Georgia
Quality Core Curriculum-Science, Grade 5
|
Galaxy Classroom-S.N.O.O.P.S.,
Science, Grade 5
|
| Inquiry |
Scientific
Thinking Processes |
| S.5.1-
Asks questions, makes and keeps records of observations, classifies
objects and events, communicates with others, makes inferences
and predictions, uses estimation and measurement, uses evidence
to construct explanations, makes sketches and diagrams to explain
ideas, organizes data into tables and charts for interpretation,
reads and interprets various types of graphs, formulates simple
hypotheses, identifies and controls a limited number of variables,
and designs a simple experiment. |
Using
a constructivist approach, inherent in all aspects of Galaxy
programming, student inquiry is established through utilization
of the Scientific Thinking Processes. The following processes
are the fundamental underpinnings of all Galaxy hands-on/minds-on
investigations: observing, communicating, comparing, organizing,
relating, inferring, and applying. |
| S.5.2-
Uses encyclopedias, science reference magazines, books and other
media to obtain information related to science concepts. |
Students
will use the following medium to research and communicate their
findings: internet, fax, email, literature connections, and
video interactivity. |
| S.5.3-
Identifies and practices accepted safety procedures in manipulating
science materials and equipment. |
Safety
is inherent in all aspects of Galaxy hands-on investigations
and teacher/student safety procedures are listed in all Teacher
guides. |
| S.5.4-
Actively engages in the learning process via hands-on/minds-on
science activities and experiences. Uses appropriate tools to
collect and analyze date and solve problems. |
All
Galaxy investigations require hands-on/minds-on implementation. |
|
|
|
| Physical
Science |
Theme
2-Science is Doing Experiments to Describe and Compare Materials |
| S.5.5-
Describes atomic structure of and relationship between atoms,
elements, molecules and compounds. Uses models to identify electrons,
protons, and neutrons as basic structural components of atoms.
Shows relation of atoms and elements to molecules and compounds
(models, diagrams and formulas). |
Theme
2 Interactive Video: Stuck in the Mud
Hands-on Investigations: Oobleck Sessions 1 & 2, Chemical
Reactions Sessions 1 & 2,
Take Home Investigations: Oobleck |
| S.5.6-
Investigates characteristics of length, mass, volume, density,
alkalinity/acidity and temperature. Uses balance scales, thermometers,
rulers, litmus paper and containers to compare characteristics
of various objects. |
Theme
2 Interactive Video: Stuck in the Mud
Hands-on Investigations: Get Oil off of Water,
Bubbleology Sessions 1, 2, 3
Magazine Investigations: "We're a Test Team", "Suds Buster" |
| S.5.7-
Recognizes that elements can be organized in a systematic way
(introduction to the periodic chart). |
Hands-on
Investigations: Chemical Reactions Sessions 1 & 2 |
| S.5.8-
Differentiates between and describes physical and chemical changes
in matter. Identifies and demonstrates examples of physical
and chemical changes. |
Theme
2 Interactive Video: Stuck in the Mud
Hands-on Investigations: Chemical Reactions Sessions
1 & 2, Shake Test
Take Home Investigations: Fizz Bizz |
| S.5.9-
Identifies modern material produced as the result of chemical
research (plastics, polymers, kevlar, and optic fibers). Selects
a topic or area to research using various media resources. |
Hands-on
Investigations: Oobleck Session 4 (Scientific Methods) |
S.5.10-
Differentiates between and demonstrates examples of potential
and kinetic energy. |
Theme
3 Interactive Video: Science is Building Models to Explain
and Invent Ideas
Hands-on Investigations: Moving Briefcase Model,
The Great Pencil E-Racer |
| S.5.11-
Explains and infers with everyday examples that objects in motion
stay in motion and those at rest stay at rest. Uses common objects
such as balls or rolling cars to demonstrate. |
Theme
3 Interactive Video: Science is Building Models to Explain
and Invent Ideas
Hands-on Investigations: Moving Briefcase Model,
The Great Pencil E-Racer, Black Boxes, L.L. Early Warning
System Earth, Moon, and Stars Sessions 3, 4, 5, & 6
Take Home Investigations: Twirl-A-Whirlers |
| S.5.12-
Explains and infers that objects at rest or in motion do not
change their motion unless acted upon by an outside force. Using
common objects like balls or rolling cars, infers that an outside
force is necessary for a change in velocity to occur. |
Theme
3 Interactive Video: Science is Building Models to Explain
and Invent Ideas
Hands-on Investigations: Moving Briefcase Model,
The Great Pencil E-Racer, L.L. Early Warning System
Take Home Investigations: Penny Flick Trick |
| S.5.13-
Describes the relationship between movement and forces (e.g.,
inertia, acceleration, and velocity) Quantitatively as a function
of change in distance traveled over time. Picks a speed and
uses it to predict the time required to travel the distance
between two cities. |
Theme
3 Interactive Video: Science is Building Models to Explain
and Invent Ideas
Hands-on Investigations: The Great Pencil E-Racer,
Moving Briefcase Model
Take Home Investigations: Twirl-A-Whirlers |
| S.5.14-
Describes changes in rate of speed. Demonstrates that change
in velocity is evidence that acceleration has occurred. |
Black
Line Masters: "Mystery Models" |
| S.5.15-
Investigates the force of gravity. Describes gravity as a force
that changes depending on the distance between two objects and
difference in their masses. |
Theme
3 Interactive Video: Science is Building Models to Explain
and Invent Ideas
Hands-on Investigations: Corny's Stack Test, L.L.
