5th Grade

05/12/14 Mon
Test your Science Vocabulary online!

Apr 21-25 Summary

Learning Targets

1) Know how to write a procedure for a scientific investigation.

* I can write a procedure for the Challenge 2 Mudflow question, "What is the effect of different angles of the rain gutter on the distance a mudflow travels?"),



1. Challenge Box of Glory, Challenge 2:Danger! Mudflow! packet

Read all instructions, study the scenario, and study the data table for the mudflow experiment.

Write a new procedure, following the example procedure given, except for using the new changed variable. 

Remember to number your steps, repeat the trials, and use the new changed variable (gutter angle/height instead of water volumes) for comparing the distance the mud flows.


Apr 14-18 Summary

Learning Targets

1. Know that there are four main forces acting on an object in motion, gravity, gravity support force (normal force), thrust, and friction.

I can run my sky trolley, looking for what is pulling it down, holding it up, pulling it forward, and pushing it back.

* I can draw a scientific illustration of my team's sky trolley.

* I can make a four-corner foldable, defining each of our vocabulary terms.



1. Challenge Box of Glory Challenge 1: Wheat Field and Toy Car Scenario packet. (MSP Practice)

2. Forms of Energy Packet (Identifying forms of energy for understanding physics). Number the energy transfers in order from the sun to the lightbulb.


Mar 24-27 Summary

Learning Targets

1. Know that the QCEE form transfers directly into a conclusion paragraph in an investigation report.

* I can write my report conclusion using my QCEE form sentences and turn in my Meadow Creek Macroinvertebrate Survey report!


2. Remember the main learning targets from the Ecosystems unit and apply them to a final assessment.

* I can take the Ecosystems Assessment.


Congratulations for conducting real science on a real stream for real salmon! Your data will be shared with Washington Department of Fish and Wildlife, Samish Department of Natural Resources, and the Skagit Fisheries Enhancement Group scientists. Truly a job well done.

 Your work must be accurate, as I have seen your salmon fry schooling in the stream!



1. Complete your graph and conclusion paragraph in your Meadow Creek Macroinvertebrate report and turn it in.


Mar 3-7 Summary

Learning Targets

1. Review the basic concepts of each part of the Ecosystems Unit


2. Prepare for a dissection

* I can watch a NOVA video about cuttlefish and compare structures and functions to that of a squid Miss the video? See link on Science main page. Or do a search for NOVA Cuttlefish Kings of Camouflage video.

* I can read background information about cephalopod molluscs (squids, octopus, cuttlefish, and chambered nautilus) to compare structural and behavioral adaptations.



1. Read pp 42 (Lab: Squid Dissection) - 48 (Giant Squid-Sea Monsters) for squid information.

2. Complete Venn Diagram on p. 45 with similarities and differences of octopus and squid

Feb 24-28 Summary

Learning Targets

1. Know how to analyze field data and convert results into a graph

* I can make a graph of the class total of macroinvertebrates of each pollution sensitivity level: sensitive, tolerant, extremely tolerant.


2. Be able to write a conclusion based on data from the graph

* I can complete a QCEE form by writing the investigative Question, (Do the macroinvertebrate species in Meadow Creek indicate that this stream is healthy for salmon?) making a Claim that answers the question based on data, backing up my claim with Evidence from the graph, and Explaining why I think the data turned out the way they did.


3. Argue to support a claim using data with the research community (class)

* I can participate in a QCEE forum where I state my claim to the research community abouanc back it up using data from the research.

* I can cast a vote whether to release our coho salmon into Meadow Creek.


Feb 17-21 Summary

Learning Targets

1. Know that the presence of indicator species can show whether an ecosystem is healthy or unhealthy.

* I can sort aquatic macroinvertebrates into 3 groups: pollution sensitive, pollution tolerant, and extremely pollution tolerant based on their species.


