Fifth Grade: FOSS Life Science - Living Systems

Fifth Grade: FOSSLife Science - Living SystemsInvestigation Title and Synopsis1. Living CellsStudents study four related human/body transportsystems that provide all the cells water, food, gasexchange, and waste disposal. The structures andfunctions of the circulatory, respiratory, digestive,and excretory systems are explored through avariety of multimedia activities. Students observeand analyze an investigation of gastric juice in thestomach.Concepts 2. Vascular PlantsStudents investigate the transport system invascular plants and learn about the specializedstructures xylem and phloem tubes. Studentsdesign and conduct a scientific investigation anddiscover that leaves play an important role in thetransport of water to cells in vascular plants. Theyuse multimedia resources to gather informationabout plants. They collect and classify plant leaves,based on appropriate criteria.Division of Instructionrev. 10/15/17 Cells require water, food, gases, and wasteremoval to liveIn humans, oxygen is transported to the bloodand carbon dioxide is transported from the bloodin the respiratory systemIn the human circulatory system, bloodtransports resources to the cells and wastesfrom the cellsCells use simple substances for energy andbuilding blocksThe digestive system breaks down complexsubstances into simple substances which moveinto the bloodstreamKidneys filter wastes from blood and convertthem into urine for excretionThe respiratory, circulatory, digestive, andexcretory systems work together to ensure thatcells receive the resources they need to liveAssessments and TE Page Numbers Life happens in cells Vascular plants have two transport systems, oneto transport water and minerals from roots toleaves, and one to transport sugar from leavesto cells that need itIn vascular plants, water and minerals aretransported to cells in xlyem tubes: sugar istransported to cells in phloem tubesPretest (pages 237-241)Part 1 Embedded Assessment:(pages 186-187)/ Science Notebook Sheet 1Circulatory System Review (page 143)Part 2 Embedded Assessment:(pages 188-189)/ Science Notebook Sheet 2The Disassembly Review (page 144)Benchmark Assessment I-Check 1(pages 242-245)Part 1 Embedded Assessment:(pages 190-193)/Science Notebook Sheet 4Celery Experiment A (page 146)/ScienceNotebook Sheet 5 Celery Experiment B(page 147)/ Science Notebook Sheet 6Response Sheet-Vascular Plants (page 148)1

Investigation Title and Synopsis2. Vascular Plants (cont’d)Concepts 3. Sugar and CellsStudents analyze an experiment to determine theconditions under which plants produce food(photosynthesis). They design an investigation todetermine what conditions are needed to activate anorganism (yeast) and are introduced to the processby which plant and animal cells obtain energy fromfood (cellular respiration). They design and conductan experiment to determine the sugar content ofcommon foods. Assessments and TE Page NumbersVascular bundles are arranged in predictablepatterns of veins in the leaves of vascular plantsScientists classify objects and information byorganizing them into groups with similarattributes Chlorophyll absorbs sunlightPhotosynthesis requires carbon dioxide, water,and lightPhotosynthesis produces sugar and oxygen gasPlant and animal cells break down sugar andoxygen into carbon dioxide and water to obtainenergy (cellular respiration)Animals obtain six classes of nutrients fromfood: protein, carbohydrate, fat, minerals,vitamins, and waterThe volume of gas produced by yeast isproportional to the amount of sugar present Part 2 Embedded Assessment:(pages 186-187)/Science Notebook Sheet 6Circulatory System Review (page 148)Benchmark Assessment I-Check 2(pages 246-248)Part 1 Embedded Assessment:(pages 194-195)/Science Notebook Sheet 8Making Food Experiment (page 150)Part 2 Embedded Assessment:(pages 196-197)/Science Notebook Sheet 10Response Sheet-Sugar and Cells (page 152)Benchmark Assessment I-Check 3(pages 249-252)Posttest (pages 237-241)Fifth Grade: FOSSLife Science – Living SystemsDivision of Instructionrev. 10/15/172

Fifth Grade: FOSSEarth Science - Water PlanetInvestigation Title and Synopsis1. Solar SystemStudents use solar system cardsto organize the Sunand otherbodies into a representation of the systemand categorize the bodies in different ways, basedon their properties. Students learn howgravity keeps planets in orbit.Concepts 2. Swingers Students experiment with pendulums to learn thebasics of controlled experimentation, and learn to identify independent, dependent, and controlledvariables. They represent data with a two-coordinate graph.3. Water VaporStudents experiment with water to determine howtemperature and surface area affect evaporation.They also investigate the conditions that produceliquid condensation and frost. Division of Instructionrev. 10/15/17Assessments and TE Page Numbers The solar system comprises eight planets and various other bodies orbiting the Sun, a typicalstar composed mostly of hydrogen and heliumSolar-system bodies can be put into categories, such as gas giants, terrestrial planets, andsatellitesGravity is a pulling force that constantly changesthe direction of travel of planets to maintainthem in orbits around the SunPretest (pages 427-434)Part 1 Embedded Assessment: (pages 350-351)Science Notebook Sheet 1 Solar-System Data(page 251)Benchmark Assessment I-Check 1(pages 435-436)A pendulum is a mass that is free to swingaround a pointA variable is anything that you can change in anexperiment that might affect the outcomeIn a controlled experiment the independentvariable is changed in order to determine howthat variable affects the outcome of theexperiment. All other variables are controlled.Part 1 Embedded Assessment: (page 352)/Teacher Observation: Swinger ConstructionPart 2 Embedded Assessment: (pages 353-354)/Science Notebook Sheet 5 Response SheetSwingers (page 255)/ Teacher Observation:Makes accurate measurements, and demonstrateintuitive sense of experimentationBenchmark Assessment for Part 3: I-Check 2(pages 437-439) Evaporation is the process by which liquid water changes into water vapor, a gasTemperature and surface area affect the rate of evaporationCondensation occurs when water vapor touchesa cool surface and changes into liquidEvaporation and condensation contribute to the movement of water through the water cyclePart 1 Embedded Assessment: (pages 355-356)Science Notebook Sheet 7 Wet Paper Towels(page 257)Part 2 Embedded Assessment: (pages 357-358)Science Notebook Sheet 8 Evaporation LocationCharts (page 258)Part 3 Embedded Assessment: (pages 359-360)Science Notebook Sheet 12 Water Vapor(page 262)3

