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LIFE SCIENCE- 5 GOALS AND I CAN STATEMENTS!
Goal setting is important to your own learning. Think about our unit on the brain; use what you know to write 1 or 2 goals that will help you move the life science content into the long term memory, or doing part, of your brain. Thinking about your own thinking (metacognition) and about what you are learning will help you control what information makes it into your thinking brain rather than your reptile brain. Reflecting on what you know or don’t know will also help you make a plan to address your areas of concern. I CAN:
Goal setting is important to your own learning. Think about our unit on the brain; use what you know to write 1 or 2 goals that will help you move the life science content into the long term memory, or doing part, of your brain. Thinking about your own thinking (metacognition) and about what you are learning will help you control what information makes it into your thinking brain rather than your reptile brain. Reflecting on what you know or don’t know will also help you make a plan to address your areas of concern. I CAN:
- Explain why plants, algae, and phytoplankton are called producers.
- Give examples of specific producers.
- Describe the process and ingredients that producers use to make their own food.
- Give the correct name for plant food, and describe what the waste product of photosynthesis is and how it is used by consumers.
- Explain why consumers rely on producers for E.
- Identify and give examples of the four types of consumers and provide evidence for each by describing their teeth shapes.
- Identify and give examples of predator and prey relationships.
- Explain the terms primary consumer, secondary consumer, and tertiary consumer.
- Give examples of each. Describe the role of and give examples of decomposers.
- Classify a list of organisms as producers, consumers, and decomposers.
- Draw a food chain with arrows in the correct direction and include labels.
- Draw a food web that includes producers, consumers, and decomposers with arrows that show the transfer of E and includes all applicable labels.
- Explain the difference between a food chain and a food web.
- Explain and give examples of how an organism may occupy different positions in a food chain or web during their life time or in different food chains and food webs that they are found in.
- Give an example of an invasive species and tell how and why it harms the native ecosystem.
- Describe some of the ways people have tried to remove invasive species and the unintended problems that resulted from the removal attempt.
- Explain and give examples of symbiotic relationships in an ecosystem
- Explain the term symbiosis and list the three types.
- Explain and give an example of commensalism.
- Explain and give an example of mutualism.
- Explain and give an example of parasitism using the terms parasite and host.
- Classify examples of mutualism, commensalism, and parasitism into the correct groups.
- Define and give examples of competition, limiting factors, and carry capacity.
- Describe ways organisms, including humans, change ecosystems and the positive or negative results of the changes include the terms threatened, endangered, and extinct when appropriate.
- Describe and engage in behaviors that help ecosystems.
To earn an A in the 5th Grade Physical Science LIGHT Unit, I understand that I am responsible for learning the following concepts well enough to explain them to others, answer questions about them, and to provide examples. I can also recognize and connect each concept to events in the world, my life and other subject areas when applicable!
- I can recognize that light is a form of energy that travels in waves.
- I can explain that light waves are different than sound waves because they do not need a medium to travel through and are much faster.
- I can discuss my observations of light traveling through solids, liquids, gases, and empty space.
- I can give examples of light sources and describe how light waves travel in a straight line until they interact with another medium.
- I can define and list examples of reflection, refraction, and absorption.
- I can define and give examples of the terms opaque, translucent, and transparent and explain how light interacts with each.
- I can recognize that a shadow occurs when light can’t pass through an object, and that the length of a shadow is determined by the angle of the light source.
- I can explain why wearing dark colors makes you warmer using the terms light energy, absorb, transform, and thermal energy (heat).
- I can compare and contrast light and sound energy.
- I can list the colors of the rainbow and explain that the color of an object is the one reflected back to your eye.
- I can recognize that white light is the combination of all colors of light.
- I can visit in-class stations and work well with others while safely exploring light.
- I can complete every in-class and homework assignment carefully and check my work before turning it in.