Science Learning PacketGrade 5, Week 2:

Ecosystem Restoration Suggested science learning activities for SPS students during the COVID-19 school closure.

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Due to the COVID-19 closure, teachers were asked to provide packets of home activities. This is not intended to take the place of regular classroom instruction but will help supplement student learning and provide opportunities for student learning while they are absent from school. Assignments are not required or graded. Because of the unprecedented nature of this health crisis and the District’s swift closure, some home activities may not be accessible.

If you have difficulty accessing the material or have any questions, please contact your student’s teacher.

Elementary Science Learning ActivityMaterials to accompany Lessons 3-4

Grade 5

Ecosystem Restoration: Matter and Energy in a Rain Forest

Investigation Packet

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Hello Families,

We have been thinking about you and hope you and your family are well and safe during this time. Being at home is different than HAVING to be at home and we wanted to offer you instructional opportunities. If we were at school, we’d be in a 5th grade classroom beginning a study on ecosystems but since we’re all at home, you are welcome to join your student in these series of lessons. We all know learning is more fun and more meaningful when we share our ideas and learn from one another.

Amplify Science is the science program that was adopted by our district to use in our classrooms this year.

While Amplify Science lessons are designed to be done in the classroom with peers, there are some activities that students can complete at home with your support. To make it as easy as possible to do these activities at home, I am providing you with the following resources:

● Lesson Packet. This optional support will provide step-by-step instructions if you wish to guide yourstudents through the activities. Students use the space provided to draw and/or write their ideas andcan also include what other family members contribute. Students can also just use a pencil and paperto record their ideas.

● Lesson Videos. The Seattle Public Schools’ Science Department created this packet to be used with orwithout the video. We created a series of videos you can access either on our SPS Webpagehttps://tinyurl.com/SciLessons or through Seattle’s Public television programming on SPS TV(local channel 26), social media (Facebook and Instagram: @SeattlePublicSchools, Twitter:@SeaPubSchools), and our SPSTV YouTube channel. KOMONews.com will also host on-demand videos under the tab “Lesson Plan” and broadcast on channel KOMO 4.3. Thesesupplemental learning videos feature short segments supporting a variety of grade levels. Allvideos will be close captioned on YouTube.

• Access to Home Language on YouTube: YouTube provides closed captioning in manylanguages if this helpful to your family. Once on the site you will: Click CC (bottom right of video) Click Setting (the gear next to CC) Click Subtitles/CC Click Auto-translate Choose your language

Should you have the option to use the internet, these are the device requirements.

However, you can complete these lessons WITHOUT electronic devices!

● Desktops and Laptops (Windows 7+, Mac OS 10.11+) - Suggested browsers: Chrome & Safari ● Chromebooks - Suggested browser: Chrome ● iPads that support iOS11.3+ (iPad5+) - Suggested browser: Safari

Sincerely,

Ms. Benita and Seattle Public Schools Science Department

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This packet has content materials for the next two lessons in Chapter 1 of Ecosystem Restoration

Chapter 1 Lesson Pages cited in Video 1.3 15-171.4 5-8

English/Spanish Glossary In the first packet

If you do have a computer and internet access, here is how to obtain access to the available Amplify online resources

● For the simulation, navigate tohttps://apps.learning.amplify.com/ecosystemrestoration/#/

● For the book, navigate tohttps://learning.amplify.com/books/9781943228515/#page=1

● Select “Log In with Amplify” button● Enter teacher-provided username

and password (see below)

Username: s.seattle1@tryamplify.net

Password: SeattleSci2020

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Lesson 1.3: Let’s review some important parts of the book

Add this to your description: Matter is the stuff things are made of! We’ll talk more about this stuff.

This is more from page 5.

And pages 6 & 7: What does it really mean to say that an animal is made of matter? If you could look inside the body of an alligator, you would see muscles, bones, blood, and different body systems. All of the parts of an alligator are made of matter. For example, let’s zoom-in on a muscle. The muscle is made up of smaller parts. Those parts are made up of even smaller parts, which are made up of molecules. Those molecules are made up at atoms. It’s all matter!

Based on this page, how would you describe the matter found in where you are right now?

