Unit: Position and Motion of Objects in the Sky
This earth science unit reinforces and extends the fourth grade unit of study of the sun, moon, and earth to objects within the solar system. Students explore the seasons and their relationship to the tilt of the earth on its axis and revolution around the sun. They define a year as one revolution around the sun. Students study the solar system and describe the position, motion, and relationship of the planets and other objects in the sky to the sun. They investigate the position of the moon it its orbit on moon phases. Students observe and explain the apparent motion of the sun and moon across the sky due to the earth’s rotation and revolution. They study lunar and solar eclipses based on the relative positions of the sun, moon, and earth. Students relate ocean tides to the gravitational pull and orbit of the moon. They apply their knowledge of objects in the sky through various charts, illustrations, and models.
Grade Level Content Expectations Students will:
* Demonstrate using a model, seasons as a result of variations in the intensity of sunlight caused by the tilt of the earth on its axis, and revolution around the sun.
* Identify the need for evidence in explaining how the revolution of the earth around the sun defines a year.
* Use multiple sources of information to evaluate the strengths and weaknesses of data when designing a model that demonstrates the relative order and scale of the planets, dwarf planets, comets, and asteroids to the sun.
* Construct charts to describe the motion of planets and moons in terms of rotation on axis and orbits due to gravity.
* Using evidence, communicate and defend findings of observations and research of moon phases as they relate to the position of the moon in its orbit around the earth, resulting in the amount of observable reflected light.
* Describe limitations in personal knowledge and the need for evidence when explaining the apparent motion of the stars (constellations) and the sun across the sky.
* Demonstrate lunar and solar eclipses based on the relative positions of the earth, moon, and sun, and the orbit of the moon through activities, illustrations, and models.
* Evaluate data, claims, and personal knowledge through collaborative discourse when explaining the tides of the oceans as they relate to the gravitational pull and the orbit of the moon.
Position and Motion Jeopardy PowerPoint Review
* Demonstrate using a model, seasons as a result of variations in the intensity of sunlight caused by the tilt of the earth on its axis, and revolution around the sun.
* Identify the need for evidence in explaining how the revolution of the earth around the sun defines a year.
* Use multiple sources of information to evaluate the strengths and weaknesses of data when designing a model that demonstrates the relative order and scale of the planets, dwarf planets, comets, and asteroids to the sun.
* Construct charts to describe the motion of planets and moons in terms of rotation on axis and orbits due to gravity.
* Using evidence, communicate and defend findings of observations and research of moon phases as they relate to the position of the moon in its orbit around the earth, resulting in the amount of observable reflected light.
* Describe limitations in personal knowledge and the need for evidence when explaining the apparent motion of the stars (constellations) and the sun across the sky.
* Demonstrate lunar and solar eclipses based on the relative positions of the earth, moon, and sun, and the orbit of the moon through activities, illustrations, and models.
* Evaluate data, claims, and personal knowledge through collaborative discourse when explaining the tides of the oceans as they relate to the gravitational pull and the orbit of the moon.
Position and Motion Jeopardy PowerPoint Review
Unit: Specialized Systems
In this life science unit, students investigate the body systems of animals. They explore the components of each system (cells and tissues) and describe how systems help the organism survive and maintain balance with the environment. Students design and conduct scientific investigations that demonstrate how selected systems work together in a variety of activities.
Grade Level Content Expectations Students will:
* Generate scientific questions based on observations and research and use multiple sources of information to evaluate claims and data regarding the purpose of selected animal systems (digestive, circulatory, respiratory, skeletal, muscular, nervous, excretory and reproductive).
* Design and conduct scientific investigations that demonstrate through illustrations, performances, models, exhibits or activities how selected animal systems work together.
* Generate scientific questions based on observations and research and use multiple sources of information to evaluate claims and data regarding the purpose of selected animal systems (digestive, circulatory, respiratory, skeletal, muscular, nervous, excretory and reproductive).
* Design and conduct scientific investigations that demonstrate through illustrations, performances, models, exhibits or activities how selected animal systems work together.
Unit: Traits of Organisms
In this life science unit, students investigate the traits of organisms and their influence on the survival of organisms in their environment. They examine how traits are determined by heredity and how they are used to classify. Students conduct research and activities to compare and contrast inherited and acquired traits, such as learned behaviors. They explore how the behavioral characteristics of animals and the physical characteristics of all organisms help them survive in their environment. Students examine fossils as evidence of change in living things and the environment. They analyze the relationship between environmental change and catastrophic events to species extinction. Through research, students examine the contributions made by individuals to create a classification system based on the similar anatomical features of contemporary organisms.
Grade Level Content Expectations Students will:
* Generate scientific questions based on research regarding the influence of the environment and genetics on the traits of individual organisms.
* Evaluate the strengths and weaknesses of data, claims and personal knowledge about inherited and acquired traits through collaborative discourse and research using multiple sources of information.
* Demonstrate how behavioral characteristics of animals help them to survive in their environment though illustrations, performances, exhibits or models.
* Through collaborative discourse, evaluate data, claims and personal knowledge about how physical characteristics of organisms help them survive in their environment and how human influence affects the balance of the natural world.
* Use multiple sources of information to evaluate advances in scientific knowledge and the contributions of people throughout history and across cultures to support how fossils provide evidence about how things and environmental conditions have changed.
* Using evidence, communicate and defend findings of investigations and research on the effect of environmental change and catastrophic events on species extinction.
* Examine how the contributions of people throughout history and across cultures have advanced scientific knowledge and technology to assist in understanding the degree of similarity in anatomical features to the classification of contemporary organisms.
Grade Level Content Expectations Students will:
* Generate scientific questions based on research regarding the influence of the environment and genetics on the traits of individual organisms.
* Evaluate the strengths and weaknesses of data, claims and personal knowledge about inherited and acquired traits through collaborative discourse and research using multiple sources of information.
* Demonstrate how behavioral characteristics of animals help them to survive in their environment though illustrations, performances, exhibits or models.
* Through collaborative discourse, evaluate data, claims and personal knowledge about how physical characteristics of organisms help them survive in their environment and how human influence affects the balance of the natural world.
* Use multiple sources of information to evaluate advances in scientific knowledge and the contributions of people throughout history and across cultures to support how fossils provide evidence about how things and environmental conditions have changed.
* Using evidence, communicate and defend findings of investigations and research on the effect of environmental change and catastrophic events on species extinction.
* Examine how the contributions of people throughout history and across cultures have advanced scientific knowledge and technology to assist in understanding the degree of similarity in anatomical features to the classification of contemporary organisms.