Life+Science


 * Life Science - Processes of Living Things **

Cells to Body Systems

 * **//L.OL.M.4 -//** //Animal Systems - Multicellular organisms may have specialized systems that perform functions that serve the needs of the organism.//


 * = ==**Lesson**== ||  ||= ==**Michigan GLCE**== ||   ||= ==**Resources**== ||
 * **How Do Cells Work Together?**


 * Objectives:**
 * The Learner Will...**

...describe how cells work together as tissues.

...explain that tissues form organs and that organs form organ systems (body systems). ||  || **Student Learning Targets:**
 * **Body Systems**

Prerequisite information for subsequent lessons. ||  ||
 * //Sc////ience Textbook// **
 * //Pages 38 - 45//**

**//Discovery Education - Video Streaming//**
 * **The Inside Story With Slim Goodbody:** **The Body Symphony...** (14 min) ||
 * **How Do Body Systems Work Together?**
 * **How Do Body Systems Work Together?**


 * Objectives:**
 * The Learner Will...**

...explain that the human body has different organ systems with different roles.

...identify the purposes of various body systems.

...describe how the body systems interact. ||  || **Student Learning Targets:**
 * **Body Systems**

selected animal systems (digestive, circulatory, respiratory, skeletal, muscular, nervous, excretory, and reproductive).
 * L.OL.05.41 -** Identify the general purpose of

(digestive, circulatory, respiratory, skeletal, muscular, nervous, excretory, and reproductive) work together to perform selected activities. ||  ||
 * L.OL.05.42 -** Explain how animal systems
 * //Sc////ience Textbook// **
 * //Pages 46 - 57//**


 * //Curriculum Crafter //**
 * //Science ➔ 5th Grade ➔ LIfe Science//** **//➔//**
 * //Animals and Body Systems//**

**//Discovery Education - Video Streaming//**
 * **Body Systems** (23 min)
 * **Real World Science: Digestive and Excretory..**(15 min)
 * **Real World Science: Respiratory and Circulatory...**(15 min)
 * **Real World Science: Skeletal and Muscular...**(15 min)
 * **Human Body Systems: The Digestive System** (21 min)
 * **Human Body Systems: The Circulatory System** (23 min)
 * **Human Body Systems: The Respiratory System** (23 min)
 * **Human Body Systems: The Skeletal and Muscular..**(24 min)
 * **Human Body Systems: The Nervous System** (27 min)
 * **Human Body Systems: The Excretory System** (17 min)
 * **The Magic School Bus: For Lunch** (29 min)
 * **The Magic School Bus: Flexes Its Muscles** (30 min)

//Online Video //
 * **Human Body 101**
 * @http://video.nationalgeographic.com/video/player/science/health-human-body-sci/human-body/human-body-sci.html**

//**WebMax III Video**//
 * Interrelationship of the Body Systems**
 * @http://webmax.wmisd.org/webmax/login.html **

//Online Activities // Unit A: Living Systems - Chapter 1
 * **The Amazing Human Body**
 * // www.harcourtschool.com //**


 * **Gross & Cool Body**
 * @http://yucky.discovery.com/flash/body/**


 * **Build a Body**
 * @http://www.spongelab.com/slxdev/interactives/buildabody/en/whole/index.html**


 * **How the Body Works**
 * @http://kidshealth.org/kid/htbw/htbw_main_page.html**


 * **All Systems Are Go!**
 * @http://www.kineticcity.com/controlcar/activity.php?virus=nastro&act=4**


 * **Zap! (Reaction Time)**
 * @http://www.kineticcity.com/controlcar/activity.php?act=4&virus=sleuron**


 * **Webquest:** **In the Flesh**
 * @http://zunal.com/webquest.php?w=79692 **


 * **Webquest:** **The Human Body**
 * // @http://zunal.com/webquest.php?user=647 //**


 * **Webquest:** **The Systems of the Body**
 * @http://zunal.com/webquest.php?w=12737 **

//Classroom Activities //
 * **Respiration Stations**
 * @http://www.kineticcity.com/controlcar/activity.php?act=2&virus=nastro**


 * **Respiration Relay**
 * @http://www.kineticcity.com/controlcar/activity.php?act=3&virus=sciencegym**


