Frameworks
for
Success
in
Science
–
MSP
Grant
2011‐2012
WORKING
DRAFT
COHORT
II
Haʻaheo,
Hilo
Union,
EB
DeSilva,
Kapiolani,
Kalanianaole
and
Kaʻūmana
Elementary
Schools
Content
Area:
Interdisciplinary
Science
Grade
Level:
5
Timeline
­>
Quarter
One
(
lessons)
Science:
What
are
the
steps
of
scientific
inquiry
and
how
can
we
use
them
to
solve
problems?
How
do
cells
create
organs
and
systems
in
the
human
body?
What
are
the
basic
functions
of
those
systems?
What
are
inherited
characteristics
and
learned
behaviors?
Language
Arts:
What
can
we
learn
about
human
body
systems
and
heredity
by
reading?
How
can
we
write
to
show
the
steps
we
have
used
in
the
scientific
method?
How
can
adjectives
help
our
written
science
descriptions?
Math:
How
can
Venn
diagrams
help
sort
items
that
are
the
same
or
different?
How
is
a
bar
graph
drawn
to
show
totals
with
provided
data?
What
conclusions
can
we
draw
from
the
data
portrayed
by
the
graph?
Guiding
Questions
How
are
measurements
used
to
gather
and
record
data?
How
are
different
measurements
converted
to
other
measurements?
(cm‐in‐ft)
How
can
we
use
addition,
subtraction,
multiplication,
division
and
percentages
to
solve
problems?
How
are
ratios
used
to
solve
problems?
Social
Studies:
How
can
we
use
information
to
solve
a
societal
problem?
Art:
How
can
we
draw/illustrate
and
label
sketches
for
a
science
notebook?
How
can
we
create
3‐D
models
to
showcase
human
body
systems?
Fall
2011
Frameworks
for
Success
in
Science
–
MSP
Grant
2011‐2012
WORKING
DRAFT
COHORT
II
Haʻaheo,
Hilo
Union,
EB
DeSilva,
Kapiolani,
Kalanianaole
and
Kaʻūmana
Elementary
Schools
Content
Area:
Interdisciplinary
Science
Grade
Level:
5
GLO#1:
Self­Directed
Learner:
Students
will
create
…….
GLO#2:
Community
Contributor:
Students
will
share
GLO#3:
Complex
Thinker:
General
Learner
Outcomes
Students
will
use
their
problem
solving,
math
and
writing
skills
to
investigate
GLO#4:
Quality
Producer:
Students
will
create
a
final
product
(poster/diorama/model)
that
illustrates
the
Students
will
create
math
products
(graphs,
data
tables,
charts)
that
enhance
cience
products.
GLO#5:
Effective
Communicator:
Students
will
listen,
discuss
and
record
information
from
their
different
lessons
through
oral,
written
and
math
pieces
that
illustrate
concepts
they
have
learned
about.
Students
will
orally
share
with
younger
students
their
final
products.
Assessments
Formative
and
summative
textbook
assessments.
Constructed
response
(math,
language
arts,
science)
that
is
based
on
the
unit
ideas
and
concepts
Standards
&
Benchmarks
◊ 5.1.1
Scientific Inquiry
Identify the variables in scientific investigations and recognize the importance of controlling
variables in scientific experiments
◊ 5.1.2
Scientific Inquiry
Formulate and defend conclusions based on evidence
◊ 5.2.1
Unifying Concepts and Themes
Use models and/or simulations to represent and investigate features of objects, events, and
processes in the real world
· 5.4.1
Cells, Tissues, Organs, and Organ Systems
Describe the structures of the human body and how they work together to sustain life
· 5.5.1
Heredity
Recognize that some traits of living things are inherited and others are learned
Big Idea(s) / Major Understanding(s): Students will understand that...
The human body is made of trillions of cells. Cells group to form tissues, tissues build organs, and
organs work together to comprise a body system.
Organs make up the skeletal, muscular, nervous, digestive, respiratory, circulatory and excretory
systems that work together to sustain a human's life.
Fall
2011
Frameworks
for
Success
in
Science
–
MSP
Grant
2011‐2012
WORKING
DRAFT
COHORT
II
Haʻaheo,
Hilo
Union,
EB
DeSilva,
Kapiolani,
Kalanianaole
and
Kaʻūmana
Elementary
Schools
Content
Area:
Interdisciplinary
Science
Grade
Level:
5
All organ systems in a human body work together to keep it healthy and alive.
Offspring inherit some of their physical traits from their parents while behavioral traits are learned.
Sample
Performance
Rubrics
Topic
Heredity
Benchmark SC.5.5.1
Recognize that some traits of living things are inherited and others are learned
Sample Performance
Assessment (SPA)
The student: Recalls inherited traits (e.g., eye color, flower color) and learned
characteristics (e.g., riding a bicycle).
