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Fifth Grade Performance Expectations 5-PS3 - Energy, PS3-1 Use models…
Fifth Grade Performance Expectations 5-PS3 - Energy
CCC Energy and Matter : Energy can be transferred in various ways and between objects. (5-PS3-1)
DCI PS3.D: Energy in Chemical Processes and Everyday Life
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). (5-PS3-1)
DCI LS1.C: Organization for Matter and Energy Flow in Organisms
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. (secondary to 5-PS3-1)
SEP Developing & Using Models: Use models to describe phenomena. (5-PS3-1) Modeling in 3–5 builds on K–2 experiences and progresses to building and revising simple models and using models to represent events and design solutions.
CCSS RI.5.7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. (5-PS3-1) CCSS SL.5.5: Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. (5-PS3-1)
ELD Fifth Grade, Productive: 12 Selecting and applying varied and precise vocabulary and language structures to effectively convey ideas
SEP Engaging in Argument from Evidence: Engaging in argument from evidence in 3–5 builds on K–2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s) / Support an argument with evidence, data, or a model. (5-LS1-1)
CCC Energy and Matter:
Matter is transported into, out of, and within systems. (5-LS1-1)
DCI LS1.C: Organization for Matter and Energy Flow in
Organisms
Plants acquire their material for growth chiefly from air and water. (5-LS1-1)
CCSS RI.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (5-LS1-1) CCSS RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. (5-LS1-1) CCSS W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. (5-LS1-1)
ELD Fifth Grade, Collaborative 3 Offering and supporting opinions and negotiating with others in communicative exchanges
SEP Developing and Using Models: Modeling in 3–5 builds on K–2 models and progresses to building and revising simple models and using models to represent events and design solutions. / Develop a model to describe phenomena. (5-LS2-1)
Connections to the Nature of Science:
Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena
DCI LS2.A: Interdependent Relationships in Ecosystems: The food of almost any kind of animal can be traced back to plants. Organisms are related in food webs in which some animals eat plants for food and other animals eat the animals that eat plants. Some organisms, such as fungi and bacteria, break down dead organisms (both plants or plants parts and animals) and therefore operate as “decomposers.” Decomposition eventually restores (recycles) some materials back to the soil. Organisms can survive only in environments in which their particular needs are met. A healthy ecosystem is one in which multiple species of different types are each able to meet their needs in a relatively stable web of life. Newly introduced species can damage the balance of an ecosystem. (5-LS2-1)
DCI LS2.B: Cycles of Matter and Energy Transfer in Ecosystems:Matter cycles between the air and soil and among plants, animals, and microbes as these organisms live and die. Organisms obtain gases, and water, from the environment, and release waste matter (gas, liquid, or solid) back into the environment. (5-LS2-1)
CCC Systems and System Models:A system can be described in terms of its components and their interactions. (5-LS2-1)
CCSS RI.5.7:Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. (5-LS2-1) CCSS MP.4:Model with mathematics. (5-LS2-1)
ELD: Fifth Grade, Collaborative 3 Offering and supporting opinions and negotiating with others in communicative exchanges
PS3-1 Use models to describe that energy in animals’ food (used for body repair, growth, and motion and to maintain body warmth) was once energy from the sun
5-LS1-1. Support an argument that plants get the materials they need for growth chiefly from air and water
5-LS2-1. Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
Activity: Have students research and create a pyramid of energy poster starting with the sun and continuing to the top.
Activity Students will fill in the "Wetlands are Wonderful" think sheet.
Activity: Students will research what a food web is and create one of their own.
Activity: Using the web site "Science Clips", students will explore the wetland habitat and what can be found there.
Activity: Students will learn the song Dragonfly by Scott Hudson, which explains and reinforces the concept of decomposition.