5th Grade Science FCAT 2.0 Review - mcden.weebly.com

5 Grade Science FCAT 2.0 Review th For teachers: The purpose of this presentation is to help teachers review the material required for the Science FCAT 2.0. All of the assessed benchmarks from 3rd-5th grade are covered using videos, online activities, and

probing questions. Some suggestions for use: -Whole class review via white board -Small group/center review on computer -Individualized formative assessment to determine what review is needed Powerpoint Index

Nature of Science Slides 4-18 Earth Science Slides 19-53 Physical Science Slides 54-98 Life Science Slides 99-125 Nature of Science Conducting Experiments

Benchmark Clarifications SC.5.N.1.1 Students will evaluate a written procedure or experimental setup. Students will identify appropriate forms of record keeping. Students will interpret and analyze data to generate appropriate explanations based on that data. (SC.3.N.1.1, SC.4.N.1.1) SC.4.N.1.6 Students will identify examples of or distinguish among observations, predictions, and inferences. SC.5.N.1.2 Students will explain the difference between an

experiment and other types of scientific investigations. SC.5.N.1.4 Students will identify a control group and explain its importance in an experiment. Is this an experiment? Why or why not? Sofie wants to determine whether salt will dissolve faster in hot water with stirring, hot water without stirring, cold water with stirring, or cold water without stirring. She puts 20 g of salt into 4 different beakers; two

have hot water and two have cold water. She begins stirring in two of the beakers and starts the stopwatch. She makes a note of the time when the salt completely dissolves in each beaker. SC.5.N.1.1 (SC.3.N.1.1, SC.4.N.1.1), SC.5.N.1.4 How would you collect data from this

experiment? Sofie needs to create a data table to organize the information she collected. SC.5.N.1.1 (SC.3.N.1.1, SC.4.N.1.1) Which graph would be best to use? Why? 100 90 80

70 60 50 40 30 20 10 0 SC.5.N.1.1 (SC.3.N.1.1, SC.4.N.1.1)

Time (sec) Time (sec) Time for salt to dissolve 100 90 80

70 60 50 40 30 20 10 0 Time for salt to dissolve

Label each as a prediction, observation, or inference Sofie believes that the molecules in the hot water moved around more which helped the salt dissolve. Sofie thinks stirring the water will help dissolve the salt. Sofie sees that the salt in the hot water with stirring has dissolved fastest.

SC.4.N.1.6 Nature of Science Observations and Evidence Benchmark Clarifications SC.5.N.2.1 Students will identify and explain that science is grounded in verifiable observations (empirical) that are testable. (SC.3.N.1.7, SC.4.N.1.7)

SC.5.N.1.5 Scientific investigation frequently does not parallel the steps of "the scientific method." (SC.4.N.1.3) SC.5.N.1.6 Students will distinguish between personal interpretation and verified observation. Students will distinguish between examples of evidence or observations (empirical) and personal opinions. Animal Behaviors Planet Earth: Birds of Paradise Think about:

What behaviors are you observing? What are some testable questions you have? (How could you test them?) SC.5.N.2.1 (SC.3.N.1.7, SC.4.N.1.7) SC.5.N.1.5 (SC.4.N.1.3) Are these observations or inferences?

Colorful birds attract mates. There is a great variety of birds in the jungle. The males are more colorful than the females. The birds dance to scare off other birds. Many of the birds in the jungle are colorful.

SC.5.N.1.6 Which of these are observations and which are opinions? The birds are beautiful.

The birds were changing their appearance. The jungle is a nice place to live. The jungle floor is shaded. SC.5.N.1.6 Nature of Science Repeatable and Replicable Benchmark Clarifications

SC.5.N.2.2 Students will identify and explain the need for replication of scientific investigations. SC.4.N.1.2 Students will explain the reason for differences in data across groups as a result of using different tools and procedures. (SC.3.N.1.2, SC.3.N.1.5, SC.4.N.1.5) SC.5.N.1.3 Students will identify and explain the need for repeated trials in a scientific investigation.

