Fifth Grade

Outline of Georgia Performance Standards (see http://www.georgiastandards.org for full descriptions of each standard). I will be adding a technology integration activity for most of the performance standards.

Standard Area and Number	Standard	Technology Activity
Fifth Grade English Language Arts Technology Activities
ELA5R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that:	a. Identifies and analyzes the elements of setting, characterization, and conflict in plot. b. Identifies and analyzes the structural elements particular to dramatic literature (e.g., scenes, acts, cast of characters, stage directions) in the plays read, viewed, written, and performed. c. Identifies and analyzes the similarities and differences between a narrative text and its film or play version. d. Relates a literary work to information about its setting (historically or culturally). e. Identifies imagery, figurative language (e.g., personification, metaphor, simile, hyperbole), rhythm, or flow when responding to literature. f. Identifies and analyzes the author’s use of dialogue and description. g. Applies knowledge of the concept that theme refers to the main idea and meaning of a selection, whether implied or stated. h. Responds to and analyzes the effects of sound, figurative language, and graphics in order to uncover meaning in poetry. i. Sound (e.g., alliteration, onomatopoeia, rhyme scheme) ii. Figurative language (e.g., personification, metaphor, simile, hyperbole) iii. Graphics (e.g., capital letters, line length). i. Makes judgments and inferences about setting, characters, and events and supports them with elaborating and convincing evidence from the text. j. Identifies similarities and differences between the characters or events and theme in a literary work and the actual experiences in an author’s life. k. Identifies common structures and stylistic elements (e.g., hyperbole, refrain, simile) in traditional literature.	a and b. Use templates in Inspiration (Inspiration provides them) to identify elements of writing and to organize them. Take one story or play and categorize the elements in a graphic organizer. c. Use Word to create a chart (table) to list similarities and differences between a book and adaptive film. d. Choose a book, story, or play and identify the setting. Find facts about that setting on the Internet. Make a list of things from the story that you find on the Internet (proving that the setting is authentic and factual). e. Create a template in Word with columns for imagery, figurative language, etc. Have students use this template to find examples of each in any given story. f. Have students take a story from their reading books and break down some of the dialogue in Inspiration bubbles. Have them include a bubble with each spoken bit that explains why the author might have had the character say those words. g. Take all assigned reading stories for a six weeks or semester period, and have students identify themes for each story. They need to type the titles of the stories, the authors, and the themes into a table in Word. h. Read a variety of poems on the Internet. http://yahooligans.yahoo.com/School_Bell/Language_Arts/Poetry/ Have students work in small groups to choose a poem and list the examples of sound, figurative language, and graphics in the poem. i. Have students use Inspiration to create bubbles with the story elements, as well as examples of each from the text. j. Use Inspiration to organize a chart with happenings from the author's life and his/her writings. k. Have students type a passage from a story into a Word document. Have them use Autocorrect and Track Changes tools to highlight and discuss structures and elements in the writing.
For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence of reading that:	a. Locates facts that answer the reader’s questions. b. Identifies and uses knowledge of common textual features (e.g., paragraphs, topic sentences, concluding sentences, glossary). c. Identifies and uses knowledge of common graphic features (e.g., charts, maps, diagrams, captions, and illustrations). d. Identifies and uses knowledge of common organizational structures (e.g., chronological order, logical order, cause and effect, classification schemes). e. Distinguishes cause from effect in context. f. Identifies and analyzes main ideas, supporting ideas, and supporting details. g. Makes perceptive and well-developed connections. h. Relates new information to prior knowledge and experience and makes connections to related topics or information.	Create a template in Word or other word processing software with columns for each of the required elements. Pair students and give each pair a piece of informational text and have them analyze it, pulling out examples of each element and typing them into the template.
ELA5R2	The student consistently reads at least twenty-five books or book equivalents (approximately 1,000,000 words) each year. The quality and complexity of the materials to be read are illustrated in the sample reading list. The materials should include traditional and contemporary literature (both fiction and non-fiction) as well as magazines, newspapers, textbooks, and electronic material. Such reading should represent a diverse collection of material from at least three different literary forms and from at least five different writers.	Read stories and other text on the Internet. Keep a log in Word or Excel of the text that's being read and how long each segment is.
ELA5R3 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student	a. Reads a variety of texts and incorporates new words into oral and written language. b. Determines the meaning of unfamiliar words using context clues (e.g., definition, example). c. Determines the meaning of unfamiliar words using knowledge of common roots, suffixes, and prefixes. d. Determines pronunciations, meanings, alternate word choices, and parts of speech of words using dictionaries and thesauruses. e. Identifies the meaning of common prefixes (e.g., un-, re-, dis-). f. Identifies the meaning of common idioms and figurative phrases. g. Identifies playful uses of language (e.g., puns, jokes, palindromes). h. Recognizes and uses words with multiple meanings (e.g., sentence, school, hard) and determines which meaning is intended from the context of the sentence. i. Identifies and applies the meaning of the terms antonym, synonym, and homophone.	Make a template in Word. Create two columns. In the left hand column write several sentences that include all new vocabulary and all of the required items. In the right hand column leave blanks for students to fill in. Have students read each sentence, decoding the unfamiliar words. Have them write in the blank the strategy they used to decode (context clues, or identifying a pun, finding an antonym, etc.). It would be a good idea to include a key with the required terms in it; i.e. root word, suffix, prefix, context clue, idiom, figurative phrase, pun, joke, palindrome, multiple meanings, antonym, synonym, homophone. If there are words a student simply cannot figure out, have them use the Internet (http://www.dictionary.com) to look up the unfamiliar word.
ELA5R4 The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres of the quality and complexity illustrated in the sample reading list, in a way that makes meaning clear to listeners. The student	a. Uses letter-sound knowledge to decode written English and uses a range of cueing systems (e.g., phonics and context clues) to determine pronunciation and meaning. b. Uses self-correction when subsequent reading indicates an earlier miscue (self-monitoring and self-correcting strategies). c. Reads with a rhythm, flow, and meter that sounds like everyday speech (prosody).	Have students record themselves reading passages from writings. Have them listen to the recording and grade themselves on the required elements. (Either create a rubric with them or have one created for them to use.)
Writing ELA5W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure. The student	a. Selects a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements. b. Writes texts of a length appropriate to address the topic or tell the story. c. Uses traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a question). d. Uses appropriate structures to ensure coherence (e.g., transition elements).	Use Word to have the class create a rubric together to grade writing assignments based on these requirements. Guide the students (as a whole) while displaying the blank rubric. Have them come up with criteria that will prove they have selected a focus. (Note: The teacher will have to do a lot of guiding to get the students in the right direction, but they will develop a greater understanding of what is being required of them when they write.)
