Fifth grade science
2017-2018
Welcome to fifth grade science! I blog updates to our research and work activities often, so please check frequently to see what were are learning and discuss it with your fifth grader. You will also be able to find resources and links we have used in class, for practice at home throughout the year! I look forward to seeing you connect and answering any questions you may have. Fifth grade is full of wonder and discovery as we connect the topics we have learned to one another, through our other studies and to our world. I look forward to this journey with you! - Mrs. Sossamon
[email protected]
Here are a few websites which we use:
Periodic Table of Elements (Interactive version)
STAAR Study Guide Sets: https://www.ptable.com/staar_study_sets__1_.pdf
State of Matter games:
https://pinklesweet.wordpress.com/2012/02/04/states-of-matter-games/
Energy at Work (connect and energy circuit and turn a turbine to create electricity):
http://webarchive.nationalarchives.gov.uk/20170202172428/http://www.sciencemuseum.org.uk/online_science/games/energy_flows
Build - a- circuit
https://phet.colorado.edu/sims/html/circuit-construction-kit-dc-virtual-lab/latest/circuit-construction-kit-dc-virtual-lab_en.html
Feed the Dingo (Ecosystems interact and a Dingo's life is at stake!):
http://pbskids.org/plumlanding/games/ecosystem/feed_the_dingo.html
PearsonTexas.com
username: [studentfirstname and student last name] <- without spaces in between
password: coolscience1
Quizlet.com
user name: ksossamon
password: coolscience
Month:
May
Week 3:
Reading - Round 2 STAAR on Monday
Math - Round 2 STAAR on Tuesday
Science - STAAR test Wednesday
Week 2:
We looked at Earth in its neighborhood in space. We reviewed its rotation and orbit and its closest neighbors. Finally, we discussed the importance of the sun to our planet, the water cycle and all all living things. Earth is uniquely suited for life! Our trip to the museum allowed us to see this in the planetarium and to recognize how small Earth is compared to the sun and how tiny the moon is compared to Earth. All of which are constantly moving, due to the pull of gravity. The space we study today is an ever changing science!
Week 1:
This week we continued our review of STAAR looking at the changing Earth's Surface and Earth's properties. Earth's layers are in constant movement. The core, the geosphere and its atmosphere are all moved by the pull of Earth in its orbit around the sun. We reviewed each layer and then reviewed the changing landforms created by the moving Earth's crust, changes caused by the movement of the plates within the crust and the changes caused by the moving atmosphere around the earth creating the affects of Weathering and Erosion which are "Destructive Forces to the Earth's surface", we observed that Constructive forces can build new landforms and make beautiful sand dunes, mountains, deltas and more! All being powered by the water, wind and ice cycling through Earth's atmosphere.
We finished the week looking at the atmosphere as it changes our daily weather. Working with group partners we will review and predict the weather for one location. using a weather"surface" map. We look forward to showing our skills!
April
Week 1:
This week began with looking at matter. Our learning target challenges us to explain that matter makes everything and that it can be measured and described. We defined all matter as made of atoms. We "zoomed" into atoms to see where the electrons we have been working with are located in an atom. We observed that electrons do move and that they can jump from atom-to-atom. We modeled an atom ourselves and compared it to the "zoomed" in atom of a pencil lead made possible by a superpowered microscope! We were able to see how electrons really jump!
Week 2 and 3:
We began looking back at the properties of matter that make all materials unique! We discussed how some properties are transparent or translucent and still others are opague. Then, we discussed magnetism, electricity conductors and insulators and how atoms and molecules make these differences attract materials to one another! We concluded this conversation with a look at the boiling and melting points of water and identified how molecules move differently in solids, liquids and gases. We wrapped up our week by experiencing mixtures and solutions in several labs. We separated salt water and sand using fllters and strainers and we separated iron filings from sand using magnetism. Finally we sampled a mixture as a fruit salad and discussed the ease of which its materials could be separated back into the parts which make it. Then we shared a fruit smootihie breaking down it's properties and explaining why it qualified as a solution and not a mixture!
