Unit 1 Science: Life Science

Stage 1 - Desired Results

Establish Goals:

What relevant goals (e.g. content standards, course or program objectives, learning outcomes) will this design address?

California State Science Standards

5th Grade Life Sciences
2.Plants and animals have structures for respiration, digestion, waste disposal, and transport of materials. As a basis for understanding this concept:
a. Students know many multi-cellular organisms have specialized structures to support the transport of materials.
b. Students know how blood circulates through the heart chambers, lungs, and body and how carbon dioxide (CO2) and oxygen (O2) are exchanged in the lungs and tissues.
c. Students know the sequential steps of digestion and the roles of teeth and the mouth, esophagus, stomach, small intestine, large intestine, and colon in the function of the digestive system.
d. Students know the role of the kidney in removing cellular waste from blood and converting it into urine, which is stored in the bladder.
e. Students know how sugar, water, and minerals are transported in a vascular plant.
f. Students know plants use carbon dioxide (CO2) and energy from sunlight to build molecules of sugar and release oxygen.
g. Students know plant and animal cells break down sugar to obtain energy, a process resulting in carbon dioxide (CO ) and water (respiration).

NGSS (Next Generation Science Standards)

LS1.C: Organization for Matter and Energy Flow in Organisms
Plants acquire their material for growth chiefly from air and water. (5-LS1-1)
LS2.A: Interdependent Relationships in Ecosystems

CCSS ELA Standards for California

Reading Information
5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text
5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

Writing

5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly
5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Understandings:

Students will understand that . . .
• Living things are made up of cells, and multi-cellular organisms have systems to take in energy, process it, and eliminate waste products.
• Food = Energy in another form
• Living organisms live in an interdependent web
Idea
• The body systems in humans
• The process of converting sunlight to energy that can be used by living things
• Diversity in organisms
• Food chains, food webs, and energy pyramids
Misunderstandings
• Humans are completely different than other living things
• Food comes from bags, McDonalds, etc.

Essential Questions:

Provocative Questions?
• Why do we poop and pee?
• Why is it bad when some species die out?

Essential Background:

Background knowledge
• Cells, body parts and some vestigial ideas of function, vocabulary like ecosystem, species, animal, plants, other living things

Students will know . . .

• How to answer a short response question using information from lessons and other materials, including vocabulary, etc.
• How to write bullet point notes on text lessons
• How to write a summary of videos or supplemental texts
Skills and knowledge
• Answering weekly short response assessment
• Writing notes for text lessons
• Writing video or book reports
• Writing summary of lab experiments

Students will be able to know . . .

How to read and create diagrams and infographics to convey information about processes and other complex scientific ideas

Stage 2 – Assessment Evidence

Performance Tasks:

• Weekly Assessments
Authentic task
• Choice of assessment - Students will be able to choose a format (comic/graphic, infographic, play, podcast, etc.) to convey an idea from the unit

Other Evidence:

• Unit packet with notes and other work related to the topic.
Reflection
• Question and concept board, bi-weekly class discussions, survey at unit end (Google Docs).

Stage 3 - Learning Plan

Links:

Mizmercer's Favorite Links on 5unit1 science from Diigo

Learning Activities:

What learning experiences and instruction will enable students to achieve the desired results?

Week
Science
Labs and other activities
Two
9/7
Unit 1 Chapter 1 Lesson 1 Cells p24-33

Think/Ideas: Plants and animals are made up of cells. Cells are the smallest units that can carry out a life process
Cell diagram p28 and p30

Trip to Native Plant Garden
Think/Ideas: Introduction to the garden
Three
9/14
Unit 1 Chapter 1 Lesson 2 From Cells to Organism p36-43

Think/Ideas: Cells make up tissues, which make up organs, which make up organ systems
Microscope activity p37

Video: Planet Earth
Think/Ideas: How do living things depend on each other?
Four
9/21
Unit 1 Chapter 1 Lesson 3 Diversity of Organisms p46-59

Think/ideas: Living things are classified in kingdoms so they can be studied
Bread mold activity p 44-5

Video: Planet Earth
Think/Ideas: How do living things depend on each other?
Five
9/28
Unit 1 Chapter 2 Lesson 1 Vascular Plants p70-77

Think/Ideas: Vascular plants are classified as seedless and seed plants. Most seed plants have flowers
Return to the Native Plant Garden

Think/Ideas: What plants do we see?

Video: Planet Earth
Think/Ideas: How do living things depend on each other?
Six
10/5
Unit 1 Chapter 2 Lesson 2 Plant Transport Systems p80-87

Think/Ideas: Vascular plants have special structures for the transport of materials such as sugar, water, and minerals
How does water move in a plant p81

Video: Planet Earth
Think/Ideas: How do living things depend on each other?
Seven
10/12
Unit 1 Chapter 2 Lesson 3 Photosynthesis and Respiration p90-97

Think/ideas: Plants use carbon dioxide and sunlight to build sugar and release oxygen. Plants and animals break sugar down to release energy, carbon dioxide, and water.
Native Plant Garden

Think/Ideas: Who depends on the garden?

Video: Planet Earth
Think/Ideas: How do living things depend on each other?
Eight
10/19
Unit 1 Chapter 3 Lesson 1 The Human Body p110-117
Think/Ideas: How are humans' bodies organized?
The skeletal system p115

Video: Planet Earth
Think/Ideas: How do living things depend on each other?
Nine
10/26
Unit 1 Chapter 3
Lesson 2 The Digestive System p120-129
Think/Ideas: What are the parts of the digestive system? What is their function? How do they work?
Your teeth p125

Native Plant Garden
Think/Ideas: How does the native plant garden provide habitat?

Video: Planet Earth
Think/Ideas: How do living things depend on each other?
Ten
11/2
Unit 1 Chapter 3 Lesson 3 The Respiratory Systems p132-139
Think/Ideas: What are the parts of the respiratory system? What is their function? How do they work?
How much air do you breathe? p133

Video: Planet Earth
Think/Ideas: How do living things depend on each other?
Eleven
11/9
Veterans Day Holiday
Unit 1 Chapter 3 Lesson 4 The Circulatory System p142-151
Think/Ideas: What are the parts of the circulatory system? What is their function? How do they work?
When does your heart work the hardest? p143

Native Plant Garden
Think/Ideas: How does the habitat in the garden support the larger ecosystem?

Video: Planet Earth
Think/Ideas: How do living things depend on each other?
Twelve
11/16
Unit 1 Chapter 3 Lesson 5 The Excretory System p154-166
Think/Ideas: What are the parts of the excretory system? What is their function? How do they work?
How do your kidneys filter out waste? p155

Video: Planet Earth
Think/Ideas: How do living things depend on each other?