ELA5W2 The student demonstrates competence in a variety of genres. The student produces a narrative that:	a. Engages the reader by establishing a context, creating a point of view, and otherwise developing reader interest. b. Establishes a plot, point of view, setting, and conflict, and/or the significance of events. c. Creates an organizing structure. d. Includes sensory details and concrete language to develop plot and character. e. Excludes extraneous details and inconsistencies. f. Develops complex characters through actions describing the motivation of characters and character conversation. g. Uses a range of appropriate narrative strategies such as flashback, foreshadowing, dialogue, tension, or suspense. h. Provides a sense of closure to the writing. i. Lifts the level of language using appropriate strategies including word choice.	Have students type some of their writings into Word. Partner them with other students who use editing and "Track Changes" tools to proof and check for each of these things. Show students how to make correcting notes and constructive feedback when responding to each other. Then have the author read these comments and make changes (revising) as needed.
The student produces informational writing (e.g., report, procedures, correspondence) that:	a. Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest. b. Develops a controlling idea that conveys a perspective on a subject. c. Creates an organizing structure appropriate to a specific purpose, audience, and context. d. Includes appropriate facts and details. e. Excludes extraneous details and inappropriate information. f. Uses a range of appropriate strategies, such as providing facts and details, describing or analyzing the subject, and narrating a relevant anecdote. g. Draws from more than one source of information such as speakers, books, newspapers, and online materials. h. Provides a sense of closure to the writing. i. Lifts the level of language using appropriate strategies including word choice.	Have students type some of their writings into Word. Partner them with other students who use editing and "Track Changes" tools to proof and check for each of these things. Show students how to make correcting notes and constructive feedback when responding to each other. Then have the author read these comments and make changes (revising) as needed.
The student produces a response to literature that:	a. Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest. b. Advances a judgment that is interpretive, evaluative, or reflective. c. Supports judgments through references to the text, other works, authors, or non-print media, or references to personal knowledge. d. Develops interpretations that exhibit careful reading and demonstrate an understanding of the literary work. e. Excludes extraneous details and inappropriate information. f. Provides a sense of closure to the writing. g. Lifts the level of language using appropriate strategies including word choice.	Have students write responses to stories in Word or other word processing software. They should use their own words, spell-check, and include appropriate graphics. Allow them to use Yahooligans to search for information about the stories they choose, but remind them that copying and pasting is not allowed. Give them a rubric (or make one together) to guide them through checking their stories for the required elements.
The student produces a persuasive essay that:	a. Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest. b. States a clear position in support of a proposal. c. Supports a position with relevant evidence. d. Creates an organizing structure appropriate to a specific purpose, audience, and context. e. Addresses reader concerns. f. Excludes extraneous details and inappropriate information. g. Provides a sense of closure to the writing. h. Raises the level of language using appropriate strategies (word choice).	Have students type some of their writings into Word. Partner them with other students who use editing and "Track Changes" tools to proof and check for each of these things. Show students how to make correcting notes and constructive feedback when responding to each other. Then have the author read these comments and make changes (revising) as needed.
ELA5W3 The student uses research and technology to support writing. The student	a. Acknowledges information from sources. b. Uses organizational features of printed text (e.g., citations, end notes, bibliographic references) to locate relevant information. c. Uses various reference materials (e.g., dictionary, thesaurus, encyclopedia, electronic information) as aids to writing. d. Uses the features of texts (e.g., index, table of contents, guide words, alphabetical/numerical order) to obtain and organize information and thoughts. e. Demonstrates basic keyboarding skills and familiarity with computer terminology (e.g., software, memory, disk drive, hard drive). f. Creates simple documents by using electronic media and employing organizational features (e.g., passwords, entry and pull-down menus, word searches, thesaurus, spell check). g. Uses a thesaurus to identify alternative word choices and meanings.	Have students use Yahooligans to look up topics. http://www.yahooligans.com Have students use online dictionaries and other materials as references. http://www.dictionary.com Use a rubric to grade students on keyboarding skills. Have students test themselves on parts of the computer with an online quiz. http://www.quia.com/jg/507201.html Have students create citations using the Citation Machine. Explain the reason for citing resources. http://citationmachine.net/
ELA5W4 The student consistently uses a writing process to develop, revise, and evaluate writing. The student	a. Plans and drafts independently and resourcefully. b. Revises manuscripts to improve the meaning and focus of writing by adding, deleting, consolidating, clarifying, and rearranging words and sentences. c. Edits to correct errors in spelling, punctuation, etc.	Have students choose one piece of writing done early in the year. Tell them to type this work into Word or other word processing document. Have them go through the writing and identify mistakes and make corrections. Have them extend the writing and add to it. Tell them to use resources as needed. Have them compare their previous work with the present document and note changes made so they can see their growth and development. (Note: If a student has moved in during the year, have an extra story ready for him/her to use for this activity.)
Conventions ELA5C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student	a. Uses and identifies the eight parts of speech (e.g., noun, pronoun, verb, adverb, adjective, conjunction, preposition, interjection). b. Expands or reduces sentences (e.g., adding or deleting modifiers, combining or revising sentences). c. Uses and identifies verb phrases and verb tenses. d. Recognizes that a word performs different functions according to its position in the sentence. e. Varies the sentence structure by kind (declarative, interrogative, imperative, and exclamatory sentences and functional fragments), order, and complexity (simple, compound, complex, and compound-complex). f. Uses and identifies correct mechanics (e.g., apostrophes, quotation marks, comma use in compound sentences, paragraph indentations) and correct sentence structure (e.g., elimination of sentence fragments and run-ons). g. Uses additional knowledge of correct mechanics (e.g., apostrophes, quotation marks, comma use in compound sentences, paragraph indentations), correct sentence structure (e.g., elimination of fragments and run-ons), and correct Standard English spelling (e.g., commonly used homophones) when writing, revising, and editing.	a. Have students create documents in Inspiration with parts of speech, examples of each, and sentences with each type. b-g. Create a template in Word that has examples or problems with each required element. Either go through the template with the class as a whole, or divide them into pairs or groups of three to go through the template, identifying mistakes and correcting them.
