fifth grade science · 3 volusia county schools grade 5 science curriculum map elementary science...

Fifth Grade SCIENCE

Curriculum Map

2019 – 2020

Volusia County Schools

Next Generation Sunshine State Standards

2 Volusia County Schools Grade 5 Science Curriculum Map Elementary Science Department June 2019

Authorization for reproduction of this document is hereby granted.

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Questions regarding use of this publication should be sent to the following: Volusia County Schools Elementary Science Department

Becki Lucas Elementary Science Specialist

[email protected] DeLand, Florida

mailto:[email protected]


Fifth Grade focuses instructional delivery for science within the following twelve (12) Big Ideas/Standards: Nature of Science

Big Idea 1 – The Practice of Science Big Idea 2 – The Characteristics of Scientific Knowledge

Earth and Space Science

Big Idea 5 – Earth in Space and Time Big Idea 7 – Earth Systems and Patterns

Physical Science

Big Idea 8 – Properties of Matter Big Idea 9 – Changes in Matter Big Idea 10 – Forms of Energy Big Idea 11 – Energy Transfer and Transformations Big Idea 13 – Forces and Changes in Motion

Life Science

Big Idea 14 – Organization and Development of Living Organisms Big Idea 15 – Diversity and Evolution of Living Organisms Big Idea 17 – Interdependence

Fifth Grade Overview

The Next Generation Sunshine State Standards for science are organized by grade level for grades K-8 and by Bodies of Knowledge for grades 9-12. Eighteen Big Ideas are encompassed in grades K-12 and build in rigor and depth as students advance. Each grade level includes benchmarks from the four Bodies of Knowledge (Nature of Science, Earth and Space Science, Physical Science, and Life Science).

Next Generation Sunshine State Standards


Digital Curriculum Maps and other instructional support documents are available on the grade level Science Canvas site under the Curriculum Map and Instructional Resources button. All suggested resources are available on the grade level Science Canvas site under the Curriculum Resources button.

What is a STEM Week?

STEM Weeks are periods of time dedicated to the implementation of an interdisciplinary, standards-rich experience that poses an age-appropriate, real-world problem to be solved through collaborative and creative measures.

S cientific Literacy T echnological

Literacy

E ngineering Literacy M athematical

Literacy the ability to use scientific knowledge and processes to understand the natural world as well as the ability to participate in decisions that affect it

the ability to know how to use new technologies, understand how new technologies are developed, and have the skills to analyze how new technologies affect us, our nation, and the world

the ability to understand how technologies are developed via the engineering design process using problem-based lessons in a manner that integrates lessons across multiple subjects

the ability to analyze, reason, and communicate ideas effectively to pose, formulate, solve, and interpret solutions to mathematical problems in a variety of situations

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Weeks of Instruction Topic Instructional Sequence Body of Knowledge 5th Grade Assessments

Weeks 1 – 3 Introduction to Science August 12 – August 30 Nature of Science 05 SMT 1 (8/12-8/16)

Weeks 4 – 6 Solar System September 2 – September 20 Space Science 05 VST 1A (9/16-9/20)

Weeks 7 – 12 Earth’s Water/Weather and Climate September 23 – November 1 Earth Science 05 VST 1B (10/28-11/1)

Weeks 13 – 18 Properties of Matter November 4 – December 20 Physical Science (Matter) 05 SMT 2 (1/6-1/10)

Weeks 19 – 24 Forms of Energy/Forces and Changes in Motion January 6 – February 14 Physical Science (Energy) 05 VST 2 (2/10-2/14)

Weeks 25 – 29 Human Body/Diversity & Interdependence February 17 – March 27 Life Science 05 VST 3 (3/23-5/29)

Weeks 30 – 34 Fair Game Remediation March 30 – May 1 Week 35-36 FSA/SSA Testing May 4 – May 15

Weeks 37 – 38 Nature of Science and Enrichment May 18 – May 22

Fifth Grade Instructional Scope and Sequence


Refer to this section when formulating an action plan based upon student performance on the beginning- and mid-year progress monitoring tools (05 SMT1 and 05 SMT 2).

NATURE OF SCIENCE

The Practice of Science (SC.3.N.1.1, SC.4.N.11, SC.4.N.1.6) • Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about the observations.

The Characteristics of Scientific Knowledge (SC.3.N.1.7, SC.4.N.1.3, SC.4.N.1.7, SC.3.N.1.2, SC.3.N.1.5, SC.4.N.1.2, SC.4.N.1.5) • Explain that empirical evidence is information, such as observations or measurements, that is used to help validate explanations of natural phenomena. • Explain that science does not always follow a rigidly defined method (“the scientific method”) but that science does involve the use of observations and empirical

evidence. • Recognize and explain that scientists base their explanations on evidence. • Compare the observations made by different groups using the same tools and seek reasons to explain the differences across groups. • Recognize that scientists question, discuss, and check each other’s evidence and explanations. • Compare the observations made by different groups using multiple tools and seek reasons to explain the differences across groups. • Compare the methods and results of investigations done by other classmates.

EARTH SCIENCE (continued on next page) Stars (SC.3.E.5.1, SC.3.E.5.2, SC.3.E.5.3)

• all stars are different; some are smaller/larger, some appear brighter than others • all, except the sun are so far away that they look like points of light • stars are present in the day, but cannot be seen because of the sun’s light

Earth’s Movements (SC.3.E.5.4, SC.4.E.5.1, SC.4.E.5.2, SC.4.E.5.3, SC.4.E.5.4) • Earth revolves around the sun in a year and rotates on its axis in a 24-hour day • Rotation of the Earth is related to day/night

Rocks and Minerals (SC.4.E.6.1, SC.4.E.6.2) • physical properties of common earth-forming minerals (hardness, color, luster, cleavage, and streak color) • role of minerals in the formation of rocks • three categories of rocks (igneous formed from molten rock; sedimentary pieces of other rocks/sediment cemented together and fossilized organisms;

metamorphic formed from heat and pressure)

Resources that may support the review and remediation of these concepts throughout the school year include, but are not limited to, the following: The 5th Grade Science Canvas Site (Fair Game Standards Remediation button), Pearson Resources, CER documents: Science inSpiRE (support located on Canvas), Making LIFE Easier (lessons located on Canvas), Florida Achieves FOCUS (support located on Canvas), and Florida COACH Books (grades 3-5).

“Fair Game” Benchmark Reference - Grades 3 and 4 Expected learning from grades 3 and 4 that is “fair game” on the State-wide Science Assessment (SSA) in grade 5.


