Grade 5
I.	Inquiry								Project WILD	Aquatic Project WILD
	Process skills and inquiries are not an isolated unit of instruction and should be embedded throughout the content areas.  Safety issues should be addressed as developmentally appropriate.
	A.	Process Skills
									102-Urban Nature Search	A-142 Deadly Skies
		1	Observe						62-Learning To Look, Looking To See	A-38 Water Canaries
			a.	Use the senses and simple tools to gather information about objects or events such as size, shape, color, texture, sound, position, and change (qualitative observations).					52-Tracks	A-22 Puddle Wonders!
									116-Seeing Is Believing	A-68 The Edge Of Home
									22-Microtrek Treasure Hunt	A-86 Fishy Who's Who
									322-Can Do!	A-64 Micro Odyssey
									16-Grasshopper Gravity
		2	Classify
			a.	Compare, sort, and group concrete objects according to two attributes.					100-Graphananimal	A-88 Fashion A Fish
									170-Here Today, Gone Tomorrow	A-38 Water Canaries
										A-12 Water Plant Art
			b.	Arrange objects in sequential order.
		3	Measure
			a.	Use standard (U.S. Customary and Metric) to estimate and measure mass, length,  area, perimeter, volume, and temperature to the nearest whole unit (quantitative observations).						A-8 How Wet Is Our Planet?
									304-Water's Going On?!	A-22 Puddle Wonders!
										A-172 Watershed
										A-26 Whale Of A Tail
		4	Communicate						114-Adaptation Artistry	A-126 Aquatic Times
			a.	Use drawings, tables, graphs, written and oral language to describe objects and explain ideas and actions.					6-Bearly Born	A-20 Designing A Habitat
									276-Keeping Score	A-154 Dragonfly Pond
									108-Forest In A Jar	A-88 Fashion A Fish
									100-Graphananimal	A-86 Fishy Who's Who
									262-Migration Barriers	A-44 Mermaids And Manatees
									284-Planning For People And Wildlife	A-64 Micro Odyssey
									170-Here Today, Gone Tomorrow	A-22 Puddle Wonders!
									14-Interview A Spider
									308-Flip The Switch For Wildlife
		5	Infer
			a.	Explain or interpret an observation based on data and prior knowledge.					80-Environmental Barometer	A-134 To Dam Or Not To Dam
									108-Forest In A Jar	A-126 Aquatic Times
										A-142 Deadly Skies
										A-86 Fishy Who's Who
										A-22 Puddle Wonders!
										A-64 Micro Odyssey
			b.	Discriminate between observations and inferences.						A-22 Puddle Wonders
										A-134 To Dam Or Not To Dam
		6	Predict
			a.	Use prior knowledge and observations to identify and explain in advance what will happen.					322-Can Do!	A-22 Puddle Wonders!
										A-116 Watered Down History
			b.	Discriminate between inferences and predictions.						A-22 Puddle Wonders!
										A-116 Watered Down History
		7	Hypothesize
			a.	Devise a statement of assumption, based on observations, experiences, and research, that can be supported or refuted through experimentation.					308-Flip The Switch For Wildlife
		8	Define variables
			a.	Identify independent (manipulated), dependent (responding), and controlled variables in an experiment.
	B.	Inquiry
		1	Plan and conduct a simple investigation.
			a.	Identify questions that can be answered through scientific investigations.					308-Flip The Switch For Wildlife
			b.	Design and conduct a scientific investigation.
			c.	Use appropriate tools and techniques to gather, analyze, and interpret data.					144-Owl Pellets
			d.	Develop descriptions, explanations, predictions, and models using evidence.
			e.	Use mathematical thinking in all aspects of scientific inquiry.
			f.	Communicate outcomes and explanations.
	C.	Abilities of Technological Design
		1	Identify appropriate problems for technological design.
			a.	Identify a specific need for a product.
			b.	Determine whether the product will meet the needs and be used.
		2	Design a solution or product.
			a.	Compare and contrast different proposals using selected criteria (e.g., cost, time, trade-off, and materials needed).					322-Can Do!
									324-Improving Wildlife Habitat …
									284-Planning For People And Wildlife
			b.	Communicate ideas with drawings and simple models.					322-Can Do!
