sample Science Hands-on - Portage & Main Press · SAMPLE Hands-On Science and Technology • Grade 5 s Materials: A complete list of materials required to conduct the main activity

SAMPLE

hands-on

Grade 5

science

Winnipeg • Manitoba • Canada

and TechnologyRevised Edition

Senior Author Jennifer E. Lawson

Authors Joni Bowman

Kevin Chambers

Randy Cielen

Nancy Josephson

Anita Kamal

Program Consultant and Contributing Author Sidney McKay

Program Reviewer Jan Edwards

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Portage & Main Press

SAMPLE© 2008 Jennifer Lawson First edition, 2000

Portage & Main Press acknowledges the financial support of the Government of Canada through the Book Publishing Industry Development Program (BPIDP) for our publishing activities.

All rights reserved. With the exceptions of student activity sheets and evaluation forms individually marked for reproduction, no part of this publication may be reproduced or transmitted in any form or by any means—graphic, electronic, or mechanical—without the prior written permission of the publisher.

Hands-On Science and Technology Grade 5 Ontario, revised edition

ISBN: 978-1-55379-181-2

Printed and bound in Canada by The Prolific Group

Series Editors: Leigh Hambly Leslie MalkinBook and Cover Design: Relish Design StudioCover Photo Credits: ©iStockphoto.com/PLAINVIEW – 3926751 ©iStockphoto.com/David Coder ©iStockphoto.com/Bomberdesign – 5160473

Illustrations: Pamela Dixon Jess Dixon Meghan Eldridge

The publisher would like to thank the following people for their review of the content and invaluable advice:

n Karen Boyd, Grade 3 teachern Jan Edwards, program consultantn Peggy Hill, mathematics consultantn Nancy Josephson, science and

assessment consultantn Denise MacRae, Grade 2 teachern Sidney McKay, Grade 6 teacher,

gifted programn Gail Ruta-Fontaine, Grade 2 teachern Judy Swan, Grade 1 teachern Barb Thomson, Grade 4 teacher

100-318 McDermot Avenue Winnipeg, Manitoba, Canada R3A 0A2 Toll free: 1-800-667-9673 Fax: 1-866-734-8477

Email: [email protected] www.pandmpress.com

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SAMPLEIntroduction to Hands-On Science and Technology 1

Program Introduction 1

The Goals of the Science and Technology Program 1

Hands-On Science and Technology Expectations 2

Program Principles 7

Program Implementation 7

Classroom Environment 8

Timelines 8

Classroom Management 9

Science Skills: Guidelines for Teachers 9

Assessment Plan 14

The Hands-On Science and Technology Assessment Plan 14

Achievement Chart 16

Assessment Black Line Masters 18

Understanding Life Systems

Unit 1: Human Organ Systems 31

Books for Children 32

Websites 33

Introduction 34

1 The Human Body: An Introduction 36

2 The Digestive and Urinary Systems 38

3 Designing and Constructing Models of the Digestive System 45

4 The Respiratory and Circulatory Systems 50

5 Investigating the Respiratory and Circulatory Systems 59

6 The Skeletal and Muscular Systems 66

7 The Nervous System 81

8 The Integumentary System 91

9 How Our Bodies Fight Illness and Injury 98

10 Maintaining a Healthy Body Through Good Nutrition 106

11 Making Connections 116

12 Light on Your Feet? 120

References for Teachers 122

Understanding Structures and Mechanisms Unit 2: Forces Acting on Structures and Mechanisms 123


Websites 125

Introduction 126

1 Forces Acting on a Structure 128

2 Bridge Structures 131

3 Comparing Single and Compound Pulleys 137

4 Wheels and Axles 145

5 Gears 149

6 Levers 153

7 Forces of Nature: Tornadoes and Earthquakes 160

8 Protection From Forces 169

9 Structures and the Environment 172


Understanding Matter and Energy

Unit 3: Properties of and Changes in Matter 179


Websites 181

Introduction 182

1 Comparing Similar Substances 184

2 Characteristics of Matter 189

3 Properties of Matter: Buoyancy and Solubility 192

4 Interactions of Materials 196

5 Interactions of Substances That Produce Gases 200

6 Solids, Liquids, and Gases 206

7 Designing and Building a Measuring Device 213

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SAMPLE 8 Comparing Mass 220

9 Freezing, Melting, Evaporation, and Condensation 226

10 Physical Changes in Matter 231

11 Chemical Changes in Matter 234

12 Chemical or Physical Changes in Cooking 238

13 Consumer Products 241

14 Solving Practical Problems 245


Understanding Earth and Space Systems Unit 4: Conservation of Energy and Resources 251