Early Warning System, Earth, Moon, and Stars Sessions
3, 4, 5, 6
Take Home Investigations: Super Duper Parachute, Flip-Flap
Flyer |
| S.5.16-
Predicts, observes, and records data on the rate of fall of
objects. Compares the rate of fall of objects varying in mass
and discusses how air resistance affects the rate of fall. |
Theme
3 Interactive Video: Science is Building Models to Explain
and Invent Ideas |
| |
|
| Life
Science |
Theme
4: Science is Tracking Living Action to Relate Form to Function |
| S.5.17-
Compares different kinds of animals and their protective adaptations.
Identifies examples of animals with protective adaptations in
color, physical structure, and body markings and shadings, such
as zebras, giraffes, Viceroy butterflies and deer. |
Theme
4 Interactive Video: Science is Tracking Living Action to
Relate Form to Function
Hands-on Investigations: Crayfish Session 1, Oil
Off Water
Black Line Masters: "Falcon Form Hall of Fame", "Corny's
Corner", "Wide Open Spaces" Take Home Investigations:
Go Fish, Hide-A-Lizard |
| S.5.18-
Compares similarities and differences in animals. Groups animals
using pictures or actual specimens by observable characteristics
such as body covering, number of legs, wings, ears, color and
size. |
Theme
4 Interactive Video: Science is Tracking Living Action to
Relate Form to Function
Hands-on Investigations: Crayfish Session 1, 2,
& 3
Black Line Masters: "Falcon Form Hall of Fame", "Wide
Open Spaces", "Home Sweet Home, "Pet Pals, Pen Pals"
Take Home Investigations: Fast-food Feeders |
| S.5.19-
Identifies and describes the five major kingdoms (Plants, Animals,
Fungi, Protists, and Monerans). Names and describes basic characteristics
and examples of each kingdom. |
|
| S.5.20-
Recognizes the impact of cross breeding on animal diversity.
Identifies examples of characteristics that are developed through
genetic manipulation (hybrid-breeds of cattle, horses, dogs
and cats). |
Theme
4 Interactive Video: Science is Tracking Living Action to
Relate Form to Function
Hands-on Investigations: Crayfish Session 3
BlackLine Masters: "Father Forms", "Corny's Corner",
"Home Sweet Home" |
| S.5.21-
Names and describes important parts of the body and their basic
functions, such as brain, heart, lungs, stomach, kidneys and
sense organs. |
|
| S.5.22-
Identifies major body systems and their functions. Illustrates
body systems that provide support and movement, transport, air/gas
exchange, excretion, immunity, reproductions and control (nervous
system). |
|
| S.5.23-
Identifies the food pyramid, its components and their importance.
Classifies foods into the groups of the food pyramid.; |
|
| S.5.24-
Determines effects of technology on food and nutrition. Discusses
how refrigeration, packaging, processing, advertisements and
transportation technologies have influenced typical student
diets. |
|
| Earth/Space
Science |
Theme
3: Science is Building Models to Explain and Invent Ideas |
| S.5.25-
Discusses temperature change, chemical action and living things
as important factors in the splitting and breaking down of rocks.
Observes rock crevices where ice may form and act as a wedge
to split rock. Observes action of vinegar on different types
of rocks and observes plant roots in rock crevices. |
|
| S.5.26-
Recognizes changes that occur on the Earth's surface as a result
of erosion and deposition. Describes examples of erosion and
describe examples of deposition |
Theme
2 Interactive Video: Stuck in the Mud
Hands-on Investigation: Shake Test |
| S.5.27- Explores and discusses
change in the Earth's surface due to plate tectonics.
Uses maps to illustrate ring of fire, mid-Atlantic Ridge,
major fault zones, etc. Describes features created by faults. |
|
| S.5.28-
Recognizes that changes that occur on the Earth's surface (earthquakes,
volcanoes and erosion) are a result of forces acting upon it.
Describes examples of changes in the environment that are the
result of wind and water forces. Describes how the movement
of molten rock affects features such as faults and volcanoes. |
|
| S.5.29-
Recognizes that technology helps control land and water forces.
Locates examples showing how technology such as dams and contour
plowing helps to control land and water forces. |
|
| S.5.30-
Recognizes and describes the topography of the ocean floor. |
|
| S.5.31-
Recognizes ocean water is in constant motion due to currents,
waves, and tides. |
Theme
2 Interactive Video: Stuck in the Mud |
| S.5.32-
Recognizes that ocean water varies in the content of dissolved
materials, its physical properties and the living things it
supports. |
Theme
2 Interactive Video: Stuck in the Mud |
| S.5.33-
Recognizes and describes the ocean's many valuable resources,
some of which may be threatened by pollution, excessive harvest
and harmful mining techniques. |
Theme
2 Interactive Video: Stuck in the Mud |
| S.5.34-
Identifies and describes the varied technologies used to study
and explore the oceans. |
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