Listening, Speaking, and Viewing ELA5LSV1 The student participates in student -to-teacher, student-to-student, and group verbal interactions. The student	a. Initiates new topics in addition to responding to adult- initiated topics. b. Asks relevant questions. c. Responds to questions with appropriate information. d. Uses language cues to indicate different levels of certainty or hypothesizing (e.g., “What if. . .”; “Very likely. . .”; “I’m unsure whether. . .”). e. Confirms understanding by paraphrasing the adult’s directions or suggestions. f. Displays appropriate turn-taking behaviors. g. Actively solicits another person’s comments or opinions. h. Offers own opinion forcefully without domineering. i. Responds appropriately to comments and questions. j. Volunteers contributions and responds when directly solicit ed by teacher or discussion leader. k. Gives reasons in support of opinions expressed. l. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions.	Create a rubric together using Word. The rubric should include all of the required elements. Through creating the rubric, students will know what is expected during verbal interactions while they participate in a verbal interaction. :)
ELA5LSV2 The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas. When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student:	a. Demonstrates an awareness of the presence of the media in the daily lives of most people. b. Evaluates the role of the media in focusing attention and in forming an opinion. c. Judges the extent to which media provide a source of entertainment as well as a source of information.	Together (using a projection device), visit some media web sites like CNN, FoxNews, and local television stations. Visit some newspaper sites online. Find op-ed pieces and discuss how they differ from factual articles or stories. Find stories that provide entertainment as well as information.
When delivering or responding to presentations, the student:	a. Shapes information to achieve a particular purpose and to appeal to the interests and background knowledge of audience members. b. Uses notes, multimedia, or other memory aids to structure the presentation. c. Engages the audience with appropriate verbal cues and eye contact. d. Projects a sense of individuality and personality in selecting and organizing content and in delivery. e. Shapes content and organization according to criteria for importance and impact rather than according to availability of information in resource materials. f. Uses technology or other memory aids to structure the presentation.	Have students give PowerPoint presentations using the notes features. Beforehand, go over expectations for public speaking and presentations (with a rubric). If possible, video the student giving the presentation and have him/her grade himself/herself using the rubric.

Standard Area and Number	Standard	Technology Activity
Fifth Grade Math Technology Activities
Number and Operations M5N1. Students will further develop their understanding of whole numbers.	a. Classify the set of counting numbers into subsets with distinguishing characteristics (odd/even, prime/composite). b. Find multiples and factors. c. Analyze and use divisibility rules.	a. Have students create headings in Excel (odd, even, prime, composite). Give them a list of numbers to place into each column. Have them figure out which numbers go into which columns. b. Practice factoring on the Internet. http://nlvm.usu.edu/en/nav/frames_asid_202_g_2_t_1.html c. Have students look up divisibility rules on the Internet. http://www2.sunysuffolk.edu/wrightj/MA22/Num/DivRule.htm Have students work in pairs to test two or three of the divisibility rules given and prove them right.
M5N2. Students will further develop their understanding of decimal fractions as part of the base-ten number system.	a. Understand place value. b. Analyze the effect on the product when a number is multiplied by 10, 100, 1000, 0.1, and 0.01.	Practice changing place value using the Internet. http://www.321know.com/g51b_px1.htm
M5N3. Students will further develop their understanding of the meaning of multiplication and division with decimal fractions and use them.	a. Model multiplication and division of decimal fractions by another decimal fraction. b. Explain the process of multiplication and division, including situations in which the multiplier and divisor are both whole numbers and decimal fractions. c. Multiply and divide with decimal fractions including decimal fractions less than one and greater than one. d. Understand the relationships and rules for multiplication and division of whole numbers also apply to decimal fractions.	Have students practice with decimal fractions on the Internet. http://www.aaamath.com/B/g5_42bx1.htm
M5N4. Students will continue to develop their understanding of the meaning of common fractions and compute with them.	a. Understand division of whole numbers can be represented as a fraction (a/b = a ÷ b). b. Understand the value of a fraction is not changed when both its numerator and denominator are multiplied or divided by the same number because it is the same as multiplying or dividing by one. c. Find equivalent fractions and simplify fractions. d. Model the multiplication and division of common fractions. e. Explore finding common denominators using concrete, pictorial, and computational models. f. Use <, >, or = to compare fractions and justify the comparison. g. Add and subtract common fractions and mixed numbers with unlike denominators. h. Use fractions (proper and improper) and decimal fractions interchangeably. i. Estimate products and quotients.	Have students practice using fractions on the Internet. http://www.aaamath.com/B/grade5.htm#topic10 Practice changing fractions into decimals on the Internet. http://www.321know.com/g5_42bx1.htm
M5N5. Students will understand the meaning of percentage.	a. Model percent on 10 by 10 grids. b. Apply percentage to circle graphs.	Use Excel to create 10 by 10 grids. Have students model percent on these. Have them convert them into graphs.
Measurement M5M1. Students will extend their understanding of area of fundamental geometric plane figures.	a. Estimate the area of fundamental geometric plane figures. b. Derive the formula for the area of a parallelogram (e.g., cut the parallelogram apart and rearrange it into a rectangle of the same area). c. Derive the formula for the area of a triangle (e.g. demonstrate and explain its relationship to the area of a rectangle with the same base and height). d. Find the areas of triangles and parallelograms using formulae. e. Estimate the area of a circle through partitioning and tiling and then with formula (let pi = 3.14). (Discuss square units as they apply to circles.) f. Find the area of a polygon (regular and irregular) by dividing it into squares, rectangles, and/or triangles and find the sum of the areas of those shapes.	Have students practice finding area on the Internet. http://www.aaamath.com/B/grade5.htm#topic23
M5M3. Students will measure capacity with appropriately chosen units and tools.	a. Use milliliters, liters, fluid ounces, cups, pints, quarts, and gallons to measure capacity. b. Compare one unit to another within a single system of measurement (e.g., 1 quart = 2 pints).	Practice converting measurements on the Internet. http://www.321know.com/g511_ux3.htm http://www.321know.com/g511_mx2.htm
M5M4. Students will understand and compute the volume of a simple geometric solid.	a. Understand a cubic unit (u3) is represented by a cube in which each edge has the length of 1 unit. b. Identify the units used in computing volume as cubic centimeters (cm3), cubic meters (m3), cubic inches (in3), cubic feet (ft3), and cubic yards (yd3). c. Derive the formula for finding the volume of a cube and a rectangular prism using manipulatives. d. Compute the volume of a cube and a rectangular prism using formulae. e. Estimate the volume of a simple geometric solid. f. Understand the similarities and differences between volume and capacity.	Have students practice measuring volume on the Internet. http://www.oswego.org/testprep/math4/d/customaryunitl.cfm
Geometry M5G1.	Students will understand congruence of geometric figures and the correspondence of their vertices, sides, and angles.	Have students check their understanding of congruence on the Internet. Click this Link
M5G2.	Students will understand the relationship of the circumference of a circle to its diameter is pi (π ≈ 3.14).	Have students practice finding the circumference of a circle on the Internet. http://www.aaamath.com/geo612-circumference-circle.html
Algebra M5A1. Students will represent and interpret the relationships between quantities algebraically.	a. Use variables, such as n or x, for unknown quantities in algebraic expressions. b. Investigate simple algebraic expressions by substituting numbers for the unknown. c. Determine that a formula will be reliable regardless of the type of number (whole numbers or decimal fractions) substituted for the variable.	Have students create documents in Word or other word processing software with several problems that leave unknown variables. Have students switch computers and fill in the correct answers on another student's document.
