Bedford County Department of Education -- Fifth Grade Science Resources

Fifth Grade Science Curriculum Resources

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Submit a resource by emailing Mary S. Pitner.

Life Science

Cell Structure and Function:

5.1.1 Know that all organisms are made of one or more cells.

Accomplishment: Draw and label the basic structures of plant and animal cells (i.e., cell wall, cell membrane, cytoplasm, nucleus, chloroplasts).

Resources: Cell Anatomy, http://www.enchantedlearning.com/subjects/plants/cell/; Cells Alive, http://www.cellsalive.com/cells/3dcell.htm; Mrs. McNett's Science Page, http://www.mohonasen.org/dmssci/SMcNett/PLANTCELL21.htm; The Cell Membrane, http://www.usd.edu/~bgoodman/Membrane.htm; Travel Brochure for a Cell, http://www.accessexcellence.org/AE/AEC/AEF/1995/porter_cell.html; Cell Mobile, http://www.win.co.nz/bioweb/cmobile.html; Jello Cells, http://explorer.scrtec.org/explorer/explorer-db/html/783750677-447DED81.html; The Cell, http://www.sundscience.com/sk12/cells8/jtpwebsite/jtpcellmap.html; The Living Cell, http://www.southerncompany.com/learningpower/pdf/The%20Living%20Cell.pdf; Bread Cells, http://www.richlandclicks.org/Teacher/connections/grade5/bread_cells.htm

Accomplishment: Compare and contrast the basic structures of plant and animal cells (i.e., cell membrane, cytoplasm, and nucleus).

Accomplishment: Differentiate among cells, tissues, organs and systems.

Resources: Medtropolis, http://www.medtropolis.com/VBody.asp; Unit on the Human Body, http://www.sedl.org/scimath/pasopartners/pdfs/body.pdf

At Level 1, the student is able to

5.1.spi.1 identify basic structures of plant and animal cells.

Resources: Cell Anatomy, http://www.enchantedlearning.com/subjects/plants/cell/; Cells Alive, http://www.cellsalive.com/cells/3dcell.htm; Mrs. McNett's Science Page, http://www.mohonasen.org/dmssci/SMcNett/PLANTCELL21.htm; The Cell Membrane, http://www.usd.edu/~bgoodman/Membrane.htm; Travel Brochure for a Cell, http://www.accessexcellence.org/AE/AEC/AEF/1995/porter_cell.html; Cell Mobile, http://www.win.co.nz/bioweb/cmobile.html; Jello Cells, http://explorer.scrtec.org/explorer/explorer-db/html/783750677-447DED81.html; The Cell, http://www.sundscience.com/sk12/cells8/jtpwebsite/jtpcellmap.html; The Living Cell, http://www.southerncompany.com/learningpower/pdf/The%20Living%20Cell.pdf; Interactive Cell, http://gslc.genetics.utah.edu/units/basics/cell/index.cfm; Cell Structure and Processes, http://www.tvdsb.on.ca/westmin/science/sbi3a1/Cells/cells.htm; Fifth Grade Plant Life, http://www.msnucleus.org/membership/html/k-6/lc/pdf/lc5p.pdf; Bread Cells, http://www.richlandclicks.org/Teacher/connections/grade5/bread_cells.htm

At Level 2, the student is able to

5.1.spi.2 compare and contrast basic structures and functions of plant and animal cells.

Resources: Cell Anatomy, http://www.enchantedlearning.com/subjects/plants/cell/; Cells Alive, http://www.cellsalive.com/cells/3dcell.htm; Mrs. McNett's Science Page, http://www.mohonasen.org/dmssci/SMcNett/PLANTCELL21.htm; The Cell Membrane, http://www.usd.edu/~bgoodman/Membrane.htm; Cell Mobile, http://www.win.co.nz/bioweb/cmobile.html; Jello Cells, http://explorer.scrtec.org/explorer/explorer-db/html/783750677-447DED81.html; The Cell, http://www.sundscience.com/sk12/cells8/jtpwebsite/jtpcellmap.html; The Living Cell, http://www.southerncompany.com/learningpower/pdf/The%20Living%20Cell.pdf; Interactive Cell, http://gslc.genetics.utah.edu/units/basics/cell/index.cfm; Cell Structure and Processes, http://www.tvdsb.on.ca/westmin/science/sbi3a1/Cells/cells.htm; Bread Cells, http://www.richlandclicks.org/Teacher/connections/grade5/bread_cells.htm

At Level 3, the student is able to

5.1.spi.3 distinguish between single cell and multicellular organisms.

Resources: Medtropolis, http://www.medtropolis.com/VBody.asp; Unit on the Human Body, http://www.sedl.org/scimath/pasopartners/pdfs/body.pdf; Amoeba, http://www.enchantedlearning.com/subjects/protists/amoeba.shtml

Interactions Between Living Things and Their Environment:

5.2.1 Investigate the relationships among organisms in a specific ecosystem.

Accomplishment: Classify specific kinds of relationships among plants and animals within an ecosystem.

