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- Science: 5th Grade
Ontario - Science: 5th Grade
Ontario Curriculum | Adopted: 2007
HOS: : Human Organ System
HOS.2: : investigate the structure and function of the major organs of various human body systems;
HOS.2.3: : design and build a model to demonstrate how organs or components of body systems in the human body work and interact with other components (e.g., build a model that shows how muscles, bones, and joints in the human body work together as a system to allow movement of the arms or legs; build a model to show how the lungs and heart work as a system)
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Circulatory System
Trace the path of blood through a beating heart and the network of blood vessels that supplies blood to the body. Take blood samples from different blood vessels to observe blood cells and measure the levels of oxygen, carbon dioxide, sugar, and urea. 5 Minute Preview
HOS.2.5: : use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with different audiences and for a variety of purposes (e.g., create labelled charts or graphs to show changes in heart rate and breathing as a result of exercising)
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Graphing Skills
Create a graph (bar graph, line graph, pie chart, or scatter plot) based on a given data set. Title the graph, label the axes, and choose a scale. Adjust the graph to fit the data, and then check your accuracy. The Gizmo can also be used to create a data table based on a given graph. 5 Minute Preview
HOS.3: : demonstrate an understanding of the structure and function of human body systems and interactions within and between systems.
HOS.3.1: : identify major systems in the human body (e.g., musculoskeletal system, digestive system, nervous system, circulatory system) and describe their roles and interrelationships
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Circulatory System
Trace the path of blood through a beating heart and the network of blood vessels that supplies blood to the body. Take blood samples from different blood vessels to observe blood cells and measure the levels of oxygen, carbon dioxide, sugar, and urea. 5 Minute Preview
HOS.3.2: : describe the basic structure and function of major organs in the respiratory, circulatory, and digestive systems (e.g., we have two lungs; each one is about 25?30 cm long and cone-shaped; the right lung is slightly bigger because it has three lobes and the left lung has only two; our lungs are responsible for gas exchanges)
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Circulatory System
Trace the path of blood through a beating heart and the network of blood vessels that supplies blood to the body. Take blood samples from different blood vessels to observe blood cells and measure the levels of oxygen, carbon dioxide, sugar, and urea. 5 Minute Preview
HOS.3.3: : identify interrelationships between body systems (e.g., the respiratory system provides oxygen and removes carbon dioxide for the circulatory system)
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Homeostasis
Control a simulated person running on a treadmill. Your challenge is to use clothing, exercise, and sweat to maintain a constant body temperature as air temperature goes up and down. Sweating (perspiration) can be controlled automatically by the Gizmo or, for a challenge, manually by the user. Don't forget to eat and drink! 5 Minute Preview
FASM: : Forces Acting on Structures and Mechanisms
FASM.1: : analyse social and environmental impacts of forces acting on structures and mechanisms;
FASM.1.2: : evaluate the impact of society and the environment on structures and mechanisms, taking different perspectives into account (e.g., the perspectives of golfers, local bird-watching groups, families, a school board), and suggest ways in which structures and mechanisms can be modified to best achieve social and environmental objectives
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Pond Ecosystem
Measure the temperature and oxygen content of a pond over the course of a day. Then go fishing to see what types of fish live in the pond. Many different ponds can be investigated to determine the influence of time, temperature, and farms on oxygen levels. 5 Minute Preview
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Water Pollution
Get to know the four main types of pollution present in the environment, and then look at a variety of real-world examples as you try to guess what type of pollution is represented by each situation. All of the real-world situations can be viewed every day in different parts of the world. 5 Minute Preview
FASM.2: : investigate forces that act on structures and mechanisms;
FASM.2.6: : use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with different audiences and for a variety of purposes (e.g., make an oral presentation explaining the techniques they used to build a model of a bridge that can withstand vibrations from a train)
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Graphing Skills
Create a graph (bar graph, line graph, pie chart, or scatter plot) based on a given data set. Title the graph, label the axes, and choose a scale. Adjust the graph to fit the data, and then check your accuracy. The Gizmo can also be used to create a data table based on a given graph. 5 Minute Preview
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Ocean Mapping
Use a sonar on a boat to remotely measure the depth of an ocean at various locations. Describe multiple points on the ocean floor using their latitude, longitude, and depth. View maps of ocean depth in two and three dimensions, and use these maps to plot a safe route for ships to follow. 5 Minute Preview
FASM.3: : identify forces that act on and within structures and mechanisms, and describe the effects of these forces on structures and mechanisms.
