1. Welcome! After you are comfortable… Make a name tag Move a magnet on the capacity matrix to indicate your experience with 5 th grade science

2. Fifth Grade Science Training NC Essential Standards for Science 2012-13

3. Glad you’re here! Thank you Code of Cooperation Housekeeping Agenda and Resources Capacity Matrix review

4. Road Signs How does your road sign relate to science education or education in general? Be creative!

5. Today’s Training Introduction - Structure of 5 th Grade Science - Explore Teacher Guides - 5E Learning Cycle - NCES Domains Unifying Themes in 5 th Grade Science Wrap Up

6. Structure of 5 th Grade Science Guided Inquiry; Teacher facilitates, students construct Big Idea: The Use of Models Prior knowledge from K-4 is utilized Assessment: Formative, Summative & EOG

7. STC and TRACKS STC Ecosystems Motion & Design TRACKS Investigating Human Systems Investigating Weather Systems Take just a few moments to explore and compare the structure of the manuals with your table group

8. Venn Diagram STCTRACKS

9. The Cycle of Learning Engage Explore Explain Expand Evaluate

10. Learning Cycle ComponentNotebook Entries Engage Focus Question Prediction Record class question I think/predict ___ because…” Explore Plan Observation & Data Record materials and procedures Record observations and data Explain (Making Meaning) Share data, group analysis Claims & Evidence Vocabulary & Content Conclusion “I claim ___ because …” Record or paste in notebook “I learned …” Expand Apply Next Steps or New Questions “If ___ then ___” “I wonder …” or “What about…?” Evaluate Formative assessment, quick write, exit ticket, teacher review of entries

11. Physical Science Domain Grade Level Force and Motion Matter: Properties & Change Energy: Conservation & Transfer Interactions of Energy & Matter K Animals 2x2* *Relative position Investigating Properties x x 1 Balance & MotionComparing & Measuring xx 2 SoundAir & Weather; Solids & Liquids xx 3 Human Body and Objects in the Sky Changes and SoilsChanges and Objects in the Sky x 4 Magnetism & Electricity Magnetism & Electricity and Earth Materials Magnetism & Electricity x 5 Motion & DesignMotion & Design, Inv. Weather Inv. Weather and Ecosystems x

12. Life Science Domain Grade Level Structure and Functions EcosystemsEvolution & Genetics Molecular Biology KAnimals 2 x 2 xxx 1 x Organisms x 2Life cycle of Butterflies x x 3Human BodyPlant Growth & Development xx 4 x Animal Studies x 5Human Body Systems EcosystemsHuman Body Systems x

13. Earth Science Domain Grade Level Earth in the UniverseEarth Systems, Structures & Processes Earth History KxWeatherx 1xPebbles, Sand & Siltx 2Air & Weather* *Moon Observations Air & Weatherx 3Objects in the SkyObjects in the Sky and Soils x 4xxEarth Materials and Landforms 5xInv. Weatherx

14. Today’s Training Introduction Unifying Themes in 5 th Grade Science - Tracks Investigating Human Systems - Tracks Investigating Weather Systems - STC Ecosystems - STC Motion & Design Wrap Up

15. Investigating Human Systems

16. NC Essential Standards 5.L.1 Understand how structures and systems of organisms (to include the human body) perform functions necessary for life. 5.L.3 Understand why organisms differ from or are similar to their parents based on the characteristics of the organism.

17. Clarifying Objectives 5.L.1.1 Explain why some organisms are capable of surviving as a single cell while others require many cells that are specialized to survive. 5.L.1.2 Compare the major systems of the human body as it relates to their functions necessary for life. 5.L.3.1 Explain why organisms differ from or are similar to their parents based on the characteristics of the organism. 5.L.3.2 Give examples of likenesses that are inherited and some that are not.