Replication Thomas conducted research to create a new kind of fuel made from water. He collected his data and presented his findings to a group of scientists, but when they asked him to explain his procedures he shared that he did not write them down. Everyone dismissed his results. Why is it important for other people to have access to Thomass procedures?

SC.5.N.2.2 Repetition Emily and David conducted the same experiment on the effect of fertilizer on plant growth. Their results are shown in the graphs below. Davids Experiment 5 4 3

2 1 0 r e rB z i e

l iz ti l r ti r fe e o

F N Plant 1 Plant 2 Plant 3 Height (cm) after 2 Weeks Height (cm) after 2 Weeks

Emilys Experiment 5 4 3 2 1 0

r C B A r r il ze zer ize ize ti

i l l l r rti rti fe rti e

e e F F F No Which experiment was better? Explain why SC.4.N.1.2 (SC.3.N.1.2, SC.3.N.1.5, SC.4.N.1.5), SC.5.N.1.3

Earth Science Galaxies and the Sun Benchmark Clarifications SC.5.E.5.1 Students will identify the basic components of a galaxy. SC.3.E.5.1 Students will explain how some stars are smaller, some are larger, and some appear brighter than others

SC.3.E.5.2 Students will identify the Sun as a star that emits energy. SC.3.E.5.3 Students will identify that the Suns appearance is due to its proximity to Earth. Our Galaxy Animated Galaxy Think about: What objects are inside of the galaxy?

SC.5.E.5.1 Appearance of Stars If the two stars indicated above are actually the same size, what can you say about their distances from Earth? Explain your answer SC.3.E.5.1 The Sun

Rotating Sun Think about: -What do you observe? -Why cant we see the Sun like this from Earth? SC.3.E.5.2, SC.3.E.5.3 Earth Science Solar System

Benchmark Clarifications SC.5.E.5.3 Students will distinguish among objects in our solar system based on their relative positions and their characteristics. SC.5.E.5.2 Students will identify common characteristics of all planets and compare and contrast the common characteristics of inner and outer planet groups. Objects in the Solar System

C B A Label the objects above as either moon, star, or planet. Explain why you labeled them as you did. SC.5.E.5.3 Inner vs. Outer Planets

Virtual Solar System Think about: The information you learned and how you can use it to complete the chart. Inner Planets Surface (solid/gas) Atmospheres (thick/thin) Distance from Sun (closer/farther) Moons (few or none/many) Rings (none/many)

Temperature (higher/lower) Length of Year (shorter/longer) SC.5.E.5.2 Outer Planets Earth Science Earth-Moon-Sun Benchmark Clarifications

SC.4.E.5.4 Students will describe how the rotation of Earth and apparent movement of the Sun, Moon, and stars are related. SC.4.E.5.1 Students will identify that the pattern of stars appears to shift across the sky nightly or that different stars can be seen in different seasons. SC.4.E.5.2 Students will describe the visual changes in the appearance of the Moon. SC.4.E.5.3 Students will explain that Earth revolves around the Sun in a year. Students will explain that Earth rotates on its axis in a 24-hour day.

Appearance of Stars Planetarium Think about: Observe what happens as you scroll through one day. Then observe what happens as you scroll through one month. What causes these changes? SC.4.E.5.4, SC.4.E.5.1

Moon Phases Lunar Cycle Challenge Think about: Does the Moons appearance change in a specific way (is there a pattern)? Explain SC.4.E.5.4, SC.4.E.5.2 Revolution and Rotation Earth's Motion

Think about: How long does it take for Earth to complete one rotation? One revolution? SC.4.E.5.4, SC.4.E.5.3 Earth Science Rocks and Minerals Benchmark Clarifications

SC.4.E.6.2 Students will identify and describe the physical properties of common minerals. Students will describe and explain the role of minerals in the formation of rocks. SC.4.E.6.1 Students will identify the three categories of rocks and how they were formed. Minerals Mineral Virtual Lab Think about:

What characteristics of minerals are used to identify them? SC.4.E.6.2 Rocks Interactive Rock Classification Think about: How can you identify the type of rock just by looking at it?

SC.4.E.6.1 Earth Science Resources Benchmark Clarifications SC.4.E.6.3 Students will identify and distinguish between renewable and nonrenewable resources found on Earth.

