What Are We Learning

SC.5.L.14.1: Identify the organs in the human body and describe their functions, including the skin, brain, heart, lungs, stomach, liver, intestines, pancreas, muscles and skeleton, reproductive organs, kidneys, bladder, and sensory organs.

SC.5.L.14.2: Compare and contrast the function of organs and other physical structures of plants and animals, including humans, for example: some animals have skeletons for support—some with internal skeletons, others with exoskeletons—while some plants have stems for support.

Level 2:

• identify organs in the human body and/or their functions

• identify functions of some structures common to plants and animals

Level 3

• identify common organs in the human body and/or describe their functions

•  distinguish the common functions of structures in plants and animals

Level 4

• distinguish common organs in the human body and their functions

•  compare the common function of organs and other physical structures in plants and animals

Level 5

• differentiate common organs in the human body and their functions

• relate the common functions of organs and other physical structures in plants and animals

Students will KNOW:

• • Identify the organs in the human body and describe their functions, including the skin, brain, heart, lungs, stomach, liver, intestines, pancreas, muscles and skeleton, reproductive organs, kidneys, bladder, and sensory organs.

  • Compare and Contrast functions of organs and other physical structures of plants and animals, including humans

Vocabulary

What Are We Learning

SC.5.L.17.1: Compare and contrast adaptations displayed by animals and plants that enable them to survive in different environments such as life cycles variations, animal behaviors and physical characteristics

SC.4.L.16.2: Explain that although characteristics of plants and animals are inherited, some characteristics can be affected by the environment.

SC.4.L.16.3: Recognize that animal behaviors may be shaped by heredity and learning.

SC.4.L.17.2: Explain that animals, including humans, cannot make their own food and that when animals eat plants or other animals, the energy stored in the food source is passed to them.

SC.4.L.17.3: Trace the flow of energy from the Sun as it is transferred along the food chain through the producers to the consumers.

Level 2:

• recognize that plants and animals have adaptations

• recognize that animal behaviors may be shaped by heredity and learning

• recognize that energy is transferred from the Sun through a food chain

• recognize that plants make their own food

•  recognize that animals obtain energy from what they eat

Level 3

• identify adaptations of plants and animals that enable them to survive in different environments and seasons

• recognize that some animal behaviors are shaped by heredity and some are shaped by learning

• recall that some plant and animal characteristics are inherited and that some are affected by the environment

• trace the flow of energy from the Sun through a food chain

• recall that plants make their own food

• recall that animals obtain energy from what they eat

Level 4

• contrast how adaptations of plants and animals enable them to survive in different environments and seasons

• evaluate examples of animal behaviors that may be shaped by heredity and learning

• distinguish plant or animal characteristics that are inherited from those that are affected by the environment

• interpret how energy is transferred from the Sun through a food chain

• relate that plants make their own food while animals obtain energy from what they eat

Level 5

• analyze how certain adaptations of plants and animals enable them to survive and reproduce in different environments and seasons

• evaluate examples of animal behaviors that are shaped by heredity and examples that are shaped by learning

• differentiate plant or animal characteristics that are inherited from those that are affected by the environment

• evaluate a model that explains how energy is transferred from the Sun through a food chain

• differentiate the ways plants and animals obtain their energy

SC.5.L.15.1: Describe how, when the environment changes, differences between individuals allow some plants and animals to survive and reproduce while others die or move to new locations. 

Level 2:

• recognize seasonal changes in Florida plants and animals

• recognize ways in which plants and/or animals, including humans, can impact the environment

• recognize that environmental changes may impact plants and animals

Level 3

• distinguish seasonal changes in Florida plants and animals to those in other regions of the country

•  recognize ways in which plants and animals, including humans, can impact the environment

•  identify the impact environmental changes may have on the survival and reproduction of plants and animals

Level 4

• compare seasonal changes in Florida plants and animals to those in other regions of the country

• evaluate ways in which plants and animals, including humans, can impact the environment

• assess the impact environmental changes may have on the survival and reproduction of plants and animals

Level 5

• analyze seasonal changes in Florida plants and animals and compare them to those in other regions of the country

• analyze ways in which plants and animals, including humans, can impact the environment

• predict the impact that environmental changes may have on the survival and reproduction of plants and animals

Students will KNOW:

• • Explain that plants make their own food using carbon dioxide, water, and energy from the sun. 

  • Describe how energy is transferred from the Sun through a food chain.

  • Explain that animals obtain energy from the plants and/or animals they eat because they can’t make their own food.

  • Compare and Contrast adaptations displayed by animals and plays that enable them to survive in different environments 

  • Identify characteristics that are inherited from those that are affected by the environment (learning).