 * **Inside Out**
 * @http://www.kineticcity.com/controlcar/activity.php?act=1&virus=nastro**


 * **No Strings Attached**
 * @http://etc.usf.edu/plans/lessons/lp/lp0063.htm**


 * **Bragging Writes**
 * @http://www.kineticcity.com/controlcar/activity.php?act=3&virus=nastro** ||

Classifying Living Things

 * **//L.EV.M.2 -//** //Similarities among organisms are found in anatomical features, when can be used to infer the degree of relatedness among organisms. In classifying organisms, biologists consider details of internal and external structures to be more important than behavior or general appearance.//


 * = ====**Lesson**==== ||  ||= ====**Michigan GLCE**==== ||   ||= ====**Resources**==== ||
 * **How Are Living Things Grouped?**


 * Objectives:**
 * The Learner Will...**

...explain why scientists classify living things.

...describe how scientists classify living things.

...identify characteristics used to classify a group of objects.

...classify organisms based on anatomical features. ||  || **Student Learning Targets:**
 * **Animal Classification**

in anatomical features to the classification of contemporary organisms. ||  ||
 * L.EV.05.21 -** Relate degree of similarity
 * //Sc////ience Textbook// **
 * //Pages 66 - 73//**


 * //Curriculum Crafter //**
 * //Science ➔ 5th Grade ➔ Life Science//** **//➔//** **//Classisfication//**

**//Discovery Education - Video Streaming //**
 * **Animal Groups: Beginning Classification** (16 min)

//<span style="background-color: #ffa000; font-family: 'Arial Black',Gadget,sans-serif;">Online Activities // Unit A: Living Systems - Chapter 2
 * ** Form and Function **
 * //www.harcourtschool.com//**


 * **A Touch of Class**
 * @http://www.kineticcity.com/controlcar/activity.php?virus=grinder&act=4**


 * **Animal Characteristics Game**
 * http://www.sheppardsoftware.com/ content/animals/kidscorner/games/animalclassgame.htm**


 * ** Webquest: Classification of Animals**
 * @http://zunal.com/webquest.php?w=8583 **


 * **Webquest:** **Classifying Animals**
 * @http://zunal.com/webquest.php?w=56960 **

//<span style="background-color: #d788fb; font-family: 'Arial Black',Gadget,sans-serif;">Classroom Activities //
 * **It Takes All Sorts**
 * @http://www.kineticcity.com/controlcar/activity.php?act=5&virus=grinder**


 * **Indoor Safari**
 * @http://www.kineticcity.com/controlcar/activity.php?act=2&virus=grinder** ||
 * **What Are Vertebrates**
 * and Invertebrates?**
 * and Invertebrates?**


 * Objectives:**
 * The Learner Will...**

...describe how vertebrates and invertebrates are classified, and identify members of each group. ||  || **Student Learning Targets:**
 * <span style="background-color: #ffff00; font-family: 'Arial Black',Gadget,sans-serif;">**Animal Classification**

anatomical features to the classification of contemporary organisms. ||  ||
 * L.EV.05.21 -** Relate degree of similarity in
 * <span style="background-color: #04dc04; color: #000000; font-family: 'Arial Black',Gadget,sans-serif;">//Sc////ience Textbook// **
 * //Pages 74 - 81//**

<span style="background-color: #00ffff; color: #09b5be; font-family: 'Arial Black',Gadget,sans-serif;">**//Curriculum Crafter//**
 * //Science ➔ 5th Grade ➔ Life Science//** **//➔//** **//Classisfication//**

<span style="background-color: #82bffc; font-family: 'Arial Black',Gadget,sans-serif;">**//Discovery Education - Video Streaming//**
 * **The Animal Life Series: How We Classify Animals** (15 min)

//<span style="background-color: #ffa000; font-family: 'Arial Black',Gadget,sans-serif;">Online Activities // Unit A: Living Systems - Chapter 2
 * ** What Are Vertebrates and Invertebrates? **
 * // www.harcourtschool.com //**


 * ** Webquest: Classifying Different Groups of Animals**
 * //@http://zunal.com/webquest.php?user=829//**


 * **Webquest:** **Vertebrates or Invertebrates?**
 * @http://zunal.com/webquest.php?w=31918**