SC.4.E.6.6 Students will identify resources naturally found in Florida. Renewable vs Nonrenewable Resources Think about: What determines whether a resource is renewable or not? What other examples of resources can you think of that were not shown?

SC.4.E.6.3 Floridas Resources Wind Phosphate Solar

Water Limestone Silicon Oil What are some uses of each resource? Which

resources are renewable & which are nonrenewable? SC.4.E.6.6 Earth Science Weathering, Erosion, Deposition Benchmark Clarifications SC.4.E.6.4 Students will identify and describe the processes of physical weathering and erosion. Students will compare and contrast the agents

and the processes of physical weathering and erosion. Weathering and Erosion Weathering and Erosion Think about: What is one example of water weathering a surface? What is one example of water eroding a surface?

SC.4.E.6.4 Earth Science Water Cycle and States of Water Benchmark Clarifications SC.5.E.7.1 Students will identify and explain the parts of the water cycle. Students will identify the states of water associated with each part of the water cycle and explain the phase changes

that occur as water moves from one part of the water cycle to another. SC.5.E.7.2 Students will identify and describe the role of the ocean in the water cycle. Water Cycle Water Cycle Animation Think about: At which stages of the Water Cycle is water a solid, a liquid, or a gas?

SC.5.E.7.1 Ocean and the Water Cycle Why is the ocean an important part of the Water Cycle? SC.5.E.7.2 Earth Science

Regional Weather Benchmark Clarifications SC.5.E.7.3 Students will identify and describe how air temperature, barometric pressure, humidity, wind speed and direction, and precipitation describe weather in a particular place and time. SC.5.E.7.4 Students will identify or distinguish the forms of precipitation (rain, snow, sleet, and hail) and their related weather conditions.

SC.5.E.7.5 Students will distinguish weather conditions among different environments. SC.5.E.7.6 Students will describe the temperature and precipitation of different climate zones as they relate to latitude, elevation, and proximity to bodies of water. Factors affecting Weather Buffalo, NY Orlando, FL

Temp: 20 degrees F Wind: 30 mph SW Pressure: 29.6 in Humidity: 70% Precipitation: Light Snow Temp: 60 degrees F Wind: 4 mph E Pressure: 30.0 in

Humidity: 90% Precipitation: Chance of Rain Nairobi, Kenya Temp: 85 degrees F Wind: 12 mph NE Pressure: 30.5 in Humidity: 70% Precipitation: None

In which city would you most want to be outside playing today? Explain your answer using the weather information above. SC.5.E.7.3 Forms of precipitation Packed ice crystals

Liquid water Mixed liquid Soft Ice crystals and crystals Label the images above as: rain, snow, sleet, or hail. Describe what weather conditions typically cause each type of precipitation SC.5.E.7.4

Environments Environment Virtual Lab Think about: Which environment(s) are found most commonly near the equator? Which environment has the least precipitation? SC.5.E.7.5 Climates

Interactive Climate Map Think about: For each climate listed, identify one example of a city with polar, tropical, and temperate climate. Explain why you believe these to be examples of each climate. SC.5.E.7.6 Physical Science

Solids, Liquids, and Gases Benchmark Clarifications SC.5.P.8.1 Students will compare and contrast the physical properties of solids, liquids, and gases. (SC.3.P.8.3, SC.4.P.8.1) SC.3.P.8.1, SC.3.P.8.2 Students will describe or classify a material as a solid, liquid, or gas. Properties of Solids, Liquids, and Gases

Solids, Liquids, and Gases Think about: How do solids, liquids, and gases respond differently to being placed in a new container? SC.5.P.8.1, SC.3.P.8.3, SC.4.P.8.1 Categorizing Solids, Liquids, and Gases Classifying Matter Think about:

Were there any unexpected results? If so, explain. SC.3.P.8.1, SC.3.P.8.2 Physical Science Mixtures and dissolving in water Benchmark Clarifications SC.5.P.8.3 Students will describe and explain how

mixtures of solids can be separated. SC.5.P.8.2 Students will identify common materials that dissolve in water and identify or describe conditions that will speed up and slow down the dissolving process. Separating Mixtures of Solids Separating Mixtures Think about: What properties of the materials are used to

separate them? SC.5.P.8.3 Dissolving in Water Which of the substances above would dissolve in the beaker of water? How do you know? SC.5.P.8.2