EARTH AND SPACE SCIENCE (continued) Renewable and Nonrenewable Resources (SC.4.E.6.3, SC.4.E.6.6)

• renewable and nonrenewable resources found on Earth • natural resources found in Florida (water, phosphate, oil, limestone, silica, wind, and solar energy)

Weathering and Erosion (SC.4.E.6.4) • process of physical weathering (breaking down of rock by wind, water, ice, temperature change, and plants) • process of erosion (movement of rock by gravity, wind, water, and ice)

Heat Loss/Heat Gain (SC.3.E.6.1) • energy from the sun can heat objects (heat gain) and when the sun is not present, heat may be lost (heat loss). • sun’s presence, visible or not visible, will impact objects (e.g., size, shape, state, color, temperature)

PHYSICAL SCIENCE Matter (SC.3.P.8.1, SC.3.P.8.2, SC.3.P.8.3, SC.3.P.9.1, SC.4.P.8.1, SC.4.P.9.1)

• measure volume of regular and irregular solids by calculating the amount of water displaced in a container (graduated cylinder) • measure and compare physical properties of matter (mass, temperature, volume, color, shape, hardness, texture, odor, taste, attraction to magnets) • describe the changes water undergoes when it changes state through heating and cooling by using familiar science terms such as melting, freezing, boiling,

evaporation, and condensation • identify some familiar changes in materials that result in other materials with different characteristics, such as decaying animal or plant matter, burning, rusting, or

cooking Heat Flow (SC.4.P.11.1, SC.4.P.11.2)

• heat flows from a hot object to a cold object and that heat flow may cause materials to change temperature Light (SC.3.P.10.3, SC.3.P.10.4)

• light can be reflected, refracted or absorbed Energy in Motion (SC.3.P.10.2, SC.4.P.10.2, SC.4.P.10.4, SC.4.P.12.1, SC.4.P.12.2)

• energy has the ability to cause motion or create change (solar energy can power a model car; heat energy can melt ice) • an object in motion

Forms of Energy (SC.3.P.10.1, SC.3.P.11.1, SC.3.P.11.2, SC.4.P.10.1, SC.4.P.10.3) • sound is produced by vibrating objects and pitch depends on how fast or slow the object vibrates

Magnets (SC.4.P.8.4) • magnets can attract magnetic materials and can attract OR repel other magnets

Resources that may support the review and remediation of these concepts throughout the school year include, but are not limited to, the following: The 5th Grade Science Canvas Site (Fair Game Standards Remediation button), Pearson Resources, CER documents: Science inSpiRE (support located on Canvas), Making LIFE Easier (lessons

located on Canvas), Florida Achieves FOCUS (support located on Canvas), and Florida COACH Books (grades 3-5).

“Fair Game” Benchmark Reference - Grades 3-4


LIFE SCIENCE

Plants (SC.3.L.14.1, SC.3.L.14.2, SC.4.L.16.1) • plant structures and their functions (food production, support, water/nutrient absorption and transportation, and reproduction) • plants’ responses to stimuli (heat, light, and gravity) • reproduction of flowering (seeds) and nonflowering plants such as moss and ferns (spores) • parts of a flower (e.g., stamen, pistil, ovary, petals, pollen/sperm, eggs) • germination, pollination, fertilization, seed dispersal

Plant and Animal Classification (SC.3.L.15.1, SC.3.L.15.2) • classification of flowering and non-flowering plants into major groups (those who produce seeds and those who produce spores) • classification of animals into vertebrates (fish, mammals, birds, reptiles, amphibians) and invertebrates (only arthropods) according to physical characteristics and

behaviors (e.g., those which give live birth vs. those which lay eggs, cold-blooded vs. warm-blooded, lungs vs. gills) Heredity (SC.4.L.16.2, SC.4.L.16.3)

• characteristics (traits) of plants are inherited by offspring from parents (e.g., type of plant, color of flower, leaf shape, size) • characteristics (traits) of animals are inherited by offspring from parents (e.g., freckles, height, dimples, eye color) • characteristics (traits) of animals are learned/acquired by the environment (e.g., hair color and length, playing an instrument, reading) • examples of animal behaviors may be shaped by heredity or learning

o instinctive behaviors: hibernation, migration, hunting, protecting young o learned behaviors: using tools, language, hunting, playing sports, writing

Plant and Animal Life Cycles (SC.4.L.16.4) • life cycle of flowering and non-flowering plants (seed, seedling, mature adult, reproduction) • life cycle of insects that go through complete metamorphosis/4-stages (egg, larva, pupa, adult) • life cycle of insects that go through incomplete metamorphosis/3-stages (egg, nymph, adult) • life cycle of animals (egg, embryo, infant, adolescent, adult)

Seasonal Changes (SC.3.L.17.1, SC.4.L.17.1) • animals respond (are adapted) to changing seasons (e.g., clothing, hibernation, migration, shedding, birth, color change) • seasonal changes (e.g., dormancy, leaves changing color and falling) in Florida plants compared to those in other regions of the country • seasonal changes (e.g., color change, body covering change, hibernation, migration) in Florida animals compared to those in other regions of the country

Life’s Energy (SC.3.L.17.2, SC.4.L.17.2, SC.4.L.17.3, SC.4.L.17.4) • energy is transferred from the sun through a food chain (flow of energy) • plants are producers that make their own food using carbon dioxide, water, and energy from the sun • animals are consumers that obtain energy from the plants and/or animals they eat • types of consumers (carnivore, herbivore, omnivore) • recognize ways plants and animals, including humans, can impact the environment

Resources that may support the review and remediation of these concepts throughout the school year include, but are not limited to, the following:

The 5th Grade Science Canvas Site (Fair Game Standards Remediation button), Pearson Resources, CER documents: Science inSpiRE (support located on Canvas), Making LIFE Easier (lessons located on Canvas), Florida Achieves FOCUS (support located on Canvas), and Florida COACH Books (grades 3-5).

“Fair Game” Benchmark Reference - Grades 3 and 4 Expected learning from grades 3 and 4 that is “fair game” on the State-wide Science Assessment (SSA) in grade 5.


The benchmarks in the Next Generation Sunshine State Standards (NGSSS) identify knowledge and skills students are expected to acquire at each grade level, with the underlying expectation that students also demonstrate critical thinking.

The levels—Level 1, Level 2, and Level 3—form an ordered description of the demands a standard may make on a student. Instruction in the classroom should match, at a minimum, the demand of standard of the learning target in the curriculum map.

Level 1: Recall Level 2: Basic Application of Concepts & Skills Level 3: Strategic Thinking & Complex Reasoning The recall of information such as a fact, definition, or term, as well as performing a simple science process or procedure. Level 1 only requires students to demonstrate a rote response, use a well-known formula, follow a set well-defined procedure (like a recipe), or perform a clearly defined series of steps.

