S05 Curriculum Map
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Contents |
August
Content and Essential Skills
Skills
Assessment
Resources
Optional
September
Content and Essential Skills
- STANDARD 1:
Students understand the processes of scientific investigation and design, conduct, communicate about, and evaluate such investigations.
- STANDARD 4:
Earth and Space Science: Students know and understand the processes and interactions of Earth’s systems and the structure and dynamics of Earth and other objects in space.
Skills
- INTRODUCTION TO SCIENCE
1. Parts and use of the scientific method
2. Lab equipment and materials and safety procedures when working both inside and outside
3. Introduction to the science fair including expectations
1h. Use metric units in measuring, calculating, and reporting results
- METEOROLOGY
4.2a. Describe the basic composition, properties, and structure of the atmosphere
4.2b. Observe, measure, and record changes in weather conditions
4.2c. Explain how atmospheric circulation is driven by solar heating
4.2d. Describe large scale and local weather systems
4.3a. Investigate and compare the properties and behavior of water in its solid, liquid, and gaseous states
4.3b. Describe the distribution and circulation of the world’s water through oceans, glaciers, rivers, groundwater, and the atmosphere
5 Use of classroom weather instruments to measure weather conditions such as temperature, wind speed and direction, moisture, barometric pressure, cloud types and amount, precipitation, etc.
____________________
- HEALTH: INTRODUCTION AND DECISION MAKING
1. Introduction to health and decision making about healthy choices
2. Review of the basic systems of the human body
Assessment
1. Teacher made assessments over basic equipment parts and names, parts of the microscope, measuring with metric equipment, and using the scientific method.
2. Text and teacher made assessments over weather and meteorological equipment and concepts
3. Introductory labs over measuring a bean, using the microscope, and basic chemistry
4. Drawing the water cycle
5. Construction and use of home weather station
6. Constructing daily weather condition charts and graphs on classroom charts board
7. Using the classroom weather station for charting weather conditions
8. Focused research center on weather
____________________
1. Lab on making healthy decisions
Resources
1. Classroom blackboard and marker board
2. Microscopes
3. Water cycle demonstration kit
4. Weather fronts demonstration kit
5. Videos on water cycle and weather
6. Home weather stations
7. Classroom weather stations
8. Assorted glassware and lab equipment
9. Weather Focused Research Center
10. Computer CD's and Programs for weather
Optional
October
Content and Essential Skills
- STANDARD 3:
Life Science: Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact with each other and their environment.
Skills
- HISTORY AND CLASSIFICATION OF LIFE
3.1 Students know and understand the characteristics of living things, the diversity of life, and how living things interact with each other and with their environment.
3.4 Students know and understand how organisms change over time in terms of biological evolution and genetics.
____________________
- HEALTH: HUMAN BODY SYSTEMS
1. Systems of the human body and their relationships and dependence upon one another.
2. Understanding the relationships of systems, organs, tissue, and cells
Assessment
1. Text and teacher assessments over the history of living things on earth and how environmental changes lead to biological changes over time.
2. Creation of a geological time line of the history of the earth
3. Labs on fossils
4. Journaled observations from BBC video series of prehistoric life on earth.
5. Dissection lab for comparative anatonomy
____________________
1. Learning stations on human body systems
Resources
1. Life on Earth video series
2. Walking with Dinosaurs and Prehistoric Beasts video series
3. Fossil collections and labs
4. Tools for digging fossils out of fossil rock
5. Dissecting tray, tools, and equipment
____________________
1. Human body models
2. Supplies for making overhead transparencies of human body systems
3. Video and SFS media on the human body and respiratory system.
Optional
November
Content and Essential Skills
- STANDARD 1:
Students understand the processes of scientific investigation and design, conduct, communicate about, and evaluate such investigations.
- STANDARD 3:
Life Science: Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact with each other and their environment.
- STANDARD 5:
Students know and understand interrelationships among science, technology, and human activity and how they can affect the world.
- STANDARD 6:
Students understand that science involves a particular way of knowing and understand common connections among scientific disciplines.
