User:Vtaylor/FL Science Grade 5

FCAT - Science Grade 5 - Volusia Curriculum map - Science - Fifth Grade from Volusia K-12


 * explore learning path idea - series of links to OERs that learner and/or guide can follow, progressively expanding network of topics associated with grade level requirements (based on connectivism model)


 * Science notebook - Textbook replacement - learner-centered resources, not teacher's guide. The resources listed are intended for direct learner access. List of teaching materials are elsewhere.

== The nature of science==

==== What is Science? (Week 1)====

Key terminology - inference, observation, predictions, science, science notebook, scientist

Learning targets / skills


 * explain that science is the study of the natural world (evidence is used to validate explanations of natural phenomena).
 * explain the difference between personal opinion and verified observation.
 * explain that science is grounded in verifiable observations that are testable.
 * identify examples of observations, predictions, and inferences.
 * set up a science notebook that will be used all year by students.

SC.5.N.2.1, SC.5.N.1.6, Also assesses SC.3.N.1.7 SC.4.N.1.7

Teaching tips


 * Students could prepare for weather, space and pattern learning targets to come by beginning morning work routines which include collecting data on weather, seasons, star patterns in the sky and moon phases. Students could take turns collecting different types of data during different times of the year.

==== Science Process (Guided Inquiry) (Weeks 2-3)====


 * Scientific method

Key terminology - conclusions data experimental setup hypothesis investigation prediction problem procedures questions records research variable

Learning targets / skills


 * generate questions/define problems about the natural world.
 * make predictions based on given information.
 * formulate a testable hypothesis based on information gathered from research.
 * investigate their questions individually and in teams through free exploration, systematic observations, or the “scientific method”.
 * plan and carry out scientific investigations with one variable.
 * evaluate a written procedure or experimental setup.
 * keep appropriate records of observations and data in science notebooks.
 * collect and organize data in charts, tables, and graphs.
 * interpret and analyze data that has been collected.
 * draw and defend conclusions based on the evidence gathered.

SC.5.N.1.1, Also assesses SC.3.N.1.1, SC.4.N.1.1/N.1.6


 * explain the difference between an experiment and other types of scientific investigation.
 * explain that an authentic scientific investigation frequently does not parallel the steps of the “scientific method”.

SC.5.N.1.2, SC.5.N.1.5, Also assesses, SC.4.N.1.3


 * identify the control group in an experiment.
 * explain the importance of a control group in an experiment.

SC.5.N.1.4


 * explain the need for replication of scientific investigations.
 * explain the need for repeated experimental trials.
 * explain the need for using large experimental groups.

SC.5.N.2.2, SC.5.N.1.3, Also assesses SC.3.N.1.2/N.1.5, SC.4.N.1.2/N.1.5

Teaching tips


 * Students should practice making and recording observations daily. Many students have had lots of experience making observations with their eyes but remember they can make observations using all five senses.
 * Making inferences in science is new for our standards. Please help students understand that inferences are made as a result of our observations.
 * Students need to understand that scientists do not only learn from doing investigations but also from reading non-fiction references materials, such as, journals, newspaper, reference books etc.
 * Students need to understand the importance of researching a topic before writing a hypothesis or creating an investigation.
 * Students should work on common investigations so that they are able to compare their results. When differences arise, have students compare the different methods each group used to gather their data.

== Earth and Space==


 * NASA Science - Earth, our Sun and solar system, and the universe out to its farthest reaches and back to its earliest moments of existence, using space observatories to conduct scientific studies

Space (Weeks 5-6)
Key terminology - asteroids atmosphere comet composition Earth galaxy inner planets Milky Way moon outer planets planets revolution rotation Solar System star sun


 * Earth, Sun and Moon - interactive adventure from the BBC with accompanying text.

Learning targets / skills


 * recognize major common characteristics of all planets (i.e., axis, orbit the sun, revolution/rotation, atmospheres).
 * compare and contrast the properties of inner and outer planets (i.e.,composition, size, atmospheres, relative position to the sun, temperature,moons, rings, length of year).
 * distinguish among the following objects in the Solar System: planets,moons, asteroids, and comets.
 * identify the relative position of objects (including Earth) in the SolarSystem.

SC.5.E.5.3, SC.5.E.5.2


 * demonstrate that Earth revolves around the sun in one year.
 * demonstrate the relationship between Earth and the sun in a 24-hour day (rotation; day/night).
 * recognize that the pattern of stars appears to shift across the sky nightlyand can be seen in different seasons.
 * describe how the appearance of the moon changes each night (moonphases).

