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5th Grade Combined Document

Standard 5-1: The student will demonstrate an understanding of scientific inquiry,


including the foundations of technological design and the processes, skills, and
mathematical thinking necessary to conduct a controlled scientific investigation.
Unit Opener: http://www.youtube.com/watch?v=wlb7tLJy5AI
5-1.1 Identify questions suitable for generating a hypothesis.

Type
Teacher

Web Resource
http://www.youtube.com/watch?v=fgQkxsyRk9s
http://www.teachervision.fen.com/scientificmethod/printable/28767.html

Video/Song

http://www.youtube.com/watch?v=giC6ZYBIeFY

5-1.2 Identify independent (manipulated), dependent (responding), and


controlled variables in an experiment.

Type

Web Resource

Teacher

http://www.kenttrustweb.org.uk/UserFiles/ASK8/File/Primary_Scien
ce/Primary_Science_Scientific_Enquiry/identifying_variables_game
_08_08.pdf

Video/Song

http://www.youtube.com/watch?v=Hxbz656Euyw

Video

http://www.youtube.com/watch?v=2Dv2d2OeiPY
http://www.youtube.com/watch?v=nzfDvfoBv_g

5-1.3 Plan and conduct controlled scientific investigations, manipulating


one variable at a time.

Type
Teacher

Web Resource
*http://www.sciencebuddies.org/science-fairprojects/project_ideas.shtml?From=Tab#helpmefindaproject
http://www.learningreviews.com/Science-Projects.html
*http://www.sciencebob.com/experiments/index.php

Student

http://www.glencoe.com/sites/common_assets/science/virtual_labs/E16/
E16.html,
http://studyjams.scholastic.com/studyjams/jams/science/scientificinquiry/scientific-methods.htm
*http://www.sciencebuddies.org/science-fairprojects/project_ideas.shtml?From=Tab#helpmefindaproject
*http://www.sciencebob.com/experiments/index.php

5-1.4 Use appropriate tools and instruments (including a timing device


and a 10x magnifier) safely and accurately when conducting a controlled
scientific investigation.

Type
Teacher

Web Resource
teachertech.rice.edu/Participants/.../ScienceTools/Science%20Tools.ppt

5-1.5 Construct a line graph from recorded data with correct placement of
independent (manipulated) and dependent (responding) variables.

Type

Web Resource

Teacher

http://www.onlinecharttool.com/graph

Student

http://www.superteacherworksheets.com/graphing/line-graph-simple1_TWNQD.pdf

Video

http://www.youtube.com/watch?v=DVrbmDDG8Zs

5-1.6 Evaluate results of an investigation to formulate a valid conclusion


based on evidence and communicate the findings of the evaluation in oral
or written form.

Type

Web Resource

Teacher

http://scientificmethod.com/bklet/i_6.htm

Student

http://www.brandonbeltz.com/scimeth/conclusion3.htm

Video

http://studyjams.scholastic.com/studyjams/jams/science/scientificinquiry/sidentify-outcomes.htm

5-1.7 Use a simple technological design process to develop a solution or a


product, communicating the design by using descriptions, models, and
drawings.

Type
Teacher

Web Resource
http://pbskids.org/designsquad/parentseducators/workshop/process.htm
l
http://teachers.egfi-k12.org/tag/engineering-design-process/

Video

http://www.youtube.com/watch?v=wE-z_TJyziI
http://www.youtube.com/watch?v=qjtz4EgAkHc

5-1.8 Use appropriate safety procedures when conducting investigations.

Type

Web Resource

Teacher

www.starkcountyesc.org/Downloads/SafetyintheScienceClassroom.ppt

Student

http://www.biologycorner.com/worksheets/safety.html#.UlL3kdKkrK0

Video

http://www.youtube.com/watch?v=tsAHt0FiwNM

Song

http://www.youtube.com/watch?v=xJG0ir9nDtc

Ecosystems: Terrestrial and Aquatic


Standard 5-2: The student will demonstrate an understanding of relationships among biotic
and abiotic factors within terrestrial and aquatic ecosystems. (Life Science)
Indicators: 5-2.1 Recall the cell as the smallest unit of life and identify its major structures
(including cell membrane, cytoplasm, nucleus, and vacuole).
*indicates teacher and student resource

Type

Web Resource

Teacher
Student

*Interactive: inside the plant and animal cells

Video

*Games, videos, and teacher resources

Song

Cell Rap: Parts of the cell

5-2.2 Summarize the composition of an ecosystem, considering both biotic factors


(including populations to the level of microorganisms and communities) and abiotic factors.

