FIFTH GRADE STANDARD 8 – THE ATMOSPHERE Estimated Time: 10 days Suggested Quarter: First Nine Weeks http://tennessee.gov/education/curriculum.shtml
Embedded GLE’s: Inquiry, Technology, Engineering (LINK) GLE 0507.Inq.2 Select and use appropriate tools and simple equipment to conduct an investigation
GLE’s	SPI’s	Checks for Understanding	Resources/Websites/Correlation to Text
GLE 0507.8.1 Analyze and predict how major landforms and bodies of water affect atmospheric conditions.	SPI 0507.8.1 Describe the effects of the oceans on weather and climate.	ü 0507.8.1 Compare the climates of coastal and inland areas at similar latitudes to demonstrate the ocean’s impact on weather and climate.	Text: Chapter 4 Lesson 4 pgs. 230-239 Suggested Learning Activities: Study Foldable pg. 239; Lab: How does distance from an ocean affect temperature? (GLE 0507.Inq.1) pg. 231 Coastal/Inland Climates Brainpop Video on Climate Types Brainpop Video on Earth's Atmosphere Brainpop Video on Weather How Ocean Currents Affect Climate
	SPI 0507.8.2 Explain how mountains affect weather and climate.	ü 0507.8.2 Use land maps to demonstrate how mountain ranges affect weather and climate.	Text: Chapter 4 Lesson 4 pg. 237 Suggested Learning Activities: Quick Lab: Climate and Rain Shadow pg. 237; Art Link: Mountain Ranges pg. 239 Climate
		ü 0507.8.3 Use weather maps of the United States to graph temperature and precipitation for inland and coastal regions.	Suggested Learning Activities: Math in Science: Graphing temperature and precipitation data pgs. 240-241 Weather Maps Interactive Climate Map
		ü 0507.8.4 Use local environmental information to analyze how weather and climate are affected by landforms and bodies of water.	Suggested Learning Activities: A Closer Look: Tennessee Tornadoes pgs. 146-147 Local Weather/Climate United States Climate Map

FIFTH GRADE STANDARD 7 – THE EARTH Estimated Time: 10 days Suggested Quarter: First Nine Weeks http://tennessee.gov/education/curriculum.shtml
Embedded GLE’s: Inquiry, Technology, Engineering (LINK) GLE 0507.Inq.2 Select and use appropriate tools and simple equipment to conduct an investigation
GLE’s	SPI’s	Checks for Understanding	Resources/Websites/Correlation to Text
GLE 0507.7.1 Compare geologic events responsible for the earth’s major geological features.	SPI 0507.7.1 Describe internal forces such as volcanoes, earthquakes, faulting, and plate movements that are responsible for the earth’s major geological features such as mountains, valleys, etc.	ü 0507.7.1 Create a model to illustrate geologic events responsible for changes in the earth’s crust.	Text: Chapter 4 Lesson 1 pgs. 194-205 Suggested Learning Activities: Study Foldable – p. 205; Lab: How can mountains form? (GLE 0507.Inq.1) pg. 195 Text: Chapter 4 Lesson 2 pgs. 208-215 Suggested Learning Activities: Study Foldable 215; Lab (Alternative): How can you model different types of volcanoes? pg. 209 Text: Chapter 4 Lesson 3 pgs. 218-227 Suggested Learning Activities: Study Foldable pg. 227; Lab: How does the ground move during an earthquake? (GLE 0507.Inq.1; SPI 0507.Inq.1) pg. 219; Literature Link: “Ranger Rick-Understanding Earthquakes” pgs. 246-247 Dynamic Earth Volcano World Earthquakes Earthquake Center Brainpop Video on Earth's Structure Brainpop Video on Plate Tectonics Brainpop Video on Rock Cycle Brainpop Video on Earthquakes Brainpop Video on Volcanoes Brainpop Video on Erosion Brainpop Video on Weathering Plate Tectonics Animation Break Up of Pangaea
		ü 0507.7.2 Prepare a chart to compare how volcanoes, earthquakes, faulting, and plate movements affect the earth’s surface features	Suggested Learning Activities: Create a foldable to compare volcanoes and earthquakes