Data Analysis M5D1. Students will analyze graphs.	a. Analyze data presented in a graph. b. Compare and contrast multiple graphic representations (circle graphs, line graphs, bar graphs, etc.) for a single set of data and discuss the advantages/disadvantages of each.	Have students use Excel to create graphs and charts. Be sure each one includes a key. Have students exchange graphs and interpret each other's.
M5D2.	Students will collect, organize, and display data using the most appropriate graph.	Have students use Excel to create graphs and charts. Be sure each one includes a key. Have students exchange graphs and interpret each other's.
Process Skills M5P1. Using the appropriate technology, students will solve problems that arise in mathematics and in other contexts.	a. Solve non-routine word problems using the strategy of make it simpler as well as all strategies learned in previous grades. b. Solve single and multi-step routine word problems related to all appropriate fifth grade math standards. c. Determine the operation(s) needed to solve a problem. d. Determine the most efficient way to solve a problem (mentally, paper/pencil, or calculator).	Incorporated into M5P5.
M5P2.	Students will investigate, develop, and evaluate mathematical arguments.	Incorporated into M5P5.
M5P3.	Students will use the language of mathematics to express ideas precisely.	Have students solve word problems found on the Internet. http://www.stfx.ca/special/mathproblems/grade5.html
M5P4.	Students will understand how mathematical ideas interconnect and build on one another and apply mathematics in other content areas.	Have students work together complete the Math-kitecture activity. http://www.math-kitecture.com/
M5P5.	Students will create and use pictures, manipulatives, models, and symbols to organize, record, and communicate mathematical ideas.	Have students work together complete the Math-kitecture activity. http://www.math-kitecture.com/

Standard Area and Number	Standard	Technology Activity
Fifth Grade Social Studies Technology Activities
Historical Understandings: SS5H1 The student will explain the causes, major events, and consequences of the Civil War.	a. identify “Uncle Tom’s Cabin,” John Brown’s raid on Harper’s Ferry and explain how each of these events were related to the Civil War, b. discuss how the issues of states’ rights and slavery increased tensions between the North and South, c. identify major battles and campaigns: Fort Sumter, Gettysburg, the Atlanta Campaign, Sherman’s March to the Sea, Appomattox Court House d. describe the roles of Abraham Lincoln, Robert E. Lee, Ulysses S. Grant, Jefferson Davis, and Thomas “Stonewall” Jackson e. describe the effects of war on the North and South.	Use Word or other word processing software to create a "newspaper" with articles about each of these events.
SS5H2 The student will analyze the effects of Reconstruction on American life.	a. describe the purpose of the 13th, 14th, and 15th Amendments b. explain the work of the Freedmen’s Bureau c. explain how slavery was replaced by sharecropping and how African-Americans were prevented from exercising their newly won rights to include Jim Crow laws and customs	a. Use Inspiration to create a diagram of the text of each of these amendments. Include bubbles in which the amendments are paraphrased. b. Have students use Word to write stories in which they are former slaves who are going to the Freedmen's Bureau for help. What kind of assistance do they receive? What happens to them? c. Use Excel, Word, or other software to make a timeline of Jim Crow laws, including when they were repealed.
SS5H3 The student will describe how life changed in America at the turn of the Century	a. describe the role of the cattle trails in the late 19th century including the Black Cowboys of Texas, the Great Western Cattle Trail and the Chisholm Trail b. describe the impact on American life of the Wright brothers (flight), George Washington Carver (science), Alexander Graham Bell (communication), Thomas Edison (electricity c. explain how William McKinley and Theodore Roosevelt expanded America’s role in the world including the Spanish-American War and the building of the Panama Canal d. describe the reasons people emigrated to the United States, from where they emigrated, and where they settled	a. Use KidPix or other software to create maps of the cattle trail and the Chisholm Trail. b. Use Word or other software to create a newspaper with articles on each of these people. c. Have students find information on the Internet (Yahooligans) about William McKinley and Theodore Roosevelt. The information should include facts about how America changed after the Spanish-American War and the building of the Panama Canal. Students should use the information and write newspaper articles in Word or other program about these events and their effects. d. Find pictures of immigrants on the Internet. If no information is given, have students write stories about those immigrants, including their pasts, where they settled, and what they hope their futures will be. http://www.digitalhistory.uh.edu/photo_album/photo_album.html
SS5H4 The student will describe the U.S. involvement in World War I and post World War I America.	a. explain how German attacks on U.S. shipping during the war in Europe (1914-1917) ultimately led the U.S. to join the fight against Germany including the sinking of the Lusitania and concerns over safety of U.S. ships b. describe the cultural developments and individual contributions in the 1920s of the Jazz Age (Louis Armstrong), the Harlem Renaissance (Langston Hughes), baseball (Babe Ruth), the automobile (Henry Ford), and the airplane (Charles Lindbergh)	a. Have students use Word or other software to write journal/diary entries from the point of view of a sailor on the Lusitania or another U.S. ship during this time period. b. Have students create trading cards in Word. These trading cards should have facts about each person listed, including dates of birth and death, important contributions, and pictures of the persons.
SS5H5 The student will explain how the Great Depression and New Deal affected the lives of millions of Americans.	a. discuss the Stock Market Crash of 1929, Herbert Hoover, Franklin Roosevelt, the Dust Bowl, and soup kitchens b. analyze the main features of the New Deal including the significance of the Civilian Conservation Corps, Works Progress Administration, and the Tennessee Valley Authority. c. discuss important cultural elements of the 1930’s to include the Duke Ellington, Margaret Mitchell, and Jesse Owens.	a. Videotape interviews with people who were alive at this time. Ask them questions about these events and people. Compile the interviews into a PowerPoint or other presentation. b. Look through pictures of events during the time of the New Deal. http://newdeal.feri.org/library/default.cfm Make a chart in Word or Inspiration showing how things would be handled today and how they were handled then (similarities and differences). c. Have students create trading cards in Word. These trading cards should have facts about each person listed, including dates of birth and death, important contributions, and pictures of the persons.
