Colorado

1 Physical Science

• 1 Mixtures of matter can be separated regardless of how they were created; all weight and mass of the mixture are the same as the sum of weight and mass of its parts

  • Inquiry Questions:

    • 1 How do mixtures act similarly and differently from their original materials?

      • Identify mixtures (5-D.3)

    • 2 What are some ways that mixtures can be separated?

  • Relevance and Application:

    • 1 Knowing properties helps determine how to separate mixtures.

    • 2 Mixtures make up Earth's layers. For example, rocks are mixtures of minerals, and minerals are mixtures of elements and compounds.

      • Identify rocks and minerals (5-R.1)
      • How do sedimentary rocks form? (5-R.2)
      • Classify rocks as igneous, sedimentary, or metamorphic (5-R.3)
      • How do rock layers form? (5-R.4)

  • Nature of Science:

    • 1 Ask testable questions about mixtures, make a falsifiable hypothesis, design an inquiry based method of finding the answer, collect data, and form a conclusion.

    • 2 Select appropriate tools to conduct an experiment, use them correctly, and report the data in proper units.

      • Collect and graph temperature data (5-T.1)

    • 3 Share results of experiments with others and respectfully discuss results that are not expected.

    • 4 Review and analyze information presented by peers and provide feedback on their evidence and scientific reasoning about the separation of mixtures and how the separation impacts its total weight/mass.

2 Life Science

• 1 All organisms have structures and systems with separate functions

  • Inquiry Questions:

    • 1 How do plants and animals carry out processes necessary for life?

      • Body systems: circulation and respiration (5-K.4)
      • Body systems: digestion (5-K.5)
      • Body systems: removing waste (5-K.6)
      • Body systems: perception and motion (5-K.7)
      • Classify fruits and vegetables as plant parts (5-L.1)
      • Identify plant parts and their functions (5-L.2)
      • How do plants make food? (5-L.3)
      • Identify flower parts and their functions (5-L.4)
      • Identify the photosynthetic organism (5-L.7)
      • Identify functions of plant cell parts (5-O.1)

    • 2 What different structures do plants and animals use to carry out the same functions?

      • Identify the photosynthetic organism (5-L.7)
      • Identify functions of animal cell parts (5-O.2)
      • Plant cell diagrams: label parts (5-O.4)
      • Animal cell diagrams: label parts (5-O.5)

    • 3 What adaptations or characteristics help humans survive?

  • Relevance and Application:

    • 1 Different organism structures are adapted to different functions to ensure survival, and humans often manipulate these different structures for their own uses such as making building materials, food, and medicines.

      • Animal adaptations: beaks, mouths, and necks (5-M.1)
      • Animal adaptations: feet and limbs (5-M.2)
      • Animal adaptations: skins and body coverings (5-M.3)

    • 2 Humans have long exploited animals and plants through fishing, herding, and agriculture in order to manage them as renewable food resources.

    • 3 There are tools and materials – such as Velcro – made by humans that were inspired by animal or plant adaptations.

  • Nature of Science:

    • 1 Review and analyze information presented by peers and provide feedback on their evidence regarding the importance of various structures to plants and animals.

• 2 Human body systems have basic structures, functions, and needs

  • Inquiry Questions:

    • 1 How are human body systems similar to and different from those found in other organisms?

      • Body systems: circulation and respiration (5-K.4)
      • Body systems: digestion (5-K.5)
      • Body systems: removing waste (5-K.6)
      • Body systems: perception and motion (5-K.7)

    • 2 How are organs impacted when different body systems fail to work correctly?

  • Relevance and Application:

    • 1 People can create goals about their own lifestyle such as exercising every day and eating healthy foods based on an understanding of human body systems.

    • 2 Societal norms and practices that are intended to protect our health such as wearing a bicycle helmet can be based on scientific evidence.

  • Nature of Science:

    • 1 Review and analyze information presented by peers on the structure and function of the human body and provide feedback on their evidence and scientific conclusions.

    • 2 Critically evaluate models of the human body, identifying the strengths and weaknesses of the model in representing complex natural phenomena.

3 Earth Systems Science

• 1 Earth and Sun provide a diversity of renewable and nonrenewable resources

  • Inquiry Questions:

    • 1 How can the Sun be used as an energy source?

      • How does matter move in food chains? (5-P.4)
      • Interpret food webs I (5-P.5)
      • Interpret food webs II (5-P.6)
      • Evaluate natural energy sources (5-Q.2)

    • 2 How can wind be used as an energy source?

      • Evaluate natural energy sources (5-Q.2)

    • 3 What types of energy sources exist on Earth?

      • Evaluate natural energy sources (5-Q.2)

  • Relevance and Application:

    • 1 Mining operations provide nonrenewable resources.

    • 2 Resources are not distributed evenly and require transportation systems to move them to where they are needed.

    • 3 Towns and laws are often built around resource extraction.

  • Nature of Science:

    • 1 Review and analyze scientific explanations about natural resources presented by their peers, and provide feedback to push their peers to be scientifically accurate and base their claims on adequate and reasonable scientific evidence, not opinion.

    • 2 Earth and Sun provide a variety of renewable and nonrenewable resources.

• 2 Earth's surface changes constantly through a variety of processes and forces

  • Inquiry Questions:

    • 1 How does Earth's surface change?

      • Classify changes to Earth's surface I (3-U.1)
      • Classify changes to Earth's surface II (3-U.2)
      • Find evidence of changes to Earth's surface (3-U.3)

    • 2 How do changes on Earth's surface impact humans?

  • Relevance and Application:

    • 1 There are benefits and dangers to humans as Earth's surface constantly changes.

    • 2 Communities take into account the effects of the changing Earth in a variety of ways. For example, they might use springs, stilts, drainage techniques, or build off the ground because of frost heaving.

    • 3 Some cities have emergency plans for earthquakes, flooding, eruptions, and tornadoes.

    • 4 The development of technology led to tools that made the establishment of measurement standards – the Richter Scale – possible.

  • Nature of Science:

    • 1 Ask testable questions about how the earth surface changes.

    • 2 Utilize a variety of media sources to collect data for analysis regarding Earth processes and the changing surface.

    • 3 Assess and provide feedback on other's scientific explanations about factors that change Earth's surface, pushing for reasoning based on evidence and scientific principles.

• 3 Weather conditions change because of the uneven heating of Earth's surface by the Sun's energy. Weather changes are measured by differences in temperature, air pressure, wind and water in the atmosphere and type of precipitation

  • Inquiry Questions:

    • 1 Why does the Sun heat different surfaces at different rates?

    • 2 Why does the weather change from day to day?

  • Relevance and Application:

    • 1 The Sun's energy helps change daily weather by influencing the water cycle, air movement, and temperature.

      • Label parts of water cycle diagrams (5-U.2)
      • Select parts of water cycle diagrams (5-U.3)

    • 2 Gliders and birds exploit updrafts created by thermals.

    • 3 De-icing airplanes in the winter is sometimes necessary so that they can fly.

    • 4 Weather satellites generate data that measure and monitor changes in weather.

  • Nature of Science:

    • 1 Support explanations of weather using evidence.

      • Weather or climate? Cite text (5-T.4)
      • Use climate data to make predictions (5-T.5)
      • Use data to describe climates (5-T.6)

    • 2 Understand how weather maps are utilized to predict the weather from day to day.

    • 3 Assess and provide feedback on other student's scientific explanations about weather, pushing for reasoning based on evidence and scientific principles.