Loudon Elementary School

Skip to main content

Henry - 5th Grade Science Assignments

Upcoming Assignments RSS Feed

No upcoming assignments.

Past Assignments

Due:

Matter

5.PS1: Matter and Its Interactions
1) Analyze and interpret data from observations and measurements of the physical properties of
matter to explain phase changes between a solid, liquid, or gas.
 
What are Solids, Liquids, Gases?
 
Pages 103-116
 
Class discussion over the reading
 
Students will be able to provide properties of each.

Due:

Biological Change

5.LS4: Biological Change: Unity and Diversity 

1) Analyze and interpret data from fossils to describe types of organisms and their environments that existed long ago. Compare similarities and differences of those to living organisms and their environments. Recognize that most kinds of animals (and plants) that once lived on Earth are now extinct. 

2) Use evidence to construct an explanation for how variations in characteristics among individuals within the same species may provide advantages to these individuals in their survival and reproduction.

 

Essential Question: What Are Fossils?

 

Introduce fossils
Introduce our key vocabulary term.
Fossil- preserved remains or traces of a living thing (p.273)
Extinct- when the last species dies (p.274)
  • We will brainstorm animals that are now extinct and what a fossil is.
  • Concluding our brainstorm, we will watch our Generation Genius video showing fossils and their extinction. (Click the link below to watch our lesson video.) 

https://www.generationgenius.com/?share=8DB38

 

Due:

Test Day

Students will take a test on edulastic to show their understanding of 

Standard(s):

5.LS3.1 Distinguish between inherited characteristics and those characteristics that result from direct

interaction with the environment. Apply this concept by giving examples of characteristics of living

organisms that are influenced by both inheritance and the environment.

Review Key Vocabulary Terms:
  • Adaptation- a characteristic that helps a living thing survive (p. 216)
  • Environmental Influences- characteristics that are influenced by the environment where the organism lives. (p.222)
  • Acquired characteristics- a feature of a living thing that is caused by its environment (p.222)
  • Instincts- behaviors that animals know to do without being taught (p. 224)
  • Learned behaviors- behaviors that are learned during their lifetimes (p.226)
  • Inherited traits- characteristics that are can be passed down from parents to their young. (p.250)
  • Genes- carry information for the inherited traits in a living thing (p.251)

Due:

Review Day

Students will review everything they have learned and reflect upon key terms.
 
Review Key Vocabulary Terms:
  • Adaptation- a characteristic that helps a living thing survive (p. 216)
  • Environmental Influences- characteristics that are influenced by the environment where the organism lives. (p.222)
  • Acquired characteristics- a feature of a living thing that is caused by its environment (p.222)
  • Instincts- behaviors that animals know to do without being taught (p. 224)
  • Learned behaviors- behaviors that are learned during their lifetimes (p.226)
  • Inherited traits- characteristics that are can be passed down from parents to their young. (p.250)
  • Genes- carry information for the inherited traits in a living thing (p.251)

Due:

Inherited Characteristics

Standard(s):

5.LS3.1 Distinguish between inherited characteristics and those characteristics that result from direct

interaction with the environment. Apply this concept by giving examples of characteristics of living

organisms that are influenced by both inheritance and the environment.

Essential Question: How are traits passed from parents to offspring?

 

Can students identify and provide examples of inherited traits?

Due:

Animals grow and reproduce

Standard(s):
5.LS3.1 Distinguish between inherited characteristics and those characteristics that result from direct
interaction with the environment. Apply this concept by giving examples of characteristics of living
organisms that are influenced by both inheritance and the environment.
 
Essential Question: How do animals grow and reproduce?
 
Introduce our key vocabulary terms.
  • Life cycle- stages an animal goes through during its lifetime
  • Reptiles- They have dry skin covered with scales or bony plates and usually lay soft-shelled eggs
  • Amphibians- animals that can live on land or in water 
Assessment
  • Can the student clearly explain how animals grow and reproduce?
  • Can the student provide examples of various animals' life cycles?
    • If no, students should re-read/review pages 237-245 in their Science book.

