2015+Unit+1+Life+Science

=Unit 1 Science: Life Science= //What relevant goals (e.g. content standards, course or program objectives, learning outcomes) will this design address?//
 * ==Stage 1 - Desired Results== ||
 * ===Establish Goals:===

[|California State Science Standards]
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).
 * 5th Grade Life Sciences**

[|NGSS (Next Generation Science Standards)]
Plants acquire their material for growth chiefly from air and water. (5-LS1-1)
 * LS1.C: Organization for Matter and Energy Flow in Organisms**
 * LS2.A: Interdependent Relationships in Ecosystems**

** [|CCSS ELA Standards for California] **
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.
 * Reading Information **

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. || 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? || Background knowledge • Cells, body parts and some vestigial ideas of function, vocabulary like ecosystem, species, animal, plants, other living things || • 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 • 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 || • Weekly Assessments • 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. • Question and concept board, bi-weekly class discussions, survey at unit end (Google Docs). || rss url="https://www.diigo.com/rss/user/mizmercer/5unit1%20science?sort=updated&key=4a1b6f42180f81292928e0d8150365c8" link="true" number="20" ||
 * ===Understandings:===
 * ^  || ===Essential Background:===
 * ==== //Students will know . . .// ====
 * Skills and knowledge **
 * ==Stage 2 – Assessment Evidence== ||
 * === Performance Tasks: ===
 * Authentic task **
 * Reflection **
 * ==Stage 3 - Learning Plan== ||
 * ===**Links:**===

Learning Activities:
What learning experiences and instruction will enable students to achieve the desired results? 9/7 || Unit 1 Chapter 1 Lesson 1 Cells p24-33
 * ** Week ** || ** Science ** || ** Labs and other activities ** ||
 * Two

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 || 9/14 || Unit 1 Chapter 1 Lesson 2 From Cells to Organism p36-43
 * Three

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? || 9/21 || Unit 1 Chapter 1 Lesson 3 Diversity of Organisms p46-59
 * Four

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? || 9/28 || Unit 1 Chapter 2 Lesson 1 Vascular Plants p70-77
 * Five

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? || 10/5 || Unit 1 Chapter 2 Lesson 2 Plant Transport Systems p80-87
 * Six

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? || 10/12 || Unit 1 Chapter 2 Lesson 3 Photosynthesis and Respiration p90-97
 * Seven

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? || 10/19 || Unit 1 Chapter 3 Lesson 1 The Human Body p110-117 Think/Ideas: How are humans' bodies organized? || The skeletal system p115
 * Eight

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

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? || 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
 * Ten

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

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? || 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
 * Twelve

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