Welcome to The Fifth Grade In the Living Classroom Learning Lab!
Welcome to our Fifth Grade Nature Curriculum! If you have any issues registering or would like to talk directly with someone please reach out to us at 503-770-0860 9-5 Pacific Time or by email to info@livingclassroomlearninglab.org
Fifth Grade
Each unit has a Teacher Resource Menu With Information About the Lessons:
The purpose of each lesson, Materials Needed, Advanced Prep, The Standards Each Address, as well as other information.
we Suggest you Familiarize Yourself with this first, then proceed to the lesson content contained in The lesson tabs.
A link to the PDF of the original lessons are Available in the left column of the lesson windows for Reference.
Fifth Grade
fALL UNITS
nature detective
Purpose of this Lesson:
Being able to sit quietly and observe everything around one’s self is an important skill in learning about nature. As the children progress through the activities in our Living Classroom Learning Lab, they will need to use their senses of sight, sound, smell, and touch to understand the plants and animals that make their home there. The purpose of this lesson is for the children to deepen their observation skills by concentrating on their sense of touch while interacting with the variety of plants present in the Living Classroom.
Now, they will have the opportunity to answer the question again that they were asked in kindergarten, “What Is Nature?” Once they go out again to think about what nature is, they will be given many ways to express their ideas poetically - in a diamante. Once their creativity is expressed, they will present their poetic art works to other classes and teachers in the school.
For the teacher:
TED talk by Emma Marris Nature is Everywhere - we just need to see it.
https://www.ted.com/talks/emma_marris_nature_is_everywhere_we_just_need_to_learn_to_see_it
A quote from Rachel Carson:
“If a child is to keep alive his inborn sense of wonder without any such gift from the fairies, he needs the companionship of at least one adult who can share it, rediscovering with him the joy, excitement, and mystery of the world we live in.”
Teacher Preparation: (15 minutes)
- Bring in one large carrot for each kindergarten
- Lay out the large sheets of bulletin board paper and the seed tape materials
- If the toilet paper is not one ply, then separate the toilet paper into one ply strips, cut into 3 foot sections
Materials Needed:
- chart paper
- packaged carrot seeds The seeds need to be bought. They need to be marked Non-GMO, Non-hybridized, organic or heirloom. Some companies have fiddled with seeds and now some seeds will not grow at all or will revert back to an early variety.
- large carrot for each kindergarten
- one ply toilet paper used to make the seed tapes, cut into 3 foot strips
- 1 1/2 cups flour (for paste)
- 1 cup water (for paste)
- a mixing bowl and spoon to stir the paste
- containers to hold the paste
- containers to hold the seeds
- rulers
- unifix cubes
- craft sticks or paint brushes to apply paste
- craft sticks to identify the place where the seed tapes, seeds in a furrow and seeds in hole are planted
- markers
- large sheets of bulletin board paper
- picture of the beds in the vegetable garden
- if no outdoor garden is available to plant in: large containers for planting - cardboard produce containers from Costco provide the surface and depth for planting all three experiments
- soil
- From Seed to Plant by Gail Gibbons
- Vegetables in the Garden: A First Discovery Book
Directions on How to Make a Seed Tape:
Lay the one ply toilet paper on each side of the table to
make 2 seed tapes. Each tape should be as long as the
table. Place a few seeds in one plate and some paste in
another plate and place them both near the appropriate
seed tapes. Read the seed packet to see how far apart the
seeds should be. Show the children this measurement and
connect the same number of Unifix cubes as the
measurement. These cubes then become the measurement
stick the children will use to measure the distance between
each seed. Using the Unifix cubes and a marker, the
children can measure and place a dot where each seed will
go. Keep the dots on the side of the toilet paper closest to
the child. Have the children take a paint brush or craft stick and place a smudge of paste on the colored dot (One paint brush tip or one craft stick end of paste should do about three to four dots - too much paste may get the seeds to sprout before the seed tape is planted.) Next, have the children put one seed on each spot of paste. While the paste is still wet, fold the toilet paper in half lengthwise over the seeds to make a cover for the seeds. The seed tape is now complete. The seed tape needs to dry before it can be rolled up. The children can make plant markers for the garden. Once the seed tape is dry, you may roll it up until it is time to plant it.
There should be only 2 children working on each seed tape.
Length of Lesson:
Activity #1: Making a Seed Tape (30 min)
Activity #2: Planting Seed Tapes, Seeds in a Furrow & Planting 3 Seeds in a Hole (30 min)
Activity #4: My Seed Tape Journal (30 min)
Sequence of Activities in the Nature Detective Lessons:
Each grade in the Living Classroom Learning Lab Curriculum has a Nature Detective lesson. In Kindergarten, we need to start by beginning to understand, What is Nature?
As the children journey out to the Living Classroom, they will use their senses of hearing, seeing, feeling, and smelling to record what they see that is nature; what they feel that is nature; what they hear that is nature; and what they smell that is nature. With these observations they will develop a free verse poem. All grades will continue observing nature using their senses. They will demonstrate what they observe in different writings.
First graders will observe nature by being in their own circle plot and listening, watching, smelling, and feeling objects there. They will find a special object that will become their own treasure. They will describe their special treasure to a classmate and then ask
“Can you guess what it is? They will decide, "What makes an object become a special treasure?
Second graders will be using their sense of hearing to compare the day sounds of the Living Classroom to the night sounds of their backyards. Do all animals have a special sound? Do all humans have a special sound? Completing their homework may earn them a special Nature Detective badge for their top listening skills.
Intertwining the Third Grade Nature Detective lesson with the third grade Ecosystem lesson that studies decomposers. The third graders will search the Living Classroom to find a decomposer. Their focus: We think that there are many people who do not know the importance of a decomposer. How can we spread our knowledge of the importance of decomposers? In answering their question, the third graders will compose a paragraph describing this importance which they will add to a poster, illustrating the significance of these animals.