FIFTH GRADE STANDARD 12 – FORCES IN NATURE Estimated Time: 10 days Suggested Quarter: First Nine Weeks http://tennessee.gov/education/curriculum.shtml
Embedded GLE’s: Inquiry, Technology, Engineering (LINK) GLE 0507.Inq.2 Select and use appropriate tools and simple equipment to conduct an investigation
GLE’s	SPI’s	Checks for Understanding	Resources/Websites/Correlation to Text
GLE 0507.12.1 Recognize that the earth attracts objects without directly touching them.	SPI 0507.12.1 Recognize that the earth attracts objects without touching them.	ü 0507.12.1 Explain and give examples of how forces act at a distance.	Text: Chapter 6 Lesson 2 pgs. 322-327 Suggested Learning Activities: Study Foldable pg. 333; Quick Check: p. 325 Brainpop Video on Gravity How Does Gravity Work?
GLE 0507.12.2 Investigate how the shape of an object influences the way that it falls toward the earth.	SPI 0507.12.2 Identify the force that causes objects to fall to the earth.	ü 0507.12.2 Demonstrate how the shape of an object affects how it falls toward the earth.	Text: Chapter 6 Lesson 2 pgs. 322-327 Suggested Learning Activities: Lab: Does gravity affect all objects in the same way? (GLE 0507.Inq.6) pg. 323 Moon Olympics-Interactive
GLE 0507.12.3 Provide examples of how forces can act at a distance.	SPI 0507.12.3 Use data to determine how shape affects the rate at which a material falls to earth.	ü 0507.12.3 Design and explain an investigation exploring the earth’s pull on objects.	Text: Chapter 6 Lesson 2 pgs. 324-327 Suggested Learning Activities: Lab: Create earth's magnetic field using a bar magnet and iron fillings. I Know That-Gravity

FIFTH GRADE STANDARD 9 – MATTER Estimated Time: 20 days Suggested Quarter: First and Second Nine Weeks http://tennessee.gov/education/curriculum.shtml
Embedded GLE’s: Inquiry, Technology, Engineering (LINK) GLE 0507.Inq.2 Select and use appropriate tools and simple equipment to conduct an investigation
GLE’s	SPI’s	Checks for Understanding	Resources/Websites/Correlation to Text
GLE 0507.9.1 Observe and measure the simple chemical properties of common substances.	SPI 0507.9.1 Distinguish between physical and chemical properties.	ü 0507.9.1 Compare the simple chemical properties of common substances.	Text: Chapter 5 Lesson 1 pgs. 258-261 (what is matter) Text: Chapter 5 Lesson 2 pgs. 270-279 Suggested Learning Activities: Study Foldable pg. 279; Lab: Which has more matter? (GLE 0507.Inq.4, SPI 0507.Inq.1) pg. 271 Text: Chapter 5 Lesson 4 pgs. 292-299 Suggested Learning Activities: Study Foldable pg. 299; Lab: Demonstrate experiments that show chemical changes (i.e.: vinegar/baking soda; burning paper; rust) Lab: pH Panel (use website below to show whether a substance is an acid or base) pH Panel Lab Understanding Physical and Chemical Changes Chemical and Physical Changes Brainpop Video on Acids and Bases Brainpop Video on pH Scale Brainpop Video on Property Changes Physical vs. Chemical Change-Interactive
GLE 0507.9.2 Design and conduct an experiment to demonstrate how various types of matter freeze, melt, or evaporate.	SPI 0507.9.2 Describe the differences among freezing, melting, and evaporation.	ü 0507.9.2 Investigate how different types of materials freeze, melt, evaporate, or dissipate.	Text: Chapter 5 Lesson 3 pgs. 282-289 Suggested Learning Activities: Study Foldable pg. 289; Lab (Alternative): Will ice melt faster in hot water? pg. 283 Be a Scientist – p. 290-291 “What factors affect the rate at which different substances change state?” Brainpop Video on Matter Changing States Brainpop Video on States of Matter Chem4Kids Quiz
GLE 0507.9.3 Investigate factors that affect the rate at which various materials freeze, melt, or evaporate.	SPI 0507.9.3 Describe factors that influence the rate at which different types of material freeze, melt, or evaporate.	ü 0507.9.3 Use data from a simple investigation to determine how temperature change affects the rate of evaporation and condensation.	Suggested Learning Activities: Quick Lab: Evaporation and Condensation pg. 287 Evaporation and Condensation What is Boiling Point