Skills
- ECOLOGY: THE RELATIONSHIP OF PLANTS AND ANIMALS TO THEIR ENVIRONMENT
3.1 Students know and understand the characteristics of living things, the diversity of life, and how living things interact with each other and with their environment.
3.2 Students know and understand interrelationships of matter and energy in living systems.
____________________
- HEALTH: LIFE CYCLES, GROWTH, & DEVELOPMENT
3.3 Students know and understand how the human body functions, factors that influence its structures and functions, and how these structures and functions compare with those of other organisms.
Assessment
1. Teacher made assessments on ecosystems, nitches, producers, consumers, decomposers, food chains and webs, camouflage, hibernation, migration, population, and the effects of various environmental pollutions.
2. Labs examining pond ecosystems, altering temperature, contaminating with acids and bases, regeneration of planaria, and exploring producers, consumers, and decomposers.
3. Labs on camouflage, migration, hibernation, population and pollution.
4. Insect collections and classifications.
5. Reports on insects and habitats
6. Focused research center projects
7. All day environmental field trip to study pond life, orienteering, nature walk, and making an ecological survey of the area. Students must fill out booklet.
____________________
1. Labs and activities on cell division and growth
2. Human growth and development program for boys and girls
Resources
1. Pond water aquariums in classroom with significant plant and animal life
2. Test tubes, beakers, eye droppers, graduated cylinders, and assorted lab glassware
3. Microscopes, lamps, slides, cover slips, and assorted dishes
4. Acid and base chemicals such as vinegar and ammonia along with refrigerator for environmental changes and/or ice
5. Videos on food chains and webs, camouflage, migration, hibernation, populations, and pollution
6. Focused Research Center: plants and animals and the human body
7. All supplies needed for environmental field trip including microscopes and supplies, collecting equipment, binoculars, outdoor lab tables, orienteering compasses, supplies for making tracks, weather instruments, and all supplies needed to complete an environmental survey.
8. Computer CD's and Programs on ecology and the human body for learning and enrichment
Optional
December
Content and Essential Skills
- STANDARD 1:
Students understand the processes of scientific investigation and design, conduct, communicate about, and evaluate such investigations.
- STANDARD 3:
Life Science: Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact with each other and their environment.
- STANDARD 5:
Students know and understand interrelationships among science, technology, and human activity and how they can affect the world.
Skills
- EXPLORING PLANT LIFE
1c. Ask questions and state predictions that lead to different types of scientific investigation
1d. Follow a written plan for an investigation
1e. Use appropriate tools, technologies, and measurement units to gather and organize data
3.2 Students know and understand interrelationships of matter and energy in living systems.
____________________
- HEALTH: THE 5 SENSES
3.3 Students know and understand how the human body functions, factors that influence its structures and functions, and how these structures and functions compare with those of other organisms.
Assessment
1. Teacher made assessments on yeast and fermentation, molds and bacteria, algae and simple green plants, chlorophyll, plant cells and parts, osmosis, seeds, roots, stems, leaves and photosynthesis, respiration and leaf cross sections, flowers and reproduction including self and cross pollination, and tropisms
2. Labs examining yeast, molds, bacteria, plant cells and parts, seeds, roots, stems, leaves and cross sections, flowers and all reproductive parts, chlorophyll extraction, and tropisms including turning plants upside down
3. Flower dissection lab identifying all reproductive parts.
4. Focused research center projects on plants
____________________
1. Lab series on the 5 senses including taste and smell test, feeling test, hearing the world activity, and vision and optical illusions.
2. Focused Research Center projects on the human body
Resources
1. Assortment of classroom plants including algae, thick green leaf plants, and leaves that show stomata on under surface.
2. Non green plants including yeast, mold, and bacteria
3. Test tubes, beakers, eye droppers, graduated cylinders, and assorted lab glassware
4. Microscopes, lamps, slides, cover slips, and assorted dishes
5. Stains such as iodine for staining cell parts
6. Videos on plants, plant parts, photosynthesis, respiration, and plant reproduction
7. Focused Research Center: plants the human body
8. All supplies needed for flower dissection
9. Computer CD's and Programs plants and the human body for learning and enrichment
10. Field trip to the local eye doctor to learn about eye care, glasses and how they are made, and about vision therapy
Optional
January
Content and Essential Skills
- STANDARD 2:
Physical Science: Students know and understand common properties, forms, and changes in matter and energy.
