Welcome to Ms. Hardin's 5th Grade Class

Look at the topic not the grade level for 5th grade games.

http://www.uen.org/3-6interactives/science.shtml

This link takes you to Harcourt Science.  Click on the 5 for 5th grade and then find the topic we are studying.  Great Review and online activities.  Have FUN!!!!

http://www.harcourtschool.com/menus/science2009/wooden_desk_ga.html

Great Site that the kids love!!

Study Jams

http://studyjams.scholastic.com/studyjams/jams/science/index.htm

http://www.pbs.org/wgbh/nova/archive/int_eart.html

Forces of Nature:  Click on the links for Earthquakes and Volcanoes

http://environment.nationalgeographic.com/environment/natural-disasters/forces-of-nature/

http://www.learner.org/interactives/volcanoes/entry.html

http://www.geography4kids.com/map.html

http://earthquake.usgs.gov/learn/kids/

http://www.learner.org/interactives/dynamicearth/index.html

http://www.mnh.si.edu/earth/main_frames.html

http://volcano.oregonstate.edu/

http://www.learner.org/interactives/volcanoes/

http://www.eduweb.com/portfolio/bridgetoclassroom/index.html-  Website on Earthquakes

http://www.geolsoc.org.uk/gsl/pid/4268;jsessionid=687F31E4C8CFC5EB068D354C7C0CE1D1 freeze and thaw—GREAT!!

http://downloads.bbc.co.uk/schools/ks3bitesize/science/activities/activity18/activity_18_09-03-26.swf  from BBC—animation of rock cycle, weathering and erosion—VERY GOOD!

 http://www.classzone.com/books/earth_science/terc/content/visualizations/es1201/es1201page01.cfm?chapter_no=visualization  for weathering

sediment carried by river :  

http://www.classzone.com/books/earth_science/terc/content/visualizations/es1303/es1303page01.cfm?chapter_no=visualization

http://as17.as.uky.edu/academics/departments_programs/EarthEnvironmentalSciences/EarthEnvironmentalSciences/Educational%20Materials/Documents/elearning/module07swf.swf  overview weathering and erosion

 Video on Plate Tectonics

http://www.montereyinstitute.org/noaa/

 Earth Science
S5E1. Students will identify surface features of the Earth caused by constructive and destructive processes.

a. Identify surface features caused by constructive processes.

• Deposition (Deltas, sand dunes, etc.)

 Earthquakes

• Volcanoes

• Faults

b. Identify and find examples of surface features caused by destructive processes.

• Erosion (water—rivers and oceans, wind)

• Weathering

• Impact of organisms

• Earthquake

• Volcano

c. Relate the role of technology and human intervention in the control of constructive and destructive processes. Examples include, but are not limited to

• Seismological studies,

• Flood control, (dams, levees, storm drain management, etc.)

• Beach reclamation (Georgia coastal islands)

Physical Science

S5P1. Students will verify that an object is the sum of its parts.

a. Demonstrate that the mass of an object is equal to the sum of its parts by manipulating and measuring different objects made of various parts.

b. Investigate how common items have parts that are too small to be seen without magnification.

S5P2. Students will explain the difference between a physical change and a chemical change.

a. Investigate physical changes by separating mixtures and manipulating (cutting, tearing, folding) paper to demonstrate examples of physical change.

b. Recognize that the changes in state of water (water vapor/steam, liquid, ice) are due to temperature differences and are examples of physical change.

c. Investigate the properties of a substance before, during, and after a chemical reaction to find evidence of change.

S5P3. Students will investigate the electricity, magnetism, and their relationship.

a. Investigate static electricity.

b. Determine the necessary components for completing an electric circuit.

c. Investigate common materials to determine if they are insulators or conductors of electricity.

d. Compare a bar magnet to an electromagnet.

Life Science

 S5L1. Students will classify organisms into groups and relate how they determined the groups with how and why scientists use classification.

a. Demonstrate how animals are sorted into groups (vertebrate and invertebrate) and how vertebrates are sorted into groups (fish, amphibian, reptile, bird, and mammal).

b. Demonstrate how plants are sorted into groups.

S5L2. Students will recognize that offspring can resemble parents in inherited traits and learned behaviors.

a. Compare and contrast the characteristics of learned behaviors and of inherited traits.

b. Discuss what a gene is and the role genes play in the transfer of traits.

Teacher note: Be sensitive to this topic since biological parents may be unavailable.

