|5th Grade Life Science Benchmarks
|[Constructing and Reflecting] [Life Science] [Physical Science] [Earth Science] [Health]
What do you want students to:
know, do, be like?
How will you know if benchmarks have been achieved?
What possible instructional resources
could be used?
I (introduce), P (practice), M (master)
|The following benchmarks can be found in UNIT D: Populations & Ecosystems
||Labs & Activities
IRC Activities: Check calendar frequently for new events.
Units of Practice: Each UOP, posted on the ULI, is developed by one of your colleagues, an experienced teacher, and exemplifies an approach to integrating technology into the teaching and learning process. Search the UOPs by Subject and Level or by Keyword.
- Hairy Situation
- Earth Day
- Ecosystem "Lean on Me"
- Biome HyperStudio Project
- Web Links Here
- Apple Learning Interchange-Technology Rich Lessons
- Life Cycles (#867)
- Ecosystems (#1614)
- Green Thumbs Up (#1767)
- Biome Project (#2571)
- Cells (#1569)
- Environments (#1819)
- Ecosystems of the Colonies (#875)
|III.5.E.1 Identify familiar organisms as part of a food chain or food web and describe their feeding relationships within the web. (2-step, consumer, producer)M
||III.5.E.1 Create and label a food web with a producer, 1st and 2nd order consumers, and a decomposer. Identify and categorize the roles and functions of the organisms that are part of it.
|III.5.E.2 Describe the basic requirements for all living things to maintain their existence. M
||III.5.E.2 Students answer the following question: What are the basic requirements of living things to maintain their existence?
Choose an organism in its habitat (aquarium, rotting log, terrarium, backyard, local pond/ wetland, or wood lot).
Create a multimedia presentation to describe how that organism obtains its water, food, space, minerals, air and light.
|III.5.E.3 Design systems that encourage growing of particular plants and animals. P / M
||III.5.E.3 Students research, make and report on a mini ecosystem.....MI CLiMB
|III.5.MS.1 Describe common patterns of relationships among populations. I / P
||III.5.MS.1 Students can list examples of each of three kinds of symbionic relationships (parasitism, commensalism, & mutualism)
|III.5.MS.2 Describe how organisms acquire energy directly or indirectly from sunlight. I / P
||III.5.MS.2 Students demonstrate how energy flows through a simple food chain/web by creating & role playing a dramatic skit. In the skit, students must describe & show how organisms acquire energy from the sun.
|III.5.MS.3 Predict the effects of changes in one population in a food web on other populations I
||III.5.MS.3 Students will write a letter to an editor/legislator after reading a news article describing changes in a population..... MiCLiMB
|III.5.MS.6 Describe ways in which humans alter the environment. P
||III.5.MS.6 Students will demonstrate the impact of humans on the environments ..... MiCLiMB
|The following benchmarks can be found in Unit A: Plants
|III.1.MS.1 Demonstrate evidence that all parts of living things are made of cells. I
||III.1.MS.1 Students will differentiate between an animal and plant cell by creating 3D models of each.
|III.2.E.5 Explain functions of selected seed plant parts M
||III.2.E.5 Students will create a menu describing the plant parts and their functions........ MI CLiMB
|III.2.MS.1 Compare and Classify organisms into major groups on the basis of their structure. I
||III.2.MS.1 Students create a Who am I? riddle book listing 3 clues about the following characteristics: flowering/nonflowering, vertibrate/invertabrate, single cell/ multi cell, and cold/warm blooded. Who am I? book.
|III.2.MS.2 Decribe the life cycle of a flowering plant. I
||III.2.MS.2 Students will create a model illustrating the development of a flowering plant.....MI CLiMB
Describe evidence that plants make and store food.I
|III.2.MS.3 The teacher conducts the Instruction Example found in MI CLiMB. What evidence did you see during the demonstration that shows that plants store food? Draw and label the process of photosynthesis.
Committee Members: Mark Bienkowski, Jennifer Jenkins, Sue Kutskill, Alice Miller, Sandy Pearce, Sharon Smith, Kelly Widener
Last Revised: Thu, Feb 12, 2004