Week 4:
For our STAAR review we reviewed changing states of matter and how this affects properties. We began looking at ice test. A hypothesis was selected to identify which matter we felt could keep ice from changing states from its solid to its melting point. We reviewed that all matter changes states at boiling and freezing points changing from liquids to gas (vapor) at their boiling points and to liquid at their melting points. We reviewed our knowledge of measurements with temperature using thermometers in class which provided Fahrenheit and Celsius temperatures. We discussed how Scientists prefer Celsius ("Scien-tists love Cel-sius!") around the world making it much easier to test each other's hypotheses - without having to convert to Fahrenheit measurements like we often use in the USA. Then, we tested several items to see if anyone chose a correct hypothesis. Our test proved that we could not stop ice from melting. While some items did slow down the melting of ice, none were able to stop it because ice remain at 0 degrees to stay frozen.
Water's unique measurements that change its state of matter made it a perfect study to help us understand these states and another important 5th grade concept about water: While all materials have their own melting, freezing and boiling points - water freezes and melts at O degrees (Celsius)!! It boils at 100 degrees! We measured to observe this for ourselves. Every ice cube measured ZERO DEGREES when it came out of the freezer, but started to melt right away. We set out with a lab to try to stop the "melting point " and found that, as expected, it was not possible!
March
Week 1
We listened to energy, we looked for energy this week and we found it everywhere! We watched sound waves travel and learned that they travel through all things ("all mediums"), but it moves in waves like light energy - which does not move through all things (only those which it can more easily travel through like transparent (clear) and translucent (tinted) materials) . We were amazed to learn that our voices sound different than others because the sound waves go through our bones, too! Finally, we realized that these energies are just some examples of where energy travels as it moves from one thing to another, because it (again) can NOT be destroyed! It can even break glass! Rewatch this video at: https://www.youtube.com/watch?v=Ude8pPjawKI
Week 2: Spring Break
Week 3: This week we turned our attentions to the types of energy used for electricity. We asked: What is electricity? Our research together showed us we can make electricity from many things. Many types of energy ("power") we learned can make electricity by turning turbines that move electricity to and through our Power Plants and on to our homes, schools, and businesses. This made us ask more questions.... What is moving electricity anyway? How is it made? The answer would be found inside electricity not in front of it! Electricity is a flow of electrons! We experimented with moving electrons by creating electrical circuits! We observed that unless a circuit is closed (or a complete loop) that electrons lose their way and there will be no electricity created! Many circuits were created, tested and studied on paper, too! Here is a link to keep the study going: https://phet.colorado.edu/sims/html/circuit-construction-kit-dc-virtual-lab/latest/circuit-construction-kit-dc-virtual-lab_en.html
Week 4: We began the week with discussing test preparations. We took our Mock Science STAAR this week. Next week, we will look at our results to see what needs to be reviewed. We returned to Study Island this week to recap our unit in Study Island. Students noticed that Study Island was indeed very close to the STAAR test they'd taken for practice. We returned from our test looking at STAAR questions and practicing annotations to help learn to better break apart test questions!
Finally, we returned to circuits and looked at electrons. We studied the materials through which electrons and electricity) move and what makes electricity move quickly - conductors! While other materials - resistors...and even stronger insulators...slow them down or stop them. We sorted examples and practiced with some in our circuits!
Month: February
Week 4
This week we continued to discuss fossil fuels and possible alternatives (or other choices). There are many alternatives already. So many that scientists call these Alternative Energy resources. We are beginning to read and see where and what they are and starting to discover that Energy is in all things! It is either in a potential state (stored up energy) or its kinetic (already moving energy). We learned that it goes back and forth between these states because "Energy can NOT be destroyed!" We enjoyed practicing memorizing this by saying it our best super-villain voice - as 'power' is what every super-villain wants and we are learning how energy "powers our world!"
Week 3
The rock cycle lead us into the discovery of fossil fuels. We reviewed how scientist believe that they are formed from prehistoric plants and creatures. We identified that coal is from plants and that animals decomposed millions of years ago to form oil and natural gas today. The students were surprised to learn that phytoplankton are the creatures that scientist believe to be oil's most abundant ingredient. We observed that a character on Sponge Bob, " Plankton" is a close relative! We began to discuss what we use fossil fuels for - to power electricity and fuel our cars! We learned that we are over using these non-renewable and creating alot of pollution for our planet. We will begin to discuss alternatives next week.
