Author:
Barbara Soots, Ellen Ebert
Subject:
Applied Science, Life Science, Physical Science
Material Type:
Activity/Lab, Lesson, Module, Teaching/Learning Strategy
Level:
Upper Primary
Tags:
Washington State Department of Education, wa-curricular-resources-for-educators
License:
Creative Commons Attribution 4.0
Language:
English

OSPI 3-5 Science Home Learning Resources During COVID-19

OSPI 3-5 Science Home Learning Resources During COVID-19

Overview

This document provides some learning resources associated with each of the 3-5 Science Content Learning Standards. They are intended to serve during this “stay at home” time, which includes all Washington schools. They are not intended to replace or be equivalent to face-to-face learning. Please feel free to use the resources or to make adaptations.

Introduction

 

"

This document provides some learning resources associated with each of the 3-5 Science Content Learning Standards. They are intended to serve during this “stay at home” time, which includes all Washington schools. They are not intended to replace or be equivalent to face-to-face learning. Please feel free to use the resources or to make adaptations.

Many organizations including the Washington State Science Fellows Emeriti and the Washington State Science Teachers Association have provided expertise in vetting these resources. It is important to note that as much as possible the intention of these resources are to be discipline integrated for teachers and students in an effort to optimize student interest, engagement, and to prevent fatigue and overload. They are intended to be accessible as much as possible in both electronic and paper form.

Where possible, downloadable copies of openly licensed resources are provided. In some cases, links are provided for third party free online resources.

Attribution

NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press | Public License

Common Core State Standards © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved | Public License

Cover Image by LisaBMarshall from Pixabay 

License

Except where otherwise noted, this work by the Washington Office of Superintendent of Public Instruction is licensed under a Creative Commons Attribution 4.0 International License. All logos and trademarks are property of their respective owners.

This resource contains links to websites operated by third parties. These links are provided for your convenience only and do not constitute or imply any endorsement or monitoring by OSPI. Please confirm the license status of any third-party resources and understand their terms of use before reusing them.

 

Grade Three Science Home Learning Resources

"

 

This section shares learning resources intended to support the listed standard and to be done at home.
They are not intended to be full supports or replace face-to-face learning.

NGSS Standard

Possible Digital Learning Resources

Possible Printable Learning Resources

3-PS2:

Motion and Stability: Forces and Interactions

 

3-PS2-1.

 

Forces and Interactions | Carolina Biological | temporary access

Supporting resources that begin with the sport of curling. These activities are both in English and Spanish and are paper and pencil. Instructions provide a nice explanation about how to use the resources and a cross section of activities that include ELA and Mathematics.

Material on the Science Resources for Learning from Home, Grades K–5 website, copyright Carolina Biological, Supply Company is available for temporary download and printing as per their Terms of Use.

3-PS2-2.

 

Forces and Interactions STEM Storyline: | Educational Service DIstrict 112 | CC BY

Students explore how balanced and unbalanced forces act on objects by exploring the driving question: How can we create a campaign to convince teenagers that seatbelts are important for safe driving?

3-PS2-3.

 

Follow the Carolina Biological homepage above.

3-PS2-4.

 

Follow the Carolina Biological homepage above.

3-LS1:

From Molecules to Organisms: Structures and Processes

 

3-LS1-1.

NSTA’s Daily Do- What’s in an egg | NSTA Daily Dos | free online

(building towards this PE)  This lesson helps students explore eggs as a structure.  Students learn about and try candling an egg and dissect and egg to see its parts.

Structures of Life STEM Storyline: | Educational Service DIstrict 112 | CC BY

Students embark on a mission to protect their native plants and animals by devising a plan to regulate and prevent the spread of invasive species in the area.

 

 

What Do Plants Need to Produce the Fruits or Vegetables We Eat? | ClimeTime | CC BY

This is a full unit of study covering multiple standards.

3-LS2:

Ecosystems: Interactions, Energy and Dynamics

 

3-LS2-1.

Life Science: Ecosystems | Carolina Biological | temporary access

Provides an extensive learning plan for ecosystems and provides resources in Spanish and that can be done with paper and pencil. These lessons address multiple performance expectations.

Integrated lessons | Carolina Biological | temporary access

The integrated lessons provided by Carolina Biological for this section of performance expectations are engaging. It is not clear which math/ELA standards are addressed.