18. Genetics: An Inventory of Traits Stand up if… you can roll your tongue. you are right handed. Engage

19. Genetics: An Inventory of Traits Focus Question What are some observable characteristics, or traits, that are passed down from parents to offspring? How do my traits compare with the traits of others? Engage

20. Genetics: An Inventory of Traits Prediction I think… because… Engage

21. TraitsYESNO 1. I have detached earlobes. 2. I can roll my tongue. 3. I have dimple. 4. I am right-handed. 5. I have freckles. 6. I have naturally curly hair. 7. I have a cleft chin. 8. I have allergies. 9. I cross my left thumb over my right when I clasp my hands together. 10. I can see the colors red and green. 11. The hairline on my forehead is straight. Explore

22. Genetics: An Inventory of Traits Traits # of students Explore In the interest of time, please graph only these traits for your group: Tongue Rolling Handedness Hand Clasping

23. Genetics: An Inventory of Traits Collect and analyze group data Explain Trait Tongue Rolling Handedness Hand clasping

24. Genetics: An Inventory of Traits Trait Tongue Rolling Handedness Hand clasping Frequency in General Population Can roll tongue – 70% Cannot roll tongue – 30% Right handed – 93% Left handed – 7% Left thumb on top – 55% Right thumb on top – 44% No preference – 1% Explain “I claim ___ because…”

25. Genetics: An Inventory of Traits Introduce vocabulary and concepts Explain Traits are observable characteristics that are passed down from parents to child/ren (offspring). Some traits are more common in a population than others. An individual’s overall combination of traits makes them unique. An individual will have many traits they share in common with others.

26. Genetics: An Inventory of Traits Conclusion “I learned…” Explain

27. Genetics: An Inventory of Traits Apply “If ___ then…” New Questions “I wonder…” “What about..?” Extend

28. Generations of Traits Grandfather AGrandmother AGrandmother BGrandfather B FatherMother 6666 3333

29. Generations of Traits Questions to Consider… Would Mary, George, Elizabeth, and Carl look identical to (have the same traits as) their parents? Did all four children inherit exactly the same traits or is there some variation? How many of the four children inherited a trait from each one of the grandparents? Is there a child that didn’t inherit a particular trait? If so, which trait (color) was it?

30. Misconception Probe Is It Made of Cells?

31. Student Misconceptions Students may have the notion that organisms “contain” cells as opposed to being “made up of” cells. Older students have difficulty differentiating between the concepts of “cell” and “molecule.” Driver et al. (1994) Arnold (1983)

32. Vertical Alignment In Kindergarten, students make observations to build an understanding of similarities and differences among animals. In 1 st grade, students build aquaria and terraria to build an understanding of the needs of plants and animals. Students also compare the needs of animals to themselves. In 2 nd grade, students observe the life cycle of butterflies. Students also compare the needs of caterpillars and butterflies to themselves.

33. Vertical Alignment In 3 rd grade, students conduct investigations to build an understanding of the essential functions of the skeletal and muscular systems and skin. In 4 th grade, students conduct investigations to build an understanding of food and the benefits of vitamins, minerals, and exercise. In 5 th grade, students conduct investigations to build an understanding of the major systems of the human body.

34. Essential Question for the Unit How are the functions of human body systems necessary for life?

35. Digging in to Investigating Human Systems Anticipation Guide Task Group Discussion

36. Muscles, Bones, and Fitness Anticipation Guide Muscle Endurance ( Messengers) Model Arm (Materials Managers) Strengthening Your Muscles (Trackers) Group Discussion

37. Muscles, Bones, and Fitness Artificial Bone Video? Exercising in Space Video?

38. Unit Resources Misconception Probe Tracks Investigating Human Systems TG Supplemental Lessons on CMAPP Elementary Science Wiki - Concept Storyline - Unpacked Content - Assessment Examples

39. Plan Ahead! English & Spanish copy masters Ads for Believe It or Not Small, portable bathroom scale Nutrition labels Additional materials Information for the Teacher How might the PE specialist support this unit?

40. Quick Write What resonated with you? What are your next steps? What big ideas did you take away? How will this new knowledge or experience assist you in the classroom?

41. Today’s Training Introduction Unifying Themes in 5 th Grade Science - Tracks Investigating Human Systems - Tracks Investigating Weather Systems - STC Ecosystems - STC Motion & Design Wrap Up

42. Investigating Weather Systems

43. NC Essential Standards 5.E.1 Understand weather patterns and phenomena, making connections to the weather in a particular place and time. 5.P.2 Understand the interactions of matter and energy and the changes that occur. 5.P.3 Explain how the properties of some materials change as a result of heating and cooling.