Resources: Scientists in the City (The Classroom as an Ecosystem), http://www.fi.edu/city/city.html; Major Biomes of the World, http://www.factmonster.com/ipka/A0769052.html; Natureworks, http://www.nhptv.org/natureworks/nwepecosystems.htm; Design a Regional Eco Park, http://www.nationalgeographic.com/xpeditions/lessons/08/g35/tgecopark.html; Biomes and Habitats, http://www.enchantedlearning.com/biomes/; Build a Prairie, http://www.bellmuseum.org/distancelearning/prairie/build/index.html; Antarctica: A Cold Desert Ecosystem, http://www.nationalgeographic.com/xpeditions/lessons/08/g35/antarctica.html; Mission: Biomes, http://earthobservatory.nasa.gov/Laboratory/Biome/; Windows to the Universe: Ecosystems, http://www.windows.ucar.edu/tour/link=/earth/ecosystems.html&edu=elem; Neighborhoods, http://sln.fi.edu/tfi/units/life/habitat/habitat.html; Biomes, http://www.cotf.edu/ete/modules/msese/earthsysflr/biomes.html; Structure of an Ecosystem, http://www.learn.co.uk/default.asp?WCI=Unit&WCU=35844; BBC Science Clips, http://www.bbc.co.uk/schools/scienceclips/ages/10_11/micro_organisms.shtml

5.2.2 Recognize that organisms are able to change their environment.

Accomplishment: Predict the consequences of a human action on the environment.

Resources: People and Endangered Species, http://www.nationalgeographic.com/xpeditions/lessons/08/g35/endangered.html; Relationship between Energy and the Environment, http://www.utm.edu/departments/ed/cece/fifth/5I1.shtml; Acid Rain in Our State, http://www.microsoft.com/Education/acidrain.mspx

At Level 1, the student is able to

5.2.spi.1 identify environmental changes caused by living things.

Resources: People and Endangered Species, http://www.nationalgeographic.com/xpeditions/lessons/08/g35/endangered.html; Acid Rain in Our State, http://www.microsoft.com/Education/acidrain.mspx

At Level 2, the student is able to

5.2.spi.2 determine various types of plant and animal relationships within an ecosystem.

Resources: Real Trees, http://www.realtrees4kids.org/teacher/elementary/elteacher.htm

At Level 3, the student is able to

5.2.spi.3 predict the effects of human actions and/or natural disasters on the environment.

Resources: People and Endangered Species, http://www.nationalgeographic.com/xpeditions/lessons/08/g35/endangered.html; Agents of Biotic Change, http://www.cpluhna.nau.edu/Change/change.htm; Alternative Energy Forms, http://www.utm.edu/departments/ed/cece/fifth/5I3.shtml; Acid Rain in Our State, http://www.microsoft.com/Education/acidrain.mspx

Food Production and Energy for Life:

5.3.1 Realize that plants and animals use food for energy.

Accomplishment: Explain how plants produce their own food.

Resources: Fifth Grade Plant Life, http://www.msnucleus.org/membership/html/k-6/lc/pdf/lc5p.pdf

5.3.2 Recognize the function of specific structures in organisms that allow them to obtain and use energy.

Accomplishment: Describe how various plant structures are associated with food production (i.e., stems, leaves, stomata).

At Level 1, the student is able to

5.3.spi.1 match plant structures with their functions.

Resources: Parts of a Plant Slide Show, http://www.woodford.k12.ky.us/webquest/bmarshall/plantparts/plants/sld001.htm; SciNet Plant Parts, http://www.nelsonthornes.com/secondary/science/scinet/scinet/plants/parts/content.htm; {Pant Parts and Their Functions Lesson, http://www.iit.edu/~smile/bi8908.html; Investigating the Stucture of the Flower, http://www.iit.edu/~smile/bi9702.html; Online Plant Activity, http://www.bbc.co.uk/schools/revisewise/science/living/06_act.shtml

At Level 2, the student is able to

5.3.spi.2 identify photosynthesis as the food manufacturing process in plants.

Resources: Photosynthesis Animation, http://www.cst.cmich.edu/users/baile1re/bio101fall/enzphoto/photoanima.htm#

At Level 3, the student is able to

5.3.spi.3 identify what plants need (i.e. water, sunlight, carbon dioxide) to manufacture food.

Resources: The Great Plant Escape, http://www.urbanext.uiuc.edu/gpe/index.html

Heredity and Reproduction:

5.4.1 Realize that certain characteristics are passed from parents to offspring.

Accomplishment: Explain the function of the flower in plant reproduction.

