Curriculum Plan
Science – IN
5th Grade
2019 – 2020
Note: The following is the key for “Teacher Time.”
B – below grade level
O – on grade level
A – above grade level
All Inquiry skills will be taught in the appropriate performance objectives in the new standards. Students will use various Science and Engineering Practices (SEPs) to learn the content. All science skills should be included as needed. Science and Engineering Practices (SEPs)
- Ask Questions (science) and Define Problems (engineering)
- Develop and Use Models
- Plan and Conduct Investigations
- Analyze and Interpret Data
- Use Mathematical and Computational Thinking
- Construct Explanations (science) and Design Solutions (engineering)
- Engage in Scientific Argument from Evidence 8. Obtain, Evaluate, and Communicate Information
Unit 1
Strand: Physical Science
Standard: 5.5A – Students will demonstrate an understanding of the physical properties of matter
| Weeks | Information for
Mini Lesson (10 minutes) |
Workshop (30 minutes) | Wrap Up
(5 -8 minutes) |
|
| Teacher Time | Learning Stations Ideas | |||
| 1 | 5.5A.1 – Obtain and evaluate scientific information to describe basic physical qualities of atoms and molecules.
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B:
O:
A: |
Allow students to share out what they learned today. | |
| 2 | 5.5A.2 – Collect, analyze, and interpret data from measurements of the physical properties of matter including solid, liquid, and gas (volume, shape, movement, and spacing of particles).
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| 3 | 5.5A3 -Analyze matter through observations and measurements to classify materials (e.g., powders, metals, minerals, or liquids) based on their properties (e.g., color, hardness, reflectivity, electrical conductivity, thermal conductive, response to magnetic forces, solubility, or density).
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| 4 | 5.5A.4 – Make and test predictions about how the density of an object affects whether the object sinks or floats when placed in a liquid.
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| 5 | 5.5A5 – Design a vessel that can safely transport a dense substance (e.g. syrup, coins, marbles) through water at various distances and under variable conditions. Use an engineering design process to define the problem, design, construct, evaluate, and improve the vessel. | |||
| Resource Materials | Resource Links |
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Unit 2
Strand: Physical Science
Standard: 5.5B – Students will demonstrate an understanding of mixtures and solutions
| Weeks | Information for Mini Lesson (10 minutes) | Workshop (30 minutes) | Wrap Up
(5 -8 minutes) |
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| Teacher Time | Learning Stations Ideas | |||
| 5.5B.1 – Obtain and evaluate scientific information to describe what happens to the properties of substances in mixtures and solutions.
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B:
O:
A: |
Allow students to share out what they learned today. | ||
| 5.5B.2 – Obtain and evaluate scientific information to describe what happens to the properties of substances in mixtures and solutions.
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| 5.5B.3 – Analyze and interpret data to communicate that the concentration of a solution is determined by the relative amount of solute versus solvent in various mixtures.
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| 5.5B.4 – Investigate how different variables (e.g., temperature change, stirring, particle size, or surface area) affect the rate at which a solute will dissolve
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| Resource Materials | Resource Links |
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Unit 3
Strand: Physical Science Standard: 5.5C – Students will demonstrate an understanding of the difference between physical and chemical changes.
| Weeks | Information for Mini Lesson (10 minutes) | Workshop (30 minutes) | Wrap Up
(5 -8 minutes) |
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| Teacher Time | Learning Stations Ideas | |||
| 5.5C.1 – Analyze and communicate the results of chemical changes that result in the formation of new materials (e.g., decaying, burning, rusting, or cooking).
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B:
O:
A: |
Allow students to share out what they learned today. | ||
| 5.5C.2 – Analyze and communicate the results of physical changes to a substance that results in a reversible change (e.g., changes in states of matter with the addition or removal of energy, changes in size or shape, or combining/separating mixtures or solutions).
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| 5.5C.3 – Analyze and interpret data to support claims that when two substances are mixed, the total weight of matter is conserved.