In the Fourth Grade Nature Detective lesson, the children will be concentrating on their sense of touch to know that plants can have different textured leaves and different shaped stems as they adapted to the environmental conditions and the types of animals that are present in their ecosystem. Once they have felt a textured leaf or a cubed shaped stem, they will take a picture of it with their iPad and finally go out and find it in the Living Classroom. Taking note of the plant’s environment, the question these fourth graders will answer is: What adaptations does this plant make to ensure its survival? In answering that question, they will be asked to design their own mega plant which would be able to grow and be sustained for countless years.
Finally, this will be the sixth year the Fifth Graders will have experienced a time out in the Living Classroom just to experience nature. Assimilating all that they have experienced in these five Nature Detective lessons, the fifth grade question will go back to the beginning question that they answered in kindergarten, What Is Nature? Once they go out and become part of nature again, they will have the opened many avenues for their response in the poetic form of a diamante to the question What is Nature?
Vocabulary:
biodegradable: capable of being slowly destroyed and broken down into very small parts by natural processes, bacteria, etc.
germinate: biology definition as it concerns seeds: to begin to grow
hypothesis: best guess
furrow: row
Background Information:
Making a seed tape ensures the success of growing healthy vegetables and plants from very small seeds. If seeds are sown in a furrow, thinning the growing plants is necessary to produce healthy mature vegetables. Thinning is the process whereby some plants that are competing against one another for their existence are pulled so others will have plenty of room to develop. In past years in the Vegetable Garden, thinning has not happened, so the vegetables do not have room to grow and expand. Carrots become thin strings and beets cannot grow at all. With the seed tapes, thinning will not be necessary. The children look at the directions on the seed packet to know how far apart each seed should be placed. They lay down the first seed on the tape and measure the distance between each seed. It is important during this measuring that the teacher verbalizes to the children that, “We are giving the plants space to grow.” When the appropriate time of the Spring arrives, they will be able to plant their seed tapes easily in the Vegetable Garden.
With the beginning of this lesson, it is hoped that the children and their parents will experience the complete life cycle of their plants. In April, the children will be making seed tapes for certain vegetables. At the right time, these seed tapes will be planted in the Vegetable Garden. The children will also sow other seeds and vegetable plants directly in the vegetable garden when the time is right. Through out the summer, kindergarten children and their parents are encouraged to come back to the garden to witness the growth of their plant. When fall arrives, their vegetables will be ready to harvest. With the culmination of the harvesting, the children and their parents will have experienced the life cycle of their plants.
- It is interesting to note the difference between fruits and vegetables.
- The definition of a fruit is: the usually edible reproductive body of a seed plant especially: one having a sweet pulp associated with the seed, such as a peach or avocado.
- The definition of a vegetable is: a plant or part of a plant used as food, such as a cabbage, potato, carrot, turnip, or bean.
Chefs consider foods that are savory instead of sweet as vegetables.
That is how we now know that all sweet foods are fruits.
Standards Addressed in this Lesson:
Disciplinary Core Ideas in the Next Generation Science Standards:
www.nextgenscience.org/next-generation-science-standards
Structure and Function
All organisms have external parts that they use to perform daily functions.
All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow. (1-LS1-1)
Organization for Matter and Energy Flow in Organisms
Food provides animals with the materials and energy they need for body repair, growth, warmth, and motion. Plants acquire material for growth chiefly from air, water, and process matter and obtain energy from sunlight, which is used to maintain conditions necessary for survival. (K-LS1-1)
LS2.A Independent Relationships in Ecosystems
Plants acquire material for growth chiefly from air, water, and process matter and obtain energy from sunlight, which is used to maintain conditions necessary for survival.
The Needs of Living Things
Use observations to describe patterns of what plants and animals (including humans) need to survive. (K-LS1-1)
Natural Resources
Living things need water, air, and resources from the land, and they live in places that have the things they need. Humans use natural resources for everything they do. (K-ESS3-1)
Understandings about the Nature of Science in the Next Generation Science Standards for K-2:
Connections to the Nature of Science: > Science Addresses Questions About the Natural and Material World.
> Science Is a Way of Knowing.
> Scientists study the natural and material world.
> Science knowledge helps us know about the world.
> Science investigations begin with a question.
> Scientists use different ways to study the world.
> Scientists use drawings, sketches, and models as a way to communicate ideas.
Common Core State Standards Initiative: Mathematics Kindergarten>> Measurement & Data
Describe and compare measurable attributes.
CCSS.MATH.CONTENT.K. Measurement & Data.A.1
Describe measurable attributes of objects, such as length or weight.
Lesson
The Essential Questions are:
What Is Nature? and “My Reflection on Why Our Relationship to the Natural World Is Necessary.”
The Objective is for the children to once again think about the natural world now that they have had many experiences in our Living Classroom by answering the question What Is Nature? and a reflection sheet titled “My Reflection on Why Our Relationship to the Natural World Is Necessary.”
vIDEO COMING SOON
The Objective is for the children to once again think about the natural world now that they have had many experiences in our Living Classroom by answering the question What Is Nature? and a reflection sheet titled “My Reflection on Why Our Relationship to the Natural World Is Necessary.”
Inside:
“Hello Class. All of you have been going out to our Living Classroom many times in your years here. We have gone out and used our senses to find out how our natural world works. We have asked questions trying to understand how the plants and the animals help each other and which eventually helps all of us.You have learned a lot about our natural world. So today, you are going out to the Living Classroom again to answer a question that you were asked in kindergarten, ‘What Is Nature?’” You have the Nature Detective recording sheet that you can use for note taking as you walk or sit in the garden thinking about nature. When you return, you will be writing poetry about what you think nature is.”