Resources: Pollination Parties, http://school.discovery.com/lessonplans/programs/tlc-butterflies/; Partners in Pollination, http://smithsonianeducation.org/educators/lesson_plans/partners_in_pollination/index.html; How Flowering Plants Reproduce, http://www.zephyrus.co.uk/flowerrepro.html

Accomplishment: Observe specific plants and explain how they grow from and produce seeds (i.e. sunflowers, beans).

Resources: The Great Plant Escape, http://www.urbanext.uiuc.edu/gpe/case3/index.html; Parts of a Seed, http://theseedsite.co.uk/seedparts.html; Making a Sponge Garden, http://www.reachoutmichigan.org/funexperiments/agesubject/lessons/sponge.html; Trees and Seeds, http://www.units.muohio.edu/dragonfly/trees.htmlx; Seed Bearing and Non-Seed Bearing Plants, http://www.utm.edu/departments/ed/cece/fifth/5F1.shtml

Accomplishment: Compare and contrast how different plants reproduce (i.e. flowers, spores).

Resources: Sexual Reproduction in Plants, http://www.learn.co.uk/default.asp?WCI=Unit&WCU=2326; How Flowering Plants Reproduce, http://www.zephyrus.co.uk/flowerrepro.html; Life Cycle of Ferns, http://www.utm.edu/departments/ed/cece/fifth/5F4.shtml

5.4.2 Realize that reproduction is necessary for the survival of species.

Accomplishment: Recognize that new generations of living things arise through reproduction.

Resources: Fifth Grade Plant Life, http://www.msnucleus.org/membership/html/k-6/lc/pdf/lc5p.pdf

Accomplishment: Explain that the continuation of a species is dependent upon the reproduction of its members.

Resources: Fifth Grade Plant Life, http://www.msnucleus.org/membership/html/k-6/lc/pdf/lc5p.pdf

5.4.3 Investigate the life cycles of different organisms.

Accomplishment: Describe the life cycle of a fast growing plant.

Resources: Making a Sponge Garden, http://www.reachoutmichigan.org/funexperiments/agesubject/lessons/sponge.html; The Great Plant Escape, http://www.urbanext.uiuc.edu/gpe/index.html

At Level 1, the student is able to

5.4.spi.1 compare the traits of parents and their offspring.

Resources: Tour of Basics of Heredity, http://gslc.genetics.utah.edu/units/basics/tour/; Are You My Mother? http://www.sofweb.vic.edu.au/STEPS/STUDENTS/1-2Years/life/mother.htm; BCDOE Inspiration Template, http://www.bedfordk12tn.com/insp/offspringtrait54spi1.ist

At Level 2, the student is able to

5.4.spi.2 infer the importance of reproduction in the survival of a species.

Resources: Explaining the Importance of Reproduction, http://www.msnucleus.org/membership/html/k-6/lc/organ/5/lco5_4a.html

At Level 3, the student is able to

5.4.spi.3 recognize the difference between complete and incomplete metamorphosis.

Resources: Insects and Metamorphosis, http://www.uen.org/utahlink/activities/view_activity.cgi?activity_id=2024; More Incomplete Metamorphosis, http://www.caf.wvu.edu/~forage/4002.htm

Diversity and Adaptation Among Living Things:

5.5.1 Realize that plants and animals can be grouped according to similarities and differences in their characteristics.

Accomplishment: Classify plants according to their characteristics.

Resources:

5.5.2 Determine that adaptations help organisms to survive in their environment.

Accomplishment: Compare how plants are adapted to different environments (e.g., palm tree, fir tree, cactus).

Resources:

At Level 1, the student is able to

5.5.spi.1 compare how organisms adapt to different environments.

Resources: Beaver Adaptations Online Game, http://www.chias.org/online/hoh/adaptation.html; Animal Adaptations Game, http://ecokids.earthday.ca/pub/fun_n_games/games/adaptations/popup.cfm; Physical Adaptations, http://www.cotf.edu/ete/modules/msese/earthsysflr/physical.html; Rainforest Adaptations, http://www.kidscience.net/2002-03/grade5/FRAGILEenvironment3.pdf; Animal Adaptations for Survival, http://www.students.dsu.edu/birkela/Science/animal_adaptations.htm; Plant Adaptations in Arid Environments, http://www.students.dsu.edu/birkela/Science/animal_adaptations.htm; How Cacti Survive in the Desert, http://www.rivenrock.com/adaption.htm; Adaptations, http://www.state.sd.us/deca/DDN4Learning/ThemeUnits/adaptations/; Animal Adaptations E-Safari, http://fen.com/studentactivities/CCCNet/sciencelab/Animals/AnimalAdapts.html ; Dinosaur Habitats, http://www.bbc.co.uk/dinosaurs/howdoweknow/q29.shtml

5.5.spi.2 match the form with the function of structures in living things.

At Level 2, the student is able to

5.5.spi.3 identify characteristics that enhance the survival of organisms in an environment.

