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.
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Unit 2: Mixtures and Solutions (Continue from Semester 1)
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.
Unit 3: Living Systems
Food provides animals with the materials they need for body repair and growth and the energy they need to maintain body warmth and for motion.
Plants acquire their material for growth chiefly from air and water.
Earth’s major systems are the geosphere (solid and molten rock, soil, and sediments),the hydrosphere (water and ice), the atmosphere (air), and the biosphere (living things, including humans). These systems interact in multiple ways to affect Earth’s surface materials and processes. The ocean supports a variety of ecosystems and organisms, shapes landforms, and influences climate. Winds and clouds in the atmosphere interact with the landforms to determine patterns of weather.
Human activities in agriculture, industry, and everyday life have had major effects on the land, vegetation, streams, ocean, air,and even outer space. But individuals and communities are doing things to help protect Earth’s resources and environments
Matter cycles between the air and soil and among plants, animals, and microbes as these organisms live and die. Organisms obtain gasses, and water, from the environment,and release waste matter (gas, liquid, or solid) back into the environment.
The energy released [from] food was once energy from the sun that was captured by plants in the chemical process that forms plant matter (from air and water).
A1. A course overview and syllabus are included in the online course
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A2. Minimum computer skills and digital literacy skills expected of the learner are clearly stated.*
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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.
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A4. Learner expectations and policies are clearly stated and readily accessible within the introductory material of the course.
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A5. Minimum technology requirements for the course are clearly stated, and information on how to obtain the technologies is provided.*
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A6. Grading policies and practices are clearly defined in accordance with course content learning expectations.
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A7. The online course provides a clear description or link to the technical support offered and how to obtain it.*
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A8. Learners are offered an orientation prior to the start of the online course.
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.*
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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.
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B3. The online course content is aligned with accepted state and/or other accepted content standards, where applicable.*
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B4. Digital literacy and communication skills are incorporated and taught as an integral part of the curriculum.*
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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.*
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B6. The online course content and supporting materials reflect a culturally diverse perspective that is free of bias.*
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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.
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B8. The online course is free of adult content and avoids unnecessary advertisements.*
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B9. Copyright and licensing status for any third-party content is appropriately cited and easily found.
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B10. Documentation and other support materials are available to support effective online course facilitation.*
C1. The online course design includes activities that guide learners toward promoting ownership of their learning and self-monitoring.
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C2. The online course’s content and learning activities promote the achievement of the stated learning objectives or competencies.
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C3. The online course is organized by units and lessons that fall into a logical sequence.
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C4. The online course content is appropriate to the reading level of the intended learners.*
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C5. The online course design includes introductory assignments or activities to engage learners within the first week of the course.
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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.
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C7. The online course provides regular opportunities for learner-learner interaction.
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C8. The online course design provides opportunities for learner-instructor interaction, including opportunities for regular feedback about learner progress.*
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C9. Online course instructional materials and resources present content in an effective, engaging, and appropriate manner.*
F1. Educational tools ensure learner privacy and maintain confidentiality of learner information in accordance with local, state, and national laws for learner data.
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F2. The online course tools support the learning objectives or competencies.*
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F3. The online course provides options for the instructor to adapt learning activities to accommodate learners’ needs and preferences.*
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F4. The course allows instructors to control the release of content.*
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F5. The course provides the necessary technical functionality to score and record assessments and calculate earned course points or grades.*
Instructor will provide daily, live instruction and also a mix of independent and on demand learning options, in a structured, virtual classroom setting.
