science fifth grade pacing guide 2013-2014 -...

Science Fifth Grade Pacing Guide 2013-2014

YEAR AT A GLANCE

* Use your ELA leveled reader database from Reading Street to integrate all content areas. Student work pages including thinking map activities and

other various activities are available. *

First-Six Weeks (August 27- October 8)

Second-Six Weeks (October 9-November 21)

Third-Six Weeks (November 22-January 17)

Fourth-Six Weeks (January 22-March 6)

Fifth-Six Weeks

(March 7-April 28)

Sixth-Six Weeks (April 29-June 11)

Earth Systems,

Structures and

Processes

Ecosystems

Structures and

Functions of Living

Organisms

Evolution and

Genetics

Forces and Motion Matter: Properties and

Changes

&

Energy: Conservation

and Transfer

REVIEW


Common Core Standard- Ecosystems

2nd

6 Weeks

Priority Standards Supporting Standards

5.L.2 Understand the interdependence of plants and

animals with their ecosystem.

5.L.2.1 Compare the characteristics of several common ecosystems,

including estuaries and salt marshes, oceans, lakes and ponds, forests, and

grasslands.

5.L.2.2 Classify the organisms within an ecosystem according to the

function they serve: producers, consumers, or decomposers (biotic factors).

5.L.2.3 Infer the effects that may result from the interconnected relationships

of plants and animals to their ecosystem.

Unpacking: What does this standard mean that a student will know and be able to do? 5. L.2.1

Students know that there are different types of ecosystems (terrestrial and aquatic). These ecosystems can be divided into two types according to their

characteristics:

Terrestrial Land-based ecosystems include forests and grasslands.

Forests have many trees (with needles or with leaves), shrubs, grasses and ferns, and a variety of animals. They usually get more rain than grasslands.

Diverse types of animals can be found in forests, depending on their type. Deciduous: black bear, deer, red fox, vole, rabbit, cardinal. Rain forest: panther,

monkeys, capybara, snakes, spiders. Temperatures in the forests may vary depending on where the forest is located.

Grasslands have fertile soil and are covered with tall grasses. They usually get a medium amount of rain, but less than forests. Temperatures may also vary

depending on where the grassland is located. Some examples of animals that live in the grasslands are prairie dogs, bison, and grasshoppers.

Aquatic Water-based ecosystems may be fresh water (lakes and ponds) or saltwater (oceans, estuaries and saltwater marshes).

Lakes and ponds are bodies of freshwater that are surrounded by land. Ponds are usually shallower than lakes and the temperature of the water usually stays

the same from top to bottom. Plants and algae usually grow along the edges where the water is shallow. Some examples of animals may be different types

of fish, amphibians, ducks, turtles, or beavers.

Oceans are large bodies of saltwater divided by continents. Oceans have many types of ecosystems depending on the conditions (sunlight, temperature,

depth, salinity) of that part of the ocean.

Most organisms live where the ocean is shallow (from the shoreline to the continental shelf) because sunlight can reach deep and the water is warm making

food abundant. Some examples of organisms that live in the shallow ocean are drifters (jellyfish or seaweed), swimmers (fish), crawlers (crabs), and those anchored to the ocean floor (corals).


Some organisms live in the open ocean, near the surface or down to the deep ocean bottom. Plankton float in the upper regions of the water. Some

organisms swim to the surface to find food or for air (whales, turtles, sharks) while others live closer to the bottom (certain fish, octopus, tubeworms).

Students know typical visual representations of the various ecosystems, as well as graphic representations of the food chains and webs, cycles and energy

pyramids that are commonly associated with ecosystems.

5.L.2.2

Students know that organisms in an ecosystem can be producers, consumers, or decomposers. Students know that producers convert energy from the sun

into organic matter through the process of photosynthesis. This organic matter is used by producers and consumers as food which provides the energy that

fuels basic life processes. Consumers sometimes consume only or mostly other consumers as a food source. Producers and consumers produce wastes as

they perform their life processes, and become waste organic matter when they die. Decomposers use these waste materials and other non living organic

matter to fuel their life processes and recycle nutrients that are necessary for producers to carry out their life processes.

5.L.2.3

Students know that all of the organisms in an ecosystem have interconnected relationships. Students know that because of this, factors that impact one

population within an ecosystem may impact other populations within that ecosystem.