FIFTH GRADE STANDARD 10 – ENERGY Estimated Time: 15 days Suggested Quarter: Second Nine Weeks http://tennessee.gov/education/curriculum.shtml
Embedded GLE’s: Inquiry, Technology, Engineering (LINK) GLE 0507.Inq.2 Select and use appropriate tools and simple equipment to conduct an investigation
GLE’s	SPI’s	Checks for Understanding	Resources/Websites/Correlation to Text
GLE 0507.10.1 Design an experiment to illustrate the difference between potential and kinetic energy.	SPI 0507.10.1 Differentiate between potential and kinetic energy.	ü 0507.10.1 Design and conduct an investigation to demonstrate the difference between potential and kinetic energy.	Text: Chapter 6 Lesson 3 pgs. 336-343 Suggested Learning Activities: Study Foldable pg. 343; Lab: Spool Racer (see website below for instructions); Be a Scientist: What affects potential and kinetic energy? pgs. 344-345 Potential and Kinetic Energy: Spool Race Brainpop Video on Kinetic Energy Brainpop Video on Potential Energy Forms of Energy Design a Roller Coaster
		ü 0507.10.2 Create a graphic organizer that illustrates different types of potential and kinetic energy.	Suggested Learning Activities: Create a foldable illustrating the different types of potential and kinetic energy; Quick Check: pg. 341 Forms of Energy
GLE 0507.10.2 Conduct experiments on the transfer of heat energy through conduction, convection, and radiation.	SPI 0507.10.2 Use data from an investigation to determine the method by which heat energy is transferred from one object or material to another.	ü 0507.10.3 Describe the differences among conduction, convection, and radiation.	Text: Chapter 6 Lesson 4 pgs. 346--357 Suggested Learning Activities: Study foldable pg. 355; Quick Check: pg. 351; Create a foldable illustrating the differences between conduction, convection, and radiation. Conduction Convection Radiation Transfer of Thermal Energy Heat Transfer
		ü 0507.10.4 Create a poster to illustrate the major forms of energy.	Suggested Learning Activities: Performance Assessment: Create a poster that illustrates the major forms of energy pg. 359 Watt's That-Interactive
		ü 0507.10.5 Demonstrate different ways that energy can be transferred from one object to another.	Suggested Learning Activities: Art Link: Energy transfer model pg. 343 Brainpop Video on Energy Sources Brainpop Video on Forms of Energy Conduction, Convection, and Radiation Heat Transfer Game

FIFTH GRADE STANDARD 11 – MOTION Estimated Time: 20 days Suggested Quarter: Second Nine Weeks http://tennessee.gov/education/curriculum.shtml
Embedded GLE’s: Inquiry, Technology, Engineering (LINK) GLE 0507.Inq.2 Select and use appropriate tools and simple equipment to conduct an investigation
GLE’s	SPI’s	Checks for Understanding	Resources/Websites/Correlation to Text
GLE 0507.11.1 Design an investigation, collect data and draw conclusions about the relationship among mass, force, and distance traveled.	SPI 0507.11.1 Explain the relationship that exist among mass, force, and distance traveled.	ü 0507.11.1 Predict how the amount of mass affects the distance traveled given the same amount of applied force.	Text: Chapter 6 Lesson 2 pgs. 330-331 Suggested Learning Activities: Study Foldable pg. 333; Quick Lab: Unbalanced Balloon Force pg. 329; Quick Check: p. 331 Brainpop Video on Mass Brainpop Video on Acceleration Brainpop Video on Force Brainpop Video on Newton's Laws of Motion Physics4kids-Law of Motion
		ü 0507.11.2 Prepare statements about the relationship among mass, applied force, and distance traveled.	Suggested Learning Activities: Focus on Skills: Use Variables (GLE 0507.Inq.4) pgs. 334-335 PowerPoints for Newton's Laws
		ü 0507.11.3 Design and conduct experiments using a simple experimental design to demonstrate the relationship among mass, force, and distance traveled.	Suggested Learning Activities: Focus on Skills: Use Variables (GLE 0507.Inq.4) pgs. 334-335 Forces and Movement-interactive Forces in Action-Interactive

