Grade 5

Interactive Notebooks
Interactive Notebooks Grade

5
CD-104909

Interactive Notebooks: Science

Interactive notebooks are a fun new way to teach and reinforce effective note
taking for students of all ages. Students are able to personalize learning to fit their
own needs as they create fun, interactive notebook pages for each new science
topic. Students will learn organization, color-coding, summarizing, and other useful
skills while creating portfolios of individual learning that they will refer back to all
year long. This book will guide you through setting up, creating, and maintaining
interactive notebooks throughout the year. It is an invaluable resource for anyone
who wants to begin using this effective tool for skill retention in the classroom.

Look for these and other great Carson-Dellosa titles to

support standards-based instruction in the classroom.

Interactive Notebooks Interactive Notebooks Applying the Standards

Language Arts Math STEM
Grade 5 Grade 5 Grade 5
CD-104656 CD-104650 CD-104856

• Ideal for organizing

information and
applying learning

CARSON-DELLOSA
• Perfect for
addressing the
Visit needs of individual
[Link]
for FREE activities!
learners
• Includes step-by-step
instructions for
each page
PO Box 35665 • Greensboro, NC 27425 USA
• Great for
CD-104909

[Link] introducing new

science topics

104909 CO [Link] 1 11/5/15 4:17 PM

 Ecosystems

Introduction
Before the lesson, write the word ecosystem on the board Use
a self-stick note to cover the letters “eco.” Have students work Ecosystems
in small groups to create definitions of the word system Allow Ecosystem
living
all of the _______________
groups to share their definitions. Then, use them to create a class and nonliving
______________ things
area
in the same _____________

definition and write it on the board below the word. Remove

the self-stick note. Discuss how the prefix changes the definition.
Introduce the idea of an ecosystem the
sun

Creating the Notebook Page

An ecosystem consists of two types of things:

Guide students through the following steps to complete the l living

things 2 nonliving
things

right-hand page in their notebooks butterf ly air

1 Add a Table of Contents entry for the Ecosystems pages fern rocks

f ish soil
2 Cut out the title and glue it to the top of the page willow water

3 Cut out the accordion piece Fold on the dashed lines,

alternating direction so that the largest section is on top
Apply glue to the back of the smallest section and attach it to the page below the title
4 Write the name of an ecosystem, such as Forest, on the line in the top section Complete the
definition on each flap (Organism: a single plant or animal; Population: more than one of the
same plant or animal; Community: all of the living things in the same area; Ecosystem: all of
the living and nonliving things in the same area) Then, draw a picture to illustrate each term
5. Cut out the sun flap. Apply glue to the back of the top section and attach it below the
accordion fold. Under the flap, describe the importance of the sun to an ecosystem.

6. Draw arrows to the left and right of the sun flap to show the sun’s role in an ecosystem For
example, draw an arrow to a green plant to show photosynthesis at work, or an arrow to a
water source to show the sun’s role in the water cycle
7 Cut out the An ecosystem consists piece and glue it below the sun flap.
8 Discuss the two main parts of an ecosystem and complete the blanks (living things; nonliving
things) Continue the vertical line straight down the page to create a T-chart
9 Cut out the eight labels Glue each label in the correct column on the T-chart
© Carson-Dellosa • CD-104909

Reflect on Learning
To complete the left-hand page, have students choose an ecosystem and draw a picture of it Students
should include at least five different plants and five different animals. Have students label the living and
nonliving parts of the ecosystem
12

104909 INT [Link] 12 11/13/15 10:27 AM

 Ecosystems
butterf ly

water
willow
rocks
fern
f ish

soil
air

the
sun

A(n) __________
Ecosystem
Organism
a ___________

An ecosystem consists of two types of things:

___________ or
______________

things
Population
more than _________
of the ______________
________ or _________

all of the __________

Community 2
______________ in the
same ______________
things
© Carson-Dellosa • CD-104909

Ecosystem
all of the _______________
and ______________ things
l

in the same _____________

Ecosystems 13

104909 INT [Link] 13 11/13/15 10:27 AM

 Ecosystems: Oceans and Lakes

Introduction
Divide students into small groups Give each group an ecosystem
(ocean or lake) and one or two major characteristics Have each Ecosystems: Oceans and Lakes
group create a poster illustrating the characteristic(s) of each
ecosystem As a class, review the qualities of oceans and lakes Most lakes contain
freshwater, while

