5th Grade Science

5th Grade Science California Standards (pdf)

Earth Sciences

Water and weather

PowerPoint for Water and Weather some good illustrations.

Convection- heat transfer from different type of currents. (video)

Property of salts, such as sodium chloride (NaCl). Ocean water vs fresh water.

Student Activity 4 Compare and Contrast Clouds

Activity online to do with clouds.

The students will investigate the three types of clouds cirrus, stratus and cumulus. They will use a an attribute chart to compare and contrast [Literary Response and Analysis 3.1] the attributes of the three types of clouds. After all the students have had a chance to look at the site the teacher will conduct the Shaving Cream Clouds art project described on the site.

Clouds - URL: http://www.miamisci.org/youth/unity/Unity2/Sagledor/Clouds/cirrus.html
Comments: This is a very simple site that shows photographs of the three different types of clouds.

Shaving Cream Clouds Art Activity HomePage
URL: http://www.miamisci.org/youth/unity/Unity2/Sagledor/Clouds/index .html
Comments: : Please click on this page to get the directions and materials for the whole group art activity.

Water Cycle

Introduction to the water cycle great opening song called the water cycle boogie in video from the banana slugs. students find it fun and help them remember the water cycle.

Great photos and simple explanation of the water cycle power point.

Water cycle Jeopardy game (online) from slideshare or to download game to use here.

Water cycle slide show with water percentage on earth and other.

Hands-on-lab

Ice in side a cup show condensation. Air pressure could be hot water, with cold water in a soda can crush can need to look up to do (teacher only)

Rain stick for fun to here the sound of rain.

Hair dryer with a ping pong ball, hold dryer upside down blowing air up and hold ping pong ball over it. Ball should hoover over dryer and show direction of ball using the dryers. (balloon could be used also)

Links for Weather below:

Teaching Science? Weather concepts?

· GREAT Weather Website for kids with pictures, games, stories and more: http://eo.ucar.edu/webweather/

· Brain Pop Water Cycle Movie and Quiz

· GREAT animated viewing of the Water Cycle: http://www.epa.gov/safewater/kids/flash/flash_watercycle.html

· Science Review Games: http://sciencereviewgames.com/srg/ (the only thing I don't like about this site is that you have to click through several layers before you can actually get to the game and the animated advertisements on the side are distracting to me-however, the games are great!)

· Lots of Great Science Games: http://www.surfnetkids.com/games/Science_Games/

· More Science Games as above: http://www.surfnetkids.com/directory/Science/

· Hurricane Hunters: http://www.hurricanehunters.com/photo.htm

· Global Warming: http://www.solcomhouse.com/globalwarming.htm

· Games for Science Curriculum: http://www.csun.edu/~vceed002/ref/games/index.html ( I notice there is a Jeopardy Game on here- I have this template and have found it successful for kids to 'create' their own game by deciding which questions and answers go onto the game and then play it on a Smart Board together as a review for a test. It's fun!)

· Interactive Weather Maker: http://www.scholastic.com/kids/weather/

· Obama Weather: http://obama-weather.com/Obama/s/50613 Obama and other famous characters will show you how to dress based on your zip code

· Free NASA Software: http://www.grc.nasa.gov/WWW/K-12/freesoftware_page.htm We LOVE the NASA stuff at our house! Lots of great things to find on their website for teachers!!!

· Free pictures: http://nix.nasa.gov/

· Math and Science Gizmos for Virtual Learning: http://www.explorelearning.com/

· The Virtual Body: http://www.medtropolis.com/Vbody.asp

· The Cell Image Library: http://www.cellimagelibrary.org/

· Create a Graph: http://nces.ed.gov/nceskids/createagraph/default.aspx

· 60 Second Science: http://www.60secondscience.org/

The Solar System

Layers of the Earth video shows the earth crust layers.

Luna Moon video explain what this means nicely (video).

Nice photos of our solar system (video 2:49 min)

Video helps student learn planets by using a mnemonic trick in a fun way.

PowerPoint on the planets. How big is our planet PowerPoint.

A fun rap song for the solar system your computer will need flash player to see this on your computer.

http://www.mightybook.com/MightyBook_free/books/puffy_pluto/puffy_pluto.html

Life Sciences

Investigation and Experimentation

Roots and Stems PowerPoint

Different types of roots, tubular, hair like show example and hold, look at if you can under a microscope or magnify glass.

Hands-on lab stems, color water with celery (stem) stock leave top on and white carnation flowers it will take 2-3days will make noticeable observation. (blue, orange food dye color)

Chemistry

How do atom form powerpoint

Solid, Liquid and Gas ppt

Mixtures vs Solution ppt

Create and play with maps:

http://education.nationalgeographic.com/education/mapping/interactive-map/?ar_a=1

The below information is from Mrs. Johnson at Golden Hills.

