, animals, abrasion, gravity, water, wind).
b. Describe how geological features (e.g., valleys, canyons, buttes, arches) are changed through erosion (e.g., waves, wind, glaciers, gravity, running water).
c. Explain the relationship between time and specific geological changes
|Fifth Grade Activity - Ogden |
|Standard 2 |Title |
| |Shake and Break |
|Objective 1 | |
| |
| |
|Describe how weathering and erosion change Earth’s surface. |
|Activity |
|Have students make observation on pieces of various types of rock and earth materials (e.g., chalk, shale, sandstone, sea shell), then place |
|the rocks into a plastic jar and shake. Compare the relative rates of weathering of the various surfaces. Have each group shake for a |
|different amount of time. |
|Compare the relative amounts of weathering of rock for each type. |
|Discuss the time element |
|Relate the results to weathering in nature |
|Graphs are good |
|Science Essentials |
|Science Practices |Students will observe, record, and graph changes in rocks. They will describe the changes and |
| |explain differences in terms of the evidence they have as to the hardness of various types of |
| |rock. |
| |Students will make predictions as to the rate of weathering for 1) longer periods of time, 2) |
| |real world weathering or events, 3) location where this occurs, and 4) evidence of weathering in|
| |the environment. |
|Compare processes, predict, observe, record | |
|data, describe and explain using evidence, | |
|relate to life | |
|Crosscutting Concepts | Shaking the rocks cause them to break down via mechanical weathering. |
|Cause effect | |
|Models |The earth is shaped through weathering and erosion. The rocks are weathered as they strike one |
| |another and chip off sand or materials. |
| |Frictional forces act to change matter. |
| |Energy is involved in all changes of matter; the energy put into placing the rocks in motion |
| |results in mechanical weathering. |
| |Change over time occurs. The rocks that are shaken for a longer period of time will change |
| |more. |
|Universe and Earth | |
|Forces | |
|Matter | |
|Energy | |
|Fifth Grade Activity -Washington |
|Standard 2 |Title |
| |Solid as a Rock |
|Objective 1 | |
| |
| |
|Describe how weathering and erosion change Earth’s surface. |
|Activity |
|Three types of rocks (e.g., granite, limestone, sandstone) and three types of solutions (vinegar, water, club soda) and plastic cups to |
|investigate the chemical weathering. |
|Students determine the variable in an investigation. |
|Students observe using a lens and draw detailed pictures. |
| |
|Place just enough solution in the cup to cover the small rock (any size will do, but about 2 cm diameter is good). |
|Leave rocks in the solution for a week and observe changes daily. |
|Science Essentials |
|Science Practices |Students will make multiple careful observations over time. They will record the observations |
| |using drawings and compare the observations they make during the week and they will compare |
| |their observations to observations other student make. |
|Observe, record, compare, | |
|Crosscutting Concepts |The rock weathering is caused by the solutions. |
|Cause and effect | |
|Change and stability | |
|Models |Matter is made of particles. |
| |The earth reshapes through wreathing and erosion |
|Matter | |
|Universe and Earth | |
|Fifth Grade Activity - Iron |
|Standard 2 |Title |
| |Up and Down |
|Objective 2 | |
| |
| |
|Describe how volcanoes, earth quakes and uplift affect Earth’s surface. |
|Activity |
|Using the visualization web site; students explore Earth Quakes, Volcanoes and Uplift. Have students discuss the difference and |
|similarities. |
| |
| |
| |
|Discuss the forces that cause the various movements. |
|Take them outside and look for land form. Take them on a landform walk. |
|Science Essentials |
|Science Practices |Students will observe and communicate their observations of land forms. They will compare the |
| |process of Earth processes. |
|Observe, communicate ideas, comparing process| |
|Crosscutting Concepts |The land forms are stable for thousands of years, but are changed by the forces and processes |
| |that change the Earth. |
|Change and stability | |
|Cause and Effect | |
|Models |The Earth reshapes though weathering, erosion, volcanoes and uplift. |
|Earth and Universe | |
Standard 2
Objective 3: Relate the building up and breaking down of Earth’s surface over time to the various physical land features.
a. Explain how layers of exposed rock, such as those observed in the Grand Canyon, are the result of natural processes acting over long periods of time.
b. Describe the role of deposition in the processes that change Earth’s surface.
c. Use a time line to identify the sequence and time required for building and breaking down of geologic features on Earth.
d. Describe and justify how the surface of Earth would appear if there were no mountain uplift, weathering, or erosion.