FIFTH GRADE STANDARD 6 – THE UNIVERSE Estimated Time: 15 days Suggested Quarter: Third Nine Weeks http://tennessee.gov/education/curriculum.shtml
Embedded GLE’s: Inquiry, Technology, Engineering (LINK) GLE 0507.Inq.2 Select and use appropriate tools and simple equipment to conduct an investigation
GLE’s	SPI’s	Checks for Understanding	Resources/Websites/Correlation to Text
GLE 0507.6.1 Compare planets based on their known characteristics.	SPI 0507.6.1 Distinguish among the planets according to their known characteristics such as appearance, location, composition, and apparent motion. SPI 0507.6.2 Select information from a complex data representation to draw conclusions about the planets.	ü 0507.6.1 Develop a chart that communicates the major characteristics of each planet.	Text: Chapter 3 Lesson 1 pgs. 152-159 Suggested Learning Activities: Study Foldable p. 159; Quick Lab: Planet Sizes pg. 158 Text: Chapter 3 Lesson 2 pgs. 162-169 Suggested Learning Activities: Study Foldable pg. 169; Lab: How far apart are the planets? pg. 163; Writing Link: pg. 169; Reading in Science: Voyager Discoveries pgs. 170-171 Planet Cards Comparing Planets Brainpop Video on Solar System Brainpop Videos on Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune Brainpop Video on Asteroids Kids Astronomy Multimedia Tour of Solar System Welcome to the Planets Planetary Orbits
GLE 0507.6.2 Recognize that charts can be used to locate and identify star patterns.		ü 0507.6.2 Use images of the night sky to identify different seasonal star patterns.	Text: Chapter 3 Lesson 3 pgs. 172-185 Suggested Learning Activities: Study Foldable pg. 183; Lab: How does distance affect how bright a star appears? (GLE 0507.Inq.1) pg. 173 Stars Brainpop Video on Moon Brainpop Video on Galaxies Brainpop Video on Life Cycle of Stars The Sky Tonight Space Hopper Game
	SPI 0507.6.3 Identify methods and tools for identifying star patterns.	ü 0507.6.3 Research a star pattern using a chart.	Text: Chapter 3 Lesson 3 pgs. 180-181 Suggested Learning Activities: Explore the Main Idea pg. 181 Using a Star Chart Interactive Star Chart Space Tools

FIFTH GRADE STANDARD 1 – CELLS Estimated Time: 5 days Suggested Quarter: Third Nine Weeks http://tennessee.gov/education/curriculum.shtml
Embedded GLE’s: Inquiry, Technology, Engineering (LINK)
GLE’s	SPI’s	Checks for Understanding	Resources/Websites/Correlation to Text
GLE 0507.1.1 Distinguish between the basic structures and functions of plant and animal cells.	SPI 0507.1.1 Identify the major parts of plant and animal cells such as, the nucleus, cell membrane, cell wall and cytoplasm.	ü 0507.1.1 Label drawings of plant and animal cells.	Text: Chapter 1 Lesson 1 pgs. 26-35; Suggested Learning Activites: Study Foldable pg. 35; Quick Lab: Edible Plants and Animal Cells pg. 33; Art Link: Cell Drawings pg. 35 Cells Alive! Animal/Plant Cells Cells Simulation Brainpop Video on Cells
	SPI 0507.1.2 Compare and contrast basic structures and functions of plant and animal cells.	ü 0507.1.2 Compare and contrast the basic structures and functions of plant and animal cells.	Suggested Learning Activities: Lab: How do plant and animal cells compare? pg. 27 (SPI 0507.Inq.1); Create a Venn diagram comparing plant and animal cells pg. 35 Cell Parts Cell Inspector Inside a Cell Brainpop Video on Cell Structures Brainpop Video on Cell Specialization Pod Cast: How Can You Tell an Animal Cell from a Plant Cell