Matter & Elements Unit

1. What is Matter/Three States of Matter/Can Matter Change States?

Standards:

California-Students know properties of solid, liquid and gaseous substances, such as sugar, water, helium, oxygen, nitrogen and carbon dioxide.

Common Core

Informational Text-Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

Writing-With guidance and support from adults, use technology, including the internet, to produce and publish writing as well as interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single setting.

Vocabulary to Know:

volume mass matter weight sublimation evaporation melting/boiling/freezing point

Projects:

•Shiver & Steam Pg. 4, 5, & 6 in “Super Simple Science” (See references)

•Find the Volume of an object

•Students create an improv skit where they act out the three states of matter

•Demonstrate Gas=carbonated Capri Sun with dry ice (Steve Spangler)

•Usborne Science Activity book-Page 10 (See references)

Technology:

1. Since we do this unit the first part of the school year we have students produce a Word document summary of what matter is with definitions of a solid, liquid and gas. Summary includes pictures. This is a great start to teach students how to use word processing skills and basic functions of importing pictures that they will use the rest of the year. Pictures are found on the internet and copied into their documents.
2. OLE-Matter Interactivity-Forms of Matter
3. OLE-Video: Some Properties of Matter/What Makes Up Matter
4. OLE-Matter images to demonstrate solid, liquids and gases

**OLE-Teacher Background and Notes: Matter (Read before teaching lesson)

2. What is Density?

Standard:

CA-students know properties of solid, liquid and gaseous substances, such as sugar, water, helium, oxygen, nitrogen and carbon dioxide.

Common Core

Informational Text-Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

Speaking & Listening-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners, on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

Projects:

•Sinking Soda (Steve Spangler) Pg. 57

•Floating Bowling Balls (Steve Spangler) Pg. 59

•Oranges (Steve Spangler) Pg. 60

•Density Cubes (Show on scales)

•Liquid Layers & Seven Layer Column (Steve Spangler) Pg. 63 & 65

*If you do not have the worksheets from attending the amazing Steve Spangler conferences, many of his experiments are online at www.stevespanglerscience.com

Technology:

1. Students use flip cameras to film themselves demonstrating one of the above experiments and explaining what they learned.
2.OLE-Matter Interactivity: Density/Will it Float? Density of Solids and Liquids
3.OLE-Images of density scale

Vocabulary to Know:

density

3. What is an Element? Most Common Ones?

Standards:

CA-Students know that each element is made of one kind of atom and that the elements are organized in the periodic table by their chemical properties. Students know living organisms and most materials are composed of just a few elements.

Common Core

Informational Text-Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

Speaking & Listening-Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively and orally.

Examples of Element Card

Art Proect

Projects:

•Atom Packet-various worksheets on what an atom is.

•Student created Periodic table=element card art project.

•Pg. 360 Experiment (figure out substances)

• School to home activity Pg. 66

Technology:

1. Students use real life Periodic Table Website to research their student created element art.

http://periodictable.com/

2. OLE-Matter Interactivity: The Building Blocks of Matter/What Element is it?
3. OLE-Images of various elements from the periodic table

Vocabulary:

element atom

4. Classifying Elements/What are Atoms and Molecules/What is the Periodic Table?

Standards:

CA-Students know all matter is made of atoms, which may combine to form molecules.

Students know that each element is made of one kind of atom and that the elements are organized in the periodic table by their chemical properties.

Common Core-

Speaking & Listening-Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively and orally.

Projects:

•Periodic table scavenger hunt-Students search through the online periodic table like a scavenger hunt to learn about the various elements and how the table is organized.

•Page 51 in Foldable book

Technology:

1. Students use real life Periodic Table Website

http://periodictable.com/ to research the various elements for their scavenger hunt.

2.Students film themselves on Flip Cameras or on Photobooth making the element model and explain what each part represents.
3.OLE-Matter Interactivity: Periodic table tour

Vocabulary:

protons neutrons electrons atomic number molecule metal non-metal noble gases

periodic table

5. Compounds/Chemical Reactions

Standards:

CA-Students know differences in chemical and physical properties of substances are used to separate mixtures and identify compounds.

Common Core-

Speaking & Listening-Engage effectively in a range of collaborative discussions with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively and orally. Include multimedia components and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

Projects:

• Create Rust Experiment

•Physical Change Art-Project with square card.

•Gum drops/marshmallows to make compounds-Students make compounds using these items to demonstrate the principal.