At Level 3, the student is able to

5.5.spi.4 determine which organisms are likely to survive in a particular environment.

Resources: Threatened and Endangered Animals and Plants, http://endangered.fws.gov/wildlife.html; Endangered Species, http://www.endangeredspecie.com/map.htm; Wildlife Crime Busters, http://www.nationalgeographic.com/ngkids/9902/crime-busters/

Biological Change:

4.6.1 Realize that fossils show connections between organisms that lived in the past and those that live in the present.

Accomplishment: Explain how fossils provide information about the past.

Resources: Fossils: Clues to the Past, http://www.dnr.state.mn.us/education/geology/digging/fossils.html; Amber in Nature, http://www.amnh.org/exhibitions/amber/; Fantastic Fossil FInds, http://hoopermuseum.earthsci.carleton.ca//5.html; Recreating from Fossils Game, http://dsc.discovery.com/convergence/beasts/build/jigsaw.html

At Level 1, the student is able to

5.6.spi.1 compare the causes that led to the extinction of various organisms.

Resources: The Extinction Files, http://www.bbc.co.uk/education/darwin/exfiles/massintro.htm

At Level 2, the student is able to

5.6.spi.2 analyze how fossils provide information about the past.

At Level 3, the student is able to

5.6.spi.3 compare the relative age of fossils in rock layers.

Resources: Geology of the Grand Canyon, http://www.kaibab.org/geology/gc_geol.htm; Who's on First? http://www.ucmp.berkeley.edu/fosrec/BarBar.html

Earth and Space Science

Earth and Its Place in the Universe:

5.7.1Know that objects in space have identifiable characteristics (e.g., appearance, location, and apparent motion).

Accomplishment: Compare and contrast characteristics of the planets.

Resources: Eyes on the Sky, Chapter Five, http://hea-www.harvard.edu/ECT/the_book/Chap5/Chapter5.html; Interactive Visit to the Solar System, http://www.kidsastronomy.com/solar_system.htm; Windows to the Universe, http://www.windows.ucar.edu/cgi-bin/tour.cgi?link=/win_framed.html&sw=false&sn=0&d=&edu=mid&br=graphic&cd=false&tour=&fr=t

5.7.2 Investigate the patterns and movement of objects in space.

Accomplishment: a. Demonstrate how moon phases occur.

Resources: Moon Phases Pictures, http://www.moon-phases.com/; The Phases of the Moon, http://www.learn.co.uk/default.asp?WCI=Unit&WCU=11472; Windows to the Universe: The Moon, http://www.windows.ucar.edu/tour/link=/earth/moons_and_rings.html; Birthday Moons, http://btc.montana.edu/ceres/html/birthday1.htm#1; WebQuest - The Moon's Many Faces, http://its.guilford.k12.nc.us/webquests/Moon/moon.htm; Eyes on the Sky, Chapter Six, http://hea-www.harvard.edu/ECT/the_book/Chap6/Chapter6.html; Fact Monster-Phases of the Moon, http://www.factmonster.com/ipka/A0875447.html; The Moon Movie, http://www.spacekids.com/spacenews/moon_phases_000114.html; See the Moon in Action, http://www.ology.amnh.org/astronomy/stufftodo/moon2.html; Models of the Earth and Moon, http://www.iit.edu/~smile/ph9404.html

Accomplishment: b. Explain why the moon appears to change shape.

Resources: See the Moon in Action, http://www.ology.amnh.org/astronomy/stufftodo/moon2.html

Accomplishment: c. Explain the difference between rotation and revolution in the solar system.

Resources: Eyes on the Sky, Chapter 1, http://hea-www.harvard.edu/ECT/the_book/Chap1/Chapter1.html; Eyes on the Sky, Chapter Two, http://hea-www.harvard.edu/ECT/the_book/Chap2/Chapter2.html

At Level 1, the student is able to

5.7.spi.1 identify and arrange the phases of the moon in the correct sequence.

Resources: Moon Phase Activity, http://www.ktca.org/newtons/15/phases.html; Moon Phase Calendar, http://www.stardate.org/nightsky/moon/; Virtual Reality Moon Phase Pictures, http://tycho.usno.navy.mil/vphase.html; Phases of the Moon, http://www.astro.umd.edu/education/astro/moon/phases.html; Moon Phases Animation, http://www.noao.edu/education/phases/phases_demo.html; Phases of the Moon quiz, http://www.moon-phases.com/phases-of-the-moon.html

At Level 2, the student is able to

5.7.spi.2 distinguish among the planets according to specific characteristics.

Resources: Kids Astronomy, http://www.kidsastronomy.com/solar_system.htm; Order It Up, http://www.windows.ucar.edu/tour/link=/games/order_planets_intro.html&edu=high

5.7.spi.3 identify the force that pulls object toward the Earth.

