Fifth Grade
| TOPICS • Managing Resources • Plants and Animals • Forces that Cause Movement • Solar System | Grade5 |
| ESSENTIAL QUESTIONS AND SUGGESTED ACTIVITIES | STANDARDS/KEY ELEMENTS | |||
| A | B | C | D | |
| Environmental Science | ||||
| Managing Resources: Global Impact of Pollution on the Earth What is the life cycle of the salmon and its habitat needs? How is habitat impacted by global changes in the environment? What is being done to improve habitat? What impact do humans have on the environment? | ||||
| a. Demonstrate the water cycle. | 6, 7, 15 | 1, 6 | 1 | 1 |
| b. Make models of ways to clean up or minimize pollution. | 12 | 1-3, 5, 6 | 4-6 | 1-5 |
| c. Investigate local waste management systems and their impact on Earth. | 12 | 1- 5 | 2, 5-8 | 1-6 |
| d. Investigate the impact of industry on wildlife and the economy. | 11, 12, 15 | 1, 2, 3, 5 | 3, 6-8 | 2, 3, 5, 6 |
e. Attend a Borough Assembly meeting that addresses a local habitat issue. | 5 | 7, 8 | 4, 5 | |
| f. Make a personal dictionary of scientific terms. | ||||
| Life Science | ||||
| Plants and Animals: Classification, Structures, and Functions How is a single cell like other organisms? Why and how do living things differ within a group (life processes)? How is classifying useful in studying plants and animal life? What are the stages of the life cycles of plants and animals; why are they important? How do plants and animals interact with other organisms and with their environments? | ||||
| a. Use selected illustrations of living things to develop several classification systems. Compare to the scientific classification system generally accepted. | 7-9, 11 | 1, 3 | 1, 3, 6-8 | 1, 3 |
| b. Produce a guide to a classification of animals. | 7-9, 11 | 1, 3 | 1, 5 | 1 |
| c. Make a model of a plant and/or animal cell that illustrates its parts. | 7 | 1 | 1 | 1 |
| d. Conduct experiments that show the process of photosynthesis in land and aquatic plants. | 6, 7 | 1, 2, 5 | 2, 5 | 1 |
| e. Present the life cycle of a flowering plant, conifer, moss, or fern that shows the structures and functions of the plant. | 6-11 | 1, 6 | 1 | 1 |
| f. Observe local plants or animals and their habitats. | 9 | 1, 2 | 1 | |
| g. Use a chart or diagram to compare and contrast the physical characteristics of vertebrates or invertebrates. | 8-10 | 1 | 1 | 1 |
| h. Investigate what is being done to protect the habitat of a local species and propose alternative protections. | 11, 12, 15 | 1-3, 5, 7 | 4, 6-8 | 1-4, 6 |
| i. Invite a guest speaker from Alaska Department of Fish and Game, U.S. Fish and Wildlife Service, or Kenai National Wildlife Refuge. | 7, 8 | 3- 6 | ||
| j. Make a personal dictionary of scientific terms. | ||||
| k. Participate in Sea Week activities. | ||||
Grade: Fifth
| ESSENTIAL QUESTIONS AND SUGGESTED ACTIVITIES | STANDARDS/KEY ELEMENTS | |||
| A | B | C | D | |
| Physical Science | ||||
| Forces that cause movement: Magnetism and Electricity How can we use electricity to produce a magnetic field? What are the characteristics of static and current electricity and how are they produced? How is the transfer of energy completed in series and parallel electrical circuits? What are the characteristics and behaviors of magnets? How do electrically charged materials affect other materials? How can we use electricity safely? How can electricity and magnetism be used to do work? How can we measure a magnetic field? | ||||
| a. Detect magnetic fields produced by a magnet and by a current with a compass or iron filing. | 3, 4, 5 | 1, 2, 5 | 1, 2 | 1 |
| b. Observe and compare magnetic fields and test the penetration of a magnetic field through various materials. | 3, 4, 5 | 1, 2, 5 | 1, 2 | 1 |
| c. Produce a magnet using another magnet in different ways. Compare the strength of the magnets produced. | 3, 5 | 1, 2 | 1, 5 | 1 |
| b. Find examples of how magnetic fields are used in toys and tools. | 3, 4, 16 | 5 | 4 | 3 |