Due:

Physical and Behavioral Adaptation

Standard(s):
5.LS3.1 Distinguish between inherited characteristics and those characteristics that result from direct
interaction with the environment. Apply this concept by giving examples of characteristics of living
organisms that are influenced by both inheritance and the environment.
 
Essential Question: What are physical and behavioral adaptations?
  • Re-cap yesterday's lesson
    • What is an adaptation?
    • What is an example of a physical adaptation?
  • Introduce our key vocabulary terms.
    • Adaptation- a characteristic that helps a living thing survive (p. 216)
    • Environmental Influences- characteristics that are influenced by the environment where the organism lives. (p.222)
    • Acquired characteristics- a feature of a living thing that is caused by its environment (p.222)
    • Instincts- behaviors that animals know to do without being taught (p. 224)
    • Learned behaviors- behaviors that are learned during their lifetimes (p.226)
  •  Formative assessment
    • Can the student clearly explain what a behavioral adaptation is?
    • Can the student explain the effect of environmental influences that lead to acquired characteristics?
    • Can the student explain the differences between instincts and learned behaviors?
    • Can the student provide examples of environmental influences, acquired characteristics, instincts, and learned behaviors?
      • If no, students should re-read/review pages 222-228 in their Science book.

Due:

Adaptations

Standard(s):
5.LS1.1. Compare and contrast animal responses that are instinctual versus those that that are gathered
through the senses, processed, and stored as memories to guide their actions.
 
Essential Question: What are physical and behavioral adaptations?
 
  • Introduce physical adaptations the topic of physical adaptations
  • Introduce our key vocabulary term.
    • Adaptation- a characteristic that helps a living thing survive (p. 216)
    • We will brainstorm different physical adaptations that animals/humans have.
    • Concluding our brainstorm, we will watch our Generation Genius video showing different physical adaptations that animals have. (Click the link below to watch our lesson video.) https://www.generationgenius.com/?share=E6BA4 
 
    • CheckPoint: (Formative assessment)
      • Can the student clearly explain what an adaptation is?
      • Can the student provide an example of a physical adaptation?
        • If no, students should re-read/review pages 216-221 in their Science book.

Due:

Test Day

Today, students will show what they know about Unit 2.

Due:

Test review

Standard: 5.ETS1: Engineering Design
1) Research, test, re-test, and communicate a design to solve a problem.
2) Plan and carry out tests on one or more elements of a prototype in which variables are controlled
and failure points are considered to identify which elements need to be improved. Apply the results of
tests to redesign the prototype.3) Describe how failure provides valuable information toward finding a solution
 
Today we will reflect and have a review over Unit 2. Preparing for the upcoming test.
 
A study guide will be completed.

Due:

Breaking down types of engineering

Standard: 5.ETS1: Engineering Design
1) Research, test, re-test, and communicate a design to solve a problem.
2) Plan and carry out tests on one or more elements of a prototype in which variables are controlled
and failure points are considered to identify which elements need to be improved. Apply the results of
tests to redesign the prototype.3) Describe how failure provides valuable information toward finding a solution
 
We will break down different areas of engineering to have a clear understanding of what they do.

Due:

The engineering design

Standard: 5.ETS1: Engineering Design
1) Research, test, re-test, and communicate a design to solve a problem.
2) Plan and carry out tests on one or more elements of a prototype in which variables are controlled
and failure points are considered to identify which elements need to be improved. Apply the results of
tests to redesign the prototype.3) Describe how failure provides valuable information toward finding a solution
 
We will continue covering the process  learning about the engineering design.Covering the vocabulary of the engineering design. 