“When we go out to the Living Classroom, remember you are going to become a caretaker of this Earth. With the lessons you have had here and with the experiences and lessons that are yet to be yours, you will have a pretty good idea of why we must take care of the Earth and you will have a pretty good idea of how to care for it.”
“Today is a day for reflection. Walk silently. through the gardens. Think. Take notes of things you do not want to forget. Take pictures. Remember there is a magic and a mystery out here. How did the plants and animals ever get together to pollinate all the flowers? How did the plants know they had to adapt to the environment they were in?”
“Quietly pick up your clipboard, pencil, iPad, and recording sheet. We are silently on our way.”
Allow at least 30 minutes for the children’s reflection and note taking in the garden. Returning to the
classroom…
“I hope you were able to think about a lot of what you have learned over the years here. We are going to continue working quietly so all of us can continue to think and develop a poem known as a diamante. I am giving you this information sheet that describes how a diamante is written.
Let’s go over it together.”
“Now, it is your turn to be creative. I am giving you the worksheet you can use to write your diamante about some aspect of nature. Take your time. Think quietly and creatively. I would like for this class to present your poetry to other
classes. I would like you to complete a diamante. You can always create more diamantes. We will have an editing session tomorrow. If you have made more than one, then tomorrow you will decide the one we will edit. Hopefully, your poems will be so fantastic that you will read them for other classes.”
To help to set a creative writing mood add quiet music and dim lights to the environment.
“Here is the diamante worksheet. It tells what type of words you are to put on each line. There will be two nouns, adjectives, and adverbs.”
When many children are done, ask them if they would like to read their diamante. If you have had peer critiquing of writing in the classroom before this lesson, ask the class to give both positive critiques and things they may like to see improved.
Begin editing with individual children while the class is absorbed in reading, etc.
Final writing:
“My Reflection on Why Our Relationship to the Natural World Is Necessary.”
Use the Reflection Paragraph Worksheet graphic organizer for first draft and My Reflection for final draft.
Question for Classroom Discussion:
“Does anyone have anything they are still wondering about in what they saw or did today in the Living Classroom Learning Lab?”
These wonderings could lead to further investigations.
“Thank you, boys and girls, for being such fantastic observers and listeners who are so willing to share your discoveries. Whenever you are here in our Living Classroom Learning Lab, remember to watch and listen silently and you will surely come to know some of the secrets that are hiding here.”
Fall at the Pond
Update in Progress
Lesson
Essential Questions: What is the difference between a living object compared to a non-living object? and Are different ecosystems made up of the same or different living/non-living things?
Objective is for the children to know the characteristics of a living object as well as to know that there are many ecosystems with a multitude of different animals and plants, and to use their understanding to complete an ecosystem circle describing the living and non-living parts in one garden in our Living Classroom Learning Lab and to draw your garden that is missing one non- living basic need.
VIDEO COMING SOON
This is a Discovery Lesson. Give no clues about what is about to happen. Let the children discover it.
“Bring your clip boards and pencils. We are on our way out to our Living Classroom Learning Lab. Today, you will be investigating the magic and mystery of the pond.”
Bring the class out to the Living Classroom Learning Lab. Divide the children into groups. Give each group a tub filled with water from the pond. Each child will receive a paint brush, a small plastic dish, and a magnifying lens. Have the children observe the creatures in their sample using the small hand magnifying lens first.
After 10 minutes:
“Now, stir the water gently with the paint brush. Using the paint brush to move the animals and the plants will ensure that they will not be harmed. If you have any plants present, be sure to look through them carefully to see if there are any living creatures hiding in there. Take a picture with your digital device of the rest of the animals that you might now see. Watch what the animals do. Sort them into groups using your own ideas: big or small, with or without legs, etc.”
Let the children talk quietly among themselves about what they see.
“Now we are going to try to identify and name each of the freshwater invertebrates that you are observing. What is an invertebrate? An invertebrate is an animal without a backbone. Touch your spine. That is your backbone. If you were an invertebrate, that is what you would not have. Here are the reference sheets, the Keys to Freshwater Invertebrates, you may use to identify the animals that you have found.”
“A few of the structures you are observing are nymphs of animals. Nymphs are the beginning stage of the animal. A nymph resembles the adult animal. It is similar to how a baby resembles an adult human.”
Allow time for the children to identify some of their animals.
“Use your group observation sheet to look at the animals a little closer. How do the animals move? Do they wiggle, glide, jump or crawl? Sort your animals into groups according to how they move. Can you find one that doesn’t move?”
Allow time for the children’s discovery. Direct children to pick one animal and observe with the Individual recording sheet.
“Almost all living things need oxygen. Each one of you can choose an invertebrate to watch. Is there one that keeps coming to the surface? Start timing your invertebrate by counting seconds. How long does it stay beneath the surface before coming to the top again?
Can you detect a pattern? Do all the invertebrates come to the surface to breathe?”
“Choose an invertebrate from your tub. Using your paint brush and spoon carefully place it in your cup with some pond water. Identify your little specimen. Use the Keys to Freshwater Invertebrates to help you. Take a picture of your animal with your digital device. Use your data sheet to record what you observe. Does your invertebrate have a case or a shell? Does it have legs and, if so, how many? Does it have wing buds? Wing buds are flattened structures on the bodies of nymphs that will form the wings in adult insects. How does it move? How do you think it obtains the oxygen it needs? What are you still ‘wondering’ about your animal? Write your ‘wonderings’ on the top of your page. Now, also make sure that you write your name and date at the top of each page.”
“When your observation is complete, please return your pond water and its specimens to the pond. Release your water slowly. Leave the tools you have used in your group’s tub.”
Remind the children that their observation sheets need to be turned in after their research is complete. They will need to use them when they return to the pond in the fall. Return to the classroom.