| c. Demonstrate ways magnetism can be transferred to some materials using electricity or other magnets. | 3, 4, 5 | 1, 2 | 1, 2 | 1 |
| d. Create different arrangements of battery, bulb, and wire to make circuits that light the bulb. Analyze series and parallel circuits. | 3, 4 | 1-3, 5, 6 | 1, 5 | 1 |
| e. Demonstrate materials that allow electrical current to pass through easily and those that tend to block the movement of electricity. | 3, 4 | 1, 2, 5, 6 | 1, 2, 5 | 1 |
| f. Make a “wet cell” and a “dry cell.” | 2, 3 | 1, 2 | 2 | 1 |
| g. Research on the Internet innovations on sources that produce electrical energy. | 3 | 2, 3, 6, | 5-8 | 6 |
| h. Research historic breakthroughs in the understanding and use of electricity. | 3, 12 | 3, 6 | 5, 6, 8 | 1 |
| i. Invite a speaker from a local electrical company to demonstrate safety issues. | 3 | 5 | 4 | |
| j. Work in cooperative groups to develop a brochure that presents tips about using electricity safely. | 3, 12 | 5 | 4 | 1 |
| k. Make a personal dictionary of scientific terms. | ||||
| Earth/Space | ||||
| Solar System How does gravity affect the Earth, moon, sun, and planets? What is the relationship of the earth to the other planets and our sun? What are constellations and how are they used? | ||||
| a. Walk off the relative distances between the planets, on the playground. | 1 | 1, 2 | 1 | |
| b. Cut out the sun and planets in relative sizes. | 1 | 1 | 1 | |
| c. Plan a trip to a planet and put the journey on a PowerPoint; include a travel journal. | 1, 3 | 1, 6 | 1 | |
| d. Demonstrate the elliptical orbit of the planets. | 3, 14 | 1, 2, 4 | 1 | 1 |
| e. Make a shoe box planetarium to show constellations. | 1, 2 | 1 | 1 | |
| f. Visit the Imaginarium or Challenger Center. | 3, 7 | 8 | 1, 2 | |
| g. Make and use a sundial. | 14 | 1, 2 | 1, 3 | 1 |
| h. Compare and contrast characteristics of the planets in a chart or diagram. | 3 | 1 | 1 | 1 |
| i. Demonstrate centrifugal force with a ball and string. | 4 | 1, 2 | 1, 2 | 1 |
| j. Chart bodies belonging to our Solar System comparing sizes, distance from the sun, revolution, rotation, etc. | 3, 4, 14 | 1, 2 | 1 | 1 |
| k. Calculate students’ weight, height jumped, distance a ball is thrown on different planets. | 3 | 1, 2 | 1 | 1 |
| l. Write a science fiction story based on scientific knowledge. | 13, 14 | 2, 4 | 6, 7 | 1, 2, 6 |
| m. Research on the Internet space related occupations and their contributions to the country. | 13, 14 | 2, 6 | 8 | 6 |
| n. Research and share myths of constellations. | 1 | 1 | ||
| o. Make a personal dictionary of scientific terms. | ||||
Grade: Fifth
| ESSENTIAL QUESTIONS AND SUGGESTED ACTIVITIES | STANDARDS/KEY ELEMENTS | |||
| A | B | C | D | |
| Earth/Space | ||||
| World of Work Country What careers in science that relate to 5th grade science topics are available in the country? How do workplace skills impact job performance in science careers (academic, technical, and *SCANS Skills)? Why is work important to the individual and the country? | ||||
| a. Develop questions to ask about jobs during a field trip. | 1 | 4, 8 | 2, 4 | |
| b. Ask guest speakers how they use science in their jobs. | 1, 2, 4 | 2, 4 | ||
| c. Compare and contrast information from a panel of workers in science and industry regarding the workplace skills they need for their job (technical, academic, *SCANS). | 5 | 8 | ||
| d. Keep a log of time spent doing a scientific project or investigation in order to see the importance of time management. | 5 | |||
| e. Design several data collection systems for a science experiment and evaluate their accuracy. | 1, 3 | 1, 2 | 1, 2, 4 | |
| f. Make posters that depict appropriate clothing and safety protection for various scientific occupations. | 6 | 6 | ||
| g. Use a spread sheet for scientific data collection. | 1 | 1 | ||
| h. Keep an organized science notebook. | ||||
| i. Practice work related skills in the classroom. | 6 | |||
| j. Make a personal dictionary of scientific terms. | ||||
* See Appendix for SCANS Skills.