Week 2
We continued our research in landforms this week and analyzed the forces acting on the soil looking at gravity, pressure, and the push and the push and pull of man-made and natural items acting on one another around Earth. This lead us to examine the rock cycle. We discovered that the Rock Cycle is a result of these amazing forces, too! We allowed this explanation to help us see how rocks are shaped and broken sending the cycle in a backwards and forward motion between each of the 3 rock types (Sedimentary, Igneous, and Metamorphic). With a 2 day lab, we experienced the changing forms of these rocks completed by using crayons. You can try this at home However, if you would like to complete it you may want to use an iron (covered in foil). I used a flat iron covered with foil to press the crayon and and show the students how pressure and heat changed the crayon shavings (used as sedimentary rock) could turn into metamorphic rock. Then, boiling water in my microwave I dropped their crayon rocks into it and waited for it to cool demonstrating the way igneous rock cools to form it’s unique shape. As always, please let me know if you have any questions.
We ended Compassion Week with a discussion about how the rock cycle has lead to one of our greatest "loves" on Earth! We discovered that fossil fuels formed in our rock cycle and identified that without this process we would not have so many things that we "love!" Travel with gas and oil, electronics with electricity from coal and so much more...
Week 1
We are transferring our knowledge of the greater forces in the universe to their affect on the land (our Earth's Surface)! We look together at landforms that were built up (with "constructive" forces) and compared these to those landforms which were created by being pushed down through the destructive forces of WEATHERING and EROSION. Comparing the landforms studied in our TEKS to real world news stories, we began to visually recognize when these destructive forces are knocking things down with landslides, Avalanches, sinkholes and more! Together we recited "WE destruct!" to help us remember that both forces cause things to destruct the Earth, all while at the same time sand and soil may be blown, by wind, rain and pressure building landforms ---- in all shapes and sizes! These sands, soils and sediments create new landforms, too, when they are deposited in a new location ("DEPOSITION"). Together these forces have shaped our Earth with its beautiful landscape!
Month: January
Week 4
*Completion of Map testing and
*presentation of Force and Motion Projects
Week 3
This week we explored motion (and force). We began with the motion of our planets and the principle that Isaac Newton taught us has kept them in space! The principle of Inertia. Isaac Newton taught us about inertia while teaching us that all motion begins with a force! He observed, as we did, that because of gravity all things fall to the Earth at the same rate! It doesn't matter their size! Understanding our Earth's gravity and remembering that we have learned about the Sun's gravity helped us to understand that all planets (all large masses) pull gravity towards them. This keeps their moons close by and keeps them close to one another. Students were awed that they have been PULLING ON EACH OTHER ALONG TIME!!! This is because of the force of gravity and, as Isaac Newton discovered, the principle of Inertia! We learned that the definition of Inertia is the ability of something to be moving or stopped. So, when things are moving...they will stay moving UNLESS something stops them (a force)! If things are resting, they must be made to move - with force! Isaac Newton said this was a "LAW OF MOTION," that never changes. There were only 2 other laws to talk about for a total of 3!
The Three Laws of Motion
1)When things are moving...they will stay moving UNLESS something stops them (a force)
2) Force can change an objects speed OR direction (the bigger it is the more force is needed)
3)Force pushes/pulls on something AND that something will push and pull back on it.
Week 2
We considered the forces on our planet this week. We watched Earth in 3D and compared its gravity to that of the gravity of the moon and the sun. We were amazed by how much gravity is at work in our universe! The Sun pulls all planets. moons and stars... and they all pull back on it! This force is the "glue" of our solar system. It is a constant pull that keeps all parts of our solar system in their individual orbits. We witnessed the unique quality of gravity - that it is equal for all objects when it pulls from a particular source. This means that all objects dropped on Earth fall at the same rate, if they are dropped from the same spot no matter what their size is. The same applies on the moon BUT with much less gravity! However, their is enough gravity on the Moon to pull Earth toward it! Soon, we will look at how this force changes Earth itself!