The engagement of some mental processing beyond recalling or reproducing a response. The content knowledge or process involved is more complex than in Level 1. Level 2 requires that students make some decisions as to how to approach the question or problem. Level 2 activities include making observations and collecting data; classifying, organizing, and comparing data; representing and displaying data in tables, graphs, and charts. Some action verbs, such as “explain,” “describe,” or “interpret,” may be classified at different DOK levels, depending on the complexity of the action. For example, interpreting information from a simple graph, requiring reading information from the graph, is at Level 2. An activity that requires interpretation from a complex graph, such as making decisions regarding features of the graph that should be considered and how information from the graph can be aggregated, is at Level 3.

Requires reasoning, planning, using evidence, and a higher level of thinking than the previous two levels. The cognitive demands at Level 3 are complex and abstract. The complexity does not result only from the fact that there could be multiple answers, a possibility for both Levels 1 and 2, but because the multi-step task requires more demanding reasoning. In most instances, requiring students to explain their thinking is at Level 3; requiring a very simple explanation or a word or two should be at Level 2. An activity that has more than one possible answer and requires students to justify the response they give would most likely be a Level 3. Level 3 activities include drawing conclusions from observations; citing evidence and developing a logical argument for concepts; explaining phenomena in terms of concepts; and using concepts to solve non-routine problems.

Some examples that represent, but do not constitute all of Level 1 performance, are:

• Recall or recognize a fact, term, or property. • Represent in words or diagrams a scientific

concept or relationship. • Provide or recognize a standard scientific

representation for simple phenomena. • Perform a routine procedure such as measuring

length. • Identify familiar forces (e.g. pushes, pulls,

gravitation, friction, etc.) • Identify objects and materials as solids, liquids,

or gases.


• Specify and explain the relationship among facts, terms, properties, and variables.

• Identify variables, including controls, in simple experiments. • Distinguish between experiments and systematic observations. • Describe and explain examples and non-examples of science

concepts. • Select a procedure according to specified criteria and perform it. • Formulate a routine problem given data and conditions. • Organize, represent, and interpret data.


• Identify research questions and design investigations for a scientific problem.

• Design and execute an experiment or systematic observation to test a hypothesis or research question.

• Develop a scientific model for a complex situation. • Form conclusions from experimental data. • Cite evidence that living systems follow the Laws of Conservation

of Mass and Energy. • Explain how political, social, and economic concerns can affect

science, and vice versa. • Create a conceptual or mathematical model to explain the key

elements of a scientific theory or concept. • Explain the physical properties of the Sun and its dynamic nature

and connect them to conditions and events on Earth. • Analyze past, present, and potential future consequences to the

environment resulting from various energy production technologies.

*Adapted from: http://www.cpalms.org/textonly.aspx?ContentID=23&UrlPath=/page23.aspx

The Demand of Standard Core Action 1: Science Instructional Practice Guide (IPG)

http://www.cpalms.org/textonly.aspx?ContentID=23&UrlPath=/page23.aspx


Every standard is assigned a demand of standard (DOS) indicator. The teaching and assessment of that standard must reflect the rigor of the DOS.

Low (Level 1) Moderate (Level 2) High (Level 3)

Students will: • retrieve information from a chart, table, diagram,

or graph • recognize a standard scientific representation of a

simple phenomenon • complete a familiar single-step procedure or

equation using a reference sheet

Students will: • interpret data from a chart, table, or simple graph • determine the best way to organize or present data

from observations, an investigation, or experiment • describe examples and non-examples of scientific

processes or concepts • specify or explain relationships among different

groups, facts, properties, or variables • differentiate structure and functions of different

organisms or systems • predict or determine the logical next step or outcome • apply and use concepts from a standard scientific

model or theory

Students will: • analyze data from an investigation or experiment

and formulate a conclusion • develop a generalization from multiple data sources • analyze and evaluate an experiment with multiple

variables • analyze an investigation or experiment to identify a

flaw and propose a method for correcting it • analyze a problem, situation, or system and make

long-term predictions • interpret, explain, or solve a problem involving

complex spatial relationships

Sample Level 1 Item Sample Level 2 Item Sample Level 3 Item Felipe and Marsha were studying forces and decided to do an experiment. They placed four equally sized blocks made of different materials on an elevated plastic tray. They watched each of the blocks move down the tray. Their setup is shown below. Which of the following forces causes the blocks to move down the tray?

A. Electric B. Friction C. Gravity D. Magnetic

Felipe and Marsha were studying forces and decided to do an experiment. They placed four equally sized blocks made of different materials on an elevated plastic tray. They watched each of the blocks move down the tray. Their setup is shown below. Which block would experience the least amount of friction as it moved down the tray? A. Ice Block B. Sponge Block C. Sandpaper Block D. Plastic Block

Felipe and Marsha were studying forces and decided to do an experiment. They placed four equally sized blocks made of different materials on an elevated plastic tray. They watched each of the blocks move down the tray. Their setup is shown below. Which of the following conclusions can Felipe and Marsha make about the forces that cause the blocks to move down the tray? A. The force of friction is the same on each block. B. The force of friction causes the speed of each block to

increase. C. The force of gravity causes all the blocks to move at the

same speed. D. The force of gravity is greater than the force of friction

on all the blocks. *Adapted from Webb’s Depth of Knowledge and FLDOE Specification Documentation, Version 2.

Demand of Standard and Complexity Core Action 1: Science Instructional Practice Guide (IPG)


ENGAGEMENT EXPLORATION EXPLANATION ELABORATION EVALUATION

The engagement phase of the model is intended to capture students’ interest and focus their thinking on the concept, process, or skill

that is to be learned.

During this engagement phase, the teacher is on center stage.

The exploration phase of the model is intended to provide students with a common set of experiences from

which to make sense of the concept, process or skill that is to be learned.

During the exploration phase, the students come to center stage.

The explanation phase of the model is intended to grow students’

understanding of the concept, process, or skill and its associated academic

language.

During the explanation phase, the teacher and students share center stage.

The elaboration phase of the model is intended to construct a deeper understanding of the concept, process, or skill through the exploration of related ideas.

During the elaboration phase, the teacher and students

share center stage.

The evaluation phase of the model is intended to be used during all phases

of the learning cycle driving the decision-making process and

informing next steps.

During the evaluation phase, the teacher and students share center stage.

What does the teacher do?