The children will choose an invertebrate to study from the pond. Using a foldable, the children will research specific characteristics of the individual invertebrate they choose. They will write their information on the flaps of the foldable. A drawing of their invertebrate will be placed in the middle. The teacher shares a copy of the books and web sites to find the information needed.
Books & websites to be used for research are attached.
Have the class present the adaptations they have found that these microscopic pond animals have made in order to survive by reading off their foldable.
With the research complete, the class will use their knowledge of their animal and the felt story board cloth or printable food chain and food web of the pond to make a class food chain and food web of the pond.
Before starting the food chain, introduce the children to two more types of consumers: Tertiary consumers and Quaternary consumers. As energy from the sun is passed through the food chain, the Primary consumers or herbivores eat only the plants. The Secondary consumers or omnivores can eat the plants and the Primary consumers. The Tertiary consumers eat the Secondary consumers, so they are carnivores. At the top of the food chain are the Quaternary consumers: the eagles, lions, and whales. They are carnivores and will eat all consumers. As you go up the food chain, the number of consumers at each level becomes smaller.
Use the felt story board cloth or printable food chain and food web of the pond plants and animals to make food chains. Make as many as you would like. Have each child draw two images of their animal on 2×2 papers. Their animal may not be one of the individual participants of the pond story board or printable. But due to their knowledge of their animal from their research, they will be able to incorporate their animal in a food chain where it is appropriate. As you complete one pond food chain, have a few children bring up their drawn animal to place it in its appropriate place in the chain. With a couple of food chains completed using the pond felt story board, the children can now use the printable to make their own food chain and food web that will incorporate their drawn animal.
“Now that your research is complete, we are going to use this pond felt story board to make a few food chains. When we start a chain, think about where your animal will appear in the chain. With each chain that we make, I will ask a few of you to come up and place your animal in its appropriate place in the chain. Remember the energy for each food chain and food web begins with the sun. Each food chain and food web ends with nutrients.”
“When we studied biodiversity this Fall, we made pictures of all the food chains we made playing The Balance Tangle Game. From there, we made food webs. Now that we have made some pond food chains, take your food chain and food web papers, cut out the images and place them in the appropriate spots with glue.”
“Please include the animal you drew. When everyone is finished, we will show our webs to each other.”
Allow time for the children to share their webs with a partner.
Possible Food Chains
The children create their poem about the pond ecosystem.
“Follow either pattern below to write a poem taken from your pond animal’s view point, and you will discover that you will have written an interesting poem about your pond animal. Your poem needs to highlight the adaptations your animal has made and that you have discovered through your research of that animal.”
Have the children share their poetry with a partner.
The children will paint a mural of the pond on paper or on the wall. When complete, manipulate the large pictures of all the pond plants and animals on the mural to make food chains and food webs. The poems are incorporated in the mural. When the mural is complete, invite younger classes to see the pond mural with its animals and plants and hear the choral reading and play of In the Depths of the Summer Pond.
As a culminating activity, the children perform a choral reading and performance of the poem “In the Depths of the Summer Pond” from Song of the Water Boatman & Other Pond Poems by Joyce Sidman. The poem describes a pond food chain. As you read the poem, it will remind you of another poem that you and the children know, There Was an Old Woman That Swallowed a Fly.
Song of the Water Boatman & Other Pond Poems – is a beautiful, delightful book about many of the pond inhabitants. Have fun with the poems! The articles about the pond plants and animals may be used for the children’s research, but the poetry encompassed in these covers deserves to be read.
There are seven participants in this chain which describes the succession of what eats what and how energy flows through the chain. These participants are:
- algae
- the flea
- the nymph
- the bug
- the frog
- the fish
- the heron
Have 7 children dress as one of these principles to act out their part as the poem is recited behind them. The entire class speaks in unison the first two words of each stanza and the last line, “in the depths of the summer pond,” of each stanza. Have fun!
Read the article in the New York Times, “Scientists Sample the Ocean and Find Tiny Additions to the Tree of Life.” The article talks about climate change and how these tiny microbes that absorb carbon dioxide, make oxygen, break down waste, and feed other creatures are greatly affected by temperature change. There are some excellent pictures of these microbes that accompany the article. See attached article.
- Can you imagine how this all came to be?
- Can the invertebrate that you studied migrate? Is that good or bad?
- Why are the lives of these invertebrates important to the pond ecosystem?
- What is the most serious problem that endangers fresh water ecosystems?
- Why is it necessary that we learn about these microscopic animals in the pond?
- Is there biodiversity in this pond? Give examples.
- What “wonderings” do you still have about this pond ecosystem?
wINTER uNITS
Private Eye Observation
Purpose of this Lesson:
With the use of the Private Eye piece, children will
sharpen their observation skills. It will help children to express their thoughts,
look closely, begin to think metaphorically, and start to theorize.
Advanced Teacher Preparation: preparation time about 2 minutes
Reserve a time for the lesson on the Google Calendar.
Materials Needed:
samples to observe: scissors, a straw
30 Private Eye loupes
Presentation system to model the lesson - Apple t.v.
Private Eye recording sheet
photocopies for each child of the Private Eye recording sheet
laminated picture of a dragonfly and its wing
Private Eye “Best Guess” recording sheet
photocopies for each child in fourth grade or the Private Eye “Best Guess”
recording sheet
A soft cotton cloth or lens paper to clean the loupes when the lesson is complete.
iPads and computers for research
Length of Lesson: approximately two 30 to 35 minute lessons
15 minutes for modeling the lesson
20 minutes for the children's observations to be recorded
5 to 10 minutes for sharing observations
20 minutes for researching their answers to the question “Why is it like that?”
In this lesson, the children’s observations and ideas could be one 30 minute lesson
with their research about their theories becoming the second 30 minute lesson.
Leadership:
The classroom teacher will teach this lesson.