Week 1
We returned to school setting our goals for the new year. First we looked at Science MAP scores and interpreted them. We were able to evaluate what the last MAP showed us, as now older 5th graders. Then, we looked at what it tested us on and what areas of strengths and weaknesses we began our Fall semester with. This allowed us to set some goals and to talk about how we take steps each day toward success. Since MAP also helps us know what areas we can focus additional attentions on, it helps us to take steps to better prepare for our 5th grade STAAR.
We resumed our review of planet Earth, by reviewing our work with Earth and our neighbors and began reviewing the cycles which we depend on. The days of the week (Earth's rotation), the seasons of the year (Earth's tilt and revolution) and the phases of the moon and why we see them differently along with eclipses!
Month: December
Week 2:
This week we wrapped our quarter with a culmination of activities reviewing life on our planet in and discovering the resources within our galaxy. We enjoyed discussing what benefits Earth has in our celestial neighborhood and further meeting Earth's neighbors. From the properties of the Sun which holds our galaxy together we examined its "life" as a star and compared what it offers planet Earth to that offered by our closest neighbor the moon. We compared and contrasted their different structures, layers, and surfaces and were awed by all that they do together for us! From pulling tides to using their gravity to glue us into position, our 5th grade learning made us realize how much Math and Science have explained for us!
Week 1:
We finished our ecosystems unit with an assessment reviewing the concepts and terms learned and began talking about why life on earth is suitable for living things. We learned that the following reasons help all living things survive on Earth by helping us to breathe, protecting us from the sun's radiation and helping our food supply continue to grow and to produce. We also discussed that as of now none of the other planets offer all of these necessary things.
Reason One: Atmosphere (Oxygen is constantly put into the atmosphere by photosynthesis. Then, carbon dioxide and the nitrogen cycle help to keep the right amounts of these gases in our atmosphere).
Reason Two: Climate (Unlike other planets, our atmosphere - and distance from the sun- hels keep our Earth not too hot or too cold)
Reason Three: Water (Water is abudant on Earth AND is found as Liquid, Solid ice, and gas, like clouds!)
Reason Four: Light (Earth's rotation gives each side of the Earth and equal amount of light each day helping plants to grow)
Reason Five: The Sun (It provides the right amount of gravity to keep Earth in its orbit and the right amount of light for life!)
Reason Six: The Ozone Layer (It protects us from the UV Rays of the Sun!
Month: November
Week 1:
This week we began to step within biomes to see how things might change for different species depending on their habitat. We further learned that the environment of a species can change due to human causes. Sometimes human or natural events can change an area where a species may have called home. Over time, organisms adapt to the environments where they are living and their offspring develop the adaptations which better improve their chances of surviving, too. To help us see this through, we spent a day researching several written and online resources to see who lives within the many biomes designated by Scientists. Then, we each selected a biome as a place where a created character (one invented by each student) might live and what necessary adaptations would be needed for its survival. At the end of the week we began to write a short story about our character.
Week 2:
Our field study to Sharkarosa Wildlife Ranch was this week! An endangered and exotic species animal ranch, they offered a guided and hands-on tour to see non-native animals up close and learn what is necessary for their survival and improved lifestyles here in Texas. The researchers at Sharkarosa explained that the animals developmentally need lots of brain and physical exercise. They are constantly moving and changing their habitats and including the things which make the animals safe and at home! Brown Bears are given a wading pool to aid in filing their adaptive long claws for their predatory (they are predators!) lives. In captivity, they do not have a natural way of filing them, but the cement of their artificial wading pool does this for them. Many other unique adaptations were shared and time was spent viewing and interacting with species equally interested in us!
Armed with this field-research, we gathered our notes and went to the computer lab to put together slides for our story ideas. Students imagined if human events affected the biome of their setting, which animals from their biomes would have the adaptations necessary to help their fictional hero protect it! While learning STEM skills of presenting our thoughts with technology in slide software, each student asked, tried, and applied various programming to their slide show to present their ideas. They look forward to sharing them!