FIFTH GRADE STANDARD 3 – FLOW OF MATTER Estimated Time: 10 days Suggested Quarter: Third Nine Weeks http://tennessee.gov/education/curriculum.shtml
Embedded GLE’s: Inquiry, Technology, Engineering (LINK) GLE 0507.Inq.2 Select and use appropriate tools and simple equipment to conduct an investigation
GLE’s	SPI’s	Checks for Understanding	Resources/Websites/Correlation to Text
GLE 0507.3.1 Demonstrate how all living things rely on the process of photosynthesis to obtain energy.	SPI 0507.3.1 Identify photosynthesis as the food manufacturing process in plants.	ü 0507.3.1 Identify the cell structures that enable plants to conduct photosynthesis	Text: Chapter 1 Lesson 3 pgs. 52-61 Suggested Learning Activities: Study Foldable pg. 61; Lab (Alternative): How important is light? pg. 53; Quick Lab: The Food in Leaves (GLE 0507.Inq3) pg. 59; Quick Check: p. 57; Art Link: Modeling Photosynthesis pg. 61 Photosynthesis-Animated Diagram Photosynthesis Video Brainpop Video on Photosynthesis Illuminating Photosynthesis Photosynthesis Facts
	SPI 0507.3.2 Compare how plants and animals obtain energy	ü 0507.3.2 Design a graphic organizer that illustrates the difference between plants and animals in the movement of food energy through an ecosystem.	Suggested Learning Activities: "I Will Survive" Game: Divide students into three groups (hawks, birds, and grasshoppers). Have grasshoppers be the largest group, then birds and the hawks the smallest. Go outside to a big area and set boundaries, Within the boundaries distribute popcorn, which represents food. For the first round the grasshoppers will try to collect food for 30 seconds. You will need to establish a number of popcorn pieces that would be needed to survive. Have each count their pieces and determine who did not survive. For round two the surviving grasshoppers will go out again for 15 seconds to collect food and then the birds will be allowed in for 15 seconds. Birds will need to collect an established amount of grasshoppers to survive. Round three repeat round two but add hawks; Tennessee Activity : Create a poster showing the food web of an ecosystem found in Tennessee pg. 81 Fun with Food Webs Possible Food Webs

FIFTH GRADE STANDARD 4 – HEREDITY Estimated Time: 10 days Suggested Quarter: Third Nine Weeks http://tennessee.gov/education/curriculum.shtml
Embedded GLE’s: Inquiry, Technology, Engineering (LINK) GLE 0507.Inq.2 Select and use appropriate tools and simple equipment to conduct an investigation
GLE’s	SPI’s	Checks for Understanding	Resources/Websites/Correlation to Text
GLE 0507.4.1 Describe how genetic information is passed from parents to offspring during reproduction.	SPI 0507.4.1 Recognize that information is passed from parent to offspring during reproduction.	ü 0507.4.1 Explain how genetic information is transmitted from parents to offspring.	Text: Chapter 2 Lesson 1 pgs. 88-95 Suggested Learning Activities: Study Foldable pg. 95; Quick Check pg. 91, Create a Venn diagram comparing Asexual and Sexual reproduction The Gene Scene Brainpop Video on Heredity Brainpop Video on Asexual Reproduction
GLE 0507.4.2 Recognize that some characteristics are inherited while others result from interactions with the environment	SPI 0507.4.2 Distinguish between inherited traits and those that can be attributed to the environment.	ü 0507.4.2 Create a chart that compares hereditary and environmental traits.	Text: Chapter 2 Lesson 2 pgs. 98-101 Suggested Learning Activities: Study Foldable pg. 105; Lab: What are some inherited human traits? (GLE 0507.Inq.3) pg. 99; Quick Check pg.103; Have students research what they inherited from their parents (eye color, hair color, etc.). Make a chart showing what traits they inherited from each parent. List of Inherited Traits Inherited Traits Poll
		ü 0507.4.3 Distinguish between a scar and a birthmark in terms of their origins.	Suggested Learning Activities: Quick Check p. 101 What is a Birthmark? Birthmarks

FIFTH GRADE STANDARD 5 – BIODIVERSITY AND CHANGE Estimated Time: 10 days Suggested Quarter: Fourth Nine Weeks http://tennessee.gov/education/curriculum.shtml
Embedded GLE’s: Inquiry, Technology, Engineering (LINK)
GLE’s	SPI’s	Checks for Understanding	Resources/Websites/Correlation to Text
GLE 0507.5.1 Investigate physical characteristics associated with different groups of animals.	SPI 0507.5.1 Identify physical and behavioral adaptations that enable animals such as, amphibians, reptiles, birds, fish, and mammals to survive in a particular environment.	ü 0507.5.1 Classify animals according to their physical characteristics.	Text: Chapter 2 Lesson 3 pgs. 108-119 Suggested Learning Activities: Study Foldable pg. 119; Lab: How do adaptations help animals survive in their environment? (GLE 0507.Inq.6) pg. 109; Quick Lab: Modeling an adaptation pg. 111; Quick Check: pg. 111 Classify This Classify Animals-Interactive
		ü 0507.5.2 Design a model to illustrate how an animal’s physical characteristics enable it to survive in a particular environment.	Text: Chapter 2 Lesson 4 pgs. 122-133 Suggested Learning Activities: Study Foldable pg. 133; Lab: How do variations help animals survive? (GLE 0507.Inq.5) pg. 123; Art Link: Adaptation Art pg. 119 Animal Adaptations Structural/Behavioral Adaptations
GLE 0507.5.2 Analyze fossils to demonstrate the connection between organisms and environments that existed in the past and those that currently exist.	SPI 0507.5.2 Explain how fossils provide information about the past.	ü 0507.5.3 Identify the processes associated with fossil formation.	Suggested Learning Activities: Quick Check: pg. 129, Create a foldable that illustrates and explains the process by which a fossil is formed. Brainpop Video on Fossils Amber in Nature Fantastic Fossil Finds How Fossils Form
		ü 0507.5.4 Use fossil evidence to describe an environment from the past.	Suggested Learning Activities: Quick Check: pg. 129; Writing in Science: So you want to be a fossil hunter? pg. 134 Fossil Card Game Fossils Through Time
		ü 0507.5.5 Use fossils to match a previously existing organism with one that exists today.	Suggested Learning Activities: Create a foldable showing fossils and which living organism it is closely related to (i.e. Mammoths and elephant) Ice Age Mammals Brianpop Video on Carbon Dating Virtual Fossil Museum