•Create Slime (Steve Spangler)

•Paperclip demo of compound

•Burn a marshmallow to show chemical change

•Egg/Vinegar overnight

Technology:

1. Create comic strip of what a compound is using Comic Life Software.
2. OLE-Chemistry Video: Chemical Reactions to the Rescue
3. OLE-Chemistry Interactivity: Energy and Chemical Changes

Vocabulary:

compound chemical change chemical formula reactant product chemical reaction

6. What is Salt/Acids & Base

Standard:

CA-Students know the common properties of salts, such as sodium chloride.

CCore-

Listening & Speaking-Engage effectively in a range of collaborative discussions with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

Writing-Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting, illustrations and multimedia when useful to aiding comprehension.

Projects:

•Usborne Pages 16 & 17

•Foldable Page 44

•Test various things for pH levels

Technology:

1. Students create a three slide powerpoint presentation that defines what a salt, acid, and base is as well as gives written and picture examples for each.

*Rubic included below to grade Powerpoint.

Vocabulary:

salt acid indicator neutralization base reaction acidity pH scale

Below is different assignments that go along with the projects/technology above. Just copy and paste into a word document to use. Made any necessary changes to fit to your classroom.

Name:____________

Paper Chromatography

Describe what happens to the black dots when they get wet?

__________________________________________________________________________________________

How did the colors get on the paper? __________________________________________________________________________________________

__________________________________________________________________________________________

Is paper chromatography a solution or suspension? Is it heterogeneous or homogeneous. Explain your answer.

__________________________________________________________________________________________

Coke Vs. Diet Coke Name:_________

Goal: Figure out which soda is more dense!

Prediction: Which soda do you think is more dense? Coke or Diet Coke?

Why do you think that?__________________________________________________________

Place the Diet Coke in the water, what happened?_____________________________________

Place the Regular Coke in the water, what happened?__________________________________

Which one do you think is more dense?_____________________________________________

Why do you think that?__________________________________________________________

Name:_________

Compounds

What is a compound?

___________________________________________________________________

What are some examples of compounds?

1. Water-___________________________________________________________

2. Sugar-____________________________________________________________

3. Salt-______________________________________________________________

Name:_________________

Density Column

In front of you, you have colored water, honey, oil, Caro Syrup, dish soap, and rubbing alcohol which all have different densities. Make a prediction about the order in which they will fall.

1._____________

2._____________

3._____________

4._____________

5._____________

6._____________

Now, we will do the demonstration.

Which order did they actually stay in?

1._____________

2._____________

3._____________

4._____________

5._____________

6._____________

Explain why they stayed in these layers????

____________________________________________________________________________________________________________

Name:__________________________ Density

Make a hypothesis about which soda you think will be the most dense?

_______________________ Why?__________________

Which soda is the most dense?

_________________________Why?________________

Which soda is the least dense?

________________________Why?________________

Explain what density is? ___________________________________________________________________

___________________________________________________________________

Filming the Density Video

1. You are going to film a very short video demonstrating the density experiment.

2. Figure out who is going to film and who is going to talk.

Filming _______________

Talking ___________________ ______________________ (no more than 3 people

per group)

3. Film your knowledge of density.

Say your names in the beginning

Explain your density experiment and how it works.

Individual Powerpoint Presentation Rubric

Student Name_____________________________________________

1-Novice

2-Partial Mastery

3-Mastery

4-Exceeds Mastery

Organization

1-Audience could not understand the presentation because the information was presented unclearly.

2-Audience had difficulty following the presentation because student jumped around.

3-Student presented information in a sequence which audience could follow.

4-Student presented information in a logical and interesting sequence which audience could follow.

Content Knowledge

1-Student did not have a grasp of information and could not answer questions about the subject.

2-Student was uncomfortable with information and was able to answer only very simple questions.

3-Student was at ease with content but failed to elaborate.

4-Student demonstrated full knowledge (more than required) with explanations and elaboration.

Visuals

1-Student’s visuals did not add to the focus of the presentation.

2-Student occasionally used visuals that supported the focus of the presentation.

3-Student’s visuals related well to the focus of the presentation.

4-Student used visuals to reinforce the text of the presentation.

Mechanics

1-Student’s visuals had 6 or more spelling and/or errors in grammar.

2-Student’s visuals had 3-5 spelling and/or errors in grammar.

3-Student’s visuals had no more than 2 spelling and/or errors in grammar.

4-There were no spelling or grammatical errors in the student’s visuals.

Delivery

1-Student mumbled, incorrectly pronounced words, and spoke too softly.

2-Audience had difficulty following the student due to the pitch and speed of the student’s voice.

3-Student used a clear voice and pronounced most words correctly.

4-Student used a clear voice and correct, precise pronunciation of words.

