2015 - 2016
Fifth Grade
SCIENCE
Pacing Guide
Lauderhill Paul Turner
Next Generation Sunshine State Standards
1
Lauderhill Paul Turner Grade 5 Science Curriculum Map
July 2015
Lauderhill Paul Turner
Grade 5 Science Curriculum Map
July 2015
2
Weeks 1 – 4
Fifth Grade
Instructional Scope and Sequence
Weeks of
Instruction
Instructional
Scope
Instructional
Sequence
Body of
Knowledge
Assessment
Introduction to
Practice of Science August 24 – September 18 Nature of Science
Weeks 5 – 6 Weather & Climate September 22 – October 2
Earth and Space
Introduction to Practice of Science
(will be assessed at the end of the year)
Science Test 1 (2015-2016)
Weeks 7 – 12 Space October 5 – November 13
Science
(Testing Window: November 9-13)
Weeks 13 – 17 Matter November 16 – December 18
Weeks 18 – 25 Energy & Motion January 4 – February 26
Physical Science
Science Test 2 (2015-2016)
(Testing Window: February 22-26)
Weeks 26 – 30 Life February 29 – April 8 Life Science
Science Test 3 (2015-2016)
(Testing Window: April 4-8)
Weeks 31 – 39 Practice of Science April 11 – June 7 Nature of Science
Science Test 4 (2015-2016)
(Testing Window: May 31
July 2015
NGSSS BODY OF KNOWLEDGE: NATURE OF SCIENCE
Unit of Study: Introduction to Practice of Science
August
August
PACING: Weeks 1 – 4
August 24 – September 18
Prerequisite
Learning
Kindergarten – SC.K.N.1.1, SC.K.N.1.2, SC.K.N.1.3, SC.K.N.1.4, SC.K.N.1.5
First Grade – SC.1.N.1.1, SC.1.N.1.2, SC.1.N.1.3, SC.1.N.1.4, SC.1.E.5.3
Second Grade – SC.2.N.1.1, SC.2.N.1.2, SC.2.N.1.3, SC.2.N.1.4, SC.2.N.1.5, SC.2.N.1.6
Third Grade – SC.3.N.1.1, SC.3.N.1.2, SC.3.N.1.3, SC.3.N.1.4, SC.3.N.1.5, SC.3.N.1.6, SC.3.N.1.7
Fourth Grade – SC.4.N.1.1, SC.4.N.1.2, SC.4.N.1.3, SC.4.N.1.4, SC.4.N.1.5, SC.4.N.1.6, SC.4.N.1.7, SC.4.N.1.8, SC.4.N.2.1, SC.4.E.6.5
Topics
Learning Targets/Skills
Benchmarks
Vocabulary
Week 1
Introduction to
Science
Note: Learning targets beginning with “review” indicate instruction from previous grades.
Recognize and explain that science is grounded in empirical observations that are testable; explanation must
always be linked with evidence.
Recognize and explain the difference between personal opinion/interpretation and verified observation.
Students will:
set up a science notebook that will be used all year by students.
explain that science is grounded on evidence-based observations that are testable.
review the difference between verified observations (evidence) and inferences
(explanations linked to evidence).
explain the difference between verified observation (fact) and personal opinion/
interpretation (bias).
o verified observation – an objective statement of which has been tested and supported by
observable and/or measurable evidence/facts (data)
o personal opinion/interpretation – a subjective statement of a thought that may be based on
logic and reason but is not necessarily based on testable evidence/facts
distinguish between examples of empirical evidence (observations) and personal
opinion/interpretation (a viewpoint based on one’s own judgment of the facts; a bias).
2)SC.5.N.2.1
SC.5.N.1.5
SC.5.N.1.6
Also assesses
SC.3.N.1.7
SC.4.N.1.7
SC.4.N.1.3
evidence
explanations
inference
verified observation
personal opinion/
interpretation
science
science notebook
scientist
Teacher Hints for “Introduction to Science”:
Students may prepare for the Solar System and Weather topic learning targets (beginning Week 3) by starting each morning with work routines which include collecting data
on weather, seasons, star patterns, and moon phases. Students could take turns collecting different types of data during different times of the year.
Begin planning investigations that incorporate benchmarks within your instruction of 5
th
grade Nature of Science benchmarks such as incorporating SC.3.L.14.1 (plant
structure and function) and SC.3.L.14.2 (plants responding to heat, light, and/or gravity) with SC.5.N.1.1.
Empirical evidence (data) is a source of knowledge acquired by means of observation or experimentation.
Students need to be able to distinguish between examples of verified observations, inferences, and personal opinions/interpretations using evidence/facts.
Average Weather Data Over Three Months
o
verified observation – There was 1.5 cm more precipitation in April than in May.
o
inference – The data shows that there is not a relationship between air temperature and rainfall.
o
personal opinion/interpretation – March is the month to do outside activities; March had more dry days than any other month.
In summary:
Students should be able to evaluate investigations and experiments; organize data; identify the control group in an experiment; interpret data and analyze information; and distinguish
between observations and opinions.
3
Lauderhill Paul Turner
Grade 5 Science Curriculum Map
Air Temp.
Rainfall
March
20˚C
2 cm
April
22 ˚C
4.5 cm
May
23 ˚C
3 cm
July 2015
Weeks 2-4
Introduction to
Science
Process
This topic is
continued on the
next page.
Define a problem, use appropriate reference materials to support scientific understanding, plan and carry out
scientific investigations of various types such as: systematic observations, experiments requiring the
identifications of variables, collecting and organizing data, interpreting data in charts, tables, and graphics,
analyze information, make predictions, and defend conclusions.
Students will:
generate testable questions that will generate observable and measurable data.
formulate a testable hypothesis based on information gathered from research.
design a scientific investigation individually or in teams through a variety of methods
use scientific tools during investigations to observe and measure physical properties.
explain that all conditions in an experiment outside the manipulated variable must be
controlled or kept the same (ensure that the results of an experiment can be explained
ONLY by the variable being tested and not by some other factor).
evaluate another’s written procedure or experimental setup.
collect and record observable and measureable data in science notebooks.
organize data in appropriate forms of record keeping (e.g., charts, tables, graphs).
interpret and analyze data that has been collected.
generate appropriate explanations based on evidence gathered (e.g., “My hypothesis
was/was not supported by the evidence because…” or “The data gathered during my
experiment did/did not support my hypothesis because…”).
apply explanations to real world connections (application).
SC.5.N.1.1
Also assesses
SC.3.N.1.1
SC.4.N.1.1/1.6
accurate
communicate
experimental design
experimental groups
experimental setup
investigation
mass/weight
prediction
record keeping
reliable
repeated observation
repeated trials
repetition/repeated
replication/replicable
results
scientific method
o question/problem
o research
o hypothesis
o experiment
materials
procedure
o data/evidence
o results
o conclusion
o application
scientific tools
o balance
o beaker
o eye dropper
o flask
o forceps
o goggles
o graduated cylinder
o hand lens
o meter stick
o microscope
o ruler
o scale
o spring scale
o stopwatch
o tape measure
o thermometer
temperature
time
valid
variable
volume
Recognize and explain that when scientific investigations are carried out, the evidence produced by those
investigations should be replicable by others.
Recognize and explain the need for repeated experimental trials.
Students will:
recognize that the results of experimental trials can vary even when common tools and
procedures are used.
discuss the reason for differences that may occur in data across groups as a result of using
different tools and/or procedures.
explain the need for repeated experimental trials or large experimental groups (to ensure
the results are accurate, reliable, and valid).
explain what is needed in order to repeat and replicate a scientific investigation
(documented scientific procedures).
recognize that when an experiment is replicated, it should produce similar results.
distinguish the difference between repetition and replication.
SC.5.N.2.2
SC.5.N.1.3
Also assesses
SC.3.N.1.2/1.5
SC.4.N.1.2/1.5
4
Lauderhill Paul Turner
Grade 5 Science Curriculum Map
July 2015
Weeks 2-4
Introduction to
Science
Process
Identify a control group and explain its importance in an experiment.
Students will:
identify the control group in an experiment (a test group where the variable is NOT applied;
considered to be the “normal condition” within the context of an experiment).
explain the importance of a control group (to yield baseline data by which all other data will
be compared).
SC.5.N.1.4
control group
experiment
experimental group
Explain the difference between an experiment and other types of scientific investigation.
Recognize and explain that authentic scientific investigation frequently does not parallel the steps of “the
scientific method”.
Students will:
explain that an authentic scientific investigation frequently does not parallel the steps of
“the scientific method”.
explain the difference between an experimental investigation and other types of scientific
investigation.
o experimental investigation – used when one variable is defined/known and a test is done
o descriptive investigation – used to observe, describe, or identify
o comparative investigation – used to compare, differentiate, or classify
SC.5.N.1.2
SC.5.N.1.5
Also assesses
SC.4.N.1.3
exploration
research
scientific method
systematic
observations
types of scientific
investigations
o comparative
o descriptive
o experimental
Teacher Hints for “Introduction to Science Process”:
Digital textbook resources can be accessed at www.thinkcentral.com..
Students need to understand that scientists do not only learn from performing investigations but also from reading non-fiction references materials, such as journals,
newspapers, reference books, etc. This research is beneficial before writing a hypothesis or creating an investigation.
Investigations that follow the “scientific method” typically include a question/problem (or purpose), hypothesis, experiment (materials and procedures), results, conclusion
(analysis of results), and application. Other investigations may include creating and using models, repeated observations, research, inquiry, problem/solution, and the
engineering process.
Some of the experimental investigations performed in the classroom should model 10 repeated trials (expectation for the elementary science fair/expo process). It may be
more appropriate, at times, to use a large experimental group (10 or more in a group) instead of repeated trials.
When experimenting, students will need to understand the need to manipulate one variable, to control variables (keeping all other conditions constant) and to test a control
group (the normal condition within the context of the experiment). For example, when trying to determine which type of soil supports the growth of marigolds, the following
would need to be considered in the design of the experiment:
o The variable being manipulated would be different types of soil.
o The variables that need to be controlled would be soil amount, water amount, plant container, plant size, and sunlight exposure.
o The possible control group that would need to be tested is the soil that is most prevalent in the area where the marigolds will be planted.
Repetition (multiple trials yielding stable and consistent data; reliability) differs from replication (experiment done by others to measure accuracy of data).
As scientists, students will be making observations and inferences in all types of investigations. Data that is collected through the five senses (observable/qualitative) and
through the use of scientific and measurement tools (measurable/quantitative) become their observations. Students make inferences when they interpret or give their own
meaning to the data they have collected.