FASM.3.3: : explain the advantages and disadvantages of different types of mechanical systems (e.g., a hoist in a lifting system that comprises four pulleys will decrease the amount of force needed by four times, but the force will have to move four times as fast)
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Levers
Use a lever to lift a pig, turkey, or sheep. A strongman provides up to 1000 newtons of effort. The fulcrum, strongman, and animals can be moved to any position to create first-, second-, or third-class levers. 5 Minute Preview
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Pulleys
Lift a variety of heavy objects (armchair, safe, piano) using pulleys and a rope. Systems of one, two, four, or six pulleys can be used. Up to six people can be used to pull on the rope, which adds force (effort). 5 Minute Preview
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Wheel and Axle
Use a wheel and axle to move a heavy load. Find out how many athletes it takes to move the load under different conditions. The radii of the wheel and the axle can be adjusted to help study mechanical advantage. 5 Minute Preview
PCM: : Properties of and Changes in Matter
PCM.2: : conduct investigations that explore the properties of matter and changes in matter;
PCM.2.2: : measure temperature and mass, using appropriate instruments (e.g., a thermometer, a single-pan balance)
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Weight and Mass
Use a balance to measure mass and a spring scale to measure the weight of objects. Compare the masses and weights of objects on Earth, Mars, Jupiter, and the Moon. 5 Minute Preview
PCM.2.4: : use scientific inquiry/experimentation skills to determine how the physical properties of materials make them useful for particular tasks (e.g., when cleaning up a liquid spill in the kitchen, which material is best suited to do the job: a piece of sponge, a piece of terry cloth, a paper towel?)
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Density Experiment: Slice and Dice
Drop a chunk of material in a beaker of water and observe whether it sinks or floats. Cut the chunk into smaller pieces of any size, and observe what happens as they are dropped in the beaker. The mass and volume of each chunk can be measured to gain a clear understanding of density and buoyancy. 5 Minute Preview
PCM.2.6: : use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with different audiences and for a variety of purposes (e.g., create a labelled chart or graph to show the time required for an ice cube to melt completely)
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Graphing Skills
Create a graph (bar graph, line graph, pie chart, or scatter plot) based on a given data set. Title the graph, label the axes, and choose a scale. Adjust the graph to fit the data, and then check your accuracy. The Gizmo can also be used to create a data table based on a given graph. 5 Minute Preview
PCM.3: : demonstrate an understanding of the properties of matter, changes of state, and physical and chemical change.
PCM.3.1: : identify matter as everything that has mass and occupies space
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Weight and Mass
Use a balance to measure mass and a spring scale to measure the weight of objects. Compare the masses and weights of objects on Earth, Mars, Jupiter, and the Moon. 5 Minute Preview
PCM.3.3: : explain changes of state in matter (e.g., evaporation, condensation, solidification or freezing, fusion or melting, sublimation), and give examples of each (e.g., water from wet clothes evaporates; steam from a boiling kettle condenses on a cold window; water in ponds and lakes solidifies or freezes in winter; a frozen treat melts on a warm summer day; a moth ball sublimates in the closet)
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Phases of Water
Heat or cool a container of water and observe the phase changes that take place. Use a magnifying glass to observe water molecules as a solid, liquid, or gas. Compare the volumes of the three phases of water. 5 Minute Preview
PCM.3.6: : explain how changes of state involve the release of heat (e.g., when water freezes it releases heat) or the absorption of heat (e.g., when an ice cube melts, it absorbs heat)
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Phases of Water
Heat or cool a container of water and observe the phase changes that take place. Use a magnifying glass to observe water molecules as a solid, liquid, or gas. Compare the volumes of the three phases of water. 5 Minute Preview
PCM.3.7: : identify indicators of a chemical change (e.g., production of a gas, change in colour, formation of precipitate)
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Chemical Changes
Chemical changes result in the formation of new substances. But how can you tell if a chemical change has occurred? Explore this question by observing and measuring a variety of chemical reactions. Along the way you will learn about chemical equations, acids and bases, exothermic and endothermic reactions, and conservation of matter. 5 Minute Preview
PCM.3.8: : distinguish between a physical change and a chemical change (e.g., a physical change can be reversed [ice to water to ice], whereas a chemical change creates new substance[s] [wood to smoke and ash])
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Chemical Changes