Teacher Comments:

Rubric Made By: Amy Leonardo, Alex Ono, Lisa Mauck, and Rami White

Water & Weather Unit

1. Earth: The Blue Planet

Standards:

CA-Students know most of Earth’s water is present as salt water in the oceans, which cover most of the Earth’s surface.

Common Core

Speaking & Listening-Include multimedia components and visual displays in the presentations when appropriate to enhance the development of main ideas or themes.

Language-Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships.

Demonstration:

Salty Vs. Fresh Water

Fill a large container of water with blue food coloring and take out three cups of it to show how 97% of the world is salt water and 3% is fresh.

Technology:

1. Students create a PowerPoint presentation with vocabulary, definitions and images relating to salt and fresh water. Slides must include % of water types. *Rubric for grading included below.

2. Show pictures of glaciers using the following websites

http://nsidc.org/cryosphere/glaciers/index.html

http://ga.water.usgs.gov/edu/earthglacier.html

3. Show a video on glaciers on Brainpop

www.brainpop.com (subscription required)

Vocabulary to Know:

Fresh Water Ice Sheet Glacier Ocean

2. The Water Cycle

Standards:

CA-Students know when liquid water evaporates, it turns into water vapor in the air and can reappear as liquid when cooled or as a solid if cooled below the freezing point of water.

Common Core

Speaking & Listening-Include multimedia components and visual displays in the presentations when appropriate to enhance the development of main ideas or themes.

Language-Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships.

Projects:

•Students get in groups of three and each person draws a different part of the water cycle. They take pictures of them using Photobooth and then use those pictures to make an IMovie or Podcast to explain the water cycle.

•Do the activity on “How do water droplets form”
•OLE-Ecosystems Lab: Water Cycle

Technology:

1. Students record voice over pictures to give definitions of the different parts of the water cycle when making movie on an IMovie or Podcast.
2.OLE-Ecosystems Video: Waterfall Water Cycle
3.OLE-Earth’s Water Interactivity: Water Cycle

Vocabulary to Know:

Evaporation Water Vapor Condensation Fog Precipitation Water Cycle Land Breeze

Sea Breeze Aquifer Ground Water

3. Clouds

Standards:

CA-Students know water vapor in the air moves from one place to another and can form fog or clouds, which are tiny droplets of water or ice and can fall to Earth as rain, hail, sleet, or snow.

Common Core-

Vocabulary to Know:

Condensation Fog Stratus Cumulus Cirrus

Projects:

•Categorize & Classify Cloud Pictures using SMART board.

•Cloud in a Bottle (Steve Spangler)

•Cloud Art-Students are given a blue sheet of construction paper and after learning about clouds create a cloud with polyfill and glue it to the blue paper with labels and definitions of each cloud type.

• Read the book, “Cloudy with a Chance of Meatballs by Judi Barrett.”
• OLE-Weather and Climate Lab: How Clouds Form

Technology:

1. Interactive whiteboard cloud sort-Show pictures of different cloud types and students have to decide whether they are stratus, cumulus or cirrus cloud based on the picture.
2.OLE-Weather and Climate Interactivity: Clouds and Weather Puzzle
3.OLE-Weather and Climate Images
4.OLE-Weather and Climate Video: know your clouds

4. California’s Water Supply

Standards:

CA-Students know the origin of the water used by their local communities.

Common Core-

Informational Text-Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

Language-Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships.

Vocabulary to Know:

Reservoir Dam Ground Water Watershed

Projects:

•Make foldable about California’s water.

•Discuss California’s water supply and show pictures of the California Aquaduct, the Sacramento River and various dams.

5. Earth’s Atmosphere

Standards:

CA-Students know that the Earth’s atmosphere exerts a pressure that decreases with distance above Earth’s surface and that at any point it exerts this pressure equally in all directions.

Common Core

Informational Text-Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

Speaking & Listening-Include multimedia components and visual displays in the presentations when appropriate to enhance the development of main ideas or themes.

Language-Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships.

Vocabulary to Know:

Atmosphere Troposphere Air Pressure Altitude Humidity Barometer Stratosphere

Projects:

•Art-Draw layers of the Atmosphere on black construction Paper with Oil Pastels diagramming what happens in each layer

•Air Pressure.

*Make Barometer

*Crush the Can (Steve Spangler)

*Floating Water Suspension (Steve Spangler)

*Egg in Bottle (Steve Spangler)

*Shrink Wrap w/Vacuum (Steve Spangler)

*Flying toilet paper (Steve Spangler)

Technology:

1. Comic Life2-“How strong is Air”-Students create a comic strip

showing the properties of air and what the definition to air

pressure is with various examples. See assignment sheet below.