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What are some of the things mentioned in the book that are made of matter (that stuff)? And what is also matter that we cannot see? Return to the text, that’s why it is there? Record them here.

Keep in mind that everything is made of matter. Matter is made of molecules. You will need to following pages to complete the next activity.

Page 8: A full-grown alligator may weigh 360 kilograms (800 pounds). That’s a lot of matter! Where does it all come from? How does an alligator grow to be so big? Alligators and other animals never stop growing. Even an adult animal that has stopped getting bigger keeps growing new skin and blood. If an animal gets wounded our breaks a one, its body can grow to repair the damaged parts.

Page 9: All that new bone, muscle, blood, and skin doesn’t just appear from nothing. Since an animal is made of matter, when it grows it needs to add more matter to its bones, muscles, and other parts. That’s how animals grow.

The new matter needed for growth comes from what an animal eats. Food s also made of matter. When an animal eats food, it is eating billions and billions of atoms and molecules. These atoms and molecules are all matter that the animal uses to grow. Inside the animal’s body, the food molecules are broken down and used to build new molecules that make up bone, blood, muscle, skin, and other body parts. Page 10

Not all the matter that an animal eats gets added to the animal’s body. Some of the matter isn’t used by the animal. This matter ends up as different kinds of waste, including droppings. More important, the animal uses some of the food matter to get energy. (Animals need energy to move and do all of the things animals do.) When an animal uses matter to get energy, that matter is changed and released as gases into the air. (p. 11)

We will use the next page in the packet to synthesize information from the book. When we are reading a science text, it can be helpful to think about how different ideas in a book are connected. This can help us to understand what we have read and connect it to science ideas we are learning. Connecting different ideas this way is called synthesizing. Let’s do the first one together.

Are you thinking about a new understanding that relates to the investigation question? How do animals grow? Are you putting ideas from different parts of the text together?

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Synthesizing Ideas About How Animals Grow

1. Reread pages 8–11 of Matter Makes It All Up and think about the questionbelow.

2. Record information in the boxes that could help answer the question.3. Connect ideas together to come up with a new understanding that answers the

question.4. Record the new understanding in the box below the arrow. Question:

How do animals grow?

© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.

Page: 9 Since an animal is made of matter, when it grows it needs to add more matter to its bones, muscles, and other parts.

Page:

Page:

New understanding:

Lesson 4: Investigating How Animals Grow

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From our previous packet work, we know that animals are made of matter, and matter is made of molecules. We are investigating how animals grow.

Next, we need to figure out where animals get the molecules they need to grow. To help us think more about this, we’ll watch a video of some animals in their environment. We will work together to develop a claim about how animals grow. We can use what we read from the book, Matter Makes It All Up, and observed in the otter video as evidence.

Using Evidence to Support a Claim 1. Read the question below and think about what you have been investigating and reading.

2. For each source, record important ideas you learned that are related to the question.

3. In the box below the arrow, record a new understanding you have, based on thinking about theideas together.

Question: How do animals grow?

Claim:

Evidence:

Lesson 4: Investigating How Animals Grow

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Family Time: Showing How Animals Grow

1. You will show how animals grow.2. Use whatever you have on hand to represent the otter, 7 pieces, and 3 pieces to represent the

fish. You can use pieces of paper.3. Describe to your family member what is happening in your drawing. Explain your ideas. Remember to

talk about molecules.

4. Discuss ways you could revise your drawing and decide on revisions. Draw your revised model (either on paper or on a drawing program), take a photo or save it, then click the box below to attach the file.

Lesson 4: Investigating How Animals Grow

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Daily Written Reflection Let’s take a moment to pause and reflect. This is a good practice for all of us. What are animals made of? What do they need to grow? Think about what you learned from Matter Makes It All Up and the animal model you made.

Make a drawing first to help you explain your thinking. Label your drawing. Click the box below to attach a photo or file of you drawing.

Space for writing:

Lesson 4: Investigating How Animals Grow

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You will answer the questions on this page as you work in the Sim. They will help you figure out how animals use food matter.

How Animals Use Food Matter

1. Press the PLAY button to run the Simulation. Observe what happens whenthe animals eat.

2. Use your observations of the Sim to help you answer the questions below.

How can you tell if an animal is growing?

What happens to food matter after an animal eats it?