Chemical changes result in the formation of new substances. But how can you tell if a chemical change has occurred? Explore this question by observing and measuring a variety of chemical reactions. Along the way you will learn about chemical equations, acids and bases, exothermic and endothermic reactions, and conservation of matter. 5 Minute Preview
CER: : Conservation of Energy and Resources
CER.2: : investigate energy transformation and conservation;
CER.2.3: : use technological problem-solving skills to design, build, and test a device that transforms one form of energy into another (e.g., create a child?s toy that uses the electrical energy from a battery or solar cell to move across the floor [kinetic energy] and make a noise [sound energy]), and examine ways in which energy is being ?lost? in the device
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Trebuchet
Design your own trebuchet to fling a projectile at a castle wall. All of the dimensions of the trebuchet can be adjusted, as well as the masses of the counterweight and payload. Select a target on the Launch tab, or just see how far your projectile will go. 5 Minute Preview
CER.2.5: : use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with different audiences and for a variety of purposes (e.g., in a small group, discuss ways in which technological innovations increase and/or decrease our ability to conserve energy)
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Graphing Skills
Create a graph (bar graph, line graph, pie chart, or scatter plot) based on a given data set. Title the graph, label the axes, and choose a scale. Adjust the graph to fit the data, and then check your accuracy. The Gizmo can also be used to create a data table based on a given graph. 5 Minute Preview
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Ocean Mapping
Use a sonar on a boat to remotely measure the depth of an ocean at various locations. Describe multiple points on the ocean floor using their latitude, longitude, and depth. View maps of ocean depth in two and three dimensions, and use these maps to plot a safe route for ships to follow. 5 Minute Preview
CER.3: : demonstrate an understanding of the various forms and sources of energy and the ways in which energy can be transformed and conserved.
CER.3.1: : identify a variety of forms of energy (e.g., electrical, chemical, mechanical, heat, light, kinetic) and give examples from everyday life of how that energy is used (e.g., electrical energy for cooking; chemical/electrical energy to run our cars; mechanical energy to hit a baseball; light energy for managing traffic on the roads; heat energy to warm homes and schools)
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Energy Conversions
Where does energy come from? How does energy get from one place to another? Find out how electrical current is generated and how living things get energy to move and grow. Trace the path of energy and see how energy is converted from one form to another. 5 Minute Preview
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Heat Transfer by Conduction
An insulated beaker of hot water is connected to a beaker of cold water with a conducting bar, and over time the temperatures of the beakers equalize as heat is transferred through the bar. Four materials (aluminum, copper, steel, and glass) are available for the bar. 5 Minute Preview
CER.3.2: : identify renewable and non-renewable sources of energy (e.g., renewable: sun, wind, ocean waves and tides, wood; non-renewable: fossil fuels such as coal and natural gas)
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Energy Conversions
Where does energy come from? How does energy get from one place to another? Find out how electrical current is generated and how living things get energy to move and grow. Trace the path of energy and see how energy is converted from one form to another. 5 Minute Preview
CER.3.3: : describe how energy is stored and transformed in a given device or system (e.g., in a portable electric device, chemical energy stored in a battery is transformed into electrical energy and then into other forms of energy such as mechanical, sound, and/or light energy)
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Energy Conversions
Where does energy come from? How does energy get from one place to another? Find out how electrical current is generated and how living things get energy to move and grow. Trace the path of energy and see how energy is converted from one form to another. 5 Minute Preview
CER.3.4: : recognize that energy cannot be created or destroyed but can only be changed from one form to another (e.g., chemical energy in a battery becomes electrical energy)
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Energy Conversions
Where does energy come from? How does energy get from one place to another? Find out how electrical current is generated and how living things get energy to move and grow. Trace the path of energy and see how energy is converted from one form to another. 5 Minute Preview
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Sled Wars
Explore acceleration, speed, momentum, and energy by sending a sled down a hill into a group of snowmen. The starting height and mass of the sled can be changed, as well as the number of snowmen. In the Two sleds scenario, observe collisions between sleds of different masses and starting heights. 5 Minute Preview