Informational text: ● Harcourt Science book ● NC Coach ● Exploring Earth’s Biomes by Claire O’Neal ● Amazing Biome Projects You Can Build Yourself by Donna Latham ● Many Biomes, One Earth by Sneed Collard III ● Explore the Biome Series by Linda Tagliaferro ● Earth’s Biomes by Donna Latham (770L) ● Biomes and Ecosystems by Barbara J. Davis (970L) ● Nature’s Green Umbrella: Tropical Rain Forests by Gail Gibbons (880L) ● Wetland Food Chains by Bobbie Kalman ● Forests by Emily K. Green (NC830L) ● Save my Rainforest by Monica Zak (AD630L) ● Life in the Rainforest: Plants, Animals, and People by Melvin Berger ● Chocolate: Riches From the Rainforest by Robert Burleigh

Digital material: United Streaming Brain Pop Biome Match Up flipchart iTunes Apps: Brain Pop Nature Tap BioZone Activities: Interdependence of Plants and Animals 1. Identify and investigate ecosystems in your neighborhood such as : logs, streams, or trees. -Predict what you might find

-Identify the common components

-Observe and record findings of change throughout the school year

Academic Vocabulary identify

differentiate distinguish compare contrast

investigate make predictions

analyze categorize

construct and maintain create read use

Content Vocabulary

organisms individual population community ecosystem

biome habitat niche

aquatic fresh water saltwater

ocean estuary

wetlands marsh pond lake

terrestrial taiga

coniferous forest evergreen


2. Develop different schemas for categorizing ecosystems. 3. Research, compare and contrast two different types of land-based ecosystems from the following categories of

different types of forests, deserts, grasslands, coastal or tundra, by such factors as dominant plants and animals, food

webs, climate, or habitats.

4. Research, compare and contrast two different types of water-based ecosystems from the following categories: Salt water or fresh water by such factors as dominant plants and animals, food webs, temperatures, and habitats. 5. Research, compare and contrast a land type and water type ecosystem by identifying similar components and relationships that exist in all ecosystems 6. Construct and maintain an aquarium or terrarium for observing over time. 7. Predict what changes might occur.

8. Create a list of “what if” questions or testable questions.

9. Select the testable questions that are safe to test and monitor.

10. Change different variables; observe and record the change.

11. Make models or drawings of two different ecosystems. Label the similar components.

12. Read and use maps to discuss climate as it relates to latitude and longitude.

Webquests:

http://www.st.cr.k12.ia.us/webquest/biomes/index.htm

http://www.longmeadow.k12.ma.us/wms/pages1/renius/biome.html

http://www.edzone.net/~sbeery/perkinj2/index.htm

temperate/deciduous forest tropical rain forest

grassland drifters

swimmers crawlers anchored



























































http://www1.bellevuepublicschools.org/curriculum/k6web/fifthgrade/biomsh/biomesh.htm

http://sm139.k12.sd.us/biomewebquest.htm

http://www.beverlyschools.org/schools/exploringecosystems/index.html

http://www.biologycorner.com/worksheets/biome.html Links:

daretodifferentiate.wikispaces.com/file/.../Biome-Think-Tac-Toe.doc http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/aquatic-ecosystems.htm http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/biomes.htm http://www.bbc.co.uk/schools/scienceclips/ages/8_9/habitats.shtml http://teacher.scholastic.com/activities/explorer/ecosystems/be_an_explorer/map/form_caterpillars.htm# http://www.scholastic.com/magicschoolbus/games/habitat/index.htm http://games.noaa.gov/ http://quizlet.com/2234612/science-eog-5th-grade-animals-and-ecosystems-flash-cards/ http://www.mbgnet.net/ Thinking Maps: Double-bubble for comparing and contrasting Tree map for classifying information


















































http://www.biologycorner.com/worksheets/biome.html













http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/biomes.htm



















http://www.bbc.co.uk/schools/scienceclips/ages/8_9/habitats.shtml



















http://teacher.scholastic.com/activities/explorer/ecosystems/be_an_explorer/map/form_caterpillars.htm




























http://www.scholastic.com/magicschoolbus/games/habitat/index.htm

















http://games.noaa.gov/








http://www.mbgnet.net/









Informational Text: ● Harcourt Science book ● NC Coach ● Science Kids: Planet Earth by Deborah Chancellor ● What’s for Lunch by Cindy Rodriguez ● Food Chain by M.P. Robertson ● What are Food Chains and Webs? by Bobbie Kalman ● What is a Food Chain? by Bobbie Kalman (550L) ● Who Eats What? By Patricia Lauber (620L) ● One Day in the…… Series by Jean Craighead George

