5th Grade Body Systems Unit Blueprint

1B(3-5)#1: Scientific investigations may take many different forms, including observing what things are like or what is happening somewhere, collecting specimens for analysis, and doing experiments. Investigations can focus on physical, biological, and social questions.

During the introduction of lesson or end of lesson, ask students if the activity is a "scientific investigation."

Listen to students' responses to determine their conceptions of scientific investigations. Do they recognize observational work of specimens constitutes scientific investigations? Do they believe a controlled experiment is the only type of scientific investigation?

12C(3-5)#3: Keep a notebook that describes observations made, carefully distinguishes actual observations from ideas and speculations about what was observed, and is understandable weeks or months later.

12D(3-5)#3: Use numerical data in describing and comparing objects and events.

1B(3-5)#3: Scientists' explanations about what happens in the world come partly from what they observe, partly from what they think. Sometimes scientists have different explanations for the same set of observations. That usually leads to their making more observations to resolve the differences.

12A(3-5)#2: Offer reasons for their findings and consider reasons suggested by others.

Students' observations of the "mystery object" (owl pellet) and inferences about the identify of the "mystery object" (See Exploring and Discovering on page 18 in Teacher's Guide. Also, see Student Science Notebooks on page 15 in Teacher's Guide for background information on keeping student science notebooks.)

Class discussion and completion of The Mystery Object chart (See Processing for Meaning on page 18 in Teacher's Guide)

Student Observations

• Do students make clear, understandable observations?
• Do the students organize the notebook entry so it is understandable at a later date? For example, do they title and date the entry?
• Do students clearly identify their inferences as a guesses and keep them separate from their observations?

Class Discussion and Chart

• Do students support their inferences with observations made of the mystery object?