Type
Teacher

Web Resource
*Energy flow in ecosystems and biotic and abiotic factors

Student

National geographic interactive

Video

Video on abiotic and biotic

Song

Abiotic/biotic rap

5-2.3 Compare the characteristics of different ecosystems (including estuaries/salt marshes,


oceans, lakes and ponds, forests, and grasslands).

Type
Teacher

Web Resource
*Ecosystem
Lesson and resources

Student

Wetlands Activity

Video

Ecosystems
Ocean: National Geographic

Song

Ecosystems: great song for entire standard

5-2.4 Identify the roles of organisms as they interact and depend on one another through
food chains and food webs in an ecosystem, considering producers and consumers
(herbivores, carnivores, and omnivores), decomposers (microorganisms, termites, worms,
and fungi), predators and prey, and parasites and hosts.

Type

Web Resource

Teacher

Teacher resource for lessons and games

Student

Food chains quiz/interactive


Food chains play

Video

Song

Great song for food chain

Decomposers video and song

5-2.5 Explain how limiting factors (including food, water, space, and shelter) affect
populations in ecosystems.

Type
Teacher

Web Resource
Ecosystem lesson
Limiting factors lesson plan

Student

student and teacher resource

Video

graphing and limited factors

Song

Landforms and Oceans

SC Standard 5-3: The student will demonstrate an understanding of features,


processes, and changes in Earths land and oceans. (Earth Science)

5-3.1 Explain how natural processes (including weathering, erosion, deposition, landslides,
volcanic eruptions, earthquakes, and floods) affect Earths oceans and land in constructive and
destructive ways.

Type
Teacher
Student

Web Resource

*Types of Volcanos

Volcanos of the World

Earth Changing Erosion Activity

Volcano Explorer

Volcanic Eruptions

weathering and erosion - Mr. Parr

Video
Song

5-3.2 Illustrate the geologic landforms of the ocean floor (including the continental shelf and
slope, the mid-ocean ridge, rift zone, trench, and the ocean basin).

Type

Web Resource

Plate Tectonics

Scholastic - Ocean and Sea

Student

* BrainPopJr - Landforms

Video

TeacherTube - Land in Water

Teacher

Song
5-3.3 Compare continental and oceanic landforms.

Type
Teacher
Student

Web Resource

* Quia Activities

Video
Song

Teacher Explanation of Landforms

School Interactive Media

Some Mountains

5-3.4 Explain how waves, currents, tides, and storms affect the geologic features of the ocean
shore zone (including beaches, barrier islands, estuaries, and inlets).

Type

Web Resource

Teacher

Glencoe - Barrier Island

Student

StudentScience

Video

Bill Nye the Science Guy - Ocean Currents

WatchKnowLearn - Ocean Waves and Currents

WatchKnowLearn - Surface Currents

Mr. Parr - "Ocean Currents"

Song

5-3.5 Compare the movement of water by waves, currents, and tides.

Type
Teacher

Student
Video

Web Resource

ScienceClassNet

EduSite

Scholastic - Mystery of Ocean's Motion

StudyJams - Tides

KidsGeo - Tides

Tides, Oceans, and Currents

ZaneEducation - Oceanography

Moon's Effect on Changing Tides

Song
5-3.6 Explain how human activity (including conservation efforts and pollution) has affected the
land and the oceans of Earth.

Type
Teacher

Student

Video
Song

Web Resource

*Ways to Prevent Air Pollution

*National Geographic - Human Footprint Interactive

2Learn.CA - Resource List

Kids Britannica

E school today

Kids Ecology

National Kids Geographic - Ocean Alert

TLC Elementary School: People and the Environment

Reduce, Reuse, and Recycle

Conservation Song - Mr. Parr

"Keep the Ocean Clean"

"Keep Your World Clean"

5.4
Standard 5-4 The student will demonstrate an understanding of properties of
matter. (Physical Science)
5-4.1 Recall that matter is made up of particles too small to be seen.

