Matter and Energy in Life
Mystery Science Unit: Web of Life
ReadyGen / Literacy Connections
Unit 1 Night of the Spadefoot Toads Hatchet Rain Forest Food Chains Pale Male Sleuth: “Fishy Business!”; “Welcome to the Neighborhood?”
(5-LS2-1: Environmental Matter Cycling)
Mystery Science 5th Grade Student Notebook
Nonfiction Science Literacy Resources
Graphic Organizers / Thinking Maps
Multilingual Learner Language Expectations
5-LS1-1: Plant Requirements - Air and Water
Support an argument that plants get the materials they need for growth chiefly from air and water. (Energy and Matter)
Clarification & Boundary Statements
Clarification Statement: Emphasis is on the idea that plant matter comes mostly from air and water, not from the soil.
Boundary Statement: none
5-LS2-1: Environmental Matter Cycling
Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. (Systems and System Models)
Clarification & Boundary Statements
Clarification Statement: Emphasis is on the idea that matter that is not food (air, water, decomposed materials in soil) is changed by plants into matter that is food. Examples of systems could include organisms, ecosystems, and the Earth.
Boundary Statement: Assessment does not include molecular explanations.
5-PS3-1: Food Energy from the Sun
Use models to describe that that energy in animals’ food (used for body repair, growth, motion,
Clarification & Boundary Statements
Clarification Statement: Examples of models could include diagrams, and flow charts.
Boundary Statement: none
Mystery Science Units
5th Grade Phenomenon Storylines
What is an Anchoring Phenomenon?
Mystery Science 5th Grade Student Notebook
Stanford 3D Short Performance Assessments (Life Science 5th Grade)
Web of Life - In this unit, students explore how organisms depend on one another and form an interconnected ecosystem. Students investigate food chains, food webs, and the importance of producers, consumers, and decomposers.
Anchor Phenomenon
DRIVING QUESTION: How do you grow life inside a Dome?
Anchor
The anchor phenomenon for this unit focuses on attempts to grow food in an enclosed ecosystem. Students generate observations and questions about the phenomenon and create an initial design solution to growing food inside a dome for two years.
Mystery Science Lesson / Connections to Anchor Phenomenon
Food Chains, Predators, Herbivores & Carnivores / Why would a hak move to New York City?
Plant Needs: Air & Water / What do plants eat?
Decomposers & Matter Cycle / Where do fallen leaves go?
Decomposers, Nutrients & Matter Cycle / Do worms really eat dirt?
Ecosystems & Matter Cycle / Why do you have to clean a fish tank but not a pond?
Food Webs & Flow of Energy / Why did the dinosaurs go extinct?
Performance Task: Ecosystem Argument - How could we grow food on Mars?
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 how living systems interact with the biotic and abiotic environment.
Grade Level Expectation:
Plants acquire their material from growth chiefly from air and water.
Matter cycles between air and soil and among plants, animals and microbes as these organisms live and die.
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
Living Systems - Enhancement Kit for 5th Grade Mystery Science Web of Life Unit. This module consists of two investigations, each designed to introduce students to transport systems in multi-cellular organisms. Students use readings, videos, and investigations to study the circulatory, respiratory, digestive, and excretory systems in humans and the vascular system in plants. They will learn that the basic unit of life is the cell, that all cells have basic needs.
Colorado Wildlife Kits
Raptors - Feet, wings, skulls and tails of raptors are provided for this unit. Kit includes publications and Project Wild activities.
Animal Signs - Realia shows students how to recognize the animals that have been in the area through tracks, scat and other signs. Kit includes publications and Project Wild activities.
Herptiles - turtle shells and skull, publications, and Project Wild activities complete this kit on herptiles.
Mammal Hides - The hides of 17 mammals and the antlers and horns of 5 mammals provide students the opportunity to learn about mammals. Publications and Project Wild activities complete the kit.
Mammal Skulls - Skulls of twelve mammals are the centerpiece of this kit which also includes publications and Project Wild activities. This kit contains 2 parts.
Birds / Waterfowl - Duck and grouse wings and feathers, publications, and Project Wild activities create this kit on wetlands and migration.
Aging Deer & Elk - Real teeth and jaws show the growth and development of the mule deer and elk. This kit includes realia, selected publications and Project Wild activities.
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
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)
Energy and Matter
Critical Questions: How are energy and matter related in this system? Where does the energy for this system come from? Go?
Possible Thinking Maps:
Flow Map for tracking energy (Page 54)
Partial Multi-Flow Map for effects of changes (Page 60)
Bridge Map for relating energy and matter (Page 66)
Partial Multi-flow for causes of energy (Page 60)