Vocabulary:
analogy: a comparison of two things based on their being alike in some way
beneficial: producing good or helpful results or effects : producing benefits
detrimental: tending to cause harm or injury
form: the visible shape or configuration of something
function: the special purpose or activity for which a thing exists or is used
serrated: having or denoting a jagged edge; sawlike
theorize: to think of or suggest ideas about what is possibly true or real: to form or suggest a theory about something
theory: a supposition or a system of ideas intended to explain something
Background Information:
The Private Eye piece which is similar to a “jeweler’s loupe” magnifies an object 5
times. Putting two of the eye pieces together will give a magnification of 10 times.
As the children look through their “loupe”, they will be asked to respond to three
questions , “What else could it be?”, “What does it look like?” and “What does it
remind you of?” After the children have answered these questions, they will begin
to think metaphorically by developing analogies which is one of the most often
used techniques in descriptive writing.
This lesson will further extend the children’s observation skills by having the
children use the Private Eye loupe to answer a new question: “Why is it like that?”
The form of something usually gives us clues as to its function. “Form follows
function.” If there are similarities in form (the texture, structure, shape, color),
then it could possibly follow that there are similarities in function. Example:
While looking at the delicacy and intricacy of a dragonfly’s wing under the loupe
and asking “Why is it like that?”, it may lead a child to theorize that it had
something to do with the way a dragonfly can fly in all directions. A wondering
that could lead to further investigating — a beginning to scientific inquiry
Standards Addressed in this Lesson:
Major Themes and Grade Level Understanding about the Nature of Science from
the Next Generation Science Standards:
www.nextgenscience.org/next-generation-science-standards
Primary School (K-2)
Science investigations begins with a question.
Scientists search for cause and effect relationships to explain natural events.
Elementary School (3-5)
Science methods are determined by questions.
Science explanations describe the mechanisms for natural events.
Middle School(6-8)
Science limits its explanation to systems that lend themselves to observation and
empirical evidence.
Theories are explanations for observable phenomena.
Science and Engineering Practices in the Next Generation Science Standards:
www.nextgenscience.org/next-generation-science-standards
Asking Questions and Defining Problems and Analyzing and Interpreting Data
Lesson
To begin the lesson, you will need to model what they will be doing.
Place an object on the presentation system and ask:
“What does it look like?” or “What do you see?”
The children had their first experience with theorizing in the fourth grade Private Eye Lesson. Today, they will expand their thoughts and strengthen their ideas.
“Today, we are going to look at two man made objects to understand why they were made that way. The first one is this pair of scissors that I am holing up here for you to see. Why is the scissors made this way? (Correct – 2 sharpened blades to cut and handles to hole.) What would happen if they were not designed with handles? Would they be able to function correctly or at all? We can say then that the form of the object allows the object to be able to function as it was invented to do.”
Show the children the straw.
Tell me why is this straw shaped the way it is? Why is it long and hollow? You all know the answers. The form of the straw lets you know its function. Think about this, what if you didn’t know its function. Would you think that it did something else? (If the children do come up with something else, then ask if it would function properly this new way. It probably would not.)
“Who has designed all these objects? (man has) We have been observing objects which man has made. I would now like to bring this idea of the form of an object telling us what the function of that objet is into our natural world. Let’s look at this picture of a Monarch butterfly on this zinnia. The butterfly needs the nectar in the zinnia. It also has four legs and needs to unroll its
proboscis to obtain the nectar. What does the form of the flower tell you about its purpose? Try taking some guesses.
Allow time for the children to take some guesses and if the following guess does not come, give some hints.
(The flower of the zinnia is large and flat. The butterfly needs a platform to stand on so it can unroll its proboscis to obtain the nectar from the zinnia. The form of the zinnia is beautifully adapted to be this platform that the butterfly needs. The bright colors of the zinnias also bring the butterflies to them so they can take the zinnia’s nectar and at the same time pollinate the plant. Isn’t it a wonder how this came to be?)
“Since we have our brain’s working, we are now going to look at these two pictures of a dragonfly and a dragonfly’s wing. The dragonfly’s wing has been placed on a sheet of black papers we may be better able to see it.”
Show the laminated picture of the dragon fly and start passing out the Private Eye recording sheets.
“What is unique about the form of the dragonfly than the form of other flying animals that you know?” —- (transparent wings, an elongated body, and the shape of the wings)— Here is a picture of a segment of the dragonfly’s wing laid on black paper.”
“Before we start to understand the form and its function of this wing, we are going to ask our selves these 3 very familiar questions:
“What does it look like?”
“Using your imagination, what else could it be?”
“Again, using your imagination, what does it remind you of?”
The children have observed with the Private Eyeing all previous grades. When repeating this experience, we need to tell the children that as they grow, their powers of observation need to also grow. Now that they have a fifth grade brain, they can observe twice as many things as a third grader. A third grader sees five things where a fifth grader can see ten! The more they engage in these types of activities, the more acute their senses will become and the better prepared they will be for any occupation they may pursue.
“As fifth graders, you should be able to have at least 10 ‘thinking out of the box’ answers for each question. You may work with the person next you. Remember to use your imagination, think out of the box, and use whispering voices. When you have your answers, be sure to finish by making your analogy. Just like the complexity of your answers for these questions have become, our analogies should be fantastic. As with everything, the more we practice making analogies, the easier it will become for us to use them to enhance our speaking and writing.” “Let’s do one analogy together.”
Write two lines on the presentation system.
the dragonfly wing looks like a map of a city’s streets
Take time for the children to share their answers and analogies. Pass out the Private Eye “Best Guess” recording sheet.
“Here is a picture of one entire dragonfly wing. Now, we are going to ask ourselves a new question,
’Why is it like that, I wonder?’.
