Science Grade 5 Unit 3 Guide 2010

Office of Elementary Education
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Grade 5 Science Instruction Unit Guide Standard 3: Life Science
WCPS 2010-2011
Grade 5 Standard 3: Life Science
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Table of Contents Standard 3: Life Science Topic

Maryland State Curriculum for Science Skills and Processes Maryland State Curriculum for Science Alignment Vertical Content Map Planning Guide Instructional Support for Science Objectives Word Cards and Vocabulary Sort Careers in Life Science Concept Attainment for Environments Formative Assessments for Environments Literature To Support Life Science netTrekker Directions Websites To Support Life Science Assessment and Answer Key
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Maryland State Curriculum for Science
WCPS 2010-2011
Office of Elementary Education Standard 1.0 Skills and Processes Students will demonstrate the thinking and acting inherent in the practice of science. A.CONSTRUCTING KNOWLEDGE
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1. Gather and question data from many different forms of scientific investigations which include reviewing appropriate print resources, observing what things are like or what is happening somewhere, collecting specimens for analysis, and doing experiments. a. Support investigative findings with data found in books, articles, and databases, and identify the sources used and expect others to do the same. b. Select and use appropriate tools hand lens or microscope (magnifiers), centimeter ruler (length), spring scale (weight),balance (mass), Celsius thermometer (temperature), graduated cylinder (liquidvolume), and stopwatch (elapsed time) to augment observations of objects, events, and processes. c. Explain that comparisons of data might not be fair because some conditions are not kept the same. d. Recognize that the results of scientific investigations are seldom exactly the same, and when the differences are large, it is important to try to figure out why. e. Follow directions carefully and keep accurate records of one's work in order to compare data gathered. f. Identify possible reasons for differences in results from investigationsincluding unexpected differences in the methods used or in the circumstances in which the investigation is carried out, and sometimes just because of uncertainties in observations. g. Judge whether measurements and computations of quantities are reasonable in a familiar context by comparing them to typical values when measured to the nearest:
y y y y y y y
Millimeter - length Square centimeter - area Milliliter - volume Newton - weight Gram - mass Second - time Degree C - temperature
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Standard 1.0 Skills and Processes Students will demonstrate the thinking and acting inherent in the practice of science. B.APPLYING EVIDENCE AND REASONING 1.Seek better reasons for believing something than "Everybody knows that..." or "I just know" and discount such reasons when given by others. a. Develop explanations using knowledge possessed and evidence from observations,reliableprint resources, and investigations. b.Offer reasons for their findings and consider reasons suggested by others. c. Review different explanations for the same set of observations and make more observations to resolve the differences. d. Keep a notebook that describes observations made, carefully distinguishes actual observations from ideas and speculations about what was observed, and is understandable weeks or months later. C.COMMUNICATING SCIENTIFIC INFORMATION 1. Recognize that clear communication is an essential part of doing science because it enables scientists to inform others about their work, expose their ideas to criticism by other scientists, and stay informed about scientific discoveries around the world. a. Make use of and analyze models, such as tables and graphs to summarize and interpret data. b. Avoid choosing and reporting only the data that show what is expected by the person doing the choosing. c. Submit work to the critique of others which involves discussing findings, posing questions, and challenging statements to clarify ideas. d. Construct and share reasonable explanations for questions asked. e. Recognize that doing science involves many different kinds of work and engages men and women of all ages and backgrounds.
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Standard 1.0 Skills and Processes Students will demonstrate the thinking and acting inherent in the practice of science. D.TECHNOLOGY 1. DESIGN CONSTRAINTS: Develop designs and analyze the products: "Does it work?" "Could I make it work better?" "Could I have used better materials?" a. Choose appropriate common materials for making simple mechanical constructions and repairing things. b. Realize that there is no perfect design and that usually some features have to be sacrificed to get others, for example, designs that are best in one respect (safety or ease of use) may be inferior in other ways (cost or appearance). c. Identify factors that must be considered in any technological design-cost, safety, environmental impact, and what will happen if the solution fails. 2. DESIGNED SYSTEMS: Investigate a variety of mechanical systems and analyze the relationship among the parts. a. Realize that in something that consists of many parts, the parts usually influence one another. b. Explain that something may not work as well (or at all) if a part of it is missing, broken, worn out, mismatched, or misconnected. 3. MAKING MODELS: Examine and modify models and discuss their limitations. a. Explain that a model is a simplified imitation of something and that a model's value lies in suggesting how the thing modeled works. b. Investigate and describe that seeing how a model works after changes are made to it may suggest how the real thing would work if the same were done to it. c. Explain that models, such as geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps, and stories can be used to represent objects, events, and processes in the real world, although such representations can never be exact in every detail. d. Realize that one way to make sense of something is to think how it is like something more familiar.
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Maryland State Curriculum for Science

Standard 3.0 Life Science The students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time. A.DIVERSITY OF LIFE 1. Explain the idea that in any particular environment, some kinds of plants and animals survive well, some less well, and some cannot survive at all. a. Identify and describe features and behaviors of some of the plants and animals living in a familiar environment and explain ways that these organisms are well suited to their environment. b. Based on information about the features and behaviors of animals and plants from very different environments describe reasons that they might not survive if their environment changed or if they were moved from one environment to another. c. State reasons why certain animals such as whales, salmon, could not survive in the Chesapeake Bay. d. Research the kind of environment needed by the Maryland blue crab, the Black-eyed Susan (Maryland's state flower), or another Maryland native organism. e. Explain that the survival of individual organisms and entire populations can be affected by sudden (flood, Tsunami) or slow (global warming, air pollution) changes in the environment. Environments Investigations 1-3, 5-6 HM Themes 4-6 Science Correlations Other Correlations
Environments Investigations 1-3, 5-6
See Lesson Seeds
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Standard 3.0 Life Science The students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time. B.CELLS 1. Provide evidence from observations and investigations to support the idea that some organisms consist of a single cell. a. Use microscopes, other magnifying instruments, or video technology to observe, describe, and compare single celled organisms, such as amoeba, euglena, paramecium, etc. b. Describe the observable behaviors of single celled organisms c. Cite evidence from data gathered that supports the idea that most single celled organisms have needs similar to those of multicellularorganisms.
Science Correlations
Other Correlations
See Cells Resource
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Standard 3.0 Life Science

The students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time.
Other Correlations
2. Investigate and provide evidence that living things are made mostly of cells that can be seen and studied only through a microscope. a. Use microscopes and/or other video technology to investigate and describe that some organisms are composed of a collection of similar cells working together to meet basic needs of a "colony" of cells. b. Use microscopes and pictures to investigate, describe with drawings, and compare the cells in a variety of multicellularorganisms, such as cells in elodea and onions; muscle cells, nerve cells, skin cells, etc in animals. c. Select information gathered from readings that provides evidence that some organisms' cells vary greatly in appearance and perform very different roles in the organism . See Cells Resource
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Standard 3.0 Life Science The students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time. E.FLOW OF MATTER AND ENERGY 1. Recognize that some source of energy is needed for all organisms to grow and survive. a. Identify the sun as the primary source of energy for all living organisms. y y Plants use sunlight to make food Plants and animals use food for energy and growth Ongoing
Other Correlations
HM Theme 6
b. Cite evidence from observations and research that some insects and various other organisms depend on dead plant and animal material for food. c. Provide examples that justify the statement "Most animals' food can be traced back to plants."
See Lesson Seeds
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Standard 6.0 Environmental Science Students will use scientific skills and processes to explain the interactions of environmental factors (living and non-living) and analyze their impact from a local to a global perspective. A.NATURAL RESOURCES AND HUMAN NEEDS 1. Recognize and explain how renewable and nonrenewable natural resources are used by humans in Maryland to meet basic needs. a. Identify and compare Maryland's renewable resources and nonrenewable resources. b. Describe how humans use renewable natural resources, such as plants, soil, water, animals.
Other Correlations
Matter and Energy, Science Resources, pp. 4-5
Consider fostering a classroom environment that continuously cares for the environment.
Matter and Energy, Science Resources, pp. 2-3, 9-10 c. Describe how humans use nonrenewable natural resources, such as oil, coal, natural gas, minerals, including metals . B.ENVIRONMENTAL ISSUES 1. Recognize and explain that decisions influencing the use of natural resources may have benefits, drawbacks, unexpected consequences, and tradeoffs. a. Identify and describe personal and communitybehaviors that waste natural resources and/or cause environmental harm and those behaviors that maintain or improve the environment. b. Identify and describe that individuals and groups assess and manage risk to the environment differently. Mixtures and Solutions, Science Stories, pp. 21-22 Consider fostering a classroom environment that continuously cares for the environment.
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Standard 6.0 Environmental Science Students will use scientific skills and processes to explain the interactions of environmental factors (living and non-living) and analyze their impact from a local to a global perspective. 2. Recognize and describe that consequences may occur when Earth's natural resources are used. a. Explain how human activities may have positive consequences on the natural environment.
y y y
Other Correlations
Recycling centers Native plantings Good farming practice Mixtures and Solutions, Science Stories, pp. 21-22
Consider fostering a classroom environment that continuously cares for the environment.
b. Explain how human activities may have a negative consequence on the natural environment. y y Damage or destruction done to habitats Air, water, and land pollution
c. Identify and describe that an environmental issue affects individual people and groups of people differently.
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Vertical Content Map

Grades 4 Grade 5 Grade 6 3.0 Life Science The students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time.
A.DIVERSITY OF LIFE 1. Explain how animals and plants can be grouped according to observable features. a. Observe and compile a list of a variety of animals or plants in both familiar and unfamiliar environments. b. Classify a variety of animals and plants according to their observable features and provide reasons for placing them into different groups. c. Given a list of additional animals or plants, decide whether or not they could be placed within the established groups or does a new group have to be added. d. Describe what classifying tells us about the relatedness among the animals or plants placed within any group.
A. Diversity of Life 1. Explain the idea that in any particular environment, some kinds of plants and animals survive well, some less well, and some cannot survive at all.
A. Diversity of Life 1. Compile evidence to verify the claim of biologist that the features of organisms connect or differentiate them-these include external and internal structures (features) and processes.
a.Identify and describe features of some of the plants and animals living in a familiar environment and a. Provide examples and explain that organisms explain ways that these organisms are well suited to sorted into groups share similarities in external their environment. structures as well as similarities in internal anatomical structures and processes which can be b. Based on information about the features and used to infer the degree of relatedness among behaviors of animals and plants from very different organisms. environments describe reasons that they might not survive if their environment changed or if they were y Vascular non-vascular plants moved from one environment to another. y Closes-open circulatory system e. Explain that the survival of individual organisms y Asexual-sexual reproduction and entire populations can be affected by sudden y Respiration (lungs-gills-skin) (flood, Tsunami) or slow (global warming, air pollution) y Digestion changes in the environment b. Identify general distinctions among organisms
that support classifying some things as plants, some as animals, and some that do not fit neatly into either group. y y
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Animals consume food Plants make food

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Grades 3
Grade 5
Grade 6
3.0 Life Science The students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time. B.CELLS 1.Explore the world of minute living things to describe what they look like, how they live, and how they interact with their environment. a. Use magnifying instruments to observe and describe using drawings or text (oral or written) minute organisms, such as brine shrimp, algae, aphids, etc. that are found in different environments. b. Describe any observable activity displayed by these organisms. c. Provide reasons that support the conclusion that these organisms are alive. d. Use information gathered about these minute organisms to compare mechanisms they have to satisfy their basic needs to those used by larger organisms. B.CELLS 1. Provide evidence from observations and investigations to support the idea that some organisms consist of a single cell. a. Use microscopes, other magnifying instruments, or video technology to observe, describe, and compare single celled organisms, such as amoeba, euglena, paramecium, etc. b. Describe the observable behaviors of single celled organisms c. Cite evidence from data gathered that supports the idea that most single celled organisms have needs similar to those of multicellularorganisms.
NONE PROVIDED BY MSDE
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Grades 4
Grade 5
Grade 6
3.0 Life Science The students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time. 2. Investigate and provide evidence that living things are made mostly of cells that can be seen and studied only through a microscope. a. Use microscopes and/or other video technology to investigate and describe that some organisms are composed of a collection of similar cells working together to meet basic needs of a "colony" of cells. b. Use microscopes and pictures to investigate, describe with drawings, and compare the cells in a variety of multicellularorganisms, such as cells in elodea and onions; muscle cells, nerve cells, skin cells, etc in animals. c. Select information gathered from readings that provides evidence that some organisms' cells vary greatly in appearance and perform very different roles in the organism .
Grades 4
Grade 5
Grade 6
3.0 Life Science The students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the
WCPS 2010-2011 Grade 5 Standard 3: Life Science
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interactions that occur over time. C.GENETICS 1. Explain that in order for offspring to resemble their parents, there must be a reliable way to transfer information from one generation to the next. a. Describe traits found in animals and plants, such as eye color, height, leaf shape, seed type that are passed from one generation to another b. Explain that some likenesses between parents and offspring are inherited (such as eye color in humans, nest building in birds, or flower color in plants) and other likenesses are learned (such as language in humans ) c. Raise questions based on observations of a variety of parent and offspring likenesses and differences, such as "Why don't all the puppies have the same traits, such as eye color and size as their parents?" or "How do traits get transferred?" d. Develop a reasonable explanation to support the idea that information is passed from parent to offspring.
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Grades 4
Grade 5
Grade 6
3.0 Life Science The students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time. D.EVOLUTION 1. Explain that individuals of the same kind differ in their characteristics, and sometimes the differences give individuals an advantage in surviving and reproducing. a. Describe ways in which organisms in one habitat differ from those in another habitat and consider how these differences help them survive and reproduce. b. Explain that the characteristics of an organism affect its ability to survive and reproduce. D.EVOLUTION 1.Explain that in any particular environment, the growth and survival of organisms and species depend on the physical conditions. a. Cite examples and describe that small differences between parents and offspring can accumulate (through selective breeding) in successive generations so that descendants are very different from their ancestors. b. Explain that in all environments-freshwater, marine, forest, desert, grassland, mountain, and others-organisms with similar needs may compete with one another for resources, including food, space, water, air, and shelter. c. Explain that in any particular environment individual organisms with certain traits are more likely than others to survive and have offspring. d. Explain, with examples, ways that people control some characteristics of plants and animals they raise by selective breeding.
c. Examine individuals in a group of the same kind of animals or plants to identify differences in characteristics, such as hearing ability in rabbits or keenness of vision in hawks that might give those individuals an advantage in surviving and reproducing. d. Examine and compare fossils to one another and to living organisms as evidence that some individuals survive and reproduce.
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e. Describe ways in which changes in environmental conditions can affect the survival of individual organisms and entire species. f. Describe how sediments of sand and smaller particles (sometimes containing the remains of organisms) are gradually buried and are cemented together by dissolved minerals to form solid rock; and describe that such fossils provide evidence for the long history of changing life forms whose remains are found in the rocks. g. Explain that the more recently deposited rock layers are likely to contain fossils resembling existing species.
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Grades 4
Grade 5
Grade 6
3.0 Life Science The students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time. E. Flow of Matter and Energy E. Flow of Matter and Energy E. Flow of Energy
1. Recognize food as the source of materials that all living things need to grow and survive.
1. Recognize that some source of energy is needed for all organisms to grow and survive. a. Identify the sun as the primary source of energy for all living organisms. y Plants use sunlight to make food y Plants and animals use food for energy and growth b. Cite evidence from observations and research that some insects and various other organisms depend on dead plant and animal material for food. c. Provide examples that justify the statement Most animals food can be traced back to plants.
1. Explain that the transfer and transformation of matter and energy links organisms to one another and to their physical setting.
a. Classify the things that people and animals take into their bodies as food or not food. b. Describe what happens to food in plants and animals. y Contributes to growth y Supports repair y Provides energy y Is stored for future use y Is eliminated c. Identify the things that are essential for plants to grow and survive.
a. Cite evidence from research and observations that food provides molecules that serve as fuel and building materials for all organisms. b. Cite evidence from research and observations that organisms that eat plants or animals break down what they have consumed (food) to produce the materials and energy they need to survive or store for later use. c. Investigate anddescribe the processes the enable plants to use the energy from light to make sugar (food) from carbon dioxide and water.
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Grades 4
Grade 5
Grade 6
3.0 Life Science The students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time. F.ECOLOGY 1. Explain ways that individuals and groups of organisms interact with each other and their environment. a. Identify and describe the interactions of organisms present in a habitat. y Competition for space, food, and water y Beneficial interactions: nesting, pollination, seed dispersal, oysters filtering as in the Chesapeake Bay, etc. y Roles within food chains and webs: scavengers, decomposers, producers, and consumers. b. Explain that changes in an organism's habitat are sometimes beneficial to it and sometimes harmful. F.ECOLOGY 1.Give reasons supporting the fact that the number of organisms an environment can support depends on the physical conditions and resources available. a. Explain that populations increase or decrease relative to the availability of resources and the conditions of the environment.
b. Identify and describe factors that could limit populations within any environment, such as disease, introduction of a nonnative species, depletion of resources, etc. c. Explain that within any environmentorganisms with similar needs may compete with one another for resources. d. Cite examples to illustrate that competition is reduced when organisms use different sets of resources, such as birds in a forest eat different kinds and sizes of seeds.
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Grade 4
Grade 5
Grade 6
Standard 6.0 Environmental Science Students will use scientific skills and processes to explain the interactions of environmental factors (living and non-living) and analyze their impact from a local to a global perspective. A.NATURAL RESOURCES AND HUMAN NEEDS 1. Recognize and explain how renewable and nonrenewable natural resources are used by humans in Maryland to meet basic needs.
a. Identify and compare Maryland's renewable resources and nonrenewable resources. b. Describe how humans use renewable natural resources, such as plants, soil, water, animals. c. Describe how humans use nonrenewable natural resources, such as oil, coal, natural gas, minerals, including metals .
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Grade 4
Grade 5
Grade 6
Standard 6.0 Environmental Science Students will use scientific skills and processes to explain the interactions of environmental factors (living and non-living) and analyze their impact from a local to a global perspective. B.ENVIRONMENTAL ISSUES 1. Recognize and explain that decisions influencing the use of natural resources may have benefits, drawbacks, unexpected consequences, and tradeoffs. a. Identify and describe personal and communitybehaviors that waste natural resources and/or cause environmental harm and those behaviors that maintain or improve the environment. b. Identify and describe that individuals and groups assess and manage risk to the environment differently.
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Grade 4 Standard 6.0 Environmental Science
Grade 5
Grade 6
Students will use scientific skills and processes to explain the interactions of environmental factors (living and non-living) and analyze their impact from a local to a global perspective. 2. Recognize and describe that consequences may occur when Earth's natural resources are used. a. Explain how human activities may have positive consequences on the natural environment.
y y y
Recycling centers Native plantings Good farming practice
b. Explain how human activities may have a negative consequence on the natural environment. y y Damage or destruction done to habitats Air, water, and land pollution
c. Identify and describe that an environmental issue affects individual people and groups of people differently.
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Standard 3: Life Science Planning Guide