Material on the Science Resources for Learning from Home, Grades K–5 website, copyright Carolina Biological, Supply Company is available for temporary download and printing as per their Terms of Use.

Whale Tail Tales | Hawaii Teachers for Gather, Reason, Communicate | CC BY SA

Explores the phenomenon: Individual whales have different sizes, shapes, or colors of tails. The investigation looks at the variation of inherited traits in animals and can be done in paper and pencil. It includes formative assessment.

Color and Pattern Variation in Orchids | Hawaii Teachers for Gather, Reason, Communicate | CC BY SA

Uses images of orchids. Washington teachers can substitute local plants. This lesson explores the phenomenon: Orchids do not all have the same color patterns on the flowers. This investigation focuses on the variation of traits in plants. The lesson has includes a reading. It also includes formative assessment.

Integrated lessons | Carolina Biological | temporary access

Provides an extensive learning plan for ecosystems and provides resources in Spanish and that can be done with paper and pencil. These lessons address multiple performance expectations.

Material on the Science Resources for Learning from Home, Grades K–5 website, copyright Carolina Biological, Supply Company is available for temporary download and printing as per their Terms of Use.

3-LS3:

Heredity: Inheritance and Variation of Traits

 

3-LS3-1.

 

What Do Plants Need to Produce the Fruits or Vegetables We Eat? | ClimeTime | CC BY

This is a full unit of study covering multiple standards.

3-LS3-2.

 

Silly Soil | Hawaii Teachers for Gather, Reason, Communicate | CC BY SA

Addresses the phenomenon: Plants grow different heights in different soils. This lesson spans four weeks and the investigation requires growing plants in different soils. This could be a great activity to use for observing plant growth in and around the local community. Includes formative assessment.

3-LS4:

Biological Evolution: Unity and Diversity

 

3-LS4-1.

How do living things choose home? | NSTA Daily Dos | free online

This lesson set is built around a spider that lives in Costa Rica and how it survives in its habitat. Activities are an ebook and video.

 

3-LS4-2.

 

 

3-LS4-3.

 

 

3-LS4-4.

 

A Fitting Habitat for Aeo | Hawaii Teachers for Gather, Reason, Communicate | CC BY SA

Addresses the phenomenon: The black neck stilt, Hawaiian Frigate bird and Honeycreeper all live in different habitats. It can be adapted for local birds. The lesson looks at three birds in different habitats.  The lesson uses videos, readings, and pictures to have students obtain information. The lesson includes formative assessment.

3-ESS2:

Earth’s Systems

 

3-ESS2-1

Learning for Weather and Climate | Carolina Biological | temporary access

Some lessons are paper and pencil. Lessons are in both English and Spanish and have engineering and design activities.

Material on the Science Resources for Learning from Home, Grades K–5 website, copyright Carolina Biological, Supply Company is available for temporary download and printing as per their Terms of Use.

Learning for Weather and Climate | Carolina Biological | temporary access

Some lessons are paper and pencil. Lessons are in both English and Spanish and have engineering and design activities.

Material on the Science Resources for Learning from Home, Grades K–5 website, copyright Carolina Biological, Supply Company is available for temporary download and printing as per their Terms of Use.

3-ESS2-2.

See above.

 

3-ESS3.:

Earth and Human Activity

 

3-ESS3-1.

 

“Where did the Beach Go?” STEM Storyline: | Educational Service DIstrict 112 | CC BY

Embark on a journey with your students to answer the driving question: How can we design a solution to prevent Washington’s coast from eroding? The unit culminates in students designing a blockade to help prevent erosion in Washaway Beach (North Cove, WA)

3-5-ETS:

Engineering and Technology

 

3-5-ETS1-1.

Science and Engineering Resources | Smithsonian Science Education Center | free online – various licenses

Provides activities to support the engineering and design performance expectations. There is a nice diversity of lessons, activities that are interesting and engaging for students.

Some of the activities found in the Carolina Biological Physical Science Activities lend themselves nicely to being used for engineering and design.

3-5-ETS1-2.

Science and Engineering Resources | Smithsonian Science Education Center | free online – various licenses

Provides activities to support the engineering and design performance expectations. There is a nice diversity of lessons, activities that are interesting and engaging for students.

Build Puff Rockets | NASA | believed to be in public domain

This is an engineering activity where students in grades 3-5 design and build tiny air-powered rockets made from straws, paper, and tape.

