Dr. Hill's 5th Grade Science
Course Description
Life Science
Students learn about energy flow in food webs, including the roles of the sun, producers, consumers and decomposers in the energy cycle. They will model a food web and create diagrams of food webs using their own drawings and/or images to create one pagers, portable word walls and other products. Also, students will investigate the links between the sun, plants and animals, building their understanding of the web of nutrient dependency and energy transfer. Many assignments can be completed on StemScopes. The first StemScopes assignments (Food Web)-Reading and Comprehension Quiz, Writing, Post Assessment, and Math Connection.
Posts
Interdependency Organisms and Environments Day 6-10
Organisms interact with both living and nonliving things to survive in their ecosystems.
Plants interact with living things such as animals and other plants in complex ways that also require nonliving things, such as carbon dioxide, water, and sunlight.
Animals depend on other living things, such as plants and other animals, and nonliving things, such as air and water, to survive.
Post Assessment Day 4
Key Concepts (Put these notes in your interactive notebook) INB
All energy transferred through food webs is derived from the Sun.
Producers use the Sun’s energy to create their own food through photosynthesis.
Consumers and decomposers get their energy from producers or other consumers.
The different parts of a food web are producers, consumers, and decomposers.
Organisms that lives in your environment includes decomposers, consumers, and producers.
Assessments
Completer the Post Assessment. Go to StemScopes:
https://n11089d145325.acceleratelearning.com and complete the Post Assessment. The log in is the same as Compass Learning.
The Heron Food Chain Day 5
Writing Day 5
THINK about a heron that lives in the wetlands and marshes. The marshy area can contain many different foods for this and other similar birds. WRITE about the organisms a heron might find to eat. What conditions support these organisms so that they, too, thrive in the marsh? What do you think would happen if the normal length of daylight were suddenly cut in half? How would that affect the heron and the organisms it eats?
Let's Farm Some Shrimps (Food Webs) Day 3
Read about Organisms and Environments (Let's Farm Some Shrimps).Take notes in your interactive notebook (spiral notebook) as you read. Use your reading strategies to help you answer the questions (Reading Quiz). After you have finished this assignment, complete the Stem Scopes Reading Science B Quiz from 5.9B Food Webs that can be accessed through the Stem Scopes website:
https://n11089d145325.acceleratelearning.com. Use the same login information that you use for Compass Learning.
Food Webs: Crash Course Kids #21.2
Day 2 March 24
Watch the crash course video. While watching the video, you should take notes in your Interactive Notebook. Create a one pager to show what you have learned. Your one pager can be created in your INB or on a separate sheet of paper.
A one-pager is a written and graphic interpretation of what you have just read presented on a single sheet of paper. Include the facts presented and symbolic representation of the video.
Guidelines:
1. __ 4 or more colors (colored pencils or markers)
2. __ Title
3. __ 3 or more pictures
4. __ Meaningful/ On Topic Border around the page
5. __ The ENTIRE page must be filled
6. __ Purposeful Organization ( Your one pager should be easy to
read)
Life Science Day 1
Day 1 March 23
The Food Web
Your child is expected to describe the flow of energy within a food web, including the roles of the Sun, producers, consumers, and decomposers.
Activity: Create a Portable Word Wall.
Students should put this information in their Interactive Notebook (Spiral Notebook). Vocabulary words and visuals can be viewed on StemScopes:https://n11089d145325.acceleratelearning.com
|
Word |
Definition |
Illustration |
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Food Web |
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Producer |
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Consumer |
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Decomposer |