2. OLE-Weather and Climate Images: Atmosphere
3. OLE-Weather and Climate Interactivity: Measuring Air Pressure

6. Air Currents/Winds/Ocean/ Convection Currents

Standard:

CA-Students know uneven heating of Earth causes air movements (convection currents) Students know the influence that the ocean has on the weather and the role that the water cycle plays in weather patterns.

Vocabulary to Know:

Convection Global Winds Climate Current

Projects:

•Diagram Global Winds-Students are given a picture of the world and they draw the various global winds and which direction they go.

•Broccoli Convection Current-Place a beaker on a burner and start to boil water. Throw in some frozen broccoli and have the students observe what the broccoli is doing. They will see that the broccoli is rising and sinking with the current.

•Convection Currents (Steve Spangler)

7. Air Masses/Fronts

Standards:

CA-Students local weather and know that weather forecast depend on many variables.

Common Core

Speaking & Listening-Include multimedia components and visual displays in the presentations when appropriate to enhance the development of main ideas or themes.

Projects:

•Students draw and label cold and warm fronts
•OLE-Weather and Climate Lab: Reading a Weather Map

Technology:

1. Interactive Whiteboard station identifying & labeling weather map

2. Film students being a weather person explaining the forecast. Students in small groups explaining samples of weather maps as if they are the weather person. Students dress up like a weatherman. See assignment sheet below
3.OLE-Weather and Climate Interactivity: Weather Fronts

Vocabulary to Know:

Air Mass Front Forecast Meteorologist Weather Map

8. Severe Weather

Standard:

CA-Students know the causes and effects of different types of severe weather.

Common Core

Speaking & Listening-Include multimedia components and visual displays in the presentations when appropriate to enhance the development of main ideas or themes.

Vocabulary to Know:

Thunderstorm Tornado Cyclone Monsoon Hurricane

Projects:

•Make Tornado in a bottle-Use tornado tubes from Steve Spangler.

•Make a weather vane/sock to show wind.

•Ask local news weatherman to come to school and talk about weather.

Technology:

1. Students create an “Animoto” film showing the various types of different weather such as tornadoes, hurricanes, thunderstorms, etc. Film should include pictures and short definitions and title with music.
2.OLE-Weather and Climate Interactivity: Different Conditions, Different Storms
3.OLE-Weather and Climate Video: Twisted Adventure
4.OLE-Weather and Climate Images of various storms

Use the following worksheets with the projects and technology assignments. Just cut and paste into word and make your own.

Comic Life Air Pressure Assignment

Working in a group of two to three people, you must complete the following…

In a Comic Life comic you must prove your knowledge of air pressure by creatively presenting information. You must have all of the following in your comic.

oProperties of air (2 points)

oDefinition of air pressure (2 points)

oWhat a barometer (1 point)

oPicture of a barometer (1 point)

oHow air pressure relates to wind (2 points)

oQuality of work (5 points)

Names of Group Members:_________________________________________________________

Severe Weather Animoto

Names:________________

After reading and learning about thunderstorms, tornadoes, cyclones, monsoons and hurricanes, complete an Animoto film.

You must have the following in your film.

⎫Title of “Severe Weather” and your names (2 Points)

⎫1 or more pictures of Thunderstorms (1 point)

⎫1 or move pictures of a tornado (1 point)

⎫1 or more pictures of a cyclone (1 point)

⎫1 or more pictures of a monsoon rain (1 point)

⎫1 or more pictures of a hurricane (1 point)

⎫Definition for each type of severe weather (5 points)

⎫Music that would match your pictures (you don’t but a love song with weather) (2 points)

⎫Correct Spelling & Grammar (3 points)

⎫Creativity (3 points)

Total Points Possible=20 points Your Points____/20

Comments: _____________________________________________________________________________

Water & Weather IMovie

You MUST HAVE THE FOLLOWING ITEMS TO GET FULL CREDIT!!!

1. Title at the beginning of the movie…. Water and Weather by…. (2 points)

2. Photo of your picture of condensation (2 points)

3. Photo of your picture of precipitation (2 points)

4. Photo of your picture of evaporation (2 points)

*REMEMBER THAT YOU TAKE PICTURE OF YOUR PHOTOS USING PHOTOBOOTH

5. Voice over of your pictures explaining each one of your pictures. Should be giving the definition to those words. (9 points)

6. Correct spelling (5 points)

Name:__________________

Water & Weather Quiz

2. Evaporation is the process of?

A. water or snow falling from the clouds

B. the sun heating up the water and turning it to a gas

C. water molecules getting cold and creating clouds

3. Condensation is when?

A. water or snow falling from the clouds

B. the sun heating up the water and turning it to a gas

C. water molecules getting cold and creating clouds

4. Precipitation is when?

A. water or snow falling from the clouds

B. the sun heating up the water and turning it to a gas

C. water molecules getting cold and creating clouds

Individual Powerpoint Presentation Rubric

Student Name_____________________________________________

Novice

Partial Mastery

Mastery

Exceeds Mastery

Organization

1-Audience could not understand the presentation because the information was presented unclearly.