3-5-ETS1-3.

Science and Engineering Resources | Smithsonian Science Education Center | free online – various licenses

Provides activities to support the engineering and design performance expectations. There is a nice diversity of lessons, activities that are interesting and engaging for students.

 

 

Additional resources that cover multiple grades and are organized by standard and performance expectations are listed below:

Note: Possible learning resources should be brief and easy for students to accomplish with manageable guidance. A resource should be phenomenon-based and include elements that engage and are of interest to students.

WSSLS/NGSS and Related Common Core Standards: Grade 3

Grade 3 teachers introduce students to physical science (1), life science (4), Earth and space science (2), and engineering design (1) standards.
These are integrated with key science and engineering practices and crosscutting concepts.

Washington State Science Learning Standards/Next Generation Science Standards

3-PS2 Motion and Stability: Forces and Interactions

3-PS2-1. Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.

3-PS2-2. Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.

3-PS2-3. Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. 

3-PS2-4. Define a simple design problem that can be solved by applying scientific ideas about magnets.*

3-LS1 From molecules to Organisms: Structures and Processes

3-LS1-1. Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.

3-LS2 Ecosystems: Interactions, Energy, and Dynamics

3-LS2-1. Construct an argument that some animals form groups that help members survive.

3-LS3 Heredity: Inheritance and Variation of Traits

3-LS3-1. Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.

3-LS3-2. Use evidence to support the explanation that traits can be influenced by the environment.

3-LS4-1 Biological Evolution: Unity and Diversity

3-LS4-1. Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.

3-LS4-2. Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.

3-LS4-3. Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. 

3-LS4-4. Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.* 

3-ESS2 Earth's Systems

3-ESS2-1. Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.

3-ESS2-2. Obtain and combine information to describe climates in different regions of the world.

3-ESS3 Earth and Human Activity

3-ESS3-1. Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.* 

3-5-ETS1 Engineering Design

3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.  

3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.  

3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

*Indicates an engineering connection.

Common Core State Standards Connections

ELA: RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

ELA: RI.3.2  Determine the main idea of a text; recount the key details and explain how they support the main idea.

ELA: RI.3.3  Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

ELA: RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

ELA: W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.

ELA: W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

ELA: SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. 

ELA: SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

ELA: W.3.7 Conduct short research projects that build knowledge about a topic.

ELA: RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic.

ELA: W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

ELA: W.3.9 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

ELA: SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

ELA: SL.3.5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.

 

MATH: MP.2 Reason abstractly and quantitatively.

MATH: MP.4 Model with mathematics.

MATH: MP.5 Use appropriate tools strategically.

MATH: 3.MD.A.2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.

MATH: 3.MD.B.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in bar graphs.

MATH: 3.MD.B.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units—whole numbers, halves, or quarters.

MATH: 3.NBT Number and Operations in Base Ten

MATH: 3.NF Number and Operations—Fractions

 

Grade 3 Progression of Science and Engineering Practices (SEPs) and Crosscutting Concepts (CC)

This section shows the primary SEPs and CCs emphasized in Grade 3.

Science and Engineering Practices (SEPs)

Crosscutting Concepts (CCCs)

Grade Four Science Home Learning Resources

"

This section shares learning resources intended to support the listed standard and to be done at home.
They are not intended to be full supports or replace face-to-face learning.

NGSS Standard

Possible Digital Learning Resources

Possible Printable Learning Resources

4-PS3:

Energy

 

4-PS3-1.

Energy | Carolina Biological | temporary access

Do you have the energy for downhill bike riding? is the kick-off reading for the Carolina Biological Unit on Energy. This unit addresses multiple performance expectations and much of the unit is available in paper and pencil. Lessons are in both English and Spanish. Teacher lesson plans are here.

Material on the Science Resources for Learning from Home, Grades K–5 website, copyright Carolina Biological, Supply Company is available for temporary download and printing as per their Terms of Use.

Energy | Carolina Biological | temporary access

Do you have the energy for downhill bike riding? is the kick-off reading for the Carolina Biological Unit on Energy. This unit addresses multiple performance expectations and much of the unit is available in paper and pencil. Lessons are in both English and Spanish. Teacher lesson plans are here.

Material on the Science Resources for Learning from Home, Grades K–5 website, copyright Carolina Biological, Supply Company is available for temporary download and printing as per their Terms of Use.