Students should work on common investigations so that they are able to compare their results across groups. When differences arise, have students compare the different
methods each group used to gather their data.
While conducting investigations, students will use scientific tools. Metric measurements should be used when measuring these physical properties of matter:
o mass/weight in grams, kilograms – balance scale/pan balance, spring scale
o volume in milliliters, liters – graduated cylinder (most accurate), beaker, flask, measuring cup
o linear in centimeters, meters, kilometers – ruler, meter stick, meter tape
o time in seconds – stop watch
o heat energy in Fahrenheit and Celsius – thermometer
5
Lauderhill Paul Turner
Grade 5 Science Curriculum Map
July 2015
Resource
Alignment
Week 1
Introduction to Science
Weeks 2-4
Introduction to Science Process
ScienceFusion
Teacher’s Edition
pp. 1A – 20A
pp. 21A-56
ScienceFusion
Leveled Readers
Any Leveled Reader can be used for this unit but a
suggested Reader is Fossils: Records of History
ScienceFusion
Inquiry Flipchart/Labs
How Do Scientists Learn About the Natural World?, p. 3
Think Like a Scientist and Compare Models, p. 4
How Does the Body Stay Cool?, p. 34
Test the Waters and That’s Fishy, p. 42
How Do You Perform a Controlled Experiment?, p. 5
How Can Scientists Learn from Observations?, p. 7
ScienceFusion
Think Central
Digital Lessons
What Is Science?
How Do Scientists Learn About the Natural World?
What Are Some Types of Investigations?
How Do You Perform a Controlled Experiment?
What Are Some Science Tools?
How Can Scientists Learn from Observations?
ScienceSaurus
pp. 2–27, 38–56, 60–73, 380-393
pp. 2–27, 38–56, 60–73, 380-393
Speed Bag
Verified Classification or Personal Opinion pgs 19-24
The Scientific Method pgs 1-6
Types of Scientific Investigations pgs 7-12
Repeating Scientific Investigations pgs 13-18
Assessment
CARE Assessment #9 & #10, #11
(one per week)
Science Fusion Unit 1 Benchmark
Review
GIZMO
Effect of Environment on New Life Form;
Pendulum Clock
Seed Germination
CPALMS
Introducing the Process of Investigative Science
Nature of Science
Introducing the Process of Investigative Science
Rollercoaster Investigations You Be The Judge
Introduction to the Nature Journal Are We Like Robots
Bird Beaks Tower of Power
Investigating Variables Bridge to Perfection
Lunar Landers: Exploring Gravity
Transformation of Energy: Constructing an Electromagnet
Florida
Student
Let’s Investigate SC.5.N.2.1
Skin Cancer Investigation SC.5.N.1.1
How Do We Do Science SC.5.N.1.5
Do You Need Me to Repeat That? SC.5.N.1.3
Identifying the Control Group SC.5.N.1.4
Science
Inquiry
Dancing Spaghetti (similar to Dancing Raisins)
Justin’s New Dog
The Three Little Pigs Mini-Board
The Leaky Swimming Pool
Alka Seltzer Investigation
Calvin and Hobbs
Chew on This
Web Resources
www.thehappyscientist.com
Username: Volusia; Password: science
Happy Scientist: What is Science? Video
Happy Scientist: Floating Cups Video
Happy Scientist Floating Cups Study Unit Experiment
Scholastic Study Jams: Scientific Theory & Evidence
Scholastic Study Jams: Scientific Methods
Scholastic Study Jams: Identify Outcomes & Make Predictions
Brain Pop: Scientific Method
6
Lauderhill Paul Turner
Grade 5 Science Curriculum Map
July 2015
NGSSS BODY OF KNOWLEDGE: NATURE OF SCIENCE/EARTH AND SPACE SCIENCE
Unit of Study: Space
PACING: Weeks 5 – 6
September 22 – October 2
Prerequisite
Learning
Kindergarten – SC.K.E.5.5, SC.K.E.5.6
First Grade – SC.1.E.5.1, SC.1.E.5.4
Second Grade – none
Third Grade – SC.3.E.5.1, SC.3.E.5.2, SC.3.E.5.3
Fourth Grade – SC4.E.5.4, SC4.E.5.1, SC.4.E.5.2, SC4.E.5.3
Topics
Learning Targets/Skills
Benchmarks
Vocabulary
Week 5-6
Solar System/
Distinguish among the following objects of the Solar System – sun, planets, moons, asteroids, comets – and
identify Earth’s position in it.
Recognize the major common characteristics of all planets and compare/contrast the properties of inner and
outer planets.
Students will:
review that Earth rotates on its axis one time every 24 hours.
review that Earth revolves (orbits) around the sun in one year.
review how the appearance of the moon changes each night.
review how patterns of stars (constellations) appear to shift across the sky nightly.
review that different star patterns can be seen in different seasons.
distinguish among the following objects in the Solar System: sun, planets, moons,
asteroids, and comets.
identify the position and sequential order of objects within the Solar System in relation to
the sun using models (e.g., Earth, other planets, inner/outer planets, asteroid belt, stars,
moons).
identify major common characteristics of all planets (tilt on an axis, mass, gravity,
revolving/orbiting around a star, rotation, presence of an atmosphere).
compare the similarities among and differences between the characteristics of inner and
outer planets (composition, size, atmospheres, relative temperature, moons, rings, relative
length of year based on distance from the sun).
SC.5.E.5.3
SC.5.E.5.2
Embedded
Nature of Science
SC.5.N.1.1
SC.5.N.1.6
SC.5.N.2.1
SC.5.N.2.2
Also assesses
SC.4.E.5.4
SC.4.E.5.1
SC.4.E.5.2
SC.4.E.5.3
atmosphere
asteroid belt
asteroids
axis
comet
composition
o terrestrial/rocky/
solid
o gaseous
Earth
gravity
mass
moon
orbit
planets
o inner
o outer
revolution/revolve
rotation/rotate
Solar System
star
star pattern/
constellation
sun
tilt
Teacher Hints for “Solar System”:
Students will have to know the relationships that exist between planet distance from the sun and the effects of this distance. Therefore, if students are given two planets and
asked which planet is hotter, they should recognize which planet is closer to the sun in order to make this comparison and draw conclusions.
Sky Map is an app available on an Android (a free app at this time). It will show you where all of the constellations and planets are in the sky at your current location, day or
night. It is a good way to explain that even though we cannot see the stars, they are still present.
Distinguish between asteroids (large space rocks that orbit the sun) and comets (chunks of frozen gases, rock ice, and dust that orbit the sun).
Students will not have to memorize quantitative data about each planet, they will not be assessed on the causes of seasons, and they will not have to identify star patterns in
relation to specific seasons. However, they will need to know that the stars appear to shift because the Earth is rotating and revolving, not the stars.
Have students observe and record data on the shape of the moon (what we can see) over a two month period. Students will not have to know the names of the moon
phases, just recognize how the phases change over time (e.g., from new moon to 1
st
quarter moon to full moon to 3
rd
or last quarter moon, and back again to the new moon).
In a nutshell, students need to distinguish among objects in our Solar System; identify categories of rocks and characteristics of minerals; differentiate between
physical weathering and erosion; identify characteristics associated with different climate zones; and identify factors that affect weather.
7
Lauderhill Paul Turner
Grade 5 Science Curriculum Map
July 2015
Week 5-6
Galaxies
Recognize that a galaxy consists of gas, dust, and many stars, including any objects orbiting the stars. Identify
our home galaxy as the Milky Way.
Students will:
review that the sun is a star that emits energy in the form of light and heat.
review that stars are made of gases.
review how stars can be different: brightness, size, temperature/color.
review how a star’s appearance (brightness and size) is affected by its distance from Earth.
describe the composition of a galaxy (gas, dust, and many stars, including any objects
orbiting the stars).
identify our home galaxy as the Milky Way.
SC.5.E.5.1
Also assesses
SC.3.E.5.1/5.2/5.3
Embedded
Nature of Science
SC.5.N.1.1
SC.5.N.1.6
SC.5.N.2.1
dust
galaxy
gas
Milky Way
Teacher Hints for “Galaxies”:
Students will not need to know specific star names or star patterns/constellations, objects orbiting stars, or the chemical make-up of stars. FCAT 2.0 may use names of stars
in the item stems but students will not need to memorize the names of stars.
The appearance of a star’s brightness is dependent upon its distance from Earth. A star that is closer to Earth will appear to be brighter than a star that is farther away.
The appearance of a star’s size is dependent on its distance from Earth. A star that is closer to Earth appears to be larger than a star of similar size that is farther away.
Students will not have to identify galaxies by name other than the Milky Way galaxy and will not need to know galaxies by their type.
Week 7
Earth
Structures
(Rocks/Renweable
and Nonrenewable
resources/weatherin
g and erosions)
Identify the physical properties of common earth-forming minerals, including hardness, color, luster, cleavage,
and streak color, and recognize the role of minerals in the formation of rocks; the three categories of rocks:
igneous, (formed from molten rock); sedimentary (pieces of other rocks and fossilized organisms); and
metamorphic (formed from heat and pressure). Students will identify and/or distinguish between renewable and
nonrenewable resources found on Earth. Describe the basic differences between physical weathering (breaking
down of rock by wind, water, ice, temperature change, and plants) and erosion (movement of rock by gravity,
wind, water, and ice).
Students will:
review the physical properties of common minerals..
review the role of minerals in the formation of rocks..
review the three categories of rocks and how they were formed..
review common minerals such as quartz, feldspar, mica, calcite, talc, pyrite, and graphite.
identify and/or distinguish between renewable and nonrenewable resources found on Earth
identify and/or describe the processes of physical weathering and/or erosion
compare and contrast the agents and/or the processes of physical weathering and erosion
SC.4.E.6.2
SC.4.E.6.3
SC.4.E.6.4
Also Assesses
SC.4.E.6.1/6.6
luster
cleavage
streak
Igneous
Sedimentary
Metamorphic
Renewable
Nonrenewable
Weathering
Erosion
Teacher Hints
Students will not be assessed on:
the identification of a specific mineral based on its properties.
the identification of specific mineral composition of any type of rock.
the knowledge of Moh’s hardness scale.
the rock cyclItems assessing resources found in Florida are limited to water, phosphate, oil, limestone, silica, wind, and solar energy. e
Items assessing resources found in Florida are limited to water, phosphate, oil, limestone, silica, wind, and solar energy.
