Science 5 Part 1
Course Description:
Science 5 Part 1 will introduce students to the fascinating world of middle school science. Through highly interactive and exciting lessons, students will learn about the processes of life, interactions of living things, the classification system of organisms, and the structure of Earth. The utilization of hands-on activities, videos, games, and animations will further engage and challenge students to achieve new heights of scientific knowledge. This course will help build the foundation of scientific learning by introducing the main aspects of science to students. Students will become scientific investigators as they engage in this exciting world with the assistance of three fun-loving characters: Tiny the Elephant, Doris the Giraffe, and Chippie the Beaver. This course includes online lessons and textbook reading. This course includes a science kit. It is recommended that students successfully complete a standard fourth grade science course before enrolling in Science 5 Part 1.
Course Details:
| Course Title (District): |
Science 5 Part 1 |
| Course Title (NCES SCED) : |
Science (grade 5) |
| Course Provider : |
Berrien Springs Public Schools |
| Content Provided By : |
Lincoln Learning Solutions |
| Online Instructor Provided By : |
Lincoln Learning Solutions |
| Standards Addressed : |
|
| Academic Terms : |
Semester |
| NCES SCED Code : |
| Subject Area : |
Life and Physical Sciences |
| Course Identifier : |
Science (grade 5) |
| Course Level : |
Elem/Middle School (Prior to Secondary) |
| Available Credit : |
0.5 |
| Sequence : |
1 of 2 |
|
How To Enroll:
Students and Parents: It is important to work closely with your local school counselor or
registrar to follow the school's enrollment procedures. By clicking the "Start Registration
Request" button below, you will be able to notify the school of your interest in registering for
the online course. However, it is the responsibility of the district or school to review the
registration request and approve or deny the request. Please make a note to follow up with
your school after submitting a registration request.
Start Registration Request
Additional Course Information:
- Email: [email protected]
- Phone: 810.591.4401
Additional Cost Description:
None
Unit 1 This unit will introduce student to the smallest and most basic unit of life, the cell. Students will learn how cells live and are organized in order to better understand how they helped to create body systems, which will also be introduced within this unit. Essential Content and Skills The learner will: Recognize and understand why cells are the basic structural and functional units of living things. Identify the six kingdoms of living things along with their characteristics. Describe the process of photosynthesis. Unit 2 This unit will introduce students to the many ways of interaction among living things. Students will learn about biomes, the food web, habitats and niches, and also how humans can change the ecosystem and affect the lives of living organisms. Essential Content and Skills The learner will: Recognize that a community is made up of populations of plants and animals that live and interact within an ecosystem. Recognize the relationship between land biomes and climate. Understand the flow of energy through a food web that is made up of interconnected food chains. Unit 3 This unit will teach students about the structure of the Earth and introduce students to the causes and outcomes of some natural disasters such as earthquakes and volcanoes. Students will learn more about how the world and land around them were formed. Essential Content and Skills The learner will: Recognize that constructive forces build up Earth’s surface features. Identify some features of the Earth’s surface. Recognize how the Earth’s structure can cause events such as volcanic eruptions and earthquakes, which can then cause mountain-building processes. Unit 4 This unit will educate students on how humans and our interactions affect the resources that the Earth provides. Students will learn how humans can use resources wisely so as to protect the Earth and all that it bears.
iNACOL National Standards for Quality Online Courses
| Academic Content Standards and Assessments |
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| The goals and objectives clearly state what the participants will know or be able to do at the end of the course. The goals and objectives are measurable in multiple ways. |
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| The course content and assignments are aligned with the state’s content standards, Common Core curriculum, or other accepted content standards set for Advanced Placement® courses, technology, computer science, or other courses whose content is not included in the state standards. |
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| The course content and assignments are of sufficient rigor, depth and breadth to teach the standards being addressed. |
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| Information literacy and communication skills are incorporated and taught as an integral part of the curriculum. |
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| Multiple learning resources and materials to increase student success are available to students before the course begins. |
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| Course Overview and Introduction |
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| Clear, complete course overview and syllabus are included in the course. |
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| Course requirements are consistent with course goals, are representative of the scope of the course and are clearly stated. |
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| Information is provided to students, parents and mentors on how to communicate with the online instructor and course provider. |
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| Legal and Acceptable Use Policies |
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| The course reflects multi-cultural education, and the content is accurate, current and free of bias or advertising. |
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| Expectations for academic integrity, use of copyrighted materials, plagiarism and netiquette (Internet etiquette) regarding lesson activities, discussions, and e-mail communications are clearly stated. |
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| Privacy policies are clearly stated. |
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| Instructor Resources |
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| Online instructor resources and notes are included. |
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| Assessment and assignment answers and explanations are included. |
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| Accessing Course Effectiveness |
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| The course provider uses multiple ways of assessing course effectiveness. |
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| Course Updates |
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| The course is updated periodically to ensure that the content is current. |
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| Certification |
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| Course instructors, whether faceto-face or virtual, are certificated and “highly qualified.” The online course teacher possesses a teaching credential from a state-licensing agency and is “highly qualified” as defined under ESEA. |
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| Instructor and Student Support |
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| Professional development about the online course delivery system is offered by the provider to assure effective use of the courseware and various instructional media available. |
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| The course provider offers technical support and course management assistance to students, the course instructor, and the school coordinator. |
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| Course instructors, whether face-to-face or virtual, have been provided professional development in the behavioral, social, and when necessary, emotional, aspects of the learning environment. |
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| Course instructors, whether face-to-face or virtual, receive instructor professional development, which includes the support and use of a variety of communication modes to stimulate student engagement online. |
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| The provider assures that course instructors, whether face-to-face or virtual, are provided support, as needed, to ensure their effectiveness and success in meeting the needs of online students. |