4-PS3-2.

See 4-LS1-1

H2OH My Goodness | NGSS phenomena | CC BY NC SA

This slidedeck supports students in planning and conducting an experiment to see how different surfaces affect time for ice to melt.  This builds towards an understanding that different surfaces transfer heat better than others. Students are supported by scaffolded recording sheets.

 

4-PS3-3.

See 4-LS1-1

Stop Heat from Escaping: Testing Insulation Materials | Teach Engineering | free online

In this engineering task, students use different materials to see how they affect the water losing heat. The phenomenon here is water cooling down over time.

See 4-LS1-1

Stop Heat from Escaping: Testing Insulation Materials | Teach Engineering | free online

In this engineering task, students use different materials to see how they affect the water losing heat. The phenomenon here is water cooling down over time.

4-PS3-4

See 4-LS1-1

See 4-LS1-1

4-PS4:

Waves and their Applications in Technologies for Information Transfer

 

4-PS4-1.

Dive: Life Between Two Worlds | Junior SeaDoctors | free online for educators

Unit Plan Part 2  has students experiment with sound in three states of matter: air, water, and wood to learn about wave properties through the lens of diving animals sensing prey with sensory receptors.

Dive: Life Between Two Worlds | Junior SeaDoctors | free online for educators

Unit Plan Part 2  has students experiment with sound in three states of matter: air, water, and wood to learn about wave properties through the lens of diving animals sensing prey with sensory receptors.

Junior SeaDoctors materials can be printed.

4-PS4-2

 

 

4-PS4-3.

 

Sustainable Energy  STEM Storyline: | Educational Service District 112 | CC BY

Students use science and engineering practices to help solve everyday problems for their imaginary pen pal who lives in a village in India while answering the driving question: How can we use sustainable technologies to improve quality of life?

4-LS1:

From Molecules to Organisms: Structures and Processes

 

4-LS1-1.

Animal Mouth Structures | PBS Learning Media | free online

This is a resource vetted by NSTA that allows students to explore how the mouth structures of different animals help them meet their needs.

Dive: Life Between Two Worlds | Junior SeaDoctors | free online for educators

Unit Plan Part 2  has students experiment with sound in three states of matter: air, water, and wood to learn about wave properties through the lens of diving animals sensing prey with sensory receptors.

Plant and Animal Structures unit teacher lesson plans | Carolina Biological | temporary access

Material on the Science Resources for Learning from Home, Grades K–5 website, copyright Carolina Biological, Supply Company is available for temporary download and printing as per their Terms of Use.

Sage Grouse and Sagebrush, Threatened Partners | Clime Time | CC BY

This series of lessons address multiple PEs including PS3, PS4, LS1, ESS1, ESS2, ESS3. The series takes about four teaching days to complete and asks the question, “Are Sage Grouse in Trouble?” Formative assessments are included.

Dive: Life Between Two Worlds | Junior SeaDoctors | free online for educators

Unit Plan Part 2  has students experiment with sound in three states of matter: air, water, and wood to learn about wave properties through the lens of diving animals sensing prey with sensory receptors. Junior SeaDoctors materials can be printed.

Environments STEM Storyline | Educational Service District 112 | CC BY

Explore the structures and processes that help organisms need in order to survive by answering the driving question: How can we create a campaign to help Preserve the Pika population living in the Colombia River Gorge?

4-LS1-2.

 

Sweet and Sour | Hawaii Teachers for Gather, Reason, Communicate | CC BY SA

Addresses the phenomenon: When I taste sweet I smile, but when I taste sour candy I make a funny face. This is a fun lesson that engages students in body systems and system models. The lesson includes a formative assessment.

Which do Ants Choose? | Hawaii Teachers for Gather, Reason, Communicate | CC BY SA

This is a lesson done outdoors. It addresses the Phenomenon:  When ants encounter different food they are attracted to the sweeter food. The activity includes a formative assessment.

4-ESS1:

Earth’s Place in the Universe

 

4-ESS1-1

 

Rotten Apples Do Not Make Good Fossils | Utah Teachers for Gather, Reason, Communicate | CC BY SA

This lesson was developed by teachers in Utah and addresses several phenomena which can be adapted for WA:

  • Phenomenon:  An apple core turns brown if left out for a while.
  • Phenomenon: The types of fossils in rock layers are different and were formed in different ways.
  • Phenomenon: We saw fossils of sea animals in rocks found in Utah.