• create interest/curiosity • raise questions • elicit responses that uncover

student thinking/prior knowledge (preview/process)

• remind students of previously taught concepts that will play a role in new learning

• familiarize students with the unit


• provide necessary materials/tools • pose a hands-on/minds-on problem

for students to explore • provide time for students to “puzzle”

through the problem • encourage students to work

together • observe students while working • ask probing questions to redirect

student thinking as needed


• ask for justification/clarification of newly acquired understanding

• use a variety of instructional strategies • use common student experiences to:

o develop academic language o explain the concept

• use a variety of instructional strategies to grow understanding

• use a variety of assessment strategies to gauge understanding


• provide new information that extends what has been learned

• provide related ideas to explore • pose opportunities (examples and

non-examples) to apply the concept in unique situations

• remind students of alternate ways to solve problems

• encourage students to persevere in solving problems


• observe students during all phases of the learning cycle

• assess students’ knowledge and skills

• look for evidence that students are challenging their own thinking

• present opportunities for students to assess their learning

• ask open-ended questions: o What do you think? o What evidence do you have? o How would you explain it?

What does the student do?

• show interest in the topic • reflect and respond to questions • ask self-reflection questions:

o What do I already know? o What do I want to know? o How will I know I have learned

the concept, process, or skill? • make connections to past learning

experiences


• manipulate materials/tools to explore a problem

• work with peers to make sense of the problem

• articulate understanding of the problem to peers

• discuss procedures for finding a solution to the problem

• listen to the viewpoint of others


• record procedures taken towards the solution to the problem

• explain the solution to a problem • communicate understanding of a

concept orally and in writing • critique the solution of others • comprehend academic language

and explanations of the concept provided by the teacher

• assess own understanding through the practice of self-reflection


• generate interest in new learning • explore related concepts • apply thinking from previous

learning and experiences • interact with peers to broaden

one’s thinking • explain using information and

experiences accumulated so far


• participate actively in all phases of the learning cycle

• demonstrate an understanding of the concept

• solve problems • evaluate own progress • answer open-ended questions with

precision • ask questions

Evaluation of Engagement

The role of evaluation during the engagement phase is to gain access

to students’ thinking during the pre-assessment event/activity.

Conceptions and misconceptions currently held by students are uncovered during this phase.

These outcomes determine the concept, process, or skill to be

explored in the next phase of the learning cycle.

Evaluation of Exploration

The role of evaluation during the exploration phase is to gather an

understanding of how students are progressing towards making sense of

a problem and finding a solution.

Strategies and procedures used by students during this phase are

highlighted during explicit instruction in the next phase.

The concept, process, or skill is formally explained in the next phase

of the learning cycle.

Evaluation of Explanation

The role of evaluation during the explanation phase is to determine the students’ degree of fluency (accuracy

and efficiency) when solving problems.

Conceptual understanding, skill refinement, and vocabulary acquisition

during this phase are enhanced through new explorations.

The concept, process, or skill is elaborated in the next phase

of the learning cycle.

Evaluation of Elaboration

The role of evaluation during the elaboration phase is to determine the

degree of learning that occurs following a differentiated approach to

meeting the needs of all learners.

Application of new knowledge in unique problem-solving situations

during this phase constructs a deeper and broader understanding.

The concept, process, or skill has been and will be evaluated as part of all phases of the learning cycle.

The 5E Instructional Model Core Action 2: Science Instructional Practice Guide (IPG)


Asking Questions and Defining Problems Using Mathematics and Computational Thinking A practice of science is to ask and refine questions that lead to descriptions and explanations of how the natural and designed world(s) works and which can be empirically tested. Engineering questions clarify problems to determine criteria for successful solutions and identify constraints to solve problems about the designed world. Both scientists and engineers also ask questions to clarify ideas.

In both science and engineering, mathematics and computation are fundamental tools for representing physical variables and their relationships. They are used for a range of tasks such as constructing simulations; solving equations exactly or approximately; and recognizing, expressing, and applying quantitative relationships. Mathematical and computational approaches enable scientists and engineers to predict the behavior of systems and test the validity of such predictions.

Developing and Using Models Constructing Explanations and Designing Solutions A practice of both science and engineering is to use and construct models as helpful tools for representing ideas and explanations. These tools include diagrams, drawings, physical replicas, mathematical representations, analogies, and computer simulations. Modeling tools are used to develop questions, predictions and explanations; analyze and identify flaws in systems; and communicate ideas. Models are used to build and revise scientific explanations and proposed engineered systems. Measurements and observations are used to revise models and designs.

The end-products of science are explanations and the end-products of engineering are solutions. The goal of science is the construction of theories that provide explanatory accounts of the world. A theory becomes accepted when it has multiple lines of empirical evidence and greater explanatory power of phenomena than previous theories. The goal of engineering design is to find a systematic solution to problems that is based on scientific knowledge and models of the material world. Each proposed solution results from a process of balancing competing criteria of desired functions, technical feasibility, cost, safety, aesthetics, and compliance with legal requirements. The optimal choice depends on how well the proposed solutions meet criteria and constraints.

Planning and Carrying Out Investigations Engaging in Argument from Evidence Scientists and engineers plan and carry out investigations in the field or laboratory, working collaboratively as well as individually. Their investigations are systematic and require clarifying what counts as data and identifying variables or parameters. Engineering investigations identify the effectiveness, efficiency, and durability of designs under different conditions

Argumentation is the process by which evidence-based conclusions and solutions are reached. In science and engineering, reasoning and argument based on evidence are essential to identifying the best explanation for a natural phenomenon or the best solution to a design problem. Scientists and engineers use argumentation to listen to, compare, and evaluate competing ideas and methods based on merits. Scientists and engineers engage in argumentation when investigating a phenomenon, testing a design solution, resolving questions about measurements, building data models, and using evidence to evaluate claims

Analyzing and Interpreting Data Obtaining, Evaluating and Communicating Information Scientific investigations produce data that must be analyzed in order to derive meaning. Because data patterns and trends are not always obvious, scientists use a range of tools—including tabulation, graphical interpretation, visualization, and statistical analysis—to identify the significant features and patterns in the data. Scientists identify sources of error in the investigations and calculate the degree of certainty in the results. Modern technology makes the collection of large data sets much easier, providing secondary sources for analysis. Engineering investigations include analysis of data collected in the tests of designs. This allows comparison of different solutions and determines how well each meet specific design criteria— that is, which design best solves the problem within given constraints. Like scientists, engineers require a range of tools to identify patterns within data and interpret the results. Advances in science make analysis of proposed solutions more efficient and effective.

Scientists and engineers must be able to communicate clearly and persuasively the ideas and methods they generate. Critiquing and communicating ideas individually and in groups is a critical professional activity. Communicating information and ideas can be done in multiple ways: using tables, diagrams, graphs, models, and equations as well as orally, in writing, and through extended discussions. Scientists and engineers employ multiple sources to obtain information that is used to evaluate the merit and validity of claims, methods, and designs.