Dissolving in Water Which of the forms of sugar would dissolve fastest in water? Explain why SC.5.P.8.2 Dissolving in Water Heating the water

Stirring the water Cooling the water Would the changes above speed up or slow down dissolving the sugar cube? Explain your answers. SC.5.P.8.2 Physical Science Physical and Chemical Changes

Benchmark Clarifications SC.5.P.9.1 Students will describe how physical and chemical changes are affected by temperature. SC.3.P.9.1 Students will describe the physical changes water undergoes as it is heated and cooled. SC.4.P.9.1 Students will describe how some familiar changes in materials result in other

materials with different characteristics. Changes affected by temperature In the experiment below, water, yeast and sugar interact to create Carbon Dioxide gas. The picture shows the results after 10 minutes when different temperatures of water are used. Video of Experiment Which balloon is on the bottle with the hottest water? Explain your thinking.

SC.5.P.9.1 Physical Changes of Water Changing States Think about: What physical changes are happening to the water as it is heated and cooled? SC.3.P.9.1

Chemical Changes Explain why the images above are examples of Chemical Changes. Can you think of any other examples? SC.4.P.9.1 Physical Science Basic forms of Energy

Benchmark Clarifications SC.5.P.10.1 Students will identify and describe some basic forms of energy. (SC.3.P.10.1, SC.3.P.11.1, SC.4.P.10.1) SC.3.P.10.3 Students will describe that light travels in a straight line until it strikes an object or travels from one material to another. (SC.3.P.10.4 reflect, bend, or absorb) SC.3.P.11.2 Students will explain that heat is produced

when two objects are rubbed against each other. SC.4.P.10.3 Students will explain that sound is produced by vibrations and that pitch depends on how fast or slow the object vibrates. Forms of Energy Which type(s) of energy are related to each of the pictures above? Explain your choices. SC.5.P.10.1 (SC.3.P.10.1, SC.3.P.11.1,

SC.4.P.10.1) Reflect, Refract (Bend), Absorb The reason the shirt appears purple? SC.3.P.10.3, SC.3.P.10.4 The reason the image

of the mountain is visible on the surface of the water? The reason the pencil appears broken? Friction Friction and Temperature

Think about: What is another way you can demonstrate this concept? SC.3.P.11.2 Sound Sound Simulator Think about: When you adjust the frequency button what

changes about the vibrations? What changes about the sound? SC.4.P.10.3 Physical Science Energy causes motion and change Benchmark Clarifications SC.5.P.10.2 Students will explain that energy

has the ability to cause motion or create change. Students will identify and describe examples where energy has caused motion or created changes. (SC.3.P.10.2, SC.4.P.10.2) SC.4.P.10.4 Students will describe and explain how water and air are sources of energy. Energy causing Motion Energy Skate Park Think about:

What happens to the energy of the skater as he travels along the track? What happens to his energy as you change the track? SC.5.P.10.2 (SC.3.P.10.2, SC.4.P.10.2) Wind and Water How are wind and water used in the machines above?

SC.4.P.10.4 Physical Science Energy and Heat Benchmark Clarifications

SC.5.P.10.4 Students will explain that electrical energy can be transformed into heat, light, and sound energy, as well as the energy of motion. SC.3.E.6.1 Students will explain that energy from the Sun can be used to heat objects, and that when sunlight is not present, heat may be lost. SC.4.P.11.1 Students will identify the flow of heat between hot and cold

objects and that heat may cause objects to change temperature. SC.4.P.11.2 Students will identify common materials that conduct heat well or poorly. SC.5.P.10.3 Students will explain that an electrically charged object can attract an uncharged object and either attract or repel another charged object without any contact between the objects. SC.5.P.11.1 Students will determine that the flow of electricity requires a closed circuit. SC.5.P.11.2 Students will identify and classify materials that conduct electricity and materials that do not.

