Week/

Month

Content

Skills for Student Achievement

Assessment

Performance Standards Addressed

Sept./Oct.

·         Variables

·         Use a standard method to control the variable in an experiment

·         Collect and record data in an organized fashion – T table, etc.

·         Repeat tests and choose significant data – 2 out of 3 outcomes, finding the mean, etc.

·         Graph the data on a two coordinate graph, showing the independent variable and the dependent variable as coordinates.

·         Draw conclusions about how the variable affects the outcome of an experiment according to the shape of the graph

·         Group work in performing experiments and collecting data – pendulums, flippers, lifeboats, and planes.

·         Graphing practice and oral reporting of results in class

·         Journal conclusions

·         Variables unit test

·         I. A 1,2

·         I. B 1,2

·         I. C 1,2

·         6 I.B 3

Nov./Dec/Jan.

·         Landforms

·         Create a simple, three-dimensional playground or schoolyard model, and transfers it onto a map, using a grid and a key.

·         Systematically observe a stream table with a variable, times and records data, and predicts change from the standard set – up.

·         Describe patterns of erosion and deposition within stream tables.

·         Demonstrate an understanding of gravity’s effect on the process of erosion and deposition.

·         Identify the pattern of erosion based on the properties of various earth materials – rocks, sand, and silt.

·         Design and performs a stream table experiment with a variable, times and records data, predicts change, draws conclusions, and makes recommendations for a new and related experiment.

·         Read and interpret a topographic map with contour lines showing elevation.

·         Group work creating a model

·         Individually drawn schoolyard map

·         Group work with stream tables

·         Student’s journal

·         Stream table variables project.

·         Landforms unit test

·         I. A 1,2

·         I. B 1,2

·         I. C 1,2

·         III. A 1-4

Feb/Mar.

·         Levers and Pulleys

·         Set up 3 types of levers- 1^st, 2^nd, and 3^rd class

·         Classify real world tools as 1^st, 2^nd, or 3^rd class levers.

·         Identify the trade – off between force and distance in a lever.

·         Set up four kinds of pulleys – single fixed, single moveable, SF-SM effort up, and SF – SM effort down.

·         Explain how to gain advantage by changing the direction or increasing the number of rope segments on a pulley.

·         Can read and interpret the amount of effort needed to lift a load using a spring scale in lever and pulley set – ups.

·         Apply knowledge of levers and pulleys to other types of simple machines that change speed, direction, or amount of force such as the wheel and axle, the gear, the inclined plane, the wedge, and the screw.

·         Individual lever set – up demonstration

·         Pulley set – up demonstration

·         Lever tools mapping sheets

·         Student journal

·         In – class simple machine assignments

·         Levers and pulleys unit test

·         I. A 1,2

·         I. B 1,2

·         I. C 1,2

·         I. D 1,2

April/

May

·         Environments – Food webs and chains

·         Systematically observe and record data about living organisms, plants, fish, snails, beetles, and isopods.

·         Identify preferences of beetles and isopods, light or dark, wet, moist, or dry soil.

·         Correctly label factors of an environment as living - such as plants and animals, or non – living, such as soil, climate, and rainfall.

·         Understand how their environments meet creatures’ needs.    (They are suited or adapted to their environments).

·         Identify a range of moisture tolerance for various types of plants.

·         Research a biome – such as Savannah, Polar, Desert, Grassland, Deciduous Forest, or Rainforest to see how the non – living factors influence the living factors.

·         Make a food chain including producers, consumers, and decomposers, and describes several patterns.

·         Record multiple sorts of food web organisms according to characteristics or relationships predator / prey, producer /consumer / decomposer, vertebrate / invertebrate classes, etc.

·         Explain how human practices of land management such as farming practices, erosion control, and habitat creation /protections positively impact the environment.  Identifies how some human practices may negatively impact the environment, as well.

·         Individual student journals

·         Group work with fish, insects, and plant terrariums

·         Biome poster project

·         Food webs and chains pkg. assessment

·         I. A 1,2

·         I. B 1,2

·         I. C 1,2

·         III A 5

·         IV. F 1-3

·         4 III. A 1

·         4 III. B 1