Developed by NSTA using information from Appendix F of the Next Generation Science Standards © 2011, 2012, 2013 Achieve, Inc

The Science and Engineering Practices Core Action 3: Science Instructional Practice Guide (IPG)


Grade 5 SCIENCE INSTRUCTIONAL CALENDAR 2019-2020 Week Dates Topic Lessons Assessment

1 August 12-16 Introduction to Science & Science Fair See Canvas for support

05 SMT 1 2 August 19-23 3 August 26-30 Nature of Science Common Experiment #1 4 September 2-6 (4 days/Labor Day)

Solar System Parts of a Galaxy T1 L1

5 September 9-13 Inner Solar System T L2 6 September 16-20 (4 days/PD Day) Outer Solar System T1 L3 05 VST 1A 7 September 23-27

Earth’s Water Water Cycle T2 L1

8 September 30-October 4 Earth’s Freshwater/Earth’s Ocean T2 L2,L3 9 October 7-11 Weather and Climate Weather/Forms of Precipitation T3 L1,L2

10 October 14-18 (4 days/Teacher Duty Day) Weather and Climate

Land Affects Weather T3 L3 11 October 21-25 Climate T3 L4 12 October 28-November 1 Nature of Science STEM Lesson #1 05 VST 1B 13 November 4-8

Properties of Matter

Properties of Matter T4 L2 14 November 11-15 (4 days/Veterans Day) States of Matter T4 L3 15 November 18-22 Physical Changes T4 L4 16 December 2-6 Chemical Changes T4 L5 17 December 9-13 Nature of Science Common Experiment #2 18 December 16-20 (3 days/Teacher Duty Day) Properties of Matter Mixtures and Solutions T4 L6 19 January 6-10

Forms of Energy Different Forms of Energy T 5 L1 05 SMT 2

20 January 13-17 Electrical Energy T5 L2 21 January 20-24 (4 days/MLK Day) Electric Circuits T5 L3 22 January 27-31

Forces and Changes in Motion Forces and Motion/ Newton’s Laws T6 L1,L2

23 February 3-7 Combined Forces/STEM Lab #2 T6 L3 24 February 10-14 Nature of Science Common Experiment #3 05 VST 2 25 February 17-21 (4 days/Presidents’ Day)

Human Body Systems Circulatory/Respiratory Systems/Skeleton, Muscles, and Skin T7 L1, L2

26 February 24-28 Nervous System/ Digestive, Reproductive, and Other Systems T7 L3, L4 27 March 2-6

Diversity and Interdependence Internal and External Structures and Functions of Plants T8 L1,L2

28 March 9-13 (4 days/Teacher Duty Day) Internal and External Structures and Functions of Animals T8 L3,L4 29 March 23-27 Diversity and Interdependence Plant and Animal Responses to the Environment T8 L5

05 VST 3

30 March 30-April 3

Fair Game Standards Remediation See the 5th Grade Science Canvas site for support 31 April 6-10 32 April 13-17 33 April 20-24 34 April 27-May 1 35 May 4-8

FSA/SSA Testing FSA/SSA Testing 36 May 11-15 37 May 18-22

Nature of Science Common Experiment #4 38 May 25-29 (4 days/Memorial Day)


NGSSS BODY OF KNOWLEDGE:

BIG IDEA: NATURE OF SCIENCE The Practice of Science/The Characteristics of Scientific Knowledge

PACING: Weeks 1-38 August 12 – May 29

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

Topic Learning Targets/Skills Benchmark Academic Language

Pages 13 – 15 list all of the Grade 5 Nature of Science standards. These standards should be integrated and taught throughout the year to be mastered by the end of week 38.

The first 3 weeks of instruction focused on the Nature of Science standards are meant to be an introduction to science. See pages 16, 17, and Canvas for resources specific to instruction during the first two weeks of school.

Weeks 1-38

Nature of Science

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 measurable 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 (Demand of Standard or

DOS – Level 3)

accurate communicate experimental design experimental setup investigation mass/weight prediction record keeping repeated observation results scientific method o question/problem o research o hypothesis o experiment

materials procedure

o data/evidence o results o conclusion o application

temperature time valid variable volume

Explain the difference between an experiment and other types of scientific investigation. Students will:

• 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 (DOS – Level 2)

experiment investigation systematic observations types of scientific investigations

o comparative o descriptive o experimental

http://www.cpalms.org/Public/PreviewStandard/Preview/1547


































Recognize and explain the need for repeated experimental trials. Students will:

• 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).


reliability repetition trials

Weeks 1-38

Nature of Science

This topic is

continued from the previous

page AND continued on the

next page.

Identify a control group and explain its importance in an experiment.

Students will: • identify the control group in an experiment (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).


control group experiment experimental group

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”.


exploration research scientific method systematic observations

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. • recognize the difference between verified observations (evidence) and a personal opinion or

interpretation (explanations linked to evidence).


evidence observation opinion verified

Recognize and explain that science is grounded in empirical observations that are testable; explanation must always be linked with evidence.

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.


empirical observation

Recognize and explain that when scientific investigations are carried out, the evidence produced by those investigations should be replicable by others.

Students will: • 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.


replication


Teacher Hints for “Nature of Science”: • There is no Nature of Science topic or lesson in the Pearson resource, rather students are encouraged to engage in these standards throughout the school year. • Common Experiment #1 is a great way to begin science in 5th grade. • Common Experiment #1 is suggested during Weeks 1-3 of instruction as you introduce Experiments, Science Fair, and Science Projects. See Canvas for lesson plans and resources. • Digital textbook resources can be accessed through V-Portal. Visit the 5th Grade Science Canvas site for access to all curriculum resources. • 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 any 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 or means for comparison 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 or digital 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

The Elementary Science EXPO will occur on March 27, 2020 this year!


NGSSS BODY OF KNOWLEDGE: BIG IDEA:

NATURE OF SCIENCE The Practice of Science

PACING: Weeks 1-3 August 12 – August 30

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


Week 1-3

Introduction to Science & Science Fair

This topic is continued on

the next page.

Recognize and explain that science is grounded in empirical observations that are testable; explanation must always be linked with evidence.

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.


evidence explanations inference verified observation personal opinion/ interpretation science science notebook scientist weight width

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 measurable 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).


Recognize and explain the difference between personal opinion/interpretation and verified observation. Students will:

• 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).




