The investigation addresses why most organisms that die do not leave a fossil and sea organism fossils in deserts. Includes formative assessment.

4-ESS2:

Earth’s Systems

 

4-ESS2-1.

Dive: Life Between Two Worlds | Junior SeaDoctors | free online for educators

Unit Plan Part 2  has students experiment with sound in three states of matter: air, water, and wood to learn about wave properties through the lens of diving animals sensing prey with sensory receptors.

Dive: Life Between Two Worlds | Junior SeaDoctors | free online for educators

Unit Plan Part 2  has students experiment with sound in three states of matter: air, water, and wood to learn about wave properties through the lens of diving animals sensing prey with sensory receptors. Junior SeaDoctors materials can be printed.

4-ESS2-2.

See 4-LS1-1

See 4-LS1-1

4-ESS3:

Earth and Human Activity

 

4-ESS3-1.

 

Hurricane Irene and Naedine | Hawaii Teachers for Gather, Reason, Communicate | CC BY SA

Although WA does not experience hurricanes, storms in the northwest can be very damaging. This lesson addresses the phenomenon: In Hawaii, we usually have hurricanes in August and September. Engineering Challenge - Design a solution to reduce hurricane damage to house structures. This investigation has an equal focus on science and engineering. You will need a 2 ft. box fan. Includes formative assessment.  

4-ESS3-2.

 

Changing Earth teacher lesson plans | Caolina Biological | temporary access

Materials are available in both English and Spanish. Most are paper and pencil. The lessons integrate mathematics and ELA.

Material on the Science Resources for Learning from Home, Grades K–5 website, copyright Carolina Biological, Supply Company is available for temporary download and printing as per their Terms of Use.

3-5-ETS:

Engineering and Technology

 

3-5-ETS1-1.

Science and Engineering Resources | Smithsonian Science Education Center | free online – various licenses

Provides activities to support the engineering and design performance expectations. There is a nice diversity of lessons, activities that are interesting and engaging for students.

 

3-5-ETS1-2.

Science and Engineering Resources | Smithsonian Science Education Center | free online – various licenses

Provides activities to support the engineering and design performance expectations. There is a nice diversity of lessons, activities that are interesting and engaging for students.

Build Puff Rockets | NASA | believed to be in public domain

This is an engineering activity where students in grades 3-5 design and build tiny air-powered rockets made from straws, paper, and tape.

3-5-ETS1-3.

Science and Engineering Resources | Smithsonian Science Education Center | free online – various licenses

Provides activities to support the engineering and design performance expectations. There is a nice diversity of lessons, activities that are interesting and engaging for students.

 

Additional resources that cover multiple grades and are organized by standard and performance expectations are listed below:

Note: Possible learning resources should be brief and easy for students to accomplish with manageable guidance. A resource should be phenomenon-based and include elements that engage and are of interest to students.

WSSLS/NGSS and Related Common Core Standards: Grade 4

Grade 4 teachers introduce students to physical science (2), life science (1), Earth and space science (3), and engineering design (1) standards.
These are integrated with key science and engineering practices and crosscutting concepts.

Washington State Science Learning Standards/Next Generation Science Standards

4-PS3 Energy

4-PS3-1. Use evidence to construct an explanation relating the speed of an object to the energy of that object. 

4-PS3-2. Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.

4-PS3-3. Ask questions and predict outcomes about the changes in energy that occur when objects collide. 

4-PS3-4. Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.*

4-PS4 Waves and Their Applications in Technologies for Information Transfer

4-PS4-1. Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.

4-PS4-2. Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.

4-PS4-3. Generate and compare multiple solutions that use patterns to transfer information.* 

4-LS1 From Molecules to Organisms: Structures and Processes

4-LS1-1. Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.

4-LS1-2. Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways. 

4-ESS1 Earth's Place in the Universe

4-ESS1-1. Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.

4-ESS2 Earth's Systems

4-ESS2-1. Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.

4-ESS2-2. Analyze and interpret data from maps to describe patterns of Earth’s features.

4-ESS3 Earth and Human Activity

4-ESS3-1. Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.

4-ESS3-2. Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.*

3-5-ETS1 Engineering Design

3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

*Indicates an engineering connection.