Items may address but will not assess specific landforms resulting from physical weathering and erosion
8
Lauderhill Paul Turner
Grade 5 Science Curriculum Map
July 2015
Resource
Alignment
Week 5
Solar System
Week 6
Galaxies
ScienceFusion
Teacher’s Edition
pp. 61A-82A
pp. 83-94
ScienceFusion
Leveled Readers
Earth and Beyond (see page 61F TE for additional options)
Earth and Beyond (see p. 61F TE for additional options)
ScienceFusion
Inquiry Flipchart/Labs
Making a Scale Model, p. 8
How Do We Observe Objects in the Solar System?, p. 9
ScienceFusion
Think Central
Digital Lessons
What Objects Are Part of the Solar System?
How Do We Observe Objects in the Solar System?
What Are Stars and Galaxies?
ScienceSaurus
pp. 218 - 226 – 234
pp. 234-237
Speed Bag
Our Solar System pgs 31-36
The Movement of Earth pgs 37-42
Moon Phases pgs 43-48
The Sun: A Star in the Milky Way
Galaxy pgs 25-30
Assessment
CARE Assessment #13
CARE Assessment #3
Science Fusion Unit 2 Benchmark Rev
GIZMO
Bill Nye: The Planets
Comparing Earth and Venus
Solar System
Bill Nye: Outer Space
Universe – Chapters 1-4
CPALMS
This Place is Pretty Big. Where Am I
in the Universe?
Astronomy for Kids
Sun, Moon & Stars FOSS Module
Com m on Core & Margot’ s Venus
A Closer Look at the Inner & Outer
Planets
Planets In Space
Water Planet FOSS Module
Storm on Saturn
The Comet that Came In From the Cold What
Causes the Phases of the Moon
Hubble Telescope
Solar System Exploration
Galaxies and Solar System
Florida
Student
Kid Friendly Solar System ;The Solar System; Go to the head of the Solar Sys
Solar System; Meteor Showers; Astronomy for Kids SC.5.E.5.3
What’s the Matter in the Galaxy
Solar System Exploration : SC.5.E.5.1
Web Resources
Happy Scientist: Global Science
Scholastic Study Jams: Our Solar System: Inner Planets
Scholastic Study Jams: Our Solar System: Outer Planets
Scholastic Study Jams: A Day on Earth
Brain Pop: Solar System
Mr. Parr ’s Sc ie nc e S on g: Moon Phases
Mr. Parr ’s Sc ie nc e S on g: Planets Around a Star
Mr. Parr ’s Sc ie nc e S on g: Solar System Song
Scale Model Video – Size of Planets and Stars
Scholastic Study Jams: The Universe
Brain Pop: Galaxies
Brain Pop: Life Cycle of Stars
Mr. Parr ’s Sc ie nc e S on g : Galaxies Song
9
Lauderhill Paul Turner
Grade 5 Science Curriculum Map
July 2015
Resource
Alignment
Week 7
Earth Structures
ScienceFusion
Teacher’s Edition
Grade 4
TE pp. 107-122 ; TE pp. 123A-150; TE pp. 151A-168
ScienceFusion
Leveled Readers
The Rock Cycle Changes to the Earth’s Surface Where Am I? Recycle Reuse
Using Resources The Ground Beneath Your Feet What Are Rocks and Minerals?
ScienceFusion
Inquiry Flipchart/Labs
Grooving with Glaciers, p. 12 Getting Stones to Stick, p. 15 Recycle Resources Yourself, p. 16
Mineral Match-Up, p. 13 What Are Properties of Minerals?, p. 14
ScienceFusion
Think Central
Digital Lessons
Grade 4 Unit 3 Lesson 1-5
ScienceSaurus
pp. 170-173, pp. 160-167, 184,
Speed Bag
Rocks and Minerals pgs 49-54
Renewable and Nonrenewable Resources pgs 55-60
Assessment
Grade 4
CARE Assessment 3 and 4
GIZMO
Rock classification
Energy conversions
CPALMS
Weathering
Looking At Weathering and Erosion
Changes to Land
Save our Sand - An Engineer Design Challenge
Cemented Together
Find WHAT in Florida?
Florida Student
Web Resources
Scholastic Study Jams: Weathering & Erosion
Happy Scientist: Erosion
Brain Pop: Earth System
Weathering and Erosion - Part 1 Video
Weathering and Erosion Game Show Review
Scholastic Study Jams: Minerals Scholastic Study Jams: Igneous Rocks
Scholastic Study Jams: Sedimentary Rocks
Scholastic Study Jams: Metamorphic Rocks
Scholastic Study Jams: Rock Cycle
Brain Pop: Earth System Happy Scientist: Rocks Rocks and Minerals Video
Types of Rocks and Rock Cycles Rocks
Scholastic Study Jams: Natural Resources
Neo K12 – Natural Resources
July 2015
NGSSS BODY OF KNOWLEDGE: NATURE OF SCIENCE/EARTH AND SPACE SCIENCE
Unit of Study: Weather & Climate
PACING: Weeks 8 – 12
October 5 – November 13
Prerequisite
Learning
Kindergarten – none
First Grade – none
Second Grade – SC.2.E.7.1, SC.2.E.7.2, SC.2.E.7.3, SC.2.E.7.4, SC.2.E.7.5, SC.2.P.8.4, SC.2.P.8.5
Third Grade – none
Fourth Grade – none
Topics
Learning Targets/Skills
Benchmarks
Vocabulary
Week 8
Water Cycle
Create a model to explain the parts of the water cycle. Water can be a gas, a liquid, or a solid and can go back
and forth from one state to another.
Recognize that the ocean is an integral part of the water cycle and is connected to all of Earth’s water
reservoirs via evaporation and precipitation processes.
Students will:
review that water and the sun’s energy are renewable resources found on Earth.
review how water changes its state through warming and cooling processes.
create and label the parts of various 2- and 3-D models of the water cycle (evaporation,
condensation, precipitation, runoff, collection).
investigate the water cycle using various 3-D models.
explain the changes that occur to water as it moves from one part of the water cycle to
another (e.g., evaporation-liquid water changes to water vapor, condensation-water vapor
changes to liquid water).
describe the role of the sun in the water cycle (provides the heat energy required for
evaporation).
describe the role of the oceans in the water cycle (provides most of the water for the water
cycle).
explain that oceans are connected to all bodies of water on Earth via the evaporation and
precipitation processes.
SC.5.E.7.1
SC.5.E.7.2
Embedded
Nature of Science
SC.5.N.1.1
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collection
condensation
evaporation
freshwater
heat gain/warming
heat loss/cooling
liquid water
precipitation
reservoir
resources
o renewable
o nonrenewable
runoff
saltwater
solid water/ice
states of matter
water cycle
water vapor/gas
Teacher Hints for “Water Cycle”:
Students will need to be exposed to various representations and/or stages of the water cycle (i.e. puddles, wet jeans hanging on a clothesline, water in a swimming pool,
water in a fish tank, glass of ice tea, water in a sealed plastic bag).
In grade 3, students explored the physical changes of water. Review this foundational knowledge for the water cycle by defining and explaining vocabulary associated with
matter changes:
o melting – changing from a solid (ice) to a liquid (water) due to a heat gain
o evaporating – changing from a liquid (water) to a gas (vapor) due to a heat gain
o condensing – changing from a gas (vapor) to a liquid (water) due to a heat loss
o freezing – changing from a liquid (water) to a solid (ice) due to a heat loss
Condensation may take the forms of a cloud, fog, dew, frost, and/or humidity.
This is an appropriate time to review renewable/nonrenewable resources that were taught in Grade 4 because water and the sun’s energy are renewable resources. Include
a discussion of Florida’s renewable resources of sun, wind, and water as well as Florida’s non-renewable resources of phosphate, silica, limestone, and oil.
FCAT will not assess following terms: transpiration, infiltration, percolation, and reservoir. However, some terms, such as the term reservoir (collection), are not assessed on
FCAT 2.0 but are good words to use instructionally. Earth’s bodies of water include, but are not limited to oceans, lakes, rivers, ponds, streams, and puddles.
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Lauderhill Paul Turner
Grade 5 Science Curriculum Map
July 2015
Weeks 9-10
Weather
Teacher Hints for
this topic are on
the next page.
Recognize how air temperature, barometric pressure, humidity, wind speed and direction, and precipitation
determine the weather in a particular place and time.
Students will:
review measuring temperature using dual thermometers (Celsius and Fahrenheit).
describe each of the components that determine the weather in a particular place and time
(air temperature, air pressure, humidity, wind speed and direction, and precipitation).
match weather data collection tools to the component of weather it measures
(thermometer-air temperature, anemometer-wind speed, barometer-air pressure, wind
vane-wind direction, rain gauge-precipitation, hygrometer-humidity).
collect and record daily weather data using selected tools for the next two weeks.
describe relationships that exist between components of weather:
o As the air temperature increases, the humidity increases.
o If the air pressure drops rapidly, the air temperature increases.
o When the humidity increases, the chances for rain are greater.
o As the air temperature approaches freezing, the chance of snow is greater.
identify and describe how air temperature, air pressure, humidity, wind speed and
direction, and precipitation determine the weather in a particular place.
o Cooler temperatures, higher pressure, and little or no humidity are components of fair
weather.
o Warmer temperatures, lower pressure, and higher humidity are components of stormy
weather.
o Winds blowing from Canada toward Florida will bring cooler air with lower humidity and less
chance for precipitation.
identify and describe how air temperature, air pressure, humidity, wind speed and
direction, and precipitation varies at different times (season to season).
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Nature of Science
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environment
fair weather
stormy weather
weather components
o air pressure
o air temperature
o humidity
o precipitation
o wind direction
o wind speed
weather tools
o barometer
o thermometer
o hygrometer
o rain gauge
o wind vane
o anemometer
Distinguish among the various forms of precipitation (rain, snow, sleet, and hail), making connections to the
weather in a particular place and time.
Students will:
identify cloud types (cumulus, cirrus, stratus, and cumulonimbus) and their relationship to
weather (e.g., cumulonimbus clouds are associated with stormy weather).
explain how different types of precipitation form (rain, snow, sleet, and hail).
explain the conditions necessary for different types of precipitation to form (e.g. hail
develops during strong thunderstorms).
discuss relationships that exist amongst weather, location, and season (e.g., a strong
thunderstorm may produce hail in Florida during spring and summer).