SS5H.6 The student will explain the reasons for America’s involvement in World War II.	a. describe Germany’s aggression in Europe and Japanese aggression in Asia b. describe major events in the war in both Europe and the Pacific including Pearl Harbor, Iwo Jima, D-Day, VE and VJ Days, and the Holocaust c. discuss President Truman’s decision to drop the atomic bomb on Hiroshima and Nagasaki. d. identify Roosevelt, Stalin, Churchill, Hirohito, Truman, Mussolini and Hitler e. describe the effects of rationing and the changing role of women and African-Americans including “Rosie the Riveter” and the Tuskegee Airmen. f. explain the U.S. role in the formation of the United Nations	Have students create PowerPoint presentations about World War II. Divide them into small groups or pairs. Give each one a topic: a. Germany's aggression in Europe, Japan's aggression in Asia; b. Pearl Harbor; Iwo Jima, D-Day, VE Day, VJ Day, the Holocause; c. Atomic bomb at Hiroshima and Nagasaki; d. Roosevelt, Stalin, Churchill, Hirohito, Truman, Mussolini, Hitler e. rationing, the changing role of women, the role of African-Americans; f. the formation of the United Nations. Have each group complete a set of slides for their event, and then put all slides together for one large presentation. Have each group get up and talk about their slides and information as they view the presentation together.
SS 5H7 The student will discuss the origins and consequences of the Cold War.	a. explain the origin and meaning of the term “Iron Curtain” b. explain how the United States sought to stop the spread of communism through the Berlin airlift, the Korean War, and the North Atlantic Treaty Organization. c. identify Joseph McCarthy and Nikita Khrushchev	a. b. c.
SS5H8 The student will describe the importance of key people, events and developments between 1950-1975.	a. discuss the importance of the Cuban Missile Crisis and the Vietnam War b. explain the key events and people of the Civil Rights movement including the Brown v. Board of Education 1954, Montgomery Bus Boycott, the March on Washington, Civil Rights Act and Voting Rights Act and civil rights activities of Thurgood Marshall, Rosa Parks, and Martin Luther King, Jr. c. describe the impact on American society of the assassinations of President John F. Kennedy, Robert F. Kennedy, and Martin Luther King, Jr. d. discuss the significance of the new technologies of television and space exploration	a. Have students exchange emails with people who lived during the Cuban Missile Crisis and the Vietnam War. Have them formulate questions to ask about how these events affected people at that time. If possible, have a videoconference with a Vietnam Veteran and guide the students in asking questions so they can learn first-hand accounts. b. Have students write short stories in Word (at least three paragraphs) as if they were actively participating in one of these events. Give them questions to guide them. What are they viewing? What are they feeling? What are their actions? What are the consequences of those actions? c. Have students videotape themselves acting as reporters, spectators, politicians, and regular citizens during these assassinations (President Kennedy, Robert F. Kennedy, MLK, Jr.). Have them portray their emotions, their responses, and their worries about what will happen. (This activity will work best as a culminating activity, and save the video to use as an introductory activity for future classes.) d. Have students work in pairs or small groups to write stories ain Word or other program bout how life would be different if there were no televisions and if no space programs had been successful.
SS5H9 The student will trace important developments in America since 1975.	a. describe US involvement in world events including efforts to bring peace to the Middle East, the collapse of the Soviet Union, Persian Gulf War, and the War on Terrorism in response to September 11, 2001. b. explain the impact the development of the personal computer and Internet has had on American life.	a. Have students write letters to government officials explaining what they believe is being done in response to terrorism, and giving one suggestion that they believe will help the situation. b. Have students use Word to list ways in which they and their parents use computers and the Internet. Ask them how they would complete certain tasks without computers and the Internet.
Geographic Understandings SS5G1 The student will locate important places in the United States.	a. locate important physical features to include the Grand Canyon, Salton Sea, Great Salt Lake, and the Mojave Desert, b. locate important man-made places to include the Chisholm Trail, Pittsburg PA, Gettysburg PA, Kitty Hawk NC, Pearl Harbor HI, Montgomery AL	Use Word or other software to create posters/flyers advertising each of these places. Posters should include text and graphics.
SS5G2 The student will explain the reasons for the spatial patterns of economic activities.	a. identify and explain the factors influencing industrial location in the United States after the Civil War b. define, map, and explain the dispersion of the primary economic activities within the United States since the turn of the century c. map and explain how the dispersion of global economic activities contributed to the United States emerging from WWI as a world power	Use maps in KidPix (Goodies) to make representations of the dispersion of goods and services during these time periods.
Civic Understandings SS5CG1 The student explain will how a citizens rights are protected under the U.S. Constitution	a. explain the responsibilities of a citizen b. explain the freedoms granted by the Bill of Rights c. explain the concept of due process of law d. describe how the constitution protects a citizen's rights by due process	a. Read about the responsibilities of a citizen on the Internet. http://bensguide.gpo.gov/3-5/citizenship/responsibilities.html Write a paragraph describing what would happen if citizens ignored those responsibilities. b. Read about the Bill of Rights on the Internet. http://bensguide.gpo.gov/3-5/citizenship/rights.html Choose one of the freedoms outlined in it. Write a short story about what would happen if that freedom wasn't guaranteed. c. d.
SS5CG2 The student will explain the process by which amendments to the U.S. Constitution are made.	a. explain the amendment process outlined in the constitution b. describe the purpose for the amendment process	Use Inspiration to create a flowchart of the amendment process. Include a text box with your purpose for the amendment process.
SS5CG3 The student will explain how amendments to the U. S. Constitution have maintained a representative democracy	a. explain the purpose of 12th and 17th amendments b. explain how voting rights were protected by the 15th, 19th , 23rd, 24th , and 26th amendments	a. Have students create brochures in Word or other program to explain the 12th and 17th amendments. They should use information from the textbooks and from the Internet (Yahooligans). Be sure they cite their resources. b. Have students create flyers in Word to try to persuade people to support the 15th, 19th, 23rd, 24th, and 26th amendments. Flyers should contain valid arguments as to what how these amendments will affect voters.
SS5CG4	The student will explain the meaning of and reason for the motto of the United States “e pluribus unum”	Have students use the Internet to find out why we have a national motto. http://usscouts.org/flag/sealmotto.html
Economic Understandings SS5E1 The student will use the basic economic concepts of trade, opportunity cost, specialization, voluntary exchange, productivity, and price incentives to illustrate historical events.	a. describe opportunity costs and their relationship to decision-making across time (such as decisions to remain unengaged at the beginning of World War II in Europe). b. explain how price incentives affect people’s behavior and choices (such as monetary policy during the Great Depression). c. describe how specialization improves standards of living, (such as how development of specific economies in the north and south developed at the beginning of the 20th century). d. explain how voluntary exchange helps both buyers and sellers, (such as the G8 countries). e. describe how trade promotes economic activity (such as trade activities today under NAFTA). f. give examples of technological advancements and their impact on business productivity during the development of the United States.	a. Have students use the Internet (Yahooligans) to find out how much money was spent on certain things in history (such as World War II). Have them create tables in Word or other program to show this information (the name of the happening and how much it cost). Have students include estimates of how much more could have been spent, as well as how the outcomes might have changed had more been spent at different times. b. Have students find out on the Internet (Yahooligans) how much certain items cost during the Great Depression. Have them also find how much money the average person made during that time, and how many ration stamps they received. Have them create a fictional budget using the income, ration stamps, and cost of items at the time, and see how much more would be needed to support a family. Have them create this budget in Excel. c. d. e. Have students use the Internet (Yahooligans) to find information about NAFTA. Have them record things that NAFTA does, and what they think might happen if NAFTA did not exist. f. Have students use the Internet to find facts about technological advancements. Have students make timelines in Excel or Word to illustrate these advancements and their benefits. http://www.pbs.org/wgbh/amex/telephone/timeline/f_timeline.html
SS5E2 The student will describe the functions of the three major institutions in the U. S. economy in each era of United States history.	a. describe the private business function in producing goods and services. b. describe the bank function in providing checking accounts, savings accounts, and loans. c. describe the government function in taxation and providing certain goods and services.	a. b. Have students create documents in Inspiration to show the various bank functions and how they are related (checking accounts, savings accounts, loans). They should include facts about what each bank function does (definitions). c.