44. Clarifying Objectives 5.E.1.1 Compare daily and seasonal changes in weather conditions (including wind speed and direction, precipitation, and temperature) and patterns. 5.E.1.2 Predict upcoming weather events from weather data collected through observation and measurements. 5.E.1.3 Explain how global patterns such as the jet stream and water currents influence local weather in measurable terms such as temperature, wind direction and speed, and precipitation.

45. Clarifying Objectives 5.P.2.1 Explain how the Sun’s energy impacts the processes of the water cycle (including evaporation, transpiration, condensation, precipitation, and run off). 5.P.3.1 Explain the effects of the transfer of heat (either by direct contact or at a distance) that occurs between objects at different temperatures (conduction, convection, or radiation).

46. Formative Assessment Probe Rainfall

47. Student Misconceptions Children aged 11-13 understood that air exists in open containers and many believe that air can get into and out of containers. However, children were less sure that air can be contained inside a sealed object. Some children (aged 11-13) associated the existence of air only with the sensation felt when it moved. Students also said that clouds are made of cotton, wool or smoke. Making Sense of Secondary Science Driver, Squires, Rushworth, and Wood-Robinson

48. Vertical Alignment In Kindergarten, students make observations of daily weather to build an understanding of changes and observable weather patterns. In 2 nd, students summarize weather conditions using quantitative measures to describe temperature, wind direction, wind speed and precipitation. They also conduct investigations to build an understanding of basic properties of air (a mixture of gases).

49. Essential Question for the Unit How can technology be used to build an understanding of weather and climate?

50. Lesson 1: Vacation Destination Predict then verify temperature Set up data collection table - Local Weather - Global Weather Weather Station vs. Technology

51. Why Do Different Places in the World Have Different Weather? Latitude - equator - hemisphere Angle of the Sun’s rays - Direct sunlight - Indirect sunlight - Earth’s angle of incidence 23.5°

52. Exploration Flashlight Tray Graph paper Ruler Scissors Globe as model

53. Think About… How does the pattern of light change when the tray changes from one position another? What did you notice about the brightness of the light? Which image was larger, direct or indirect light?

54. Claims and Evidence I know (claim/new learning) because (data/evidence). ClaimEvidence The equator receives direct sunlight.The graph paper had a smaller circle when the flashlight was shined directly on the tray with the graph paper. Areas away from the equator receive less intense solar energy. The light was more spread out when the tray was held at an angle.

55. Lesson 3: Seasons The Long Lift Ride Denver, CO vs. Sydney, Australia Northern Hemisphere vs. Southern Hemisphere Opposite Seasons due to Earth’s tilt Model, Model, Model!

56. Lesson 4: American Weather Proximity to large bodies of water - Generally warmer temperatures in winter - Generally cooler temperatures in summer Further exploration of uneven heating Connect to local situations - Wilmington, NC

57. Exploration Prepare investigation - desk lamp - cup of soil, cup of water - thermometers - timer Set up data collection table

58. Data Collection Time (minutes) Soil Temperature (°F) Water Temperature (°F) 5:00 10:00 15:00 20:00 Turn off lamp 25:00 30:00

59. Graphing Data Temperature Minutes

60. Lesson 5: Climb to Cold Elevation - Snow reflects solar energy back into space. - “Thin air” means less air molecules. - Wind moves heat away from your body. Connect to local situations - Boone, NC or Ashville, NC

61. Lesson 6: What Drives the Weather? The Sun is the source of energy for all weather phenomena Water cycle Smoke Box to model convection Connect to uneven heating and cooling of soil and water

62. Weather Wrap Up Lesson 7 – Investigate Properties of Air Lesson 8 – Weather Patterns/Forecasting Lesson 9 – Assessment Opportunity

63. Points to Consider How is NC weather influenced by: Jet stream? Gulf Stream?

64. Unit Resources Misconception Probe Tracks Inv. Weather Systems TG Supplemental Lessons on CMAPP Elementary Science Wiki - Concept Storyline - Unpacked Content - Assessment Examples

65. Plan Ahead! Check flashlight batteries Light sources – small lamps, desk lamps Hot water source – thermos, hot pot Collect 2 empty, rinsed 1-gallon milk jugs Collect samples of travel brochures Nonfiction reading selections

66. Quick Write What resonated with you? What are your next steps? What big ideas did you take away? How will this new knowledge or experience assist you in the classroom?