  • Describe how animals and plants respond to changing seasons

  • Compare the seasonal changes in Florida plants/animals to those in other regions of the country.

  • Recognize ways plants and animals, including humans, can impact the environment. 

  • Describe how when the environment changes, differences between organisms allow some plants/animals to survive, dire or move to new locations.

Vocabulary

What Are We Learning

We are reviewing the 3rd & 4th grade standards for Life Science (plants & animals) since they are assessed on the 5th grade State Science Test. 

SC.3.L.14.1:  Describe structures in plants and their roles in food production, support, water and nutrient transport, and reproduction.

SC.3.L.14.2:  Investigate and describe how plants respond to stimuli (heat, light, gravity), such as the way plant stems grow toward light and their roots grow downward in response to gravity.

SC.3.L.17.2:  Recognize that plants use energy from the Sun, air, and water to make their own food.

SC.3.L.15.1:  Classify animals into major groups (mammals, birds, reptiles, amphibians, fish, arthropods, vertebrates and invertebrates, those having live births and those which lay eggs) according to their physical characteristics and behaviors.

SC.4.L.16.1: Identify processes of sexual reproduction in flowering plants, including pollination, fertilization (seed production), seed dispersal, and germination.

SC.4.L.16.4: Compare and contrast the major stages in the life cycles of Florida plants and animals, such as those that undergo incomplete and complete metamorphosis, and flowering and nonflowering seed-bearing plants.

What Are We Learning

We are reviewing the 4th grade standards for Earth Structures since they are assessed on the 5th grade State Science Test. 

SC.4.E.6.1: Identify the three categories of rocks: igneous, (formed from molten rock); sedimentary (pieces of other rocks and fossilized organisms); and metamorphic (formed from heat and pressure).

SC.4.E.6.2: Identify the physical properties of common earth-forming minerals, including hardness, color, luster, cleavage, and streak color, and recognize the role of minerals in the formation of rocks.

SC.4.E.6.4: Describe the basic differences between physical weathering (breaking down of rock by wind, water, ice, temperature change, and plants) and erosion (movement of rock by gravity, wind, water, and ice).

What Are We Learning

SC.5.E.7.5: Recognize that some of the weather-related differences, such as temperature and humidity, are found among different environments, such as swamps, deserts, and mountains.

SC.5.E.7.6: Describe characteristics (temperature and precipitation) of different climate zones as they relate to latitude, elevation, and proximity to bodies of water. 

Level 2:

• recognize the characteristics of climate in different locations

Level 3

• relate characteristics of the three main climate zones

Level 4

•  relate the characteristics of climate to the conditions in different locations

Level 5

• analyze why different regions may have different climates when given conditions that determine weather

Students will KNOW:

• • Describe the temperature and precipitation of different climate zones as they relate to latitude, elevation, and/or proximity to bodies of water.

  •  Distinguish weather conditions among different environments.

Vocabulary

What Are We Learning

SC.5.E.7.3: Recognize how air temperature, barometric pressure, humidity, wind speed and direction, and precipitation determine the weather in a particular place and time.

SC.5.E.7.4: Distinguish among the various forms of precipitation (rain, snow, sleet, and hail), making connections to the weather in a particular place and time.

Level 2:

• recognize conditions that determine the weather in a particular place and time

Level 3

• recognize conditions that determine the weather in a particular place and time

Level 4

• evaluate conditions that determine the weather in a particular place and time

Level 5

• predict the weather for a particular place and time

Students will KNOW:

• • Identify and describe how air temperature describes weather in a particular place and time. 

  • Identify and describe how wind speed/direction describes weather in a particular place and time. 

  • Identify and describe how humidity and barometric pressure describes weather in a particular place and time. 

  • Recognize how air temperature, barometric pressure, humidity, wind speed and direction determines the weather in a particular place and time.

  • Identify or distinguish the forms of precipitation (rain, snow, sleet, and hail) and their related weather conditions (air pressure and clouds). 

  • Identify and describe how air temperature, barometric pressure, humidity, wind speed and direction determines the weather in a particular place and time.

Students will BE ABLE to DO:

• • Recognize how air temperature determines the weather in a particular place and time

Vocabulary

What Are We Learning

SC.5.E.7.1: Create a model to explain the parts of the water cycle. Water can be a gas, a liquid, or a solid and can go back and forth from one state to another.

SC.5.E.7.2: Recognize that the ocean is an integral part of the water cycle and is connected to all of Earth's water reservoirs via evaporation and precipitation processes.