Rubric
Advanced
Partially Proficient Proficient
Novice
Make generalizations
Recognize that some traits Identify, from a list of traits, Recall that living things
about inherited and
of living things are inherited those that are inherited and inherit some of their
learned traits (e.g.,
and others are learned those that are learned traits inherited traits cannot be
changed and learned
traits can be changed) Topic
Cells, Tissues, Organs, and Organ Systems
Benchmark SC.5.4.1
Describe the structures of the human body and how they work together to sustain
life
Sample Performance
Assessment (SPA) The student: Describes how organs or organ systems work together in the human
body to sustain life (e.g., heart and lungs, digestive system, and excretory system).
Advanced
Proficient
Partially Proficient Novice
Compare human body
systems in terms of the
structures and
relationships that exist
within them Describe the structures of
the human body and how
they work together to
sustain life Identify the structures of the
human body and how these
structures work together to
sustain life Name the structures of
the human body and
state that they work
together to sustain life Lessons
Summary
Resource
Lesson
Title
Harcourt
Chapter
1:
Text
Getting
Ready
for
Science
Chapter
1:
Chapter
1:
Getting
Ready
for
Science
Harcourt
Chapter
1:
Text
Getting
Ready
for
Science
What
students
will
be
able
to
know,
do
&
understand
“Using
Science
Tools”
use
the
textbook
as
a
resource
to
learn
about
the
different
science
tools.
Getting
Ready
for
Science
pretest
Measuring
Up
lab
LM
13‐15
‐
focus
is
on
using
the
tools
and
measuring
systems.
The
extension
of
the
lesson
can
focus
on
variables
and
creating
their
own
experiment
Design
an
Airplane
LM
16‐18
(10paperairplanes.com)
–
use
the
designs
and
use
the
inquiry
skills
to
test
the
designs.
Focus
can
be
on
using
metric
measurements
(meter
sticks)
to
measure
Use
AIMS
ruler
and
have
students
make
for
their
individual
use.
The
Investigate
Further
LM18
focuses
on
adding
a
new
variable
(paper
clip
weight)
and
having
them
draw
new
conclusions.
OR
Fall
2011
Frameworks
for
Success
in
Science
–
MSP
Grant
2011‐2012
WORKING
DRAFT
COHORT
II
Haʻaheo,
Hilo
Union,
EB
DeSilva,
Kapiolani,
Kalanianaole
and
Kaʻūmana
Elementary
Schools
Content
Area:
Interdisciplinary
Science
Grade
Level:
5
AIMS
Harcourt
Harcourt
Text
Harcourt
Text
Chapter
1
Unit
A
–
Chapter
1:
Processes
of
Living
Things
Protozoa
Microscope
LP
How
Do
Cells
Work
Together?
LP
Body
Systems
Project
LP
AIMS
–
Soaring
Cylinders
Use
this
lesson
instead
of
the
Design
an
Airplane
Getting
Ready
for
Science
POST
TEST
Cells
to
Body
Systems
‐
PRE‐TEST
LESSON
1
“WHAT
ARE
CELLS”
Do
review
of
reading
in
the
chapter
(pp.
32‐36)
then
do
Review
on
“cells”
Lesson
Quick
Study
RS
5‐6
Use
the
reading
support
booklets
(optional).
Use
the
HIS
yellow
microscope
kits
(Pinner)
to
have
students
look
at
a
variety
of
prepared
cells
(Protoza).
Use
the
filled
in
Protozoa
Specimens
LESSON
2
“HOW
DO
CELLS
WORK
TOGETHER?
Do
review
of
reading
in
the
chapter
(pp.
40‐44)
then
do
Review
on
“cells”
Lesson
Quick
Study
RS
7‐8
Use
the
HIS
yellow
microscope
kits
(Pinner)
to
have
students
look
at
a
variety
of
prepared
cells
(Cells
of
the
Body)****focus
on
this
one
if
you
only
have
time
to
do
one
set
of
microscope
stuff
Discovery
Ed
–
The
Magic
School
Goes
Cellular
LESSON
3
“HOW
DO
BODY
SYSTEMS
WORK
TOGETHER?”(textbook)
Break
chapter
into
the
systems
–
groups
are
assigned
one
system.
They
make
a
poster/tech
presentation
to
teach
the
class
the
system.
Everyone
else
writes
in
their
notebook
about
each
system
–
***
Use
John’s
BODY
BUDDY
with
organs***
All
students
will
complete
a
graphic
notes
sheet
(name
of
system,
purpose/function
which
includes
tissues/organs
within
a
system
=
description
as
they
view
the
presentations)
OR
Body
Systems
Powerpoint
–
describe
the
system
and
then
explain
how
the
system
contributes
to
human
life
ANOTHER
OPTION
–
use
the
AIMS
From
Head
to
Toe
and
provide
each
group
with
an
AIMS
activity
that
they
are
responsible
to
do
with
the
class
(associated
with
their
system)
–
or
could
at
least
give
the
rubber‐
band
books
for
each
system
after
the
presentation.
