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Poyen School |
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Poyen School Curriculum K - 12 2007-2008 |
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Science - Fifth Grade |
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Observations
The learner will be able to
make accurate observations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Characteristics and Processes of Science |
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Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 NS.1.5.1 |
Classroom
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Instructional Resources |
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| · |
Lab, Foss [Teaching Strategies]. Models & Designs Investigation 2, Variables Investigation 1, Mixtures & Solutions Investigation 4, Levers & Pulleys Investigation 1. |
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Experimental Design
The learner will be able to
identify and define components of experimental design used to produce emperical evidence: hypothesis, replication, sample size, appropriate use of control, use of standardized variables.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Characteristics and Processes of Science |
|
Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 NS.1.5.2 |
Classroom
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Instructional Resources |
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| · |
Lab, Foss [Teaching Strategies]. Variables Investigation 3, Models and Designs Investigation 2 |
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Mean/Median/Mode/Range
The learner will be able to
calculate mean, median, mode, and range from Scientific data using SI units.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Characteristics and Processes of Science |
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Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 NS.1.5.3 |
Classroom
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Instructional Resources |
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| · |
Resources, Growing with Math Series [Teaching Strategies]. |
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Scientific Data
The learner will be able to
interpret scientific data using: data tables/charts, bar graphs, circle graphs, line graphs, stem and leaf plots, Venn diagrams.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Characteristics and Processes of Science |
|
Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 NS.1.5.4 |
Classroom
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Instructional Resources |
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| · |
Lab, Foss [Teaching Strategies]. Variables Investigation 1 & 3, Levers and Pulleys Investigation 1, Mixtures & Solutions Investigation 3. |
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Scientific Inquiry
The learner will be able to
communicate results and conclusions from scientific inquiry.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Characteristics and Processes of Science |
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Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 NS.1.5.5 |
Classroom
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Instructional Resources |
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| · |
Lab, Foss [Teaching Strategies]. Variables Investigation 4, Models & Designs Investigation 4, Levers & Pulleys Investigation 4, Mixtures & Solutions Investigation 4 |
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Data Collection
The learner will be able to
develop and implement strategies for long-term, accurate data collection.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Characteristics and Processes of Science |
|
Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 NS.1.5.6 |
Classroom
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Instructional Resources |
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| · |
Lab, all labs [Teaching Strategies]. |
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Characteristics of Science
The learner will be able to
summarize the characteristics of science.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Characteristics and Processes of Science |
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Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 NS.1.5.7 |
Classroom
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Instructional Resources |
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| · |
Lab, Foss [Teaching Strategies]. Variables |
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Resources, Science Stories p 1-3 [Teaching Strategies]. |
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Theory Development
The learner will be able to
explain the role of observation in the development of a theory.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Characteristics and Processes of Science |
|
Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 NS.1.5.8 |
Classroom
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Instructional Resources |
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| · |
Resources, Science Stories p 1-3 [Teaching Strategies]. |
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Resources, Foss-Variables [Teaching Strategies]. |
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Hypotheses
The learner will be able to
define and give examples of hypotheses.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Characteristics and Processes of Science |
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Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 NS.1.5.9 |
Classroom
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Instructional Resources |
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| · |
Resources, Science Stories p. 1-3 [Teaching Strategies]. |
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Resources, Foss-variables [Teaching Strategies]. |
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Cell/Scientific Theory
The learner will be able to
compare the cell theory to the characteristics of a scientific theory.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Living Systems |
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Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 LS.2.5.1 |
Classroom
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Instructional Resources |
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| · |
Resources, Science Book [Teaching Strategies]. Unit A, Ch. 1, Lesson 1 |
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Microscopic
The learner will be able to
examine cells on a microscopic level.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Living Systems |
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Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 LS.2.5.2 |
Classroom
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Instructional Resources |
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| · |
Resources, Science Book [Teaching Strategies]. Unit A, Ch. 1, Lesson 1 |
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Assessment Resources |
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Science Book, Chapter Test/Workbook Page [Textbook]. |
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Cell Functions
The learner will be able to
describe the similarities of basic cell functions in all organisms.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Living Systems |
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Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 LS.2.5.3 |
Classroom
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Instructional Resources |
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Activity, Science Book [Teaching Strategies]. Unit A, Ch. 1, Lesson 2-3 |
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Assessment Resources |
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Science Book, Chapter Test/Workbook Pages [Textbook]. |
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Animal/Plant Cells
The learner will be able to
model and identify the parts of animal cells and plant cells: cell wall, cell membrane, nucleus, cytoplasm, chloroplast.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Living Systems |
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Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 LS.2.5.4 |
Classroom
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Instructional Resources |
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| · |
Resources, Science Book [Teaching Strategies]. Unit A, Ch. 1, Lesson 1 |