SS5E3 The student will describe how consumers and businesses interact in the United States economy across time.	a. describe how competition, markets, and prices influence people’s behavior. b. describe how people earn income by selling their labor to businesses. c. describe how entrepreneurs take risks to develop new goods and services to start a business.	Have students create organizational charts in Inspiration to show how competition, markets, and prices are related. They should include examples of people earning income by selling their labor. They should include examples of people developing new goods and services (making money and losing money in the process). They should get most information from the textbooks for this activity.
SS5E4	The student will identify the elements of a personal budget and explain why personal spending and saving decisions are important.	Work through budget activities on the Internet to see where money really goes when you have a job and expenses. http://themint.ncee.net/spending/whereyourpaycheckgoes.php

Standard Area and Number	Standard	Technology Activity
Fifth Grade Science Technology Activities
Habits of the Mind S5CS1. Students will be aware of the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works.	a. Keep records of investigations and observations and do not alter the records later. b. Carefully distinguish observations from ideas and speculation about those observations. c. Offer reasons for findings and consider reasons suggested by others. d. Take responsibility for understanding the importance of being safety conscious.	Use a blog to record observations of experiments. Do not make changes or deletions to the blog. Be sure to include hypotheses, materials, procedures, etc., in the blog.
S5CS2. Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations.	a. Add, subtract, multiply, and divide whole numbers mentally, on paper, and with a calculator. b. Use fractions and decimals, and translate between decimals and commonly encountered fractions – halves, thirds, fourths, fifths, tenths, and hundredths (but not sixths, sevenths, and so on) – in scientific calculations. c. Judge whether measurements and computations of quantities, such as length, area, volume, weight, or time, are reasonable answers to scientific problems by comparing them to typical values.	N/A
S5CS3. Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities.	a. Choose appropriate common materials for making simple mechanical constructions and repairing things. b. Measure and mix dry and liquid materials in prescribed amounts, exercising reasonable safety. c. Use computers, cameras and recording devices for capturing information. d. Identify and practice accepted safety procedures in manipulating science materials and equipment.	Have students use digital cameras and video cameras whenever conducting experiments. Have them record results in Word, Excel, etc.
S5CS4. Students will use ideas of system, model, change, and scale in exploring scientific and technological matters.	a. Observe and describe how parts influence one another in things with many parts. b. Use geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps, and stories to represent corresponding features of objects, events, and processes in the real world. Identify ways in which the representations do not match their original counterparts. c. Identify patterns of change in things—such as steady, repetitive, or irregular change—using records, tables, or graphs of measurements where appropriate. d. Identify the biggest and the smallest possible values of something.	Use a digital camera to take pictures of the parts of something. For instance, the steering wheel of a car, the tire, an oil filter. Have students look at the pictures and explain what each one does. Show them a picture of the complete object and ask them what that object does when the parts are put together. Guide them in a discussion of the parts and what each does, and how they are useless unless put together in the right way. As an extension, have students take pictures of objects around the classroom and discuss them in the same manner. Have students draw pictures in KidPix of various items. They should compare their pictures with the real items and identify differences between the two. Have students use digital images to show change in things as they conduct experiments.
S5CS5. Students will communicate scientific ideas and activities clearly.	a. Write instructions that others can follow in carrying out a scientific procedure. b. Make sketches to aid in explaining scientific procedures or ideas. c. Use numerical data in describing and comparing objects and events. d. Locate scientific information in reference books, back issues of newspapers and magazines, CD-ROMs, and computer databases.	Have students use the Outline feature in Inspiration to create instructions/directions for scientific procedures. Create flowcharts in Inspiration to show progression of steps in scientific process as students work through a project.
S5CS6. Students will question scientific claims and arguments effectively.	a. Support statements with facts found in books, articles, and databases, and identify the sources used. b. Identify when comparisons might not be fair because some conditions are different.	With guidance, have students research various science topics using the Internet. http://yahooligans.yahoo.com/Science_and_Nature/ Have students create bibliographies/reference pages in Word with basic information of sources used to find facts.
The Nature of Science S5CS7. Students will be familiar with the character of scientific knowledge and how it is achieved. Students will recognize that:	a. Similar scientific investigations seldom produce exactly the same results, which may differ due to unexpected differences in whatever is being investigated, unrecognized differences in the methods or circumstances of the investigation, or observational uncertainties. b. Some scientific knowledge is very old and yet is still applicable today.	Have students look up basic scientific laws in Yahooligans. Have them find dates when these laws were proposed and proved. Have them find examples of each law and determine if the laws are still applicable today.
S5CS8. Students will understand important features of the process of scientific inquiry. Students will apply the following to inquiry learning practices:	a. 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. b. Clear and active communication is an essential part of doing science. It enables scientists to inform others about their work, expose their ideas to criticism by other scientists, and stay informed about scientific discoveries around the world. c. Scientists use technology to increase their power to observe things and to measure and compare things accurately. d. Science involves many different kinds of work and engages men and women of all ages and backgrounds.	Email or have a teleconference (via webcam) with a scientist. Have students compile a list of questions to ask the scientist beforehand. Questions should include things like, "What equipment do you use in your job? How does that equipment help you? What is your background? What different kinds of experiments do you do?"