Level 2:

• recognize that water changes states as it moves through the water cycle and the ocean’s role in the process

Level 3

• relate how water changes states as it moves through the water cycle and the ocean’s role in the process

Level 4

• evaluate how water changes states as it moves through the water cycle and the ocean’s role in the process

Level 5

• analyze why water changes states as it moves through the water cycle and the importance of the ocean to the water cycle

Students will KNOW:

• • Identify and explain the parts of the water cycle. 

  • Recognize that the ocean is an integral part of the water cycle and is connected to all of Earth’s water through evaporation and precipitation processes.

  • Identify the states of water associated with each part of the water cycle 

  • Explain the phase change that occurs as water moves from one part of the water cycle to another.   

  • Identify and describe the role of the ocean in the water cycle

Students will BE ABLE to DO:

• • Create a model to identify and explain the parts of the water cycle.

Vocabulary

What Are We Learning

• SC.5.E.5.1 Recognize that a galaxy consists of gas, dust, and many stars, including any objects orbiting the stars. Identify our home galaxy as the Milky Way. 

• SC.5.E.5.2 Recognize the major common characteristics of all planets and compare/contrast the properties of inner and outer planets. 

• SC.5.E.5.3 Distinguish among the following objects of the Solar System—Sun, planets, moons, asteroids, comets—and identify Earth’s position in it.

Level 2:

• recognize the basic components of a galaxy;

• identify objects in the Solar System and their characteristics and relative positions to Earth

Level 3

• distinguish the basic components of a galaxy and identify our Galaxy;

• distinguish objects in the Solar System, their characteristics, and relative positions to Earth

Level 4

• compare the basic components of a galaxy;

• compare objects in the Solar System including their characteristics and their relative positions to Earth

Level 5

• differentiate the basic components of a galaxy;

• differentiate among objects in the Solar System including their characteristics and their relative positions to Earth

Students will KNOW:

• • Identify the basic components of a galaxy (gas, dust, many stars, planets).

  • Identify Earth’s position in the solar system. 

  • Identify that our home galaxy is the Milky Way.

  • Explain how stars can be different (size, brightness).

  • Identify the Sun as a star that emits energy (heat and light). 

  • Identify that the Sun's large appearance is due to its proximity to Earth. 

  • Distinguish between objects of the Solar System based on their characteristics (Sun, planets, moons, asteroids, comets).

  • Compare common characteristics of planets. (shape, orbit a star, and rotate on an axis)

  • Contrast characteristics of inner and outer planets. (solid/gas, presence of atmosphere, size, position to sun, moons or rings, relative temperature, relative length of year).

Students will BE ABLE to DO:

• • Model the characteristics to distinguish among the following objects in the Solar System – Sun, planets, moons, asteroids, and comets

  • Model the Earth and the remaining planet's relative position to the Sun.

Vocabulary

What Are We Learning

• SC.5.P.13.2: Investigate and describe that the greater the force applied to it, the greater the change in motion of a given object.

• SC.5.P.13.3: Investigate and describe that the more mass an object has, the less effect a given force will have on the object's motion. 

• SC.5.P.13.4: Investigate and explain that when a force is applied to an object but it does not move, it is because another opposing force is being applied by something in the environment so that the forces are balanced.

Level 2:

• identify familiar forces and how they affect the movement of objects; 

• recall how the speed of an object is determined; and 

• recognize relationships among mass, force, and motion of objects.

Level 3

• identify familiar forces and how they affect the movement of objects;

• identify how the speed of an object is determined; and

• relate mass and force to the motion of objects.

Level 4

• evaluate familiar forces and how they affect the movement of objects; 

•  relate how the speed of an object is determined; and 

•  evaluate the relationships among mass, force, and motion of objects.

Level 5

• analyze how familiar forces affect the movement of objects; 

• analyze data or observations to determine the speed of an object; and

• analyze data or observations to determine the relationships among mass, force, and motion of objects.

Students will KNOW:

• • Identify forces (pushes and pulls) that affect how objects move (gravity, friction)

  • Describe that magnets can attract magnetic materials.

  • Describe that magnets can attract and repel other magnets.

  • Identify that gravity is a force that can be overcome. 

  • Recognize that an object in motion always changes its position and may change its direction. 

  • Describe that the speed of an object is determined by the distance it travels in a unit of time and that objects can move at different speeds. 

  • Describe that the greater the force, the greater the change in motion of an object.

  • Describe that the more mass an object has, the less effect a given force will have on the object’s motion. 

  • Explain how opposing forces (friction) affect movement.