State Curriculum Objectives Session 1 3.A.1.a-b Time Lesson Overview Vocabulary Formative Assessment Extensions and Modifications FOSS: Environments Investigation 1 Part 1 Setting Up Terrariums Guiding the Investigation 1. Steps 1-14 Wrapping Up Part 1 2. Steps 20-21 FOSS: Environments Science Stories: Amazon Rainforest Journal FOSS: Environments Investigation 1 Part 2 Recording Changes Guiding the Investigation 1. Steps 1-2 Closure 2. Have the students make predictions about how their terrariums are going to change over time. environment environmental factor terrarium organism Focus Question What environmental factors affect the growth of seeds? An environment is everything that surrounds and influences an organism. An environmental factor is one part of an environment; it can be living or nonliving. Students may have had experience with terrariums in Grade 2. Guiding Question What is the primary source of energy for all living things? (sun ~ plants use sun to make food and plants and animals use food for energy and growth)
Session 2 3.A.1.a-b
Visit FOSSweb.com for the audio version of this science story.
Session 3 3.A.1.a-b
germinate
Focus Question How does the environment in the terrarium change over time? Environments change over time. Plants grow (but not all). Moisture forms on the sides of the container. Plants need light and water to grow.
Guiding Question What is the primary source of energy for all living things? (sun ~ plants use sun to make food and plants and animals use food for energy and growth)
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Office of Elementary Education State Curriculum Objectives Session 4 3.A.1.a-b Time Lesson Overview Vocabulary Formative Assessment
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FOSS: Environments Science Stories: Terrestrial Environments Around The World See Science Stories Folio for Lesson Plans
Session 5 3.A.1.a-b
FOSS: Environments Investigation 2 Part 1 Making Animal Runways Guiding the Investigation 1. Steps 1-9 Wrapping Up Part 1 2. 10-11
variable environmental factor isopod beetle
Focus Question How can we determine what type of environment isopods and beetles prefer? Designing an investigation involves controlling the variables so that one factor can be observed over time.
Guiding Questions y What is the primary source of energy for all living things? (sun ~ plants use sun to make food and plants and animals use food for energy and growth) Describe the beetles features and behaviors. Why are the beetles well suited for this environment? Why might the beetles not survive if they were moved from their environment or if their environment changed?
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FOSS: Environments Science Stories: Beetles See Science Stories Folio for Lesson Plans AND PLANT OBSERVATIONS FOSS: Environments
Visit FOSSweb.com for the audio version of this science story. Guiding Questions y What is the primary source of energy for all living things? (sun ~ plants use sun to make food and plants and animals use food for energy and growth) Describe the plants features. Why are these plants well suited for this environment? Why might these plants not survive if they were moved from their environment or if their environment changed?
y Investigation 1 Part 2 Recording Changes Guiding the Investigation 1. Steps 1-2 Closure 2. Have the students share the observations they made and have them make predictions about current observations. y
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FOSS: Environments Investigation 2 Part 2 Responding to Moisture Guiding the Investigation 1. Steps 1-11 Closure 2. Have the students make predictions about what they believe they will observe tomorrow.
preferred environment
Focus Question How much moisture do isopods and beetles prefer? Each organism has a set of preferred environmental conditions. Isopods usually prefer moist environments; beetles usually prefer dry environments.
WCPS 2010-2011
FOSS: Environments Science Stories: The Darkling Beetle See Science Stories Folio for Lesson Plan AND FOSS: Environments Investigation 2 Part 2 Guiding the Investigation 1. Steps #12-13 Wrapping Up Part 2 2. Steps 14-16
Visit FOSSweb.com for the audio version of this science story. Guiding Questions y What is the primary source of energy for all living things? (sun ~ plants use sun to make food and plants and animals use food for energy and growth) Describe the beetles features and behaviors. Why are the beetles well suited for this environment? Why might the beetles not survive if they were moved from their environment or if their environment changed?
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FOSS: Environments Investigation 2 Part 3 Responding to Light Guiding the Investigation 1. Steps 1-8 Wrapping Up Part 3 2. Steps 1-10 FOSS: Environments Science Stories: Isopods See Science Stories Folio for Lesson Plan AND PLANT OBSERVATIONS Investigation 1 Part 2 Recording Changes Guiding the Investigation 1. Steps 1-2 AND Investigation 1 Reflection and Assessment
Focus Question How do isopods and beetles respond to different amounts of light? Isopods and beetles usually prefer dark environments.
Session 10
3.A.1.a-b
Visit FOSSweb.com for the audio version of this science story. Guiding Questions y What is the primary source of energy for all living things? (sun ~ plants use sun to make food and plants and animals use food for energy and growth) Describe the plants features. Why are these plants well suited for this environment? Why might these plants not survive if they were moved from their environment or if their environment changed?
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Time
Session 11
State Curriculum Objectives 3.A.1.a-b
Lesson Overview
Vocabulary
Formative Assessment
Extensions and Modifications
FOSS: Environments Investigation 2 Part 4 Designing an Animal Investigation Guiding the Investigation 1. Steps 1-8 Wrapping Up Part 4 2. Steps 9-10
Focus Question The students should develop a focus question based on the experiment that they design.
Session 12
3.A.1.a-b
FOSS: Environments Investigation 2 Reflection and Assessment
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Office of Elementary Education Time State Curriculum Objectives 3.A.1.a-b Lesson Overview Vocabulary Formative Assessment
Session 13
FOSS: Environments Investigation 3 Part 1 Water Tolerance Guiding the Investigation 1. Steps 1-12 Wrapping Up Part 1 2. Steps 13-14
controlled experiment
Focus Question What are the optimal water conditions for each of four plants: corn, wheat, barley, and peas? Students use their data from the investigation to report the optimal conditions.
Guiding Questions y What is the primary source of energy for all living things? (sun ~ plants use sun to make food and plants and animals use food for energy and growth) Describe the plants features. Why are these plants well suited for this environment? Why might these plants not survive if they were moved from their environment or if their changed?
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Office of Elementary Education Time State Curriculum Objectives 3.A.1.a-e Lesson Overview Vocabulary Formative Assessment
Session 14-18
While waiting to make plant observations on day 5, the students should research a plant and/or animal from familiar and very different environments. Use Guiding Questions in the last column of this table to help guide the students research.
Guiding Questions y What is the primary source of energy for all living things? (sun ~ plants use sun to make food and plants and animals use food for energy and growth) Describe the plant s or animals features and behaviors. Why are they well suited for this environment? Why might the plant or animal not survive if they were moved from their environment or if their environment changed? Why would this organism not be able to survive in the Chesapeake Bay? What type of environment would be needed for Maryland organisms? How could sudden or slow changes to our environment affect individual organisms and entire populations?
y Plant and Animal Research See Lesson Seeds provided in this Guide for objectives 3.A.1.ae
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Session 19
FOSS: Environments Investigation 3 Part 2 Observing Plants at 5 Days Guiding the Investigation 1. Steps 1-5 Wrapping Up Part 2 2. Steps 6-7
Focus Question What changes in plants have taken place over time? Students use their data from their observations to answer this focus question.
y FOSS: Environments Science Stories: Aunties Plants See Science Stories Folio for Lesson Plan
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Office of Elementary Education Time State Curriculum Objectives 3.B.1.a-c 3.B.2.a-c Lesson Overview Vocabulary Formative Assessment
Session 20-22
Cell Lessons See Lesson Seeds provided in this guide for objectives 3.B.1.ac and 3.B.2.a-c
single celled multicellular microscope cell colony organism amoeba paramecium euglena specialize jobs
Guiding Questions Focus Questions What are cells? y How would you describe and What is an example of a single celled compare the single celled organism? What is an example of a organisms? multicellular organism? y How would you describe the How do cells sustain life? behaviors of the single celled Cells are the smallest unit of life. We organisms? used a microscope to view single celled y Describe how single celled organisms such as amoeba and cells organisms have similar needs to from a multicellular organism such as those of multicellular organisms. an onion. Some cells are different in y How would you describe and how they appear because they have compare the cells you have their own special job. observed? y Why are some cells different?
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Session 23
FOSS: Environments Investigation 3 Part 2 Observing Plants at 8 Days Guiding the Investigation 1. Steps 1-5 Wrapping Up Part 2 2. Steps 6-7
Session 24-25
3.B.1.a-c 3.B.2.a-c
Cell Lessons See Lesson Seeds provided in this guide for objectives 3.B.1.ac and 3.B.2.a-c
single celled multicellular microscope cell colony organism amoeba paramecium euglena specialize jobs
See Guiding Questions from Sessions 20-22. Focus Questions What are cells? What is an example of a single celled organism? What is an example of a multicellular organism? How do cells sustain life? Cells are the smallest unit of life. We used a microscope to view single celled organisms such as amoeba and cells from a multicellular organism such as an onion. Some cells are different in how they appear because they have their own special job.
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Time
Session 26
State Curriculum Objectives 3.A.1.a-b
Lesson Overview
Vocabulary
Formative Assessment
Extensions and Modifications
FOSS: Environments Investigation 3 Part 3 Observing Plants at 11 or more Days Guiding the Investigation 1. Steps 1-9 Wrapping Up Part 3 2. Steps 10-11
AND FOSS: Environments Investigation 3 Reflection and Assessment
SKIP INVESTIGATION 4 ~ Science Stories from Investigation 4 may be read.
WCPS 2010-2011
Session 27
FOSS: Environments Investigation 5 Part 1 Setting Up the Experiment Guiding the Investigation 1. Steps 1-9 Wrapping Up Part 1 2. Steps 10-11
brine shrimp salinity
Focus Question How can we find out if salinity has an effect on brine shrimp hatching? In a controlled environment one variable (salt) is isolated and tested. All other variables are held constant (controlled).
Guiding Questions y What is the primary source of energy for all living things? (sun ~ plants use sun to make food and plants and animals use food for energy and growth) Describe the shrimps features and behaviors. Why are the brine shrimp well suited for this environment? Why might the brine shrimp not survive if they were moved from their environment or if their environment changed?
Session 28
3.A.1.a-b
FOSS: Environments Science Stories: Brine Shrimp See Science Stories Folio for Lesson Plan
WCPS 2010-2011
Session 29
FOSS: Environments Investigation 5 Part 2 Determining the Range of Tolerance Guiding the Investigation 1. Steps 1-4 Closure 2. Have the students predict about what they believe they will observe tomorrow.
optimum
Focus Question What is the range of salinity in which bring shrimp eggs can hatch? What is the optimum environment for hatching brine shrimp eggs? Brine shrimp eggs can hatch in the range of salt concentration but hatch best in environments with optimum salt concentration.
If time allows, you may have the students read the Science Stories from Investigation 4. Guiding Questions y What is the primary source of energy for all living things? (sun ~ plants use sun to make food and plants and animals use food for energy and growth) Describe the shrimps features and behaviors. Why are the brine shrimp well suited for this environment? Why might the brine shrimp not survive if they were moved from their environment or if their environment changed?
Session 30
FOSS: Environments Investigation 5 Part 2 Determining the Range of Tolerance Guiding the Investigation 1. Steps 5-11 Wrapping Up Part 2 2. Steps 12-13
WCPS 2010-2011
Session 31
FOSS: Environments Science Stories: The Mono Lake Story See Science Stories Folio for Lesson Plan
Session 32
3.A.1.a-b
FOSS: Environments Investigation 5 Part 3 Determining Viability Guiding the Investigation 1. Steps 1-4 Closure 2. Have the students make predictions about what they believe they will observe tomorrow. FOSS: Environments Investigation 5 Part 3 Determining Viability Guiding the Investigation 1. Steps 1-4 Wrapping Up Part 3 2. Steps 8-9
viable
Focus Question Will brine shrimp eggs hatch when moved from salt environments outside their range of tolerance into environments within their range of tolerance? Bring shrimp eggs remain viable but dont hatch until the conditions are within the range of tolerance.
If time allows, you may have the students read the Science Stories from Investigation 4. Guiding Questions y What is the primary source of energy for all living things? (sun ~ plants use sun to make food and plants and animals use food for energy and growth) Describe the shrimps features and behaviors. Why are the brine shrimp well suited for this environment? Why might the brine shrimp not survive if they were moved from their environment or if their environment changed?
Session 33
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Session 34
FOSS: Environments Science Stories: Shrimp Aquaculture See Science Stories Folio for Lesson Plan AND FOSS: Environments Investigation 5 Reflection and Assessment
Session 35
3.A.1.a-b
FOSS: Environments Investigation 6 Part 1 Setting Up the Experiment Guiding the Investigation 1. Steps 1-13 Wrapping Up Part 1 2. Steps 14-15
irrigate drought
Focus Question What is the salt tolerance of several common farm crops? Organisms have ranges of tolerance for environmental factors. Range of tolerance can be determined with a controlled experiment in which one variable is manipulated with all others are kept the same.
WCPS 2010-2011
Session 36
FOSS: Environments Science Stories: Breeding Plants See Science Stories Folio for Lesson Plan FOSS: Environments Investigation 6 Part 2 Observing Plants Guiding the Investigation 1. Steps 1-2 Closure 2. Have the students make predictions about what they believe they will observe tomorrow.
Session 37
3.A.1.a-b
salt-tolerance salt-sensitive
Focus Question What changes in the plants can be observed over time? Plants have different tolerances for salt, with barley being the most salt-tolerant.
WCPS 2010-2011
Office of Elementary Education Time State Curriculum Objectives 3.A.1.s-b Lesson Overview Vocabulary Formative Assessment
Session 38
FOSS: Environments Investigation 6 Part 2 Observing Plants Guiding the Investigation 1. Steps 3 Closure 2. Have the students make predictions about what they believe they will observe tomorrow. FOSS: Environments Investigation 6 Part 2 Observing Plants Guiding the Investigation 1. Steps 4-10 Wrapping Up Part 2 2. Steps 11-12
Focus Question What changes in the plants can be observed over time? Plants have different tolerances for salt, with barley being the most salt-tolerant.
Session 39
WCPS 2010-2011
Session 40
FOSS: Environments Science Stories: What Happen When Ecosystems Change How Organisms Depend on Each Other See Science Stories Folio for Lesson Plan
Session 41 Session 42 Session 43
End of Unit Review
Unit Assessment
Unit Assessment
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Instructional Support for Science Objectives
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3.A.1.a (Assessed) Identify and describe features and behaviors of some of the plants and animals living in a familiar environment and explain ways that these organisms are well suited to their environment. Resources to Support 3.A.1.a (Assessed)
Name of Resource
ScienceSaurus FOSS: Environments Leveled Text for Science ~ Life Science Safari Montage
Where Can the Resource Be Found?