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Nature of Science
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cirrus
cloud
cumulonimbus
cumulus
erosion
hail
rain
seasons
sleet
snow
stratus
Recognize that some of the weather-related differences, such as temperature and humidity, are
found among different environments, such as swamps, deserts, and mountains.
Students will:
compare the weather conditions of different environments: desert, grassland, rainforest,
tundra, wetland, swamps, and mountains (e.g., the weather over a desert is more likely to
be dry and hot, and the weather over a swamp is more likely to be warm and rainy).
SC.5.E.7.5
Embedded
Nature of Science
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desert
environments
forest
grassland
mountains
rainforest
swamps
tundra
wetland
11
Lauderhill Paul Turner
Grade 5 Science Curriculum Map
July 2015
Teacher Hints for “Weather”:
You may want to have students track the weather elements (air temperature, air pressure, humidity, cloud cover, etc.) on a class chart and in their student notebook.
In scenarios, wind speeds will be shown in miles per hour (mph).
Students will need to know how clouds are related to weather and that cumulus, cirrus, stratus, and cumulonimbus clouds are all associated with certain kinds of weather
conditions. Students should be aware that clouds have names but they will not have to differentiate among the different types of clouds.
Distinguish between how sleet and hail form:
o sleet - precipitation that freezes near the ground that often begins as rain or snow
o hail - precipitation that is chunks/balls of ice that usually falls during a thunderstorm
Assessment items will use the term air pressure rather than barometric pressure.
This is a good time to review weathering and erosion, a concept that is only taught in Grade 4. Weathering may occur as a result of precipitation falling onto Earth’s surface
and as it flows, chip and break rock. Erosion may occur as water is flowing over Earth’s surface, moving bits of rock from one place to another.
Week 11
Climate
Describe characteristics (temperature and precipitation) of different climate zones as they relate to latitude,
elevation, and proximity to bodies of water.
Students will:
identify the location of major climate zones (polar, tropical, and temperate) on a globe and
on different maps.
locate the equator (0 degrees latitude) and Florida on a globe and on different maps.
distinguish between environments and climate zones (e.g. the tundra environment is
located within the polar zone, the rainforest environment is within the tropical zone).
describe air temperature and precipitation of different climate zones.
describe how air temperature and precipitation relate to latitude (distance from equator)
within a climate zone.
describe how air temperature and precipitation relate to elevation (e.g., mountains and
valleys) within a climate zone.
describe how air temperature and precipitation relate to the proximity to bodies of water
(e.g., coastal vs. inland, ocean currents) within a climate zone.
SC.5.E.7.6
Embedded
Nature of Science
SC.5.N.1.1
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climate
climate zone
elevation
environment
equator
latitude
polar
temperate
tropical
Teacher Hints for “Climate”:
Students should have practice locating the equator and tropical, temperate, and polar zones on different maps. Students should be able to identify the different environments
located within each zone. At the elementary level, students need to recognize Florida as being in the temperate zone.
Students should have exposure to topographic maps in order to feel how elevation is represented on a map.
Students will not require specific knowledge of geographic locations and will not need to know about cold and warm fronts.
Enrichment
Design a family preparedness plan for natural disasters and identify the reasons for having such a plan.
Students will:
recognize that Florida’s temperate climate, proximity to the ocean, and geography make it
vulnerable to a number of potential natural disaster threats (e.g., hurricanes, tropical
storms, tornadoes, wildfires, flooding).
design a family preparedness plan for natural disasters.
identify the reasons for having family preparedness plans.
SC.5.E.7.7
natural disasters
preparedness
Teacher Hints for “Enrichment (Family Preparedness Plan)”: Floridastudent.org SC.5.E.7.7
Some resources that could be used as a activity are provided below.
o Thunderstorms, Tornadoes, Lightning: A Preparedness Guide
o Flying Into a Hurricane & Some Safety Rules for People.
o FEMA for kids
Week 12
CARE (Curriculum/Assess/Remediate/Enrich): Science Test 1 (2015-2016)
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Lauderhill Paul Turner
Grade 5 Science Curriculum Map
July 2015
Resource
Alignment
Weeks 7-8
Water Cycle
Weeks 9-10
Weather
Week 11
Climate
Week 12
CARE
ScienceFusion
Teacher’s Edition
pp. 97A-114A
pp. 115A-142A
pp. 143-158
05 Science Test 1 (2015-2016)
ScienceFusion
Leveled Readers
Sun, Rain, Hurricane, What Makes
Weather? (pp. 8 – 11)
(see page 97F TE for additional
options)
Sun, Rain, Hurricane, What Makes Weather? (see page
97F TE for additional options)
Sun, Rain, Hurricane, What
Makes Weather? (see page
97F TE for additional
options)
ScienceFusion
Inquiry
Flipchart/Labs
Watching the Water Cycle and An Icy
Observation, p. 11
What Happens During the Water
Cycle, p. 12
I Can Read the Sky! and When the Wind Blows, p. 13
How Can We Observe Weather Patterns?, p. 15
Find the Freezing Point, p. 17
ScienceFusion
Think Central
Digital Lessons
What Is the Water Cycle?
What Happens During the Water
Cycle?
How Do We Measure Weather?
How Do Weather Patterns Help Us Predict Weather?
How Can We Observe Weather Patterns?
What Factors Affect
Climate?
ScienceSaurus
pp. 187–193
pp. 198–215
pp. 216–217
Speed Bag
The Water Cycle pgs 67-72
Factors Influencing Weather pgs 73-78
Weather in Environments and Climate Zones pgs 79-84
Assessment
CARE Assessment #1
CARE Assessment #2
Unit 3 Benchmark Review
GIZMO
Bill Nye: Water Cycle
Phases of Water
Water
Cycle
Measuring trees’
Bill Nye: Climates
Climates and Seasons
CPALMS
Water Cycle
Water Cycle in a Bag
The Hydrologic Cycle
Water Cycle Game
The Water Cycle - Back and Forth
The Water Cycle -Back and Forth (Part 2)
Why Does Rain Fall?
Changes to Land
Looking at Weathering and Erosion
An Everglades Visit
Anita: Balance Climate
Florida Focus
Assessments
Thirstins Water Cycle; Solar Still Part1
SC.5.E.7.1 The Water Cycle SC.5.E.7.2
How’s the Weather? Air Pressure and Wind; Clouds and
Moisture; Kids Meteorologist SC.5.E.7.3
Raindrops.. Precipitation Observation SC.5.E.7.4
Weather Related Differences; An Everglades visit SC.5.E.7.5
What’s the Weather Like?
SC.5.E.7.6
Web Resources
Happy Scientist: Model of the Water Cycle
Happy Scientist: Water Cycle
Scholastic Study Jams: The Water Cycle
Brain Pop: Water Cycle
Mr. Parr’s Sc ienc e Song: Water Cycle
Happy Scientist: Measuring Lightning
Happy Scientist: Building Rain Gauge
Happy Scientist: Building Rain Gauge Part 2
Scholastic Study Jams: Clouds & Precipitation
Scholastic Study Jams: Weather Instruments
Scholastic Study Jams: Air Pressure & Wind
Mr. Parr’s Sc ienc e Song: Weather Instruments
Mr. Parr’s Sc ienc e Song: (Storm) Clouds
Hazardous Weather: A Florida Guide
Brain Pop:
Clouds
Scholastic Study Jams:
Weather & Climate
Brain Pop: Climate Types
13
Lauderhill Paul Turner
Grade 5 Science Curriculum Map
July 2015
NGSSS BODY OF KNOWLEDGE: NATURE OF SCIENCE/PHYSICAL SCIENCE
Unit of Study: Matter
PACING: Weeks 13 – 17
November 16 – December 18
Prerequisite
Learning
Kindergarten – SC.K.P.8.1, SC.K.P.9.1
First Grade – SC.1.P.8.1, SC.1.E.5.3
Second Grade – SC.2.P.8.1, SC.2.P.8.2, SC.2.P.8.3, SC.2.P.8.4, SC.2.P.8.6, SC.2.P.9.1
Third Grade – SC.3.P.8.1, SC.3.P.8.2, SC.3.P.8.3, SC.3.P.9.1
Fourth Grade – SC.4.P.8.1, SC.4.P.9.1
Topics
Learning Targets/Skills
Benchmarks
Vocabulary
Weeks 13-14
Properties of
Matter
Compare and contrast the basic properties of solids, liquids, and gases, such as mass, volume, color, texture,
and temperature.
Students will:
review by describing and classifying a material as a solid, liquid, or gas.
review how to use the water displacement method to find the volume of regular- and
irregular-shaped solids.
justify the reasoning for the classification of materials based on shape, mass (weight) and
volume (water displacement).
recognize that physical properties include both observable and measurable properties.
compare and contrast the observable properties of solids, liquids, and gases (e.g., shape,
color, hardness, texture, taste, attraction to magnets).
compare and contrast the measurable properties of solids, liquids, and gases (e.g., mass,
volume, temperature).
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Nature of Science
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Also assesses
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attract/repel
classification
displace
gas
liquid
magnetic
mass
physical properties
o observable
o measurable
states of matter
o solid
o liquid
o gas
temperature
volume
water displacement
Teacher Hints for “Properties of Matter”:
A solid has a definite shape but a collection of solids may take the shape of the container that holds them and will also pour, a property we often associate with liquids (sand,
rice, sugar, salt).
Check for student understanding of measurable physical properties: time (min. and sec.), linear (cm, m, km), mass (mg, g, kg), volume (mL, L), and temperature (ºC, ºF).
Use the listing of scientific tools from Weeks 2-4 to identify the physical properties of matter. Students need exposure to dual thermometers, which show ˚C and ˚F on the
same thermometer. They will not convert temperature from Celsius to Fahrenheit and vice versa.
The water displacement method is a technique used to measure the volume of an object by calculating how much water it displaces, or pushes aside when placed into a
sample of water. To determine the volume of an object, subtract the final water level from the starting water level.
Weeks 15-16
Changes in
Matter
Teacher Hints for
this topic are on
the next page.
Investigate and describe that many physical and chemical changes are affected by temperature.
Students will:
review the causes for the weathering of rocks (ice wedging, precipitation and flowing water,
abrasion of particles carried by the wind, plant roots, temperature change)
review the causes for the erosion of rocks (gravity, ice/glaciers, flowing water, wind).
review by describing visible signs of a chemical change that may occur (odor, color change,
temperature change, gas production/fizzing sound).
review by comparing the similarities and differences of physical and chemical changes.
investigate and describe that many physical changes to solids and liquids are affected by
temperature change (e.g., melting, freezing, evaporating, condensing, dissolving).
investigate and describe how temperature can cause a chemical change that results in
the formation of a new material with different characteristics (e.g., baking, grilling, frying,
toasting, decaying plant and animal matter, rusting, releasing of carbon dioxide).