Focus on major characteristics (such as water type, temperature oceans contain

saltwater.

ranges, and surrounding landforms), animal life, and plant life basic characteristics

temperature range

Creating the Notebook Page plant life

animal life

Guide students through the following steps to complete the

right-hand page in their notebooks ocean lake
studying a studying
1 Add a Table of Contents entry for the Ecosystems: coral reef frogs

Oceans and Lakes pages going

surfing
learning
to ski

2 Cut out the title and glue it to the top of the page long-distance
travel
a calm
swim

3 Cut out the two rectangular pieces on the solid lines

Fold each rectangle on the dashed lines Fold the piece
with the gray glue section so that it is inside the fold Apply glue to the gray glue section and
place the other folded rectangle on top so that the folds are nested and create a book with
four cascading flaps. Make sure that the inside pages are facing up so that the edges of both
pages are visible. Glue the flip book below the title.
4. Cut out the four qualities labels. Glue one label along the bottom edge of each flap (from top
to bottom: basic characteristics, temperature range, plant life, animal life)
5. On the top flap, write a statement to compare an important basic characteristic of a lake with
one of an ocean. On the second flap, write a statement to compare the potential temperature
range of a lake with that of an ocean. On the third flap, write a statement to compare the
plant life in a lake with that of an ocean. On the last flap, write a statement to compare the
animals found in a lake with those in an ocean
6 Draw a T-chart at the bottom of the page Label the sides ocean and lake
7 Cut out the six activity pieces and glue them in the correct columns on the T-chart

Reflect on Learning
© Carson-Dellosa • CD-104909

To complete the left-hand page, have students explain whether they would rather visit a lake or an
ocean, using facts about each ecosystem to explain their preferences

14

104909 INT [Link] 14 11/13/15 10:27 AM

 Ecosystems: Oceans and Lakes

glue

a calm going
basic characteristics

temperature range

swim surf ing

animal life
plant life

long-distance learning
© Carson-Dellosa • CD-104909

travel to ski

studying a studying
coral reef frogs

Ecosystems: Oceans and Lakes 15

104909 INT [Link] 15 11/13/15 10:27 AM

 Ecosystems: Forests and Grasslands

Introduction
Have students draw items they associate with the words grassland
and forest Students should include plants and animals in their
Ecosystems: Forests and Grasslands
drawings. Ask students to share their drawings and confirm correct
answers, explaining incorrect ones For example, a picture of the forests

Grasslands are too dry for a

grasslands likely would not have trees because there is not enough lot of trees. They're covered
with grass and grassy plants
rainfall or nutrients in the soil to support trees, but a zebra or that feed grazing animals like
zebras and bison.
antelope would be correct However, a zebra or antelope would
struggle to navigate a forest environment populated by trees
Forests have many
trees, while

Creating the Notebook Page grasslands are

covered in grass
and very few trees.
basic characteristics
Guide students through the following steps to complete the
temperature range
right-hand page in their notebooks
plant life

1 Add a Table of Contents entry for the Ecosystems: animal life

Forests and Grasslands pages
2 Cut out the title and glue it to the top of the page
3. Cut out the flap book. Cut on the solid line to create two flaps. Apply glue to the back of the
top section and attach it below the title. Draw an example of each ecosystem on the flap.
Then, write information about each ecosystem under the appropriate flap.
4 Cut out the two rectangular pieces on the solid lines Fold each rectangle on the dashed
lines Fold the piece with the gray glue section so that it is inside the fold Apply glue to the
gray glue section and place the other folded rectangle on top so that the folds are nested and
create a book with four cascading flaps. Make sure that the inside pages are facing up so that
the edges of both pages are visible. Glue the flip book below the title.
5. Cut out the four labels. Glue one label along the bottom edge of each flap (from top to
bottom: basic characteristic, temperature range, plant life, animal life)
6. On the top flap, write a statement to compare an important basic characteristic of a forest
with one of a grassland. On the second flap, write a statement to compare the potential
temperature range of a forest with that of a grassland. On the third flap, write a statement to
compare the plant life of a forest with that of a grassland. On the last flap, write a statement
to compare the animals found in a forest with those found in a grassland
© Carson-Dellosa • CD-104909

Reflect on Learning
To complete the left-hand page, have students write a story with a character (person or animal) who
moves from the forest to the grassland (or vice versa) Have students describe how the character must
adapt to the new habitat by overcoming the challenges of the new environment

