Science 5 (A)
Course Description:
Fifth grade science includes three units covering earth and space science (Earth and Sun), physical science (Mixtures and Solutions), and life science (Living Systems). Earth and Sun is an exploration of the geosphere, the hydrosphere, the atmosphere, and space. Students gain an understanding of earth's rotation by studying shadows and moon's revolution around the earth by creating models and studying moon's phase changes over several weeks. Students use observation and apply their knowledge of earth's rotation and revolution in order to explain why stars appear to change in the night sky. Students compare and contrast the size and distance of Earth, moon, and sun, and the various differences among objects in space. Students study the sun's energy transfer through observations and designing investigations. Earth's atmosphere is explored through a study of the water cycle, weather patterns, climate change, and global warming. Mixtures and Solutions begins with an exploration of creating and separating mixtures. Students use modeling to demonstrate their understanding of dissolving, melting, and saturation. By designing experiments, students compare the relative saturation of mystery solutions. Students observe chemical reactions and the effects of mixing substances with water and prove that new substances are created. Living Systems begins with students exploring and creating food chains and food webs. Students explore and compare animal digestive systems with plant photosynthesis, and students set up experiments with wheat seed plants to further explore plant photosynthesis. Wheat seeds are also used to demonstrate plant vascular systems and students compare and contrast this with human circulatory and respiratory systems. Human nervous system is explored through stimulus and response experimentation. Animal instincts, learned behavior, and plant and animal adaptations are examined and simulated to help explain how organisms survive.
Course Details:
| Course Title (District): |
Science 5 (A) |
| Course Title (NCES SCED) : |
Science (grade 5) |
| Course Provider : |
Novi Community School District |
| Content Provided By : |
Novi Community School District |
| Online Instructor Provided By : |
Novi Community School District |
| Standards Addressed : |
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| Academic Terms : |
Semester |
| NCES SCED Code : 03235 |
| 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.
Additional Course Information:
- Email: [email protected]
- Phone: 248-675-3159
Unit 1: Earth and Sun
- I can describe how a shadow's length and direction is related to the sun's position in the sky.
- I can explain the cause of day and night.
- I can describe the size and distance relationship between Earth, the Moon, and the Sun.
- I can describe how the movement of the earth and moon causes the moon’s phases.
- I can use data to find similarities and differences among objects in the solar system.
- I can describe how gravity keeps objects in the solar system in orbit.
- I can describe how stars appear to change in the night sky.
- I can describe the different properties of air.
- I can describe weather in terms of several variables.
- I can identify how the Sun’s energy leads to uneven heating of Earth’s surface.
- I can differentiate between the three forms of energy transfer that heats the air.
- I can use my understanding of heat transfer to design a solar water heater.
- I can describe how temperature affects the state of water.
- I can explain how water cycles in the atmosphere.
- I can differentiate between weather and climate.
Unit 2: Mixtures and Solutions
- I can separate the materials in a mixture.
- I can understand the difference between a mixture and a solution.
- I can describe the process of dissolving.
- I can develop a model to describe something that I cannot observe directly.
- I can describe the difference between dissolving and melting?
- I can observe solutions to compare their concentration levels.
- I can determine the relative concentrations of different solutions.
- I can compare the density of solutions.
- I can describe how a solution becomes saturated.
- I can compare the saturation levels of various substances.
- I can use evidence to prove the identity of the substances dissolved in water.
- I can observe the effect of mixing two substances together.
- I can determine if a chemical reaction has occurred when mixing substances.