05 SMT 1 SSA Readiness August 12 – 16

Teacher Hints for “Introduction to Science”: • There is no unit of study for the Nature of Science standards, rather students are encouraged to engage in these standards throughout the school year. • Common Experiment #1 is a great way to begin science in 5th grade. • Common Experiment #1 is suggested during Weeks 1-3 of instruction as you introduce Experiments, Science Fair, and Science Projects. See Canvas for lesson plans and resources. • The State Science Safety Manual (Animals in the Classroom Guidelines) can be accessed at http://www.fldoe.org/contact-us/search.stml?q=Animal+in+the+Classroom. • Student and Teacher digital textbook resources can be accessed through V-Portal. See the Grade 1 Science Canvas site for instructions to access the digital platform and

other resources. • Students may prepare for the Solar System and Weather topic learning targets (beginning Week 4) 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 Fair Game benchmarks within your instruction of 5th 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 Air Temp. Rainfall

March 20˚C 2 cm April 22 ˚C 4.5 cm May 23 ˚C 3 cm

• verified observation – There was 1.5 cm more precipitation in April than in May. • inference – The data shows that there is not a relationship between air temperature and rainfall. • personal opinion/interpretation – March is the month to do outside activities; March had more dry days than any other month. • 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 or means for comparison 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: The variable being manipulated would be different types of soil. The variables that need to be controlled would be soil amount, water amount, plant container, plant size, and sunlight exposure. 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.

The Elementary Science EXPO will occur on March 27, 2020!

http://www.fldoe.org/contact-us/search.stml?q=Animal+in+the+Classroom


Teacher Notes All curriculum resources can be found on the 5th Grade Science Canvas Site



BIG IDEA: NATURE OF SCIENCE/EARTH AND SPACE SCIENCE EARTH IN SPACE AND TIME

PACING: Weeks 4-6 September 2 – September 20

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 Third Grade – SC.3.E.5.1, SC.3.E.5.2, SC.3.E.5.3


Weeks 4-6

Solar System

This topic is continued on the

next page.

Note: Learning targets beginning with “review” indicate instruction from previous grades. 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 (DOS – Level 1)

Embedded Nature of Science

SC.5.N.1.1 SC.5.N.1.2 SC.5.N.1.5 SC.5.N.1.6 SC.5.N.2.1

dust galaxy gas Milky Way

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. • 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.N.1.1 SC.5.N.1.2 SC.5.N.1.5 SC.5.N.1.6

atmosphere axis composition o terrestrial/rocky/

solid o gaseous

Earth gravity mass orbit planets o inner o outer

revolution/revolve rotation/rotate Solar System tilt









Weeks 4-6

Solar System

This topic is continued from

the previous page.

Distinguish among the following objects of the Solar System – sun, planets, moons, asteroids, comets – and identify Earth’s position in it.

Students will: • 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).



SC.5.N.1.1 SC.5.N.1.2 SC.5.N.1.5 SC.5.N.1.6

asteroid belt asteroids comet moon star star pattern/ constellation sun

05 VST 1 (Part A) Space Science September 16 – September 20

Teacher Hints for “Solar System”: • Students will not need to know specific star names or star patterns/constellations, objects orbiting stars, or the chemical make-up of stars. Statewide Science Assessment may use names of

stars or star patterns in the item stems but students will not need to memorize the names of stars or star patterns. • 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 types of galaxies or identify galaxies by their type. • 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 1st quarter moon to full moon to 3rd or last quarter moon, and back again to the new moon).



BIG IDEA: NATURE OF SCIENCE/EARTH AND SPACE SCIENCE Earth Systems and Patterns

PACING: Weeks 7-8 September 23 – October 4

Prerequisite Learning Second Grade – SC.2.E.7.1, SC.2.E.7.2


Weeks 7-8

Earth’s Water

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.

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). •



SC.5.N.1.1

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

.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: • 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.N.1.1

Teacher Hints for “Earth’s Water”: • 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, sealed plastic bag of water). • 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. • SSA will not assess following terms: transpiration, infiltration, percolation, and reservoir. However, some terms, such as the term reservoir (collection), are not assessed on SSA 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.





BIG IDEA: NATURE OF SCIENCE/EARTH AND SPACE SCIENCE Earth System and Patterns

PACING: Weeks 9 - 12 October 7 – November 1

Prerequisite Learning: Second Grade –SC.2.E.7.3, SC.2.E.7.4, SC.2.E.7.5


Weeks 9-12

Weather and Climate

This topic is


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).



SC.5.N.1.1 SC.5.N.1.6

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).



SC.5.N.1.4 SC.5.N.2.1

cirrus cloud cumulonimbus cumulus erosion hail rain seasons sleet snow stratus





Weeks 9-12

Weather and Climate

This topic is

continued on the next page AND continued from

the previous page.

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).


Embedded

Nature of Science SC.5.N.1.3 SC.5.N.2.1

desert environments forest grassland mountains rainforest swamps tundra wetland

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.N.1.1 SC.5.N.2.1

climate climate zone elevation environment equator latitude polar temperate tropical

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.N.1.1

natural disasters preparedness

05 VST 1 (Part B) Earth Science October 28 – November 1


Teacher Hints for “Weather and Climate”:

• 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: • sleet - precipitation that freezes near the ground that often begins as rain or snow • 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,

chips and breaks rock. Erosion may occur as water is flowing over Earth’s surface, moving bits of rock from one place to another. • 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. • 5th grade students will not be assessed on the Enrichment - SC.5.E.7.7 standard. The Pearson book does support instruction of this standard. Teachers may instruct this content post-SSA and

in preparation for middle school. • Some resources that could be used as a home-school connection activity are provided below.

o Creating a severe weather plan. http://www.floridadisaster.org/family/) o Be prepared with https://www.ready.gov/kids

• The STEM Lesson #1 addresses Weather and Climate standards while integrating the Nature of Science standards. STEM Lesson #1 is suggested at the end of the Weather and Climate topic during Week 12 of instruction. See Canvas for lesson plans and resources.

http://www.floridadisaster.org/family/

https://www.ready.gov/kids



NATURE OF SCIENCE/PHYSICAL SCIENCE Properties of Matter/Changes in Matter

PACING: Weeks 13 – 18 November 4 – December 20


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


Weeks 13-18


This topic is

continued on the

next page.

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).

SC.5.P.8.1 (DOS – Level 2)


SC.5.N.2.1

attract/repel classification magnetic mass physical properties o observable o measurable

states of matter o solid o liquid o gas

temperature volume water displacement

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).



SC.5.N.1.1 SC.5.N.2.1

chemical change condense decay evaporate freeze melt physical change physical weathering temperature change

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: • 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).


Embedded

Nature of Science SC.5.N.1.1

dissolve mixture retain properties surface area


















Weeks 13-18


This topic is


page AND continued on the next page.

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. 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.


Embedded


filter/filtration magnetic attraction mixture particle size sieve sort

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.


Embedded


atoms

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 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.