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Nature of Science
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SC.5.N.2.1
SC.5.N.2.2
Also assesses
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chemical change
condense
decay
evaporate
freeze
melt
physical change
physical weathering
temperature change
14
Lauderhill Paul Turner
Grade 5 Science Curriculum Map
July 2015
Teacher Hints for “Changes in Matter”:
Check out Changing States (http://www.bbc.co.uk/schools/scienceclips/ages/9_10/changing_state.shtml) for support of ways objects undergo change.
Evidence of a chemical change may include a color change, a gas or solid formation, new odor presence, temperature change, and different characteristics in the material.
Please note that evidence of a color change does not always indicate that a chemical change has occurred. For example, the addition of food coloring to water change the
water color but is only a physical change. A new substance does not form.
Week 17
Mixtures
Demonstrate and explain that mixtures of solids can be separated based on observable properties of their parts
such as particle size, shape, color, and magnetic attraction.
Investigate and identify materials that will dissolve in water and those that will not and identify the conditions
that will speed up or slow down the dissolving process.
Students will:
demonstrate and explain how mixtures of solids can be separated based on observable
properties of their parts (e.g., particle size, shape, color, magnetic attraction) through
sorting, screening-sieve, filtration, magnets, and evaporation.
investigate common household materials (liquids or solids) that will dissolve in water (e.g.,
salt, sugar, drink mixes) and those that will not (e.g., rice, beans, cooking oil, lard).
recognize that not all parts of a mixture will dissolve.
investigate the conditions (temperature, stirring/shaking, surface area) that will speed up or
slow down the dissolving process and/or chemical reactions (e.g., heat speeds up reactions
and the dissolving process).
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SC.5.N.2.2
dissolve
filter/filtration
magnetic attraction
mixture
particle size
retain properties
sieve
sort
surface area
Teacher Hints for “Mixtures”:
Be sure to include materials that are magnetic in mixtures that are being separated (e.g., iron filings, paper clips, staples, screws, nails).
Providing experiences with dissolving solids in liquids (e.g., salt and water, sand and water) and liquids in liquids (e.g., oil and water, food coloring and water).
Have students record physical properties of 3-4 substances before combining to make a mixture. Discuss whether each substance retain its physical properties or not.
Provide students an experience to separate a mixture that includes solids and liquids that do and don’t dissolve (e.g., water, salt, sand, iron filings, and gravel).
Warmer temperatures, vigorous stirring/shaking, and a greater amount of surface area exposed will speed up the rate at which a substance will both dissolve and react (e.g.,
Alka-Seltzer will dissolve faster when placed in warm water, stirred, and/or broken/crushed into smaller pieces).
Liquids that will not dissolve in water include, but are not limited to, cooking oil, mineral oil, baby oil.
Solids that will not dissolve in water include, but are not limited to, sand, pepper, flour, corn starch, baby powder, marbles.
The term solutions is no longer assessed. Refer to these special mixtures as mixtures that dissolve. Students will not have to differentiate between a mixture and a solution.
Enrichment
Explore the scientific theory of atoms (also called atomic theory) by recognizing that all matter is composed of
parts that are too small to be seen without.
Students will:
define atoms as the building blocks of matter.
recognize that all matter is composed of parts that are too small to be seen with ordinary
microscopes.
SC.5.P.8.4
atoms
Teacher Hints for “Enrichment”:
Students will not be assessed on Enrichment benchmarks. In regards to this content, students will no longer be assessed on atoms or the atomic theory. Teachers may
instruct this content post-FCAT 2.0 and in preparation for middle school.
15
Lauderhill Paul Turner
Grade 5 Science Curriculum Map
July 2015
Resource
Alignment
Weeks 13-14
Properties of Matter
Weeks 15-16
Changes in Matter
Week 17
Mixtures
ScienceFusion
Teacher’s Edition
pp. 163A-178
pp. 179A-194
pp. 195A-210A
ScienceFusion
Leveled Readers
It Is Good to Know About Matter
(pp. 2-7)
(see p. 163F TE for additional options)
It Is Good to Know About Matter
(see p. 163F TE for additional options)
Student Guide pp. 8-9 and pp. 14-15
It Is Good to Know About Matter (pp. 10-13)
(see p. 163F TE for additional options)
ScienceFusion
Inquiry
Flipchart/Labs
Making Measurements and Get Detailed,
p. 6
Observe Some Chemical Changes and Shhhh!
Secret Messages, p. 18
How Can Temperature Change Matter?, p. 19
An Inky Mixture and Does It Dissolve, p. 20
What Affects the Speed of Dissolving?,p. 21
ScienceFusion
Think Central
Digital Lessons
What Are Solids, Liquids, and Gases?
How Does Matter Change?
How Can Temperature Change Matter?
What Are Mixtures and Solutions?
What Affects the Speed of Dissolving?
ScienceSaurus
pp. 242–247
pp. 260–267
pp. 256-259
Speed Bag
Properties of Matter pgs 85-90
The Effects of Temperature on Physical and -
Chemical Changes pgs 97-102
Separating Mixtures and Forming Solutions
Pgs 91-96
Assessment
CARE Assessment #14
CARE Assessment #6
Unit 4 Benchmark Review
Science
Inquiry
Measurement Stations
Slime Experiment
GIZMO
Bill Nye: Phases of Matter
Weight and Mass
Bill Nye: Chemical Reactions
Density Experiment: Slice and Dice
Elements, Compounds, & Mixtures: Ch. 4
Elements, Compounds, & Mixtures: Ch. 5
Elements, Compounds, & Mixtures: Ch. 6
CPALMS
3 Methods for Measuring Volume
Properties of Matter
Rav a’s Florida Fus ion Catering
Change Matters: Physical & Chemical Changes
Inventions & Innovations MEA
Shady Day MEA
Cooking In the Chemical Kitchen
Physical Properties of Solids
W ha t It ’s Ma d e o f: So lu te or Mi x tu re
To Dissolve or Not To Dissolve (Part I)
To Dissolve or Not To Dissolve (Part II)
Solve The Dissolving Problem
Kelly ’s Café: Mix ing i t Up!!
Salt: Up Close And Personal
Florida
Student
Density SC.5.P.8.1
Reversible and Irreversible changes SC.5.P.9.1
Marvelous Solid Mixtures: SC.5.P.8.3
Web Resources
Happy Scientist: Matter
Happy Scientist: Mass and Weight
Happy Scientist: Egg States
Scholastic Study Jams: Properties of Matter
Scholastic Study Jams: Solids, Liquids, &
Gases
BrainPop: Measuring Matter
Brain Pop: States of Matter
Mr. Parr’s Sc ienc e Song: 4 States of Matter
Happy Scientist: Dry Ice
Happy Scientist: A Watched Pot
Scholastic Study Jams: Physical & Chemical Changes
of Matter
Scholastic Study Jams: Energy & Matter
Brain Pop: Property Changes
Brain Pop: Matter Changing States
Happy Scientist: Sorting Salt and Pepper
Happy Scientist: Iron Cereal
Scholastic Study Jams: Mixtures
Brain Pop: Compounds and Mixtures
Mr. Parr’s Sc i ence Song: Mixtures Separating
16
Lauderhill Paul Turner
Grade 5 Science Curriculum Map
July 2015
NGSSS BODY OF KNOWLEDGE: NATURE OF SCIENCE/PHYSICAL SCIENCE
Unit of Study: Energy & Motion
PACING: Weeks 18 – 25
January 4 – February 26
Prerequisite
Learning
Kindergarten – SC.K.P.10.1, SC.K.P.12.1, SC.K.P.13.1, SC.K.E.5.1
First Grade – SC.1.P.12.1, SC.1.P.13.1, SC.1.E.5.2
Second Grade – SC.2.P.10.1, SC.2.P.13.1, SC.2.P.13.2, SC.2.P.13.3, SC.2.P.13.4
Third Grade – SC.3.P.10.1, SC.3.P.10.2, SC.3.P.10.3, SC.3.P.10.4, SC.3.P.11.1, SC.3.P.11.2, SC.3.E.5.4, SC.3.E.6.1
Fourth Grade – SC.4.P.8.4, SC.4.P.10.1, SC.4.P.10.2, SC.4.P.10.3, SC.4.P.10.4, SC.4.P.11.1, SC.4.P.11.2, SC.4.P.12.1, SC.4.P.12.2
Topics
Learning Targets/Skills
Benchmarks
Vocabulary
Weeks 18-19
Energy
Investigate and describe some basic forms of energy, including light, heat, sound, electrical, chemical, and
mechanical.
Students will:
investigate and describe some basic forms of energy, including light, heat (thermal),
sound, electrical, chemical, and mechanical (energy of motion).
o review how light travels in a straight line until it strikes an object (opaque, translucent, transparent)
and then is reflected/bounced, bent, or absorbed.
o review that things that give off light often also give off heat.
o review that heat is produced when one object rubs against another (friction).
o review that sound is produced by vibrations and that pitch depends on how fast or slow an object
vibrates.
o review that heat flows from a hot object to a cold object.
o review common materials that conduct heat well or poorly.
o review that mechanical energy is stored at a position or released in motion.
o explain that electrical energy is the flow of a charge/current through a material.
o explain that chemical energy is stored or released in a chemical reaction (e.g., a source is from the
foods animals eat).
SC.5.P.10.1
Embedded
Nature of Science
SC.5.N.1.1
SC.5.N.1.4
SC.5.N.2.1
SC.5.N.2.2
Also assesses
SC.3.P.10.1/10.3/10.4
SC.3.P.11.1/11.2
SC.4.P.10.1/10.3
absorb
bend
change
conduct/conductor
energy
o chemical
o electrical
o heat (thermal)
o light
o mechanical
o sound
friction
heat flow
heat gain
heat loss
insulator
(poor conductor)
motion
opaque
pitch
reflect
sound
translucent
transparent
vibration
Investigate and explain that energy has the ability to cause motion or create change.
Students will:
identify and describe examples where energy has caused motion and/or created change
(e.g., twirling pinwheel, boiling water, cooking food, turning on a lamp, freezing water,
melting chocolate, plant/animal decay, vibration of a radio speaker).
explain the relationship between energy, motion, and change.