Websites 253

Introduction 254

1 What Is Energy? 256

2 Forms of Energy 259

3 Transforming and Converting Energy 266

4 Nonrenewable Resources: Fossil Fuels 270

5 Renewable Energy Resources 274

6 Solar Power 282

7 Water Power 286

8 Comparing Renewable and Nonrenewable Resources 289

9 Conserving Energy 291

10 Recycling 299


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Program Principles

1. Effective science programs involve hands-on inquiry, problem solving, and decision making.

2. The development of students’ skills, attitudes, knowledge, and understanding of Science, Technology, Society, and the Environment (STSE) issues form the foundation of the science program.

3. Children have a natural curiosity about science and the world around them. This curiosity must be maintained, fostered, and enhanced through active learning.

4. Science activities must be meaningful, worthwhile, and relate to real-life experiences.

5. The teacher’s role in science education is to facilitate activities and encourage critical thinking and reflection. Children learn best by doing, rather than by just listening. The teacher, therefore, should focus on formulating and asking questions rather than simply telling.

6. Science should be taught in correlation with other school subjects. Themes and topics of study should integrate ideas and skills from several core areas whenever possible.

7. The science program should encompass, and draw on, a wide range of educational resources, including literature, nonfiction research material, audio-visual resources, technology, as well as people and places in the local community.

8. Assessment of student learning in science should be designed to focus on performance and understanding, and should be conducted through meaningful assessment techniques carried on throughout the unit of study.

Program Implementation

Program Resources

Hands-On Science and Technology is arranged in a format that makes it easy for teachers to plan and implement.

Units are the selected topics of study for the grade level. The units relate directly to the learning expectations outlined in The Ontario Curriculum, Grades 1–8: Science and Technology, 2007 document. The units are organized into several lessons. Each unit also includes books for children, a list of annotated websites, and references for teachers (all of these are found at the end of the book and are organized by unit).

The introduction to each unit summarizes the general goals for the unit. The introduction provides background information for teachers, and a complete list of materials that will be required for the unit. This includes classroom and household materials, equipment, visuals, reading materials, and various other supplies.

Each unit is organized into lessons, based on the expectations. The lessons are arranged in the following format:

Expectations: Included are the curricular expectations addressed in the lesson. Some expectations, such as those related to safety, are general, ongoing themes throughout the unit, and are not identified specifically at the beginning of a lesson.

Science Background Information for Teachers: Some topics provide teachers with the basic scientific knowledge they will need to present the activities. This information is offered in a clear, concise format, and focuses specifically on the topic of study.

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Materials: A complete list of materials required to conduct the main activity is given. The quantity of materials required will depend on how you conduct activities. If students are working individually, you will need enough materials for each student. If students are working in groups, the materials required will be significantly reduced. Many of the identified items are for the teacher to use for display purposes, or for making charts for recording students’ ideas. In some cases, visual materials—large pictures, sample charts, and diagrams—have been included with the activity to assist the teacher in presenting ideas and questions, and to encourage discussion. You may wish to reproduce these visuals, mount them on sturdy paper, and laminate them so they can be used for years to come.

Activity: This section details a step-by-step procedure, including higher-level questioning techniques, and suggestions, for encouraging exploration and investigation.

Activity Sheet: The reproducible activity sheets are designed to correlate with the expectations of the activity. Often, the activity sheets are to be used during the activity to record results of investigations. At other times, the activity sheets are to be used as a follow-up to the activities. Students may work independently on the sheets, in small groups, or you may choose to read through the sheets together and complete them in a large-group setting. Activity sheets can also be made into overheads or large experience charts. Since it is important for students to learn to construct their own charts and recording formats, you may want to use the activity sheets as examples of ways to record and communicate ideas about an activity. Students can then create their own activity sheets rather than use the ones provided.

Note: Activity sheets are meant to be used only in conjunction with, or as a follow-up to, the hands-on activities. The activity sheets are not intended to be the science lesson itself or the sole assessment for the lesson.

Activity Centre: Included are independent student activities that focus on the expectations.

Extension: Included are optional activities to extend, enrich, and reinforce the expectations.

Assessment Suggestion: Often, suggestions are made for assessing student learning. These assessment strategies focus specifically on the expectations of a particular activity topic (assessment is dealt with in detail on pages 14–15). Keep in mind that the suggestions made within the activities are merely ideas to consider—you may use your own assessment techniques, or refer to the other assessment strategies on pages 14–15.