Resources: Gravity Lesson, http://www.iit.edu/~smart/rodrlet/lesson1.htm

5.7.spi.4 differentiate between the Earth�s rotation and its revolution.

Resources: Eyes on the Sky, Chapter 1, http://hea-www.harvard.edu/ECT/the_book/Chap1/Chapter1.html; Eyes on the Sky, Chapter Two, http://hea-www.harvard.edu/ECT/the_book/Chap2/Chapter2.html; The Changing Position of the Sun, http://www.learn.co.uk/default.asp?WCI=Unit&WCU=11468; Ask the Space Scientist, http://image.gsfc.nasa.gov/poetry/ask/arot.html; Quia Quiz, http://www.quia.com/tq/245402.html

At Level 3, the student is able to

5.7.spi.5 recognize that the appearance of an object in the sky is affected by its size, motion, and distance from the earth.

Resources:

Atmospheric Cycles:

5.8.1 Recognize that atmospheric conditions vary and can be measured.

Accomplishment: Analyze data obtained from studies of atmospheric conditions (i.e., air pressure, temperature, wind speed, precipitation).

Resources: DataStream Atmosphere from American Meteorological Society, http://dstreme.comet.ucar.edu/; Measuring the Weather, http://teacher.scholastic.com/fieldtrp/integrat/forgoodm.htm

5.8.2 Recognize that landforms and bodies of water affect weather and climate.

Accomplishment: Explain the effects of landforms on weather and climate.

Resources: Encyclopedia of the Atmospheric Environment, http://www.ace.mmu.ac.uk/eae/english.html

5.8.3 Recognize the basic features of the water cycle.

Accomplishment: Demonstrate the components and processes of the water cycle.

Accomplishment: Analyze how temperature affects evaporation, condensation and precipitation.

At Level 1, the student is able to

5.8.spi.1 distinguish between weather and climate.

Resources: Introduction to Climate, http://www.ucar.edu/learn/1_2_1.htm; What's the Difference between Weather and Climate? http://www.mobot.org/education/02programsresources/mappingenvironment/mynaturalcommunity/weathervsclimate.htm

At Level 2, the student is able to

5.8.spi.2 identify the basic features of the water cycle.

Resources: The Water Sourcebook, http://www.epa.gov/safewater/kids/wsb/index.html; The Water Cycle, http://mbgnet.mobot.org/fresh/cycle/clouds.htm; Diagrams of the Water Cycle, http://www.units.muohio.edu/dragonfly/water/watercycle.shtml; The Water Cycle from USGS: Follow a drip through the water cycle, http://wwwga.usgs.gov/edu/watercycle.html and http://ga.water.usgs.gov/edu/followadrip.html; Create a Model of the Water Cycle, http://www.msichicago.org/ed/env/envsample.html; Water Cycle Quiz, http://web.dps.k12.va.us/ParkAve/water.htm ; Water Wiz Quiz, http://www.crwcd.gov/quiz/quiz.html

5.8.spi.3 predict weather conditions based on an analysis of atmospheric data.

Resources: Weather Underground, http://www.wunderground.com/; Reading Weather Maps, http://ww2010.atmos.uiuc.edu/%28Gh%29/guides/maps/home.rxml;

At Level 3, the student is able to

5.8.spi.4 identify how various geographic features affect weather and climate.

Resources: Climate and Weather, http://school.discovery.com/lessonplans/programs/thebigwet/

Earth Features:

5.9.1 Recognize that the earth�s geological features change.

Accomplishment: Explain how certain forces cause changes in the earth�s geological features (i.e., wind, water, plate tectonics).

Resources: What on Earth is Plate Tectonics? http://wrgis.wr.usgs.gov/docs/parks/pltec/pltec1.html; This Dynamic Earth: The Story of Plate Tectonics, http://pubs.usgs.gov/publications/text/dynamic.html; Plate Tectonics, http://scign.jpl.nasa.gov/learn/plate.htm; Plate Tectonics Animations, http://www2.nature.nps.gov/geology//usgsnps/animate/pltecan.html; From Pangea to the Present, http://volcano.und.nodak.edu/vwdocs/vwlessons/lessons/Pangea/Pangea1.html; How Plates Move, http://volcano.und.nodak.edu/vwdocs/vwlessons/lessons/Plates/Plates1.html; Earth's Floor Plate Tectonics, http://www.cotf.edu/ete/modules/msese/earthsysflr/plates1.html

5.9.2 Know that the earth is composed of different layers.

Accomplishment: Construct a model that depicts the layers of the earth.

Resources: Visual Model of Earth, http://www.eduref.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Science/Earth_Science/EAR0023.html; USGS Inside the Earth, http://pubs.usgs.gov/publications/text/inside.html; Volcano World Layers of the Earth, http://volcano.und.nodak.edu/vwdocs/vwlessons/plate_tectonics/part1.html; Land Mass Formation Demonstration, http://sln.fi.edu/tfi/activity/earth/earth-7.html; TheTech Inside the Earth, http://www.thetech.org/exhibits_events/online/quakes/inside/

At Level 1, the student is able to

5.9.spi.1 identify forces that cause geological change.

