overview Living Systems Grade 5 content goals

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1 Grade 5 overview Living Systems content goals The Living Systems Module consists of three sequential investigations, each designed to introduce students to transport systems in multicellular organisms. Students use readings, videos, and investigations to study the circulatory, respiratory, digestive, and excretory systems in humans and the vascular system in plants. They conduct and analyze controlled experiments related to these systems and to the production of food by plants. FOSS expects students to Learn that the basic unit of life is the cell. Learn that all cells have basic needs water, food, gas exchange, and waste disposal. Learn how materials are transported to cells in multicellular organisms. Learn the structures and functions of the circulatory, respiratory, digestive, and excretory systems in humans. Learn that vascular plants have specialized tissues (xylem and phloem tubes) for the transport of water, minerals, and sugar to cells. Discover that leaves play an important role in the transport of water to cells in vascular plants. Learn that green plant cells make sugar from carbon dioxide and water in the presence of sunlight, and release oxygen. Learn that plant and animal cells obtain energy by breaking down sugar into carbon dioxide and water (cellular respiration). Classify leaves based on venation pattern. Design, conduct, and analyze the results of experiments. Write scientific reports. Use metric tools and make and record quantitative observations in a scientific investigation. Living Systems Overview CONTENTS Content Goals 1 FOSS and California Standards 2 Living Systems Module Matrix 4 Science Background 6 FOSS Components 14 The FOSS Teacher Guide Organization 16 The FOSS Investigation Organization 17 FOSS Instructional Pedagogies 18 Science Notebooks 22 Working in Collaborative Groups 25 FOSS for All Students 26 Connecting the Experience 28 Safety in the Classroom 30 Scheduling the Module 31 Scope and Sequence 32

2 living systems overview FOSS and CAlifornia standards The Living Systems Module supports the following Life Sciences Content Standards for grade 5.* Life sciences Students in grade five...can...be shown how particular chemical reactions (e.g., photosynthesis and respiration) drive the physiological processes of living cells. They will add to what they have learned in previous grade levels about the external characteristics and adaptations of plants and animals and learn about some of the fundamental principles of physiology. They will learn about blood circulation and respiration in humans; digestion of food and collection and excretion of wastes in animals; the movement of water and minerals from the roots of plants to the leaves; and the transport of sugar generated during photosynthesis from the leaves to the other parts of the plant. LS2 Plants and animals have structures for respiration, digestion, waste disposal, and transport of materials. As a basis for understanding this concept: LS2a Students know many multicellular organisms have specialized structures to support the transport of materials. LS2b Students know how blood circulates through the heart chambers, lungs, and body and how carbon dioxide (CO 2 ) and oxygen (O 2 ) are exchanged in the lungs and tissues. LS2c Students know the sequential steps of digestion and the roles of teeth and the mouth, esophagus, stomach, small intestine, large intestine, and colon in the function of the digestive system. LS2d Students know the role of the kidney in removing cellular waste from blood and converting it into urine, which is stored in the bladder. LS2e Students know how sugar, water, and minerals are transported in a vascular plant. LS2f Students know plants use carbon dioxide (CO 2 ) and energy from sunlight to build molecules of sugar and release oxygen. LS2g Students know plant and animal cells break down sugar to obtain energy, a process resulting in carbon dioxide (CO 2 ) and water (respiration). *Science Content Standards for California Public Schools: Kindergarten through Grade Twelve (Sacramento: California Department of Education, 2000). Science Framework for California Public Schools: Kindergarten through Grade Twelve (Sacramento: California Department of Education, 2003), page 66. full option science system

3 The Living Systems Module supports the following Investigation and Experimentation Content Standards for grade 5.* Investigation and Experimentation I&E6 Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will: I&E6a Classify objects (e.g., rocks, plants, leaves) in accordance with appropriate criteria. I&E6b Develop a testable question. I&E6c Plan and conduct a simple investigation based on a student-developed question and write instructions others can follow to carry out the procedure. I&E6d Identify the dependent and controlled variables in an investigation. I&E6f Select appropriate tools (e.g., thermometers, meter sticks, balances, and graduated cylinders) and make quantitative observations. I&E6g Record data by using appropriate graphic representations (including charts, graphs, and labeled diagrams) and make inferences based on those data. I&E6h Draw conclusions from scientific evidence and indicate whether further information is needed to support a specific conclusion. I&E6i Write a report of an investigation that includes conducting tests, collecting data or examining evidence, and drawing conclusions. The Science Content Standards and the Mathematics Content Standards also reinforce each other as students analyze, strategize, and solve problems, finding solutions to apply to new circumstances. Students in grade five will also develop testable questions and learn to plan their own investigations, selecting appropriate tools to make quantitative observations. *Science Content Standards for California Public Schools: Kindergarten through Grade Twelve (Sacramento: California Department of Education, 2000). Science Framework for California Public Schools: Kindergarten through Grade Twelve (Sacramento: California Department of Education, 2003), page 66. Living Systems