 * **Webquest:** **The World of Animals**
 * //@http://zunal.com/webquest.php?user=619//** ||


 * Animal Growth and Heredity **
 * **//L.HE.M.1 -//** //Inherited and Acquired Traits - The characteristics of organisms are influenced by heredity and environment. For some characteristics, inheritance is more important; for other characteristics, interactions with the environment are more important.//


 * = ====**Lesson**==== ||  ||= ====**Michigan GLCE**==== ||   ||= ====**Resources**==== ||
 * **How Are Characteristics** **Inherited?**


 * Objectives:**
 * The Learner Will...**

...describe how characteristics are inherited.

...identify the role of genes in heredity.

...make inferences about an inherited trait. ||  || **Student Learning Targets:**
 * <span style="background-color: #ffff00; font-family: 'Arial Black',Gadget,sans-serif;">**Heredity**

an individual are influenced by both the environment and the genetics of the individual.
 * L.HE.05.11 -** Explain that the traits of

inherited and acquired traits. ||  ||
 * L.HE.05.12 -** Distinguish between
 * <span style="background-color: #04dc04; color: #000000; font-family: 'Arial Black',Gadget,sans-serif;">//Sc////ience Textbook// **
 * //Pages 124 - 131//**


 * //<span style="background-color: #00ffff; color: #09b5be; font-family: 'Arial Black',Gadget,sans-serif;">Curriculum Crafter //**
 * //Science ➔ 5th Grade ➔ Life Science//** **//➔//**
 * //Genetic Traits//**

<span style="background-color: #82bffc; font-family: 'Arial Black',Gadget,sans-serif;">**// Discovery Education - Video Streaming //**
 * **TLC Elementary School - Life Cycles** (24 min)

//<span style="background-color: #82bffc; font-family: 'Arial Black',Gadget,sans-serif;">**WebMax III Video** //
 * **Traits and Heredity**
 * @http://webmax.wmisd.org/webmax/login.html **

//<span style="background-color: #ffa000; font-family: 'Arial Black',Gadget,sans-serif;">Online Activities //
 * **Website: Heredity and Traits**
 * @http://learn.genetics.utah.edu/content/begin/traits/**


 * ** Webquest: Genes, Not Jeans!**
 * //@http://zunal.com/webquest.php?user=7827//** ||
 * **What Other Factors Affect Characteristics?**
 * **What Other Factors Affect Characteristics?**


 * Objectives:**
 * The Learner Will...**

...distinguish between acquired and inherited traits.

...explain how traits can result from an organism’s interaction with the environment.

...classify behavior as inherited or learned. ||  || **Student Learning Targets:**
 * <span style="background-color: #ffff00; font-family: 'Arial Black',Gadget,sans-serif;">**Heredity**

of an individual are influenced by both the environment and the genetics of the individual.
 * L.HE.05.11 -** Explain that the traits

inherited and acquired traits. ||  ||
 * L.HE.05.12 -** Distinguish between
 * <span style="background-color: #04dc04; color: #000000; font-family: 'Arial Black',Gadget,sans-serif;">//Sc////ience Textbook// **
 * //Pages 132 - 139//**

<span style="background-color: #00ffff; color: #09b5be; font-family: 'Arial Black',Gadget,sans-serif;">**//Curriculum Crafter//**
 * //Science ➔ 5th Grade ➔ Life Science//** **//➔//**
 * //Genetic Traits//**

//<span style="background-color: #ffa000; font-family: 'Arial Black',Gadget,sans-serif;">**Online Activities** //
 * ** Animal Adaptations **
 * //www.harcourtschool.com//**


 * ** Webquest: Animal Adaptations**
 * @http://zunal.com/webquest.php?w=62185**


 * **Webquest:** **Plant and Animal Adaptations**
 * //@http://zunal.com/webquest.php?user=7948//**


 * **Webquest:** **Inherited or Acquired Characteristics?**
 * @http://zunal.com/webquest.php?w=58781** ||


 * <span style="color: #066a6a; font-family: 'Comic Sans MS',cursive; font-size: 20px;">Life Science - Interactions Among Living Things **