Classroom Environment

The classroom setting is an important aspect of any learning process. An active environment, one that gently hums with the purposeful conversations and activities of students, indicates that meaningful learning is taking place. When studying a specific topic, you should display related objects and materials, student work, pictures and posters, graphs and charts made during activities, and anchor charts of important concepts taught and learned. An active environment reinforces concepts and skills that have been stressed during science activities.

Timelines

No two groups of students will cover topics and material at the same rate. Planning the duration of units is the responsibility of the teacher. In some cases, the activities will not be completed during one block of time and will have to be

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carried over. In other cases, students may be especially interested in one topic and may want to expand upon it. The individual needs of the class should be considered; there are no strict timelines involved in Hands-On Science and Technology. It is important, however, to spend time on every unit in the program so that students focus on all of the curriculum expectations established for their grade level.

Classroom Management

Although hands-on activities are emphasized throughout this program, the manner in which these experiences are handled is up to you. In some cases, you may have all students manipulating materials individually; in others, you may choose to use small-group settings. Small groups encourage the development of social skills, enable all students to be active in the learning process, and mean less cost in terms of materials and equipment.

Occasionally, especially when safety concerns are an issue, you may decide to demonstrate an activity, while still encouraging as much student interaction as possible. Again, classroom management is up to you, since it is the teacher who ultimately determines how the students in his or her care function best in the learning environment.

Science Skills: Guidelines for Teachers

While involved in the activities of Hands-On Science and Technology, students will use a variety of skills as they answer questions, solve problems, and make decisions. These skills are not unique to science, but they are integral to students’ acquisition of scientific literacy. The skills include initiating and planning, performing and recording, analyzing and interpreting, as well as communicating and the ability to work in teams. In the early years, basic skills should

focus on science inquiry. Although the wide variety of skills are not all presented here, the following guidelines provide a framework to use to encourage students’ skill development in specific areas.

Observing

Students learn to perceive characteristics and changes through the use of all five senses. Students are encouraged to use sight, smell, touch, hearing, and taste (when safe) to gain information about objects and events. Observations may be qualitative (by properties such as texture or colour), or quantitative (such as size or number), or both. Observing includes

n gaining information through the sensesn identifying similarities and differences, and

making comparisonsn sequencing events or objects

Exploring

Students need ample opportunities to manipulate materials and equipment in order to discover and learn new ideas and concepts. During exploration, students need to be encouraged to use all of their senses and observation skills. Oral discussion is also an integral component of exploration; it allows students to communicate their discoveries.

Classifying

This skill is used to group or sort objects and events. Classification is based on observable properties. For example, objects can be classified into living and nonliving groups, or into groups according to colour, shape, or size. One of the strategies used for sorting involves the use of Venn diagrams (either a double Venn or a triple Venn). Venn diagrams can involve distinct groups, or can intersect to show similar characteristics (please see next page).

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7 TheNervousSystemExpectations

n 2.4 Use appropriate science and technology vocabulary, including circulation, respiration, digestion, organs, and nutrients, in oral and written communication

n 2.5 Use a variety of forms to communicate with different audiences and for a variety of purposes

n 3.1 Identify major systems in the human body, and describe their roles and interrelationships

Science Background Information for Teachers

Every part of the body is connected by a network of nerves called the nervous system. Most larger (string-thick) nerves have names, often taken from a nearby bone. The brain and spinal cord make up the central nervous system, and the outer parts make up the peripheral nervous system.

Nerve impulses are actually moving waves of electrochemical energy that pass along nerve cell membranes. Neurotransmitters pass the signals across the synapses between two nerve cells.

The brain coordinates it all, and is a fascinating organ to study. We are learning so much about how the brain functions—the brain craves “feel good” emotions, novelty, and movement. Becoming familiar with the brain is another way of becoming familiar with your students.

Note: Eric Jensen’s Teaching With the Brain in Mind and Carla Hannaford’s Smart Moves are recommended professional reading resources.

The main parts of the brain are the cerebrum, the cerebellum, and the brain stem. The brain has many functions: controlling voluntary and involuntary activities, as well as thinking, memory, emotion, and language.

The thinking part of the brain is made up of the two halves of the cerebellum, which are connected by bundles of fibres. The brain’s wrinkled surface is made up of the cortex, where most (but not all) thinking takes place.

The feeling part of the brain is made up of the limbic system, which is also where memory is located. (Hence the idea that cognitive and affective learning really cannot be separated.)