• 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. • Be sure to include materials that are magnetic in mixtures that are being separated (e.g., iron filings, aluminum, 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). • Ask students to 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. • 5th grade students will not be assessed on the Enrichment - SC.5.P.8.4 standard. The Pearson book does support instruction of this standard. Teachers may instruct this content post-SSA and

in preparation for middle school. • Common Experiment #2 integrates the Nature of Science standards into this unit. Common Experiment #2 is suggested during Week 17 of instruction. See Canvas for lesson plans and

resources.

http://www.bbc.co.uk/schools/scienceclips/ages/9_10/changing_state.shtml

http://www.bbc.co.uk/schools/scienceclips/ages/9_10/changing_state.shtml



BIG IDEA: NATURE OF SCIENCE/PHYSICAL SCIENCE Forms of Energy/Energy Transfer and Transformations

PACING: Weeks 19 – 21 January 6– January 24


Kindergarten – SC.K.P.10.1 First Grade – none Second Grade – SC.2.P.10.2 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 Fourth Grade – 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


Weeks 19-21

Forms of Energy

This topic is


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.N.1.1 SC.5.N.1.2

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.N.1.1

Investigate and explain that electrical energy can be transformed into heat, light, and sound energy, as well as the energy of motion.

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).


Embedded


electricity transformation











Weeks 19-21

Forms of Energy

This topic is


page AND on the next page.

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.


Embedded


attract electric charge

o negative o positive o neutral

electricity repel static electricity

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. • demonstrate that a switch can open and close a circuit.


Embedded


closed circuit conductors electricity insulator (poor conductor) open circuit simple circuit switches

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.


Embedded


05 SMT 2 SSA Readiness January 6 – 10


Teacher Hints for “Forms of Energy”:

• The 05 SMT 2 should be administered during Week 19. • 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. • 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.



BIG IDEA: NATURE OF SCIENCE/PHYSICAL SCIENCE Forces and Changes in Motion

PACING: Weeks 22 – 24 January 27 – February 14


Kindergarten –SC.K.P.13.1 First Grade –SC.1.P.13.1 Second Grade –SC.2.P.13.1, SC.2.P.13.2, SC.2.P.13.3, SC.2.P.13.4 Third Grade –SC.3.E.5.4, SC.3.E.6.1


Weeks 22-24

Forces and Changes in

Motion

This topic is continued on the

next page.

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.


Embedded

Nature of Science SC.5.N.1.1 SC.5.N.2.1 SC.5.N.2.2

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.

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 o



SC.5.N.1.1 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).


Embedded











Weeks 22-24

Forces and Changes in

Motion

This topic is continued from

the previous page.

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: • 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.N.1.1

Balanced forces Opposing forces Unbalanced forces

05 VST 2 Physical Science February 10 – February 14 Teacher Hints for “Forces and Changes in 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. • Movement only occurs when the forces applied to an object are unbalanced. • 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. • The STEM Lesson #2 addresses Forces and Motion standards while integrating the Nature of Science standards. STEM Lesson #2 is suggested at the end of the Combined Forces topic

during Week 23 of instruction. See Canvas for lesson plans and resources. • Common Experiment #3 integrates the Nature of Science standards into this unit. Common Experiment #3 is suggested during Week 24 of instruction. See Canvas for lesson plans and

resources.



NATURE OF SCIENCE/LIFE SCIENCE ORGANIZATION & DEVELOPMENT OF LIVING ORGANISMS

PACING: Weeks 25 – 26 February 17 – February 28


Kindergarten – SC.K.L.14.1 First Grade – SC.1.L.14.1 Second Grade – SC.2.L.14.1 Third Grade – SC.3.L.14.1


Week 25-26

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 o stomach breaks down food into nutrients that the body uses o pancreas produces digestive enzymes that control sugar and aid in digestion o liver cleans blood by removing toxins and breaks down fats for digestion o brain controls the body’s organs o heart pumps the blood throughout the body o lungs oxygenate the blood through respiration (taking in and releasing air) o small intestines absorb nutrients from food o large intestines absorb water and move waste out of the body o muscles help the body move o skeleton provides structural support and protects vital organs o reproductive organs allow reproduction to occur, may make new organisms o kidneys filter waste from blood o bladder stores liquid waste (urine) o sensory organs are responsible for letting humans see, hear, smell, taste, and touch

SC.5.L.14.1 (DOS – Level 2)


SC.5.N.1.1 SC.5.N.1.5

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 Systems”: • Students will NOT be assessed on human body systems. • Students will NOT need to match body structures with the body system to which it belongs. • Students 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. • Diagrams of the reproductive organs will not be used on the SSA or the district assessment. Teachers are instructed to refrain from using the rubber band books in the AIMS Life Book

entitled, the Male Reproductive System and the Female Reproductive System. • 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. • Making Life Easier lessons will assist in reviewing life science content from 3rd and 4th grade.







BIG IDEA: NATURE OF SCIENCE/LIFE SCIENCE HEREDITY AND REPRODUCTION

PACING: Weeks 27-29 March 2 – March 27

Prerequisite Learning Second Grade –SC.2.L.17.1 Third Grade – SC.3.L.15.1, SC.3.L.17.1 Fourth Grade - SC.4.L.17.1


Weeks 27-29

Diversity and Interdependence

This topic is


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.

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 fish 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).



SC.5.N.1.1 SC.5.N.2.1

exoskeleton food production invertebrates ovary/egg pistil pollen/sperm reproduction stamen vertebrates

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.

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)



SC.5.N.2.1

adaptation o physical o behavioral

camouflage carnivore consumer environment food chain herbivore hibernation migration omnivore predator prey producer






Weeks 27-29

Diversity and

Interdependence

This topic is continued from the previous

page.

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: • distinguish between physical and behavioral adaptations displayed by animals and plants. • 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.N.2.1

competition population resources

05 VST 3 Life Science March 23 – May 29 Teacher Hints for “Diversity and Interdependence”:

• Make a comparison between animal and plant sexual reproduction structure/function: • plant female structures of pistil, ovary, eggs with human structures of ovary and eggs • plant male structures of pollen/sperm, stamen with human structures of testes and sperm • Florida Achieves FOCUS Org/Dev of Living Organisms SC.5.L.14.2: First and Second Assessments will guide you in how structure/function comparison content may translate to assessment

item stems. • Making Life Easier lessons will assist in reviewing life science content from 3rd and 4th grade. • Reviewing plant and animal structure/function, plant behaviors, animal classification, and food chains will assist students with the benchmark targets in this unit. ScienceSaurus pages 76-

97, 107, 126-131, and 133-155 may serve as a reference. • 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 Achieves 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. • Making Life Easier lessons will assist in reviewing life science content from 3rd and 4th grade.



NATURE OF SCIENCE/EARTH AND SPACE SCIENCE/PHYSICAL SCIENCE/LIFE SCIENCE SSA Fair Game Remediation

PACING: Weeks 30-34 March 30 – May 29

Weeks 30-34 “Fair Game” Assist and “Finishing Touches” for SSA

Utilize progress monitoring data and Fair Game standards information on Curriculum Map pgs. 5-7 to identify “fair game” content review necessary for final SSA preparation. See the Fair Game Standards Remediation button on the 5th Grade Science Canvas site for lesson and resource assistance.