Pages 76-77 and 84-97 Investigations 1-3, 5-6 See SAS ~ Delivered 2/2011 y All About Plant Structure and Growth y Plant Structure and Growth y Plants of the Rainforest y Eyewitness: Plants y Classifying Plants y Bill Nye: Plants y Life of Mammals: Plant Predators y Plant Scientist y All About Plant Ecosystems y All About Water Ecosystems y All About Desert and Grasslands y All About Forest Ecosystems y Eyewitness: Life y Animals of the Rainforest y Wild, Wonderful Animals in the Woods
Notes
These videos may be used to enhance science investigations. The videos are not intended to replace investigations or to be used as a stand-alone activity. Please select chapters or segments within the videos to meet the needs of your students.
PLEASE BE SURE TO VISIT netTrekker FOR ADDITIONAL RESOURCES. SEE DIRECTIONS ON PAGE 180.
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Lesson Seeds
Ecosystem Research ~ Have the student research a particular ecosystem. The students should identify the ecosystems producers, consumers, and decomposers. They can use a food web diagram to show how the producers, consumers, and decomposers are interdependent. Resource: Adapted from Web Resources for Science Activities
Animal Cam ~ Have the students use a web cam to observe and record animal behavior over a three-day period. The students should record observations about the animals structures and behavior. http://dsc.discovery.com/cams/cams.html http://www.sandiegozoo.org/ Resource: Adapted from Web Resources for Science Activities
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Guiding Questions for Research
y What is the primary source of energy for all living things? y Describe the plants or animals features and behaviors. Why are they well suited for this environment? y Why might the plant or animal not survive if they were moved from their environment or if their environment changed? y Why would this organism not be able to survive in the Chesapeake Bay? y What type of environment would be needed for Maryland organisms? y How could sudden or slow changes to our environment affect individual organisms and entire populations?
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Writing About Science
Animals live in many different environments such as the desert, the ocean, forest, and mountains. Choose an animal and describe what it looks like, where it lives, and what it eats in its environment. Describe the features your animal has to help it thrive in its environment.
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Your teacher is lost somewhere in an unknown environment. Write ten questions you can ask her by phone to get a detailed description of the environment she is in so you can help her identify where she is.
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All organisms need energy and matter to live and grow. In turn, living organisms depend on one another and on their environment for survival. Choose an organism to research and write a composition of at least four of paragraphs explaining how its environment supports its survival.
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3.A.1.b (Assessed) Based on information about the features and behaviors of animals and plants from very different environments and describe reasons that they might not survive if their environment changed or if they were moved from one environment to another. Resources to Support 3.A.1.b (Assessed)
Name of Resource

Pages 76-77 and 84-97 Investigations 1-3, 5-6 See SAS ~ Delivered 2/2011 y All About Plant Structure and Growth y Plant Structure and Growth y Plants of the Rainforest y Eyewitness: Plants y Classifying Plants y Bill Nye: Plants y Life of Mammals: Plant Predators y Plant Scientist y All About Plant Ecosystems y All About Water Ecosystems y All About Desert and Grasslands y All About Forest Ecosystems y Eyewitness: Life y Animals of the Rainforest y Wild, Wonderful Animals in the Woods
Notes
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Lessons Seeds
Extinction ~ Have the students examine the idea that extinction happens when a species cannot adapt to changing conditions in its environment. Visit http://www.endangeredspecie.com/states/md.htm to view information about endangered species in Maryland. This website may also be used to view information about endangered species in other areas. Have the students record the name of the species, current number in the wild, what it eats, habitat, why it is endangered, what people are doing to save this endangered species, and other interesting facts. Students should explain why it is important to save this endangered species and what they could do to save this species. Resource: Adapted from Web Resources for Science Activities
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Choose an extinct species youve learned about to compare with a species that is living now (e.g., dinosaurs and lizards, wooly mammoths and elephants). Explain their similarities and differences.
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Knowing what you know about how different plants survive better in particular environments, you may be able to predict how a bamboo plant would react compared with a cactus plant when both are placed in the same hot, sunny place without water for one month. Imagine you conducted this experiment for kindergarten children. Write a brief narrative describing the kindergarten setting, how the children helped you set up the experiment, and their reaction to the outcomes.
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Your friend insists that scientist make up explanations about why some plants do better in certain environments than others. Define observation and interpretation for your friend and tell her how scientists use both to formulate explanations and theories.
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Web of Life Materials: y y y Ball of yarn Resource materials about forest plants and animals Folders (optional)
Providing Optional Folders Provide a folder of information on a specific forest animal or plant. Folders might include pictures from magazines or calendars, and articles or other information you glean from nature journals or other sources. If possible, select a variety of plants and animals so folders include at least 2 of each type: mammal, arthropod (insect or spider), bird, reptile, amphibian, trees, and other plants. Animal possibilities include bark beetle, bat beaver, bear, box turtle, butterfly, chipmunk, dear, earthworm, field mouse, red fox, tree frog, grasshopper, king snake, lizard, mosquito, hawk moth, opossum, barred owl, rabbit, raccoon, skunk, snail, red squirrel, tick, or woodpecker. Plant possibilities include azalea, clover, columbine, cottonwood, honeysuckle, lichen, maple tree, Douglas fir, paintbush, pine tree, poison ivy, shelf fungus, or violet. (Pictures are included in this guide after the lessons seed.) Students will need to be able to access resource materials or the Internet for information about forest plants and animals. Directions: 1. Students work in pairs to brainstorm all the components they think would be necessary for a healthy forest. Have the students share out their ideas. 2. The students select a forest organism to study. Students should select a variety or organisms. 3. Have the students collect the following information about their chosen organism. For Animals: y y y y y y Where within the forest does this animal live? What does this animal eat? What animals prey on it? What other animals and plants live in the forest with this animal? In what ways does this animal depend on these other animals and plants? How does the animal influence its environment?
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For Plants: y y y y y Where within the forest does this plant live? What animals eat this plant? What other plants and animals live in the forest with this plant? How does this plant depend on these other plants and animals? How does this plant influent its environment?
4. Students create a nametag for their plant or animal, including a picture. The students sit on the floor in a circle with their nametag. 5. Starting with one plant, ask the student to hold the end of the ball of string, and to name another organism in the circle with which that plant interacts (for example, is eaten by or depends on). Pass the ball to this second student. Ask the second student to name another organism with which his or her organism interacts. The process will continue until each organism is linked to the ecosystem, and the ball is returned to the first student. 6. Have the students slide back until the string is tight. Tell students to keep still. But if they feel a tug, they should tug in response. When everyone is still tell the students holding the original end of the string to gently begin tugging. Keep remind everyone that if they feel a tug, they should tug in response. Through this mechanism vibration will spread through the food web until everyone is tugging and the whole web is shaking. 7. Ask students how the tugging demonstration might illustrate what happens when one of the links in an ecosystem is damaged through natural or human-made stress. (The rest of the system feels it.) 8. Have the students pick on organism that seems less important than the others, and have it drop out of the web. Ask if any other organisms would drop out because they depend on that organism. After one or more students have dropped out, ask students to again identify an organism that seems less important, and repeat the procedure. Continue planning for a few more rounds. Ask: y y y y What happens when we remove a link in the forest system? (Organisms that depend on it are affected. The web itself changes shape.) Were the changes more dramatic when the system was composed of many parts or when it had fewer parts? (fewer) What can we say about the relationship between how many parts of the system has (its complexity or diversity) and how stable is it? (In general, complexity makes it more stable.) What would happen if humans were introduced to the web?
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Enrichment y y Have the students use concept mapping or graphics to illustrate the web of life using plants and animals studied in this activity. Make food web mobiles.
Resource:Project Learning Tree
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Assessment Probe Habitat Changes
A small, short furred, gray animal called a divo lives on an island. This island is the only place on earth where divos live. The island habitat is warm and provides plenty of the divos only food tree ants. The divos live high in the treetops, hidden from predators. One year the habitat experienced a drastic change that lasted for most of the year. It became very cold and even snowed. All the ants died. The trees lost their leaves, but plenty of seeds and dried leaves were on the ground. Circle any of the things you think happened to most of the divos living on the island after their habitat changed. A B C D E The divos fur grew longer and thicker. The divos switched to eating seeds. The divos dug holes to live under the leaves or beneath rocks. The divos hibernated through the cold period until the habitat was warm again. The divos died.
Explain your thinking. How did you decide what effect the change in habitat would have on most of the divos?
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Teacher Notes
This assessment should be used to find out students ideas about adaptation. The best response is E. However, be sure to listen/read the responses of the other students who did not pick E. Their explanations may be correct depending on how they may have interpreted the other statements.
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Assessment
Three friends were arguing about what would happen if a population of rabbits from a warm, southern climate were moved to a cold, northern climate. This is what they said:
Alice: I think all of the rabbits will try to adapt to the change. Benny: I think most of the rabbits will try to adapt to the change. Chloe: I think few or none of the rabbits will try to adapt to the change.
Which person do you most agree with and why? Example your ideas about adaptation.
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Assessment Teacher Notes
This assessment should be used to find out students ideas about adaptation. Chloes answer is the best. The key word is try. However, be sure to listen/read the responses of the other students who did not pick Chloe. Their explanations may be correct depending on how they may have interpreted the other statements.
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3.A.1.c State reasons why certain animals such as whales, salmon, could not survive in the Chesapeake Bay.
Resources to Support 3.A.1.c

Name of Resource Where Can the Resource Be Found?
http://www.chesapeakebay.net/baybio.htm Recommended Websites http://www.dnr.state.md.us/bay/cblife/index.html http://www.dnr.state.md.us/bay/cblife/index.html https://www.bcps.org/offices/lis/models/cbhabitats/index.html Safari Montage y y y y y Animal World: Whales Eyewitness: Fish Bill Nye: Fish Land of the Eagle ~ The Great Encounter The States ~ Georgia, Colorado, Wisconsin, Nebraska, Maryland These videos may be used to enhance science investigations. The videos are not intended to replace investigations or to be used as a stand-alone activity. Please select chapters or segments within the videos to meet the needs of your students.
Notes
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3.A.1.d Research the kind of environment needed by the Maryland blue crab, the Black-eyed Susan (Marylands state flower), or another Maryland native organism.
Resources to Support 3.A.1.d

Name of Resource Where Can the Resource Be Found?
http://www.chesapeakebay.net/baybio.htm Recommended Websites http://www.dnr.state.md.us/bay/cblife/index.html http://www.dnr.state.md.us/bay/cblife/index.html https://www.bcps.org/offices/lis/models/cbhabitats/index.html Safari Montage y y Land of the Eagle ~ The Great Encounter The States ~ Georgia, Colorado, Wisconsin, Nebraska, Maryland These videos may be used to enhance science investigations. The videos are not intended to replace investigations or to be used as a stand-alone activity. Please select chapters or segments within the videos to meet the needs of your students.
Notes
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3.A.1.e Explain that the survival of individual organisms and entire populations can be affected by sudden (flood, Tsunami) or slow (global warming, air pollution) changes in the environment.
Resources to Support 3.A.1.e

Name of Resource
ScienceSaurus Leveled Text for Science ~ Life Science Safari Montage

Pages 128-129 See SAS ~ Delivered 2/2011 y y y Global Warming Global Environmental Issues Amazing Planet and Destructive Forces
Notes
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We know that changes in the environment can cause the extinction of some species and the success of others. Imagine a sudden change in our environment and choose one species that would benefit from it. Perhaps it is a weather change, a food shortage, or a major disaster. Write a story of at least three paragraphs telling how that species came to expand and dominate the planet. Remember, it might be a plant.
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3.B.1.a Use microscopes, other magnifying instruments, or video technology to observe, describe, and compare single celled organisms, such as amoeba, euglena, paramecium, etc. Resources to Support 3.B.1.a
Name of Resource
ScienceSaurus Recommended Websites for Cell Video