Transforming Electrical Energy Do the objects above change electrical energy into heat, light, sound, and/or motion energy? Explain your choices. SC.5.P.10.4 Heat from the Sun

Even though these girls are at the same beach, one of them feels cooler than the other? Who feels cooler and why? SC.3.E.6.1 Movement of Heat Cold moves to hand ?

Hot moves to ice cream When you hold an ice cream cone, your hand starts to feel cold and the ice cream melts. Which arrow above correctly explains why this happens? Explain SC.4.P.11.1 Conducting Heat Keeping Warm

Think about: Was metal a good insulator or bad? Explain how you know. Why are our cooking pans made out of metal? SC.4.P.11.2 Charged Objects Static Electricity Think about:

What happens when objects with the same charge get close? What happens when objects with opposite charges get close? SC.5.P.10.3 Electric Circuits Circuit Construction Think about: What happens if the circuit is not closed?

What happens if the circuit is not correctly connected? SC.5.P.11.1 Electric Conductors Circuits and Conductors Think about: What types of materials conduct electricity and what types do not?

SC.5.P.11.2 Physical Science Forces (esp. Gravity and Magnets) Benchmark Clarifications SC.5.P.13.1 Students will identify familiar forces that affect how objects move.

SC.3.E.5.4 Students will identify scenarios whereby gravity is overcome. SC.4.P.8.4 Students will identify and/or describe examples of magnetic attraction and repulsion. Push, Pull, and Friction Friction Think about: With which surface was friction the lowest?

How do you know? SC.5.P.13.1 Gravity Explain how the objects are able to change the effect of the force of gravity. SC.3.E.5.4

Magnets Magnets Think about: Did rotating the magnet affect whether it attracted the objects? Explain. SC.4.P.8.4 Physical Science Motion

Benchmark Clarifications SC.5.P.13.2 Students will describe the relationship among mass, force, and motion. (SC.5.P.13.3, SC.5.P.13.4) SC.4.P.12.1 Students will identify and describe that an object in motion always changes its position and may change its direction. SC.4.P.12.2 Students will describe that the speed of an object is determined by the distance an object

travels and the time it takes the object to travel that distance. Students will describe that objects can move at different speeds. Mass, Force, and Motion Forces in Action Think about: What affect did changing the mass have on the motion of the car?

SC.5.P.13.2 (SC.5.P.13.3, SC.5.P.13.4) Balanced/Unbalanced Forces If the rope above does not move, what does that mean about the force that each boy is pulling with? SC.5.P.13.2 (SC.5.P.13.3, SC.5.P.13.4) Motion: Position and Direction

A B C The image above shows a person walking along a street. Compare the position and direction (same or different) of Person B and Person C to Person A. SC.4.P.12.1

Speed Sam Oliver Sam and Oliver are heading to school. They both have to travel 1 miles. What information would you need to know to figure out how fast they are

SC.4.P.12.2 going? Life Science Plants Benchmark Clarifications SC.3.L.14.1 Students will identify and describe the parts of plants and the parts role. SC.3.L.14.2 Students will describe how plants

respond to stimuli. SC.4.L.16.1 Students will describe processes of sexual reproduction in flowering plants. Plant Parts Plant Part Animation Think about: How do the parts of a plant work together? SC.3.L.14.1

Responding to Simuli Plants in Motion Think about: How are the plants responding to light and gravity? SC.3.L.13.2 Plant Reproduction

Petals 1 Pollen Similar to sperm Pistil 5 Attract insects

4 Stamen Male part, makes pollen Ovary with Eggs Female part, receives pollen 2

3 Eggs become seeds, ovary becomes fruit SC.4.L.16.1 Life Science Human Body

Benchmark Clarifications SC.5.L.14.1 Students will identify organs in the human body and describe their functions. Human Body: Organs Organs with Information Identifying Organs (no function) Think about: What are the functions of the various organs?

SC.5.L.14.1 Life Science Comparing and Classifying Plants and Animals Benchmark Clarifications SC.5.L.14.2 Students will compare and contrast the function of organs and other physical structures of plants and animals.