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Assessment Resources |
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Science Book, Ch. Test/Wb pages [Textbook]. |
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Plant vs Animal Cells
The learner will be able to
compare and contrast plant and animal cells.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Living Systems |
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Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 LS.2.5.5 |
Classroom
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Instructional Resources |
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| · |
Resources, Science Book [Teaching Strategies]. Unit A, Ch. 1, Lesson 1 |
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Assessment Resources |
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Science Book, Ch. Test, wb pages [Textbook]. |
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Plant Pigments
The learner will be able to
conduct investigations to seperate plant pigments from the cell.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Living Systems |
|
Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 LS.2.5.6 |
Classroom
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Instructional Resources |
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| · |
Lab, Plants [Teaching Strategies]. When growing plants, cover one with a black cloth |
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Chlorophyll
The learner will be able to
identify the role of chlorophyll in the process of photosynthesis.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Living Systems |
|
Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 LS.2.5.7 |
Classroom
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Instructional Resources |
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Resources, Science Book [Teaching Strategies]. Unit A, Ch. 4, Lesson 1 & 4 |
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Assessment Resources |
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Science Book, Ch. test/wb pages [Textbook]. |
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Photosynthesis
The learner will be able to
explain and illustrate photosynthesis.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Living Systems |
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Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 LS.2.5.8 |
Classroom
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Instructional Resources |
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Resources, Science Book [Teaching Strategies]. Unit A, Ch. 4, Lesson 1 |
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Lab, Experiment with sunlight as the variable [Teaching Strategies]. |
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Activity, sketch [Teaching Strategies]. Illustrate where the leaf gains all raw products needed for photosynthesis |
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Assessment Resources |
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Science Book, Ch. Tests/wb page [Textbook]. |
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Cellular Respirations
The learner will be able to
explain cellular respiration.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Living Systems |
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Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 LS.2.5.9 |
Classroom
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Instructional Resources |
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Resources, Science Book [Teaching Strategies]. Unit A, Ch. 4, Lesson 1 |
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Activity, sketch [Teaching Strategies]. With photosynthesis sketch add the results of cellular respiration |
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Assessment Resources |
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Science Book, Ch test/wb page [Textbook]. |
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Process of Cellular Respiration
The learner will be able to
conduct investigations demonstrating the process of cellular respiration.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Living Systems |
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Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 LS.2.5.10 |
Classroom
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Instructional Resources |
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Lab, cellular respiration [Teaching Strategies]. seedling wrapped in cellophane to demonstrate the by products of water vapor and carbon dioxide from cellular respiration |
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Cells
The learner will be able to
investigate careers, scientists, and historical breakthroughs related to cells.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Living Systems |
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Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 LS.2.5.11 |
Classroom
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Instructional Resources |
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Resources, Science Book [Teaching Strategies]. Science Through Time |
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Org/Pop/Comm/Ecosys/bios
The learner will be able to
distinguish among and model: organisms, populations, communities, ecosystems, biosphere.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Populations and Ecosystems |
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Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 LS.4.5.1 |
Classroom
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Instructional Resources |
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Resources, Science Book [Teaching Strategies]. Unit B, Ch. 2-4 |
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Resources, Video-Artificial Biosphere [Teaching Strategies]. |
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Energy Pyramids
The learner will be able to
identify the transfer of energy using energy pyramids: terrestrial, aquatic.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Populations and Ecosystems |
|
Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 LS.4.5.2 |
Classroom
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Instructional Resources |
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Resources, Science Book [Teaching Strategies]. Unit B, Ch. 2, Lesson 2 |
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Activity, Project Wild Food Web [Teaching Strategies]. (1) terrestrial (2) aquatic |
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Assessment Resources |
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| · |
Science Book, Ch. tests/wb pages [Textbook]. |
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Food Webs
The learner will be able to
design food webs in specific habitats to show the flow of energy within communities: terrestrial, aquatic.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Populations and Ecosystems |
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Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 LS.4.5.3 |
Classroom
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Instructional Resources |
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Resources, Science Book [Teaching Strategies]. Unit B, Ch. 2, Lesson 2 |
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Activity, Project Wild [Teaching Strategies]. (1) terrestrial (2) aquatic |
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Food Webs/Stress
The learner will be able to
evaluate food webs under conditions of stress: overgrazing, overpopulation, natural disaster, introduction of non-native species, human impact/urban development.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Populations and Ecosystems |
|
Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 LS.4.5.4 |
Classroom
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Instructional Resources |
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Resources, Science Book [Teaching Strategies]. Unit B, Ch. 2, Lesson 2 |
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Activity, Project Wild [Teaching Strategies]. (1) terrestrial (2) aquatic |
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Limiting Factors
The learner will be able to
examine the role of limiting factors on the carrying capacity of an ecosystem: food, space, water, shelter.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Populations and Ecosystems |
|
Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 LS.4.5.5 |
Classroom