SC.5.P.10.2
Embedded
Nature of Science
SC.5.N.1.1
SC.5.N.2.1
SC.5.N.2.2
Also assesses
SC.3.P.10.2
SC.4.P.10.2/10.4
Teacher Hints for “Energy”:
Energy has the ability to cause motion or create change.
Plants use energy from the sun to make their own food. Animals consume plants as food for their energy. Food (from plants and animals) is then transformed to chemical
energy in the animal’s body so that it may be used. For example, humans consume food and convert this source into chemical energy.
The terms kinetic and potential energy are no longer taught in elementary. Mechanical energy is the energy of position and motion.
In a complete circuit, there is a power source in which the energy will flows from and back to this source.
A foldable, such as multi-page flipbook, may be a way for students to organize the information of all the different types of energy taught in
grades 3, 4, and 5.
Review renewable and nonrenewable energy resources, focusing on resources found in Florida: sun, air/wind, water, phosphate, oil, limestone,
silica (sand).
Present a scenario and ask for evidence of change due to some kind of energy being applied (e.g., pushing someone down a slide, a stick moving along with a current).
An object that is put into motion will always change its original position and sometimes its direction.
17
Lauderhill Paul Turner
Grade 5 Science Curriculum Map
July 2015
Weeks 20-21
Electricity
Investigate and explain that electrical energy can be transformed into heat, light, and sound energy, as well as
the energy of motion.
Investigate and explain that an electrically-charged object can attract an uncharged object and can either
attract or repel another charged object without any contact between the objects.
Students will:
investigate and explain that electrical energy can be transformed into heat, light, sound,
and mechanical energy (e.g., lamp, heater, generator, motor, stove, mobile device).
investigate static electricity (a buildup of electrical charges on an object).
explain that opposite electrical charges attract (pull towards each other) and like electrical
charges repel (push apart) without any contact needed between the objects.
explain that an electrically-charged object, whether positively or negatively charged, will
attract an uncharged (neutral) object.
SC.5.P.10.4
SC.5.P.10.3
Embedded
Nature of Science
SC.5.N.1.1
SC.5.N.1.4
SC.5.N.1.5
SC.5.N.2.1
SC.5.N.2.2
attract
electric charge
o negative
o positive
o neutral
electricity
repel
static electricity
transformation
Investigate and illustrate the fact that the flow of electricity requires a closed circuit (a complete loop).
Students will:
determine the source of energy for a circuit.
investigate and illustrate the fact that the flow of electricity requires a closed circuit (a
complete loop) when constructing a simple circuit.
distinguish between open and closed circuits.
determine which circuit from a visual representation can carry electricity to power an
object and which circuit cannot.
SC.5.P.11.1
Embedded
Nature of Science
SC.5.N.1.1
SC.5.N.1.4
SC.5.N.1.5
SC.5.N.2.1
SC.5.N.2.2
closed circuit
conductors
electricity
insulator
(poor conductor)
open circuit
simple circuit
Identify and classify materials that conduct electricity and materials that do not.
Students will:
identify and classify materials that are good conductors (e.g., copper, water, aluminum
foil) and insulators/poor conductors (e.g., plastic, rubber, glass, wood) of electricity.
SC.5.P.11.2
Embedded
Nature of Science
SC.5.N.1.1
SC.5.N.1.4
SC.5.N.2.1
SC.5.N.2.2
Teacher Hints for “Electricity”:
Electricity learning targets are specific to grade 5. Students should be given hands-on, minds-on experiences in both static and current electricity.
Make learning connections between the similarities of magnetism and static electricity. Neither requires contact for motion or a change in position to occur. Both involve the
property of attraction and repulsion. Students just need a conceptual understanding of static electricity, not how matter gains or loses electrons. For example, a conceptual
understanding includes knowing the direction of movement caused by a negatively charged balloon being placed near a positively charged balloon.
Students should build complete electrical circuits and then investigate open and closed circuits.
Electrical energy flows from the energy source, such as a battery, to the light source, and then returns to the energy source before flowing to the light source again.
Students should investigate making a circuit with one wire, one bulb, and one battery.
Students learn that electrical energy may transform to light, sound, and/or mechanical energy through experiences with static and current electricity.
In Summary Students should to be able to identify basic forms of energy; identify familiar forces; trace the conversion of electric energy into other forms of energy; and
distinguish relationships among mass, force, and motion
18
Lauderhill Paul Turner
Grade 5 Science Curriculum Map
July 2015
Weeks 22-24
Force and
Motion
Identify familiar forces that cause objects to move, such as pushes or pulls, including gravity acting on falling
objects.
Students will:
review that gravity is a force that can be overcome.
review examples of magnetic attraction and repulsion.
identify familiar forces (pushes, pulls, friction, gravity, magnetism) that cause or hinder
movement of objects.
identify two or more forces acting upon an object in a scenario.
interpret the effect of two or more forces acting upon an object.
recognize that friction is a force that resists movement.
SC.5.P.13.1
Embedded
Nature of Science
SC.5.N.1.1
SC.5.N.2.1
SC.5.N.2.2
Also assesses
SC.3.E.5.4
SC.4.P.8.4
attract/attraction
balanced forces
direction
distance
force
friction
gravity
magnetism
motion
newton (N)
position
pull
push
repel/repulsion
speed
spring scale
unbalanced forces
Investigate and describe that the greater the force applied to it, the greater the change in motion of a given
object.
Investigate and explain that when a force is applied to an object but it does not move, it is because another
opposing force is being applied by something in the environment so that the forces are balanced.
Students will:
measure force in Newtons (N) using a spring scale.
demonstrate that a force may change an object’s original position.
investigate that the greater the force applied to an object, the greater the change in motion
of a given object.
o the amount of force applied to an object affects the speed and/or distance at which it moves
o force affects the direction an object moves
investigate and explain the effect balanced and unbalanced forces have on motion.
o balanced forces are present when an object does not move because opposing forces are
holding the object in place (e.g., a book laying on a table is being acted upon by the table
pushing up on the book from below and gravity pushing down from above).
o unbalanced forces are present when an object does move because one of the opposing
forces moves the object from its original position.
SC.5.P.13.2
SC.5.P.13.4
Embedded
Nature of Science
SC.5.N.1.1
SC.5.N.1.4
SC.5.N.1.5
SC.5.N.2.1
SC.5.N.2.2
Investigate and describe that the more mass an object has, the less effect a given force will have on the
object’s motion.
Students will:
investigate and describe the relationship among mass, force, and motion.
o objects with greater mass require more force to move compared with objects of less mass
(and the reverse).
o more force is required to slow down an object in motion with greater mass compared to an
object with less mass (and the reverse).
SC.5.P.13.3
Embedded
Nature of Science
SC.5.N.1.1
SC.5.N.1.4
SC.5.N.1.5
SC.5.N.2.1
SC.5.N.2.2
Teacher Hints for “Force and Motion”:
A force may cause motion and/or a rotation. When an object has moved, it has changed its original position.
When a force is applied to an object but it does not move, it is because another opposing force is being applied by something in the environment. These forces are balanced.
A game of tug-of-war illustrates the idea of balanced and unbalanced forces.
Magnets were introduced in grades 2 and 4. Students may need some review in grade 5 predicting the causes and effects of magnet movements.
Students will not need to know specific Newton Laws, but they will need to have a conceptual understanding of force and motion addressed within these laws.
A spring scale measures the force of gravity on an object (its weight). The spring inside stretches according to the object’s weight hanging on the hook of the spring scale.
Week 25
CARE (Curriculum/Assess/Remediate/Enrich): Science Test 2 (2015-2016)
ScienceFusion
19
Lauderhill Paul Turner
Grade 5 Science Curriculum Map
July 2015
Resource
Alignment
Weeks 18-19
Energy
Weeks 20-21
Electricity
Weeks 22-24
Force and Motion
Week 25
RARE
ScienceFusion
Teacher’s Edition
pp. 227A-246A
pp. 247A-276; 281A-300
pp. 303A-328
05
Science Test 2 (2015-2016)
ScienceFusion
Leveled Readers
It Takes Energy
(see p. 227F TE for additional options)
Charge It! How Electricity Works
(see p. 227F and 281F TE for additional
options)
Forces at Work (pp. 2 – 9)
Motion and Movement
(see p. 303F TE for additional options)
ScienceFusion
Inquiry Flipchart/Labs
Seeing Sound Energy and Light
Travels. p. 23
What Changes Can Energy Cause?,
p. 24
Static Cereal! and A Big Charge!,
p. 25
How Do Electric Charges Interact?,
p. 26
What Is an Electric Circuit?, p. 28
Compare Two Circuits, p. 29
On A Roll and Make It Easier, p. 30
How Do Forces Affect Motion?, p. 31
What Are Balanced and Unbalanced
Forces?, p. 32
ScienceFusion
Think Central
Digital Lessons
What Is Energy?
What Changes Can Energy Cause?
What Is Electricity?
How Do Electric Charges Interact?
How Do We Use Electricity?
What Is an Electric Circuit?
What Are Electric Circuits, Conductors
and Insulators?
What are Forces?
How Do Forces Affect Motion?
What Are Balanced and Unbalanced
Forces?
ScienceSaurus
pp. 284–293; 308-333
pp. 295-307
pp. 270-279
Speed Bag
Forms of Energy pgs 103-
108
Force, Motion, and
Renewable Energy pgs
109-114
Electric Circuits and Energy
Transformation pgs 115-120
Good and Bad Conductors of Heat and
Electricity pgs 121-126
Forces and Motion of an
Object pgs 127-132
The Effect of the Overall
Forces on Motion pgs 133-
138
Assessment
CARE Assessment #7
CARE Assessment #8
Science Fusion Unit 5 & 6 Benchmark
Review
CARE Assessment #12
Science Fusion Unit 7 Benchmark Review
09`
20
32
Lauderhill Paul Turner
Grade 5 Science Curriculum Map
July 2015
Resource
Alignment
Weeks 18-19
Energy
Weeks 20-21
Electricity
Weeks 22-24
Force and Motion
Week 25
Copy Center
(DOD)
DOD:
Electricity Lab
05 Science Test 2 (2015-2016)
GIZMO
Sound
Bill Nye: Heat
The Science of Disney Imagineering:
Energy
Electricity
Bill Nye: Electrical Currents
The Magic School Bus: Gets Charged
Forces
Bill Nye: Motion
Forces and Movement
CPALMS
Transformation of Energy: Constructing an
Electromagnet
Shady Day MEA
Sam my ’s S ol ar F oun tai ns
Exploring the Six Forms of Energy
Solar Energy QR Hunt
Enlightening Explorations, Part 1
The Shocking Truth About Circuits: An
Engineering Design Challenge
Soccer Team Uniform Decision
Transformation of Electrical Energy
Enlightening Explorations Part I
Electricity AND Energy
The Shocking Truth About Circuits: An
Engineering Design Challenge
Let There Be Light!
