The student science notebook plays a central role in the science classroom. This notebook is a place for students to track their learning and organize their evidence. Encourage students to take ownership of the notebook and use it to record all of their ideas and questions throughout the module, in addition to writing in response to the formal prompts.

The science notebook is patterned after an "interactive notebook." When opened flat, the left-hand side of the notebook is primarily for instructions and prompts; the right-hand side is primarily for student responses and ideas. When copying and creating the notebook, be sure to staple correctly.

Students will use the notebook during every science class and return to it several times throughout the block. Consider the classroom systems and structures already in place to help students easily access and store their notebook.

Encourage students to use pencils, because they often will create detailed drawings and diagrams. As students return to and revise their ideas, have them lightly cross out changed thinking (rather than erasing) so their changes in thinking can be documented. Periodically, students may need to attach something to their science notebook. Use tape or staples (glue can make the pages stick together).

Periodically (once a week or so), collect the notebook to formatively assess students' understanding of the Disciplinary Core Ideas and Crosscutting Concepts as well as their ability to apply the Science and Engineering Practices. In each lesson sequence, the ongoing assessment box suggests parts of the notebook to focus on. Remember that the science notebook should not be used as a summative assessment. Rather, the notebook is a place where students are encouraged to try out new ideas, revise old ideas, and take risks.

For more information about the student science notebook, see the California Academy of Science, Teacher Perspectives: The Value of Science Notebooking.

Science comes alive for students when there are real plants and animals in the classroom. EL Education encourages teachers to use living organisms in their classroom, and each life science module includes both formal and informal learning opportunities that incorporate live plants and animals. When done with careful thought and preparation, the close observation and study of living organisms not only teaches students about science and nature, but fosters an attitude of respect and kindness toward all living things.

To ensure the best learning experience with living organisms, it's important to plan ahead. First, familiarize yourself with the NSTA guidelines for the responsible use of live animals in the classroom. Then check up on local and state laws and regulations concerning the handling and transportation of animals, particularly non-native species. Most importantly, learn as much as you can about the particular plant or animal that you want to study. Take the time to have your students help you build a clean, safe and attractive habitat for the organism. The more you and your students learn about the safe handling of the organism, the better you will treat and care for the classroom visitor.

When planning classroom activities with a live organism, remember that the highest purpose is to promote observation and scientific curiosity, and instill an appreciation for the value of life. Under no circumstances should an activity cause an animal pain, deprive it of food or comfort, or expose it to harmful substances. Instead of "experimenting" with living things, help students discover ways to improve the organism's life by learning what it needs to thrive. It's not always necessary to have a formal research question. Close observation of an animal -- taking notes, asking questions, making hypotheses -- can be a powerful learning experience all its own.

A critical part of the planning process is deciding what to do with an animal after it leaves your classroom. If it's a native species, you could send the animal home with a student or release it into the wild. Non-native species require more forethought. If you buy the animal from a biological supply company, ask if they will take the animal back when you are done. If that's not possible, ask the supply company exactly where the animal was raised or collected. Contact a school in that area and see if a local science teacher would be willing to release the animal for you. The safe return of an animal to its home is an important lesson for your students to learn.

Below is science background information about the cycle of matter and energy and food webs. Also included is information about forest ecosystems. Use this information to help you effectively teach the science content of the Grade 5 Life Science Module. For further information, see the additional resources listed at the end of this document.

The main idea of the Grade 5 Life Science Module is that the health of an ecosystem can be assessed and improved. Matter and energy are cycled through healthy ecosystems by a diversity of organisms including producers, consumers, and decomposers. Ecosystems are made up of abiotic and biotic parts. The biotic parts are the living parts of the ecosystem, all of the plants and animals. The abiotic parts are the nonliving parts, the soil, water, oxygen, sunlight, and temperature of the ecosystem. The abiotic and biotic factors must interact in a balanced way in order for the ecosystem to be healthy.

Biodiversity refers to the variety of plants and animals found in a specific environment. It is often used as a lens to measure the health of an ecosystem. Healthy ecosystems contain a high degree of biodiversity, which results in a large number of species interacting in a variety of ways. This web of interactions makes it less likely that a critical species will be eliminated. If one species is removed from the ecosystem, the diversity within the system provides alternative options for interactions and meeting needs for survival. The introduction of a new species, however, can damage this intricate web of life.

Forest Ecosystems

An ecosystem is a community of organisms interacting with each other and their environment. There are many types of ecosystems, including tundra, desert, grasslands, aquatic, forest ecosystems, and even urban ecosystems. The boundaries of an ecosystem are conceptual. Therefore, one can refer to a grove of trees as a temperate forest ecosystem and also the forests covering acres of North America as a temperate forest ecosystem. Students study ecosystems at both levels in this module. They study forest ecosystems but also consider a small schoolyard ecosystem.

Students become experts in either a tropical, temperate, or boreal forest ecosystem.

• Tropical forests
• Have the greatest diversity of species.
• They are found near the equator and have only two seasons, rainy and dry.
• Temperatures generally range from 70deg to 85degF (21-30deg C).
• A typical day is approximately 12 hours long with little variation throughout the year.
• Annual rainfall is high and exceeds 79 inches (200 cm). The tropical rainforest canopy has numerous layers that filter out much of the sunlight before it can reach the forest floor. The soil tends to be acidic and nutrient-poor due to significant leaching caused by heavy tropical rainfall.
• Temperate forests
• Found in eastern North America, northeastern Asia, and western and central Europe.
• Their seasons are well-defined with four to six frost-free months and a distinct winter. Temperatures vary significantly with lows being near -22degF (-30degC) and highs reaching 86degF (30degC).
• Precipitation occurs throughout the year, and the average ranges from 30 to 59 inches (75-150 cm).
• The forest floor is littered with decaying matter, making the soil very fertile. The moderately dense canopy allows sunlight to pass through and results in a diversified understory of vegetation.
• Boreal forests (sometimes referred to as taiga)
• Form a broad belt across Eurasia and North America.
• Long, dry, and extremely cold winters along with short, moist, and moderately warm summers characterize these forests.
• Precipitation mainly falls as snow.
• The soil is nutrient-poor and acidic. Because of the density of the canopy created by evergreen conifers, the understory has limited growth.