|Fifth Grade Activity Ogden |
|Standard 2 |Title |
| |Mr. Sand Man |
|Objective 3 | |
| |
| |
|Relate the building up and breaking down of Earth’s surface over time to the various physical land features. |
|Activity |
|Gather sand and parent rock from the local rock formation. Red lava rock, white quartz, black rock, greys rock, etc. Different color of |
|sand. It is a good thing to have the parent rock. |
| |
|Have the student pour the sand in a glass jar half full of water to form a layer each day. Be sure to use a different color each day. If |
|you prefer to speed the process do not use water and you can do all the layers in a single day. |
|This does an excellent job of demonstrating the deposition of material to build up rock layer. |
| |
|*Relate the layers of sand to the timeline of deposition of the layers. Minutes ago becomes millions of years. |
|Science Essentials |
|Science Practices |Students will measure the sand and observe the various layers of rock that are formed and |
| |compare to the deposition that occurs on Earth. |
|Observe, measure, compare | |
|Crosscutting Concepts |Patterns of sand being laid down, lead to patterns in rocks that are formed over time. |
|Patterns | |
|Models |Weathering, erosion and deposition breakdown and build up rock layers. |
|Earth and universe | |
|Fifth Grade Activity - Nebo |
|Standard 2 |Title |
| |Peanut and jelly-ology |
|Objective 3 | |
| |
| |
|Relate the building up and breaking down of Earth’s surface over time to the various physical land features. |
|Activity |
|Write this for the next session. |
| |
| |
| |
| |
|Science Essentials |
|Science Practices | |
| | |
|Crosscutting Concepts | |
| | |
|Models | |
| | |
Standard 3: Students will understand that magnetism can be observed when there is an interaction between the magnetic fields of magnets or between a magnet and materials made of iron.
Objective 1: Investigate and compare the behavior of magnetism using magnets.
a. Compare various types of magnets (e.g., permanent, temporary, and natural magnets) and their abilities to push or pull iron objects they are not touching.
b. Investigate how magnets will both attract and repel other magnets.
c. Compare permanent magnets and electromagnets.
d. Research and report the use of magnets that is supported by sound scientific principles.
|Fifth Grade Activity Nebo |
|Standard 3 |Title |
| |Wrapped It Up |
|Objective 1 | |
| |
| |
|Investigate and compare the behavior of magnetism using magnets. |
|Activity |
|Students will investigate and predict the effect of the number of turns and the way the wire is wrapped around a variety of cores and the |
|resulting strength of the electromagnet determined by the number of paper clips it can pick up. (Using the number of paper clips to determine|
|the strength of the electromagnet). |
|Discuss the use of electromagnets. |
|Science Essentials |
|Science Practices |Students will conduct an investigation where they will predict, compare, measure, and |
| |communicate the results of their findings. |
|Investigate, compare, predict, project, | |
|measuring, conduct an investigation. | |
|Crosscutting Concepts |Students will discuss the use of electromagnets and the effect of the size of the |
| |electromagnet in world around us. |
| |The relation between number of turns and the strength of the electromagnet. |
|Scale, cause and effect | |
|Models |Forms of energy and transfer and transform. Energy flows. Electromagnets operate through the|
| |interactions of fields. |
|Interactions and Forces, energy | |
|Fifth Grade Activity Washington |
|Standard 3 |Title |
| |Speed Racer |
|Objective 1 | |
| |
| |
|Investigate and compare the behavior of magnetism using magnets. |
|Activity |
|Provide the students with a metal car, two magnets, masking tape and a ruler. Students design ways to make the cars race using one magnet |
|attached to the car and the other magnet that cannot touch car or magnet. (Paul does not want to use cars, he wants to use Legos) |
| |
|Hint: race in the hall or gym, if the magnets touch, they are disqualified. |
|Tell us more about the magnets, where did you get them. |
|Science Essentials |
|Science Practices |Students plan and conduct experiments that help them understand how to make the movement of the |
| |cars more efficient. They predict various configuration of the component of the system to make |
| |it more or less efficient. |
| |Students solve problems as they engineer and design the system. |
|Plan and conduct an experiment | |
|Predict results | |
|Problem solving | |
|Crosscutting Concepts |The movement of one magnet causes the other magnet to move due to the repulsion or attraction of |
| |the fields |
|Cause and effect | |
|Models |Forces and interactions consist of pushes and pulls |
|Forces and interactions | |
|Fifth Grade Activity Nebo |
|Standard 3 |Title |
| |Magnet Engineers |
|Objective 1 | |
| |
| |
|Investigate and compare the behavior of magnetism using magnets. |
|Activity |
|Student will design and build a tool that uses magnets to do a useful task. |
|Provide magnets, stings, tape, wheels, rulers, cardboard, stick, marble, paper clips, rubber bands, straight pins, and other swell junk. |
| |
|Discuss other uses of magnets that they encounter in their daily life. Research can also be used to have student find more uses. |
|Science Essentials |
|Science Practices |Students will design and build tools |
| |Demonstrate a sense of curiosity. |
|Design and build | |
|Crosscutting Concepts |The components of a system work together. The structure of a tool determine the function for |
| |doing a specific task. |
|System | |
|Structure and Function | |
|Models |Magnetic materials attract other materials with magnetic properties. |
|Interactions and forces | |
Standard 3
Objective 2: Describe how the magnetic field of Earth and a magnet are similar.