Let It Flow
Making Connections!
How Does Electricity Flow?
Pendulum Inquiry
Magnets 1: Magnetic Pick Ups
Blast Off: An Engineering Design
Challenge
Forces
XTreme Rollercoasters
Newton’s Firs t Law of Moti on (Part
II)
Wondrous Water Parks
Sunshine Beach Hotel MEA
Newton’s Firs t Law of Moti on (Part
III)
Lunar Landers: Exploring Gravity
Newto n ’s Th ir d L aw of Mo ti on
Florida
Student
Energy Scavenger Hunt at an
Amusement Park
Some Like It Hot
Energy Story SC.5.P.10.1- 10.2
: SC.5.P.10.2
Static Electricity SC.5.P.10.4
Testing for Static Electricity SC.5.P.10.3
Signal Circuit; Changing Circuits; How to
make a simple circuit SC.5.P.11.1
A Pendulum; Friction
Balance Challenge Game;
Explore the Forces
SC.5.P.13.1
Forces in 1Dimen..SC.5.P.13.2
Web Resources
Happy Scientist: Solar Power
Happy Scientist: Taking a Marshmallow Apart
Scholastic Study Jams: Heat
Scholastic Study Jams: Light
Scholastic Study Jams: Sound
Scholastic Study Jams: Light Absorption,
Reflection, & Refraction
Brain Pop: Forms of Energy
Brain Pop: Heat
Brain Pop: Light
Brain Pop: Sound
Happy Scientist: Simple Circuit
Happy Scientist: Bird on a Wire
Scholastic Study Jams: Electricity
Scholastic Study Jams: Current Electricity &
Electric Currents
Brain Pop: Current Electricity
Brain Pop: Electricity
Brain Pop: Electric Circuits
Happy Scientist: The Old Tablecloth Trick
Happy Scientist: High Bounce
Scholastic Study Jams: Force &
Motion
Scholastic Study Jams: Gravity &
Inertia
Brain Pop: Force
Brain Pop: Acceleration
Mr. Parr’s Sc ienc e Song: Motion
Song
Mr. Parr’s Sc ienc e Song: Newton’s
Laws of Motion
Mr. Parr's Science Song: Friction
Mr. Parr’s Sc ienc e Song: Weight,
Mass, and Gravity
21
Lauderhill Paul Turner
Grade 5 Science Curriculum Map
July 2015
NGSSS BODY OF KNOWLEDGE: NATURE OF SCIENCE/LIFE SCIENCE
Unit of Study: Life
PACING: Weeks 26 – 30
February 29 – April 8
Prerequisite
Learning
Kindergarten – SC.K.L.14.1, SC.K.L.14.3
First Grade – SC.K.L.14.3, SC.1.L.16.1
Second Grade – SC.2.L.14.1, SC.2.L.17.1, SC.2.L.17.2
Third Grade – SC.3.L.15.1, SC.3.L.15.2, SC.3.L.17.1
Fourth Grade – SC.4.L.16.2, SC.4.L.16.3, SC.4.L.17.1, SC.4.L.17.4
Topics
Learning Targets/Skills
Benchmarks
Vocabulary
Week 26-27
Human Body
Organs and
Functions
Identify the organs in the human body and describe their functions, including the skin, brain, heart, lungs,
stomach, liver, intestines, pancreas, muscles and skeleton, reproductive organs, kidneys, bladder, and sensory
organs.
Students will:
identify the organs in the human body: brain, heart, lungs, stomach, liver, small intestine,
large intestine, pancreas, muscles, skeleton, kidneys, bladder, and reproductive organs
(ovaries, testes), sensory organs (eyes, ears, nose, tongue, and skin).
describe the function(s) of the body parts mentioned above (e.g., stomach breaks down
food into nutrients, pancreas produces chemicals that aid in digestion, liver cleans blood by
removing toxins).
SC.5.L.14.1
human body organs
o brain
o heart
o lungs
o stomach
o liver
o small intestine
o large intestine
o pancreas
o muscles
o skeleton (internal)
o kidneys
o bladder
o reproductive organs
ovaries
testes
o sensory organs
eyes
ears
nose
tongue
skin
Teacher Hints for “Human Body Organs and Functions”:
Diagrams of the reproductive organs will not be used on FCAT or the district assessment.
Students will NOT need to match body structures with the body system to which it belongs, but they will need to identify the structure and their function(s) for the following
individual organs: brain, lungs, stomach, liver, large intestine, small intestine, pancreas, muscle, skeleton, testes, ovaries, kidneys, bladder, and sensory organs.
Students do NOT need to know the names of the bones or muscles, but will need to know the function(s) of the skeleton and muscles.
Items will not require specific knowledge of the parts of organs although instruction of these parts may lead to a more complete understanding of each organ.
In Summary, students should be able to identify the function of human body organs; compare life cycles of Florida plants and animals; identify adaptations in animals
and plants that allow them to survive; and trace energy through a food chain.
22
Lauderhill Paul Turner
Grade 5 Science Curriculum Map
July 2015
Week 28
Structure/
Function
Comparison
Compare and contrast the function of organs and other physical structures of plants and animals, including
humans, for example: some animals have skeletons for support – some with internal skeletons other with
exoskeletons – while some plants have stems for support. Compare and contrast the major stages in the
life cycles of Florida plants and animals, such as those that undergo incomplete and complete
metamorphosis, and flowering and nonflowering seed-bearing plants
Students will:
review plant structures and their functions.
o flower/ fruit – reproduction
o seed/spore - reproduction
o leaf/needle – food production
o stem –supports the plant, transports water and nutrients
o root – supports the plant, absorbs water and nutrients
review animal classification and attributes for each group.
o vertebrates – mammals, birds, reptiles, amphibians, and reptiles
o invertebrates – include arthropods (segmented bodies, jointed legs, hard outer
covering/exoskeleton)
differentiate the function(s) of organs in animals (e.g., exoskeleton vs. internal skeleton,
lungs vs. gills, nose vs. antenna, skin vs. scales).
compare structure/function of plants and animals that serve similar roles limited to the
following: skin to plant covering, skeleton to stem, reproductive organs to a flower (pistil,
ovary, eggs, pollen/sperm, stamen).
identify, compare, and/or contrast the major life cycles of Florida plants and/or animals
SC.5.L.14.2
Also assesses
SC.3.L.15.1
SC.3.L.15.2
SC.3.L.14.1
SC.4.L.16.1
SC.4.L.16.4
exoskeleton
food production
invertebrates
ovary/egg
pistil
pollen/sperm
reproduction
stamen
vertebrates
Teacher Hints for “Structure/Function Comparison”:
Make a comparison between animal and plant sexual reproduction structure/function:
o plant female structures of pistil, ovary, eggs with human structures of ovary and eggs
o plant male structures of pollen/sperm, stamen with human structures of testes and sperm
Items will only assess the life cycles of plants and animals commonly found in Florida.
Items assessing the life cycles of insects are limited to egg, larva, pupa, and adult (complete metamorphosis) or egg, nymph, and adult (incomplete
metamorphosis).
Items assessing the life cycles of flowering and nonflowering plants are limited to seed, seedling, and other stages of plant development.
Items assessing the life cycles of animals are limited to egg, embryo, infant, adolescent, and adult stages.
Items will not assess the major stages of the human life cycle.
23
Lauderhill Paul Turner
Grade 5 Science Curriculum Map
July 2015
Week 29
Adaptations
Compare and contrast adaptations displayed by animals and plants that enable them to survive in
different environments such as life cycles variations, animal behaviors and physical characteristics.
Describe how, when the environment changes, differences between individuals allow some plants and
animals to survive and reproduce while others die or move to new locations.
Students will:
review food chains (e.g., sun grass rabbit fox).
review the classification of consumers as herbivores, carnivores, or omnivores.
distinguish between physical and behavioral adaptations displayed by animals and
plants.
explain how adaptations displayed by plants and animals enable them to survive in
different environments.
o physical characteristics (e.g., body/stem covering, body fat, leaf shape, body shape,
teeth, claws, acute eyesight/hearing).
o behaviors (e.g., dormancy, root growth, color change, climb, hide)
o life cycles variations (e.g., complete and incomplete metamorphosis, seasonal
dormancy, a seed’s germination following extreme environmental conditions)
identify ways an environment changes (e.g., disease, fire, drought, pollution,
human intervention, climate, increased predators, increased competition for food).
describe structures and behaviors that plants and animals use in a changing
environment.
explain that physical and behavioral adaptations of plants and animals are used in
changing environments to enable some plants and animals to survive and
reproduce while others die or move to new locations.
SC.5.L.17.1
SC.5.L.15.1
Embedded
Nature of Science
SC.5.N.2.1
Also assesses
SC.3.L.17.1
SC.4.L.16.2/16.3
SC.4.L.17.1/17.4
adaptation
o physical
o behavioral
camouflage
carnivore
competition
consumer
environment
food chain
herbivore
hibernation
migration
omnivore
population
predator
prey
producer
resources
Teacher Hints for “Adaptations”:
Physical adaptations are those structures/features physically on plants and animals that allow them to survive and reproduce within their environment. Examples of these
adaptations include waxy coating on cacti that allow them to retain water and wide feet on some desert animals that prevent them from sinking into the sand.
Behavioral adaptations are those behaviors exhibited by plants and animals that allow them to survive and reproduce within their environment. Examples of these
adaptations include plants growing their roots deeper into the soil in search of water during drought conditions and lizards purposefully breaking off their tails in order to
escape their predators.
Living things go through stages of growth and development called a life cycle. Students have learned in previous grade levels about life cycles. Review animal and plant life
cycles, including the two insect life cycles of complete and incomplete metamorphosis.
Florida Focus Interdependence: SC.5.L.17.1 First and Second Assessments will guide you in how content on adaptations may translate to assessment item stems.
