5th+Grade+STEM

This document reflects the Math/Science curriculum as it is currently written (August-October) toc

__Ecosystems__
__**Learning Target: (Essential Question)**__ - What makes life successful in a specific environment?

__**Standards:**__ GLE 0507.1.1 Distinguish between the basic structures and functions of plant and animal cells. GLE 0507.2.1 Investigate different nutritional relationships among organisms in an ecosystem. GLE 0507.2.2 Explain how organisms interact through symbiotic, commensal, and parasitic relationships. GLE 0507.2.3 Establish the connections between human activities and natural disasters and their impact on the environment. GLE 0507.Inq.3 Organize data into appropriate tables, graphs, drawings, or diagrams. (move from global to specific- ecosystem to individuals in it) (Could have each teacher create a different biome/ecosystem) GLE 0507.3.1 Demonstrate how all living things rely on the process of photosynthesis to obtain energy. GLE 0507.5.1 Investigate physical characteristics associated with different groups of animals. GLE 0507.5.2 Analyze fossils to demonstrate the connection between organisms and environments that existed in the past and those that currently exist.
 * Science**

GLE 0506.2.1 Extend the understanding of place value through millions and millionths in various contexts and representations. GLE 0506.5.1 Make, record, display and interpret data and graphs that include whole numbers, decimals, and fractions. GLE 0506.5.2 Describe the shape and important features of a set of data using the measures of central tendency
 * Math**


 * Technology/ISTE**
 * Recognize bias in digital resources while researching an environmental issue with guidance from the teacher. (3, 4)
 * Select and apply digital tools to collect, organize, and analyze data to evaluate theories or test hypotheses. (3, 4, 6)
 * Identify and investigate a global issue and generate possible solutions using digital tools and resources. (3, 4)
 * Conduct science experiments using digital instruments and measurement devices. (4, 6) * Conceptualize, guide, and manage individual or group learning projects using digital planning tools with teacher support. (4, 6)
 * Debate the effect of existing and emerging technologies on individuals, society, and the global community. (5, 6)


 * Performance Assessment Project:**

__Project__ Students will research and design an environment that shows interdependence of organisms. Each 5th grade class will select a particular environment (design constraint). Students will build models representing different interrelationships in each environment. Students will also study the impact of human activities or natural disasters on particular environment.

__Scaffolding__ Teacher will continually evaluate using assessments, facilitating group work, and providing needed instruction.

__Materials__

__Timeline__ August 6th - September 24th

__Rubric__

__Supporting Activities for Unit__
 * Use microscopes to look at cells (onion, pond water)
 * Use online sources to look at other cells
 * Compare cell function to school, etc.
 * Construct cell models
 * Venn diagram plant/animal cells

__Physical Science__
(Ice cream Sundae store)- burn sugar to make caramel sauce- have students make ice cream then remake it to correct errors in thinking- inquiry of process- engineering piece is process of creating product

students have to write plan to teacher (business proposal) (how are they going to create their ice cream business) (Inquiry)

Could also sell product to other classes- get it to them w/o it melting- marketing techniques to sell product- could use volume of container students could create- could do volume of small milk carton Option: Instead of ice cream, students could make toothpaste. Idea: __Inventions__, Teacher Created Materials, Inc. (book owned by Jane Weakley) Should we move entire Measurement Unit up or just parts?

Potential/Kinetic energy- mass, force, gravity- (create a roller coaster- have parachute attached to create drag?)- (use different materials for parachutes) (can do area of parachute and mass of materials and person) (could do races w/ parachutes attached to determine if they slow them down- this could be done in PE) – could then take that knowledge back to class to use with roller coaster- ss can gather data and create a table or graph focusing on changing one variable- could use dolls and small parachutes so each student can participate

__Earth Science__
Universe, planets, star patterns

E-pals collaboration comparing different hemispheres and the constellations they see- can also do moon mission simulation or planetary travel missions? TE SPI 2- can pull in scientific advances with this unit- good place to include google earth- Engineering piece- make a model/representation and make it to scale – star model is probably ore appropriate for 5th grade than planets – could also include Mrs. Frizzle’s Magic School Bus to go on an adventure- could use points on earth to represent distance between planets (eg- from here to Nashville or from here to England)- good place to include GLE 0506.4.4, 0506.4.10, and 0506.4.11 to show that measurements are not always exact-

Could create table to capture information about each constellation comparing/contrasting them- could use google earth to help students discover that the constellations move (to us) by taking a sequence of shots of the constellations throughout the school year- then they could tell us that the constellations move (T should not tell them, they should figure this out on their own)- Celestia could be imaged on Moore's computers also.

This website is a great resource with lessons on estimation, graphing, and pictographs. It also has projects, like Sketch-Up, which might tie in nicely with some of the things you are already doing.

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