2. Use the Scientific Method to design and carry out a field experiment testing the health of an ecosystem.

* I can write a procedure and list of materials necessary to capture, identify, and sort aquatic macroinvertebrates in Meadow Creek.

Feb 3-7 Summary

Learning Targets

1. Identify adaptations and research methods in a film about the work of Jane Goodall with chimpanzees in Gombe.



1. Complete the Among the Wild Chimpanzees worksheet answering questions about Jane Goodall's groundbreaking work.


Jan 20-31 Summary

Learning Targets

 1. Define and identify structural and behavioral adaptations that help living things survive.

*I can find adaptations for survival and list whether they are structural or behavioral, in an activity with Animal Adaptation cards.

2. Utillize the Scientific Method to test for the most beneficial bird beak adaptations.

*I can write a testable question,

write a hypothesis,

identify changed, measured, and controlled variables,

list materials and write a procedure,

carry out the experiment,

record data,

calculate averages for each "beak" type,

create a class graph of the results,

argue a claim based on the data, and

write a conclusion.



1. Record data on class graph. 

2. Calculate average beans caught by each beak type.

3. Calculate the difference in beans caught between the best and worst beak types.

4. Complete a QCEE form.

5. Contribute to a QCEE forum with the entire research community. (All in class, unless any part was not completed in class).

Wk 8 Summary

Mountain School Learning Targets!

1) Live in a cooperative community.

2) Experience a zero waste (that's right, absolutely no garbage) lifestyle.

3) Know the ABC's of Ecosystems

A: Abiotic-landforms, rock cycle, erosion, water cycle

B: Biotic-food webs, predators and prey, Decomposers (the FBI)

C: Community-how humans, plants, animals, and abiotic factors can interact in a sustainable way.

4) Experience the benefits of eating ALL locally-grown, whole foods prepared with love by the chefs.

Wk 7 Summary

Learning Targets

1) Understand the effects of predators and prey on one another's population size

2) Analyze the pros and cons of a model or simulation 

3) Make a claim based on evidence from our data and discuss in a research forum


Success Criteria

a) Simulate a predator-prey relationship by playing the fluffy bunny and wolf game and recording data

b) Analyze all data sets from the class

c) Complete a QCEE form and use it to support your claim in our QCEE Research Forum.



1) Create a QCEE form on p. 27. Fill in the Question, Claim, Evidence and Explanation. Your question was, Does the population size of a predator affect the population size of prey and vice versa? Your Claim answers the question. Your Evidence supports your claim with numbers from the graph. Your Explanation explains why you think the data turned out that way. What caused the populations to change the way they did?

Wk 4 Summary

Learning Targets

I can

1) record observations of my team's miniecosystem, including positives, negatives, and changes that occurred or that we made to improve the habitats.

2) define food chain, food web, and trophic level pyramid.



1) Bring in roly polies (pill bug isopods) and black ground beetles.

Wk 3 Summary

Learning Targets

I can  1) describe the difference between an individual, population, community, ecosystem, and biome.

2) provide a healthy habitat for each organism I collect for my team's mini-ecosystem terrarium.

3) label each part of my mini-ecosystem as biotic or abiotic.


Collect roly polies (pill bugs) and black ground beetles for your terraria ecosystems. Make sure they are safe and healthy en route (put them in a sealed container with air holes and grass or damp leaves).

Week 1 Summary

Learning Targets for the week of 9/4/2013

 I can: 1) carry out the responsibilities of my job title in my Research Group. 2) use the Team Talk protocol to share important thoughts and amazing information in my Research Group. 3) use my new super-stealthy-wilderness-ninja skills (owl eyes, etc) to observe 3 different ecosystems. 4) define ecosystem.


Homework: Lab Safety Contract Read and sign your Lab Safety Contract with your parent, sign, and return the next time you have Science. You will not participate in labs until it is on file.

Website by SchoolMessenger Presence. © 2018 West Corporation. All rights reserved.