- STANDARD 3:
Life Science: Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact with each other and their environment.
Skills
- MATTER: ATOMS AND MOLECULES
2.1 Students know that matter has characteristic properties, which are related to its composition and structure.
2.3 Students understand that interactions can produce changes in a system, although the total quantities of matter and energy remain unchanged.
____________________
- HEALTH: GENETICS AND CELL DIVISION
3.4 Students know and understand how organisms change over time in terms of biological evolution and genetics.
Assessment
1. Teacher made assessments on atom structure and parts, elements and the periodic table, molecules, compounds, reactions, bonding, isotopes, distillation, mixture, emulsions, formulas, acids and bases, and plastics
2. Examining the periodic table and understanding the relationships of atoms to elements, the basic structure of atoms in the elements, and why bonding takes place with certain elements.
3. Labs exploring various elements such as oxygen, carbon, sulfur, magnesium, hydrogen, iron, copper, lead, etc.
4. Labs exploring compounds and mixtures such as making bread and distillation of dirty water.
6. Focused research center projects on matter and simple kitchen chemistry
____________________
1. Lab series on genetics including individual inherited characteristics, rubber band genes, and mutations
2. Focused Research Center projects on the human body and genetic
Resources
1. Test tubes, beakers, eye droppers, graduated cylinders, and assorted lab glassware
2. Basic chemicals such as water, salt, iron, copper, tin, magnesium, lead, etc.
3. Assorted chemicals with labels for compound identification
4. Videos on various elements and minerals to explain their importance in our everyday life such as chlorine, phosphate, and other minerals.
5. Focused Research Center: kitchen chemistry / genetics
6. Computer CD's and Programs on atoms and molecules, chemistry, minerals, and matter and on genetics
Optional
February
Content and Essential Skills
- STANDARD 2:
Physical Science: Students know and understand common properties, forms, and changes in matter and energy.
- STANDARD 6:
Students understand that science involves a particular way of knowing and understand common connections among scientific disciplines.
Skills
- MECHANICAL AND ELECTRICAL ENERGY
2.2 Students know that energy appears in different forms, and can move (be transferred) and change (be transformed).
2.3 Students understand that interactions can produce changes in a system, although the total quantities of matter and energy remain unchanged.
____________________
- HEALTH: THE RESPIRATORY SYSTEM STRUCTURE AND FUNCTION
3.3 Students know and understand how the human body functions, factors that influence its structures and functions, and how these structures and functions compare with those of other organisms.
Assessment
1. Teacher made assessments on simple machines, potential and kenetic energy, mechanical advantage, types of levers and pulleys, gravity, inertia, friction, mass vs volume, and motion-speed problems
2. Teacher made assessments on static and current electricity, circuits, meters, batteries, electroplating, light bulbs, switches, insulators, conductors, alternating and direct current, motors and generators, various power plants, and transfer of power to homes.
3. Labs exploring different class levers, different pulley configurations, inclined plains, wheel and axle, and the screw, potential and kenetic energy, mechanical advantage, gravity, inertia, and friction.
4. Labs exploring circuits, static electricity, batteries and light bulbs, parallel and series circuits, insulators, conductors, motors, generators, telegraph systems, power plants and grid systems and electrical safety.
6. Focused research center projects on simple machines and electricity
____________________
1. Lab series on the structure and function of the respiratory system including heart beat rate, healthy lungs, bronchial tubes, alveoli, oxygen transfer to the blood, what circulating bood looks like in a fish tail, etc.
2. Focused Research Center projects on the human body and respiratory system
Resources
1. 2 x 4 lever with bathroom metric scales, assorted pulleys with ring stands, ring clamps, and cord, ramps, screws, and wheel and axles.