SC.4.E.5.4 Also assesses SC.4.E.5.1, SC.4.E.5.2, SC.4.E.5.3

Teaching tips


 * Students will have to know the concept of the relationships of planet distance to the sun and the effects. So if students are given two planets and asked which planet is hotter, they should recognize which planet is closer to the sun in order to make those comparisons and draw conclusions.
 * A good hook for a lesson is to begin with the web site:
 * A free ap on a smart phone is called Stellarium. It will show you were all of the constellations and planets are in the sky at your current location day or night. It is a good way to explain that even though we cannot see the stars they are still there. A website to check out is: STELLARIUM Remember students will not have to know the causes of seasons or memorize the names of stars or constellations.
 * Students will not have to memorize quantitative data about each planet.
 * Students will not assess causes of seasons.
 * Students will not have to identify constellations in relationships to specific seasons but will need to know that the night sky appears to shift in the night sky because the Earth is moving not the stars.
 * It will be helpful to have students observe and record data over a two month period of time on the shape of the moon. Students will not have to know the names of the moon phases, just the pattern of the shapes of the moon.

==== Galaxies (Week 7)====

Key terminology -

Learning targets / skills


 * recognize that a galaxy consists of gas, dust, and many stars, includingany objects orbiting the stars.
 * identify our home galaxy as the Milky Way.
 * describe how a star’s appearance (brightness and size) is affected by itsdistance from Earth.
 * review how stars can be different: brightness, size, temperature/color.
 * review that the sun is a star that emits energy some in the form of light.
 * review that stars are made of gases.

SC.5.E.5.1 Also assesses SC.3.E.5.1, SC.3.E.5.2, SC.3.E.5.3

Teaching tips


 * Stars will be assessed on FCAT 2.0 but students will not have had instruction since third grade. Please review the concepts listed in the learning targets. Students will not need to know specific star names, constellations or chemical make-up of stars.
 * The “review” learning targets will not be assessed on the district assessment but will be assessed on FCAT 2.0.
 * FCAT 2.0 may use names of stars in their questions but students will not need to memorize the names of stars.

== Earth Systems and Patterns==

Water Cycle (Week 9)
Key terminology -

Teaching tips


 * Students will need to be exposed to various representations of the water cycle (i.e. puddles, jeans on a clothesline, water in a swimming pool, water in a fish tank, glass of iced tea, water cycle in a baggie).

==== Weather (Weeks 10-11)====

Key terminology -

Teaching tips


 * You may want to have students track the weather on a class chart and in their student notebook. In addition, have students take turns reporting the weather each day in class. This may be something to incorporate into your morning work and presented on the morning announcements.
 * Students will need to know how clouds are related to weather. Students should be aware that clouds have names but they will not have to differentiate among the types of clouds.
 * Assessment items will use the term air pressure rather than barometric pressure.

==== Climate (Weeks 12-13)====

Key terminology -

Teaching tips


 * Students will not require specific knowledge of geographic locations.
 * Students will not need to know about fronts.

== Physical Science: The Nature of Matter==


 * Materials - Learn about the experiments that make the properties of solids, liquids and gases change

==== Properties of Matter (Week 15)====

Key terminology -


 * Learn more... Properties of matter

Teaching tips


 * A solid has a definite shape, but a liquid and a gas take the shape of its container.
 * Check for understanding of measurable physical properties and the tools and units of measure associated with each (mass > balance/g and kg, volume > beaker and graduated cylinder/mL and L, and temperature > thermometer/°C).
 * Students need exposure to dual thermometers, ones that show °C and °F on the same thermometer.

==== Changes in Matter (Weeks 16-17)====

Key terminology -


 * Learn more... States of matter

Teaching tips


 * Check out http://www.bbc.co.uk/schools/websites/4_11/topic/science.shtml for support of melting, freezing, boiling, evaporating, and condensing.
 * Evidence of a chemical change may result in a change in color or the formation of a gas or solid.

==== Mixtures (Weeks 18-19)====

Key terminology -


 * Learn more.... Mixtures and solutions

Teaching tips


 * Be sure to use something magnetic (i.e., iron filings, paper clips, staples, screws, nails) in mixtures when separating.
 * Students have more experience with dissolving solids in liquids (i.e., salt and water, sand and water). They will need experience with dissolving liquids in liquids (oil and water, food coloring and water).
 * Warmer temperatures, vigorous stirring, and greater surface areas speed up the rate at which a substance will dissolve. For example, alka-seltzer will dissolve faster when placed in warm water, stirred, or broken/crushed into smaller pieces (greater surface area).
 * Liquids that will not dissolve in water include rubbing alcohol, cooking oil, mineral oil, baby oil etc….
 * Solids that will not dissolve in water include: sand, pepper, flour, corn starch, baby powder, marbles, etc.
 * Solutions are no longer included in the elementary curriculum. Students will not have to differentiate

== Energy==


 * Physical processes - Electricity, types of energy forces, space, sound and light

== Force and motion==

== Processes that shape the earth==

== Processes of life==

== How living things interact with their environment==

== About...==

Model the Sugar Labs Replacing Textbooks project open educational resources collection and presentation.