a. Compare the magnetic fields of various types of magnets (e.g., bar magnet, disk magnet, horseshoe magnet).
b. Compare Earth’s magnetic field to the magnetic field of a magnet.
c. Construct a compass and explain how it works.
d. Investigate the effects of magnets on the needle of a compass and compare this to the effects of Earth’s magnetic field on the needle of a compass (e.g., magnets effect the needle only at close distances, Earth’s magnetic field affects the needle at great distances, magnets close to a compass overrides the Earth’s effect on the needle).
|Fifth Grade Activity Ogden District |
|Standard 3 |Title |
| |Make a Compass |
|Objective 2 | |
| |
| |
|Describe how the magnetic field of Earth and a magnet are similar. |
|Activity |
|Have students explore using a compass. What is a compass? What is it used for? How does it work? |
|Students construct a compass. |
|Cut a length of yarn or string about twice as long as the bar magnet. |
|Tie loops in both ends, and then put the bar magnet through both loops. |
|Find the balance point on this harness where the bar magnet hangs level, and tie a longer piece of yarn or string there. |
|Tie the other end of this string somewhere where the bar magnet can hang down and be left to swing on its own. |
|Students will predict what will happen to the magnet, then observe the magnet, and record the results. |
|Discuss the results with the class. Have students explain what happened. Is the end of the magnet labeled “N” the north pole of the magnet?|
| |
|Compare the “class” compass to a real compass. |
|Students can explore PhET simulations for magnets and electromagnets (download simulations from: phet.colorado.edu). |
|Science Essentials |
|Science Practices |Students predict the action of the class created compass. They observe the created compass |
| |and compare to a “regular” compass. |
|observe, compare, predict | |
|Crosscutting Concepts |Magnetic north causes the south end of the magnet to rotate and point north due to the |
| |principle that opposites attract. |
|cause and effect | |
|Models |Magnetic materials attract other materials that have magnetic properties. |
| |Earth has a magnetic field. |
|forces/interactions | |
|Universe and Earth | |
|Fifth Grade Activity Washington District |
|Standard 3 |Title |
| |Magnetic Fun |
|Objective 2 | |
| |
| |
|Describe how the magnetic field of Earth and a magnet are similar. |
|Activity |
|Hang some bar magnets from the ceiling or high place using a string or fishing line. Tie the line in the middle of the magnet. Observe the |
|patterns that occur. Explore like crazy. |
| |
|Try various types of magnets |
| |
|To be continued, Team effort |
|Science Essentials |
|Science Practices |Students will… |
|Observe, record, predict | |
|Crosscutting Concepts |……………. |
|Patterns | |
|Cause and effect | |
|Models |Earth’s magnetic………. |
|Earth | |
Standard 4: Students will understand features of static and current electricity.
Objective 1: Describe the behavior of static electricity as observed in nature and everyday occurrences.
a. List several occurrences of static electricity that happen in everyday life.
b. Describe the relationship between static electricity and lightning.
c. Describe the behavior of objects charged with static electricity in attracting or repelling without touching.
d. Compare the amount of static charge produced by rubbing various materials together
(e.g., rubbing fur on a glass rod produces a greater charge then rubbing the fur with a metal rod, the static charge produced when a balloon is rubbed on hair is greater than when a plastic bag is rubbed on hair).
e. Investigate how various materials react differently to statically charged objects.
