This document is for G2-5 teachers to add to as per our

science meeting this morning April 7.

G2 Science Unit Summaries

Quarter 1 Quarter 2 Quarter 3 Quarter 4

Processes that Properties of Matter Ecosystems Human Body

Shape the Earth
Plant Biodiversity

Summary Summary Summary Summary

In this unit In this unit students will

students will learn that the human
learn about body is a complex and
biodiversity, the valuable machine. They
relationship of will learn to identify the
plants with water, 6 major body systems
sunlight, (circulatory, digestive,
pollination and respiratory, muscular,
humans. skeletal, and nervous).
Students will plan Students should know
and conduct what makes up the
experiments human body and be
exploring further able to identify and
the relationship understand the
plant growth functions of organs.
using pollination,
sunlight and
water.
 G3 Science Unit Summaries

Quarter 1 Quarter 2 Quarter 3 Quarter 4

Weather and Climate Ecosystems Life Cycle Forces

Engineering Design Interdependent Inheritance and Forces and Interactions

Relationships in Variation of
Ecosystems. Traits:

Environmental impacts on Life Cycles and

Organisms. Traits.

Summary Summary Summary Summary

In this unit students In this unit students will In this unit In this unit students will be
are going to learn learn about the nature of students will be able to learn what is a
about the ecosystems and the able to identify 'force' and a 'motion’.
relationship between interdependent activities of what a trait is, Students will
weather and climate. food chains. They will inventory their understand the
They will be examine the contrasting own traits,and relationship between
introduced to the ways in which animals and compare their the force applied to an
ways in which plants get food. The unit traits to the object and resulting
meteorologists will also focus on how population of the motion of the object.
measure, predict and ecosystems have changed class. They will They will predict,
identify weather. over time and the extent to realize that there observe, and compare
They will learn about which ecosystems are are variations of what happens when a
climate zones, threatened by human traits, that force is applied to an
seasons, and the interaction with their parents pass on object. They will learn
nature and environment. Students will to their offspring about balanced and
importance of the also look at the evidence through their unbalanced Forces, What
is gravity?Newton’s Three
Water Cycle. In the of prehistoric changes in genes. They will
laws of Motion, electric
context of current ecosystems provided by be able to
and magnetic interactions
climate issues fossils. understand that and What are magnetic
students will look at every organism interactions?They will
the connection inherits a unique investigate the effects of
between extreme combination of gravity and friction on the
weather patterns and traits. They will motion of an object and
the concept of Global identify how a explore how unbalanced
Warming variation of traits forces result in a change
exists in a group in motion.
of similar
organisms.
 G4 Science Unit Summaries

Quarter 1 Quarter 2 Quarter 3 Quarter 4

Processes that Shape Plants and Animals Energy Waves and Motion
the Earth
Structure, Function, and Energy Waves
Earth's Systems: Information Processing of
Processes that Shape Plants and Animals
the Earth

Summary Summary Summary Summary

In this unit the In this unit the students In this unit the In this unit the students
students will learn will learn that plants students will learn will learn what the
about the physical and animals are both how energy is defined concept of a wave is in
history of the planet living organisms and in science, particularly the field of science,
Earth, how it was include most (but not the field of physics, particularly physics.
formed and continues all) of the forms of life which is the “ability to They will learn that a
to change and on our planet. The do work” and that wave is a “disturbance”
develop to this day. students will learn in energy is concerned that travels through
They will learn that which ways plants and with how things space and matter
this is essentially what animals are similar and change and move. transferring energy from
the field of geology is in which ways they are They will learn that one place to another.
about. They will different. The students energy exists They will learn that
come to understand will learn about the everywhere in the waves can be divided
that the processes characteristics and universe and that into various categories
that act upon the traits of different plants there are essentially depending on their
Earth can be those and animals and that two types of energy: characteristics. They
that have occurred this is essentially what kinetic energy and will learn that waves
over many years, the field of biology is potential energy. can be described by the
centuries and even about. They will come They will come to direction that its
eons while other to understand how know different forms disturbance is traveling.
processes are events plants and animals of energy including They will come to
that happen very affect the environment chemical, electrical, know that an
quickly such as and how the loss of mechanical, light, understanding of
earthquakes, volcanic one species can affect heat, gravitational, waves is essential to
eruptions, floods, and other species. and nuclear. They will
understanding a wide
tsunamis. learn about the Laws
range of physical
of Conservation of
Energy and the
phenomena including
differences between light and the wave
renewable and properties of matter,
nonrenewable energy. electrons and atoms.
 G5 Science Unit Summaries

Quarter 1 Quarter 2 Quarter 3 Quarter 4

Structure and Matter and Energy in Earth Systems Space Systems: Stars
Properties of Matter Organisms and and the Solar System
Ecosystems

Summary Summary Summary Summary

This unit helps In this unit, students This unit helps This astronomy unit
students develop the consider the question: students develop the helps students develop
concepts of We eat pizza made of idea that water is a a new perspective of
“substances” and many ingredients. How profoundly important the world they’re
“chemical reactions.” has this pizza been natural resource, but standing on/ they will be
Students see that made? To try to explain one which requires given evidence that the
chemical reactions this phenomenon, surprising ingenuity to Earth beneath our feet
enable us to make students will develop find and is actually moving
new materials by and refine a farm maintain.Students will through space, both
transforming the ones model throughout each explore the interaction spinning on its axis, and
we have. The results lesson. They then between the .Earth’s travelling in a great orbit
of these reactions are focus on designing a major systems which around the Sun. They
interesting and farm that minimally are the geosphere will see how these
sometimes profoundly harms the (solid and molten movements account for
useful. At the end of environment. Students rock, soil, and the patterns we see in
the unit, students will see how matter is sediments), the our sky (the paths of
complete the final cycled through hydrosphere (water our Sun across the sky,
revision of their ecosystems and how and ice), the the changing seasons,
Alchemist Argument. energy flows from the atmosphere (air), and and the changing
They create a particle sun to the consumers the biosphere (living constellations).
model showing the in a food chain. As things, including Accompanying us on
reaction between the students engage in the humans). These the journey are the
stone gargoyle and activities in this unit, systems interact in Moon and planets,
acid rain to support the Crosscutting multiple ways to affect which the students will
their argument. Concepts of Energy Earth’s surface observe have their own
and Matter and materials and patterns of movement
Systems and System processes.Human in the sky.Throughout
Models are activities in this investigation
emphasized. agriculture, industry, students will engage in
and everyday life have actual and simulated
had major effects on observations of the sky
the land, vegetation, and they will engage in
streams, ocean, air, the process of inquiry:
and even outer space. beginning with
But individuals and observations, debating
communities are a range of possible
doing things to help causes, and reasoning
protect Earth’s to possible conclusions.
resources and
environments. At the
end of the unit,
students will use their
Dust Bowl model to
choose the best
solution for preventing
another Dust Bowl.