67. Today’s Training Introduction Unifying Themes in 5 th Grade Science - Tracks Investigating Human Systems - Tracks Investigating Weather Systems - STC Ecosystems - STC Motion & Design Wrap Up

68. Ecosystems

69. NC Essential Standards 5.L.1 Understand how structures and systems of organisms perform functions necessary for life. 5.L.2 Understand the interdependence of plants and animals with their ecosystems. 4.L.1 Understand the effects of environmental changes, adaptations and behaviors that enable animals (including humans) to survive in changing habitats.

70. Clarifying Objectives 5.L.1.1 Explain why some organisms are capable of surviving as a single cell while others require many cells that are specialized to survive. 5.L.2.1 Compare the characteristics of several common ecosystems including estuaries, salt marshes, oceans, lakes, ponds, forests, and grasslands. 5.L.2.2 Classify the organisms with an ecosystem according to the function the serve: producers, consumers, or decomposers.

71. Clarifying Objectives 5.L.2.3 Infer the effects that may result from the interconnected relationship of plants and animals to their ecosystem. 4.L.1.3 Explain how humans can adapt their behavior to live in changing habitats (e.g., recycling wastes, establishing rain gardens, planting trees and shrubs to prevent erosion).

72. Formative Assessment Probe Rotting Apple

73. Student Misconceptions Only 4 out of 39 15 year old students categorized pictures of animals and non-animals as a biologist would. Students tended to believe that only large animals are consumers. Students aged 7 to 11 accept wild organisms as animals although some think these are fed and cared for by people. Students were not comfortable with the arrow notation used in school science. They failed to understand the underlying principles of the relationship. Making Sense of Secondary Science Driver, Squires, Rushworth, and Wood-Robinson

74. Vertical Alignment In Kindergarten, students make observations to build an understanding of similarities and differences among animals. In 1 st grade, students build aquaria and terraria to build an understanding of the needs of plants and animals. In 2 nd grade, students observe the life cycle of butterflies.

75. Vertical Alignment In 3 rd grade, students conduct investigations to build an understanding of plant life cycles and adaptations. In 4 th grade, students make observations of animals to build an understanding of animal behavior and adaptations. In 5 th grade, students conduct investigations to build an understanding of the interdependence of plants and animals.

76. Essential Question for the Unit How are plants and animals connected to each other and to their natural environment?

77. Plan Ahead! Group EcocolumnExperimental Ecocolumn Control Ecocolumn 3 clear, 2L bottles per group 3 clear, 2L bottles per group 3 clear, 2L bottles per class (teacher made) Observed throughout the entire unit Pollution Experiments begin with Lesson 8 and continue through the end of the unit Observed throughout the unit, especially during the pollution experiments in Lesson 8 and beyond AnimalsNo AnimalsAnimals

78. Ecocolumns Terrarium Aquarium Grass Alfalfa Mustard Isopods Microorganisms Cricket Elodea Duckweed Snail Gambusia Producers Decomposers Consumers Algae

79. Animal care Stagger arrival of organisms Be prepared to care for organisms until placement in the eco-column Treat water before introducing fish, snails or aquatic plants Place crickets in the refrigerator to slow them down before distributing to students Do not keep eco-columns in direct sunlight or near a window if it is cold Nonrelease of organisms

80. Prepare Bottles and Build Ecocolumns Think About… Which parts can students complete? Which parts are best completed ahead of time? What are some material management or troubleshooting tips? Other questions, comments, or suggestions?