Resources: Earthquakes, http://www.msnbc.com/news/wld/graphics/quakes_dw.htm

At Level 2, the student is able to

5.9.spi.2 recognize that the age of Earth materials can be determined by their position in rock layers.

Resources: Determining Age of Rocks and Fossils, http://www.ucmp.berkeley.edu/fosrec/McKinney.html

At Level 3, the student is able to

5.9.spi.3 identify characteristics of the Earth�s layers.

Earth Resources:

5.10.1 Recognize that earth materials have a variety of practical uses.

Accomplishment: Choose the appropriate use for an earth material (e.g., fuel, monument, house foundation).

Resources:

5.10.2 Know the basic characteristics of soils.

Accomplishment: Describe the process of soil formation.

Resources: The Dirt on Soil, http://school.discovery.com/schooladventures/soil/index.html

Accomplishment: Identify soil characteristics that best support plant growth.

Resources: The Great Plant Escape, http://www.urbanext.uiuc.edu/gpe/case2/c2facts2.html

5.10.3 Realize the difference between renewable and non-renewable resources.

Accomplishment: Explain the implications of society�s dependence on non-renewable resources.

Resources: Natural Resources: Can We Use Them Forever? http://www.urbanext.uiuc.edu/world/nres.html

At Level 1, the student is able to

5.10.spi.1 select a diagram that illustrates the most appropriate use of an earth material.

Resources: Use of Natural Resources, http://www.nationalgeographic.com/xpeditions/lessons/16/g912/wherefrom.html (adaptable)

At Level 2, the student is able to

5.10.spi.2 select the soil characteristics that best support plant growth.

Resources: The Great Plant Escape, http://www.urbanext.uiuc.edu/gpe/case2/c2facts2.html

At Level 3, the student is able to

5.10.spi.3 recognize the impact of society's use of nonrenewable resources over time.

Resources: Energy Kids' Page, http://www.eia.doe.gov/kids/energyfacts/index.html

Physical Science

Forces and Motion:

5.11.1 Recognize that gravity is the force that pulls objects toward the earth.

Accomplishment: Explain the effect that gravity has on objects found on earth.

Resources: Oology Gravity, http://www.ology.amnh.org/astronomy/gravity/index.htm

5.11.2 Recognize the relationship between force and motion.

Accomplishment: Explain the relationships among mass, force, and distance traveled.

Resources: Roller Coaster Physics, http://www.learner.org/exhibits/parkphysics/coaster.html ; The Marble Roll, http://scithon.terc.edu/MarbleRoll/; Effect of Machines on Force, http://www.utm.edu/departments/ed/cece/fifth/5A1.shtml

Accomplishment: Explain how slope affects the amount of force.

Resources: Objects Race, http://www.iit.edu/~smile/ph9607.html

Accomplishment: Explore and explain the use of simple machines.

Resources: The Essence of Simple Machines, http://www.cosi.org/onlineExhibits/simpMach/sm1.html; Dirtmeister's Simple Machines, http://teacher.scholastic.com/dirtrep/simple/invest.htm; Background Information for Simple Machines, http://www.sciencetech.technomuses.ca/english/schoolzone/Info_Simple_Machines2.cfm; Ideas for Demonstrations of Simple Machines, http://www.iit.edu/~smile/ph9501.html; Machines make Life Easier, http://www.usoe.k12.ut.us/curr/science/sciber00/8th/machines/sciber/intro.htm; Simple Machines Made Simpler, http://www.smartown.com/sp2000/machines2000/main.htm; Simple Machines Learning Site, http://www.coe.uh.edu/archive/science/science_lessons/scienceles1/finalhome.htm; What is a Simple Machine? http://www.sirinet.net/~jgjohnso/simple.html; Franklin Institute's Simple Machines, http://sln.fi.edu/qa97/spotlight3/spotlight3.html; Gearing Up, http://ali.apple.com/ali/uops_display.php?findunit=20220

5.11.3 Recognize that the motion of objects is affected by friction.

Accomplishment: Explore and explain how friction affects motion.

Resources: Friction and Machines, http://www.utm.edu/departments/ed/cece/fifth/5A2.shtml

At Level 1, the student is able to

5.11.spi.1 identify the effect that gravity has on objects found on or near the earth�s surface.

Resources: Oology Gravity, http://www.ology.amnh.org/astronomy/gravity/index.htm

At Level 2, the student is able to

5.11.spi.2 determine the effect of slope and friction on the speed of an object.

Resources: Objects Race, http://www.iit.edu/~smile/ph9607.html

At Level 3, the student is able to

5.11.spi.3 match simple machines with their uses.