4 Living Systems Module Matrix Synopsis CA science content standards 1. Living cells Students study four related humanbody transport systems that provide all the cells water, food, gas exchange, and waste disposal. The structures and functions of the circulatory, respiratory, digestive, and excretory systems are explored through a variety of multimedia activities. Students observe and analyze an investigation on gastric juice in the stomach. LS2a Students know many multicellular organisms have specialized structures to support the transport of materials. LS2b Students know how blood circulates through the heart chambers, lungs, and body and how carbon dioxide (CO 2 ) and oxygen (O 2 ) are exchanged in the lungs and tissues. LS2c Students know the sequential steps of digestion and the roles of teeth and the mouth, esophagus, stomach, small intestine, large intestine, and colon in the function of the digestive system. LS2d Students know the role of the kidney in removing cellular waste from blood and converting it into urine, which is stored in the bladder. I&E6d Identify the dependent and controlled variables in an investigation. 2. vascular plants Students investigate the transport system in vascular plants and learn about the specialized structures, xylem and phloem tubes. Students design and conduct a scientific investigation and discover that leaves play an important role in the transport of water to cells in vascular plants. They use multimedia resources to gather information about plants. They collect and classify plant leaves, based on appropriate criteria. LS2a Students know many multicellular organisms have specialized structures to support the transport of materials. LS2e Students know how sugar, water, and minerals are transported in a vascular plant. I&E6a Classify objects (e.g., rocks, plants, leaves) in accordance with appropriate criteria. I&E6b Develop a testable question. I&E6c Plan and conduct a simple investigation based on a student-developed question and write instructions others can follow to carry out the procedure. I&E6f Select appropriate tools (e.g., thermometers, meter sticks, balances, and graduated cylinders) and make quantitative observations. I&E6g Record data by using appropriate graphic representations (including charts, graphs, and labeled diagrams) and make inferences based on those data. I&E6h Draw conclusions from scientific evidence and indicate whether further information is needed to support a specific conclusion. I&E6i Write a report of an investigation that includes conducting tests, collecting data or examining evidence, and drawing conclusions. 3. Sugar and cells Students analyze an experiment to determine the conditions under which plants produce food (photosynthesis). They design an investigation to determine what conditions are needed to activate an organism (yeast) and are introduced to the process by which plant and animal cells obtain energy from food (cellular respiration). They design and conduct an experiment to determine the sugar content of common foods. LS2f Students know plants use carbon dioxide (CO 2 ) and energy from sunlight to build molecules of sugar and release oxygen. LS2g Students know plant and animal cells break down sugar to obtain energy, a process resulting in carbon dioxide (CO 2 ) and water (respiration). I&E6b Develop a testable question. I&E6c Plan and conduct a simple investigation based on a student-developed question and write instructions others can follow to carry out the procedure. I&E6f Select appropriate tools (e.g., thermometers, meter sticks, balances, and graduated cylinders) and make quantitative observations. I&E6h Draw conclusions from scientific evidence and indicate whether further information is needed to support a specific conclusion. I&E6i Write a report of an investigation that includes conducting tests, collecting data or examining evidence, and drawing conclusions. full option science system

5 Concepts Reading and Writing Assessment Cells require water, food, gases, and waste removal to live. In humans, oxygen is transported to the blood and carbon dioxide is transported from the blood in the respiratory system. In the human circulatory system, blood transports resources to the cells and wastes from the cells. Cells use simple substances for energy and building blocks. The digestive system breaks down complex substances into simple substances, which move into the bloodstream. Kidneys filter wastes from blood and convert them into urine for excretion. The respiratory, circulatory, digestive, and excretory systems work together to ensure that cells receive the resources they need to live. Living Cells Circulatory System The Disassembly Line Summary: Living Cells Science Notebook: Students respond to written questions and explain their understanding of transport systems in humans. Pretest Embedded Assessment Science notebook Benchmark Assessment I-Check 1 Life happens in cells. Vascular plants have two transport systems, one to transport water and minerals from roots to leaves, and one to transport sugar from leaves to cells that need it. In vascular plants, water and minerals are transported to cells in xylem tubes; sugar is transported to cells in phloem tubes. Vascular bundles are arranged in predictable patterns of veins in the leaves of vascular plants. Scientists classify objects and information by organizing them into groups with similar attributes. Vascular Plants Classification Summary: Vascular Plants Science Notebook: Students develop an experimental question, write a plan, organize data, and write findings and conclusions. Embedded Assessment Science notebook Response sheet Benchmark Assessment I-Check 2 Chlorophyll absorbs sunlight. Photosynthesis requires carbon dioxide, water, and light. Photosynthesis produces sugar and oxygen gas. Plant and animal cells break down sugar and oxygen into carbon dioxide and water to obtain energy (cellular respiration). Animals obtain six classes of nutrients from food: protein, carbohydrate, fat, minerals, vitamins, and water. The volume of gas produced by yeast is proportional to the amount of sugar present. Making Food Photosynthesis Cellular Respiration Living with Diabetes Summary: Sugar and Cells Science Notebook: Students develop an experimental question, write a plan, organize data, and write findings and conclusions. Embedded Assessment Science notebook Response sheet Benchmark Assessment I-Check 3 Posttest Living Systems