The automatic or reptilian part of the brain takes care of all the functions we never “think” about—such as respiration and digestion.

Some other useful terms are:

Axon: long arrangement of nerve tissues that carries impulses away from the cell body to other nerve cells and dendrites

Dendrite: branching projections of a nerve cell

Ganglion (pl. ganglia): small solid mass of nerve tissue, which occurs in central, peripheral, and automatic nervous systems

Reflex action: involuntary, very fast response to a stimulus. Examples: a blink, a knee jerk

Myelin sheath: encloses larger nerve fibres of vertebrates, made of extensions of Schwann cells

Schwann cells: cells that enclose every nerve fibre of the peripheral nervous system (in vertebrates)

Synapse: where adjacent nerve cells contact each other; place where the electrochemical impulse crosses from one nerve cell to another

Materials

n diagram of the brain (included) (Make an overhead transparency of this sheet.) (1.7.1)

n diagram of the nervous system (included) (Make an overhead transparency of this sheet.) (1.7.2)

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n overhead projectorn chart papern markersn construction papern safety pinsn stopwatchn 30-cm rulersn papern scissorsn KWL chartn Oh, The Thinks You Can Think, a book

by Dr. Seussn model of a nerve bundle (Make this model

prior to the lesson: Wrap several pencils without eraser tops inside a piece of paper. Each pencil represents a nerve. The leads of the pencils represent axons, which carry impulses. The wooden part of the pencil represents the myelon sheath of each nerve. The paper represents the outer sheath of the nerve bundle.)

Activity: Part One: Introducing the Nervous System

Draw a KWL chart for the brain on chart paper (see below).

As a class, brainstorm what the brain is like and how it functions. Record students’ ideas in the first column of the chart. In the second column of the chart, record questions about the brain that students would like answered.

Display the overhead of the brain (1.7.1). Discuss its shape and parts. Ask:

n How do you think the brain sends messages to the rest of the body?

n To send these messages, what is the brain connected to?

Display the overhead of the nervous system (1.7.2). Focus on the brain and spinal cord, which make up the central nervous system. Explain that the brain and spinal cord work together with nerves throughout the body to control all organs and systems.

Activity: Part Two: Getting the Message Across

This group activity models how a message (impulse) from the brain travels to other parts of the body.

Introduce the impulse action of the brain. Have students write out their full names on a piece of paper. Ask:

n What part of your body told you how to write your name?

n What role does the brain play in this?n What other body parts or systems were

involved when you wrote your name?

Explain that messages from the brain travel to other parts of the body along nerves. Display the model of the nerve bundle. Identify the axons as the paths across which messages are sent.

Have students stand in a line, holding hands. The first student in the line is the “brain.” Record the term brain on a piece of construction paper, and use a safety pin to attach it to the

What We Know About the Brain

What We Want to Know About

the Brain

What We Learned

About the Brain

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first student. The last student in the line is the “hand.” Record the term hand on a piece of construction paper, and attach it with a safety pin to the last student. Have another student act as the timer, and give him or her a stopwatch. When the brain says, “go,” have the timer start the watch. Have the “brain” begin the sequence by squeezing the hand of the adjacent student. This student then squeezes the next hand, and so on along the line until the “hand” feels a squeeze and says, “stop.” At this point, have the timer stop the watch.

Discuss this activity, relating it to the way the brain sends messages or impulses through nerves. The message is sent when the brain says, “go.” The body reacts when the hand says, “stop.”

Activity: Part Three: Reaction Time

Discuss the concept of reaction time. Ask:

n How does your body react when you see a fast-moving object, such as a soccer ball, coming toward your head? (You duck or protect yourself with your arms.)

n Why do you react this way? (The eyes send a message to the brain. The brain then sends a message back to the body telling you to duck or protect yourself.)

Explain to students that this is called a reaction. Divide the class into pairs. Provide each pair with a 30-cm ruler, two copies of Activity Sheet A (1.7.3), and graph paper. Have students use the activity sheets as a guide while they investigate reaction time. Each student should complete his or her own activity sheet.

Activity Sheet ANote: This is a three-page activity sheet.

Directions to students:

Do the experiment, and answer the questions (1.7.3).

Activity: Part Four: How the Brain Works

Explore more about what the brain can do. Start by reading Oh, The Thinks You Can Think to students.

Refocus students’ attention to the KWL chart from Activity: Part One. Ask:

n Did anyone have a question about the brain that can be answered now?