Common Core State Standards Connections:

ELA: RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

ELA: RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

ELA: RI.4.7  Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears

ELA: RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

ELA: RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

ELA: RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

ELA: RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

ELA: W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

ELA: W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.

ELA: W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

ELA: W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

ELA: W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

ELA: W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

ELA: W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

ELA: SL.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

 

MATH: MP.2 Reason abstractly and quantitatively.

MATH: MP.4 Model with mathematics.

MATH: MP.5 Use appropriate tools strategically.

MATH: 3-5.OA  Operations and Algebraic Thinking

MATH: 4.MD.A.1 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table.

MATH: 4.MD.A.2 Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.

MATH: 4.OA.A.1  Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations

MATH: 4.G.A.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.

MATH: 4.G.A.3 Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded across the line into matching parts. Identify line- symmetric figures and draw lines of symmetry.

Grade 4 Progression of Science and Engineering Practices (SEPs) and Crosscutting Concepts (CC)

This section shows the primary SEPs and CCs emphasized in Grade 4.

Science and Engineering Practices (SEPs)

Crosscutting Concepts (CCCs)

Grade 5 Science Home Learning Resources

"

This section shares learning resources intended to support the listed standard and to be done at home.
They are not intended to be full supports or replace face-to-face learning.

NGSS Standard

Possible Digital Learning Resources

Possible Printable Learning Resources

5-PS1:

Matter and Its Interactions

 

5-PS1-1.

Ocean Tech | Junior SeaDoctors | free online for educators

Matter is Made of Tiny Particles: Inquiry in Action Chapter 1 | American Chemical Society: | free for educational use

Lssons that address how matter is made of tiny particles.  A student reading sheet is provided as well as digital simulations or models.

  • Matter is Made of Tiny Particles- phenomenon: a bottle that looks empty fills up a balloon stretched across it.
  • Dissolving M&Ms-phenomenon: color from the M & Ms forms rings when dissolved in water.
  • Dissolving and Back Again- phenomenon: salt crystals disappear when dissolved then reappear when the water evaporates.
  • The Water Cycle-phenomenon: water changing form as it evaporates and condensates.

Ocean Tech | Junior SeaDoctors | free online for educators

Junior Sea Doctors materials may be printed.

Matter is Made of Tiny Particles: Inquiry in Action Chapter 1 | American Chemical Society: | free for educational use

Lssons that address how matter is made of tiny particles.  A student reading sheet is provided as well as digital simulations or models.

  • Matter is Made of Tiny Particles- phenomenon: a bottle that looks empty fills up a balloon stretched across it.
  • Dissolving M&Ms-phenomenon: color from the M & Ms forms rings when dissolved in water.
  • Dissolving and Back Again- phenomenon: salt crystals disappear when dissolved then reappear when the water evaporates.
  • The Water Cycle-phenomenon: water changing form as it evaporates and condensates.

5-PS1-2.

Whipping Butter Into Shape | National Agriculture in the Classroom | CC BY NC SA

This lesson explores the phenomenon of cream turning into butter. In the process, students record data to see how the weight of the cream compares to the butter and buttermilk.

Supporting videos and links are provided.

Whipping Butter Into Shape | National Agriculture in the Classroom | CC BY NC SA

This lesson explores the phenomenon of cream turning into butter. In the process, students record data to see how the weight of the cream compares to the butter and buttermilk.

5-PS1-3.

Substances Have Characteristic  Properties: Inquiry in Action Chapter 2 | American Chemical Society: | free for educational use

Lessons that address how properties of solids and liquids can be used to identify them. A student reading sheet is provided as well as digital simulations or models.

  • Dissolving to Identify Substances- phenomenon:  Some similar looking substances dissolve differently. If alum is not available, leave out of the investigation.
  • Identifying an Unknown Liquid-phenomenon: Four different liquids look and act differently on the same surface.
  • Density and Sinking and Floating-phenomenon: Clay sinks in water but wood floats.
  • The Density of Liquids- phenomenon: Karo syrup sinks when mixed with water.

Substances Have Characteristic  Properties: Inquiry in Action Chapter 2 | American Chemical Society: | free for educational use

Lessons that address how properties of solids and liquids can be used to identify them. A student reading sheet is provided as well as digital simulations or models.

