Study Island Assignment for 5th graders

This weekend please work on the following sections of Study Island:

• Organ Systems (in Life Science)
  
• Collect & Interpret Data (in Investigation & Experimentation)
  

These sections are due by the end of Wednesday, January 30th

The Water Cycle

Students have recently completed work on the digestive and circulatory systems of the human body. Project work included diagrams, performances, posters, creative writing and presentations.

This week we are continuing our study of natural systems and cycles by looking at the water cycle. Talk to your children about what they are learning about this system by referring to this diagram... check their understanding by listening to them explain what is happening in this process.

CA Science Standards

5.3 Water on Earth moves between the oceans and land through the processes of evaporation and condensation. As a basis for understanding this concept:

1. Students know most of Earth's water is present as salt water in the oceans, which cover most of Earth's surface.
2. Students know when liquid water evaporates, it turns into water vapor in the air and can reappear as a liquid when cooled or as a solid if cooled below the freezing point of water.
3. Students know water vapor in the air moves from one place to another and can form fog or clouds, which are tiny droplets of water or ice, and can fall to Earth as rain, hail, sleet, or snow.
4. Students know that the amount of fresh water located in rivers, lakes, under-ground sources, and glaciers is limited and that its availability can be extended by recycling and decreasing the use of water.
5. Students know the origin of the water used by their local communities.

Nutrition + the Digestive System

What is in the foods I eat?
How does the body use different foods?
What happens to the food I eat?
What are the parts of the digestive system, and how do they work together?

These are some of the driving questions we will try to answer as we look at nutrition and the workings of the human digestive system. You can try some of the games, puzzles and interactive sites using the links in the left-hand margin. Here is a preview of some of the important vocabulary students should begin to know...

Important Vocabulary:

Digestion

Esophagus

Salivary Glands

Stomach

Liver

Small Intestine

Large Intestine

Colon

Kidneys

Rectum

CA Science Standards:

5.2 Plants and animals have structures for respiration, digestion, waste disposal, and transport of materials. As a basis for understanding this concept:
a. Students know many multicellular organisms have specialized structures to support the transport of materials.
c. 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.
d. Students know the role of the kidney in removing cellular waste from blood and converting it into urine, which is stored in the bladder.

Technology in Projects

Over the past week students have been learning how to use, and applying technology to present their project work. Students are using open source presentation software (very similar to PowerPoint) to present what they are learning about the earths different Biomes, including energy pyramids, food webs, and adaptations within these ecosystems. In addition, student teams continue to use internet resources to develop their understanding.

On Tuesday Lisa Mann, a parent, as well as a USC professor in animation will visit our class to conduct a workshop with our students. She will be teaching us how to use art and animation to show how energy is passed through a food chain. Student teams will create their own animation sequences to demonstrate this process.

Study Island

5th grade students: Please log into StudyIsland.com (students should already know their username and password) to complete the following Science lessons:

Pretest (required 1st)
3c - Ecosystems
5f - Observation vs. Inference

Goal: 80% correct (for 3c and 5f)
Due: December 17th

This is a 5th grade assignment, as it helps prepares for the CST (California State Test) in 5th grade science. It is optional for 4th and 3rd graders.

Global Biome Project Guidelines

Student teams in Project Class have spent the last week researching and organizing information about specific biomes (examples, rainforest, desert, grassland, ocean). Please check this link for project guidelines... GLOBAL BIOME PROJECT GUIDELINES
We will be working on this project most of next week during our project class. Please encourage your child to discuss their project with you. Use the Guiding Questions from the column to the left to help guide your child.

Week of November 26th

I would like to thank all the students and adults who participated in the first "Celebration of Learning". It was amazing to watch the students engage their parents in their learning and project work.

This week we are starting to look at the relationship between plants, animals and their environment, ECOLOGY. Please take a look at the Vocabulary, Driving Questions, Research Links, and Interactive Games to the left. Students will be using these questions and resources as they start their next project, GLOBAL HABITATS.

Students will start their projects by working in small groups, with each group researching one of the world's biomes: Grasslands, Forests, Rain Forests, Deserts, Tundra, Freshwater, and Coastal Shaparral. Groups will be able to describe the physical characteristics and geographic locations of these habitats, and examples of the types of animals and plants that live there ... including a food chain specific to this habitat.

When groups present their work we will be on the way to answering our driving questions.


Academic Standards

3.3 Adaptations in physical structure or behavior may improve an organism’s chance for survival. As a basis for understanding this concept:
b. Students know examples of diverse life forms in different environments, such as oceans, deserts, tundra, forests, grasslands, and wetlands.
3.3
c. Students know living things cause changes in the environment in which they live: some of these changes are detrimental to the organism or other organisms, and some are beneficial.

4. 2. All organisms need energy and matter to live and grow. As a basis for understanding this concept:
a.Students know plants are the primary source of matter and energy entering most food chains.
b.Students know producers and consumers (herbivores, carnivores, omnivores, and decomposers) are related in food chains and food webs and may compete with each other for resources in an ecosystem.
c.Students know decomposers, including many fungi, insects, and microorganisms, recycle matter from dead plants and animals
4.3 Living organisms depend on one another and on their environment for survival. As a basis for understanding this concept:
a.Students know ecosystems can be characterized by their living and nonliving components.
b.Students know that in any particular environment, some kinds of plants and animals survive well, some survive less well, and some cannot survive at all.
c.Students know many plants depend on animals for pollination and seed dispersal, and animals depend on plants for food and shelter.
d.Students know that most microorganisms do not cause disease and that many are beneficial.

Student-Led Conferences + Celebration of Learning

Next week (Nov. 15th and 16th) we will be hosting student-led conferences and a celebration showcasing some of the learning that has happened over the last 10 weeks. In a student-led conference students will spend 20 minutes in each class (projects, math + literacy) reviewing their "Personal Learning Plans" (PLP) with parents, as well as presenting a few of their projects or learning centers. Times and dates outlining each student's appointment time and date went out yesterday, and today students made personal invitation cards to take home.