2. Batteries, light bulbs, light bulb sockets, switches, insulated wire, compasses, Vandigraph generator, balloons, hand held generator, small motors, charts on electric power plants
3. Chemicals for plating
4. Videos and movies on simple machines, electricity, power plants, and magnetism and electricity.
5. Focused Research Center: magnetism and electricity, simple machines, and respiratory system
6. Computer CD's and programs on simple machines, mechanical energy, electricity, and electric generation and on the respiratory system
7. Field trip to the Brush Co Generation power plant to observe electric generation from a natural gas powered plant
8. Field trip to the East Morgan County Hospital to learn about the operation of our local health care services and facilities.
Optional
March
Content and Essential Skills
- STANDARD 2:
Physical Science: Students know and understand common properties, forms, and changes in matter and energy.
- STANDARD 4:
Earth and Space Science: Students know and understand the processes and interactions of Earth’s systems and the structure and dynamics of Earth and other objects in space.
- STANDARD 5:
Students know and understand interrelationships among science, technology, and human activity and how they can affect the world.
____________________
- STANDARD 3:
Life Science: Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact with each other and their environment.
Skills
- FOSSIL FUELS, ATOMIC ENERGY, SOLAR AND ALTERNATE ENERGY SOURCES
2.2 Students know that energy appears in different forms, and can move (be transferred) and change (be transformed).
4.1 Students know and understand the composition of Earth, its history, and the natural processes that shape it.
5.1 Investigating and describing the extent of human uses of renewable and non-renewable resources (for example, forests, fossil fuels)
____________________
- HEALTH: DISEASES OF THE RESPIRATORY SYSTEM
3.3 Students know and understand how the human body functions, factors that influence its structures and functions, and how these structures and functions compare with those of other organisms.
Assessment
1. Teacher made assessments on fossil fuels, atomic energy, and solar as alternate energy sources such as wind, hydro, tidal, geothermal, etc., and energy conversion
2. Labs exploring coal, natural gas and petroleum as fossil fuels, nuclear energy sources and uses and controversies, solar cooking and heating, and other alternate energy sources such as wind generation.
3. Focused research center projects on energy sources and uses
____________________
1. Lab series on diseases of the respiratory system
2. Focused Research Center projects on the human body and respiratory system
Resources
1. Coal and crude oil as fossil fuel samples
2. Gieger counters and cloud chamber to allow kids to both hear radioactive sources and see the trails of radioactive particles
3. Construction of flat black solar heating panel through E-3 Awareness club and take class measurements
4. Solar cooking disks and magnifiers along with ring stands, clamps, pans, and eggs for frying eggs in the sun.
5. Wind generators constructed in E-3 Awareness for demonstration on wind generation
6. Videos and movies on petroleum, coal, natural gas, Pawnee Power Plant, nuclear power plants, solar energy, wind energy, and other alternate energy sources
7. Focused Research Centers on energy, and on the respiratory system
8. Computer CD's and programs on simple machines, mechanical energy, electricity, and electric generation and on the respiratory system
____________________
9. Visit and demonstration from a medical doctor about diseases of the lungs and dangers of lung cancer.
Optional
April
Content and Essential Skills
- STANDARD 4:
Earth and Space Science: Students know and understand the processes and interactions of Earth’s systems and the structure and dynamics of Earth and other objects in space.
- STANDARD 3:
Life Science: Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact with each other and their environment.
Skills
- ROCKS AND MINERALS, EARTH MOVEMENTS, AND THE ROCK CYCLE
4.1 Students know and understand the composition of Earth, its history, and the natural processes that shape it.
4.3 Students know major sources of water, its uses, importance, and cyclic patterns of movement through the environment.
____________________
- HEALTH: NUTRITION AND GOOD HEALTH
3.3 Students know and understand how the human body functions, factors that influence its structures and functions, and how these structures and functions compare with those of other organisms.
Assessment
1. Teacher made assessments on 3 basic kinds of rocks, various kinds of minerals, tests for minerals such as hardness, clevage, color, etc., the rock cycle, various earth movements such as earthquakes and volcanoes, continental drift, and various earth building and eroding processes.