With the person next to you, write down as many guesses as come into your mind. Write your guesses down in the‘Why is it like that, I wonder?’circle.
Let’s try guessing. Your answers for ‘What does it remind me of?’ and ‘What does it look like?’, can be clues to help us answer the question’Why is it like that, I wonder?’. Let’s try to come up with some guesses now.”
Write down the guesses. If no guesses are volunteered, here are two that could be used: to make the wings beautiful; to help with the dragonfly’s flight – the veins in the wings
carry blood or energy to help the dragonfly fly.
“We have some guesses. Let’s put a star next to the guesses that you think are the most interesting and that might answer the question ‘ I wonder if it could actually be like that?’ Since we are always interested in finding the answer to a puzzle, it is time now to try to test our guess by asking, ‘How can I test my guesses, my hypothesis?’ Then by doing a bit of research, we’ll see if your theories could be correct. We could ask an expert biologist, look in an insect book, or ask the internet. When we do all this, we will be theorizing or hypothesizing just as all scientists do.”
Websites to be used:
http://www.smithsonianmag.com/science-nature/14-fun-facts-about- dragonflies-96882693/?no-ist (This is the best with addition of excellent video)
http://www.coolkidfacts.com/dragonfly-facts-for-kids/
https://www.britannica.com/animal/dragonfly
http://dragonfly.tam.cornell.edu/publications/2008_Dragonfly_flight.pdf
https://askabiologist.asu.edu/contact/askaquestion
www.abc.net.au/science/articles/2013/04/02/3720030.htm
http://tolweb.org/notes/?note_id=2471
Note: The dragonfly wing is quite remarkable. The first for websites are the best for the class. The last two are more technical and consider: all the directions the dragonfly can navigate, the different geometric shapes embedded in the wing, and the influence of these shapes on the wing, the strength of the wing, and the ability of flight.
Allow time for the children’s research and more time to share their findings. Pass out the Private Eyes and the two recording sheets to each child.
“Now, it is your turn. Take an object that is interesting to you. Answer ‘What does it remind me of?’ and ‘What does it look like?’ When you come to answer the question, ‘Why is it like that, I wonder?’ place your guesses in that circle on your recording sheet. Once you have all your guesses, star the guesses you think are your best answers to our question, ‘Why is it like that, I wonder?’ Decide what avenues you could take to see if you have come close to the correct reason. Record these on the bottom of your recording sheet. ”
Allow the children time to investigate, or if time is insufficient have them map out the strategy they would use to find their answers. Allow time later for this research to occur.
Finish the lesson, by allowing some time for children to tell about some of their observations, their analogies that they made, and any of their theories they would like to investigate.
What other “wonderings” do you have about anything that you investigated today?
The dragonfly is one of the most fascinating insects. It is being studied by scientists and engineers because of many unusual characteristics – mainly flight. Children may be interested in continuing their investigation of the dragonfly.
They could also be curious and have more questions about something they investigated today. It would be interesting to give them some direction and see what else they may find.
“You may take your Private Eye sheets home with you, and I have a special request — that you explain to your parents what you did here today in our Living Classroom Learning Lab.”
“Thank you, boys and girls, for sharing your thoughts with all of us.”
At the completion of the lesson, use a soft cotton cloth or lens paper to clean the loupes before they are returned to the Living Classroom Learning Lab shelves.
SPRING UNITS
Sustainability
Update in Progrsss
Lesson
The Essential Questions are: “Where do we get seeds?” and “What does a seed need to grow?”
The objective is for the children to know that from the seed they plant in the soil in their classroom a plant will grow and continue to grow once they plant it outside, if they give it water and light. In order to show their knowledge, children record the growth of their plant in their “Kindergarten Is Growing” journal. The first journal entry occurs when the first leaf grows.
This is the culminating lesson of the Living Classroom Learning Lab curriculum. It would be wise to assess the understanding the children have of many of the concepts that have been taught. This pre-assessment can be used as a springboard for any discussions that may occur if needed following the results of omissions in the children’s knowledge of these basic ideas: the cyclical workings of an ecosystem (including food chains and food webs); the understanding that the basic needs of both humans, plants and animals are all the same; the magic of pollination; and the necessity for biodiversity in our world.
Let’s do this pre-assessment in a game show format where the teacher will have the questions and answers and the children will be divided into teams with a certain number of children on each team. The teacher will be observing the children’s responses to ascertain if the children have a good grasp of the make-up of a healthy ecosystem. Showing the game card questions and answers to the students will assist the visual learners.
A sample question and answer would be:
question: Name the 3 basic pollinators that are present in our Great Lakes Region.
answer: The bee, butterfly, and hummingbird
Questions and answers for the Game Show are attached at the end of this lesson.
If you see from this pre-assessment that there are understandings of the children that need to be reestablished, then this is a good time to have a brief discussion with the entire group to renew concepts that may be lacking. (This may be an optional activity.) Bill Nye, the Science Guy, Biodiversity would be an excellent video to help with this discussion.
Throughout this curriculum, the concept of pollution has only been slightly touched upon, so in order to continue with this lesson, it is necessary to complete a brief introduction to the forms of pollution that occur on land, water, and in the air. Following are some resources that can be used to teach and expand the children’s knowledge of pollution and some ways to combat it.