									324-Improving Wildlife Habitat …
									284-Planning For People And Wildlife
II.	Life Science
	Units of Study:	Cells and Systems
		Ecosystems (Aquatic/Terrestrial)
	A.	Structure and Function in Living Systems
		1	All organisms are composed of cells, the fundamental unit of life.  Most organisms are single cells.  Other organisms, including humans, are multicellular.
			a.	Recognize that animals and plants are made of cells.
			b.	Observe, identify, and distinguish among plant and animal cell parts:  nucleus, cytoplasm, vacuole, cell membrane, cell wall and chloroplasts.
		2	The human organism has systems for respiration and circulation.  These systems interact with each other.
			a.	Label the parts and distinguish among the functions of the major organs of the respiratory system, including nose/mouth, larynx, trachea, bronchi, alveoli, lungs, diaphragm.
			b.	Label the parts and distinguish among the function of the major organs of the circulatory system including heart, arteries, veins, capillaries, and blood cells.
			c.	Describe how the respiratory and circulatory systems work together to carry gases to and from the body.
		3	Disease is a breakdown in structures or functions of an organism. Some diseases are the result of intrinsic failures of the system (respiratory and circulatory).
			a.	Identify common diseases associated with the respiratory system caused by viruses (such as colds, influenza), diseases caused by bacteria (such as pneumonia, and tuberculosis), and diseases caused by substances such as tobacco.  (P)
			b.	Identify common intrinsic diseases and disorders associated with the respiratory system such as asthma and with the circulatory system such as leukemia, sickle cell, and heart disease.
	B.	Populations and Ecosystems
		1	A population consists of all individuals of a species that occur together at a given place and time.  All populations live together and the physical factors with which they interact compose an ecosystem.
			a.	Define a population.						A-76 Hooks And Ladders
			b.	Investigate and understand how plants and animals in aquatic/terrestrial ecosystems interact with one another and with the nonliving environment.					104-Good Buddies	A-126 Aquatic Times
										A-54 Wetland Metaphors
		2	Populations of organisms can be categorized by the function they serve in an ecosystem.  Plants and some microorganisms are producers--they make their own food.  All animals, including humans, are consumers, which obtain food by eating other organisms.  Decomposers, primarily bacteria and fungi, are consumers that use waste materials and dead organisms for food.
			a.	Distinguish among the roles organisms serve in a food web (producers, decomposers, consumers, prey and predators).					258-Shrinking Habitat	A-72 Blue Ribbon Niche
										A-58 Marsh Munchers
			b.	Describe an organism by its niche in an ecosystem.					104-Good Buddies	A-72 Blue Ribbon Niche
										A-58 Marsh Munchers
		3	For ecosystems, the major source of energy is sunlight.  Energy entering ecosystems as sunlight is used by producers through photosynthesis.
									270-Deadly Links	A-58 Marsh Munchers
			a.	Recognize that energy passes from organism to organism in food webs.					222-Lobster In Your Lunch Box
									48-What's For Dinner?
			b.	Diagram how energy flows through food webs.					48-What's For Dinner?
		4	The number of organisms an ecosystem can support depends on the resources available.
			a.	Identify and investigate the abiotic factors in an ecosystem such as quantity of light, air, and water, range of temperature, salinity, water pressure, and soil composition.						A-94 Migration Headache
			b.	Identify and investigate the biotic factors in an ecosystem.						A-94 Migration Headache
			c.	Describe the effect of limiting factors such as food, water, space, and  shelter, on a population.					36-Habitracks	A-76 Hooks And Ladders
									134-How Many Bears …?	A-94 Migration Headache
									130-Muskox Maneuvers	A-164 Turtle Hurdles
									146-Oh Deer!
									122-Quick Frozen Critters
									126-Classroom Carrying Capacity
			d.	Evaluate the impact of the environment on populations of organisms.					270-Deadly Links	A-94 Migration Headache
									146-Oh Deer!	A-164 Turtle Hurdles
										A-54 Wetland Metaphors
			e.	Draw conclusions about the influence of human activity on ecosystems.  (P)					290-Ethi-Thinking	A-94 Migration Headache
									310-Ethi-Reasoning	A-164 Turtle Hurdles
									258-Shrinking Habitat
									306-What Did Your Lunch Cost Wildlife?
			f.	Discuss ways to minimize the negative impact of technology/industralization on the ecosystem and maximize the positive impact.  (T)					258-Shrinking Habitat	A-94 Migration Headache
									306-What Did Your Lunch Cost Wildlife?	A-164 Turtle Hurdles