  • Dissolving to Identify Substances- phenomenon:  Some similar looking substances dissolve differently. If alum is not available, leave out of the investigation.
  • Identifying an Unknown Liquid-phenomenon: Four different liquids look and act differently on the same surface.
  • Density and Sinking and Floating-phenomenon: Clay sinks in water but wood floats.

The Density of Liquids- phenomenon: Karo syrup sinks when mixed with water.

5-PS1-4

Simply Science 5-PS4-1 Lesson  This 5E lesson is focused on the phenomenon of Elephant Toothpaste and leads students through activities to understand mixtures and solutions and how mixing ingredients may or may not create a new substance.

 

5-PS2:

Motion and Stability – Forces and Interactions

 

5-PS2-1.

Defining Gravity | Crash Course Kids | YouTube

Recommended by NSTA. This is a short video resource that begins with the phenomenon of jumping up and landing on the ground.  The video discusses how and why everything falls down to the ground instead of floating out to space. This is an informational resource and not an investigation or activity

 

5-PS3:

Energy

 

5-PS3-1

 

 

5-LS1:

From Molecules to Organisms: Structures and Processes

 

5-LS1-1.

What Do Plants Need to Grow | Clime Time | CC BY

This series of integrated science/math/ELA lessons are developed by WA teachers in Educational Service District 123 addressing the question, “What do plants need to grow?” The lessons are projected to take three teaching days. There are both technology and paper/pencil activities.

What Do Plants Need to Grow | Clime Time | CC BY

This series of integrated science/math/ELA lessons are developed by WA teachers in Educational Service District 123 addressing the question, “What do plants need to grow?” The lessons are projected to take three teaching days. There are both technology and paper/pencil activities.

5-LS2:

Ecosystems: Interactions, Energy, and Dynamics

 

5-LS2-1

What Do Plants Need to Grow | Clime Time | CC BY

This series of integrated science/math/ELA lessons are developed by WA teachers in Educational Service District 123 addressing the question, “What do plants need to grow?” The lessons are projected to take three teaching days. There are both technology and paper/pencil activities.

Food Fight | BrainPOP | free online

In this online game, students explore how manipulating the producers and consumers in an ecosystem allows some populations to increase and others to decrease.  There is no explicit phenomenon, but students see through the changing population numbers how ecosystem populations affect each other based on resource availability and their needs being met. Directions for use are not strong, suggest educators play the game and provide more detailed direction to students.

What Do Plants Need to Grow | Clime Time | CC BY

This series of integrated science/math/ELA lessons are developed by WA teachers in Educational Service District 123 addressing the question, “What do plants need to grow?” The lessons are projected to take three teaching days. There are both technology and paper/pencil activities.

5-ESS1:

Earth’s Place in the Universe

 

5-ESS1-1

Ocean Motion | Junior SeaDoctors | free online for educators

Stormwater | Junior SeaDoctors | free online for educators

Ocean Motion | Junior SeaDoctors | free online for educators

Stormwater| Junior SeaDoctors | free online for educators

Junior SeaDoctors materials can be printed.

5-ESS1-2

Why is my shadow always changing? | NSTA’s Daily Do | free online

This is a lesson with multiple activities that help students explore and learn about what affects shadows and their size.  Additional resources are provided through links.

What Makes Day and Night? | Journey North Mystery Class | free online (registration required to participate in online game)

This is a resource that provides three different formats showing the phenomenon of day/night- a slideshow, photo gallery, and simulation.  Brief teaching suggestions and guiding questions are provided. 

Why is my shadow always changing? | NSTA’s Daily Do | free online

This is a lesson with multiple activities that help students explore and learn about what affects shadows and their size.  Additional resources are provided through links.

What Makes Day and Night? | Journey North Mystery Class | free online

This is a resource that provides three different formats showing the phenomenon of day/night- a slideshow, photo gallery, and simulation.  Brief teaching suggestions and guiding questions are provided.

Portions of this could be printed to create a packet

5-ESS2:

Earth’s Systems

 

5-ESS2-1.

 

 

5-ESS2-2.

 

What-a Cycle | National Oceanic and Atmospheric Administration (NOAA) | public domain

This is a simulation activity where students as a water molecule follow the directions of cards at different stations to move throughout the water cycle.  Through this they learn that water is distributed in many different places in the Earth.  This activity does require a fair amount of printing.  A simpler version with less printing is found here.

5-ESS3:

Earth and Human Activity

 

5-ESS3-1.