Matter and Energy

Matter is what makes up everything in the world that has weight and takes up space. It can be in the form of a solid, liquid, or gas. Water, air, and rocks are examples of matter. Organisms are also composed of matter. The bodies of organisms are more than just "stuff" that has weight and takes up space. Living things differ from nonliving, however, because they have the ability to take in food--or, in the case of plants, create food--that is converted into energy to support life processes. Organisms also are able to perform functions necessary for survival as a result of complex chemical reactions that occur internally.

Energy is the ability to do work. In science, "work" means that a force is applied to something and moves it. Work can involve an opposing force, like gravity. When you do push-ups, you push your body up against the opposing force of gravity. A force is applied and your body moves; therefore, work has occurred. Work can also change the speed of an object. The flapping wings and movement of a hummingbird are examples of work.

Energy manifests itself in many different ways, such as light, heat, motion, and sound. It can move from one place to another through moving objects, such as colliding balls, or through phenomena including sound, light, or electric currents. Energy cannot be destroyed (law of conservation of energy), but it can be transferred through a system. The total energy within a system changes only by the amount of energy that transfers into or out of the system. Solar energy as well as chemical or stored energy is the focus of this module.

Cycling of Matter

Through the process of photosynthesis, plants use solar energy to convert water and carbon dioxide into plant matter and oxygen. Plant matter, food in the form of sugars, contains energy that the plant can use immediately for growth or store for later use. Additionally, nutrients in the soil or water from decomposed matter help promote healthy growth in plants. Organisms that eat plants benefit from the stored energy in plants. They also rely on plants for oxygen production during photosynthesis, with animals cycling gas back to plants in the form of exhaled carbon dioxide.

All energy contained in the food that animals eat can be traced back to the sun. Plants use energy from the sun to convert water and carbon dioxide into food. Plants are then eaten by herbivores, animals that eat only plants, or omnivores, animals that eat both plants and animals. Carnivores, meat eaters, devour other animals that have ingested plants. All of these consumers get their energy either directly or indirectly from plants that initially captured energy from the sun. The energy that animals get from eating food (either plants and/or other animals) is converted into different types of energy within the body. Sometimes it is converted into kinetic energy (when the animal moves). Part of the energy is stored in the body matter of animals and, in the case of warm-blooded animals, some energy is released to the surrounding environment as heat energy.

Water cycles through an ecosystem as organisms take in and release water. Animals drink water and release water in urine and perspiration. Plants absorb water and release water into the air around them through transpiration, essentially the evaporation of water from plant leaves.

Decomposers, fungi and bacteria, have an important role in cycling matter and energy through an ecosystem. They break down the remains of dead organisms and animal waste into carbon dioxide released to the air and nutrients, which are released into the soil. The nutrients are then available to support new plant growth. Decomposers are essential for cycling matter and energy within an ecosystem.

Sources

• A Framework for Science Education. The National Academies Press. National Academies of Science, 2011. Web. 15 Jun 2017
• Ecosystems and Ecological Networks. Explore Science. California Academy of Sciences, n.d. Web. 15 Jun 2017
• Biomes. Kids Do Ecology. National Center for Ecological Analysis and Synthesis, 2004. Web. 15 Jun 2017
• Types of Forests. Defenders of Wildlife. Defenders of Wildlife, n.d. Web. 15 Jun 2017 
• Mission: Biomes. Earth Observatory. NASA, n.d. Web. 15 Jun 2017

For more science background information:

• The Bozeman Science YouTube channel has a series of videos that clearly explain many of the Disciplinary Core Ideas addressed in this module.
• For more specific videos on matter and energy
  
• For more specific videos on matter and energy in an ecosystem
  
• Forest ecosystem background information
• University of California Museum of Paleontology
• Biomes of the World
  
• Ecosystems--The Encyclopedia of Earth
  
• Ecosystems and Ecological Networks
• For information on terrariums in the classroom:
• Classroom Critters
• Terra/Aqua Column
• EcoColumn
• For pictures of landscape change over time:
• The Landscape Change Program, The University of Vermont

For more information on the NGSS Performance Expectations, including the evidence statements:

• Get to Know the Standards
• A Framework for K-12 Science Education

For more information on science instruction in the elementary classroom:

• Engineering Is Elementary Video Snippets illustrate the teaching and learning processes that support hands-on engineering in the classroom.
• National Research Council, Ready, Set SCIENCE! Putting Research to Work in K-8 Science Classrooms describes the kinds of learning experiences and instructional practices that are necessary for students to develop a deep understanding of science.
• The Inquiry Project--Talk Science Primer provides guidance for developing a culture of productive talk in classrooms.
• Tools for Ambitious Science Teaching provides a constantly evolving set of tools aimed at improving student participation and learning.
• NGSS@NSTA provides NGSS curriculum planning resources as well as professional learning materials.
• NGSS Resources contains a variety of materials to support implementation of NGSS, including links to the Evidence Statements that help clarify the standards.