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) Sample Tasks: A) Draw a before and after picture and label an example of a constructive force and a destructive force showing the effects of the forces. B) Make a model of constructive processes to explain the cause and effect of these forces and to demonstrate how these processes build up the earth. Models could include examples of volcanoes, faults, earthquakes, and/or deposition. Models can be produced individually or in small groups. C) Produce or obtain a brochure about some of the landforms (surface features) of Georgia that are examples of a constructive force. Explain why these are called constructive forces according to how the constructive force changed the surface of the earth. D) Make a model of destructive processes to explain the cause and effect of these forces and to demonstrate how these processes break down the earth. For example, put sand at the top of a paint tray. Pour water over the sand or blow over the sand through a straw to show erosion. Wear goggles to protect eyes when blowing sand. Generate waves of water to show beach erosion. Repeat the activity using sod, or soil with pine straw over it. Write down your conclusions based on your observations. E) Produce a presentation to explain the cause and effect of destructive processes. Research landforms of Georgia to locate any examples of these destructive forces. Explain why these are called destructive forces according to what happens to the earth. F) Categorize a minimum of five major Georgia landforms formed by either constructive, destructive or a combination of both. Mark the locations on a map of Georgia and color-key them. Explain your conclusions based on your observations. (Fifth graders have learned major landforms in third grade social studies and will now use what they know to determine the processes forming the landforms in Georgia.) Some Georgia landforms include Stone Mountain, Emerson Fault, Tallulah Falls, Providence Canyon, Appalachian Mountains, Soapstone Ridge, Fall Line, Sand Mountain lime sinks, Okefenokee Swamp, Pine Mountain, Altamaha River system, Barrier islands, Amicalola Falls, Cohutta Mountains, Beaches, Brasstown Bald, Brevard fault zone, Cumberland Plateau, Lookout Mountain Trail Ridge, Blue Ridge Mountains, Chattahoochee River G) Choose a convenient location for observation throughout the year. A plot on the playground is a good location to show the effects of human impact. Map the area and color key the map to show where there are organisms, landforms, and evidence of erosion, weathering, etc. H) Document periodically on one of the class maps events providing evidence of the effects of constructive and destructive forces in Georgia. Events include major storms, tremors, drought, etc. Evidence includes media reports of an event, observation, weather reports, interviews, etc. At the end of the year, write an article about how your area is changing, what processes cause the most change, and how your area could deal with the changes.	Have students scan a picture of a shoreline or other natural resource. After scanning, have them use KidPix or other program to show what the effects of a destructive force on that resource would be. Have students create brochures in Word or other program about the landforms in Georgia that are examples of constructive forces. The brochure should include descriptions of the constructive forces and how they affected the landforms. Have students use Word and KidPix or other programs to create a travel brochure or poster to advertise Georgia's landforms. This should include facts and written descriptions of each landform, as well as pictures. Put the posters together to make a classroom travel book for Georgia.
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. Sample Tasks: A) Gather different kinds of assembled toys that can be taken apart and reassembled such as Legos, jigsaw puzzles, Lincoln logs, model cars, etc. Weigh the assembled toy and record the measurements. Take the toy apart and weigh all of the parts, record the measurements and add them. Compare with the weight of the whole toy. Reassemble the toy and weigh the parts again. Draw conclusions about the sum of the weight of the parts and the whole toy. Apply this knowledge to what happens to a toy when it is taken apart and to a mixture when it is separated. Test to see if this is true of mixtures. Apply your thinking to packaging materials for shipment and total costs of package, tape, and materials shipped. B) Use a magnifier such as a hand lens or microscope to observe items such as soil particles, salt and sugar crystals, pond water, etc. Sketch what you see. Compare your sketches to other students’ sketches. Discuss and explain similarities and differences. C) Identify the difference between synthetic materials and natural materials, such as a synthetic sponge and a sea sponge. Explain what magnification shows about the differences by sketching what you see through a magnifier. Teacher Note: While natural and synthetic materials are different chemically, careful comparative examinations will sharpen student observational skills and can help students see that some physical differences result from material composition differences. D) Explain how magnification has changed what scientists could do historically and how improvements to magnification can help scientists in the future. E) Research ways scientists use magnification to solve problems.	Take a look at the Powers of Ten site to see how magnification can help. http://micro.magnet.fsu.edu/primer/java/scienceopticsu/powersof10/ Have students make a chart in Word to compare what scientists could see without this magnification 100 years ago and what they can see today with this 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. Sample Tasks: A. Separate mixtures such as salads, iron filings and sand, evaporation of water from a salt water solution, separating inks and food colors using paper chromatography, and filtering a pepper and water mixture by pouring it through a paper towel or coffee filter. B. Compare and contrast the physical attributes of a sample before and after a physical change. Explain what you have found out about physical changes. C. Here are some examples of chemical reactions: oxidation such as rusting iron filings or an iron nail, oxidation of apple slices, oxidation of potato slices, oxidation of banana slices, combining vinegar and baking soda, Effervescent tablet in water, cooking food such as an egg, compost and decaying matter, chewing a piece of cracker, etc. Choose one. Record the materials used, and observations of the materials before, during and after the reaction. D. Observations could include: ! Temperature change ! Gas given off (Hint: collect gas in a balloon fastened over the container or combine ingredients in an airtight bag.) ! pH (acidic, neutral, and basic) ! Measurement ! Physical attributes such as color, texture, odor, etc. E. An example of a chemical change experiment: Separately weigh the following materials: soda bottle, balloon, 1 tablespoon of baking soda, and one table spoon of vinegar. Find the sum of the weights. Put the vinegar in the soda bottle. Put the baking soda in the balloon. Carefully place the balloon over the mouth of the soda bottle. Spill the baking soda into the vinegar to see the chemical reaction. Do not take the balloon off the bottle to weigh the end product. You can repeat the experiment to collect additional information on temperature change, pH differences, differences in physical attributes, etc. F. Explain by producing a chart or graphic organizer of how materials can change physically and chemically and how you can tell the difference.	Have students take notes during these experiments. Use Inspiration to create compare/contrast charts of the samples before and after physical changes. Use Word to write paragraphs that summarize what they have learned about physical changes.