Pages 98-105 http://www.linkpublishing.com/video-cell.htm#Paramecium http://www.linkpublishing.com/videocell.htm#Amoeba_(Ameba) http://www.linkpublishing.com/video-cell.htm#Euglena
Notes
Need Microsoft Media Player on your computer to view these videos.
Cells Resource Looking At Cells ~ National Geographic Leveled Text for Science ~ Life Science Safari Montage
This resource can be found in this guide on page 1 class set (24) per school in Grade 5. See SAS ~ Delivered 2/2011 y y y y y Cells All About Cells and Body Systems Discovering the Cell Bill Nye: Cells Eyewitness: Life These videos may be used to enhance science investigations. The videos are not intended to replace investigations or to be used as a stand-alone activity. Please select chapters or segments within the videos to meet the needs of your students.
PLEASE BE SURE TO VISIT netTrekker FOR ADDITIONAL RESOURCES. SEE DIRECTIONS ON PAGE 180. WCPS 2010-2011 Grade 5 Standard 3: Life Science
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3.B.1.b Describe the observable behaviors of single celled organisms. Resources to Support 3.B.1.b
Name of Resource

Pages 98-105 http://www.linkpublishing.com/videocell.htm#Paramecium http://www.linkpublishing.com/videocell.htm#Amoeba_(Ameba) http://www.linkpublishing.com/video-cell.htm#Euglena
Notes
Cells Resource Looking At Cells Leveled Text for Science ~ Life Science Safari Montage
This resource can be found in this guide on page 1 class set (24) per school in Grade 5. See SAS ~ Delivered 2/2011 y y y y y Cells All About Cells and Body Systems Discovering the Cell Bill Nye: Cells Eyewitness: Life These videos may be used to enhance science investigations. The videos are not intended to replace investigations or to be used as a standalone activity. Please select chapters or segments within the videos to meet the needs of your students.
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3.B.1.c (Assessed) Cite evidence from data gathered that supports the idea that most single celled organisms have needs similar to those of multicellular organisms. Resources to Support 3.B.1.c (Assessed)
Name of Resource

Pages 98-105 http://www.linkpublishing.com/video-cell.htm#Paramecium http://www.linkpublishing.com/videocell.htm#Amoeba_(Ameba) http://www.linkpublishing.com/video-cell.htm#Euglena
Notes
Cells Resource Looking At Cells Leveled Text for Science ~ Life Science Safari Montage
This resource can be found in this guide on page 1 class set (24) per school in Grade 5. See SAS ~ Delivered 2/2011 y y y y y Cells All About Cells and Body Systems Discovering the Cell Bill Nye: Cells Eyewitness: Life These videos may be used to enhance science investigations. The videos are not intended to replace investigations or to be used as a stand-alone activity. Please select chapters or segments within the videos to meet the needs of your students.
PLEASE BE SURE TO VISIT netTrekker FOR ADDITIONAL RESOURCES. SEE DIRECTIONS ON PAGE 180. WCPS 2010-2011 Grade 5 Standard 3: Life Science
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3.B.2.a Use microscopes and/or other video technology to investigate and describe that some organisms are composed of a collection of similar cells working together to meet basic needs of a colony of cells.
Resources to Support 3.B.2.a

Name of Resource
ScienceSaurus Cells Resource Looking At Cells ~ National Geographic Recommended Website Leveled Text for Science ~ Life Science Safari Montage

Pages 98-105 This resource can be found in this guide on page 1 class set (24) per school in Grade 5. http://www.neok12.com/Cell-Structures.htm See SAS ~ Delivered 2/2011 y y y y y Cells All About Cells and Body Systems Discovering the Cell Bill Nye: Cells Eyewitness: Life
Notes
Use Video On Cells
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3.B.2.b (Assessed) Use microscopes and pictures to investigate, describe with drawings, and compare the cells in a variety of multicellular organisms, such as cells in elodea and onions; muscle cells, nerve cells, skin cells, etc. in animals.
Resources to Support 3.B.2.b (Assessed)

Name of Resource
ScienceSaurus Cells Resource Looking At Cells ~ National Geographic Leveled Text for Science ~ Life Science Safari Montage

Pages 98-105 This resource can be found in this guide on page 1 class set (24) per school in Grade 5. See SAS ~ Delivered 2/2011 y y y y y Cells All About Cells and Body Systems Discovering the Cell Bill Nye: Cells Eyewitness: Life
Notes
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3.B.2.c (Assessed) Select information gathered from readings that provides evidence that some organisms cells vary greatly in appearance and perform very different roles in the organism.
Resources to Support 3.A.1.a (Assessed)

Name of Resource
ScienceSaurus Cells Resource Looking At Cells ~ National Geographic Leveled Text for Science ~ Life Science Safari Montage

Pages 98-105 This resource can be found in this guide on page 1 class set (24) per school in Grade 5. See SAS ~ Delivered 2/2011 y y y y y Cells All About Cells and Body Systems Discovering the Cell Bill Nye: Cells Eyewitness: Life
Notes
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Cells Resource
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Day 1
Lesson Seed
Assess the students prior knowledge about cells. They may have some background knowledge from their experience at the outdoor school if they participated in the cells lesson. Have the students use the labels and microscope picture to identify the parts of the microscope. Have the students describe the function of each part. Students should have a real microscope to look at. Contact Tara Ellis if you school does not have microscopes. Students can also review by reading Looking at Cells. Consider having the students compare the plant and animal cell models. Students observe single celled organisms, such as amoeba, euglena, or paramecium. You may use the following website: http://www.linkpublishing.com/video-cell.htm#paramecium http://www.linkpublishing.com/video-cell.htm#Amoeba_(Ameba) http://www.linkpublishing.com/video-cell.htm#Euglena You can also have the students observe pond water, much like their experience at outdoor school. Students should use their science notebooks to draw and record their observations. Each school has been provided slides, slip covers, droppers, and iodine. Contact Tara Ellis if you need any materials or need pond water. Be sure that students wash their hands after the investigation. y y y y
Guiding Questions
What are cells? What is an example of a single celled organism? What is an example of a multicellular organism? How do cells sustain life?
y y y
How would you describe and compare the single celled organisms? How would you describe the behaviors of the single celled organisms? Describe how single celled organisms have similar needs to those of multicellular organisms.
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Day 3-4
Lesson Seed
Students observe cells from multicellular organisms. Students can use the microscopes to observe onion skin and the leaves from their plants. Slides for onions should be prepared before lesson. Directions are included in this resource. Use websites from the recommended list on the next page to have students view other cells such as muscle, nerve, etc. Students should record their observations in their science notebooks. Wrapping Up Cells Students should be able to answer the following questions: y y y y What are cells? What is an example of a single celled organism? What is an example of a multicellular organism? How would you describe and compare the cells you observed? How do cells sustain life? y y
Guiding Questions
How would you describe and compare the cells you have observed? Why are some cells different?
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Recommended Websites
http://www.linkpublishing.com/video-cell.htm#paramecium
http://www.linkpublishing.com/video-cell.htm#Amoeba_(Ameba)
http://www.linkpublishing.com/video-cell.htm#Euglena
http://www.neok12.com/Cell-Structures.htm
http://learn.genetics.utah.edu/content/begin/cells/
http://www.cellsalive.com/cells/3dcell.htm
http://www.cytographics.com/cg.html
http://www. Enchantedlearning.com/subjects/animals/cell/
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Microscope
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eyepiece lens tube illuminator stage with clips base arm objective lenses revolving nosepiece fine focus coarse focus
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Slide Preparation
Dry Mount
Dry mount requires no water (slide, object, coverslip); usually used for inanimate objects that don't require water to live. 1. Place slide on a flat surface. 2. Lay specimen on top of slide (use as thin of a specimen as possible - 1 cell layer thick is best). 3. Place coverslip slowly on top of specimen as flat as possible.
Wet Mount
Wet mount requires water (slide, water, object, coverslip); used to prepare slides that hold living organisms (mobile or not). 1. Place slide on a flat surface. 2. Place a drop of water on the slide. Add the specimen to the drop of water (at times, you may want to have the specimen already on the slide before adding the water). 3. Hold the coverslip by its sides and lay its bottom edge on the slide close to the specimen. Holding the coverslip at a 45 degree angle helps. 4. Slowly lower the coverslip so that it spreads the water out. If you get air bubbles (looking like little black doughnuts), gently press on the coverslip to move them to the edge. If there are dry areas under the coverslip, add a little more water at the edge of the coverslip. Too much water can be dabbed off with a piece of paper towel. 5. Moving organisms can be slowed down with commercially prepared solutions, such as Protoslo. A few strands from a cottonball added to the water also can help trap and slow down organisms.
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Staining Specimen
Iodine may be added to specimens in order to increase contrast. The stain can be directly added to the water when first preparing the slide or it can be added later after first viewing the specimen without the stain. Add a drop of the stain along one edge of the coverslip. Placing a piece of paper towel along the opposite edge of the coverslip will help draw the stain under the coverslip. CAUTION: Iodine will stain skin and clothing. They are also harmful if ingested.
Preparing Slide of Onion Skin Cells ~ Teacher Directions

Equipment: Small raw onion Clean microscope slide Glass cover slip Tweezers (useful) and fine scissors Compound microscope with 9X or 10X objective Optional: iodine Method: Cut a quarter segment from the onion with a knife and peel off the first scale leaf (an outer layer which breaks away). Remove one of the inner layers and bend it back to break it. You should find that when it breaks the epidermis (thin skin) is still intact. Carefully peel this away (tweezers are useful for this) and with scissors cut a small square of this thin skin. Place the skin on a microscope slide with a drop of water. Cover carefully with a cover slip trying to avoid trapping air bubbles. Examine under a compound microscope. You should clearly see the cell structure shown right.
Resource: http://www.microscopy-uk.org.uk/dww/home/marhomb.html
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Assessment Probe
Which things are larger than cells? Circle your choices.

thickness of a leaf width of a hair piece of sawdust bread crumb bacteria
Explain your thinking. How did you decide if something is larger than a typical plant or animal cell?
point of a pin grain of salt eye of an ant tiny seed larva of a tiny fruit fly period at the end of a sentence flea egg speck of pepper dust mite virus
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Teacher Notes
The purpose of this assessment probe is to find out students ideas about the size of cells. The best choices are: thickness of a leaf, grain of salt, eye of an ant, width of hair, piece of sawdust, tiny seed, bread crumb, larva of a fruit fly, speck of pepper, period at the end of a sentence, dust mite, point of a pin, and flea egg. However, be sure to listen/read the responses of the other students who did not choose the items mentioned above. Their explanations may be correct depending on how they may have interpreted the other statements.
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Assessment Probe
Is It Made of Cells? Imagine you could examine the objects and materials listed below with a powerful microscope. This microscope would allow you to see evidence of cell structure. Which of the following are materials made up, or were once make up of cells? Circle your choices. flowers skin protein rocks milk
bones
lungs
hamburger
calcium
apples
sand
worms
bacteria
leaf
seeds
water
sugar
paramecium
blood
cell membrane
mushrooms
Explain your thinking. Describe the rule or reason you used to decide whether something is or was once made up of cells.
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Assessment Probe
The purpose of this assessment probe is to find out students ideas about objects and materials that are made up of cells. The following are made up of cells: flowers, skins, bone, lungs, hamburger, apples, leaves, worms, bacteria, seeds, paramecium, blood, and mushrooms. However, be sure to listen/read the responses of the other students who did not choose the items mentioned above. Their explanations may be correct depending on how they may have interpreted the other statements.
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3.E.1.a (Assessed) Identify the sun as the primary source of energy for all living organism. y Plants use sunlight to make food y Plants and animals use food for energy and growth
Resources to Support 3.E.1.a (Assessed)

Name of Resource

Page 80 and 142 Investigations 1-3, 5-6 See SAS ~ Delivered 2/2011 y y y y y y y y y All About Plant Structure and Growth Plant Structure and Growth Plants of the Rainforest Eyewitness: Plants Classifying Plants Bill Nye: Plants Life of Mammals: Plant Predators Plant Scientist All About Plant Ecosystems
Notes
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The sun is hiding, the crops are not growing, and everyone is going hungry. Write a fable that tells why the sun decided to hide and how he was convinced to come out again after seeing the effect he had on the germination, growth, and development of plants.
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3.E.1.b (Assessed) Cite evidence from observations and research that some insects and various other organisms depend on dead plant and animal materials for food.
Resources to Support 3.E.1.b (Assessed)

Name of Resource

Pages 80, 126-138, 142 See SAS ~ Delivered 2/2011 y Life of Mammals: Plant Predators
Notes
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Fungi, insects, and microorganisms are known as decomposers. They recycle matter from dead plants and animals. Write a poem that describes this process.
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3.E.1.c Provide examples that justify the statement Most animals food can be traced back to plants.
Resources to Support 3.E.1.c

Name of Resource

Pages 126-138 See SAS ~ Delivered 2/2011 y Life of Mammals: Plant Predators
Notes
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Producers and consumers are related in food chains in an ecosystem. Imagine that you are a blade of grass. You are eaten by an herbivore, which is then eaten by a carnivore, which is then eaten by decomposers. Write a narrative of at least three paragraphs to describe our transformations.
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6.A.1.a (Assessed) Identify and compare Marylands renewable resources and nonrenewable resource.
Resources to Support 6.A.1.a (Assessed)

Name of Resource
ScienceSaurus The Maryland Adventure Safari Montage

Pages 308-309, 311, 315, 317, 320-323 Grade 4 uses this book as their Social Studies text. y y y y U.S. Industries and Resources Magic School Bus: Recycling The Southeast What is Economics?
Notes
These videos may be used to enhance science investigations. The videos are not intended to replace investigations or to be used as a standalone activity. Please select chapters or segments within the videos to meet the needs of your students.
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6.A.1.b (Assessed) Describe how humans use renewable natural resources, such as plants, soil, water, animals.
Resources to Support 6.A.1.b (Assessed)

Name of Resource
ScienceSaurus Safari Montage

Pages 308-309, 311, 315, 317, 320-323 y y y y U.S. Industries and Resources Magic School Bus: Recycling The Southeast What is Economics?
Notes
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6.A.1.c (Assessed) Describe how humans use nonrenewable natural resources, such as oil, coal, natural gas, minerals, including metals.
Resources to Support 6.A.1.c (Assessed)

Name of Resource

Pages 308-309, 311, 315, 317, 320-323 y y y y U.S. Industries and Resources Magic School Bus: Recycling The Southeast What is Economics?
Notes
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Resource Race
Directions:
1. You will need a partner to play this game. 2. Each player needs 11 markers. 3. Shuffle the cards and place them face down. 4. Each player takes turns drawing a card. 5. If the player correctly identifies the resource as renewable or nonrenewable, then player may place a marker beside on the letters in the word ENVIRONMENT on the game board. 6. If the player is incorrect, the other player adds a marker to their side of the game board.
7. If a player draws a
, the player looses a turn.
8. If a player draws a
, the player add 3 markers to the board.
9. The game ends when one of the players fills up all the spaces on their side of the board.
Resource Race
Player 1
E N V I R O N M E N T
Player 2
Renewable or Renewable or Renewable or Nonrenewable Nonrenewable Nonrenewable
Oil
Coal
Natural gas
Trees
Copper
Minerals
Air
Beef
Chicken
Fruits
Vegetables
Fish
Cotton
Air
Solar energy
Soil
Water
Wind energy
Answer Key Renewable

trees air fruits cotton soil copper beef vegetables solar energy water minerals chicken fish wind wind energy coal
Nonrenewable
oil natural gas
Your family drove to store instead of walking
Your family use a rain barrel to collect water
Your family dumped oil down a storm drain
Your family throws their soda cans in the trash
Your family planted a tree
Your family planted a vegetable garden
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6.B.1.a Identify and describe personal and community behaviors that waste natural resources and/or cause environmental harm and those behaviors that maintain or improve the environment.
Resources to Support 6.B.1.a

