Earth: Systems and Interactions
Mystery Science Unit: Watery Planet
ReadyGen / Literacy Connections
Unit 1 Night of the Spadefoot Toads Sleuth: “Fishy Business!”; “Welcome to the Neighborhood?”
(5-ESS3-1: Protecting Earth's Resources and Environment)
Unit 3 George’s Secret to the Universe Sleuth: “Technology and Treasure”
(5-ESS2-1: Earth Sphere Interactions)
Mystery Science 5th Grade Student Notebook
Nonfiction Science Literacy Resources
Graphic Organizers / Thinking Maps
Multilingual Learner Language Expectations
5-ESS2-1: Earth Sphere Interactions
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. (Systems and System Models)
Clarification & Boundary Statements
Clarification Statement: Examples could include the influence of the ocean on ecosystems, landform shape, and climate; the influence of the atmosphere on landforms and ecosystems through weather and climate; and the influence of mountain ranges on winds and clouds in the atmosphere. The geosphere, hydrosphere, atmosphere, and biosphere are each a system.
Boundary Statement: Assessment is limited to the interactions of two systems at a time.
5-ESS2-2: Water Availability and Distribution
Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth. (Scale, Proportion, and Quantity)
Clarification & Boundary Statements
Clarification Statement: none
Boundary Statement: Assessment is limited to oceans, lakes, rivers, glaciers, ground water, and polar ice caps, and does not include the atmosphere.
5-ESS3-1: Protecting Earth's Resources and Environment
Obtain and combine information about ways individual communities use science ideas to protect the earth’s resources and environment. (Systems and System Models)
Clarification & Boundary Statements
Clarification Statement: none
Boundary Statement: none
Clarification & Boundary Statements
Clarification Statement: Examples of reactions or changes could include phase changes, dissolving,
and mixing that form new substances.
Boundary Statement: Assessment does not include distinguishing mass and weight.
Mystery Science Units
5th Grade Phenomenon Storylines
What is an Anchoring Phenomenon?
Mystery Science 5th Grade Student Notebook
Stanford 3D Short Performance Assessments (Earth Science 5th Grade)
Watery Planet - In this unit, students consider the profound importance of water as a natural resource. Students investigate the distribution of water, how it cycles through Earth’s systems, and explore how it affects human societies.
Anchor Phenomenon
DRIVING QUESTION: How did the Earth's four spheres interact to cause the Dust Bowl.?
Anchor
In the Unit, students are introduced to the unit anchor phenomenon, the Dust Bowl. In the activity, they create an initial conceptual model to explain how the Earth's four spheres interacted to cause the Dust Bowl. Students will re-visit their model after each Mystery to add new information to it.
Mystery Science Lesson / Connections to Anchor Phenomenon
Hydrosphere & the Roles of Water / How much water is in the world?
Mixtures & Solutions / How much salt is in the ocean?
Groundwater as a Natural Resource / When you turn on the faucet, where does the water come from?
Water Cycle / Can we make it rain?
Natural Disasters & Engineering / How can you save a town from a hurricane?
Performance Task: Interaction of Earth’s Spheres & Argumentation - How can you protect a farm from the next Dust Bowl?
Using ChatGPT to find local Colorado Phenomena
Use the following prompt, adjust accordingly. "I am an elementary school science teacher looking for a local Colorado phenomena to address NGSS standard (enter standard you are looking for... example 1-ESS1-2)"
CDE: Grade Level Expectations
Prepared Graduates:
Students can use the full range of science and engineering practices to make sense of natural phenomena and solve problems that require understanding the universe and Earth’s place in it.
Students can use the full range of science and engineering practices to make sense of natural phenomena and solve problems that require understanding how and why Earth is constantly changing.
Grade Level Expectation:
Earth’s major systems interact in multiple ways to affect Earth’s surface materials and processes.
Most of Earth’s water is in the ocean and much of Earth’s freshwater in glaciers or underground.
Hands On, Minds On Connections
The Importance of creating Active Learners
Mystery Packs:
You should have received your Mystery Pack at the start of the school year. This includes all you should need to pair your science instruction with your literacy resources. If you have not received your Mystery Pack or need additional supplies please contact contact Michael O'Toole at otoole_michael@svvsd.org
Additional Hands on Options: Science to Go
Nearpod Lessons / Activities / Videos
Environmental Education Connections
STEM Connections
Virtual Field Trips - National Parks, Space, Famous Landmarks, Museums, Zoos, Aquariums, Historical Sites, Theme Parks & Stadiums
Teacher Notes / Assessments / Career Connections
Using A.I. to find local Colorado Phenomena
Use the following prompt, adjust accordingly. "I am an elementary school science teacher looking for a local Colorado phenomena to address NGSS standard (enter standard you are looking for... example 1-ESS1-2)"
Science Database
Offers elementary students a safe place to find answers to their questions, practice research skills, and explore a broad range of subjects like animals, science and more, all in one place. Gale in Context: Elementary
3 Dimensional Science Assessments
This spreadsheet is a collection of existing assessments from across the country designed to support implementation of NGSS and similar state standards. The openly available tasks represent a wide range of task types and purposes. Some of these assessments are similar to what your students will experience on their 5th grade CMAS Exam. It is a good idea to introduce these types of assessments to students at all grade levels to better prepare them for success demonstrating their science knowledge. Combined 3D Task Inventory
Career Connections
Connecting what students are learning to careers not only deepens their engagement in school but also helps them make more informed choices about their future. Browse the following related career profiles to discover what scientists really do on the job and what it takes to prepare for these careers. For additional profiles visit your Year at a Glance Page. Gale in Context: Scientist and Inventor Biographies
Thinking Map Connections
To help students Think Like a Scientists, they need to know how to question and gather evidence in order to refine and revise what they know and understand. The information below provides suggestions for connecting Thinking Maps to our science concepts. The thinking maps listed are general connections and should not be seen as the only maps that could be used. To better understand how to use Thinking Maps in Science, reference pages 188 to 196 in your Thinking Maps Teacher Guide. Each Thinking Map listed below includes the page number where it can be found in your Thinking Maps Teacher Guide
Scale, Proportion, Quantity
Critical Questions: How does this system look at a smaller or larger scale? What is new and what is the same? What is new and what is the same? How does this scale relate to you? What happens if we change the quantity involved?
Possible Thinking Maps:
Multi-flow Map for cause and effect (Page 60)
Tree Map for details at different measures (Page 42)
Double-Bubble Map (Page 36)
Brace Map for analyzing parts at different scales or proportions (Page 48)
Bridge Map for relationships (Page 66)
Systems and System Models
Critical Questions: What parts and sub-systems make up this system? What interactions and processes involve this system? How is this system alike or different from others? What are the effects of modifying one part of the system?
Possible Thinking Maps:
Brace Map for taking systems apart (Page 48)
Flow Map for organization of the system (Page 54)
Double-Bubble Map to systems (Page 36)
Multi-flow Map to analyze impact of modifying systems (Page 60)