Week 3:
Holiday
Week 4:
During SLC's students present to parents an adaptation of their own creation. Each student was assigned the task of creating, or selecting, a character with adaptations that would help it survive in its own unique way in a biome of their choosing. We reviewed the skills of presenting our ideas and practiced proofing the work we created in slide show format.
Month: October
Ecosystems, Organisms and Adaptation (inherited traits and learned behaviors)
Week 1: We began this month looking at our 1st quick lab watching and analyzing the life of mold forming on bread. We began to explore other organisms which are not easy to see with the naked eye and to discover their importance to the food pyramid (the model used by scientists to show the energy food provides in decreasing levels to the top of the pyramid.
Week 2: We discovered that decomposers, along with the help of the sun's energy, provide producers with the most available energy in any food web! All other levels - from primary consumers (which eat producers) all the way up to omnivores receive less and less energy from the foods they consume, because a little energy disappears at each level with the organism just eaten.
Week 3: Ecosystems exist in the very smallest populations (a drop of pond water) to the very largest population (all organisms on earth)! All organisms have an effect on the living (biotic) and nonliving (abiotic) things within an ecosystem. We will deepen our understanding of adaptations as the mutations which occur with the genes of any species at any point in history and are passed down to future generations if they are helpful to the plant or animal. We call this "survival of the fittest!" The species that best "fit" in their environments are most likely to survive and continue to reproduce, while others may become extinct. Students analyzed species to see how their indvidual adaptations "fit" their biomes (differing habitats of the earth). It became clear that plants and animals which exist in these biomes must have the adaptations which make survival a little easier for them! Animals and plants can't rely on shopping to overcome natures changes!
Week 4: This week we are looking at the way scientists look at the Earth and its Ecosystems by dividing it into Biomes. Biomes are where specific communities of plants and animals are able to live similarly and successfully in areas where the landscape and climates differ greatly from each other. We are reviewing biomes and beginning to imagine the ecosystems that live there. We are working with organisms and applying adaptations to survival in their areas that they live in. Each student has chosen to select adaptations which they feel will be useful to the biome of their choice. The next step will be to identify other animals which live there and the many challenges that they face and begin to create a story about them!
Month: September
Safety: Scientific Research, Lab Equipment, and Responsibility
*We are missing some science contracts which will be needed for upcoming labs...please check with your student! Please cut and paste the information below into an email to provide your copy by september 31st (without contracts students can only observe labs)
Week 1 - 2
Fifth grade began the year reviewing the things which scientist do and learning some of the necessary safety procedures, tools, and equipment used in their science labs - and ours! You can review this vocabulary using our quizlet.com account (username: mrssossamon password: coolscience).
Week 3-4
After introducing our safety equipment and several activities reviewing lab responsibility and procedures, we began a hands-on study of our safety equipment and reviewing their proper use along with our signed safety contracts (below). we planned our first lab following our first quiz!
*If you have not turned in a signed safety contract, you ma copy and paste the following into an email to mrs. Sossamon ([email protected])!
________________________________________________________________________________________________________________________________________________________
Science Safety Contract (all students must have a signed safety contract to participate in science labs)
name: _____________________________ date: ___________________
homeroom: ____________________________________
safety rules:
1.) Be responsible at all times in the science classroom! Horseplay, practical jokes, and pranks are not allowed.
2.) Follow all instructions and directions carefully. Ask mrs.sossamon questions if you do not understand what to do.
3.) Do not touch any materials (including animals, supplies, etc.) Unless you have permission to do so.
4.) Never eat, drink, chew gum, or taste anything while in the science room (unless told to do so! )
5.) While we are performing experiments, please keep your hands away from your face, eyes, and mouth.
6.) Always wear your safety goggles when instructed to. Never remove your goggles during an experiment.
7.) Keep your work area and the science room neat and clean. Make sure to put all extra papers and work from other classes in your binder or science folder before class starts.
8.) Clean your work area and any equipment you use before the end of class. Please make sure that materials are returned to their proper place in the room (back to the shelves, into the proper container, etc.).
9.) Report any accident, injury, or unsafe materials to mr. Smith immediately!
10.) Do not smell or touch any chemicals we are using unless instructed to do so.
11.) Handle all animals and plants with care and respect.
A.) Open animal cages or fish tanks only with permission.