Record responses in the third column of the chart.

Extensionsn Have students research different parts of the

brain and some of the functions that these different parts of the brain perform.

n Ask students: Do you think you can fool the brain?

Record a list of colours on a blank overhead sheet: red in red pen, blue in blue pen, black in black pen, and so on. Have pairs of students read the words to each other.

Write a second list of colours on the overhead: red in black pen, orange in blue pen, blue in red pen, and so on. Have pairs of students read the words to each other. Ask:

n What do you notice about reading these two lists?

n Why do you think this happens?

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Note: It is more difficult to read the second list because the brain has “learned” the colours and uses them as a cue to reading the words.

n Conduct activities to show how movement can help us learn. Give students these examples:

n Pat your head and rub your belly at the same time.

n Stand up. March in place, putting a hand to the opposite knee or shoulder.

These exercises are called crossovers. They get the two parts of the brain where thinking occurs “talking to each other.” These activities cause the brain’s paths to cross over and make more connections. The activities can be done at any time to help activate the human brain.

n Emphasize how important water is to the brain and body. The body needs water to keep all cells hydrated, to help the kidneys flush out toxins, and to keep the brain functioning optimally—the brain is the first organ to show the effects of dehydration, which impairs thinking and learning.

Propose that students keep track of how much water they consume daily. Have students design a simple recording chart for this activity.

Have students write a letter to family members about the “perils of pop.” Students can encourage them to track water intake instead.

Establish a set time every day for students to record their water intake. Include yourself and other adults in this routine, not only as models but also as participants in seeking healthier lifestyles.

n Hit the Sack: Have students keep track of how much sleep they (and their teacher) get nightly. Studies have found that our thinking ability is reduced when we do not get

7–8 hours of sleep a night. Thinking ability increases again when we make it up with a good night’s sleep.

n As a class, explore the idea of memory with one or two of the following exercises, or by grouping students and distributing one exercise to each group.

n Numbers Numbers are hard for most of us to

remember. Have one student read out the numbers on each line, one line at a time. Have other students repeat them in the order given.

n 5 3 6 4 1 3 n 3 7 8 9 6 4 8 n 5 3 7 1 2 1 5 2 n 3 5 3 6 6 4 8 9 6

n Letters Have one student read out the letters

on each line, one line at a time. Have other students repeat them in the order given. Which is easier—remembering the numbers or the letters?

n a c d s n p r c a c e n m h n y w x l n t e b r i c y o

n Words Try the same with lists of words. n play bush pillow n man watch office bell n snow house cup child dog smoke

n Sentences Try sentences—make these up or copy

them out of a book. Start with short sentences, and work up to long ones. Read aloud a short sentence, and have a student repeat it. Work up to the long sentence. How does everyone do?

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n Rhymes and Songs

Have students determine how long it takes for them to learn a rhyme or poem. For example:

If the groundhog sees his shadow on February two, six more weeks of winter’s cold is due.

The Porpoise I kind of like the playful porpoise A healthy mind in a healthy corpus. He and his cousin, the playful dolphin, Why they like swimming like I like

golphin. – Ogden Nash

n Games

Display a plate holding a variety of objects (for example, paper clip, ball, pen, Post-it Note pad, toy, sticker, leaf) for one minute. How many objects can the students remember? (Have them write them down.) Do they improve with practice? What happens when more objects are added?

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The Human Brain

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The Nervous System

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Date: __________________________ Name: ___________________________________________

You are going to investigate how quickly you react in a “hand–eye” test.

1. Have your partner hold a ruler at the 30-cm mark. Predict at which mark on the ruler you will grab the ruler. Your partner is going to let go of the ruler.

I will grab the ruler at __________________ centimetres.

2. Place your hand just below the ruler (see below). Now, without giving you any warning, have your partner drop the ruler between your index finger and thumb.

3. Catch the ruler between your index finger and thumb. Record the mark on the ruler where you catch it. Repeat this activity several times. Record your results below:

Reaction Time

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4. Answer the following questions:

a. After several trials, what did you observe? _____________________

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b. What do you think is happening in your brain? ________________

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c. What body systems are you using here? _______________________

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d. Give another example of an activity that involves reaction time. Does your reaction time in this activity improve with practice? Explain.

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5. Use the graph paper provided to graph your results.

1.7.3 – 897A

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Graph Paper

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sample Science Hands-on - Portage & Main Press · SAMPLE Hands-On Science and Technology • Grade 5 s Materials: A complete list of materials required to conduct the main activity