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Instructional Resources |
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| · |
Resources, Science Book [Teaching Strategies]. Unit B, Ch. 23, Lesson 3 |
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Assessment Resources |
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| · |
Science Book, Ch. tests/wb page [Textbook]. |
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Nitrogen Cycle
The learner will be able to
describe and diagram the nitrogen cycle in ecosystems.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Populations and Ecosystems |
|
Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 LS.4.5.6 |
Classroom
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Instructional Resources |
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| · |
Resources, Science Book [Teaching Strategies]. Unit B, Ch. 1, Lesson 1 |
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Assessment Resources |
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| · |
Science Book, Ch. Test/Wb pages/poster [Textbook]. |
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Carbon Cycle
The learner will be able to
describe and diagram the carbon cycle in ecosystems.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Populations and Ecosystems |
|
Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 LS.4.5.7 |
Classroom
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Instructional Resources |
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| · |
Resources, Science Book [Teaching Strategies]. Unit B, Ch. 1, lesson 1 |
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Assessment Resources |
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| · |
Science Book, Ch. Test, wb page, poster [Textbook]. |
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Carbon Dioxide-Oxygen Cycle
The learner will be able to
describe and diagram the carbon dioxide-oxygen cycle in ecosystems.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Populations and Ecosystems |
|
Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 LS.4.5.8 |
Classroom
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Instructional Resources |
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| · |
Resources, Science Book [Teaching Strategies]. Unit B, Ch. 1, Lesson 1 |
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Assessment Resources |
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| · |
Science Book, Ch. Test, wb page, poster [Textbook]. |
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Investigations of Carbon Dioxide-Oxygen
The learner will be able to
conduct investigations demonstrating the role of the carbon dioxide-oxygen cycle in ecosystems.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Populations and Ecosystems |
|
Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 LS.4.5.9 |
Classroom
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Instructional Resources |
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Resources, Science Book [Teaching Strategies]. Unit B, Ch. 1, Lesson 1 (Venn Diagram) |
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Mass
The learner will be able to
analyze the concept of conservation of mass as related to the amount of matter in an ecosystem.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Populations and Ecosystems |
|
Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 LS.4.5.10 |
Classroom
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Instructional Resources |
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Activity, Demonstration [Teaching Strategies]. Animal crackers-Animals, "Dirt" recipe soil, measure the mass, mash (kill) the animals, remeasure the mass |
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Ecosystems
The learner will be able to
create ecosystems in which plants can exist without animals.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Populations and Ecosystems |
|
Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 LS.4.5.11 |
Classroom
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Instructional Resources |
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| · |
Activity, Ecosystems [Teaching Strategies]. Build an ecosystem that can thrive without animals |
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Plants
The learner will be able to
conduct investigations in which plants are encouraged to thrive.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Populations and Ecosystems |
|
Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 LS.4.5.12 |
Classroom
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Instructional Resources |
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| · |
Activity, Plants [Teaching Strategies]. Grow plants with multiple variables to demonstrate what variables help plants thrive. |
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Assessment Resources |
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| · |
Science Book, Ch test/wb page [Textbook]. |
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Aquaria
The learner will be able to
construct, compare, and contrast environments in open and closed aquaria.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Populations and Ecosystems |
|
Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 LS.4.5.13 |
Classroom
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Instructional Resources |
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| · |
Resources, Science Book [Teaching Strategies]. Unit B, Ch. 3, Lesson 2 |
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Assessment Resources |
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| · |
Science Book, Ch tests/wb page [Textbook]. |
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Organisms
The learner will be able to
categorize organisms by the function they serve in ecosystems and food webs: predator/prey, parasitism, producer/consumer/decomposer, scavenger, herbivore/carnivore/omnivore.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Populations and Ecosystems |
|
Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 LS.4.5.14 |
Classroom
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Instructional Resources |
| |
| · |
Resources, Science Book [Teaching Strategies]. Unit B, Ch. 2, Lesson 2-3 |
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Assessment Resources |
| |
| · |
Science Book, Ch. test/wb pages [Textbook]. |
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Field Studies
The learner will be able to
conduct field studies identifying and categorizing organisms in a given area of an ecosystem.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Populations and Ecosystems |
|
Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 LS.4.5.15 |
Classroom
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| |
Instructional Resources |
| |
| · |
Activity, Research [Teaching Strategies]. research plants and animals found in the deciduous forest |
| · |
Activity, Field Trip [Teaching Strategies]. Field trip to Lake Catherine to identify organisms |
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Human Effects
The learner will be able to
evaluate positive and negative human effects on ecosystems.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Populations and Ecosystems |
|
Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 LS.4.5.16 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Resources, Science Book [Teaching Strategies]. Unit B, Ch. 4, Lesson 2-4 |
|
| |
Assessment Resources |
| |
| · |
Activity, Ch test/wb pages [Textbook]. |
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Symbiotic Relationships
The learner will be able to
describe and illustrate various symbiotic relationships: parasitism, mutualism, commensalism.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Populations and Ecosystems |
|
Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 LS.4.5.17 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Resources, Science Book [Teaching Strategies]. Unit B, Ch. 2 Lesson 3 |
| · |
Activity, Report [Teaching Strategies]. Report on parasite, mutual, and commenal relationships |
|
| |
Assessment Resources |
| |
| · |
Science Book, ch test/wb page [Textbook]. |
|
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Research
The learner will be able to
investigate careers, scientists, and historical breakthroughs related to populations and ecosystems.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Populations and Ecosystems |
|
Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 LS.4.5.18 |
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