Videos and YouTubes:
Bill Nye the Science Guy: Pollution Solutions Classroom Edition [Interactive DVD]
Pollution (Land, Air and Water Pollution) – YouTube www.youtube.com/watch?v=vP3pbh_-pu8
Pollution – Land, Water & Air Pollution – YouTube – Tetra Pod – June 15, 2015
Think Like a Tree from The Kids Should See This YouTube: Why Biodiversity Matters – David Suzuki
YouTube: A Forest Garden with 500 Edible Plants Could Lead to a Sustainable Future – Nat. Geo. 3:23”
TED Talk: The Tiny Creature that Secretly Powers the Planet – Peggy Chisholm:
penny_chisholm_the_tiny_creature_that_secretly_powers_the_planet
TED Talk: The Lights and Sounds of the Universe – 2018
https://www.ted.com/playlists/391/the_lights_and_sounds_of_the_u
TED Science: Scientists Soup Up Photosynthesis – Supercharged Photosynthesis
Science%3A+Scientists+Soup+Up+Photosynthesis+-+Supercharged+++++
+Photosynthesis
Books:
A River Ran Wild, by Lynne Cherry describing the restoration of the Nashua River
Uno’s Garden, by Graeme Base illustrating the destructing of habitat The Lorax, by Dr. Seuss describing how deforestation can happen
The Sea, the Storm, and the Mangrove Tangle, by Lynne Cherry chronicling the life of a mangrove and the wildlife that depends upon it
The Brilliant Deep Rebuilding of the World’s Coral Reefs, by Kate Messner
Articles:
National Geographic Society – Pollution www.nationalgeographic.org/encyclopedia/pollution
Recently, a new analysis by ecologist Thomas Crowther states that there is enough room on Earth to plant 1.2 trillion trees which would have the CO2 capacity to cancel out a decade of carbon dioxide emissions.
Posters: illustrating the basic sources of pollution – included
This section of the lesson will be a mini Problem Based Learning lesson where in groups of 3, the children will be given a sheet describing a piece of land with specific geographical features and specific pollutants that could occur on the land. They will decide how these landforms could be sustained and present their findings to the class by describing the 3 factors that make up their solution: 1) a description of their landform; 2) a description of the possible pollutants, dangerous hazards, and natural elements that, if not controlled, would make the land unsustainable; and 3) their solution that would make the land sustainable now and in the future with its potential cost and possible source of revenue. It would answer the questions: “What Are the Elements Necessary to Sustain this Ecosystem ,as well as its Cost and Source of Revenue?” and “What is My Role in this Process?” If their solution could impact a similar ecosystem on this Earth, then the question could become, “What is our responsibility globally? Should we have concern for other ecosystems?”
During this activity of the lesson, the teacher will act as a coach, guiding the groups to appropriate resources as needed and helping with questions that may occur.
The lesson would begin with the teacher reading a hypothetical letter that was received from the US Department of Agriculture.
US Department of Agriculture
1400 Independence Avenue
SW Washington, DC 20250
Dear Teacher,
The US Department of Agriculture is responsible for developing and executing federal laws related to farming, agriculture, forestry, and food. We are always looking for ideas to make USDA work better.
We are contacting schools throughout the US that we found have gardens connected to their school grounds. We feel that with such a valuable resource, the students at these schools have been studying our environment and learning about topics including ecosystems, biodiversity, and pollination. With this knowledge, you may be able to help us in our goal of obtaining healthy ecosystems in all our diverse environments. Please send us your ideas.
We are looking forward to hearing from you.
Respectfully,
Tom Vilsack,
Secretary of the US Department of Agriculture
“ Well, boys and girls, it seems that there is a big job ahead of you. I would like you to attempt to help the USDA. I have been thinking on how we could investigate diverse environments. I have 8 diagrams of various environments . Each diagram of specific landforms has some factors incorporated into the land that could be harmful to the sustainability of the land. With the knowledge of our environment that you already have, and with your ability to search to find answers to the questions, you will come across, give your very best to help the USDA with some ideas on how to sustain ecosystems.”
“Before we begin, we need to understand sustainability. What do you think it is?”
Allow for discussion. The class should arrive at a definition that is like the following:
“Sustainability means trying to ensure that the basic needs for humans, animals, and plants will always be met on Earth. Hopefully you remember the chant we put together in first grade.”
“It is:
Our basic needs must be, you see,
for animals, plants, you and me-
air, water, food, shelter, sunlight, and space
and we need them all in one place.”
“Your job is to make sure these basic needs are met and sustained on your land form. I know this project is too big for one person to try to investigate, make hypotheses, and draw conclusions. As we know, we are stronger when we work together. I would like you to work in groups of three. Here is your assignment sheet. It describes the main points that you will need to know and understand to complete your project. These are also the points that your group will need to include in your presentation that will be given to the class.”
“I will be here to help you find answers to some of your questions. Let’s begin.”
Place the class in groups of three however you think is best and distribute the diagrams of land one per group. (Copies of the land maps are attached to this lesson – from page 32 to the end. The front side of the map is the first page and the back side of the map is the second page where the websites for research are written.)
Through the remainder of this phase of the lesson, your role is that of a coach:
- having a watchful eye to the functioning of each group
- guiding children along the right avenue so they will be able to answer the questions in their solution
- helping to answer questions
- having resources available (listing of additional resources is on page 18, 19 & 20 of this lesson)
This could be a co- teaching class, combining science and ELA. Remind the children of the Speaking and Listening Standard:
S&L.5.4: Report on a topic or text or present an opinion, sequencing ideas
logically and using appropriate facts and relevant, descriptive details to
support main ideas or themes; speak clearly at an understandable pace.
Extensions:
- If the teacher feels that there is merit in their solutions, a letter can be written to the USDA.
- Further question: If their solution could impact a similar ecosystem on our
- Earth, then ask the question,“What is our responsibility globally?
- Should we have concern for other ecosystems?”
- Optional activity: Ask parents to participate as an audience when the groups present.
Using the brochure template, groups of three children will pick a topic embedded in the Living Classroom curriculum that is relevant to the Hinsdale / Clarendon Hills environment. They will develop an informational brochure on one specific topic.
Suggested topics: (Each group will pick a different topic.)
- Pollinators – What They Are and Why We Should Care About Them
- Pollination: What It Is and Why It Is Important
- Protecting Pollinators
- Why Is Protecting Biodiversity Important?
