| Nysmith Science Syllabus for Fifth Grade 2009-2010 by Dianne Carlivati I. Living Systems A. Characteristics of Life 1. group work to define life; test hypothesis 2. definition of basic terms - demo with glue what is living - lab on classification; kingdom, etc. - field trip to Leesburg Smithsonian to classify actual fossils and complete classification activity B. Chemical foundation of Biology 1. atoms and molecules 2. hydrogen bonds and polarity -lab: models of water molecules and correlation to magnetism C. Body organization 1. cells: concentrate on organelles and membranes -lab to make models of cell membranes -Pasteur lab on spontaneous generation 2. use and care of microscope -lab to observe living microorganisms including the making of slides, both wet and dry 3. animal cell structures -lab to make models of organelles and explain functions 4. cell processes a. osmosis: understand how this is based on concentration of solvents v. solutes in solutions -lab using eggs and vinegar b. diffusion; -carrot lab D. Dissection 1. use and care of equipment; procedures for dissection -dissect fetal pig (2 � week lab) -create a detailed journal of dissection with diagrams of process and include documentation of all the organ systems inside the pig E. Human Anatomy 1. digestive system: begin with labeling physical structures in the system -lab on starch digestion with crackers and iodine -lab on emulsification of fatty acids with eggs and oil -lab on protein digestion with HCl and pepsin using egg white, beef jerky, bread, apple and carrot 2. nutrition: current FDA guidelines for diet and exercise -create �You are what you eat� collages -visit government website to determine individual calorie needs 3. excretory system: begin with labeling physical structures in the system -lab on kidney dialysis with tubing review of the osmosis process and its role in kidney dialysis 4. nervous system: begin with labeling physical structures in the system senses: smell, vision, hearing -lab on optical illusions ; -lab on vision ; -lab to explore why we have two ears -participate in the Walter Reed Museum of Health and Medicine Brain Awareness program on the Reed Campus E. Human development: non-graded unit on human reproduction 1. health and safety 2. human growth and development, (separate class by sex) II. Science Fair A. student proposals submitted mid-October for teacher review and approval -must have correct format for hypothesis -must be able to measure variables -needs to be appropriate for skill and interest of student -needs to identify where equipment will come from B. students work in media center to help select topic and project C. students learn how to compile results on their backboard before the winter break D. completed project backboard submitted in February; students present to class III. Physical Science A. Methods 1. Measurement -lab on estimation techniques -students complete a lab to use volume, weight and layers to estimate 2. graphing techniques -lab on graphing -students need to make a line graph that meets scientific standards 3. observation techniques: use of metric measures B. Waves and sound 1. transverse vs. compression waves -student lab with slinkies and rope on tables 2. amplitude and frequency -lab on velocity of waves; strings and Slinkies -lab with tuning forks 3. hearing -lab on using two ears to locate sound C. Light 1. electromagnetic spectrum: classify the seven categories; -lab using diffraction grating boxes 2. color; -lab with light boxes and filters 3. bulbs; -lab to compare CFB to incandescent bulbs 4. properties of light ; -lab to measure angle of reflection 5. mirrors and lenses ; -lab to compare convex/concave lenses III. Astronomy A. Solar system history; theories - Oral reports on planets and celestial bodies; - all work done in class Field Trips: Leesburg Smithsonian, fossil exhibit Walter Reed National Museum of Health and Medicine, Brain Awareness Program |
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