Digital material: United Streaming Brain Pop Food Chain Mystery flipchart Activities: Ecosystem Organisms 1. Investigate and explain the role of consumers, producers, and decomposers. 2. Sort organisms into their various roles as producers, consumers, or decomposers within ecosystems. 3. Generate a list of questions that could be investigated and explained to describe the interdependent relationship of consumers, producers, and decomposers. 4. Compare and contrast the producers, consumers and decomposers of different ecosystems. 5. Investigate an ecosystem in your neighborhood or community. Create a model of the ecosystem to identify the producers, consumers, and decomposers. 6. Identify the variables to be observed or questions to be answered about a local ecosystem that changes over time. 7. Investigate the decomposers on land and in water. Are they the same or different? 8. Use a chart to sort a variety of organisms by their functional role in an ecosystem. 9. Illustrate the interdependent role of plants and animals using a food web.

Academic Vocabulary investigate

explain sort

classify compare contrast

create models discern model

illustrate

Content Vocabulary producers consumers

decomposers scavengers

primary consumers secondary consumers

tertiary consumers herbivore carnivore omnivore

water cycle nitrogen cycle carbon cycle food chain food web

energy pyramid biotic


10. Use journals, logs, or notebooks to create a diagram of the role of producers, consumers, and decomposers. 11. Research, investigate and identify microorganisms by their beneficial roles in ecosystems. Are all microorganisms in an ecosystem beneficial? Why? Why not? Cycles 1. Observe a terrarium to identify things that have died such as leaves or grass; observe the items over a period of time; how will they participate in the recycling process. 2. Identify the decomposers that participate in the recycling process on land and in the ocean.

3. Research and investigate whether there are processes that speed up or slow down the decomposition and recycling

phases.

4. Research and investigate to explain whether there are benefits to speeding up or slowing down the decomposition

and recycling phases.

5. Explain what would happen and why if there were no decomposers.

6. Create an experiment to demonstrate a slowing down or a speeding up of the decomposing or recycling processes.

Biotic/Abiotic Factors

1. Investigate and explain the effect of

temperature, light, moisture, and soil composition on the plants and animals.

2. Use a map or globe to identify conditions of light temperature, air, moisture and soil using different longitudes and latitudes, record your findings of variables such as:

1. Temperature ranges

2. Types of soil

3. Condition or level of light

4. Condition or level of moisture

5. What types of plants and animals are dominant at certain longitudes and latitudes?

3. Research, investigate, and explain the effect light, temperature, air, moisture, and soil in arctic, sub-arctic, temperate


and tropical zones by investigating questions such as:

-What plants and animals are dominant? -How are plants and animals affected? -What observations can be noted about producers, consumers, and decomposers in the different zones? -How can the observations be explained?

4. Research, investigate and explain how the conditions of soil, light, moisture, air, and temperature change? 5. How do plants and animals adjust to conditions of soil, light, moisture, air and temperature change? 6. Investigate, explain, model or illustrate the interaction of organisms in ecosystems through space such as the top of the mountains; deep ocean and shore line; or time such as seasons, or daytime and night time? Webquests:

http://www.kn.pacbell.com/wired/fil/pages/webfoodchamr.html http://teachnet-lab.org/glasgold/food_chain/Introduction.htm https://sites.google.com/a/lifescienceswahiawa.com/20102011/home/4th-quarter/4th-quarter-webquests/7-3-1-food-web-webquest http://www.agintheclass.org/Teachers/Pages/WebQuests/Food_Chain/Food_Chains.aspx http://www.sw.riverview.wednet.edu/STAFF_PAGES/materi/Food%20Chains%20Webquest/food_chains_webquest.htm http://zunal.com/webquest.php?w=26901 http://www.bolivar.k12.mo.us/BIS/bishome/eMINTS%20homepage/Webquests/Animal%20WebQue