2-Audience had difficulty following the presentation because student jumped around.

3-Student presented information in a sequence which audience could follow.

4-Student presented information in a logical and interesting sequence which audience could follow.

Content Knowledge

1-Student did not have a grasp of information and could not answer questions about the subject.

2-Student was uncomfortable with information and was able to answer only very simple questions.

3-Student was at ease with content but failed to elaborate.

4-Student demonstrated full knowledge (more than required) with explanations and elaboration.

Visuals

1-Student’s visuals did not add to the focus of the presentation.

2-Student occasionally used visuals that supported the focus of the presentation.

3-Student’s visuals related well to the focus of the presentation.

4-Student used visuals to reinforce the text of the presentation.

Mechanics

1-Student’s visuals had 6 or more spelling and/or errors in grammar.

2-Student’s visuals had 3-5 spelling and/or errors in grammar.

3-Student’s visuals had no more than 2 spelling and/or errors in grammar.

4-There were no spelling or grammatical errors in the student’s visuals.

Delivery

1-Student mumbled, incorrectly pronounced words, and spoke too softly.

2-Audience had difficulty following the student due to the pitch and speed of the student’s voice.

3-Student used a clear voice and pronounced most words correctly.

4-Student used a clear voice and correct, precise pronunciation of words.

Teacher Comments:

Rubric Made By: Amy Leonardo, Alex Ono, Lisa Mauck, and Rami White

Human Body Unit

1. Animal Cell-Tissue/Organs/Systems

Standard:

CA-Plants and animals have structures for respiration, digestion, waste disposal, and transport of materials. As a basis for understanding this concept: Students know many multi-cellular organisms have specialized structures to support the transport of materials.

CommonCore

Informational Text-Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

Speaking & Listening-Include multimedia components and visual displays in the presentations when appropriate to enhance the development of main ideas or themes.

Activities:

•Draw and label an animal cell with

all of the vocabulary with markers & crayons.

Technology:

1.Look at animal cells under the digital microscope and project for the whole class to see.
2.Students can make an animal cell using the software “Inspiration” or the teacher can model the animal cell and students can draw animal cell on construction paper.
3.OLE-Animals Image: 3-D Animal Cell
4.OLE-Animal Video-Animal Cell: General Structure

Vocabulary to Know:

cell cell membrane cytoplasm nucleus vacuoles mitochondria

2. Digestive System

Standards:

CA-Students know the sequential steps of digestion and the roles of teeth and the mouth, esophagus, stomach, small intestine, large intestine, and colon in the function of the digestive system.

Common Core

Speaking & Listening-Include multimedia components and visual displays in the presentations when appropriate to enhance the development of main ideas or themes.

Vocabulary to Know:

digestion saliva pharynx esophagus stomach

Projects:

•Use a blender to blend a lunch. Pretend the blender is the teeth to demonstrate where digestion begins by blending a bunch of food.

•Put orange in nylon to demo food (use a orange) going down esophagus.

•Have students eat a cracker to show how saliva helps break down food.

Technology:

•Create a Comic Life showing the sequential order of digestion focusing on the mouth, esophagus and stomach. Students must have pictures and definitions for each part and use sequence words such as first, second, next, finally, last, etc. See assignment sheet below.

• Record the students singing a digestive system song set to a popular song.
• OLE-Human Body Interactivity: Digestive System
• OLE-Human Body Video: Upper Digestive System

Activities:

•Working in small groups, students will trace a body outline and place the various digestive parts in the correct spots and label them.

•Act out the digestive system or sing the digestive system put to a popular song.

3. Digestive System (Con’t)

Standard:

CA-Students know the sequential steps of digestion and the roles of teeth and the mouth, esophagus, stomach, small intestine, large intestine, and colon in the function of the digestive system.

Common Core

Speaking & Listening-Engage effectively in a range of collaborative discussions with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. (Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information know about the topic to explore ideas under discussion. Follow agreed-upon rules for discussions and carry out assigned roles. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.)

Vocabulary to Know:

small intestine large intestine colon anus

*borborigimi-digestive sounds your body makes

Demonstration:

•Blend food and then poor the food into nylons over a bucket to demonstrate the small intestines and how it takes nutrients and then filters. Explain how the parts left will go to the large intestine.