Ecosystems and Change

 * **//S.RS.M.1 -//** //Reflecting on knowledge is the application of scientific knowledge to new and different situations. Reflecting on knowledge requires careful analysis of evidence that guides decision-making and the application of science throughout history and within society.//


 * **//L.EV.M.1 -//** //Species with certain traits are more likely than others to survive and have offspring in particular environments. When an environment changes, the advantage or disadvantage of the species’ characteristics can change. Extinction of a species occurs when the environment changes and the characteristics of a species are insufficient to allow survival.//


 * = ====**Lesson**==== ||  ||= ====**Michigan GLCE**==== ||   ||= ====**Resources**==== ||
 * **How Do Organisms** **Compete**
 * and Survive** **in an Ecosystem?**


 * Objectives:**
 * The Learner Will...**

...explain how populations interact.

...explain how physical characteristics affects survival of organisms.

...explain how behavioral characteristics affects survival of organisms.

...describe plant and animal adaptations. ||  || **Student Learning Targets:**
 * <span style="background-color: #ffff00; font-family: 'Arial Black',Gadget,sans-serif;">**Evolution & Adaptations**

organisms have on the balance in the natural world.
 * S.RS.05.17 -** Describe the effect humans and other

(adaptation, instinct, learning, habit) of animals help them to survive in their environment.
 * L.EV.05.11 -** Explain how behavioral characteristics

characteristics (traits) of organisms that help them survive in their environment. ||  ||
 * L.EV.05.12 -** Describe the physical
 * <span style="background-color: #04dc04; color: #000000; font-family: 'Arial Black',Gadget,sans-serif;">//Sc////ience Textbook// **
 * //Pages 176 - 183//**


 * //<span style="background-color: #00ffff; color: #09b5be; font-family: 'Arial Black',Gadget,sans-serif;">Curriculum Crafter //**
 * //Science ➔ 5th Grade ➔ Life Science//** **//➔//**
 * //Species Adaptations//**

**//<span style="background-color: #82bffc; font-family: 'Arial Black',Gadget,sans-serif;">DIscovery Education - Video Streaming //**
 * **Ecosystems - Nature in Balance** (12 min)
 * **Animals Around Us: Animal Adaptations: What Are They?** (14 min)
 * **Animal Adaptations** (14 min)
 * **Evolution** (26 min)

<span style="background-color: #82bffc; font-family: 'Arial Black',Gadget,sans-serif;">//**Online Video**//
 * **The Beauth of Ugly**
 * @http://www.pbs.org/wnet/nature/episodes/the-beauty-of-ugly/video-full-episode/5380/**

//<span style="background-color: #82bffc; font-family: 'Arial Black',Gadget,sans-serif;">WebMax III Video //
 * **Adaptations**
 * @http://webmax.wmisd.org/webmax/login.html **

//<span style="background-color: #ffa000; font-family: 'Arial Black',Gadget,sans-serif;">Online Activities //
 * **Webquest:** **Interaction Among Living Things**
 * @http://zunal.com/webquest.php?w=24748 **

//<span style="background-color: #d788fb; font-family: 'Arial Black',Gadget,sans-serif;">Classroom Activities //
 * **Feeding Frenzy**
 * @http://www.kineticcity.com/controlcar/activity.php?act=2&virus=flossil**


 * **Blueprint for a Beast**
 * @http://www.kineticcity.com/controlcar/activity.php?act=1&virus=flossil**


 * **Where the Weird Things Are**
 * @http://www.kineticcity.com/controlcar/activity.php?act=3&virus=flossil** ||
 * **How Do Ecosystems** **Change**
 * Over Time?**
 * Over Time?**


 * Objectives:**
 * The Learner Will...**

...describe how changing ecosystems affect the organisms living there.

