Unit 1: Physical Properties of Matter
1. Demonstrate knowledge of safe practices, including wearing safety goggles and gloves, washing hands, and using materials appropriately, by explaining, in a student science notebook, the class safety rules and the importance of following science classroom procedures.
2. Investigate five objects provided by the teacher in order to collect and record data about the objects’ physical properties. Include the following properties in the investigation:
- state of matter
- mass
- size (length)
- magnetism
- ability to sink or float
Create a table or chart to organize and communicate collected data.
After the table or chart has been completed, use a teacher-provided set of criteria on the attributes of one of the five investigated objects, to identify which object meets the criteria. Write a short paragraph to justify the object selected, and support with evidence.
3. Create an illustration, and develop and write a story about a superhero with the ability to change from one state of matter to another with the addition or reduction of heat. Include a description of the ways the physical properties of the superhero are changed by the addition or reduction of heat.
Unit 2: Mixtures and Solutions
Create a graphic organizer, such as a Venn diagram or a T-chart, to observe, measure, record, and describe the properties of two different substances, and determine which substance is a mixture and which substance is a solution. Write a paragraph that clearly provides evidence to support the claim.
Unit 3: Forms of Energy
1. Choose one form of energy to represent. Prepare a debate to convince classmates that the form of energy represented is the most useful. Explain the advantages that it has over all other forms of energy.
2. Draw a course that will employ pushing, pulling, gravity, friction and magnetic forces to make an object move through the entire course. Write an explanation at each portion of the course to explain which force is acting upon the object and how the object is being affected.
3. Design and build an electric circuit that will create an electromagnetic field, causing an iron nail to pick up the largest number of paper clips. Explain the reasoning for the design including the properties of materials that were most useful for supporting the flow of energy.
Unit 4: The Changing Earth
1. Test three different mystery soil samples, and determine which would be the best for growing plants. Complete a data sheet, and write a report explaining why this soil would be best; include the properties of the other soils that made them less favorable for growing plants.
2. Draw a three-part illustration that clearly demonstrates the difference between weathering, erosion, and deposition. Write a description for each.
Unit 5: Natural Resources
1. Create a two-flap book to illustrate one renewable resource and one nonrenewable resource. Use the inside of the book to write the reasons why the resource is renewable or nonrenewable. If the resource is nonrenewable, provide a suggestion for the conservation of the resource.
Unit 6: Patterns of the Earth
1. Create weather maps to record the changes in the weather for three days. The weather maps should include symbols and a map key. Using the information on the weather maps, predict what the weather might be like for the next day. Record and explain the reason for your predictions.
2. Create an illustration that traces the movement of water as it cycles above and below the Earth’s surface. In a brief paragraph, describe the role that the Sun plays during each part of the water cycle.
3. Select a set of illustrations of shadows, tides, or moon phases. Create a flap book, and glue each of the illustrations in the correct sequence. Inside of the flap book, explain the pattern and how it can be used to predict what will come next.
Unit 7: Traits
Create an illustration of what the offspring of a given animal might look like. Circle the similarities between the parents and the offspring. Write a short paragraph describing the learned behaviors that the illustrated animal may acquire throughout his / her life.
Unit 8: Energy Flow in Living Systems
1. Create a diorama of an ecosystem. In a presentation to the class, explain the complex interactions between the Sun, producers, and consumers.
2. Using the diorama of the ecosystem created earlier; select a member to remove from the ecosystem. Write a mock interview with one of the remaining members about how this has affected its life and its home. Write a news report based on the interview.
Unit 9: Adaptations for Survival
Select a new habitat for any plant or animal. Draw a picture to illustrate the plant or animal in its new habitat. Label the adaptations that the plant or animal would have to make to increase its chances of survival in its new habitat. Describe each adaptation, and explain how they may increase the chances of survival for the plant or animal.
Unit 10: Life Cycles of Living Organisms