Name of Resource

Pages 326-339 y y y Bill Nye: Pollution Solutions Environmental Health Fresh Water: Resource at Risk
Notes
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6.B.1.b Identify and describe that individuals and groups assess and manage risk to the environment differently.
Resources to Support 6.B.1.b

Name of Resource

Notes
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6.B.2.a (Assessed) Explain how human activities may have positive consequences on the natural environment.
y Recycling centers y Native plantings y Good farming practice
Resources to Support 6.B.2.a (Assessed)

Name of Resource

Notes
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6.B.2.b (Assessed) Explain how human activities may have a negative consequence on the natural environment.
y Damage or destruction done to habitats y Air, water, and land pollution
Resources to Support 6.B.2.b (Assessed)

Name of Resource

Notes
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6.B.2.c (Assessed) Identify and describe that an environmental issue affects individual people and groups of people differently.
Resources to Support 6.B.2.c (Assessed)

Name of Resource

Notes
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Unit Vocabulary
Please note the following:
y These words are suggested vocabulary words. Please continue to make instructional decisions about vocabulary words you feel your students may or may not need. y At the bottom of each vocabulary card is a code. This code indicates the unit and investigation the vocabulary word is found. For example, U3I1 is Unit 3 Investigation 1. Vocabulary should be reviewed at the end of each investigation. y Science vocabulary may be added to the Word Wall. Have your students help you determine at the end of the module what words should be displayed on the Word Wall. y If you choose not to add the vocabulary words to your Word Wall, be sure these words are displayed where they are visible to all students during the time the module is being taught.
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environment factor
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U3I1
environmental
U3I1
terrarium
U3I1
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organism germinate variable

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U3I1
U3I1
U3I2
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isopod
U3I2
beetle
U3I2
preferred environment
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U3I2
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brine shrimp salinity optimum

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U3I5
U3I5
U3I5
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viable
U3I5
irrigate
U3I5
drought
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U3I5
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salt-tolerance salt-sensitive single celled

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U3I6
U3I6
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multicellular microscope cell colony

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organism amoeba paramecium

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euglena specialize jobs
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Ongoing Vocabulary From the State Curriculum
data investigation organisms

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environments behaviors populations

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energy food habitats

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renewable resources nonrenewable resources community

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behaviors natural resources pollution

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Student Vocabulary for Content Sort
environment
environment
environmental factor
1
environmental factor
1
terrarium 1 organism germinate variable isopod beetle

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terrarium 1 organism
1 1
germinate variable isopod beetle

2 2
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preferred environment aquarium indicator

4
2
preferred environment aquarium indicator

4
2
carbon dioxide 4 brine shrimp salinity optimum viable

5 5 5
carbon dioxide 4 brine shrimp salinity

5 5
optimum viable
6 5
irrigate
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drought
drought
6
salt-tolerance
6
salt-sensitive
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Careers in Life Science
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Physiology
What is Physiology? Check out the APS Careers web site find out about physiology and what physiologists do. http://www.the-aps.org/careers/careers1/index.htm
Comparative Physiology and Biochemistry
Learn more from the Society for Integrative and Comparative Biology http://www.sicb.org/divisions/dcpb.php3
All Kinds of Scientists!
Careers of real people doing science on the job. Check out this site at NIH, for interviews with scientists of all areas of study, from immunology to neuropathology to oncology to genetics. http://science-education.nih.gov/snapshots.nsf/Titles?openform&pds~
Agricultural Science
Agricultural scientists study farm crops and animals and develop ways of improving their quantity and quality - and use principles of biology, chemistry, physics, math, and other sciences in their jobs. Visit this site to find out more about careers in agriculture. http://stats.bls.gov/oco/ocos046.htm#nature
Anthropology
Anthropology is the study of human behavior. Work in a museum, out in the field or in forensics! http://anthropology.nku.edu/ http://www.medicalandnursing-training.com/medic/careers-in-anthropology.html
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Astrobiology
What is Astrobiologist - and how do I become one? http://www.astrobiology.com/how.to.html
Biology
What kinds of jobs do biologists have? http://www.aibs.org/careers/index.html You can also check out this web site for careers in neurobiology, ecology, vertebrate morphology, biochemistry, endocrinology, and lots more! http://www.sicb.org/divisions/ What do you need to succeed in biomedical research? Brains? Hard work? Luck? Some of the world's most prominent biomedical researchers may surprise you with their answers. http://www.hhmi.org/scientist/index.html
Biomedical Research
Browse for information on more than 100 medical science and health careers by title, education required, interest area, or median salary. Also, check out the "Career Finder" to generate a customized list of careers especially suited for your skills and interests. http://science.education.nih.gov/LifeWorks Meet Dr. Barry Bloom - Medical Researcher/Immunologist, Howard Hughes Medical Institute http://www.accessexcellence.org/AB/CC/bloom.html Meet a Biotechology Science Writer - Stephen Hall http://www.accessexcellence.org/AB/CC/hall.html Nobel laureate in physics, and leading advocate for reform of science education - Leon Lederman http://www.accessexcellence.org/AB/CC/lederman.html Meet Dr. Maxine Singer, President of the Carnegie Institution in Washington and active researcher at the National Institutes of Health http://www.accessexcellence.org/AB/CC/singer.html
Biotechnology
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Botany
What is Botany? Why Choose a Career in Botany? How to Prepare for a Career in Botany. http://www.botany.org/bsa/careers/
Chemistry
What kinds of jobs does a chemist do? What education do I need to be a chemist? http://stats.bls.gov/oco/ocos049.htm
Ecology
Ecology is the branch of science studying interactions and relationships between organisms and their environment. Check out this web site for Career & Funding Opportunities in Ecology http://www.esa.org/careers_certification/employment.php
Endocrinology
http://www.sicb.org/divisions/dce.php3
Entomology
If you like to study bugs, then check out these web sites! http://www.entsoc.org/resources/education/index.htm
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Careers in Genetics and the Biosciences http://www.ornl.gov/hgmis/education/careers.html
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Genetics
What is genetics? Check out this site for profiles of scientists working in the genetics field http://www.faseb.org/genetics/gsa/careers/bro-menu.htm Meet James Watson, Ph.D. - co-discoverer of the structure of DNA with Francis Crick http://www.accessexcellence.org/AB/CC/watson.html Meet Eric Lander - Associate Professor of Biology & Director, Center for Genome Research, Massachusetts Institute of Technology, Cambridge, Massachusetts. http://www.accessexcellence.org/AB/CC/lander.html Meet a Geneticist - Neil Holtzman, M.D., M.P.H. http://www.accessexcellence.org/AB/CC/holtzman.html Find Your Future in Genetics and Genomics http://www.genome.gov/GenomicCareers/ From the National Human Genome Research Institute Microbiologists study living organisms, called microbes, that are so small they must be viewed with a microscope. Microbiologists explore, investigate and discover how these organisms exist - and how they affect our lives. http://www.microbe.org/pages/split5.htm http://www.microbe.org/pages/split2.htm Stalking the Mysterious Microbe! Find out all about microbiology - and what microbiologists do! http://www.microbe.org/ From this site students can access a variety of career resources - including a student planning guide to grad school and beyond. http://www.asm.org/index.php?option=com_content&view=article&id=369&Itemid=287
Microbiology
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Molecular Biology with the study of DNA to the study of how different chemicals form together to make cells, and
how those cells work together to build large organisms. http://www.asbmb.org/ then click on "Publications" - then click on "career brochure"
The study of molecules - from bacteria and yeast, to plants, amphibians and mammals. Beginning
Vertebrate Morphology
http://www.sicb.org/divisions/dvm.php3
Oncology is an area of medicine that deals with the study and treatment of cancer.
Oncology
Career profile of an Oncology Nurse http://www.stjohn.org/CareerProfiles/oncnur/ Two articles from the UK publication, BMJ Career Focus: Training in Clinical Oncology http://careers.bmj.com/careers/advice/view-article.html?id=725 A career in oncology http://careers.bmj.com/careers/advice/advice-overview.html
Neurobiology
http://www.sicb.org/careers/neuro.php3 From the "Neuroscience for Kids" web site http://faculty.washington.edu/chudler/csem.html
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Paleontology
Advice for students and parents and the high school background needed are some of the career and informational brochures available from this web site. http://www.priweb.org/ed/lol/careers.html
Parasitology
The study of parasites as viruses, bacteria, protists, worms, insects, http://asp.unl.edu.
Photobiology
Photobiology is that branch of biological science which studies the interactions of light with living organisms. http://www.pol-us.net/ASP_Home/index.html
Plant Pathology & Plant Taxonomists
What is a Plant Pathologist? A plant pathologist specializes in plant health and requires an understanding of the organisms that cause disease. Plant Pathologists learn how plants grow and are affected by disease. Taxonomists study of the kinds of organisms of the past and living today, and of the relationships among these organisms. http://www.apsnet.org/careers/careers.asp
Space Scientists Not all Space Scientists are astronomers!
Check out this site to find out what kinds of scientists work and conduct research in space science! http://science.nasa.gov/spacescience.htm
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Veterinary Science
http://www.aavmc.org/ http://netvet.wustl.edu/vcareer.htm http://www.aavmc.org/VetProfilessplash.htm
Invertebrate Zoology
htthttp://www.sicb.org/divisions/diz.php3p://www.sicb.org/divisions/diz.php3
Resource:http://www.the-aps.org/education/k-12misc/career
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Sorts (Also known as concept attainment)
Students can use sorting mats to categorize pictures and words. Students identify characteristics that match the categories and their discussions about their sorts demonstrate a deeper understanding of the content.
How do you do sorts? Cut out each picture or word. Pose the question from the top of the page. Sort the pictures and/or words into the yes or no column on the sorting mat.
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For Example:
What are foods we can eat?
Yes
No
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Yes
No
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***The following statements should be used for concept attainment.
Investigation 1 Part 1 1. An environment is everything that surrounds and influences an organism.
2. An environmental factor is one part of the environment and has to be living.
3. An organism is a mini-garden in an enclosed container.
4. A terrarium is any living thing, included plants and animals.

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Investigation 1 Part 2
1. Environments never change.
2. Plants need water and light to grow.
3. When a seed germinates, it sprouts, or starts to grow and develop.
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1. A variable is something that can not be changed.
2. Designing an experiment involves controlling the variable so that one factor can be observed at a time.
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Investigation 2 Parts 2& 3
1. A preferred environment is the set of environmental issues that an organism appears to choose over other conditions.
2. Isopods prefer dry environments.
3. Beetles prefer moist environments.
4. Isopods and beetles usually prefer dark environments.
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1. Brine shrimp are tiny animals related to crabs and lobsters.
2. Brine shrimp are found in fresh water.
3. Salinity is how salty water is.
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Investigation 5 Parts 2& 3
1. Optimum environment conditions are the best conditions for an organism.
2. Brine shrimp eggs best hatch in environments with optimum salt concentration.
3. Viable means alive and able to grow.
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1. To irrigate means to water the crops by artificial means.
2. A drought is a long period of rain.
3. Organisms have ranges of tolerance for environmental factors.
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1. Salt-tolerant plants cant survive in salty environments.
2. Salt-sensitive plants can survive in salty environments.
3. All plants have the same tolerances for salt.
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Formative Assessments
Formative assessments are used to gain information that improves instruction and advances student learning. Formative assessment entails both gathering information about children s ongoing development of ideas and skills and using this in modifying activities and the teacher s interventions to meet the children s needs (Harlen 2001, p. 64) This process of gathering and using information about student understanding is thus ongoing and cyclical.
Resource: Science and Learning, March 2007, Assessing for Science Learning , Michele H. Lee and Sandra K. Abell
Administering the formative assessments is optional and the scores are NOT reported. Formative assessments provide an opportunity to informally assess students after each investigation for instructional purposes. The formative assessments do not serve as a practice for the end of the unit assessment. A formative assessment is provided for each unit investigation. A key is provided for each formative assessment.
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Name_______________________ Date________________
Investigation 1: Terrestrial Environments Formative Assessment
1. A(n) ______________ is everything that surrounds and influences an organism. A. B. C. D. factor organism environment germinates
2. When a seed ______________ it sprouts or starts to grow and develop. A. B. C. D. dies gets water germinates moisturizes
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3. A terrarium is a mini A. B. C. D. terrestrial environment in an open container terrestrial environment in an enclosed container aquatic environment in an open container aquatic environment in an enclosed container
4. Any living thing, including plants and animals, is called
A. B. C. D.
environmental factor aquarium germination organism
5. What is an environmental factor? Give specific examples to support/explain your answer.
_________________________________________________________________________________ _________________________________________________________________________________ ______________________________________________________________________________
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Investigation 1: Terrestrial Environments Formative Assessment Key

Item 1. Indicator 5.3.A.1.a Scoring Tool 1 - Correct answer 0 Incorrect answer 2. 5.3.A.1.a 1 - Correct answer 0 Incorrect answer 3. 5.3.A.1.a 1 - Correct answer 0 Incorrect answer 4. 5.3.A.1.a 1 - Correct answer 0 Incorrect answer 5. 5.3.A.1.a Score 2 If the student explains that environmental factors are part of the environment such as: Living: plant or animal AND nonliving: water, light, temperature, or chemicals. includes only nonliving examples or living examples. Other Grade 5 Standard 3: Life Science D. B. C. Performance Criteria/Answer C.
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Name_______________________ Date________________ Investigation 2: Bugs and Beetles Formative Assessment
1. A(n) ______________ is something that can be changed in an investigation.
A. B. C. D.
factor variable constant organism
2. Each _____________ has a set of preferred environmental conditions.
A. factor B. variable C. constant D. organism
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3. What is a preferred environment? Compare/contrast the preferred environments of isopods and beetles.
_________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________
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Investigation 2: Bugs and Beetles Formative Assessment Key