Student signature ______________________________________
student name __________________________________________
parent signature________________________________________
parent name_____________________________________________
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
below you can review an overview of last year's studies. On this site, you will find interactive activities and links as we practice with them throughout the year! Please check back again soon.
I look forward to discovering our world with you this year!
Mrs. S.
Spring 2017
(most recent learning links posted at bottom - cut and paste url, if link does not open)
we travel through space (and time) this semester interacting with our galaxy and comparing celestial objects (look at this link again to compare, as we are: https://prezi.com/vihev1nfxzwg/similarities-and-differences-between-the-sunearth-and-moon/).
We are carefully observing what we believe the movement in our solar system is and learning how the moon only appears to move and which way the earth actually moves (west to east!)
This will lead into our discovery, which applies at least for now, that only earth has the right combination of atmosphere, gravity, and resources to support life and many cycles that make it possible for us to live.
We wrap up with a study of living --- or life -- on earth (of living and non-living organisms)!
Understanding the ability for life to exist on earth, helps us to analyze how organisms survive. What are their needs and adaptations? How do living and non-living (biotic and abiotic) organisms work together on this great planet and develop ways to survive?
Plug in and practice some of our ecosystems work at home with this link now:
http://www.proprofs.com/quiz-school/story.php?title=quiz-ecosystems
evaluating adaptations and discovering how inherited traits and learned behaviors affect populations, i hope that you will continue to discover your own, too. You can practice again with this activity at home using this link:
https://wboro5thgrade.wikispaces.com/file/view/inheritedtraitsstudentsurvey.pdf
finally, our spring expedition compares the availability of water for all species on earth. Understanding how the many species thrive and survive in freshwater ecosystems and all the while one water cycle supports it all! Please check our main page for news and links following these activities!
Energy at work!
We are completing our research of non-renewable energy resources and have begun to "connect-the-dots" with our discovery of currents, electricity and open and closed circuits! Review some of what we have learned with this enjoyable, interactive review: http://webarchive.nationalarchives.gov.uk/20170202172428/http://www.sciencemuseum.org.uk/online_science/games/energy_flows |
Grade 5: Here we go!
This year we will develop a greater understanding of systems as a collection of processes that interact and discover the many systems in our world! Beginning our year with the investigation of earth's resources, we will be studying the physical properties of matter, the conduction and insulation of heat, electricity, and the production of sound. We will observe and measure the constant properties of everyday substances such as boiling points and melting points differentiating among forms of light, heat, electrical, and solar energy and the properties of these energy forms.
Around our earth and solar system, we will identify and describe examples of daily, weekly, lunar, and seasonal cycles including life cycles of plants and animals and define the significance of water, carbon, and nitrogen cycles. The formation of land-forms will be interpreted as the result of a combination of constructive and destructive forces. Other forces including gravity, gravitational forces in the solar system, and the physical characteristics of the Earth, will also be identified and compared.
Finally, we will resume our early learning of adaptation this year by discovering the unique niche of organisms in specific ecosystems identifying the inherited traits in plants and animals. Through traveling our world we will discover the many past and present events affecting the future and better understand our world's most precious resources!
This year we will develop a greater understanding of systems as a collection of processes that interact and discover the many systems in our world! Beginning our year with the investigation of earth's resources, we will be studying the physical properties of matter, the conduction and insulation of heat, electricity, and the production of sound. We will observe and measure the constant properties of everyday substances such as boiling points and melting points differentiating among forms of light, heat, electrical, and solar energy and the properties of these energy forms.
Around our earth and solar system, we will identify and describe examples of daily, weekly, lunar, and seasonal cycles including life cycles of plants and animals and define the significance of water, carbon, and nitrogen cycles. The formation of land-forms will be interpreted as the result of a combination of constructive and destructive forces. Other forces including gravity, gravitational forces in the solar system, and the physical characteristics of the Earth, will also be identified and compared.
Finally, we will resume our early learning of adaptation this year by discovering the unique niche of organisms in specific ecosystems identifying the inherited traits in plants and animals. Through traveling our world we will discover the many past and present events affecting the future and better understand our world's most precious resources!