http://www.kn.pacbell.com/wired/fil/pages/webfoodchamr.html



















http://teachnet-lab.org/glasgold/food_chain/Introduction.htm

















https://sites.google.com/a/lifescienceswahiawa.com/20102011/home/4th-quarter/4th-quarter-webquests/7-3-1-food-web-webquest































http://www.agintheclass.org/Teachers/Pages/WebQuests/Food_Chain/Food_Chains.aspx























http://www.sw.riverview.wednet.edu/STAFF_PAGES/materi/Food%20Chains%20Webquest/food_chains_webquest.htm
































http://zunal.com/webquest.php?w=26901












http://www.bolivar.k12.mo.us/BIS/bishome/eMINTS%20homepage/Webquests/Animal%20WebQuest/process.htm


























st/process.htm Links: http://www.sheppardsoftware.com/content/animals/kidscorner/games/producersconsumersgame.htm http://www.sheppardsoftware.com/content/animals/kidscorner/games/animaldietgame.htm http://www.ecokids.ca/pub/eco_info/topics/frogs/chain_reaction/play_chainreaction.cfm http://www.bbc.co.uk/schools/ks2bitesize/science/living_things/food_chains/play.shtml http://teacher.scholastic.com/activities/explorer/ecosystems/be_an_explorer/map/form_wildcats.htm http://teacher.scholastic.com/activities/explorer/ecosystems/be_an_explorer/map/line_experiment14.swf http://www.kscience.co.uk/animations/carbon_cycle.htm http://www.windows2universe.org/earth/climate/carbon_cycle.html http://www.classzone.com/books/ml_science_share/vis_sim/em05_pg20_nitrogen/em05_pg20_nitrogen.html http://www.teachersdomain.org/resource/lsps07.sci.life.eco.nitrogen/ http://earthguide.ucsd.edu/earthguide/diagrams/watercycle/ http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/ecosystems.htm http://studyjams.scholastic.com/studyjams/jams/science/plants/photosynthesis.htm http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/food-chains.htm http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/water-cycle.htm http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/nitrogen-cycle.htm http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/food-webs.htm http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/carbon-cycle.htm





http://www.sheppardsoftware.com/content/animals/kidscorner/games/producersconsumersgame.htm



















http://www.sheppardsoftware.com/content/animals/kidscorner/games/animaldietgame.htm



















http://www.ecokids.ca/pub/eco_info/topics/frogs/chain_reaction/play_chainreaction.cfm



























http://www.bbc.co.uk/schools/ks2bitesize/science/living_things/food_chains/play.shtml





























http://teacher.scholastic.com/activities/explorer/ecosystems/be_an_explorer/map/form_wildcats.htm



























http://teacher.scholastic.com/activities/explorer/ecosystems/be_an_explorer/map/line_experiment14.swf



























http://www.kscience.co.uk/animations/carbon_cycle.htm

















http://www.windows2universe.org/earth/climate/carbon_cycle.html



















http://www.classzone.com/books/ml_science_share/vis_sim/em05_pg20_nitrogen/em05_pg20_nitrogen.html

































http://www.teachersdomain.org/resource/lsps07.sci.life.eco.nitrogen/




















http://earthguide.ucsd.edu/earthguide/diagrams/watercycle/














http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/ecosystems.htm



















http://studyjams.scholastic.com/studyjams/jams/science/plants/photosynthesis.htm




















http://yucky.discovery.com/flash/worm/ Thinking Maps: Flow map for sequencing/ordering Tree map for classifying/grouping

Informational Text: ● Harcourt Science book ● NC Coach ● Predator vs. Prey Series by Mary Meinking ● Perfect Partners (Amazing Nature) by John Woodward ● Symbiosis by Alvin Silverstein ● Coral Reefs: Life Below the Sea by Salvatore Tocci

Digital material: United Streaming Brain Pop iTunes Apps: Build a Bird Activities: Ecosystem interactions

1. Research, identify and describe other types of interdependence and interaction of organisms within an ecosystem

such as, that of predator and prey or relationships that have mutual benefits.

2. Create a pictorial chart of the dependant relationship between animals and animal, animals and plants, or animals

and their inorganic environment; label each dependant relationship that is observable in each picture.