Item 1. Indicator 5.3.A.1.a-b Scoring Tool 1 - Correct answer 0 Incorrect answer 2. 5.3.A.1.a-b 1 - Correct answer 0 Incorrect answer 3. 5.3.A.1.a-b Score 2 If the student explains that a preferred environment is a set of environmental conditions that an organism appears to choose over other conditions. AND explains that isopods usually prefer dark, moist environments and beetles prefer dark, dry environments 1 0 explains only one of the above points. other D Performance Criteria/Answer B
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Name_______________________ Date________________
Investigation 5: Brine Shrimp Hatching Formative Assessment
1. ___________ is how salty water is, the concentration of salt in water.
A. Viable B. Salinity C. Tolerance D. Optimum
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2. _________________ environmental conditions are the best conditions for an organism.
3.______________ means alive and able to grow.
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4. Mrs. Smith explained that some brine shrimp eggs remain viable outside their range of tolerance. Explain what this scientific statement means.
_________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________
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Investigation 5: Brine Shrimp Hatching Formative Assessment Key
Item 1.
Indicator 5.3.A.1.a-b
Scoring Tool 1 - Correct answer 0 Incorrect answer
Performance Criteria/Answer B
2.
5.3.A.1.a-b
1 - Correct answer 0 Incorrect answer
3.
5.3.A.1.b
1 - Correct answer 0 Incorrect answer
4.
5.3.A.1.b
Score 2
If the student Includes both major points *Viable means alive and able to grow *The Brine shrimp will remain eggs/larvae until the salt is at the correct level so that they can survive
1 0
includes one major point. Other
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Name_______________________ Date________________ Investigation 6: Salt of the Earth Formative Assessment 1. To irrigate means to
A. B. C. D.
water crops by natural means give nutrients to crops water crops by artificial means place crops in direct sunlight
2. A drought occurs when there is
A. an abundance of rain B. a lack of nutrients in the soil C. too much acid in the soil D. a lack of rain
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3. Salt tolerant plants
A. need more water to grow B. can grow in salty environments C. cannot grow in salty environments D. need more salt to grow
4. Salt sensitive plants
A. need more water to grow B. can grow in salty environments C. cannot grow in salty environments D. need more salt to grow
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5. Describe a controlled experiment using specific examples from our Salt of the Earth investigation.
_________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________
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Investigation 6: Salt of the Earth Formative Assessment Key

Item 1. Indicator 5.3.A.1.b Scoring Tool 1 - Correct answer 0 Incorrect answer 1 - Correct answer 0 Incorrect answer 1 - Correct answer 0 Incorrect answer 1 - Correct answer 0 Incorrect answer Score 2 Performance Criteria/Answer C.
2.
5.3.A.1.b
D.
3.
5.3.A.1.b
B.
4.
5.3.A.1.b
C.
5.
5.3.A.1.a
If the student Explains that in a controlled experiment, everything remains constant except the variable. *The amount of salt is the variable in this experiment. *Amount of soil, amount of water, and amount and type of seeds are constant. *Results of experiment Describes controlled experiment but not specific to this investigation. OR Describes our investigation but does not define a controlled experiment. Other
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Literature in the Science Classroom

The use of literature in the science classroom enhances student understanding of scientific concepts. Literature can expose students to lives of real and fictitious people were instrumental in scientific discovery or who have applied scientific ideas to real-life situations. Resource: Fossweb.com Children should be encouraged to use many different books to learn about science. A book can be the expert to refer to for an answer or clarification, or a book can spark an interest or an investigation. More often, however, books, simply serve to deepen a childs understanding of some familiar topic, helping them to make increasing sense of the world and function more confidently in it. Resource: Science and Language Links, Johanna Scott
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Office of Elementary Education Acid Rain Author: Louise Petheram Level: 3-5 Description: The book presents the truth behind acid rain, explains the real situation, and describes some practical solutions. An American Safari: Adventures on the North American Prairie Author: Jim Brandenburg Level: 4-6 Description: A photographic view of vanishing prairie life.
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At Home In The Rainforest Author: Diane Willow Level: K-3 Description: From the tops of the tropical trees to the forest floor, this book shows the interrelationships of plants and animals that thrive at each level of an Amazonian rain forest. The Case Of The Mummified Pigs, And Other Mysteries In Nature Author: Susan E. Quinlan Level: 4-6 Description: Interesting stories about phenomena in the nature that are explained by scientific research. Changing World Series: Oceans And Rivers Author: Francis Dipper Level: 4-8 Description: A look at aquatic environments and the threat to those environments. Changing World Series: The Arctic And Antarctic Author: Dave Weller, Mick Hart Level: 4-8 Description: A well-illustrated book, discussing such topics as physical features, climate, plant and animal life, and environmental concerns of Earth's polar regions. The Chimpanzees I Love: Saving Their World and Ours Author: Jane Goodall Level: 3-7 Description: Goodall explains her findings about chimp communities and communication, the role of hierarchies, and what sort of threats chimpanzees face today. Her account also relates some of her mistakes, such as when she became too close to her subjects and interfered with her own research. WCPS 2010-2011 Grade 5 Standard 3: Life Science
Office of Elementary Education City Kids And City Critters: Activities For Urban Explorers From The Houston Arboretum And Nature Center Author: Janet Wier Roberts, Carole Huellbig Description: A look at identifying habitats in urban areas and how to observe and understand them. Provides activities on natural-resource conservation.
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Come Back Salmon Author: Molly Cone Level: 3-5 Description: This photo-essay describes the efforts of the Jackson Elementary School in Everett, WA, to clean up a nearby stream, stock it with salmon, and preserve it as a place where the salmon can return to spawn. Compost Critters Author: Bianca Lavies Level: 3-5 Description: Close-up, enlarged photographs follow Laviess compost pile through an entire year while the compost critters go to work. They recycle her unwanted waste into rich garden soil called humus. Instructions for making your own compost pile are included. Coyote: North Americas Dog Author: Stephen R. Swinburne Level: 3-5 Description: The author introduces the coyote through his own observations of this somewhat controversial animal. The text invites readers to form their own opinions, showing the coyote as hated and hunted, but also tolerated as part of the ecological balance and venerated in Native American lore. Coyote Fact sidebars throughout will attract browsers and reluctant readers. Desert Giant: The World of the Saguaro Cactus Author: Barbara Bash Level: 3-5 Description: Describes how the cactus provides homes for woodpeckers, owls, and hawks, and food for bats, birds, coyotes, and the indigenous people of Arizonas Sonoran Desert. Dive: My Adventures in the Deep Frontier Author: Sylvia A. Earle Description: An eminent marine biologist relates some of her adventures studying and exploring the worlds oceans. Her activities include tracking whales, living in an underwater laboratory, and helping to design a deep-water submarine. WCPS 2010-2011 Grade 5 Standard 3: Life Science
Office of Elementary Education Draw-Write-Now, Book 6: Animals and Habitats: On Land, Ponds and Rivers, Oceans Author: Marie Hablitzel, Kim Stitzer Level: K-5 Description: Presents animals and their habitats on land, ponds, rivers, and oceans; covers many habitats including deserts, wetlands, and tide pools. Everglades, Buffalo Tiger, And The River Of Grass Author: Peter Lourie Level: 5-6 Description: An informative trip down the Everglades, complete with photographs.
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An Extraordinary Life: The Story of a Monarch Butterfly Author: Laurence Pringle Level: 3-5 Description: This concept book introduces the life cycle, feeding habits, migration, predators, and mating of the monarch butterfly through the observation of a monarch named Danaus. Eyewitness: Fish Author: Steve Parker, Dave King, Colin Keates Level: K Description: This series includes beautiful photographs and accurate information about each subject. Eyewitness: Insects Author: Laurence Mound Level: K Description: This series includes beautiful photographs and accurate information about each subject. Eyewitness: Plants Author: David Burnie Level: K Description: This series includes beautiful photographs and accurate information about each subject.
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Office of Elementary Education Eyewitness: Pond & River Author: Steve Parker Level: K Description: This series includes beautiful photographs and accurate information about each subject.
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Food Chains and Webs Author: Delta Education Level: 3-4 Description: Explores plants as food producers and their role in food chains and webs. Also focuses on consumers and decomposers, and predators and prey. Frog Rescue: Changing the Future for Endangered Wildlife Author: Garry Hamilton Level: 5-8 Description: Profiles the disappearance and endangerment of frogs around the world. Also covers a range of innovative programs used around the world to protect these vulnerable species. Fun With Recycling: 50 Great Things For Kids to Make From Junk Author: Marion Elliot Level: 3-6 Description: Offers ideas on how to creatively recycle past possessions. Girls Who Looked Under Rocks: The Lives of Six Pioneering Naturalists Author: Jeannine Atkins Level: 3-8 Description: From Rachel Carson to Jane Goodall, the six women portrayed in this book all grew up to become award-winning scientists and writers. As girls, they werent squeamish about spiders or snakes; they took time for a close look at their world, even though they were often chastised for getting dirty. As adults, they were passionate about their science in their careers as educators, writers, and researchers. Gone Again Ptarmigan Author: Jonathan London Level: 3-5 Description: Introduces the ptarmigan, the state bird of Alaska, and tells how it is able to blend into its surroundings in each season of the year.
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The Handy Bug Answer Book Author: Gilbert Waldbauer Level: 6-8 Description: Answers to nearly 1000 frequently asked questions about insects, arachnids, and other arthropods. Questions are grouped into 19 topical chapters. Here Is the African Savanna Author: Madeline Dunphy Level: K-2 Description: Circular, cumulative verse highlights the landscape and animals of the African savanna and introduces the food chain. The bright, double-page acrylic illustrations are rich in detail, and the endnotes give additional information about plants and animals. How Animals Live: The Amazing World of Animals in the Wild Author: Bernard Stonehouse, Esther Berttram Level: K-8 - Publisher: Scholastic - Year: 2004 - ISBN: 0-439-54834-9 Description: Presents an overview of the characteristic behavior, habits, and survival skills of various types of animals around the world. I Want to be an Environmentalist Author: Stephanie Maze, Catherine O. Grace Level: 5-8 Description: Describes career opportunities within the field of environmentalism and suggests ways to pursue such a career. Journey into the Rainforest Author: Tim Knight Level: 3-5 Description: Provides a tour of the rain forest ecosystem, including ecology, animals, food chains, and interrelationships between plants and animals. Examines the human impact and deforestation on this habitat. A Logs Life Author: Wendy Pfeffer Level: K-5 Description: One day a storm hits and a great oak falls. It becomes a dead log, quickly filling with all forms of life: ants, spiders, millipedes, termites, and so on. As the years pass, new creatures make the log their home. It provides food and shelter for many. Before long, what is left becomes soil. An acorn falls into this black rich earth, and, one day, another great oak takes its place. WCPS 2010-2011 Grade 5 Standard 3: Life Science
Office of Elementary Education Looking At The Environment Author: David Suzuki Level: 4-6 Description: A thoughtful look at exactly what the environment is and where it is, with great "something to do" activities.
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The Magic School Bus on the Ocean Floor Author: Joanna Cole Level: K-5 Description: The magic school bus turns into a submarine as the class and Ms. Frizzle learn about the landforms on the ocean floor and the adaptations the ocean animals make to live there. Marshes and Swamps Author: Gail Gibbons Level: K-2 Description: Simple text and labeled watercolor illustrations define the habitats of marshes and swamps and describe the life found around them. The book includes detailed information about the diversity of life found in these ecosystems and how they are being threatened. A U. S. map shows wetlands to visit. Mountains Author: Zuza Vrbova Level: 4-6 Description: Describes the characteristics and formation of the world's mountains and the plant, animal, and human communities that live there. My Visit to the Aquarium Author: Aliki Level: K-5 Description: A visit to the aquarium features a variety of aquatic habitats, including tropical coral reefs, kelp beds, freshwater swamps, tide pools, and the many creatures that inhabit these ecosystems. Oceans Author: Cally Oldershaw Level: 4-6 Description: Describes the physical characteristics, plants, animals, resources, pollution, and conservation of the world's oceans.
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Office of Elementary Education Oil Spills Author: Jillian Powell Level: 3-5 Description: Powell presents the truth behind oil spills, explains the real situation, and describes some practical solutions.
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Once A Wolf: How Wildlife Biologists Fought to Bring Back the Gray Wolf Author: Stephen R. Swinburne Level: 3-5 Description: Presents the troubled relationship between humans and wolves, including biologists efforts to dispel misunderstandings about wolves as they are reintroduced to wilderness areas. It includes wolf legends and quotes from childrens literature, and introduces the scientists who have studied wolves over the years to find their place in the ecosystem, particularly in Yellowstone National Park. Includes a bibliography and index. One Small Square: Cave Author: Donald M. Silver Level: 4-6 Description: Readers explore a pictured square that depicts cave life. Moves from the ferns, owls, bats, wood rats, and crayfish found in the half light near a caves entrance to the fungi, salamanders, isopods, and fish deep within. One Small Square: Pond Author: Donald M. Silver Level: 3-5 Description: Double-page spreads of colorful artwork and text encourage readers to search for and document plants, animals, and insects that inhabit one small square of a pond. A pictorial glossary and investigations appropriate to the season are included. Our Wet World Author: Sneed B. Collard III Level: 1-4 Description: Take a look at the many different ecosystems that constitute Earths wet world. From streams and rivers through marshes to the shore, each ecosystem is described in words and pictures. Includes a glossary.
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Pass the Energy, Please! Author: Barbara Shaw McKinney Level: 2-8 Description: The exchange of energy and nutrients within the environment is addressed through rhyming text. Various food chains, including woodland, Arctic, meadow, and African plain, are presented. The role decomposers play is also discussed. Illustrations done in oil paints are large and colorful and provide visual details. Pollution and Conservation Author: Rebecca M. Hunter Level: 4-6 Description: Includes five easy and intriguing projects that illustrate important principles and spark discovery-based learning. Popcorn! Author: Elaine Landau Level: 3-8 Description: Find out about popcorns Native American origins, the invention of the popping machine, and the popularity of popcorn during World War II, when sugar for snack foods was in short supply. And what makes popcorn pop? A list of online and print resources is included. Predators and Prey Author: Michael Chinery Level: 3-5 Description: Describes some of the many animals that prey on other creatures in rain forests. Rachel Carson: Pioneer of Ecology Author: Kathleen V. Kudlinski Level: 1-6 Description: A biography of the scientist and writer whose book Silent Spring warned of the dangers of pesticides and launched a popular movement to control their use. Recycle! A Handbook for Kids Author: Gail Gibbons Level: K-3 Description: This colorful picture book shows how glass, paper, aluminum cans, plastic, and polystyrene are recycled. Lists facts about trash and practical ways that we can all make a difference.
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Red-Eyed Tree Frog Author: Joy Cowley Level: K-5 Description: The nocturnal adventures and survival of a Central American tree frog are described in this story of the tropical rain forest. Photographs show the small frog in its habitat, as well as a variety of other creatures from its perspective. Rolypolyology Backyard Buddies Author: Michael Elsohn Ross Level: 3-6 Description: A complete look at isopods through simple entertaining activities. Sea Soup: Zooplankton Author: Mary M. Cerullo Level: 3-5 Description: Zooplankton are tiny drifting animals that are essential ingredients in the ocean food chain. From krill that drift in the Antarctic to speeding copepods that zoom at 2000 miles per hour, zooplankton are everywhere. Discover how scientists study these fascinating creatures in this colorful book, which includes vivid photographs and a glossary. Seeds, Stems, and Stamens: The Ways Plants Fit Into Their World Author: Susan E. Goodman Level: 3-5 Description: Discuss how plants fit into the environment; how they obtain sun, water, and food; their inherent defenses; and propagation. Sounding The Alarm: A Biography Of Rachel Carson Author: Judith Harlan Level: 5-6 Description: Traces the life and achievements of the biologist who wrote about the sea and the dangers of pesticides. The Story Of Rachel Carson, And The Environmental Movement Author: Leila M. Foster Level: 4-6 Description: The life of Rachel Carson and the importance of her books for the environmental movement.
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Swallows in the Birdhouse Author: Stephen R. Swinburne Level: K-8 Description: Two children put up a birdhouse in their backyard and watch as a pair of tree swallows build a nest and raise six babies before migrating south in the fall. Includes information about tree swallows and about birdhouses. Swamps Author: Shiela Gore Level: 4-6 Description: Examines swamps, marshes, and other kinds of wetlands, the kinds of life they support, and how they interact with the environment surrounding them. This Place Is Cold Author: Vicki Cobb Level: 3-8 Description: Focuses on the land, animals, plants, and climate of Alaska, presenting it as an example of a place where it is so cold your hair can freeze and break off. Information is provided about Alaskas geographical location and its weather. This Place Is Wet Author: Vicki Cobb Level: 3-8 Description: Provides information on the Amazon rain forest and the adaptations of the people, plants, and animals found in such a wet environment. It also notes the ways this ecosystem is becoming endangered. A Walk in the Rainforest Author: Kristin Joy Pratt Level: 4-6 Description: Provides a colorful, stimulating way of learning about the exotic animals and plants of the rain forest. Presented in an alphabet-style format, each page has an illustration of a different rain forest species and a paragraph of intriguing facts about the lifestyle and habitat of the plant or animal. Pratt wrote and illustrated this book at age 15. A Walk on the Great Barrier Reef Author: Caroline Arnold Level: 3-8 Description: Describes the fascinating ecosystem of the Great Barrier Reef off the coast of Australia. WCPS 2010-2011 Grade 5 Standard 3: Life Science
Office of Elementary Education Waste Disposal Author: Sally Morgan Level: 3-5 Description: Examines the different kinds of waste, from household trash to industrial waste, describing where it goes and how it affects the environment.
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Watching Desert Wildlife Author: Jim Arnosky Level: 3-5 Description: Watercolor illustrations and text describe some of the animals the author encountered in the deserts of the American Southwest. This is a good research process/primary source book. Welcome to the Icehouse Author: Jane Yolen Level: K-3 Description: The coming of warm weather to the arctic brings an explosion of color from flowering plants and a thundering return of wildlife. Welcome to the River of Grass Author: Jane Yolen Level: K-3 Description: Visit the Everglades, travel through the hammock forest and the mangrove swamp, and learn about the creatures within them. More information about the Everglades at the end of the book includes an explanation of why the delicately balanced ecosystem is in trouble. Who Eats What: Food Chains and Food Webs Author: Patricia Lauber Level: K-5 Description: With colorful drawings and diagrams, this book looks at how different food chains combine to make food webs. These webs support all life on the planet. Find out how a disturbance or change in just one link of the chain can affect every other link. Wild and Swampy Author: Jim Arnosky Level: 3-5 Description: Describes and portrays the birds, snakes, and other animals that can be seen in a swamp.
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Wild Horses I Have Known Author: Hope Ryden Level: 3-5 Description: An account of how mustangs have adapted to their harsh environment. Ryden discusses the mustangs origins, their colors and markings, and their social interactions with one another and with her. The Winking, Blinking Sea: All About Bioluminescence Author: Mary Batten Level: 3-5 Description: Explains bioluminescence in ocean life, giving examples of sea creatures that glow, such as ostracods, Bermuda fire worms, and flashlight fish. Working with Wildlife: A Guide to Careers in the Animal World Author: Thane Maynard Level: 5 Description: Many students love animals and aspire to a career working with them, often as a veterinarian. This book describes other options with a detailed survey of career fields for those who wish to work with wildlife, including veterinary medicine, zoo and aquarium careers, research, education, conservation, and more. Includes a glossary and ideas for how to pursue the chosen career. You Are The Earth: Know The Planet So You Can Make It Better Author: David T. Suzuki, Kathy Vanderlinden Level: 3-8 Description: Through facts and fables, colorful cartoons, lively photographs, and illustrations, children learn about our connection to Earth. A discussion of fire power explains the importance of the Sun and how energy continuously cycles from plants to animals. From extinction to practical tasks kids can do to help the environment, this is an informative guide that will change how children think about Earth. Amigo Author: Byrd Baylor Level: K-5 Description: Desperately wanting a pet to love, a boy decides to tame a prairie dog who has already decided to tame the boy for his own pet. The poetic text tells how the boy considers what the animal needs to survive in its environment.
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Case Of The Missing Cutthroats (an Ecological Mystery) Author: Jean Craighead George Level: 4-6 Description: After Spinner Shafter catches a cutthroat trout in the Snake River, she and her cousin, Alligator, search the nearby mountains to determine where the endangered fish came from and how it survived. The Case of the Missing Cutthroats (An Ecological Mystery) Author: Jean Craighead George Level: 4-8 Description: After Spinner Shafter catches a cutthroat trout in the Snake River, she and her cousin, Alligator, search the nearby mountains to determine where the endangered fish came from and how it survived. Coyote and Badger: Desert Hunters of the Southwest Author: Bruce Hiscock Level: 3-6 Description: Set in New Mexicos Chaco Canyon, amid the ruins of the Ancestral Puebloans, this natural history story tells of predators and their struggle to survive. Desert Voices Author: Byrd Baylor Level: K-5 Description: Ten creatures describe their lives and the beauty of their desert home. Farewell to Shady Glade Author: Bill Peet Level: 3-5 Description: Animals travel in search of a suitable environment in which to live because their original habitat is being cleared for human development. The Great Kapok Tree: A Tale Of The Amazon Rain Forest Author: Lynne Cherry Level: K-5 Description: A man who comes to chop down a tree takes a rest. As he sleeps, the animals that live in the tree plead with him not to destroy their world. Like the rain forest, the story and illustrations are dramatic, vibrant and wondrous.
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Island Of The Blue Dolphins Author: Scott O'Dell Level: 3-6 Description: Karana, a Native American, lived alone for years on an island in the Pacific. This story tells how she kept herself alive by building shelter and finding food while waiting to be rescued. Joyful Noise Poems For Two Voices Author: Paul Fleischman Level: 4-6 Description: A collection of poems describing the activities of a variety of insects. Julie Of The Wolves Author: Jean Craighead George Level: 5-6 Description: Miyax runs away from what she believes to be an intolerable situation. She becomes lost in the Alaskan wilderness and is befriended by wolves who come to love her as one of their own. The Lorax Author: Dr. Seuss Level: K-5 Description: Delivers a vivid picture of environmental disaster through habitat destruction, pollution, and overuse of natural resources. The Magic School Bus Gets Eaten: A Book About Food Chains Author: Pat Reif Level: K-5 Description: Arnold and Keesha travel to the depths of the ocean and end up in the belly of a tuna. Their excursion teaches them about the food chain. The Missing 'Gator of Gumbo Limbo (An Ecological Mystery) Author: Jean Craighead George Level: 4-6 Description: Dajun, the resident alligator of Gumbo Limbo in the Everglades, is missing, and residents of the nearby condos want him gone for good. Without Dajun, however, the ecology of the swamp is deteriorating. Lisa K. works with others in Gumbo Limbo to save Dajun and the swamp environment.
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My Side of the Mountain Author: Jean Craighead George Level: 3-8 Description: Sam Gribley does what many young people dream of doinghe builds a tree house in the Catskill Mountains, where he lives alone for a year. The story features his struggle for survival and his ultimate realization that he needs human companionship. Oak Tree Author: Gordon Morrison Level: 3-5 Description: A year in the life of a grand oak tree is depicted through detailed pencil and watercolor paintings, expressive text, and explanatory margin notes. Explains the ecology of the tree as a host for a number of small creatures. Rain Forest Author: Helen Cowcher Level: K-5 Description: Presents the fragile balance of nature as animals, living peacefully in the tropical rain forest, witness machines invading their world. Sign Of The Beaver Author: Elizabeth George Speare Level: 5-6 Description: Matt and his father built a cabin for the family in the Maine wilderness. Left alone while his father goes back for his family, Matt makes friends and learns how to survive with a Native American boy. The Sign of the Seahorse: A Tale of Greed and High Adventure in Two Acts Author: Graeme Base Level: 3-5 Description: The inhabitants of a coral reef ecosystem are threatened when a shady real estate deal floods their area with poisonous waste and pollution. Stellaluna Author: Janell Cannon, Jewell Cannon Level: K-5 Description: After falling headfirst into a birds nest, a baby bat is raised as a bird until she is reunited with her mother. Explores the adaptations and survival of birds and bats in their respective habitats. WCPS 2010-2011 Grade 5 Standard 3: Life Science
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The Wump World Author: Bill Peet Level: 3-5 Description: Happy days for the Wumps stop when Pollutians invade and take over the Wumps planet. After ruining the Wump World, the Pollutians set off to seek new conquests, leaving the Wumps to rebuild their ruined world. This story stimulates thinking about how to preserve our natural resources from pollution. The Eternal Frontier: An Ecological History Of North American And Its Peoples Author: Tim Flannery Level: 8 Description: An account of North America from the end of the dinosaurs to the current ecological crisis. The author, a world-renowned paleontologist, traces the rebirth of plants, animals, climate, and landforms after the mass extinctions 65 million years ago when the North American continent was devastated by the impact of a celestial visitor. Aquatic Habitats Author: Katharine Barrett, Carolyn Willard Level: 2-6 Description: These engaging life science activities, in which students set up and observe living "desktop ponds" in the classroom, convey key environmental concepts and illustrate the interactive nature of living ecosystems. GEMS Guide. Acid Rain Author: Colin Hocking, Jacqueline Barber, Jan Coonrod Level: 6-8 Description: This unit fosters substantial scientific inquiry skills as students learn about acids and the pH scale through a number of hands-on activities. Students analyze sophisticated environmental issues and consider the complexity of environmental decisions. GEMS guide. Mapping Animal Movements Author: Katharine Barrett Level: 5-8 Description: Applying field biology techniques, students use sampling and mapping to quantify and compare the movements of hamsters and crickets. Students plan and conduct experiments, create graphs, and study environmental impacts on movement patterns in the real world. GEMS guide.
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Mapping Fish Habitats Author: Katharine Barrett, Cary Sneider Level: 6-8 Description: Using aquatic field-mapping techniques and a classroom aquarium, this guide helps students chart fish movements, determine the effects of environmental change, and study fish as they feed, defend themselves, and establish territory within the aquarium. GEMS Guide. A Teachers Guide to A Walk in the Rainforest Author: Carol Malnor Description: Based on Pratts picture book A Walk in the Rainforest, this guide includes lessons about habitat, interdependency of species, the rain forest water cycle, native peoples, oxygen generation, and much more. They Dont Have to Die: Home And Classroom Care For Small Animals Author: Jim Dunlap Level: 6-8 Description: A must for teachers who keep small animals in their classroom. Youll find complete instructions for the care and feeding of classroom pets, from insects to small mammals. There is a section on inexpensive solutions for cages and containers. The book also deals with the safe and humane disposal of most animals.
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Websites
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netTrekker What is netTrekker?