Killer Whale Task Force | Junior SeaDoctors | free online for educators

Stormwater | Junior SeaDoctors | free online for educators

Migration | Junior SeaDoctors | free online for educators

Killer Whale Task Force | Junior SeaDoctors | free online for educators

Stormwater | Junior SeaDoctors | free online for educators

Migration | Junior SeaDoctors | free online for educators

Junior SeaDoctors materials can be printed.

3-5-ETS:

Engineering and Technology

 

3-5-ETS1-1.

Ocean Tech | Junior SeaDoctors | free online for educators

Science and Engineering Resources | Smithsonian Science Education Center | free online – various licenses

Provides activities to support the engineering and design performance expectations. There is a nice diversity of lessons, activities that are interesting and engaging for students.

 

3-5-ETS1-2.

Science and Engineering Resources | Smithsonian Science Education Center | free online – various licenses

Provides activities to support the engineering and design performance expectations. There is a nice diversity of lessons, activities that are interesting and engaging for students.

Build Puff Rockets | NASA | believed to be in public domain

This is an engineering activity where students in grades 3-5 design and build tiny air-powered rockets made from straws, paper, and tape.

3-5-ETS1-3.

Ocean Motion | Junior SeaDoctors | free online for educators

Ocean Tech | Junior SeaDoctors | free online for educators

Science and Engineering Resources | Smithsonian Science Education Center | free online – various licenses

Provides activities to support the engineering and design performance expectations. There is a nice diversity of lessons, activities that are interesting and engaging for students.

Ocean Motion | Junior SeaDoctors | free online for educators

Ocean Tech | Junior SeaDoctors | free online for educators

Junior SeaDoctors materials can be printed.

Additional resources that cover multiple grades and are organized by standard and performance expectations are listed below:

Note: Possible learning resources should be brief and easy for students to accomplish with manageable guidance. A resource should be phenomenon-based and include elements that engage and are of interest to students.

WSSLS/NGSS and Related Common Core Standards: Grade 4

Grade 5 teachers introduce students to physical science (3), life science (2), Earth and space science (3), and engineering design (1) standards.
These are integrated with key science and engineering practices and crosscutting concepts.

Washington State Science Learning Standards/Next Generation Science Standards

5-PS1 Matter and Its Interactions

5-PS1-1. Develop a model to describe that matter is made of particles too small to be seen.

5-PS1-2. Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved.

5-PS1-3. Make observations and measurements to identify materials based on their properties.

5-PS1-4. Conduct an investigation to determine whether the mixing of two or more substances results in new substances.

5-PS2 Motion and Stability: Forces and Interactions

5-PS2-1. Support an argument that the gravitational force exerted by Earth on objects is directed down.

5-PS3 Energy

5-PS3-1. Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun. 

5-LS1 From Molecules to Organisms: Structures and Processes

5-LS1-1. Support an argument that plants get the materials they need for growth chiefly from air and water.

5-LS2 Ecosystems: Interactions, Energy, and Dynamics

5-LS2-1. Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. 

5-ESS1 Earth's Place in the Universe

5-ESS1-1. Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from Earth. 

5-ESS1-2. Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.

5-ESS2 Earth's Systems

5-ESS2-1. Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.

5-ESS2-2. Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.

5-ESS3 Earth and Human Activity

5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.

3-5-ETS1 Engineering Design

3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

*Indicates an engineering connection.

Common Core State Standards Connections:

ELA: RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. 

ELA: RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

ELA: RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

ELA: W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

ELA: W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

ELA: W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

ELA: W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. 

ELA: SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

 

MATH: MP.2 Reason abstractly and quantitatively.

MATH: MP.4 Model with mathematics.

MATH: MP.5 Use appropriate tools strategically.

MATH: 5.NBT.A.2 Explain patterns in the number of zeroes of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.

MATH: 5.NF.B.7 Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.

MATH: 5.MD.A.1 Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real-world problems.

MATH: 5.MD.C.3 Recognize volume as an attribute of solid figures and understand concepts of volume measurement.

MATH: 5.MD.C.4 Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.

MATH: 5.G.A.2 Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.

Grade 5 Progression of Science and Engineering Practices (SEPs) and Crosscutting Concepts (CC)

This section shows the primary SEPs and CCs emphasized in Grade 5.

Science and Engineering Practices (SEPs)

Crosscutting Concepts (CCCs)