Week 30
CARE (Curriculum/Assess/Remediate/Enrich): Science Test 3 (2015-2016)
24
Lauderhill Paul Turner
Grade 5 Science Curriculum Map
July 2015
Resource
Alignment
Week 26-27
Human Body Organs and Functions
Weeks 28-29
Structure/Function Comparisons
Adaptations
Week 30
FCAT
ScienceFusion
Teacher’s Edition
pp. 333A – 386
pp. 391A - 490
ScienceFusion
Leveled Readers
Amazing Cells, Amazing Bodies
Changes in Ecosystems
Plants and How They Grow
Heredity
ScienceFusion
Inquiry Flipchart/Labs
Muscle Burnout and Circulate!, p. 35
The Power of Chewing and Planimal, p. 36
Hunting for Beans and Compost in a Bag, p. 37
How Does Drought Affect Plant Growth?, p. 38
Gobbling Up Your Greens and Animal Adaptations, p. 39
Why Do Bird Beaks Differ?, p. 40
Cold as Ice and Putting a Foot Down, p. 41
ScienceFusion
Think Central
Digital Lessons
What Are Organs and Body Systems?
What Body Parts Enable Movement, Support, Respiration, and
Circulation?
What Body Parts Enable Digestion, Waste Removal, and
Reproduction?
How Do Environmental Changes Affect Organisms?
How Does Drought Affect Plants?
What Is Adaptation?
Why Do Bird Beaks Differ?
What Are Some Adaptations to Life on Land?
What Are Some Adaptations to Life in Water?
ScienceSaurus
pp. 104–125
pp. 76–97
Speed Bag
The Organs of the Human Body pgs 145-150
Comparing Physical Structures of Plants and Animals pgs
151-156
Classification of Plants and Animals pgs 157-162
Life Cycle of Plants and Animals pgs 163-168
Adaptations of Organisms pgs 169-174
Adapting to the Environment pgs 175-180
Environmental Changes vs Population Size pgs 181-186
Assessment
CARE Assessment #5 ‘
Science Fusion Unit 8 Benchmark Review
CARE Assessment #4
Science Fusion Unit 9 & 10 Benchmark Review
GIZMO
Plant and Animal Adaptations
All About Plant Pollination: Fruit, Flowers, and Seeds
25
Lauderhill Paul Turner
Grade 5 Science Curriculum Map
July 2015
Resource
Alignment
Week 26-27
Human Body Organs and Functions
Weeks 28-29
Structure/Function Comparisons
Adaptations
Week 30
FCAT
CPALMS
Systems of the Human Body
Kidney Filtering
Walk, Run, Jump
Name That Organ!
Is My Epidermis Showing?
Body Swatter
Work That Body – Human Organs MEA
Frankenchicken
Are We Like Robots?
Bird Buffet (Animal Survival)
It’s All Happening At the Zoo
Cicada Invasion
Part 1: Pond Life
Exploring Habitats!
Exploring Adaptations!
Arctic Animals & A Changing Climate
W hat’s New At The Zoo? An Engineering Design Projec t
Panther Protection101
Interplanetary Zoo
Preying On Beans
Survival of the Fittest
Seed Starters
I Will Survive! An Engineering Design Project
Environmental Differences
Sell This Habitat!
Animal Tracks
05 FCAT Test (April 11-May 6)
Florida
Student
Your Heart is An Amazing Organ; How You Breathe
Heart Pumping Blood; See All You Can See SC.5.L.14.1
Comparing plants and animals; All Systems are Go! SC.5.L.14.2
Amazing Animal Adaptation
SC.5.L.17.1
SC.5.L.14.2
SC.5.L.17.1
Web Resources
Life Size Body and Organs Activity
Happy
Scientist: Reading a Skeleton
Scholastic
Study Jams: The Human
Body Scholastic
Study Jams: Skeletal
System
Scholastic Study Jams: The Circulatory System
Scholastic Study Jams: Respiratory System
Scholastic Study Jams: The Nervous System
Scholastic Study Jams: Muscular System
Scholastic Study Jams: The Immune System
Scholastic Study Jams: The Digestive System
Brain Pop: Brain
Brain Pop: Heart
Brain Pop: Skin
Adaptations PowerPoints
Scholastic Study Jams: Animal Adaptations
Brain Pop: Behavior
Brain Pop: Migration
Brain Pop: Hibernation
Brain Pop: Camouflage
Brain Pop: Food Chains
Brain Pop: Metamorphosis
Brain Pop: Amphibians
Brain Pop: Gills
Brain Pop: Vertebrates
Mr. Parr ’s Sc ie nc e S on g: Food Chain Song
Mr. Parr ’s Sc ie nc e S on g: Energy Roles
Mr. Parr ’s Sc ie nc e S on g: It Starts With Producers
Mr. Parr ’s Sc ie nc e S on g: Life Cycles
Mr. Parr ’s Sc ie nc e S on g: Adaptations
26
Lauderhill Paul Turner
Grade 5 Science Curriculum Map
Lauderhill Paul Turner
Grade 5 Science Curriculum Map
July 2015
27
NGSSS BODY OF KNOWLEDGE: NATURE OF SCIENCE
Unit of Study: Practice of Science FCAT testing cont (April 11-May 6)
PACING: Weeks 31 – 39
April 11 – June 7
Prerequisite
Learning
Kindergarten – SC.K.N.1.1, SC.K.N.1.2, SC.K.N.1.3, SC.K.N.1.4, SC.K.N.1.5
First Grade – SC.1.N.1.1, SC.1.N.1.2, SC.1.N.1.3, SC.1.N.1.4, SC.1.E.5.3
Second Grade – SC.2.N.1.1, SC.2.N.1.2, SC.2.N.1.3, SC.2.N.1.4, SC.2.N.1.5, SC.2.N.1.6
Third Grade – SC.3.N.1.1, SC.3.N.1.2, SC.3.N.1.3, SC.3.N.1.4, SC.3.N.1.5, SC.3.N.1.6, SC.3.N.1.7
Fourth Grade – SC.4.N.1.1, SC.4.N.1.2, SC.4.N.1.3, SC.4.N.1.4, SC.4.N.1.5, SC.4.N.1.6, SC.4.N.1.7, SC.4.N.1.8, SC.4.N.2.1, SC.4.E.6.5
Topics
Learning Targets/Skills
Benchmarks
Vocabulary
Weeks 31-34
Science
Recognize and explain that science is grounded in empirical observations that are testable; explanation must
always be linked with evidence.
Recognize and explain the difference between personal opinion/interpretation and verified observation.
Students will:
explain that science is grounded on evidence-based observations that are testable.
review the difference between verified observations (evidence) and inferences
(explanations linked to evidence).
explain the difference between verified observation (fact) and personal opinion/
interpretation (bias).
o verified observation – an objective statement of which has been tested and supported by
observable and/or measurable evidence/facts (data)
o personal opinion/interpretation – a subjective statement of a thought that may be based on
logic and reason but is not necessarily based on testable evidence/facts.
distinguish between examples of empirical evidence (observations) and personal
opinion/interpretation (a viewpoint based on one’s own judgment of the facts; a bias).
SC.5.N.2.1
SC.5.N.1.6
Also assesses
SC.3.N.1.7
SC.4.N.1.7
evidence
explanations
inference
verified observation
personal opinion/
interpretation
science
Weeks 35-37
Science
Process
This topic is
continued on the
next page.
Define a problem, use appropriate reference materials to support scientific understanding, plan and carry out
scientific investigations of various types such as: systematic observations, experiments requiring the
identifications of variables, collecting and organizing data, interpreting data in charts, tables, and graphics,
analyze information, make predictions, and defend conclusions.
Students will:
generate testable questions that will generate observable and measurable data.
formulate a testable hypothesis based on information gathered from research.
design a scientific investigation individually or in teams through a variety of methods
use scientific tools during investigations to observe and measure physical properties.
explain that all conditions in an experiment outside the manipulated variable must be
controlled or kept the same (ensure that the results of an experiment can be explained
ONLY by the variable being tested and not by some other factor).
evaluate another’s written procedure or experimental setup.
collect and record observable and measureable data in science notebooks.
organize data in appropriate forms of record keeping (e.g., charts, tables, graphs).
interpret and analyze data that has been collected.
generate appropriate explanations based on evidence gathered (e.g., “My hypothesis
was/was not supported by the evidence because…”).
apply explanations to real world connections (application).
SC.5.N.1.1
Also assesses
SC.3.N.1.1
SC.4.N.1.1/1.6
communicate
data (evidence)
experimental design/
experimental setup
hypothesis
investigation
prediction
problem (question)
procedures
record keeping
research
scientific tools
variable
Weeks 35-37
Science
Process
Identify a control group and explain its importance in an experiment.
Students will:
identify the control group in an experiment (a test group where the variable is NOT applied;
considered to be the “normal condition” within the context of an experiment).
explain the importance of a control group (to yield baseline data by which all other data will
be compared).
SC.5.N.1.4
control group
experiment
experimental group
Explain the difference between an experiment and other types of scientific investigation.
Recognize and explain that authentic scientific investigation frequently does not parallel the steps of “the
scientific method”.
Students will:
explain that an authentic scientific investigation frequently does not parallel the steps of
“the scientific method”.
explain the difference between an experimental investigation and other types of scientific
investigation.
o experimental investigation – used when one variable is defined/known and a test is done
o descriptive investigation – used to observe, describe, or identify
o comparative investigation – used to compare, differentiate, or classify
SC.5.N.1.2
SC.5.N.1.5
Also assesses
SC.4.N.1.3
exploration
research
scientific method
systematic
observations
types of scientific
investigations
o comparative
o descriptive
o experimental
Recognize and explain that when scientific investigations are carried out, the evidence produced by those
investigations should be replicable by others.
Recognize and explain the need for repeated experimental trials.
Students will:
recognize that the results of experimental trials can vary even when common tools and
procedures are used.
discuss the reason for differences that may occur in data across groups as a result of using
different tools and/or procedures.
explain the need for repeated experimental trials or large experimental groups (to ensure
the results are accurate, reliable, and valid).
explain what is needed in order to repeat and replicate a scientific investigation
(documented scientific procedures).
recognize that when an experiment is replicated, it should produce similar results.
distinguish the difference between repetition and replication.
SC.5.N.2.2
SC.5.N.1.3
Also assesses
SC.3.N.1.2/1.5
SC.4.N.1.2/1.5
accurate
experimental groups
reliable
repeated observation
repeated trials
repetition/repeated
replication/replicable
results
valid
Weeks 38-39
CARE (Curriculum /Assess/Remediate/Enrich): Science Test 4 (2015-2016)