netTrekker is an educational search tool for K-12 that brings digital resources into the classroom in a safe, relevant and engaging way, making it faster and easier to provide a more personalized and productive learning experience for every student.
How do I access suggested sites for this unit of instruction?
1. Login on netTrekker. (See next page for directions.) 2. On the far right side select My Portfolio under My Tools.
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3. Select District: Washington County Schools District Portfolio.
4.
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4. Select Elementary.
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5. Select Science.
6. Select your grade level. (example: Grade 5) 7. Select the folder identified by the unit of study. (example: Environments (Unit 3)) 8. Select the site you wish to visit. You may select (more) to learn more about the site before leaving the Portfolio. 9. See below for special features once the site you have selected is opened. 10. To close a site, close the window the site is opened on. The Portfolio will still remain in an opened window.
Special features for entering websites through net Trekker

y Read Aloud ~ Select the Read Aloud tab at the top of the page. Highlight any text you wish to have read aloud. The text highlighted will be read aloud. Make sure that the speaker volume is turned on through your computer settings. y Dictionary ~ Select the Dictionary tab at the top of the page. Select any word in the text. A window with definitions and translations will appear. If Read Aloud is on, the word selected will be read aloud. y Vote if you Dislike or Like the website.
See the netTrekker Quick Reference Guide for More Information