|Fifth Grade Activity Ogden |
|Standard 4 |Title |
| |Bending Water |
|Objective 1 | |
| |
| |
|Describe the behavior of static electricity as observed in nature and everyday occurrences. |
|Turn water on with a slow, steady stream. |
|Rub a plastic comb (or balloon) with wool or fur. |
|Have students predict what will happen when the balloon or comb gets near the water. |
|Bring the charged comb or balloon near the stream of water (do not touch the stream of water to the comb or balloon). |
|Have students describe what happened. Compare predictions to what actually happened. Include static electricity as part of the |
|discussion. |
|Science Essentials |
|Science Practices |Students predict what will happen when a charged comb or balloon gets near water. They will |
| |observe what happens and describe the results. |
|observe, predict | |
|Crosscutting Concepts |Static electricity causes the water to move toward the comb. |
|cause and effect | |
|Models |Static electricity is the result of objects being electrically charged. |
|forces/interactions | |
Check this out.
|Fifth Grade Activity Millard |
|Standard 4 |Title |
| |When Thunder Roars, Go in Doors |
|Objective 1 | |
| |
| |
|Describe the behavior of static electricity as observed in nature and everyday occurrences. |
|Activity |
|The NOAA site provides a number of good activities on lightning and static build up to produce electricity. Lighting is the discharge of |
|static electricity. |
| |
| |
|Construct models of clouds and the static build up that leads to electric discharge = lightning. |
|Students gather information from web site to understand and create a conceptual model of the processes that leads to lightning. |
|Science Essentials |
|Science Practices |Students will gather information and develop models to explain the causes of lightning. |
|Gather information | |
|Develop model | |
|Develop explanation | |
|Crosscutting Concepts |Static charge build up creates unbalanced charges and the discharge that results in lightning|
|Cause and Effect | |
|Models |Static electricity is the result of an object electrically charged. |
| |Energy flows |
| |Energy can be transformed |
|Interactions | |
|Energy | |
|Fifth Grade Activity Iron |
|Standard 4 |Title |
| |Can You Charge It |
| |American Express |
|Objective 1 | |
| |
| |
|Describe the behavior of static electricity as observed in nature and everyday occurrences. |
|Activity |
|Using balloon and empty soda cans build up a static charge on the balloon and place the can on the table top, black top or linoleum floor. |
| |
| |
|Charge balloon by rubbing it on various surfaces then use the balloon either push or pull the can. |
| |
|Predict the best ways to move the can. |
|Let the student discover what happens if the balloon touches the can. |
|Science Essentials |
|Science Practices |Students will predict and explain the effects on the movement of the can as the balloon is |
| |moved near it. |
| |Record data on which materials are best to charge the balloon. |
|Predict | |
|Plan and conduct an investigation | |
|Crosscutting Concepts |The static charge causes the attraction or repulsion of the two charged objects. |
|Cause and effect | |
|Models |Static electricity is the result of an object being electrically charged. |
|Forces and Interactions | |
Standard 4
Objective 2: Analyze the behavior of current electricity.
a. Draw and label the components of a complete electrical circuit that includes switches and loads (e.g., light bulb, bell, speaker, motor).
b. Predict the effect of changing one or more of the components (e.g., battery, load, wires) in an electric circuit.
c. Generalize the properties of materials that carry the flow of electricity using data by testing different materials.
d. Investigate materials that prevent the flow of electricity.
e. Make a working model of a complete circuit using a power source, switch, bell or light, and a conductor for a pathway.
|Fifth Grade Activity Millard |
|Standard 4 |Title |
| |Current Events |
|Objective 2 | |
| |
| |
|Analyze the behavior of current electricity. |
|Activity |
|Provide the students with the following materials 1) Light bulb, 2) one wire, and 3) one battery. |
|Have student predict and then build complete circuits. Investigate various ways to complete the circuits. |
|Language – Load, pathway, power source, switch, complete circuit |
|Science Essentials |
|Science Practices |Students will predict the circuits by drawing models. They will investigate the models that |
| |will make the light bulb light. They will use evidence to draw warranted conclusions about |
| |electric circuits. |
|Investigate, predict, draw warranted | |
|conclusions | |
|Crosscutting Concepts |The electric circuit is a system. A closed circuit is a system. |
|System | |
|Models |Energy flows, energy is conserved, energy transforms from one form to another, energy |
| |transfers, electricity is a form of energy |
|Energy | |
Standard 5: Students will understand that traits are passed from the parent organisms to their offspring, and that sometimes the offspring may possess variations of these traits that may help or hinder survival in a given environment.