To gain acceptance, resources provided as textbook replacements must address the same criteria as the published textbook they are replacing. All topics in the curriculum must be represented. All the materials need to meet or exceed the quality and authority of textbooks as well as map to federal and state standards as appropriate.


 * Key terminology - vocabulary is a critical component for understanding and is presented for each new topic


 * suggested web resources for topics appropriate for target grade level - content, readability, interest, interactivity, media-rich, learner-centered


 * using the Florida Fifth Grade Science Curriculum Map as a framework - topics, big ideas, learning targets / skills, curriculum standards, teaching tips

Model - for each curriculum topic
 * Key terminology - important to provide the vocabulary for the topics, from Volusia curriculum map
 * resources - open educational resources - multiple links, progression / learning path - reviewed links, tagged for selection and retrieval
 * Learning targets / skills - from Volusia curriculum map
 * standards reference - maps to Sunshine State, from Volusia curriculum map
 * Teaching tips - specific suggestions for teachers, somewhat FCAT-specific, from Volusia curriculum map

Ideas for consideration


 * continuum of materials about a topic, progression from elementary to more advanced - topics are taught at several grade-levels with appropriate concepts, vocabulary, dependence on other subjects. Provide learning path without regard to "grade-level"


 * http://www.librarianchick.com/ - How many subjects are covered at what levels? What licenses are used? Can you suggest improvements to the catalog system?
 * suitable catalog system for our work. http://wiki.sugarlabs.org/go/Replacing_Textbooks

It is nearly impossible to find good useful OERs. There are lots of good ones in existence, but they are not easily found, and not a coherent set to adopt or adapt. Starting from the prescribed curriculum map for Grade 5 science, using Librarian Chick resources, we tried to see if it was possible to come up with some OERs that could be used by a classroom teacher.

Worked example


 * Curriculum Maps - Grade 5 : Science


 * concepts - Scientific Process, Data Collection and Analysis, Variables, Control group, Experimental Design
 * key terminology - bias, conclusions, control group, data, experiment, experimental design, flaws, hypothesis, investigation, multiple trials, problem, results, scientific method, variable

curriculum unit pages - need a page to represent each topic as a link directory / index entry


 * Properties of matter
 * Mixtures and solutions
 * States of matter

from links in http://www.librarianchick.com/


 * categories - Reference, Sciences
 * not directed to broad grade levels, curriculum topics


 * Science - Science Toys &gt; Light and Optics &gt; Exploring invisible light - interesting description of various ways to explore UV and infra red light using TV remote and a digital camera...

=== other sources ===
 * Diigo "science grade 5" search


 * http://www.linktolearning.com/grade5science.htm - resource grouped by Matter,  Energy,   Forces,   Weather - great resources


 * http://groups.diigo.com/group/educators - Educators sharing bookmarks and best practice. We have a set of standard tags to help us share things that you may use in addition to your tags. (You may subscribe to these tags via RSS feed by subject area, which makes it very useful.)


 * Look Up! educator network - Look Up! links to aviation-inspired educational resources for kids and their instructors and mentors - web sites, articles, lesson plans, do-it-yourself videos. A project of buildaplane.org - the organization that donates actual airplanes to schools across the United States for students to build or refurbish. Help Look Up! capture links to the 1000s of great aviation sites.


 * 4th Grade Math project and the Sugar math collection. There are still some missing activities, but it is by-and-large a rich list. Next, we need to fill in the table correlating the activities with the curricula goals (Please contribute at http://wiki.sugarlabs.org/go/Math4Team/Resources/Curriculum_Chart).

Adopt / adapt directory - meta data, searchable


 * approximate grade level if relevant - elementary, high school
 * curriculum area - science, social studies
 * student learning outcomes - suggestions
 * activity type - Sugar activity used
 * license - if not part of inclusion criteria
 * author
 * reviews / rating
 * controlled vocabulary to promote search / retrieval

community directory entry contributions and ratings


 * Yelp for restaurants
 * MERLOT - Multimedia Educational Resource for Learning and Online ...

Free and open online community of resources designed primarily for faculty, staff and students of higher education from around the world to share