S5L3. Students will diagram and label parts of various cells (plant, animal, single-celled, multi-celled).

a. Use magnifiers such as microscopes or hand lenses to observe cells and their structure.

b. Identify parts of a plant cell (membrane, wall, cytoplasm, nucleus, chloroplasts) and of an animal cell (membrane, cytoplasm, and nucleus) and determine the function of the parts.

c. Explain how cells in multi-celled organisms are similar and different in structure and function to single-celled organisms.

S5L4. Students will relate how microorganisms benefit or harm larger organisms.

a. Identify beneficial microorganisms and explain why they are beneficial.

b. Identify harmful microorganisms and explain why they are harmful.

The following websites can be used to research Georgia's landforms

http://www.myteacherpages.com/webpages/KSmith13/science.cfm?subpage=905166

http://www.wacona.com/promote/galandforms/index.htm

http://www.worldatlas.com/webimage/countrys/namerica/usstates/galand.htm

Website contains blank maps of Georgia:

http://www.netstate.com/states/maps/ga_maps.htm

Army Corps of Engineers

http://chl.erdc.usace.army.mil/chl.aspx?p=s&a=ARTICLES;192

Beach Terms:

http://www.elicca.org/beachbasics.pdf

Beach Erosion

http://drake.marin.k12.ca.us/stuwork/rockwater/Beach%20Erosion%20-%20Water%20Project/Title%20Page.html

Barrier Islands

http://science.howstuffworks.com/environmental/conservation/issues/barrier-island.htm

Waves

 http://science.howstuffworks.com/environmental/earth/oceanography/question623.htm

Wind Erosion and Sand Dunes 

http://www.tulane.edu/~sanelson/geol111/deserts.htm

Wind Erosion,sandblasting. blowout

http://uregina.ca/~sauchyn/geog323/eolian.html

Here are some interactive science websites.

http://www.sciencekids.co.nz/gamesactivities/circuitsconductors.html

http://www.sciencekids.co.nz/gamesactivities/electricitycircuits.html

Inherited Traits Webquest

1. Describe what DNA looks like, or draw a picture in the space provided. What is a double helix? What do the letters A, T, C, and G stand for? Find out at Discovering DNA's Double Helix.
2. Scientists are exploring the DNA of many organisms, including humans! Explain what the human genome is. Why do scientists want to study it? See the Human Genome Project, and click the three different questions.
3. Scientists also study the DNA of animals, especially those that are endangered. Check out Around the World With DNA to see how scientists study animal DNA in different habitats across the globe. Compare and contrast the St. Vincent parrot and the pacu. Where does each animal live? Why is it endangered? How do scientists collect DNA for the animal? How do they use DNA to help protect the animal?
4. In 1997, a special sheep named Dolly was introduced to the world. She was the first animal "clone" — an exact genetic copy of another sheep. Name two reasons why scientists would want to clone animals. Learn All About Cloning to find the answer. (Hint: be sure to click the little sheep, "Why Clone?")
5. Today, scientists can change the DNA of organisms to produce plants or animals with desirable characteristics. Find out about some Genetically Modified Organisms. Describe why scientists would want to change how fast (or slow) organisms like salmon or grass grow. Do you think this should be done? Defend your answer.
6. When scientists study an animal's DNA, the first step is to collect a sample from that animal, like a piece of its tissue, its shell, or even its dung! Then the sample is frozen so it's preserved for years to come for scientists to study. A single sample could be studied many times to answer a variety of different questions — including questions scientists may have far in the future. Check out What's This? to see a mystery photo from the American Museum of Natural History Frozen Tissue Lab. Can you identify the animal and its body part?

Find out more about the world's largest frozen tissue lab at the American Museum of Natural History in Frozen in Time. Discover why the lab's scientists are preserving tissue samples from all over the globe — including samples from fruit-eating bats!

Bonus Round: Cracking the Case With DNA

1. Did you know DNA can be used to help solve crimes? Explain how DNA Detective George Amato used DNA to analyze handbags and shoes that arrived at a New York City airport. What did he discover about these items? (Hint: read all three parts of the story.)
   
   
2. Sometimes crimes are solved using human DNA. Identify one item a detective might search for at a crime scene when trying to find DNA evidence. How is DNA like a fingerprint?

Wequest is from the following website:

http://lowndescounty.ga.schoolwebpages.com/education/components/scrapbook/default.php?sectiondetailid=25735&