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| Students are offered an orientation for taking an online course before starting the coursework. |
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| Instructional and Audience Analysis |
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| Course design reflects a clear understanding of all students’ needs and incorporates varied ways to learn and master the curriculum. |
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| Course, Unit and Lesson Design |
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| The course is organized by units and lessons that fall into a logical sequence. Each unit and lesson includes an overview describing objectives, activities, assignments, assessments, and resources to provide multiple learning opportunities for students to master the content. |
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| Instructional Strategies and Activities |
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| The course instruction includes activities that engage students in active learning. |
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| The course provides opportunities for students to engage in higher-order thinking, critical reasoning activities and thinking in increasingly complex ways. |
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| Readability levels, written language assignments and mathematical requirements are appropriate for the course content and grade-level expectations. |
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| Communication and Interaction |
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| The course design provides opportunities for appropriate instructor-student interaction, including opportunities for timely and frequent feedback about student progress. |
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| The course design includes explicit communication/activities (both before and during the first week of the course) that confirms whether students are engaged and are progressing through the course. The instructor will follow program guidelines to address non-responsive students. |
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| The course provides opportunities for appropriate instructor-student and student-student interaction to foster mastery and application of the material. |
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| Resources and Materials |
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| Students have access to resources that enrich the course content. |
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| Evaluation Strategies |
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| Student evaluation strategies are consistent with course goals and objectives, are representative of the scope of the course and are clearly stated. |
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| The course structure includes adequate and appropriate methods and procedures to assess students’ mastery of content. |
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| Feedback |
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| Ongoing, varied, and frequent assessments are conducted throughout the course to inform instruction. |
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| Assessment strategies and tools make the student continuously aware of his/her progress in class and mastery of the content. |
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| Assessment Resources and Materials |
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| Assessment materials provide the instructor with the flexibility to assess students in a variety of ways. |
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| Grading rubrics are provided to the instructor and may be shared with students. |
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| The grading policy and practices are easy to understand. |
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| Course Architecture |
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| The course architecture permits the online instructor to add content, activities and assessments to extend learning opportunities. |
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| The course accommodates multiple school calendars; e.g., block, 4X4 and traditional schedules. |
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| User Interface |
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| Clear and consistent navigation is present throughout the course. |
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| Rich media are provided in multiple formats for ease of use and access in order to address diverse student needs. |
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| Technology Requirements and Interoperability |
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| All technology requirements (including hardware, browser, software, etc...) are specified. |
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| Prerequisite skills in the use of technology are identified. |
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| The course uses content-specific tools and software appropriately. |
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| The course is designed to meet internationally recognized interoperability standards. |
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| Copyright and licensing status, including permission to share where applicable, is clearly stated and easily found. |
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| Accessibility |
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| Course materials and activities are designed to provide appropriate access to all students. The course, developed with universal design principles in mind, conforms to the U.S. Section 504 and Section 508 provisions for electronic and information technology as well as the W3C’s Web Content Accessibility guidelines (WCAg 2.0). |
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| Data Security |
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| Student information remains confidential, as required by the Family Educational Rights and Privacy Act (FERPA). |
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Review Conducted By:
Unit 1: Essential Content and Skills Recognize and understand that the cell is the basic structural and functional unit of living things. Identify how the cell creates body systems. Recognize beneficial and harmful single-celled organisms. Identify the six kingdoms of living things. Describe the process of photosynthesis. Use the scientific method in scientific study. Unit 2: Essential Content and Skills Recognize that a community is composed of plant and animal populations that live and interact within an ecosystem. Distinguish between inherited, acquired, and environmental traits. Recognize the relationship between land biomes and climate. Examine the flow of energy through a food web and its impact on food chains. Learn how human interaction can lead to change within an ecosystem. Unit 3: Essential Content and Skills Recognize the impact of constructive forces on Earth’s surface. Identify how the various features of Earth’s surface were created. Identify how Earth’s structure relates to natural disasters and the formation of landforms. Explore constructive and destructive processes and their effects on the Earth’s surface. Classify the differences between weathering and erosion. Unit 4: Essential Content and Skills Recognize ways to conserve and use alternate energy sources in order to extend the life of non-renewable resources. Recognize that the loss of topsoil greatly reduces the ability to support plants. Identify the importance of the following concepts: reduce, reuse, and recycle. Examine the human impact on diminishing natural resources. Learn how advances in our society have helped our environment.
| Term Type |
Enrollment Opens |
Enrollment Ends |
Random Draw Date |
Enrollment Drop Date |
Course Starts |
Course Ends |
# of Seats |
Course Fee |
Potential Additional Costs |
|
Semester |
08/02/2023 |
08/23/2023 |
|
09/12/2023 |
08/29/2023 |
01/19/2024 |
30 |
$0 |
|
|
Semester |
01/03/2024 |
01/17/2024 |
|
|
01/22/2024 |
06/05/2024 |
30 |
$0 |
|
| Drop Policy |
Completion Policy |
Term Type |
Enrollment Opens |
Enrollment Ends |
|
Students will receive credit for completed courses with a 60% or higher. |
Semester |
08/02/2023 |
08/23/2023 |
|
Students will receive credit for completed courses with a 60% or higher. |
Semester |
01/03/2024 |
01/17/2024 |
Highly qualified teachers provide students with quality feedback to expand and support content understanding. Students can also utilize email, Teacher Office Hours, Announcements, and Discussion Boards to contact and interact with their teachers.
To view our system requirements, please visit http://tinyurl.com/LISystemRequirements.