Investigation Title and SynopsisConcepts3. Water Vapor (cont’d)Assessments and TE Page Numbers 4. Heating EarthStudents learn about uneven heating by monitoringthe temperature of water and soil in the sunshine.They discover how uneven heating can causeconvection currents. Students use syringes toinvestigate air pressure. 5. WeatherStudents inventory Earth’s water and learn that thewater cycle redistributes water worldwide. Theyinvestigate weather, learning the causes and effectsof severe weather, and learn how to make weathermaps and use them to forecast weather. The different energy-absorbing properties ofearth materials can lead to uneven heating ofEarth’s surfaceCold fluids are denser than warm fluidsConvection currents result from uneven heatingof Earth’s surfaceCompressed air exerts pressure equally in alldirectionsEarth’s atmospheric pressure decreases withdistance above Earth’s surface Most of Earth’s water (97%) is salt waterWeather is the condition of the atmosphere at agiven place and time: the amount of heat,moisture, pressure, and movementSolar energy drives weatherSevere weather occurs when one or morevariables is extreme, resulting in conditions thatare dangerous or destructiveWeather maps display weather conditions andcan be used to forecast weather Part 4 Embedded Assessment: (pages 361-362)/Science Notebook Sheet 12 Response SheetWater Vapor (page 262)/Science Notebook Sheet13 Condensation Observations (page 263)Benchmark Assessment I-Check 3(pages 440-442)Part 1 Embedded Assessment: (page 363)/Science Notebook Sheet 14 Heating EarthMaterials A (page 264)/Science Notebook Sheet15 Heating Earth Materials B (page 265)/Part 2 Embedded Assessment: (pages 364-365)Science Notebook Sheet 20 AtmosphericPressure at Work (page 270)Benchmark Assessment I-Check 4(pages 443-445)Part 1 Embedded Assessment: (page 368) Quickwrite Students describe and draw the water cycle.Part 2 Embedded Assessment: (pages 369-370)Science Notebook Sheet 22 Severe WeatherQuestions (page 272)Part 3 Embedded Assessment: (pages 371-372)Science Notebook Sheet 23 Weather MapsQuestions (page 273)Benchmark Assessment I-Check 5(pages 446-449)Part 4 Posttest (pages 427-434)Fifth Grade: FOSSEarth Science – Water PlanetDivision of Instructionrev. 10/15/174

Fifth Grade: FOSSPhysical Science - Mixtures and SolutionsInvestigation Title and SynopsisConcepts1. Separating Mixtures Students make mixtures of water and solid materials(salt, gravel, and diatomaceous earth) and separate the mixtures with screens and filters. They find thatwater and salt make a special kind of mixture, asolution, that cannot be separated with a filter but only through evaporation. 2. Reaching SaturationStudents make a saturated solution by adding salt towater until no more salt will dissolve. They alsomake a saturated Epsom-salts solution. Using abalance, they compare the solubility of the two solidmaterials by comparing the mass of the salt andEpsom-salts dissolved in saturated solutions. Theyuse the property of solubility to identify an unknownmaterial.Division of Instructionrev. 10/15/17 Assessments and TE Page NumbersA mixture combines two or more materials thatretain their own propertiesA solution forms when a material dissolves in aliquid (solvent) and can not be retrieved with afilterAll mixtures can be separated based on theproperties of the constituent substancesEvaporation can separate a liquid from a solid insolutionCrystal form can be used to identify substances Solubility is the property that substances have ofdissolving in solventsSolubility is different for different materials andcan change with temperature and solventSolubility can be used to differentiate andidentify substancesA solution is saturated when a solvent hasdissolved as much solute as possibleDecompression sickness is caused bysupersaturation of the gas nitrogen in blood Pretest (pages 333-339)Part 1 Embedded Assessment: (pages 266-267)/Science Notebook Sheet 2 Thinking AboutMixtures (page 204)Part 2 Embedded Assessment: (pages 268-269)/Science Notebook Sheet 5 Reponse SheetSeparating Mixtures (page 207)Part 3 Embedded Assessment: (pages 270-271)/Teacher Observation:/Sciene Notebook Sheet 6Separating a Dry Mixture (page 208)Benchmark Assessment I-Check 1(pages 340-341)Part 1 Embedded Assessment: (page 272)/Teacher Observation: Gather and Interpret DataPart 2 Embedded Assessment: (pages 273-274)Science Notebook Response Sheet ReachingSaturation (page 210)Part 3 Embedded Assessment: (page 275)Teacher Observation: Apply Collected DataBenchmark Assessment I-Check 2(pages 342-344)5