Due:

Prosthetic Designer

Standard: 5.ETS1: Engineering Design
1) Research, test, re-test, and communicate a design to solve a problem.
2) Plan and carry out tests on one or more elements of a prototype in which variables are controlled
and failure points are considered to identify which elements need to be improved. Apply the results of
tests to redesign the prototype.3) Describe how failure provides valuable information toward finding a solution
 
Essential Idea: Careers in Science (Prosthetic Designers)
 
We will discuss the things they should know about Prosthetic Designers.
Assignment: Pg. 92-95

Due:

How does technology improve our lives?

Standard: 5.ETS1: Engineering Design
1) Research, test, re-test, and communicate a design to solve a problem.
2) Plan and carry out tests on one or more elements of a prototype in which variables are controlled
and failure points are considered to identify which elements need to be improved. Apply the results of
tests to redesign the prototype.3) Describe how failure provides valuable information toward finding a solution
 
Essential Question: How does technology improve our lives?
 
We will discuss and review pages 81-90
Assignment. Students will create a terminology page to go in their science folders.
                                                                                                                                                                                                                                                    
 

Due:

Engineering Design

Standard: 5.ETS1: Engineering Design
1) Research, test, re-test, and communicate a design to solve a problem.
2) Plan and carry out tests on one or more elements of a prototype in which variables are controlled
and failure points are considered to identify which elements need to be improved. Apply the results of
tests to redesign the prototype.3) Describe how failure provides valuable information toward finding a solution
 
Essential Question: How can you design a solution to a problem?
 
We will discuss the key factors in designing a structure strong enough to withstand an earthquake,
 
Students will brainstorm and design their own structures and we will discuss why or why not they believe the structures would work.
 
Assessment: Pg. 76-77

Due:

Engineering Process

Standard: 5.ETS1: Engineering Design

1) Research, test, re-test, and communicate a design to solve a problem.
2) Plan and carry out tests on one or more elements of a prototype in which variables are controlled
and failure points are considered to identify which elements need to be improved. Apply the results of
tests to redesign the prototype.3) Describe how failure provides valuable information toward finding a solution
 
Essential Question: What is the design process?
 
We will explore and discuss the engineering design process.
 
Assignment: Pg. 74
 
 

Due:

Here comes the volcano

Students will build a playdoh volcano and measure out the amount of vinegar and baking soda they use to make it erupt. They will add that data to a sheet and write down what they observed. This will count as a project grade.

Due:

Unit 1 Science Test

Chapter (Unit) 1 Test over "How Scientists Work" and "What is Science"

Due:

Test Review

Today we will review for the upcoming science test.

Due:

How to excel in experimentation

Topic of the Day: How to excel in experimentation. 
 
We will take a look at questions asked and the different factors in an experiment.
 
Students will create a graphic organizer covering scientific theory.

Due:

What are some science tools?

Essential Question 1: What are some science tools?
 
Activity- We will explore tools and their purpose in science.
Task- Complete a graphic organizer identifying tools and determining their use. 
Students will identify which tools are used for different experiments.

Due:

What are some science tools?

Students will learn about tools used in science.
 
Assessment/Project For Thursday and Friday Students will gather all information from their graphic organizer and create a PowerPoint.
They will continue to add to the PowerPoint throughout the semester.

Due:

Controlled Experiements

Students will learn about controlled experiments in lesson 3.
 
Assessment/Project For Thursday and Friday Students will gather all information from their graphic organizer and create a PowerPoint.

Due:

What are some types of investigations?

EQ: What are some types of investigations?
Students will continue to work through lesson 2 and learn about the different types of investigations. 
 
Assessment: Students will continue to work on their graphic organizer explaining the definitions in Lesson 2.

Due:

What are some types of investigations?

EQ: What are some types of investigations?
Students will work through lesson 2 and learn about the different types of investigations.
 
Assessment: Students will create a graphic organizer explaining the definitions in Lesson 2

Due:

What is Science

EQ: What is science?
Students will work through lesson 1 and learn about science.
 
Assessment: Students will create a graphic organizer explaining the definitions in Lesson 1.1