CER.3.5: : explain that energy that is apparently ?lost? from a system has been transformed into other energy forms (usually heat or sound) that are not useful to the system (e.g., sound from a car?s engine does not help the car move)
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Energy Conversions
Where does energy come from? How does energy get from one place to another? Find out how electrical current is generated and how living things get energy to move and grow. Trace the path of energy and see how energy is converted from one form to another. 5 Minute Preview
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Radiation
Use a powerful flashlight to pop a kernel of popcorn. A lens focuses light on the kernel. The temperature of the filament and the distance between the flashlight and lens can be changed. Several obstacles can be placed between the flashlight and the popcorn. 5 Minute Preview
RaM.2.2: : use a variety of tests to identify the physical properties of minerals (e.g., hardness [scratch test], colour [streak test], magnetism)
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Mineral Identification
Observe and measure the properties of a mineral sample, and then use a key to identify the mineral. Students can observe the color, luster, shape, density, hardness, streak, and reaction to acid for each mineral. There are 26 mineral samples to identify. 5 Minute Preview
RaM.2.3: : use a variety of criteria (e.g., colour, texture, lustre) to classify common rocks and minerals according to their characteristics
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Mineral Identification
Observe and measure the properties of a mineral sample, and then use a key to identify the mineral. Students can observe the color, luster, shape, density, hardness, streak, and reaction to acid for each mineral. There are 26 mineral samples to identify. 5 Minute Preview
RaM.2.5: : use appropriate science and technology vocabulary, including hardness, colour, lustre, and texture, in oral and written communication
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Mineral Identification
Observe and measure the properties of a mineral sample, and then use a key to identify the mineral. Students can observe the color, luster, shape, density, hardness, streak, and reaction to acid for each mineral. There are 26 mineral samples to identify. 5 Minute Preview
RaM.2.6: : use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with different audiences and for a variety of purposes (e.g., use a graphic organizer to show how rocks and minerals are used in daily life)
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Graphing Skills
Create a graph (bar graph, line graph, pie chart, or scatter plot) based on a given data set. Title the graph, label the axes, and choose a scale. Adjust the graph to fit the data, and then check your accuracy. The Gizmo can also be used to create a data table based on a given graph. 5 Minute Preview
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Ocean Mapping
Use a sonar on a boat to remotely measure the depth of an ocean at various locations. Describe multiple points on the ocean floor using their latitude, longitude, and depth. View maps of ocean depth in two and three dimensions, and use these maps to plot a safe route for ships to follow. 5 Minute Preview
RaM.3: : demonstrate an understanding of the physical properties of rocks and minerals.
RaM.3.2: : describe the properties (e.g., colour, lustre, streak, transparency, hardness) that are used to identify minerals
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Mineral Identification
Observe and measure the properties of a mineral sample, and then use a key to identify the mineral. Students can observe the color, luster, shape, density, hardness, streak, and reaction to acid for each mineral. There are 26 mineral samples to identify. 5 Minute Preview
Correlation last revised: 9/16/2020
About STEM Cases
Students assume the role of a scientist trying to solve a real world problem. They use scientific practices to collect and analyze data, and form and test a hypothesis as they solve the problems.
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Each STEM Case uses realtime reporting to show live student results.
Introduction to the Heatmap
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STEM Cases take between 30-90 minutes for students to complete, depending on the case.
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Student progress is automatically saved so that STEM Cases can be completed over multiple sessions.
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Multiple grade-appropriate versions, or levels, exist for each STEM Case.
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Each STEM Case level has an associated Handbook. These are interactive guides that focus on the science concepts underlying the case.
How Free Gizmos Work
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Start teaching with 20-40 Free Gizmos. See the full list.
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Access lesson materials for Free Gizmos including teacher guides, lesson plans, and more.
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All other Gizmos are limited to a 5 Minute Preview and can only be used for 5 minutes a day.
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Free Gizmos change each semester. The new collection will be available January 1 and July 1.
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