2. Construction of a mineral collection
3. Labs dealing with mineral identification, earth movements, growing crystals, growing microcrystals under the microscope,
4. Focused research center projects on rocks and minerals
____________________
1. Lab series on nutritional value of various kinds of food and use of the food pyramid
2. Focused Research Center projects on food chemistry
Resources
1. Mineral collections and materials for each student making their own including 30 mineral samples, cardboard, premade background with labels, glue sticks, hot glue guns, and frames for the final product.
2. Lab equipment such as earthquake simulator and volcano display to show earth movements.
3. Videos and movies on rocks and minerals, the rock cycle, earth movements, plate techtoncis, etc.
4. Focused Research Centers on rocks and minerals, and on the chemistry of nutrition
5. Computer CD's and programs on rocks and minerals, earth movements, and on nutrition
Optional
May
Content and Essential Skills
- STANDARD 1:
Students understand the processes of scientific investigation and design, conduct, communicate about, and evaluate such investigations.
- STANDARD 4:
Earth and Space Science: Students know and understand the processes and interactions of Earth’s systems and the structure and dynamics of Earth and other objects in space.
- STANDARD 6:
Students understand that science involves a particular way of knowing and understand common connections among scientific disciplines.
- STANDARD 3:
Life Science: Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact with each other and their environment.
Skills
- OCEANOGRAPHY // ASTRONOMY // SCIENCE FAIR
1.1 Asking questions and stating predictions (hypotheses) that can be addressed through scientific investigation
1.2 Selecting and using simple devices to gather data related to an investigation (for example, length, volume, and mass measuring instruments, thermometers, watches, magnifiers, microscopes, calculators, and computers)
1.3 Using data based on observations to construct a reasonable explanation
1.4 Communicating about investigations and explanations.
4.3 Students know major sources of water, its uses, importance, and cyclic patterns of movement through the environment.
4.4 Students know the structure of the solar system, composition and interactions of objects in the universe, and how space is explored.
____________________
- HEALTH: MAKING HEALTHY DECISIONS
3.3 Students know and understand how the human body functions, factors that influence its structures and functions, and how these structures and functions compare with those of other organisms.
Assessment
1. Teacher made assessments on water systems of the world, ocean currents, ocean landscapes including shelves, plains, trenches, and slopes, how life has developed in the various ocean environments, and the effects man has had on the oceans
3. Labs exploring the chemistry of water, life in water, wetlands, and the effects of water on the environment.
4. Completion of a shell collection
5. Constructing mobiles of the solar system
6. Labs on telescopes, stars, planets, and various cosmic objects, constructing and using spectroscopes, understanding our space program, and rockets
7. Focused research center projects astronomy and rockets
8. Night labs that take place throughout the year
9. Successful completion of the Mars Odyssey project which takes place January through April for a select number of 5th grade students
10. Completion of a science fair project that needs to include the project itself, the display board, and the written report. It should reflect one of two forms of the scientific method and research.
____________________
1. Lab series making healthy decisions for leading a healthy life
2. Focused Research Center projects on health
Resources
1. Video series on The Blue Planet and Voyage of the Mimi for studying the ocean
2. Models and maps showing the ocean bottom
3. Materials for making a shell collection including 30 different kinds of shells, shell identification books, cardboard background, shell facing page with premade labels, glue stick, glue guns, and a frame for the completed final product.
4. Foam balls and other materials for making a solar system mobile
5. Assortment of binoculars and reflective, refractive, and schmidt-cassigrain telescopes for both daytime and night time astronomy
6. Classroom Planetarium for viewing of the night sky prior to actual night astronomy labs
7. Solar filter for viewing the sun and sunspots in the daytime.
8. Videos and movies on astronomy including International Space Station, Mars series, Universe, Voyage to the Milky Way, Our Savage Sun, etc.
9. Focused Research Centers on oceanography, on astronomy, and on nutrition and making healthy choices.
10. Computer CD's and programs oceanography, on astronomy, and on nutrition and making healthy choices.
Optional