16

104909 INT [Link] 16 11/13/15 10:27 AM

 Ecosystems: Forests and Grasslands

glue

forests grasslands
© Carson-Dellosa • CD-104909

basic characteristics temperature range

plant life animal life

Ecosystems: Forests and Grasslands 17

104909 INT [Link] 17 11/13/15 10:27 AM

 Ecosystems Review

Introduction
Have students create brochures for ecosystems that the class
has previously discussed In addition to illustrating the covers, Ecosystems Review
have students list details about the ecosystem in sections: special
activities, animal life, plant life, and advice on how to dress, pack,
or prepare for a visit similar
animals

Creating the Notebook Page forests

grasslands

Guide students through the following steps to complete the

similar
right-hand page in their notebooks plants

1 Add a Table of Contents entry for the Ecosystems

Review pages
2 Cut out the title and glue it to the top of the page coldest hottest

tundra forest grassland rain forest

3. Cut out the flaps. Apply glue to the back of the left
sections and attach them to the page
4. Under each flap, write at least two ecosystems that share the quality shown.
5. Cut out the arrow and glue it to the page below the flaps.
6 Cut out the names of the four ecosystems and glue them on the arrow in order, from coldest
to hottest

Reflect on Learning
To complete the left-hand page, have students write which ecosystem their favorite animal lives
in Students should support their opinions with details of how the plants, temperature, and basic
characteristics of that ecosystem support the animal

Answer Key
Similar temperatures: forest and grassland; Similar plants: forest and rainforest; Similar animals: ocean and lake;
coldest to hottest: tundra, forest, grassland, rainforest
© Carson-Dellosa • CD-104909

18

104909 INT [Link] 18 11/13/15 10:27 AM

 Ecosystems Review

similar similar
temperatures plants

similar
animals

coldest hottest
© Carson-Dellosa • CD-104909

forest rain forest tundra grassland

Ecosystems Review 19

104909 INT [Link] 19 11/13/15 10:27 AM

 Making Energy

Introduction
Have students list their meals from the past week Have them
name the categories of foods people eat (such as meats, fruits, Making Energy
vegetables, and grains) Ask students what they think plants eat energy
All living things need ______________ to survive.

Discuss how it is possible that life can be sustained by such Different organisms use different kinds of energy.

the sun
different sources of energy Animals

Creating the Notebook Page

photosynthesis
gen
oxy

Guide students through the following steps to complete the energy fo

r
* animals
right-hand page in their notebooks
sunlight
1 Add a Table of Contents entry for the Making Energy
pages
bon l
Chlorophyll
lorophyl
car ide chconverts
diox
2 Cut out the title and glue it to the top of the page energy from
the sun.
r
ate
3 Cut out the All living things flap book. Cut on the solid w

line to create two flaps. Apply glue to the back of the

top section and attach it to the page below the title
4 Complete the explanation (All living things need energy to survive ) Discuss how plants and
animals differ in how they get their energy. Under each flap, write the main source of energy
for each type of organism
5 Cut out the photosynthesis flap. Apply glue to the back of the left section and attach it
pointing downward from the plants flap.
6. Under the flap, describe the process of photosynthesis and how it relates to plants and
energy
7. Cut out the flower and glue it to the bottom of the page.
8. Cut out the five arrows and the chlorophyll flap.
9. Glue the arrows around the flower to demonstrate the process of photosynthesis. Glue
carbon dioxide and sunlight entering the flower on the left, and water entering from the roots.
Glue oxygen and energy for animals leaving the flower on the right. Apply glue to the back of
the left section of the chlorophyll flap and attach it near the leaf. Under the flap, describe the
role chlorophyll plays in photosynthesis
© Carson-Dellosa • CD-104909

Reflect on Learning
To complete the left-hand page, have students consider why the balance between plants and animals is
so important What would happen if all of one or the other were gone?

20

104909 INT [Link] 20 11/13/15 10:27 AM

 Making Energy
All living things need ______________ to survive.
Different organisms use different kinds of energy.

Plants Animals

photosynthesis

carbon
dioxide

water

sunlight
© Carson-Dellosa • CD-104909

oxygen
energy for
* animals
chlorophyll

Making Energy 21

104909 INT [Link] 21 11/13/15 10:27 AM