6 living systems Overview safety in the classroom Following the procedures described in each investigation will make for a very safe experience with life science in the classroom. You should also review your district safety guidelines and make sure that everything that you do is consistent with those guidelines. Look for the safety-note icon in the Getting Ready section, which will alert you to safety concerns throughout the module. Materials Safety Data Sheets (MSDS) for materials used in the FOSS program can be found on the Delta Education website ( shtml). If you have questions regarding any MSDS, call Delta Education toll free at (Monday Friday 8 a.m. to 6 p.m. EST). General classroom safety rules to share with students include 1. Listen carefully to all instructions. Follow directions. Ask questions if you don t know what to do. 2. Tell your teacher if you have any allergies. 3. Never put any materials in your mouth. Do not taste anything unless your teacher tells you to do so. 4. Never smell any unknown material. If your teacher asks you to smell a material, wave your hand over the material to draw the smell toward your nose. 5. Do not touch your face, mouth, ears, nose, or eyes while working with chemicals, plants, or animals. 6. Always protect your eyes. Wear safety goggles when necessary. Tell your teacher if you wear contact lenses. 7. Always wash your hands with soap and warm water after working with chemicals, plants, or animals. 8. Never mix any chemicals unless your teacher tells you to do so. 9. Report all spills, accidents, and injuries to your teacher. 10. Treat animals with respect, caution, and consideration. 11. Clean up your work space after each investigation. 12. Act responsibly during science investigations. These rules are provided for your class on the FOSS safety poster and are in the Science Resources book for each student. 30 full option science system

7 scheduling the module For comprehensive teaching of the science standards at grade 5, with multiple exposures, science should be taught every day. Active-investigation sessions (including wrap-up) and reading sessions might be minutes, I-Check and assessment-review sessions minutes. Active-investigation (A) sessions include hands-on work with organisms, active thinking about the concrete experiences, small-group discussion, writing in science notebooks, learning new vocabulary in context, viewing a video, and completing written embedded assessments to inform instruction. Wrap-up (W) sessions are teacher-directed vocabulary reinforcement and science content review. Reading (R) sessions (Science Resources book) include individual and interactive reading, answering review questions, and discussing the reading to ensure that students integrate the information. I-Checks are short summative assessments. Students respond to written prompts. The next day, after you have scored the assessments, students review their written responses to reflect on and improve their understanding. Week Day 1 Day 2 Day 3 Day 4 Day Pretest Start Inv. 1 part 1 Start Inv. 1 part 2 Start Inv. 1 part 3 A/R A/W R A/W A R I-Check 1 Review Start Inv. 2 part 1 A A R/W A Start Inv. 2 part 2 A R I-Check 2 Review Start Inv. 3 part 1 Start Inv. 3 part 2 A A/W R A Start Inv. 3 part 3 R A/W A R R I-Check 3 Review Posttest living systems 31

8 living systems overview Scope and Sequence for FOSS California 2007 Edition Grade Physical Sciences Life Sciences Earth Sciences 5 Mixtures and Solutions Living Systems Water Planet 4 Magnetism and Electricity Environments Solid Earth 3 Matter and Energy Structures of Life Sun, Moon, and Stars 2 Balance and Motion Insects and Plants Pebbles, Sand, and Silt 1 Solids and Liquids Air and Weather Plants and Animals Air and Weather K Wood and Paper Animals Two by Two Trees Wood and Paper Trees 32 Published and distributed by P.O. Box Northwest Boulevard Nashua, NH The FOSS program was developed with the support of National Science Foundation grants nos. MDR and MDR However, any opinions, findings, conclusions, statements, and recommendations expressed herein are those of the authors and do not necessarily reflect the views of NSF. Developed by Full Option Science System Lawrence Hall of Science University of California Berkeley, CA full option science system

Post- Assessment. Prompt. Advance. 1. Duplicate prompt for each student

Post- Assessment. Prompt. Advance. 1. Duplicate prompt for each student Post- Assessment Concepts Assessed Time Living things are organized structurally from microscopic cells to tissues, organs, and organ systems; within each of these levels, living things demonstrate a structure