BCDOE Resource: Lesson Plan 5LPsci5.11.spi.3; Lesson Plan 5LPsci5.11.spi.3B; BCDOE Inspiration Template, http://www.bedfordk12tn.com/insp/simplemachineuses511spi3.ist

Structure and Properties of Matter:

5.12.1Recognize that matter has predictable properties and is composed of basic units, some too small to be seen with the naked eye.

Accomplishment: Explain the law of conservation of matter.

Resources:

5.12.2 Recognize conditions that are associated with different states of matter.

Accomplishment: Describe how evaporation and condensation occur as a result of temperature change.

Resources:

Accomplishment: Explain why different types of matter freeze, melt, and/or evaporate at different rates.

Resources:

At Level 1, the student is able to

5.12.spi.1 select a material according to a description of its physical properties.

Resources:

At Level 2, the student is able to

5.12.spi.2 recognize the law of conservation of matter.

Resources:

5.12.spi.3 recognize how temperature is associated with a change in the state of matter.

Resources: Chem4Kids, http://www.chem4kids.com/files/matter_states.html; As a Matter of Fact, http://www.iit.edu/%7Esmile/ch9704.html; Mixtures are Exciting, http://www.richlandclicks.org/Teacher/connections/grade5/mixtures_exciting.htm

At Level 3, the student is able to

5.12.spi.4 determine the appropriate metric unit of measurement for specific properties of matter.

Resources:

Interactions of Matter:

5.13.1 Describe the types of changes that result from interactions of matter.

Accomplishment: Identify conditions associated with a chemical change.

Resources: Something Sweet, http://www.iit.edu/~smile/chbi9915.htm; How Matter Changes State, http://www.geocities.com/aimarie2000/how_matter_changes_state.html; Mad Scientist Lab, http://www.spartechsoftware.com/reeko/Experiments/ExpSteelWoolGeneratingHeat.htm

Accomplishment: Distinguish between physical and chemical changes.

Resources: BCDOE Hot Potatoes Online Quiz, http://www.bedfordk12tn.com/hotpot/phychemchanges5thsci.htm; Classifying Matter and Changes in Matter, http://mypage.direct.ca/k/kasmith/gina/page2.html; Something Sweet, http://www.iit.edu/~smile/chbi9915.htm; ReviseWise Changing Matter, http://www.bbc.co.uk/schools/revisewise/science/materials/09_act.shtml: LearnCoUK, http://www.learn.co.uk/default.asp?WCI=SubUnit&WCU=8978; Differences between Physical and Chemical Changes, http://antoine.frostburg.edu/chem/senese/101/matter/faq/physical-chemical.shtml; Interactive Chemical vs. Physical Changes, http://virtual.yosemite.cc.ca.us/lmaki/Chem150-99/chapters/chapter1/lessons/phys_chem/phy_c_1.htm; Review of Chemical vs. Physical Changes, http://www.mcps.org/bhs/classes/dana/chemphys.html; Physical vs. Chemical Changes, http://www.1001-periodic-table-quiz-questions.com/quiz/k-12/change_1.html

At Level 1, the student is able to

5.13.spi.1 distinguish between physical and chemical changes.

Resources: BCDOE Hot Potatoes Online Quiz, http://www.bedfordk12tn.com/hotpot/phychemchanges5thsci.htm; Classifying Matter and Changes in Matter, http://mypage.direct.ca/k/kasmith/gina/page2.html; Something Sweet, http://www.iit.edu/~smile/chbi9915.htm; ReviseWise Changing Matter, http://www.bbc.co.uk/schools/revisewise/science/materials/09_act.shtml: LearnCoUK, http://www.learn.co.uk/default.asp?WCI=SubUnit&WCU=8978; Differences between Physical and Chemical Changes, http://antoine.frostburg.edu/chem/senese/101/matter/faq/physical-chemical.shtml; Interactive Chemical vs. Physical Changes, http://virtual.yosemite.cc.ca.us/lmaki/Chem150-99/chapters/chapter1/lessons/phys_chem/phy_c_1.htm;; Review of Chemical vs. Physical Changes, http://www.mcps.org/bhs/classes/dana/chemphys.html; Physical vs. Chemical Changes, http://www.1001-periodic-table-quiz-questions.com/quiz/k-12/change_1.html

At Level 2, the student is able to

5.13.spi.2 compare the effect of physical and chemical changes on matter.

Resources: Mixtures are Exciting, http://www.richlandclicks.org/Teacher/connections/grade5/mixtures_exciting.htm

At Level 3, the student is able to

5.13.spi.3 identify a substance as an acid (i.e. vinegar or lemon juice) or a base (i.e. soap or baking soda).

