4-5th Grade Gifted Life Science Self Paced (9 Weeks: Grades 4-5)


    This Gifted Life Science course will be a combination of 4-5th grade science taught by a certified gifted science teacher. Since the class is a FLEX class, students can join at anytime. 

    Topics Of Study:

    Week 1: Introductions, Project Techniques, Pick A Project Topic, Scientific Method

    Week 2: What Is Life Science, Life Science Careers

    Week 3: Cells, Types, Cell Processes

    Week 4: Bacteria, Types/Shapes

    Week 5: Viruses,  Types/Shapes, Immune Responses

    Week 6: Endangered, Extinct and Threatened Species, Animal Adaptations

    Week 7: Plant Parts, Plant Cycles

    Week 8: Insects, Pollination

    Week 9: Plant Genetics

    All gifted students will present an end of nine weeks on a project topic of choice following general science fair regulations and College Board gifted standards. 

    Teacher Reviews:

    "Finally a science class with a high energy teacher that presents the material in a way that got my son excited about science. "-M. Torres (Arkansas)

    "It is nice to have a real certified teacher teaching my daughter and leading science labs she enjoys."- T. Sherrol (Florida)

    Format: This course will follow the FLEX format. Lessons will be found In a Google Classroom, with 5-7 assignments each week. Tasks involve vocabulary, discussion questions, inquiry based discussion topics, and labs to recreate at home. 

    Assignments: Short chapters to read and respond to questions, true/false questions, fill in the blank questions, diagrams

    Labs: Short labs will be given using common household or items found in nature.  

    Projects: Students will be given various projects to work on related to the current lesson for project based learning opportunities. Students will also make video responses over projects to show comprehension techniques.

    Assessments: Tests will be provided using an interactive program that provided immediate feedback. Students will be able to test multiple times, and record the highest grade. 

    Student Submissions-Students will upload images of their finished work, diagrams, and pictures of lab steps to show their methods of comprehension along the way each week. In addition, they can upload video responses and written responses.  

    This course is 9 weeks long. 

    How can FLEX courses benefit your child? This is great for students that prefer less student interaction, families that prefer a low key less stress classroom settings, families that travel, or students who prefer learning in a flexible format. 

    PRE-REQUISITE/CLASS EXPECTATIONS-

    1. Students may need help logging into the online classroom, parents are asked to help the student log in each week and check in regularly on class progress/pacing goals. The class is setup for independent learning but parents will still need to check in to make sure the family pacing goals are being met. 

    2. The class is geared for 4-5th graders, with an age group of 9-12 years of age (but this is flexible). 

    3. This is a combination 4-5th grade class, so if you have two siblings that will be attending please register both children.  

    4. Students will be given online short chapters to read, these chapters will be at the 6th grade Lexile reading level-to encourage gifted learning standards.

    5. If your child has any learning difficulties, please make sure Mrs. Collins is aware. This class will involve independent learning at a gifted student pace. 

    6. This course was created for gifted students, so the amount of work, pacing, and lab inquiry based questions will be presented in an advanced format.

    7. Parents will need to make sure students understand how to upload work. The first week will involve various practice assignments for parents and students to practice uploading. 

    8. Students need to be willing to log in a minimum of twice a week for the instruction to keep a steady pace.

    This course will meet the standards needs for 4th and 5th grade science. 

    The full set of standards can be accessed by the parent at https://www.nextgenscience.org

    Life Science

    S5L1. Obtain, evaluate, and communicate information to group organisms using scientific

    classification procedures.

    a. Develop a model that illustrates how animals are sorted into groups (vertebrate and

    invertebrate) and how vertebrates are sorted into groups (fish, amphibian, reptile, bird, and

    mammal) using data from multiple sources.

    b. Develop a model that illustrates how plants are sorted into groups (seed producers, non-seed

    producers) using data from multiple sources.

    S5L2. Obtain, evaluate, and communicate information showing that some characteristics of

    organisms are inherited and other characteristics are acquired.

    a. Ask questions to compare and contrast instincts and learned behaviors.

    b. Ask questions to compare and contrast inherited and acquired physical traits.

    (Clarification statement: Punnett squares and genetics are taught in future grades.)

    S5L3. Obtain, evaluate, and communicate information to compare and contrast the parts

    of plant and animal cells.

    a. Gather evidence by utilizing technology tools to support a claim that plants and animals are

    comprised of cells too small to be seen without magnification.

    b. Develop a model to identify and label parts of a plant cell (membrane, wall, cytoplasm,

    nucleus, chloroplasts) and of an animal cell (membrane, cytoplasm, and nucleus).

    c. Construct an explanation that differentiates between the structure of plant and animal cells.

    S5L4. Obtain, evaluate, and communicate information about how microorganisms benefit

    or harm larger organisms.

    (Clarification statement: Possible microorganisms could include Tardigrades, Lactobacillus,

    Probiotics, Rotifers, Salmonella, Clostridium botulinum (Botox), E-coli, Algae, etc. Students are

    not expected to know these specific microorganisms. The list is provided to give teachers

    examples.)

    a. Construct an argument using scientific evidence to support a claim that some microorganisms

    are beneficial.

    b. Construct an argument using scientific evidence to support a claim that some microorganisms

    are harmful.

    Curriculum: Online textbook chapters will be provided. Families will need to purchase items on the supply list only. 

    This course will use a combination of Glencoe Life Science, Holt Life Science, GA Virtual Resources, 4-H Curriculum, and CK-12 Flexbooks. 



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