Type

Web Resource

Teacher

Properties of Matter

Student

Flashcards

Video

States of Matter Song Atoms

Song

5-4.2 Compare the physical properties of the states of matter (including volume, shape, and the
movement and spacing of particles).

Type

Web Resource

Teacher

Lesson Plan

Student

Flash cards Physical Properties of Matter

Video

Discovery Video States of Matter Song

Song

5-4.3 Summarize the characteristics of a mixture, recognizing a solution as a kind of mixture.

Type

Web Resource

Teacher

Mixtures and Solutions

Student
Video

Defining Mixtures

Song

5-4.4 Use the processes of filtration, sifting, magnetic attraction, evaporation, chromatography,
and floatation to separate mixtures.

Type

Web Resource

Teacher

Separating Mixtures Separating Mixtures 2

Student
Video

Filtration, Sifting, Magnetic Attraction

Song

5-4.5 Explain how the solute and the solvent in a solution determine the concentration.

Type

Web Resource

Teacher

Concentration

Student
Video

Solutes and Solvents

Song

5-4.6 Explain how temperature change, particle size, and stirring affect the rate of dissolving.

Type

Web Resource

Teacher

Activity

Student

Temperature Change

Video

Stirring, Temperature, and Pressure

Song

5-4.7 Illustrate the fact that when some substances are mixed together, they chemically
combine to form a new substance that cannot easily be separated.

Type

Web Resource

Teacher

Vocabulary

Student

Reversible and Irreversible Changes

Video
Song

5-4.8 Explain how the mixing and dissolving of foreign substances is related to the pollution of
the water, air, and soil.

Type

Web Resource

Teacher

Pollution and other Ecosystem/Environment Resources

Student
Video
Song

Water Pollution Water Pollution 2

Standard 5-5: The student will demonstrate an understanding of the nature of


force and motion. (Physical Science)
5-5.1 Illustrate the affects of force (including magnetism, gravity, and friction) on motion.
Type
Teacher
Student
Experiment Activity
Video

Resource
Bill Nye: Motion
The Marble Challenge
Gravity
Inertia

5-5.2 Summarize the motion of an object in terms of position, direction, and speed.
Type
Teacher
Student
Simulation Activity
Video

Resource
Science of NFL Football
Speed Challenge
Forces and Motion (Teachers Notes for Forces and Motion
http://phet.colorado.edu/files/teachers-guide/forces-and-motion-guide.pdf
Forces

5-5.3 Explain how unbalanced forces affect the rate and direction of motion in objects.
Type
Teacher
Student
Simulation Activity
Video

Resource
Balanced and Unbalanced Forces
Balanced and Unbalanced Forces Part 2
Forces and Motion: Basics (Teachers Notes for Forces and Motion:
Basics http://phet.colorado.edu/files/teachers-guide/forces-and-motionbasics-guide.pdf)
Bill Nye: Balance

5-5.4 Explain ways to change the effect that friction has on the motion of objects (including
changing the texture of the surfaces, changing the amount of surface area involved, and
adding lubrication).
Type
Teacher
Student
Song

Resource
The Magic School Bus: Plays Ball
Friction
Backseat Driving with Grandma: Friction

Video

Friction Investigation

5-5.5 Use a graph to illustrate the motion of an object.


Type
Teacher
Student
Worksheet
Simulation Activity

Resource
Sketching Motion Graphs
Using Graphs to Explain Motion
Motion Graphs
Moving Man (Teachers Notes for Moving Man
http://phet.colorado.edu/files/teachers-guide/moving-man-guide.pdf)

5-5.6 Explain how a change of force or a change in mass affects the motion of an object.
Type
Teacher
Student
Simulation Activity
Video

Resource
Isaac Newtons Laws of Motion
Forces in Action
Balancing Act (Teachers Notes for Balancing Act
http://phet.colorado.edu/files/teachers-guide/balancing-act-guide.pdf)
The Laws of Sir Isaac Newton