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Ask Doctor Global Change (student and teacher resource) URL: http://www.gcrio.org/ask-doctor.html Description: A reference service provided by Global Change Research Information Office (GCRIO) that assists in finding information and data relevant to global environmental change. Provides students with a searchable collection of answers to questions about issues related to climate change and students can submit questions of their own and explore related links Bell Live! Online Eco-games (student resource) URL: http://www.bellmuseum.org/ecogames.html Description: From the University of Minnesota and the Bell Museum, online activities include Build-A-Prairie and The Watershed Game. BioKids: Inquiry of Diverse Species (student and teacher resource) URL: http://www.biokids.umich.edu/ Description: Information for both students and teachers concerning diverse species, especially in southeast Michigan. Check out the Critter Catalog for photos and information about a variety of organisms studied in FOSS modules and courses, including crayfish and cockroaches. Biosphere 2 (student and teacher resource) URL: http://www.b2science.org/gallery.php Description: Take a virtual trip to Biosphere 2, a 204,000 cubic meter (7,200,000 cubic foot) sealed glass and space frame structure. It includes elements from the original Biosphere 1. Inside the structure you'll find seven wilderness ecosystems, including a rainforest and a 3,400,000 liter (900,000 gallon) ocean, as well as a human habitat which now houses interactive exhibits. Brine Shrimp And Ecology Of Great Salt Lake (student and teacher resource) URL: http://ut.water.usgs.gov/shrimp/index.html Description: More information about the life cycle of brine shrimp and the commercial brine shrimp industry. ENature (student and teacher resource) URL: http://www.enature.com/ Description: This site features complete field guides to animals and plants. The regional search feature allows you to find species in your region. Environmental Defense Fund/Scorecard (student and teacher resource) URL: http://www.scorecard.org/ Description: Find out how your community rates on the pollution scorecard. All you need to know is your zip code and you will get a report of the major polluters that affect your area. WCPS 2010-2011 Grade 5 Standard 3: Life Science
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Environmental Explorers' Club (student and teacher resource) URL: http://www.epa.gov/kids/ Description: This site is presented by the U.S. Environmental Protection Agency (EPA). It includes several "rooms" in which you can explore the air, your environment, recycling, science, art, and plants and animals. Each area includes activities and resources to explore. EPA Student Center (student and teacher resource) URL: http://www.epa.gov/students/ Description: Designed for older students, this site includes activities and resources dealing with the following topics: air, water, human health, waste and recycling, conservation, and more. Frogland (student and teacher resource) URL: http://allaboutfrogs.org/froglnd.shtml Description: This site is everything you always wanted to know about frogs. I Was Wondering: Women's Adventures in Science (student and teacher resource) URL: http://iwaswondering.org Description: This project of the National Academy of Sciences showcases the accomplishments of contemporary women in science and highlights the varied and intriguing careers of some of today's most prominent scientists. Kid's Corner (student and teacher resource) URL: http://biology.usgs.gov/features/kidscorner/kidscrnr.html Description: Explore the USGS Biological Resources Division for kids. The Lady Bird Johnson Wildflower Center (student and teacher resource) URL: http://www.wildflower.org/ Description: Formerly the National Wildflower Research Center, a nonprofit educational organization with links to native plant societies and environmental organizations. The Nature Conservancy (student and teacher resource) URL: http://nature.org Description: This site is the home page for The Nature Conservancy, an environmental organization whose primary concern is preserving natural habitats for endangered species.
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NOAA's Photo Library (student and teacher resource) URL: http://www.photolib.noaa.gov Description: This collection of images from the National Oceanic and Atmospheric Administration (NOAA) includes many wonderful pictures of both land- and ocean-dwelling creatures, including bears, whales, birds, and walruses. Scientific American/Ask The Experts (student and teacher resource) URL: http://www.sciam.com/askexpert_directory.cfm Description: This site, maintained by Scientific American magazine, provides visitors with the opportunity to ask questions concerning specific phenomenon in science, mathematics, and technology. Scientific American then passes these queries on to experts in both academia and industry. Seeding The Garden (teacher resource) URL: http://edis.ifas.ufl.edu/VH026 Description: University of Florida site about using seeds to start a garden. Vegetable Pollination And Fertilization (student and teacher resource) URL: http://www.ipm.iastate.edu/ipm/hortnews/1996/3-22-1996/pollen.html Description: How many common vegetables accomplish pollination and fertilization. Whats It Like Where You Live? (student resource) URL: http://mbgnet.mobot.org/ Description: Find out about the biomes and ecosystems in our world. Wonderwise: Women in Science Learning Series (student and teacher resource) URL: http://net.unl.edu/wonderwise/index.htm Description: Introduces you to women who have made science their career. You can take several field trips, including space geology, African plant exploration, and urban ecology. United States Fish and Wildlife Service ~ Endangered Species Program Kids Corner URL: http://www.fws.gov/endangered/kids/index.html This site from the U.S. Fish and Wildlife Services Endangered Species Program demonstrates how loss of habitat and ecosystems can lead to a decline in biodiversity and how the Endangered Species Act helps prevent extinction. Kids can learn how to get involved with habitat restoration, data gathering, monitoring, and home building.
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National Geographic and Kids National Geographic URL: http://www.nationalgeographic.com/index.html URL: http://www.kids.nationalgeographic.com/ The National Geographic site has an array of different articles to explore. Their Daily News and features offer very interesting topics that are sure to delight and entertain. There are features for each section as well. National Geographic is known for its breathtaking photography and many of its amazing photos are on the website in the photo galleries. You can even get wall paper for your computer. Explore different topics with your child to raise awareness of what is going on in the world. World Wildlife Fund URL: http://www.worldwildlife.org World Wildlife Fund offers opportunities to learn more about endangered species and the World Wildlife Fund programs. Kids can also use the Wild Finder, a map-driven, searchable database of more than 26,000 species worldwide. It has a powerful search tool that allows them to discover where specific species live, or they can explore wild places to find out what species live there. World Wildlife Foundations for Kids URL: http://www.panda.org/news_facts/multimedia/fun_games/index.cfm The games here will help kids find out more about key conservation issues such as endangered species, global warming, and population. It is an exciting way to be introduced to such important concepts. This is a great starting point for younger children. Sierra Club URL: http://www.sierraclub.org/ The Sierra Club has more than 750,000 members who are inspired by nature and who work together to protect our communities and the planet. The Sierra Club is Americas oldest, largest, and most influential grassroots environmental organization. Use this site to keep up on what they are doing to help the environment. Help kids understand how they use politics to help improve the environment. Sea World Animal Bytes URL: http://www.seaworld.org/animal-info/animal-bytes/index.htm Each byte is a one-page fact sheet specifically designed to help kids quickly find information about some of the interesting creatures found in the animal kingdom. Most species files include scientific classification, basic physical traits, fun facts, and conservation/ecological value. When available, links are provided to more species coverage through Sea Worlds online information books. Bat Conservation International URL: http://www.batcon.org/ This site offers information about bats has the largest collection of bat photos in the world- more than 75,000. Kids can go to the Bat Cave and enjoy the crossword puzzles, make a bat mask, take a quiz, and send e-cards. WCPS 2010-2011 Grade 5 Standard 3: Life Science
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National Wildlife Federation URL: http://www.nwf.org/kids/ The National Wildlife Federation provides tips on getting involved with appreciating and protecting our wildlife and enjoying the natural outdoor. There are activities at this site for kids to help them get involved in the outdoors and in wildlife conservation. They can play games that help them understand what is happening to some of our wild creatures and their habitats. It is fun, yet educational. The Wildlife Conservation Society URL: http://www.wcs.org/ The Wildlife Conservation Society saves wildlife and lands through careful science, international conservation, education, and the management of the worlds largest system of urban wildlife parks. This site offers a perspective on how everyone can help save wildlife. It is interesting to see how different groups, and in this case zoos, are helping with saving wildlife in different parts of the world. The Wildlife Conservation Society ~ Kids Go Wild URL: http://www.kidsgowild.com/ Kids can get involved in saving wildlife and wild lands. They can find out what other kids are doing to protect endangered animals in this sites Wild News section; they can see and learn about cool animals by checking out the Wild Animal Facts or test their skills and creativity by playing in the online Wild Arcade. They can also read how the Wildlife Conservations Society does its part to save wildlife and wild lands in the About WCS section.
neok12 URL: www.neok12.com This site has educational videos available on multiple topics.
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FOSSweb.com offers the following resources for you to use to enhance your science lessons and to support instruction. The website includes the following:
Photo gallery of Artic Tundra: Musk Oxen, Carbon Cycle, Desert: Cactus, Gray Wolf, Grizzly Bear, Mono Lake, Nitrogen Cycle, Oxygen Cycle, Rivers: Alaska, Savanna & Rainforest: Black Rhino, Savanna: African Elephant, Seashore: Green Sea Turtle, Seashore: Humpback Whale, Shallow Seashore: West Indian Manatee, Studying Lake Superior, Swallowtail Butterfly, Swamp: Bromeliad, Temperate Deciduous Forest: Kirkland Warbler, Temperate Grassland: Black-Footed Ferret, Water Cycle, Wetland: Florida, Wetland: Snow Geese in Delaware, and Wetlands/Swamp: Green Pitcher Plant Ask a Scientist ~ Common questions and answers about environments Websites with descriptions and links Interactive Games ~ Virtual Aquariums Tips and tricks for preparing and teaching the environments module Audio version of Science Stories
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Grade 5 Unit 3
Standard 3: Life
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Teacher Directions PART 1 Distribute the Test Materials Today we are going to take the Unit 3 Science test. Do your best to select or write an answer for each question on the test. I am now going to give you the test materials you will need. Please do not open your Test Book until I tell you to do so. Distribute the Test Books, No. 2 pencils with erasers, and scratch paper. The Unit 3 Science consists of Selected Response (SR) questions and Brief Constructed Response (BCR) questions. The SR questions require you to select the correct answer from four choices and darken the appropriate circle in the Test Book. BCR questions require you to write your response in the boxed answer area of the Test Book. Now turn to page 3 in your Test Book. Read the directions to yourself as I read them aloud. Selected Response Instructions Be sure to fill in the circle completely and make your mark heavy and dark in your test book and on your scan sheet. If you want to change an answer, completely erase the mark you made before making a new mark. Remember to read and follow all directions and information in the Test Book. Brief Constructed Response Instructions In addition to Selected Response questions, there will be Brief Constructed Response questions that require a written answer. You may underline, mark, and make calculations and notes in your Test Book; however, be sure to mark and write all your answers in the space provided in your Test Book. Remember, only what you write in the boxed area in your Test Book will be scored. For Constructed Response questions, you do not need to use the entire answer space. Do not write outside the boxed area. Answers written outside the boxed area will not be scored. To answer some of the questions on this test, you will be asked to read a passage or review a diagram. Questions will follow each passage or diagram. If you do not know the answer to a question, do your best but do not spend too much time on any one item. You may return later if time permits during that Test Part. Do you have any questions? Answer any questions students may have. Repeat any of the instructions, as necessary.
SAY
SAY
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SAY
You may go back over Part 1 and check your answers, but do not go on to Part 2. Make sure that you have marked all Selected Response answers clearly and have only responded to Brief Constructed Response questions in the boxes provided. When you have finished with Part 1, sit quietly until everyone else has finished. Do you have any questions? When you are sure that all students understand the directions, continue.
SAY
Please raise your hand during testing if you have a question. You will have 28 minutes to complete Part 1. I will help you keep track of the time by recording the remaining testing time on the board. If you finish early, you may review your answers in Part 1 only. Do you have any questions about what to do, how to mark an answer, or how to write an answer? Answer any questions students may have. Repeat any of the instructions, as necessary.
SAY
Locate Part 1 by turning to page3 of your Test Book.
Pause, and make sure all students have found page 3, which says Part 1.
SAY
You will have 28 minutes to complete Part 1. Turn to page 4 for Part 1. You may begin.
Give students 28 minutes to complete Part 1. Record the starting time, the amount of time for Part 1, and the stopping time on the board. When15 minutes have passed, record the remaining testing time on the board.
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Items 1 through 14 Items begin on page 4 Record the Starting Time: ___________ Add 28 minutes: + 28 Record the Stopping Time: ___________ Record the Remaining Time: __________
While students are working, the Test Examiner and proctors should circulate to see that students are following directions, that they are attempting to answer each question, that they are marking their answers appropriately in the Test Book, and that they are not going on to Part 2 or to any other part. Do not offer any help on specific test questions. When 28 minutes have passed, read the next direction.
SAY
Please stop working and put down your pencil. This is the end of Part 1. Please close your Test Book. We will take a 10-minute break now. Students are allowed a short break lasting no longer than 10 minutes. If all students have returned to their seats in less than 10 minutes and are ready to go on, you may continue to Part 2.
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PART 2
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SAY
We will now take Part 2 of the test. Open your Test Book to Part 2 on page 11. Please remember that during testing, you may not talk to other students or look at another students Test Book. You may not share materials or use other materials not provided by the Test Examiner. Remember to read all of the directions and information for Part 2 in the Test Book. Choose the best answer for each Selected Response question and write your best response for each Brief Constructed Response question. If you are not sure about an answer, do the best you can but do not spend too much time on any one question. As a reminder, be sure to answer the BCR question completely and do not write outside the boxed area. When you come to the word STOP at the bottom of the page, you have finished Part 2.
When you are sure that all students understand the directions, continue.
SAY
Please raise your hand during testing if you have a question. Make sure you are on page 11 in your Test Book. You will have 28 minutes to complete Part 2. I will help you keep track of the time by recording the remaining testing time on the board. When you are finished you may go back over Part 2 and check your answers, but do not return to Part 1. When you have finished, sit quietly until everyone else has finished. Do you have any questions about what to do, how to mark an answer, or how to write an answer?
Pause to answer any questions students may have. Repeat any of the instructions, as necessary.
SAY
You will have 28 minutes to complete Part 2. Turn to page 12 for Part 2. You may begin. Give students 28 minutes to complete Part 2. Record the starting time, the amount of time for Part 2, and the stopping time on the board. When 15 minutes have passed, record the remaining testing time on the board.
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Items 1 through 15-29 Items begin on page 12 Record the Starting Time: ___________ Add 28 minutes: + 28 Record the Stopping Time: ___________ Record the Remaining Time: __________
While students are working, the Test Examiner and proctors should circulate to see that students are following directions, that they are attempting to answer each question, that they are marking their answers appropriately in the Test Book, and that they are not going back to Part 1. Do not offer any help on specific test questions. When 28 minutes have passed, read the next direction.
SAY
Please stop working and put down your pencil. This is the end of Part 2 and the end of Day 1 of testing. Please close your Test Book. Do not place your scratch paper inside your Test Book. I will now collect your Test Book and scratch paper. Collect all test materials and scratch paper. Make sure you receive a Test Book from each student taking the test.
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MSA Science Rubric LEVEL 3

There is evidence in this response that the student has a full and complete understanding of the question or problem.
y y y y
The supporting scientific evidence is complete and demonstrates a full integration of scientific concepts, principles, and/or skills. The response reflects a complete synthesis of information, such as data, cause-effect relationships, or other collected evidence. The accurate use of scientific terminology strengthens the response. An effective application of the concept to a practical problem or real-world situation reveals a complete understanding of the scientific principles.*
LEVEL 2
There is evidence in this response that the student has a general understanding of the question or problem.
y y y y
The supporting scientific evidence is generally complete with some integration of scientific concepts, principals, and/or skills. The response reflects some synthesis of information, such as data, cause-effect relationships, or other collected evidence. The accurate use of scientific terminology is present in the response. An application of the concept to a practical problem or real-world situation reveals a general understanding of the scientific principles.*
LEVEL 1
Thereis evidence in this response that the student has minimal understanding of the question or problem.
y y y y
The supporting scientific evidence is minimal. The response provides little or no synthesis of information, such as data, cause-effect relationships, or other collected evidence. The accurate use of scientific terminology may not be present in the response. An application , if attempted, minimal*
LEVEL 0
There is evidence that the student has no understanding of the question or the problem.
y
The response is completely incorrect or irrelevant or there is no response.
WCPS 2010-2011

Science Grade 5 Unit 3 Guide 2010

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Office of Elementary Education

Grade 5 Science Instruction Unit Guide Standard 3: Life Science

Grade 5 Standard 3: Life Science

Office of Elementary Education

Table of Contents Standard 3: Life Science Topic

Grade 5 Standard 3: Life Science

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Maryland State Curriculum for Science

Grade 5 Standard 3: Life Science

Grade 5 Standard 3: Life Science

Office of Elementary Education

Grade 5 Standard 3: Life Science

Office of Elementary Education

Grade 5 Standard 3: Life Science

Office of Elementary Education

Maryland State Curriculum for Science

Environments Investigations 1-3, 5-6

See Lesson Seeds

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See Cells Resource

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Standard 3.0 Life Science

Grade 5 Standard 3: Life Science

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See Lesson Seeds

Grade 5 Standard 3: Life Science

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Matter and Energy, Science Resources, pp. 4-5

Grade 5 Standard 3: Life Science

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Grade 5 Standard 3: Life Science

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Vertical Content Map

Animals consume food Plants make food

Office of Elementary Education

NONE PROVIDED BY MSDE

Grade 5 Standard 3: Life Science

Office of Elementary Education

NONE PROVIDED BY MSDE

NONE PROVIDED BY MSDE

Office of Elementary Education

NONE PROVIDED BY MSDE

NONE PROVIDED BY MSDE

Grade 5 Standard 3: Life Science

Office of Elementary Education

NONE PROVIDED BY MSDE

Office of Elementary Education

Grade 5 Standard 3: Life Science

Office of Elementary Education

Grade 5 Standard 3: Life Science

Office of Elementary Education

Grade 5 Standard 3: Life Science

Office of Elementary Education

NONE PROVIDED BY MSDE

Grade 5 Standard 3: Life Science

Office of Elementary Education

NONE PROVIDED BY MSDE

NONE PROVIDED BY MSDE

Grade 5 Standard 3: Life Science

Office of Elementary Education

Grade 4 Standard 6.0 Environmental Science