Skool.com
(Blood
&
Circulation)
Clickscience.com
(The
Human
Body)
Kidshealth.org
(all
systems
+
health)
Fall
2011
Frameworks
for
Success
in
Science
–
MSP
Grant
2011‐2012
WORKING
DRAFT
COHORT
II
Haʻaheo,
Hilo
Union,
EB
DeSilva,
Kapiolani,
Kalanianaole
and
Kaʻūmana
Elementary
Schools
Content
Area:
Interdisciplinary
Science
Grade
Level:
5
AIMS
Harcourt
Text
Harcourt
Chapter
1
Chapter
4
THEN
have
students
do
Review
Lesson
Quick
Study
RS
9‐10
Lesson
3:
How
Do
Body
Systems
Work
Together
individually.
Adventures
of
PBJ
(digestive
system)
–
group
activity
to
show
how
food
travels
through
the
digestive
system
THE
FOOD
TUBE
(digestive
system)
group
body,
follow
directions,
measure
the
various
parts
and
place
on
the
poster
Focus
on
what
happened
to
your
lunch
today?
The
Digestion
Details
½
sheet
and
Reader’s
Digestion
(rubber
band
book)–
paste
into
notebook
and
then
have
students
do
an
overall
reflection
using
the
“Body
Systems”
worksheet
Bill
Nye
Digestion
OR
The
Magic
School
Bus
for
Lunch
SUGGESTION
(if
time
is
limited)
1) Circulatory
system
rubber
band
book
–
then
Heart
Strings
–
just
do
the
arteries,
veins
and
heart
with
either
red/blue
yarn
or
markers
ADD
TO
THE
FOOD
TUBE
BODY
2) Respiratory
system
rubber
band
book
–
then
model
“BREATHE
In
and
BREATHE
Out
to
the
class
–
add
lungs
to
the
FOOD
TUBE
BODY
3) Muscular
and
Skeletal
system…”Dem
BONES”
rubber
band
booklet
+
skeleton
parts
or
WING
IT.
Use
the
“Magic
School
Bus
Works
Out”
(muscles
+
respiratory)
and
Magic
School
Bus
Flexes
its
Muscles
(bones
&
joints)
4) Nervous
System
rubber
band
booklet
and
A
MIND
OF
YOUR
OWN
lesson
and
glue
the
brain
on
the
FOOD
TUBE
BODY
TAKE
ME
TO
THE
CLEANERS
(excretory
system)
OPTIONAL
Kidney
function
demo
which
can
“morph”
into
an
investigation
on
different
liquids
and
removal
of
particulates.
Rubber
band
book
“Removing
the
Waste”
WINGIN’
IT
(muscles/bones)
OPTIONAL
HOW
DO
YOU
MEASURE
UP?
Using
the
meter
stick
that
students
have
made,
can
teach
about
estimates
and
then
make
actual
measurements
MATH
standard
–
converting
units
of
measurement
cm
‐>
inches
‐>
feet
ARE
YOU
NERVOUS
Lesson
plan
OPTIONAL
Cells
to
Body
Systems
‐
POST‐TEST
Animal
Growth
&
Heredity
‐
PRE‐TEST
(optional)
Fall
2011
Frameworks
for
Success
in
Science
–
MSP
Grant
2011‐2012
WORKING
DRAFT
COHORT
II
Haʻaheo,
Hilo
Union,
EB
DeSilva,
Kapiolani,
Kalanianaole
and
Kaʻūmana
Elementary
Schools
Content
Area:
Interdisciplinary
Science
Grade
Level:
5
Text
Lesson
1
Lesson
2
Lesson
3
How
Does
Cell
Division
Help
Growth?
Quick
overview/review
lesson
pp.
118‐123
Use
Lesson
Quick
Study
RS
22‐23
“HOW
ARE
CHARACTERISTICS
INHERITED?”
Read
Text
pp.
126‐130
Lesson
Quick
Study
RS
24‐25
LAB
“INHERITED
CHARACTERISTICS”
LM50‐52
Investigate
further
(optional)
“WHAT
OTHER
FACTORS
AFFECT
CHARACTERISTICS?
Read
Text
pp.
133‐139
Lesson
Quick
Study
RS
26‐27
LAB
“LEARNED
AND
INHERITED
CHARACTERISTICS”
Investigate
further
(optional)
Chapter
4
POST
TEST
(optional)
Harcourt
Text
Resource;
Kidshealth.org
(lots
of
health
lessons,
as
well
as
body
systems)
Fall
2011