81. Data Collection Terrarium Living Things cricket isopod plants Non Living Things gravel soil twigs

82. Ecosystems Wrap-up Lesson 8 and Beyond Vinegar (acid rain) Salt (run off) Fertilizer (agricultural run off) Chesapeake Bay Perspectives Solutions/Trade-offs

83. Unit Resources Misconception Probe STC Ecosystems Teacher Guide Supplemental Lessons on CMAPP Elementary Science Wiki - Concept Storyline - Unpacked Content - Assessment Examples Premium Content - www.carolinacurriculum.com - Log in with: wakecounty@carolina.com - Password: wakecounty

84. Quick Write What resonated with you? What are your next steps? What big ideas did you take away? How will this new knowledge or experience assist you in the classroom?

85. Today’s Training Introduction Unifying Themes in 5 th Grade Science - Tracks Investigating Human Systems - Tracks Investigating Weather Systems - STC Ecosystems - STC Motion & Design Wrap Up

86. Motion and Design

87. NC Essential Standards 5.P.1 Understand force, motion, and the relationship between them. 5.P.2 Understand the interactions of matter and energy and the changes that occur.

88. Clarifying Objectives 5.P.1.1 Explain how factors such as gravity, friction, and change in mass affect the motion of objects. 5.P.1.2 Infer the motion of objects in terms of how far they travel in a certain amount of time and the direction in which they travel. 5.P.1.3 Illustrate the motion of an object using a graph to show a change in position over a period of time. 5.P.1.4 Predict the effect of a given force or a change in mass on the motion of an object.

89. Formative Assessment Probe Apple on a Desk

90. Student Misconceptions Some students believe if a pushing force ceases there is “force” in the moving object which keeps it going, but gradually gets “used up” until the object stops. Students regard the state of rest as fundamentally different from the state of motion. Making Sense of Secondary Science Driver, Squires, Rushworth, and Wood-Robinson

91. Vertical Alignment In Kindergarten, students observe and describe the relative position of organisms and give examples of different ways organisms move. In 1 st, students conduct investigations to build an understanding of balanced forces, pushes, and pulls. In 2 nd, students investigate and describe how moving air interacts with objects. They also conduct investigations to build an understanding of the relationship between sound and vibrating objects.

92. Vertical Alignment In 3 rd, students conduct investigations to build an understanding of forces that affect motion and the effects of gravity on any object on or near the Earth. In 4 th, students make observations to build an understanding of magnetic force and motion produced by electrically charged objects. In 5 th, students conduct investigations to build an understanding of factors such as gravity, friction, and a change in mass affect the motion of objects.

93. PUSH OR PULL= FORCE UNBALANCED FORCES

94. Things eventually slow down or stop moving.

95. Gravity continues pulling Ground continues pushing

96. Essential Question for the Unit How do forces and motion affect technological design?

97. Lessons 1 & 2: Technological Design Refer to Lesson 2, SG page 7 Use your bucket of K’NEX parts to build the Standard Vehicle

98. Motion & Design Jigsaw Group A Lesson 3 Looking at Force SG, page 13 Group B Lesson 4 Vehicles Carrying a Load SG, page 17 Group D Lesson 7 Testing Effects of Rubber Band Energy SG, page 31 Group C Lesson 6 Looking at Rubber Band Energy SG, page 29 Group E Lesson 11 Building a Propeller- Driven Vehicle SG, page47 Group F Lesson 12 Analyzing M&D of a Propeller- Driven Vehicle SG, page 51

99. Unit Resources Misconception Probe STC Motion & Design Teacher Guide Lessons on CMAPP Elementary Science Wiki - Concept Storyline - Unpacked Content - Assessment Examples Premium Content - www.carolinacurriculum.com - Log in with: wakecounty@carolina.com - Password: wakecounty

100. Plan Ahead! Check rubber bands! Material management Large, open space for vehicle runs How might the Art Specialist support technical drawing?

101. Quick Write What resonated with you? What are your next steps? What big ideas did you take away? How will this new knowledge or experience assist you in the classroom?

102. Today’s Training Introduction Unifying Themes in 5 th Grade Science Wrap Up - Questions - Reflection - Leave Forms!

103. Please be in touch! Walter Harris Elementary Science CT wharris@wcpss.net