  • Explain that when a force is applied to an object but it does not move, it is because another opposing force is being applied by something in the environment so that the forces are balanced.

Students will BE ABLE to DO:

• • Investigate that magnets can attract magnetic materials.

  • Investigate that magnets can attract and repel other magnets.

  • Explore that gravity is a force that can be overcome. 

  • Investigate that the more mass an object has, the less effect a given force will have on the object’s motion. 

  • Investigate that when a force is applied to an object but it does not move, it is because another opposing force is being applied by something in the environment so that the forces are balanced.

Vocabulary

What Are We Learning

• SC.5.P.10.3  Investigate and explain that an electrically-charged object can attract an uncharged object and can either attract or repel another charged object without any contact between the objects.

• SC.5.P.10.4 Investigate and explain that electrical energy can be transformed into heat, light, and sound energy, as well as the energy of motion.

• SC.5.P.11.1 Investigate and illustrate the fact that the flow of electricity requires a closed circuit (a complete loop).

• SC.5.P.11.2 Identify and classify materials that conduct electricity and materials that do not.

Students will KNOW: 

• • Illustrate how the flow of electricity requires a closed circuit.

  • Identify, differentiate, and classify materials that conduct electricity (conductors) and materials that do not (insulators).

  • Recognize that heat can be produced and lost based on the presence or absence of the sun. 

  • Recognize that heat flows from hot objects to cold objects changing the materials temperature. 

  • Identify and differentiate between common materials that conduct heat well or poorly. 

  • Explain that electrical energy can be transformed into heat, light, sound, and mechanical energy.

  • Explain that an electrically charged object can attract/or repel another charged object without contact (static electricity).

Students will be ABLE to DO:

• • Investigate how the flow of electricity requires a closed circuit.

  • Investigate that an electrically charged object can attract/or repel another charged object without contact (static electricity).

Vocabulary

What Are We Learning

• SC.5.P.10.1: Investigate and describe some basic forms of energy, including light, heat, sound, electrical, chemical, and mechanical.

Students will KNOW: 

• • Identify and describe basic forms of energy (light, heat, sound, electrical, chemical, and mechanical/energy of motion).

  • Explain that sound is produced by vibrations.

  • Explain that pitch depends on how fast or slow the object vibrates.

  • Describe that light travels in a straight line until it strikes an object or travels from one material to another.

  • Describe how light can be reflected, can be absorbed, and can bend. 

  • Explain that things that give off light often give off heat.

  • Explain that heat is produced when one object rubs against another (friction).

Students will be ABLE to DO:

• • Investigate basic forms of energy (light, heat, sound, electrical, chemical, and mechanical/energy of motion).

  • Investigate that sound is produced by vibrations.

  • Investigate that pitch depends on how fast or slow the object vibrates.

  • Demonstrate that light travels in a straight line until it strikes an object or travels from one material to another.

  • Demonstrate that light can be reflected, can be absorbed, and can bend.

Vocabulary

What Are We Learning

• SC.5.P.8.3: Demonstrate and explain that mixtures of solids can be separated based on observable properties of their parts such as particle size, shape, color, and magnetic attraction. 

• SC.5.P.8.2: Investigate and identify materials that will dissolve in water and those that will not and identify the conditions that will speed up or slow down the dissolving process.

• SC.5.P.9.1: Investigate and describe that many physical and chemical changes are affected by temperature.

• Students will KNOW:

  • I can identify tools that are used to separate mixtures. 

  • I can demonstrate and explain how mixtures of solids can be separated (particle size, shape, color, magnetic attraction).

  • I can identify or describe that temperature will speed up or slow down the dissolving process.

  • I can identify or describe that stirring will speed up or slow down the dissolving process.

  • I can identify or describe that surface area will speed up or slow down the dissolving process

  • I can investigate and describe materials that dissolve in water (and those that do not). (investigation) 

  • Describe the physical changes water undergoes as it is heated or cooled (freezing, melting, boiling, evaporation, condensation).

  • Describe how physical changes are affected by temperature.

  • Describe some familiar chemical changes in materials that result in new substances (decaying animal/plant, burning, rusting, and cooking).

  • Describe how chemical changes are affected by temperature.

• Students will BE ABLE to DO:

  • I can demonstrate and explain how mixtures of solids can be separated (particle size, shape, color, magnetic attraction). (Investigation) 

  • I can demonstrate that stirring will speed up or slow down the dissolving process.

  • I can identify or describe that temperature will speed up or slow down the dissolving process.

  • I can identify or describe that surface area will speed up or slow down the dissolving process

  • Investigate how chemical changes may be affected by temperature. 

Vocabulary