- Ecosystems: What AreThey? and How Can We Tell If They Are Healthy?
- What Are the Basic Needs of Humans, Animals, and Plants?
- How Does the Extinction of a Plant or Animal Impact the Ecosystem?
- How Can We Observe Nature? and Why Would We Want To?
- Sustainability: What Is It? and Why Is It Important?
The brochure would contain:
- a definition of the topic
- the reason or reasons why it is important
- existing problems and/or problems that could occur (if relevant)
- suggested solutions that we could implement
- many pictures, illustrations, and student photos
When completed, the brochures should be photocopied for distribution to audiences of parents, teachers, and Administrators, for the Foundation, USDA, environmental societies (Sierra Club, WWF, US Fish & Wildlife Service, and more listed under Web Pages on page 12).
Here is a sample brochure made for The Living Classroom Learning Lab:
Videos:
Bill Nye the Science Guy: Pollution Solutions Classroom Edition [Interactive DVD]
Pollution (Land, Air and Water Pollution) – YouTube www.youtube.com/watch?v=vP3pbh_-pu8
Pollution – Land, Water & Air Pollution – YouTube – Tetra Pod – June 15, 2015 National Geo. Pollutants for Kids – short videos describing air pollution and
Human Impacts on the Earth
Ted Talks: The Bacteria That Eats Plastic and Sustainability by Design Think Like a Tree(Reading List) from Kids Should See This
Think Like a Tree from The Kids Should See This
YouTube: Why Biodiversity Matters – David Suzuki
YouTube: A Forest Garden with 500 Edible Plants Could Lead to a Sustainable Future – Nat. Geo. 3:23”
TED Talk: The Tiny Creature that Secretly Powers the Planet – Peggy Chisholm:
penny_chisholm_the_tiny_creature_that_secretly_powers_the_planet
TED Talk: The Lights and Sounds of the Universe – 2018
https://www.ted.com/playlists/391/the_lights_and_sounds_of_the_u
TED Science: Scientists Soup Up Photosynthesis – Supercharged Photosynthesis
Science%3A+Scientists+Soup+Up+Photosynthesis+-+Supercharged+++++
+Photosynthesis
THE FUTURE OF FOOD
Articles:
National Geographic Society – Pollution
www.nationalgeographic.org/encyclopedia/pollution
Recently, a new analysis by ecologist Thomas Crowther states that there is enough room on Earth to plant 1.2 trillion trees which would have the CO2 capacity to cancel out a decade of carbon dioxide emissions.
ArchiExpo www.ArchiExpo@archiexpo.com Architectural Projects:
FILTRATION is a floating skyscraper envisioned to recycle ocean garbage
Iceberg Making Submarine aims alter climate change by refreezing the Arctic – creating frozen islands
Futuristic floating skyscraper “ heats” the effects of climate change
Web Pages:
www.usda.gov – has an information hotline and an “Ask the Expert” on the Contact Us page
www.epa.gov www.pollinator.org www.worldwildlife.org www.sierraclub.org www.nature.org www.nwf.org
xerces.org/pollinator-conservation www.fws.gov/pollinators
Books:
A River Ran Wild, by Lynne Cherry describing the restoration of the Nashua River
Uno’s Garden, by Graeme Base illustrating the destructing of habitat
The Lorax, by Dr. Seuss describing how deforestation can happen
Life in the Boreal Forest, by Brenda Guiberson describing the life cycle of the Great Northern Forest which spans three continents
Cactus Hotel, by Brenda Guiberson describing the life cycle of the Saguaro Cactus
Deserts & Marshes and Swamps books, by Gail Gibbons
A Desert Scrapbook & An Island Scrapbook, books by Virginia Wright-Frierson
Everglades, by Jean Craighead George describing the ecology of the Everglades
One Well: The Story of Water on Earth, Rochelle Strauss
The Concepts Taught Throughout The LCLL Curriculum
~ Ecosystems ~
&
~ Life Cycles ~
~ Adaptation ~
&
~ Pollination ~
~ Biodiversity ~
&
~ Food Chains ~
~ Patterns ~
&
~ Shapes ~
~ Balance of Nature ~
&
~ Sustainability ~
In today’s increasingly digitized and urbanized world, Our Fifth Grade nature curriculum is not just a beneficial add-on; it’s an absolute necessity. Children are spending unprecedented amounts of time indoors, glued to screens, leading to a phenomenon often termed “nature deficit disorder.” This detachment from the natural world has significant implications for their physical health, contributing to rising rates of obesity and myopia, and impacting their mental well-being, with increased instances of anxiety, stress, and difficulty with attention.
Our Fifth Grade nature curriculum directly addresses these challenges by offering vital outdoor experiences that promote physical activity, reduce stress, and improve cognitive functions like focus and problem-solving. Beyond the immediate health benefits, engaging with nature fosters a sense of wonder and curiosity, encouraging children to explore, observe, and interact with the world around them in a way that simply cannot be replicated in a traditional classroom setting.
Furthermore, Our Hands on nature curriculum is crucial for cultivating environmental literacy and stewardship, which are paramount for the future of our planet. As climate change and ecological crises become more pressing, it’s essential that the next generation understands their interconnectedness with the natural world and feels empowered to protect it. Hands-on experiences in nature, such as gardening, ecological restoration projects, and wildlife observation, build a deep, personal connection to the environment. This connection, in turn, translates into a greater sense of responsibility and a desire to act as environmental stewards. By integrating Our Fifth Grade nature Curriculum into education, we’re not just teaching science; we’re nurturing empathy, resilience, and a profound respect for the Earth, equipping children with the values and knowledge they need to create a sustainable future.
Our 5th Grade Nature Study STEM Next Gen Curriculum is designed to engage students in hands-on learning experiences.