Science

Unit 1: When Properties Don't Add Up: Elements Combine to Create Compounds (Aug-Sept)

Students determine ways to model or represent things they cannot see using the particle model of matter. Students determine properties of different elements and compare them to various compounds made from those individual elements. Through investigations, students will observe and identify characteristics of chemical and physical properties of compounds compared to the elements they’re composed of. Some examples of elements to observe may include analyzing hydrogen and oxygen compared to water; pure sodium and pure chlorine compared to salt. As a result of this unit, students will be able to use the particle model of matter and observed properties to create and explain models of matter.

Unit 2: A Tightknit Group (Sept-Oct)

Students will build upon their model of matter and understanding of particle theory from the previous unit to develop and revise models of molecules in various states. Based on their models and self-directed investigations, students will construct and revise an explanation of particle behavior during a phase change based on Kinetic Molecular Theory. As a result of this unit, students will be able to design, revise, and defend models demonstrating how molecules behave during a phase change.

Unit 3: Density Moves (Nov-Dec)

Students calculate the densities of various solids, and compare the densities of solids, liquids, and gases. They then investigate the effects of density on natural processes including liquids, solids, and gases. Some ideas may include: plumbing, avalanches, tectonic plates (a great segway into the next unit!), ocean floor versus continents, ship & submarine design, planets, authenticating materials in jewelry, and/or oil spills. As a result of this unit, students will be able to explain how density causes natural phenomena.

Unit 4: Breaking Up and Making Up (Jan-Feb)

Students investigate how forces inside the Earth change its surface, building upon their fifth grade understanding of weathering, erosion, and deposition. They focus on the two major types of tectonic plates: continental and oceanic, and how their different ages, materials, and densities determine their motion at plate boundaries. This includes using several investigations to study the process of subduction as it relates to density and constructing landforms. Notice: this unit does not examine earthquakes, volcanic eruptions, or other events. Instead, as a result of this unit, students will be able to look at images and maps of landforms and explain how they were formed by both constructive and destructive forces.

Unit 5: ...And Not a Drop to Drink (Feb-Mar)

Students investigate how water is circulated around the globe through oceans, rivers, glaciers, groundwater, and the atmosphere. They also understand how water is circulated within our local communities, for example: watersheds, water treatment plants, and irrigation. Students investigate how much of Earth’s water is potable, and why freshwater is a limited resource. Students understand the importance of making responsible decisions about water because it is a resource we use on a daily basis.Teachers may choose to address other natural resources to review students’ fourth grade studies of natural and energy resources. As a result of this unit, students will understand how the cycling of water (both naturally and by humans) determines and limits its use as a natural resource.

Unit 6: A Dynamic Balancing Act (Mar-May)

Students will develop and revise models to explain how interactions create a flow of energy and a cycling of matter in an ecosystem. They will address the complex, varied relationships between organisms in an ecosystem and why each organism is vital to that balance. Students will investigate how environmental factors affect individual organisms and then expand that to how those factors will in turn affect an entire ecosystem. As a result of this unit, students will be able to apply their understanding of how various ecosystem components work together to address current problems affecting ecosystems and propose possible solutions.