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. Sample Tasks: A. Investigate static electricity and its relationship to magnetism. Demonstrate static electricity to show attraction and repulsion. To charge a balloon, rub the balloon in your hair or rub it with a paper towel. See if it will attract common materials by holding it close to items such as the hair on your arm, pieces of paper, thread, salt, aluminum foil, paper clips, tissue, etc. Record if and how the objects you tested are affected. B. Investigate attraction and repulsion by using two charged balloons. Tie each with a string and bring them close to each other. Note the effects. Put your hand or a piece of paper between the charged balloons. Relate what you observe to what you know about magnetic forces. Charge a balloon with rice cereal inside. What happens to the rice when you put your hand on the outside of the balloon? Compare and contrast how static electricity is similar to or different from magnetic force. C. Try other materials to investigate static electricity such as plastic wrap rubbed with a paper towel, a plastic comb combed through your hair, etc. Scuff your shoes on the carpet and touch something metal like a door knob. Try charging the balloon, towel or comb with a piece of nylon or wool. Record what happens. Hold a charged comb next to a trickle of water from a faucet. What happens? Produce a poster of the effects of static electricity on common objects. D. Research the relationship between static electricity and lightning. E. Build an electromagnet and use it to demonstrate how a material that has been electrically charged pulls on other materials. Use insulated wire to coil around an iron nail several times. Connect each end of the wire to the two ends of a 1.5 volt battery. Test a variety of materials to determine the kind of materials attracted or not attracted by an electromagnet. Increase or decrease the number of coils and note the resulting force. Explain how the construction of an electromagnet links magnetism and electricity. F. Research how to build a simple motor using wire and a magnet. OR Interview an appliance repairman or auto mechanic about the magnets in the motors they repair. Use what you find out to explain the role a magnet plays in producing the energy. G. Determine the necessary components for completing an electric circuit. Try different ways using two wires, a small (1.5 Volt) bulb, and a battery (D cell or C cell). Try different ways to get the light bulb to light. Design and diagram an electric circuit with an energy source (such as a battery), wires, and light bulb. Test other designs to see which ones light the bulb. Modify designs that did not light the bulb and explain what modifications were necessary for the bulb to light. Compare your designs with others in the class. H. Extend your understanding by trying more than one battery, additional wires or bulbs. Make a display of designs that work. Include your observations and conclusions about differences in the brightness of the bulb. I. Use an electric circuit to test different common materials to see if they conduct electricity. For example, make a complete circuit that lights a bulb. Put an object (a square of aluminum foil, a penny, a pencil eraser, a plastic tab, or a paper clip, etc.) between one of the wires and the bulb. If the object is a conductor, the bulb will still light. Gather several objects and predict whether they are conductors of electricity or insulators. Test using a basic circuit to see if your predictions are correct. Draw a conclusion about the attributes of a conductor or an insulator. J. Generate a list of other electric circuits and uses for current electricity in your home and classroom. Compare their design with the design you used. K. Use batteries, wires and selected devices (like a flashlight bulb or buzzer) to make an electric circuit to produce light, heat and/or sound. L. Interview people to find out how the use of electricity has changed over time. M. Recall a time you had to live without electricity such as when you were camping, a storm caused a power failure, a fuse blew, or a circuit breaker tripped. Write a story about the experience. N. Produce a list of rules for being safe with electricity and consequences of carelessness when using electricity. In small groups make a presentation of your rules such as a poster, Power Point, video, or brochure. O. Invite a guest speaker from your local electric company to talk with the class about electricity and safety (i.e. Power Town).	Use the Internet to find more electricity experiments. http://www.miamisci.org/af/sln/frankenstein/index.html Use a video camera to tape interviews with people. Ask them how electricity has changed over the years. Insert the videos into a presentation about electricity (either in PowerPoint or some other program). Have students use the Internet to learn about safety when dealing with electricity. http://www.smud.org/safety/world/ Use Word to create a poster with "Safe Electricity" rules.
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. Sample Tasks: A. Use common objects such as peanuts in the shell. Choose one and draw a picture of it or write a description of it. Mix the peanut back in with the others. Try to locate it by using the picture you drew or description you wrote. Explain how it is different from the other peanuts. Note the physical attributes that made recognition more accurate. How did you determine if you retrieved the correct peanut? Make changes to your description or drawing to improve accuracy. With classification of organisms, there is a method for determining accuracy of descriptions. Relate how writing a description of a peanut is what a scientist does when he classifies an organism based on physical attributes. (Note: Any fruits, vegetables, rocks, etc. can be used to do this activity.) B. Pretend you are the curator of a new display. You must put separate major groups of organisms according to features. Sort pictures or drawings of organisms by physical attributes into groups. Compare and contrast features of each group and explain why you made those choices. Share your grouping strategy with other students. Compare the similarities and differences of how the organisms are grouped by different students. C. Research how scientists classify organisms into groups. Compare the similarities and differences between how scientists group and how you grouped. Sort the pictures or drawings into categories according to scientific classification of groups. Create a presentation or display that would teach someone how to classify an organism. Presentations could include multimedia presentation, picture collage, drawing and sketching, diorama, or research report.	Have students use PowerPoint to create presentations to teach others how to classify organisms. Have students use KidPix or Inspiration to classify organisms 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. Sample Tasks: A. Brainstorm a list of inherited traits, such as eye color. Create a survey for students to gather information about those with or without each trait. (Fourteen people in the class have brown eyes; twelve people have blue eyes, etc.) Organize data into a table or graph. Graphing tools include tally charts, spreadsheets or graphing software. B. Make a list of learned behaviors, such as habits, table manners, mannerisms, etc. Observe others to view those learned behaviors. (When I watched you drink from a tea cup, you always put your little finger in the air.) Compare and contrast inherited traits and learned behaviors. Using what you learned, write a story about who you are and why you became who you are. Add a conclusion about how you could improve your learned behaviors. C. Identify how characteristics are transferred in cells. Discuss what a gene is and the role genes play in the transfer of characteristics. Put different traits on craft sticks (brown eyes, blue eyes, green eyes, freckles, no freckles, curly hair or fur, straight hair or fur, pink fur, brown scales, etc.) Have students randomly choose different sticks and draw a cartoon of their organism. D. Research methods plant scientists in Georgia (Contact your local agriculture departments, county extension agents, 4-H leaders, and UGA Experiment Stations.) use to transfer characteristics of plants to produce such plant products as drought-resistance, varied rose color, azaleas that bloom at different times of the year, Vidalia onions, juicier apples, faster growing evergreen trees, etc.	Use Word to create a survey about inherited traits. Use Excel to create charts and graphs after the information is gathered. Use Word to write stories about learned traits. Have students include personal traits and traits of other family members. Have students use email (with supervision) to contact plant scientists in the State. Students should ask questions to learn the needed information. Have students compile the answers into a Word document, and re-write the answers in their own words.
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. Sample Tasks: A. Observe cells with magnifiers such as microscopes or hand lenses to find out about the structure of cells. Ideas of cells for viewing include onion skin, leaf cell, hay infusion, pond water organisms, budding yeast, tail of a fish, butterfly wing, animal skin or muscle (chicken wing), etc. Sketch what you see. B. Compare and contrast the structure and function of plant and animal cells by drawing and labeling each. C. Explain the various roles of cells in multi-celled organisms. Include in the explanation how the cells vary in appearance and what they do for the organism. Determine that in a multicelled organism, a cell makes up the tissue of an organ.	Use the Internet to take a closer look at cells. http://www.cellsalive.com/ Use Inspiration to create a graphic organizer that shows differences and similarities in plant cells and animal cells. Use KidPix or other program to draw and illustrate various cells and their parts.