Objective 1: Using supporting evidence, show that traits are transferred from a parent organism to its offspring.
a. Make a chart and collect data identifying various traits among a given population.
b. Identify similar physical traits of a parent organism and its offspring.
c. Compare various examples of offspring that do not initially resemble the parent organism but mature to become similar to the parent organism.
d. Contrast inherited traits with traits and behaviors that are not inherited but may be learned or induced by environmental factors
e. Investigate variations and similarities in plants grown from seeds of a parent plant (e.g., how seeds from the same plant species can produce different colored flowers or identical flowers).
|Fifth Grade Activity Nebo |
|Standard 5 |Title |
| |Bee All You Can Be |
|Objective 1 | |
| |
| |
|Using supporting evidence, show that traits are transferred from a parent organism to its offspring. |
|Activity |
|Using pipe cleaners, parent cards, and several colors of glitter representing pollen do a modeling activity that provides students with |
|understanding of the combination of traits from parents that result in the diversity of offspring. (See online |
| ) |
| |
| |
|Science Essentials |
|Science Practices |Students model the transfer of pollen and the resulting offspring as a result of various |
| |combinations of pollens. |
|Model | |
|Crosscutting Concepts |The genetic code the offspring receives from the two parents determines the appearance of the|
| |offspring. |
|Cause and Effect | |
|Models |Individual pass on genetic codes via DNA. |
| |Unity and diversity of living organism is the result of genetic transfer. |
|Living Organisms | |
|Fifth Grade Activity - Nebo |
|Standard 5 |Title |
| |Living through the Change |
|Objective 1 | |
| |
| |
|Using supporting evidence, show that traits are transferred from a parent organism to its offspring. |
|Activity |
|Develop a comparison chart to better understand the life cycle of various organisms that undergo change as they develop (metamorphosis). |
|Use this web site to see and learn about various organisms that undergo metamorphosis. |
| |
| |
|Science Essentials |
|Science Practices |Student will compare processes of the life cycles of organisms and identify similarities and |
| |differences. |
|Compare | |
|Crosscutting Concepts |The organism change in predictable patterns with periods of stability. |
| |The patterns in the genetic code determine the appearance and changes in an organism. |
|Change and Stability | |
|Patterns | |
|Models |Individual pass on traits via genetic codes in DNA |
| |Living organism have life cycles. |
|Living Organisms | |
Standard 5
Objective 2: Describe how some characteristics could give a species a survival advantage in a particular environment.
a. Compare the traits of similar species for physical abilities, instinctual behaviors, and specialized body structures that increase the survival of one species in a specific environment over another species (e.g., difference between the feet of snowshoe hare and cottontail rabbit, differences in leaves of plants growing at different altitudes, differences between the feathers of an owl and a hummingbird, differences in parental behavior among various fish).
b. Identify that some environments give one species a survival advantage over another.
c. Describe how a particular physical attribute may provide an advantage for survival in one environment but not in another.
d. Research a specific plant or animal and report how specific physical attributes provide an advantage for survival in a specific environment.
|Fifth Grade Activity Iron |
|Standard 5 |Title |
| |Dot to Dot |
|Objective 2 | |
| |
| |
|Describe how some characteristics could give a species a survival advantage in a particular environment. |
|Activity |
|Obtain some newspaper use it for this activity. Using a hole punch and make dots from newspapers and papers of various colors. Have the |
|student predict the dots that are easier to find. Using the same numbers of dots of the various colors (20 newsprint, 20 blue, 20 green, |
|etc) Spread the dots out on the newspaper (you may wish to make the newspaper in a shape like a mountain) on the floor. |
| |
|Students pick up as many dots as they can in 30 seconds gather as many dots as possible. |
|Change the rules a needed (double the surviving population to represent the breeding between years, change the number of one population to |
|represent an influx of a species, etc). |
|Make warranted inference about the effect of variations in the population. |
|Science Essentials |
|Science Practices |Students observe and report the patterns of the dots that survive. They predict based on |
| |color and test the validity of the prediction. Students make conclusions of the results. |
|Observe and report, Compare, predict | |
|Make conclusions | |
|Crosscutting Concepts |The color (structure) of the organism functions to help the organism survive |
|Structure and function | |
|Models |Organisms have characteristic structures and functions to survive |
| |Species of organism evolve through natural selection |
| |Characteristics of the ecosystem determine the plants and animal best adapted to survive. |
| |Genetic variation facilitate natural selection |
|Living organisms | |
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