•Read some sections of the book, “Grossology” to explain what happens in the body.

Technology:

Go to the National Geographic Website to watch how the digestive system works.

http://science.nationalgeographic.com/science/health-and-human-body/human-body/

4. Respiratory System

Standard:

CA-Students know how blood circulates through the heart chambers, lungs, and body and how carbon dioxide (CO2) and oxygen (O2) are exchanged in the lungs and tissues.

Common Core

Demonstration:

•Model the Lung-Pg. 62 in Blood & Guts book. Also, pg. 65 about Lung Exhaust.

Technology:

1. Go to the National Geographic Website to watch how the heart works.

http://science.nationalgeographic.com/science/health-and-human-body/human-body/

2. OLE-Human Body Interactivity:Respiratory System
3. OLE-Human Body Video-Alveoli
4. OLE-Human Body Interactivity: What your breath out
5. OLE-Human Body Images

Projects:

How Much Air do you Breath? Pg. 133

Measure their Lung capacity-book & Guts pg. 64

Gas You Exhale Pg. 137-Looking for presence of CO2

Students use two-liter bottles to create a model of the lung using a balloon, a rubber band, a straw and clay.

Vocabulary to Know:

inhale lungs exhale diaphragm capillary alveoli diffusion

5. Circulatory System

Standard:

CA-Students know how blood circulates through the heart chambers, lungs, and body and how carbon dioxide (CO2) and oxygen (O2) are exchanged in the lungs and tissues.

Common Core

Vocabulary to Know:

heart artery vein

Teach:

•Parts of the heart and how the respiratory system and circulatory system work together.

•Dissect the heart of a cow or sheep by contacting a local butcher and bringing it in to class.

Technology:

1. Go to the National Geographic Website to watch how the heart works.

http://science.nationalgeographic.com/science/health-and-human-body/human-body/heart-article.html

2. OLE-Human Body Interactivity: Circulatory System
3. OLE-Human Body Video: What is the Circulatory System?

Projects:

•Add parts to our life size body-heart & veins

•Create “Blood” using caro syrup (plasma), red hots (red blood cells), marshmallows (white blood cells), rice (platelets) to show students what our blood would look like.

6. Excretory System

Standards:

CA-Students know the role of the kidney in removing cellular waste from blood and converting it into urine, which is stored in the bladder.

CCore

Speaking & Listening-Include multimedia components and visual displays in the presentations when appropriate to enhance the development of main ideas or themes. Engage effectively in a range of collaborative discussions with diverse partners on grade 5 topics expressing their own clearly.

Vocabulary to Know:

urinary system kidneys urine bladder urethra

Demonstration:

•How your Kidneys filter our waste?

Technology:

1. Summary video of the body systems. Students film each other explaining different parts. Students get into groups of 2-3 and pick one of the body systems they learned about and act like they are teaching the subject.

Project:

•Add parts to the life size body.

Internet Sites

http://kidshealth.org/kid/htbw/heart.html

http://www.neok12.com/Circulatory-System.htm

Great short videos and quizzes to do with your class

Below is the Digestion Comic Life Directions and Rubric. Copy and paste into Word to use in your classroom.

Names:_______________

Digestion Comic Life

Student Objective: to show understanding of the process of the digestive system by using Comic Life and showing the correct sequence (order in which things happen).

Directions:

1. Open Comic Life and choose the “blank deluxe or blank” template. Start with a blank sheet or you may add a panel layout if you need to.

2. Add a title at the top. Your title must be spelled correctly and should be in larger letters.

3. Add pictures from the internet to show your understanding of how the digestive system works.

4. You must use sequence words in your descriptions. (First, second, next, fourth, last, finally, etc.) You can choose which kind you want to use.

5. The following words must be included in your description. Each step must be explained (how it works or what that part does).

mouth teeth esophagus stomach small intestine large intestine

6. You can also use the following vocabulary words to get extra credit. Use must use these words correctly or you will be deducted points.

peristalsis salivary glands saliva liver pancreas gall bladder rectum

anus

7. Your comic life cannot use more than two pictures of members from your group.

8. You MUST CHECK FOR SPELLING ERRORS.

9. Make sure everything fits on the page and looks good. When finished, save to the desktop and let me know you are done.

10. YOU MUST CHECK YOUR WORK AND MAKE SURE YOU DID NUMBERS 1-9! IF YOU DON’T CHECK, YOU WILL NOT SCORE AS HIGH AS YOU WOULD OF IF YOU DO!!!