Week 35-36 Administration of FLORIDA STANDARDS ASSESSMENT (FSA) / STATEWIDE SCIENCE ASSESSMENT (SSA)

Weeks 37-38 Common Experiment #4 reviews the Nature of Science standards.

Common Experiment #4 is suggested during weeks 37- 38 of instruction. See Canvas for lesson plans and resources. Teachers may also revisit the Enrichment standards during this time.


Observing: using your senses to gather information about an object or event; a description of what is perceived; information that is qualitative data

Measuring: using standard measures or estimations to describe specific dimensions of an object or event; information considered to be quantitative data

Inferring: formulating assumptions or possible explanations based upon observations

Classifying: grouping or ordering objects or events into categories based upon characteristics or defined criteria

Predicting: guessing the most likely outcome of a future event based upon a pattern of evidence

Communicating: using words, symbols, or graphics to describe an object, action, or event

Formulating Hypotheses: stating the proposed solutions or expected outcomes for experiments; proposed solutions to a problem must be testable

Identifying Variables: stating the changeable factors that can affect an experiment; important to change only the variable being tested and keep the rest constant

Defining Variables: explaining how to measure a variable in an experiment

Designing Investigations: designing an experiment by identifying materials and describing appropriate steps in a procedure to test a hypothesis

Experimenting: carrying out an experiment by carefully following directions of the procedure so the results can be verified by repeating the procedure several times

Acquiring Data: collecting qualitative and quantitative data as observations and measurements

Organizing Data: making data tables and graphs for data collected

Science Process Skills: Basic and Integrated B

AS

IC

INT

EG

RA

TE

D


HEALTH - HE.1.C.1.6 Students will: Emphasize the correct names of human body parts.

LANGUAGE ARTS Students will: LAFS.1.RI.1.1 Ask and answer questions about key details in a text.

LAFS.1.RI.2.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. LAFS.1.RI.4.10 With prompting and support, read informational texts appropriately complex for grade 1. LAFS.1.SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger

groups. a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts

under discussion). b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. c. Ask questions to clear up any confusion about the topics and texts under discussion.

LAFS.1.W.3.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

MATHEMATICS Students will: MAFS.1.MD.1.a Understand how to use a ruler to measure length to the nearest inch.

a. Recognize that the ruler is a tool that can be used to measure the attribute of length. b. Understand the importance of the zero point and end point and that the length measure is the span between two points. c. Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal

interval distances can be counted to determine the overall length of an object.

MAFS.1.MD.3.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

TECHNOLOGY Students will: Creativity and innovation Demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

Communication and collaboration Use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

Research and informational fluency Apply digital tools to gather, evaluate, and use information.

Critical thinking, problem solving, and decision making

Use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

Digital Citizenship Understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Technology operations and concepts

Demonstrate a sound understanding of technology concepts, systems, and operations.

MAKING CONNECTIONS Health (NGSSS) / Language Arts (LAFS) / Mathematics (MAFS) / Technology (ISTE)


Students will:

Make sense of problems and persevere in solving them. (SMP.1) Solving a mathematical problem involves making sense of what is known and applying a thoughtful and logical process which sometimes requires perseverance, flexibility, and a bit of ingenuity.

Reason abstractly and quantitatively. (SMP.2) The concrete and the abstract can complement each other in the development of mathematical understanding: representing a concrete situation with symbols can make the solution process more efficient, while reverting to a concrete context can help make sense of abstract symbols.

Construct viable arguments and critique the reasoning of others. (SMP.3) A well-crafted argument/critique requires a thoughtful and logical progression of mathematically sound statements and supporting evidence.

Model with mathematics. (SMP.4) Many everyday problems can be solved by modeling the situation with mathematics.

Use appropriate tools strategically. (SMP.5) Strategic choice and use of tools can increase reliability and precision of results, enhance arguments, and deepen mathematical understanding.

Attend to precision. (SMP.6) Attending to precise detail increases reliability of mathematical results and minimizes miscommunication of mathematical explanations.

Look for and make use of structure. (SMP.7) Recognizing a structure or pattern can be the key to solving a problem or making sense of a mathematical idea.

Look for and express regularity in repeated reasoning. (SMP.8) Recognizing repetition or regularity in the course of solving a problem (or series of similar problems) can lead to results more quickly and efficiently.

MAKING CONNECTIONS Standards for Mathematical Practice


The Science Curriculum Map has been developed by teachers for ease of use during instructional planning. Terminology found within the framework of the curriculum map is defined below.

Next Generation Sunshine State Standards (NGSSS): a set of content and process science standards that define with specificity what teachers should teach and students should know and be able to do; adopted by the Florida State Board of Education in 2008

NGSSS Body of Knowledge: the broadest organizational structure used to group content and concepts within the curriculum map and include the following: Nature of Science, Earth Science, Physical Science and Life Science (also known as Reporting Category)

Big Idea: an overarching organizational structure used to describe the scope of a selected group of benchmarks; for example, The Characteristics of Science Knowledge, Earth Systems and Patterns, Forms of Energy, and Interdependence

Topic: a grouping of standards, curriculum, and skills that form a subset of scientific concepts covered in each unit of study

Lesson: the division of course instruction

Benchmark: the required NGSSS expectations presented in the course descriptions posted on CPALMS by FLDOE

Learning Targets/Skills: the content knowledge, processes, and enabling skills that will ensure successful mastery of the standards

Academic Language: the content terminology and other vocabulary and phrases that support mastery of the learning targets and skills; for teacher- and student-use alike

Prerequisite Learning: the standards assigned to previous grade levels that support learning within the current grade level

Pacing: a recommended time frame for initial delivery of instruction and assessment in preparation for K-5 content that occurs on the grade 5 Statewide Science Assessment (SSA) including “fair game” content review

Teacher Hints: a listing of considerations when planning for instruction; may include suggestions or ideas for review Teacher Hints are available for each Topic on Canvas.

Resource Alignment: a listing of available, high quality and benchmark-aligned materials including: activities, strategies, lessons, websites, and videos from textbook and other media sources All adopted and aligned resources may be accessed in Canvas under the Curriculum Resources button.

Formative Assessment Strategies: techniques that can be used before, during, and after instruction to evaluate student learning The Formative Assessment Strategies document may be accessed in Canvas under the Curriculum Maps and Instructional Tools button.

The District Science Office recommends that all students engage in hands-on, minds-on

science experiences DAILY.

GLOSSARY OF TERMS

fifth grade science · 3 volusia county schools grade 5 science curriculum map elementary science...

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