NSQ National Standards for Quality Online Courses
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Rating
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Comments |
| A1. A course overview and syllabus are included in the online course |
Fully Met
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| A2. Minimum computer skills and digital literacy skills expected of the learner are clearly stated.* |
Fully Met
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| A3. The instructor’s biographical information and information on how to communicate with the instructor are provided to learners and other stakeholders. |
Fully Met
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| A4. Learner expectations and policies are clearly stated and readily accessible within the introductory material of the course. |
Fully Met
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| A5. Minimum technology requirements for the course are clearly stated, and information on how to obtain the technologies is provided.* |
Fully Met
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| A6. Grading policies and practices are clearly defined in accordance with course content learning expectations. |
Fully Met
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| A7. The online course provides a clear description or link to the technical support offered and how to obtain it.* |
Fully Met
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| A8. Learners are offered an orientation prior to the start of the online course. |
Fully Met
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Rating
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Comments |
| B1. The online course objectives or competencies are measurable and clearly state what the learner will be able to demonstrate as a result of successfully completing the course.* |
Fully Met
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| B2. The online course expectations are consistent with course-level objectives or competencies, are representative of the structure of the course, and are clearly stated. |
Fully Met
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| B3. The online course content is aligned with accepted state and/or other accepted content standards, where applicable.* |
Fully Met
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| B4. Digital literacy and communication skills are incorporated and taught as an integral part of the curriculum.* |
Fully Met
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| B5. Supplemental learning resources and related instructional materials are available to support and enrich learning and are aligned to the specific content being delivered.* |
Fully Met
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| B6. The online course content and supporting materials reflect a culturally diverse perspective that is free of bias.* |
Fully Met
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| B7. The online course materials (e.g., textbooks, primary source documents, OER) that support course content standards are accurate and current. |
Fully Met
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| B8. The online course is free of adult content and avoids unnecessary advertisements.* |
Fully Met
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| B9. Copyright and licensing status for any third-party content is appropriately cited and easily found. |
Fully Met
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| B10. Documentation and other support materials are available to support effective online course facilitation.* |
Fully Met
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Rating
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Comments |
| C1. The online course design includes activities that guide learners toward promoting ownership of their learning and self-monitoring.
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Fully Met
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| C2. The online course’s content and learning activities promote the achievement of the stated learning objectives or competencies. |
Fully Met
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| C3. The online course is organized by units and lessons that fall into a logical sequence. |
Fully Met
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| C4. The online course content is appropriate to the reading level of the intended learners.* |
Fully Met
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| C5. The online course design includes introductory assignments or activities to engage learners within the first week of the course. |
Fully Met
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| C6. The online course provides learners with multiple learning paths as appropriate, based on learner needs, that engage learners in a variety of ways. |
Fully Met
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| C7. The online course provides regular opportunities for learner-learner interaction. |
Fully Met
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| C8. The online course design provides opportunities for learner-instructor interaction, including opportunities for regular feedback about learner progress.* |
Fully Met
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| C9. Online course instructional materials and resources present content in an effective, engaging, and appropriate manner.* |
Fully Met
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Rating
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Comments |
| D1. Learner assessments are linked to stated course, unit, or lesson-level objectives or competencies. |
Fully Met
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| D2. Valid course assessments measure learner progress toward mastery of content. |
Fully Met
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| D3. Assessment practices provide routine and varied opportunities for self-monitoring and reflection of learning.* |
Fully Met
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| D4. Assessment materials provide the learner with the flexibility to demonstrate mastery in a variety of ways.* |
Fully Met
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| D5. Rubrics that clearly define expectations for varied levels of proficiency are created and shared with learners.* |
Fully Met
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Rating
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Comments |
| E1. Online course navigation is logical, consistent, and efficient from the learner’s point of view.* |
Fully Met
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| E2. The online course design facilitates readability.* |
Fully Met
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| E3. The online course provides accessible course materials and activities to meet the needs of diverse learners.* |
Fully Met
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| E4. Course multimedia facilitate ease of use.* |
Fully Met
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| E5. Vendor accessibility statements are provided for all technologies required in the course.* |
Fully Met
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Rating
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Comments |
| F1. Educational tools ensure learner privacy and maintain confidentiality of learner information in accordance with local, state, and national laws for learner data. |
Fully Met
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| F2. The online course tools support the learning objectives or competencies.* |
Fully Met
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| F3. The online course provides options for the instructor to adapt learning activities to accommodate learners’ needs and preferences.* |
Fully Met
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| F4. The course allows instructors to control the release of content.* |
Fully Met
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| F5. The course provides the necessary technical functionality to score and record assessments and calculate earned course points or grades.* |
Fully Met
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Rating
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Comments |
| G1. The online course uses multiple methods and sources of input for assessing course effectiveness. |
Fully Met
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| G2. The online course is reviewed to ensure that the course is current. |
Fully Met
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| G3. The online course is updated on a continuous improvement cycle for effectiveness based on the findings from ongoing reviews. |
Fully Met
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Review Conducted By: Novi Community School District
Date of Review:
05/26/2022
Unit 1: Earth and Sun:
- What predictable patterns occur as a result of Earth's interactions within the planetary system?
Unit 2: Mixtures and Solutions:
- What are the physical properties of matter, and what happens to these properties when substances are combined?
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Instructor will provide daily, live instruction and also a mix of independent and on demand learning options, in a structured, virtual classroom setting.
Students will need the following:
- A Chromebook (or similar device) with camera and microphone enabled
- Headphones/Earbuds
- Access to Google Chrome
- Access to web based learning management platform