Rubric-How I will grade you…

10 Points-Neatness, correct spelling, correct layout, names on Comic Life

10 Points-Correct sequence of the digestive system

25 Points-Explained each part of the system correctly

10 Points-Pictures used to explain each sequence

10 Points-Creativity and Effort used

Total Points

____/65

Plant Unit

1. Plant Cell Vs. Animal Cell

Standards:

CA-Plants and animals have structures for respiration, digestion, waste disposal, and transport of materials. As a basis for understanding this concept: Students know many multicellular organisms have specialized structures to sup port the transport of materials.

Common Core

Speaking & Listening-Include multimedia components and visual displays in the presentations when appropriate to enhance the development of main ideas or themes.

Technology:

•Look at Onion Cells with a digital microscope and show the class how the plant cells have a cell wall.

•Students create an Inspiration for plant cells in groups of 2-3.

• Students create a venn diagram on inspiration between plant and animal cell as a class.
• OLE-Plants Images
• OLE-Cells Video-Leaf and Plant Cell Structure

*Inspiration is great software to purchase.

**OLE-Teacher Background and Notes: Plants (read before teaching)

Vocabulary to Know:

cytoplasm chloroplast cell wall cell membrane

nucleus mitochondria vacuole

2. Vascular Plants

Standards:

CA-Students know how sugar, water, and minerals are transported in a vascular plant.

Common Core

Vocabulary to Know:

spore seed gymnosperm angiosperm pollination

Technology:

•Check out some plant websites to show students what vascular plants are.

http://plants.usda.gov/java/

http://www.biology4kids.com/files/plants_main.html

•Show PowerPoint on Vascular Vs. Non Vascular Plants.

•Show Brainpop video on Seedless Plants

• Show Brainpop video on Seed Plants
• OLE-Plants Video: How Do We Classify Plants

Activities

•Bring in various plants to classify as vascular vs. nonvascular

•Students start putting together a foldable folder to collect all their information.

•Students plant seeds in water bottles

•Student grow carrots in shallow water

•Student germinate bean seeds in baggies and place in the window.

3. Structure of Flowers/Pollination

Standards:

CA-Plants and animals have structures for respiration, digestion, waste disposal, and transport of materials.

Common Core-

Vocabulary to Know:

pistil seed ovaries stamen

Technology:

•Show Brainpop on Pollination

•Show Brainpop on Plant Growth

• Students create a Comic Life or Word document to show how seeds can spread. They must explain the various types of seed dispersal and include pictures.
• OLE-Plants Interactivity: Flowering Plant Reproduction
• OLE-Plants Video: Bee Pollination/How Do Plants Reproduce?

Activities

•Students label the parts to a flower and place in their foldable book. See example below.

4. Plant Transport Systems/Tap Root Vs. Fibrous Roots.

Standards:

CA-Plants and animals have structures for respiration, digestion, waste disposal, and transport of materials. Students know how sugar, water, and minerals are transported in a vascular plant.

Common Core

Technology:

• Students take pictures of themselves while completing the celery/carnation experiment documenting each step and then import them into an IMovie to show the transport system. Movie must have a title and each part must be labeled.
• OLE-Plants Video: What Plant Part is Most Imporatant?

Activities

•Students work in groups doing the Celery Model or the Carnation Model with food coloring to understand vascular plants and how they have tubes.

•Show students different examples of tree rings to explain xylem, phloem and cambium.

Vocabulary to Know:

root stem leaf xylem phloem cambium

5. Photosynthesis

Standards:

CA-Students know plants use carbon dioxide (CO2) and energy from sunlight to build

molecules of sugar and release oxygen.

Students know plant and animal cells break down sugar to obtain energy, a process resulting in carbon dioxide (CO2) and water (respiration)

Common Core-

Speaking & Listening-Include multimedia components and visual displays in the presentations when appropriate to enhance the development of main ideas or themes.

Technology:

•Use Inspiration to diagram how photosynthesis works.

•Show Brainpop video on Photosynthesis.

•Promeathean Planet Flip Chart on Photosynthesis Review by Jill Doty

• Show video from UnitedStreaming titled, “A First Look (Audio Description Version): Plants”
• OLE-Plants Interactivity: Photosynthesis/The Inner Workings of Photosynthesis/How Plants Make Food

Activities

•Students draw out diagram of photosynthesis on inspiration or copy from teacher using Inspiration and place in their foldable folder.

Vocabulary to Know:

photosynthesis stomata cellular respiration

Internet Websites:

http://www.biology4kids.com/files/plants_main.html

http://www.kathimitchell.com/plants.html

This website gives links to other great websites.

http://herbarium.desu.edu/pfk/index.html

This website gives experiments ideas and activities.

http://www.neok12.com/Plants.htm

Great short videos to show how plants grow