...explain how environmental changes can cause extinction. ||  || **Student Learning Targets:**
 * <span style="background-color: #ffff00; font-family: 'Arial Black',Gadget,sans-serif;">**Evolution & Adaptations**

and other organisms have on the balance in the natural world.
 * S.RS.05.17 -** Describe the effect humans

of environmental change and catastrophic events (for example: volcanic eruption, floods, asteroid impacts, tsunami) to species extinction. ||  ||
 * L.EV.05.14 -** Analyze the relationship
 * <span style="background-color: #04dc04; color: #000000; font-family: 'Arial Black',Gadget,sans-serif;">//Sc////ience Textbook// **
 * //Pages 184 - 191//**


 * //<span style="background-color: #00ffff; color: #09b5be; font-family: 'Arial Black',Gadget,sans-serif;">Curriculum Crafter //**
 * //Science ➔ 5th Grade ➔ Life Science//** **//➔//**
 * //Species Adaptations//**

<span style="background-color: #82bffc; font-family: 'Arial Black',Gadget,sans-serif;">**//Discovery Education - Video Streaming//**
 * **Creature Features: Changes to Environment** (5 min)

//<span style="background-color: #ffa000; font-family: 'Arial Black',Gadget,sans-serif;">Online Activity // Unit B - Chapter 6 ||
 * ** Secondary Succession **
 * //www.harcourtschool.com//**
 * **How Do People Affect Ecosystems?**
 * **How Do People Affect Ecosystems?**


 * Objectives:**
 * The Learner Will...**

...explain how people’s actions can affect the environment.

...describe ways to protect the environment. ||  || **S.RS.05.17 -** Describe the effect humans and other organisms have on the balance in the natural world. ||  ||
 * <span style="background-color: #04dc04; color: #000000; font-family: 'Arial Black',Gadget,sans-serif;">//Sc////ience Textbook// **
 * //Pages 192 - 199//**

//<span style="background-color: #ffa000; font-family: 'Arial Black',Gadget,sans-serif;">Online Activity //
 * ** Webquest: Endangered Ecosystems**
 * //@http://zunal.com/webquest.php?user=948//** ||

**Fossils**

 * **//L.EV.M.1 -//** //Species with certain traits are more likely than others to survive and have offspring in particular environments. When an environment changes, the advantage or disadvantage of the species’ characteristics can change. Extinction of a species occurs when the environment changes and the characteristics of a species are insufficient to allow survival.//


 * = ==== **Lesson** ==== ||  ||= ==== **Michigan GLCE** ==== ||   ||= ==== **Resources** ==== ||
 * **What Do Fossils Show About Earth’s History?**


 * Objectives:**
 * The Learner Will...**

...understand how fossils form.

...recognize ways that fossils help scientists date rock layers. ||  || **Student Learning Targets:**
 * <span style="background-color: #ffff00; font-family: 'Arial Black',Gadget,sans-serif;">**Fossils**

provide evidence of how life and environmental conditions have changed. ||  ||
 * L.EV.05.13 -** Describe how fossils
 * <span style="background-color: #04dc04; color: #000000; font-family: 'Arial Black',Gadget,sans-serif;">//Sc////ience Textbook// **
 * //Pages 244 - 253//**

<span style="background-color: #00ffff; color: #09b5be; font-family: 'Arial Black',Gadget,sans-serif;">**//Curriculum Crafter//**
 * //Science ➔ 5th Grade ➔ Earth Science//** **//➔//**
 * //Species Adaptations//**

<span style="background-color: #82bffc; font-family: 'Arial Black',Gadget,sans-serif;">**//Discovery Education - Video Streaming//**
 * **Fossils: Windows Into the Past** (20 min)
 * **Fossil Life: An Introduction** (20 min) ||
 * **How Are Fossils Like Today’s Living Things?**
 * **How Are Fossils Like Today’s Living Things?**


 * Objectives:**
 * The Learner Will...**

...compare animal fossils to animals that are living today.

...compare plant fossils to plants that are living today. ||  || **Student Learning Targets:**
 * <span style="background-color: #ffff00; font-family: 'Arial Black',Gadget,sans-serif;">**Fossils**

fossils provide evidence of how life and environmental conditions have changed. ||  ||
 * L.EV.05.13 -** Describe how
 * <span style="background-color: #04dc04; color: #000000; font-family: 'Arial Black',Gadget,sans-serif;">//Sc////ience Textbook// **
 * //Pages 254 - 261//**

<span style="background-color: #00ffff; color: #09b5be; font-family: 'Arial Black',Gadget,sans-serif;">**//Curriculum Crafter//**
 * //Science ➔ 5th Grade ➔//** **//Earth Science//** **//➔//** **//Species Adaptations//** ||