FIFTH GRADE STANDARD 2 – INTERDEPENDENCE Estimated Time: 20 days Suggested Quarter: Third and Fourth Nine Weeks http://tennessee.gov/education/curriculum.shtml
Embedded GLE’s: Inquiry, Technology, Engineering (LINK) GLE 0507.Inq.2 Select and use appropriate tools and simple equipment to conduct an investigation
GLE’s	SPI’s	Checks for Understanding	Resources/Websites/Correlation to Text
GLE 0507.2.1 Investigate different nutritional relationships among organisms in an ecosystem.	SPI 0507.2.1 Describe the different types of nutritional relationships that exist among organisms.	ü 0507.2.1 Evaluate producer/consumer, predator/prey, and parasite/host relationships	Text: Chapter 1 Lesson 2 pgs. 38-39; pgs. 42-45 Suggested Learning Activities: Study Foldable pg. 49; Lab: How do organisms in a food chain interact? pg. 39 (GLE 0507.Inq.5); Quick Check: pgs. 45, 47, 48 Brainpop Video on Food Chains Prey/Predator Relationships Parasitic Relationships Symbiotic Relationships
GLE 0507.2.2 Explain how organisms interact through symbiotic, commensal, and parasitic relationships.	SPI 0507.2.2 Distinguish among symbiotic, commensal, and parasitic relationships.	ü 0507.2.2 Classify interspecific relationships within an ecosystem as mutualism, commensalism, or parasitism.	Text: Chapter 1 Lesson 2 pgs. 46-48 Suggested Learning Activities: A Closer Look: Clowning Around pgs. 20-21; Read aloud book Weird Friends (by Jose Aruego and Ariane Dewey) and classify the relationship of the animals in the book.; Quick Check: pgs. 47 Types of Symbiosis Odd Couples Brainpop Video on Symbiosis Pod Cast: Symbiosis
GLE 0507.2.3 Establish the connections between human activities and natural disasters and their impact on the environment.	SPI 0507.2.3 Use information about the impact of human actions or natural disasters on the environment to support a simple hypothesis, make a prediction, or draw a conclusion.	ü 0507.2.3 Create a simple model illustrating the interspecific relationships with an ecosystem.	Text: Chapter 1 Lesson 4 pgs. 64-77 Suggested Learning Activities: Study Foldable pg. 77; Lab (Alternative): How has the ecosystem changed around Mount St. Helens? pg. 65 (use website below for information about Mount St. Helens); Art Link: Model a Relationship pg. 49; Quick Lab: Extinction Game pg. 72 History of Mount St. Helens Designer Animals Interdependence/Adaptation Keeping a Field Journal Brainpop Video on Ecosystems Brainpop Video on Extinction
		ü 0507.2.4 Analyze basic information from a body of text to identify key issues or assumptions about the relationships among organisms in an ecosystem.	Suggested Learning Activities: Writing Link: Cleaner Wrasse pg. 49 Exploring Ecosystems Ecosystems Web Quest
		ü 0507.2.5 Create a poster to illustrate how human activities and natural disasters affect the environment.	Suggested Learning Activities: Art Link: Changing Environment pg. 77 Human activities Impact on the environment Human activities contribute to climate change Brainpop Video on Humans and the Environment