SC.3.L.15.1 Students will classify animals into major groups according to their physical characteristics and behaviors. SC.3.L.15.2 Students will classify flowering and nonflowering plants into major groups according to their physical characteristics. Animal classification Classification Matching Game Animal Classification Quiz Think about

-Are there any invertebrates that have an endoskeleton? If yes, give one example. -Are there any vertebrates that have an exoskeleton? If yes, give one example. SC.3.L.15.1 Plant classification Plant Classification Quiz Think about: What are the main features used to

distinguish between types of plants? SC.3.L.15.2 Plant and Animal Comparison How are these structures similar/different? SC.5.L.14.2 Life Science

Life Cycles of Plants and Animals Benchmark Clarifications SC.4.L.16.4 Students will identify, compare, and contrast the major life cycles of Florida plants and animals. Life Cycles Mosquito

Compare and contrast the life cycles of these living things. What other animals or plants have similar life cycles? SC.4.L.16.4 Chicken

Oak Tree Life Science Plant and Animal Adaptations, Characteristics, and Impact Benchmark Clarifications SC.5.L.17.1 Students will explain, compare, and contrast how adaptations

displayed by animals or plants enable them to survive in different environments. SC.5.L.15.1 Students will describe how, when the environment changes, differences between organisms allow some plants and animals to survive and reproduce while others die or move to new locations. --------------------------------------------------------------------------------------------------------- SC.3.L.17.1 Students will describe or explain how animals and plants respond to changing seasons. SC.4.L.17.1 Students will compare the seasonal changes in Florida plants and animals to those in other regions of the country. ---------------------------------------------------------------------------------------------------------- SC.4.L.16.2 Students will distinguish plant or animal characteristics that are

inherited from those that are affected by the environment. SC.4.L.16.3 Students will identify characteristics of animals that are inherited or distinguish inherited characteristics from those that are shaped by learning. --------------------------------------------------------------------------------------------------------- SC.4.L.17.4 Students will identify ways in which plants and animals can impact the environment. Adaptations Animal Adaptations Think about: Can any of the adaptations shown, help with

multiple basic needs? If yes, give an example and explain. SC.5.L.17.1, SC.5.L.15.1 Seasonal Changes Explain how these two living things react to changing seasons. Would their reactions be the same in northern states as they are here in

SC.3.L.17.1, SC.4.L.17.1 Florida? Inherited vs. Learned Characteristics Color of eyes Size of ears Balancing on a barrel

Length of tail Waterskiing Riding a bike Which characteristics above were inherited and which were learned? Explain your choices.

SC.4.L.16.2, SC.4.L.16.3 Impact on Environment Bee getting pollen from a flower Monkey eating fruit in a tree

Sea grass growing on a sand dune at the beach Explain how the animals and plants in the scenarios shown above are impacting their environment. SC.4.L.17.4 Life Science

Food Chains and Energy Benchmark Clarifications SC.4.L.17.3 Students will describe or explain how energy is transferred from the Sun through a food chain. SC.3.L.17.2 Students will explain that plants make their own food using carbon dioxide, water, and energy from the Sun. SC.4.L.17.2 Students will explain that animals

obtain energy from the plants and animals they eat. Energy transfer in a food chain Energy in a food chain Think about: -Which members of the food chain get their energy directly from the Sun? - Which members of the food chain get their energy from other living things?

SC.4.L.17.3 How plants make food Photosynthesis Think about: -What are the 3 things that plants require to make their food? -Can plants grow without soil? Explain.

SC.3.L.17.2 How animals get food Food Chains Think about: -What is the difference between a consumer that is an herbivore and a consumer that is a carnivore? -Can an animal be a producer? Explain.

SC.4.L.17.2 Reminders This presentation is meant to highlight the concepts as they will be assessed in FCAT 2.0 You should NOT use this presentation to limit your instruction as there are many critical topics needed to support the ideas on the slides that are not directly assessed

Main Resources Most of the simulations were pulled from these sites: http://www.bbc.co.uk/bitesize/ http://www.bbc.co.uk/schools/scienceclips/index_flash.s html http://phet.colorado.edu/en/simulations/category/new http://www.uen.org/3-6interactives/science.shtml Questions/Concerns/Comments

Email: [email protected] Phone: 50189

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