SKILL	OBJECTIVES	PROCESSING SKILL	VOCABULARY	INTEGRATIONS/ACTIVITIES
Energy Energy Force and Motion Force and Motion Force and Motion Force and Motion Matter Matter Matter Matter Matter Life forms Animal life Animal life Living things: genetics Human body Human body Plant life Plant life Community Relationships Community Relationships Community Relationships Space Space/Earth’s Surface Earth’s Surfaces Earth’s Surfaces Oceanography Earth’s Surfaces Oceanography Earth’s Surfaces Oceanography	S.5.1 Defines and knows examples of potential and kinetic energy S.5.2 Knows the main sources of energy used to generate electrical energy. S.5.3 Describes the relationship between motion and forces quantitatively. S.5.4. Defines Newton’s Three Laws of Motion. S.5.5 Describes gravity as a force that changes depending on the distance between the two objects and their masses. S.5.6 Describes friction as a force that slows down and stops moving objects. Describes how friction can be minimized. S.5.7 Defines crystal. Recognizes means of crystal growth. S.5.8 Observes mixtures and solutions. S.5.9 Demonstrates surface tension of a liquid. S.5.10 Measures volume of various objects. S.5.11 Defines and tests acids and bases. S.5.12 Identifies bacteria, protozoa, viruses, algae, molds and lichens. S.5.13 Identifies and describes characteristics of invertebrates. S.5.14 Compares and contrasts vertebrates and invertebrates. Groups animals (pictures or specimens) by observable characteristics. S.5.15 Identifies DNA as responsible for traits of living things and their offspring. S.5.16 Names and describes structure and function of organs: lungs, hearts, kidneys, stomach and sense organs. S.5.17 Identifies the food pyramid S.5.18 Describe photosynthesis S.5.19 Classify plants by structure: seeds, cones and fruit. S.5.20 Name and describe relationships: competitive, predatory, symbiotic, parasitic and decomposition. S.5.21 Know, describe and analyze ecosystems. Explain conservation of matter. S.5.22 Identifies biome: desert, Arctic, freshwater, marsh and marine. Recognizes earth biosphere’s as a system of all living things and their interactions with other systems. S.5.23 Defines nebula as a cloud of gas and dust in space. S.5.24 Defines light year. Identifies changes on the earth’s surface due to plate tectonics. S.5.25 Recognizes changes on the earth’s surface due to water action. S.5.26 Recognizes that ocean water varies in contents of dissolved minerals, physical properties and the life it supports. S.5.27 Recognizes and describes topography of the ocean floor. S.5.28 Identifies the ocean’s resources and threats to those resources.	Measuring Observing Predicting Researching Researching Collecting Analyzing Data Predicting Observing Observing Predicting Researching Experimenting Predicting Gathering Data Analyzing Data Observing Experimenting Comparing Experimenting Observing Data Collecting Analyzing Observing Observing Collecting Data Analyzing Collecting Data Analyzing Observing Observing Researching Classifying Using encyclopedia and other resources Observing Classifying Researching Observing Classifying Researching Inquiring Researching Observing Inquiring Classifying Observing Inquiring Classifying Inquiring Observing Classifying Observing Classifying Researching Classifying Researching Inquiring Classifying Observing Researching Researching Observing Researching Using models Using maps and models Researching Researching Experimenting Using maps and models Using maps and models Researching	potential kinetic wind energy hydroelectric nuclear solar work force mass speed velocity inertia gravity weight friction lubricants ball bearings crystal geode solution Mixture Solution Solute Solvent surface tension volume mass acid base indicator pH protozoa algae mold lichen bacteria virus invertebrate hollow-bodied animals sponges spiny-skinned animals arthropods molluscs worms adaptations birds fish amphibians reptiles mammals DNA gene trait chromosome dominant recessive lens cornea optic nerve cochlea ear drum auditory nerve digestive system excretory system protein carbohydrate photosynthesis glucose carbon dioxide monocot dicot producer consumer predator prey symbiosis parasite host food chain biodegradable stability diversity water cycle nitrogen cycle oxygen/ carbon dioxide cycle biome biosphere nebula nebulae light year plate tectonics fault earthquake epicenter seismograph Ring of Fire lithosphere mantle valleys river delta meander oxbow lake erosion/deposition flooding sediment reef current trench shore continental shelf ridge oil spill jetty	Pictures of energy use and sources of potential energy used. Testing of objects on ramps of varying heights to represent varying forces. Builds solar cooker. Visit nearby energy plant. Experiment with solar cells in a calculator or other object. Sports: analyzing forces as a part of various sports. Various rolling and sliding objects on ramps used to calculate forces. Pendulums of varying masses used to calculate forces. Various inertia demonstrations. Balance and spring scales used to measure force in Newton’s Laws of gravity. Marbles and other objects used to demonstrate action and reaction forces. Balloon racers on string to demonstrate action and reaction. Imaginary games on the moon to compare the moon’s gravity and earth’s gravity. Information on astronaut training to learn the effects of weightlessness on the body. Protecting a hard-boiled egg from the effects of gravity with various padding. Experimenting with objects on ramps of varying surfaces: smooth, sandpaper, lubricated. Microscope observations of growing crystals: epsom salts recommended. Growing crystals (geode in an eggshell), salt, sugar, alum or epsom salts recommended. Art connection: tessellated patterns as ____? Investigates mixtures and solutions as used in cooking. Activities using containers and water to demonstrate surface tension Activities using overflow containers, objects and water. Comparing volume of a piece of clay and same clay in smaller pieces. pH test kit or litmus paper, litmus paper or teacher-prepared indicator solutions to test various substances. Art connection: color-changing markers Art: drawings or models. Microscope work: micro paper slides and/or plastic recommended. Both ____ student-prepared in growing mold. Growing agar plates. Art: drawing or models. Live or prepared specimen models of invertebrates. Posters of various insects. Insect collections . Identify invertebrates. Aquarium for classroom. Live or preserved specimens of vertebrates. Models, posters or pictures of vertebrate. Classroom terrarium. Visit to local zoo. (forest, wetland, etc) Paper model of a DNA. Two coins to demonstrate chances of dominant and recessive inheritance. Lung model. Testing foods for sugars. Anatomical poster. Visit from local healthcare professionals. Preparing a day’s healthy food menu. Make terrariums. View with microscope or micro-viewer. Draw and label various leaves. Art: leaf prints or rubbings. Grow plants from seed (corn, monocot-beans,dicot) Collect and classify leaves and seeds, cones, etc. Classroom terrarium Composting Demonstration Owl pellet observation Water test kit for pH level Pollution Dissolved oxygen Air pollution testing Visit to fresh water or marine biome Viewing of Orion Nebula through a telescope or binoculars. Hubble Telescope Images Demonstrate or classroom-build seismograph. Clay or paper models of water-related features of earth’s surface. Experimentation with dissolved minerals (salt) at various temperatures. Maps, models or videos to observe various ocean conditions. Making of a contour map of the ocean floor in a certain area. Modeling oil spill or clean-up in a container.