Resources: Interactive pH Factor, http://www.miamisci.org/ph/default.html; Zoom Kitchen, http://pbskids.org/zoom/games/kitchenchemistry/virtual-start.html

Energy:

5.14.1 Know that energy exists in many forms.

Accomplishment: Demonstrate and explain how energy can change form.

Resources: Energy is the Ability to do Work, http://www.eia.doe.gov/kids/whatsenergy.html

Accomplishment: Differentiate between potential and kinetic energy.

Resources: The Mummy's Tomb Raceway, http://www.miamisci.org/af/sln/mummy/raceways.html

5.14.2 Recognize the characteristics of light energy and sound energy.

Accomplishment: Observe and describe how lenses affect a beam of light.

BCDOE Resources: Lesson Plan 5LPsci5.14.spi.7, Lesson Plan 5LPsci5.14.spi7B

Resources: Making a Water Lens, http://www.reachoutmichigan.org/funexperiments/agesubject/lessons/h2olense.html; Concave and Convex Surfaces, http://www.utm.edu/departments/ed/cece/fifth/5C1.shtml; Sounds Amazing, http://www.acoustics.salford.ac.uk/schools/

5.14.3 Recognize the properties and uses of magnets.

Accomplishment: Explore and describe the uses of magnets.

Resources: HowStuffWorks Magnets and Electric Motors, http://electronics.howstuffworks.com/motor4.htm; Magnets for Industry, http://www.shieldscompany.com/; Build Your Own Electromagnet, http://www.sciencebob.com/experiments/electromagnet.html

Accomplishment: Demonstrate and describe a magnetic field.

Resources: Magnetic Lines of Force, http://www.exploratorium.edu/snacks/magnetic_lines.html; Circles of Magnetism, http://www.exploratorium.edu/snacks/circles_magnetism_I.html

5.14.4 Recognize the basic concept of electricity.

Accomplishment: Construct and explain a parallel circuit.

Resources: Lights, Sound, Action, http://www.extension.iastate.edu/e-set/science_is_here/lights.html; Batteries and Bulbs, http://www.iit.edu/~smile/ph9609.html

Accomplishment: Compare series and parallel circuits.

Resources: Lights, Sound, Action, http://www.extension.iastate.edu/e-set/science_is_here/lights.html; Batteries and Bulbs, http://www.iit.edu/~smile/ph9609.html; Series and Parallel Circuits, http://www.iit.edu/~smile/phma9921.htm

Accomplishment: Explain the use of a specific type of electrical circuit.

Resources: Lights, Sound, Action, http://www.extension.iastate.edu/e-set/science_is_here/lights.html

At Level 1, the student is able to

5.14.spi.1 identify the poles of a magnet.

Resources: Magnetic Field Simulation, http://www.ucles.org.uk/assessmentdirectorate/ial/enigma/simulations/magnet/magnet.html

5.14.spi.2 recognize how various materials conduct heat.

Resources: Heat on the Move, http://www.safekids.org/content_documents/ChallengeTM.pdf

At Level 2, the student is able to

5.14.spi.3 identify the description of a magnetic field.

Resources: Magnetic Lines of Force, http://www.exploratorium.edu/snacks/magnetic_lines.html; Circles of Magnetism, http://www.exploratorium.edu/snacks/circles_magnetism_I.html; Field lines around a magnet, http://www.bbc.co.uk/schools/gcsebitesize/physics/electricity/electromagneticforcesrev2.shtml

5.14.spi.4 identify ways that energy is transferred.

Resources: Just a Dream, http://curry.edschool.virginia.edu/class/edis/590s4/Bonnett/It's_Electric.htm

5.14.spi.5 differentiate between potential and kinetic energy.

Resources: The Mummy's Tomb Raceway, http://www.miamisci.org/af/sln/mummy/raceways.html; Kinds and Forms of Energy, http://www.utm.edu/departments/ed/cece/fifth/5C3.shtml

At Level 3, the student is able to

5.14.spi.6 distinguish between series and parallel circuits.

BCDOE Resources: Lesson Plan 5LPsci5.14.spi.6

Resources: Lights, Sound, Action, http://www.extension.iastate.edu/e-set/science_is_here/lights.html; Batteries and Bulbs, http://www.iit.edu/~smile/ph9609.html; Series and Parallel Circuits, http://www.iit.edu/~smile/phma9921.htm; Examples, http://www.bbc.co.uk/schools/gcsebitesize/physics/electricity/circuitsandammetersrev3.shtml

5.14.spi.7 select the illustration that depicts how lenses refract light.

BCDOE Resources: Lesson Plan 5LPsci5.14.spi.7, Lesson Plan 5LPsci5.14.spi7B

Resources: Concave and Convex Lenses and Mirrors Lesson, http://faculty.virginia.edu/teach-present-bio/LightRefraction.html ; Anatomy of a Lens, http://www.physicsclassroom.com/Class/refrn/U14L5a.html;

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