3. Investigate the cause of animals or plants increasing or decreasing in an ecosystem; explain the affect of the

increase of decrease in populations.

4. Explore what happens when a non-native organism is introduced into an ecosystem and examine: how this happens,

research identify

describe explain illustrate explain

Content Vocabulary

interdependence symbiosis mutualism

commensalism parasite/host predator/prey competition adaptation

http://yucky.discovery.com/flash/worm/













the effect on other organisms and ways to enhance the probability of a positive affect of the introduction of a new

organism.

5. Investigate and explain, model or illustrate the interaction of organisms in ecosystems through space such as at the bottom or top of a mountain, deep ocean or shoreline; or time such as throughout the year, seasons, or daylight or night time. Webquests:

http://teacherweb.com/WQ/ElementarySchool/PredatorAndPreyWebQuest/index.html http://stu.westga.edu/~rtaulbe1/curriculum_web/webquest.html http://storytrail.com/SabinoCanyon/quest.html https://sites.google.com/a/lifescienceswahiawa.com/20102011/home/4th-quarter/4th-quarter-webquests/7-3-2-symbiosis-webquest http://batsinthebelfrywebquest.weebly.com/process1.html Links:

sciencespot.net/Media/GoodBuddiesNotes.ppt (see below for the pdf that accompanies the powerpoint) sciencespot.net/Media/GoodBuddies.pdf

http://adaptationswebquest.weebly.com/deceptive-coloration.html http://preyandpredator.wikispaces.com/WEBQUESTS http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/symbiosis.htm http://www.rfs.org.uk/game/game.html

http://teacherweb.com/WQ/ElementarySchool/PredatorAndPreyWebQuest/index.html















http://stu.westga.edu/~rtaulbe1/curriculum_web/webquest.html

















http://storytrail.com/SabinoCanyon/quest.html











https://sites.google.com/a/lifescienceswahiawa.com/20102011/home/4th-quarter/4th-quarter-webquests/7-3-2-symbiosis-webquest





























http://batsinthebelfrywebquest.weebly.com/process1.html











http://sciencespot.net/Media/GoodBuddiesNotes.ppt










http://adaptationswebquest.weebly.com/deceptive-coloration.html













http://preyandpredator.wikispaces.com/WEBQUESTS









http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/symbiosis.htm



















http://www.rfs.org.uk/game/game.html
















http://www.ecokids.ca/pub/eco_info/topics/climate/adaptations/index.cfm http://conservationreport.com/tag/can-you-see-me-animal-camouflage/ http://science.howstuffworks.com/environmental/life/zoology/all-about-animals/animal-camouflage.htm http://www.harcourtschool.com/activity/animalneeds/ http://www.mcgrawhill.ca/school/applets/bcscience7/predator/index.htm http://www.saburchill.com/ans02/chapters/chap013.html http://www.tki.org.nz/r/environ_ed/interactive/enved_interactive.html Thinking Maps: Multi-flow map for cause and effect Double bubble for comparing and contrasting Flow map for sequencing

http://www.ecokids.ca/pub/eco_info/topics/climate/adaptations/index.cfm























http://www.harcourtschool.com/activity/animalneeds/












http://www.mcgrawhill.ca/school/applets/bcscience7/predator/index.htm



















http://www.saburchill.com/ans02/chapters/chap013.html















http://www.tki.org.nz/r/environ_ed/interactive/enved_interactive.html
























Constructed Response/Essential Questions

What are some examples of water ecosystems?

What are some ways that water ecosystems are different from each other?

Why can different organisms survive in some water ecosystems but not in others?

What are some examples of land ecosystems?

What are some ways that land ecosystems differ from each other?

How do land ecosystems change?

How do living things depend on nonliving things to survive in an ecosystem?

How do living things interact with other living things in the same ecosystem?

How can the disappearance of one species affect other species in an ecosystem?

Why are decomposers important in an ecosystem?

How can living things like humans change their environment?

What sources of energy do all organisms need?

In a food chain, which organisms are producers and which are consumers?

How do plants get energy?

How do animals get energy? How is this different for herbivores, carnivores, and omnivores?

What is the role of decomposition in the food web?

Which organisms are decomposers and on what do they feed?

How do decomposers contribute to recycling resources in an environment?

science fifth grade pacing guide 2013-2014 -...

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