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| Resource Materials | Resource Links |
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Unit 4
Strand: Physical Science
Standard: 5.6 – Students will demonstrate an understanding of the factors that affect the motion of an object through a study of Newton’s Laws of Motion.
| Weeks | Information for
Mini Lesson (10 minutes) |
Workshop (30 minutes) | Wrap Up
(5 -8 minutes) |
|
| Teacher Time | Learning Stations Ideas | |||
| 5.6.1– Obtain and communicate the information describing gravity’s effect on an object.
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B:
O:
A: |
Allow students to share out what they learned today. | ||
| 5.6.2– Predict the future motion of various objects based on past observation and measurement of position, direction, and speed.
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| 5.6.3- Develop and use models to explain how the amount or type of force, both contact and non-contact, affects the motion of an object.
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| 5.6.4- Plan and conduct scientific investigations to test the effects of balanced and unbalanced forces on the speed and/or direction of objects in motion.
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| 5.6.5- Predict how a change of force, mass, and/or friction affects the motion of an object to convert potential energy into kinetic energy.
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| 5.6.6- Design a system to increase the effects of friction on the motion of an object (e.g., non-slip surfaces or vehicle braking systems or flaps aircraft wings). Use an engineering design process to define the problem, design, construct, evaluate, and improve the system.
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| Resource Materials | Resource Links |
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Students will identify the states of matter: https://www.havefunteaching.com /resource/science/states-matter-worksheet-identify/ Students will experiment with heat.
http://www.rhfleet.org/sites/default/files/files/educators-resource-guide/heat_is_on.pdf
https://www.scienceinschool.org/2012/issue24/energy
Earth’s Spheres in a Bag: https://madisonschools-my.sharepoint.com/:w:/g/personal/jerives_madison-schools_com /EebA30H9XIJLsmXS0bic-rsBserU-gZ4xKPiEr2t4Ml1Bg?e=uA0GoI
Water Cycle Sequence Cut and Paste: https://madisonschoolsmy.sharepoint.com/:w:/g/personal/jerives_madison-schools_com /EQAlMI4DNXxOuq2B5NoVHsYB-NmvUQXs0tSYtRqisPfLGQ?e=1fDrsi
https://www.rookieparenting.com/what-is-water-cycle/
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Week
Review and Assessment
| Essential Questions
for Mini-Lessons |
Teacher Time | Learning Stations Ideas | Wrap Up |
| Through engaging activities, review physical science. | |||
| Assessment of physical science. | |||
Unit 5
Strand: Earth and Space Science
Standard: 5.8A – Students will demonstrate an understanding of the locations of objects in the solar system.
| Weeks | Information for
Mini Lesson (10 minutes) |
Workshop (30 minutes) | Wrap Up
(5 -8 minutes) |
|
| Teacher Time | Learning Stations Ideas | |||
| 5.8A.1 – Develop and use scaled models of Earth’s solar system to demonstrate the size, composition (i.e., rock or gas), location, and order of the planets as they orbit the Sun.
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B:
O:
A: |
Allow students to share out what they learned today. | ||
| 5.8A.2 – Use evidence to argue why the sun appears brighter than other stars.
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| 5.8A.3 -Describe how constellations appear to move from Earth’s perspective throughout the seasons (e.g., Ursa Major, Ursa Minor, and Orion).
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| 5.8A.4 -Construct scientific arguments to support claims about the importance of astronomy in navigation and exploration, including the use of telescopes, compasses, and star charts. | ||||
| Resource Materials | Resource Links |
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Week
Review and Assessment
| Essential Questions
for Mini-Lessons |
Teacher Time | Learning Stations Ideas | Wrap Up |
| Through engaging activities, review physical science. | |||
| Assessment of physical science and Earth and space science. | |||
Unit 6
Strand: Earth and Space Science
Standard: 5.8B Students will demonstrate an understanding of the principles that govern moon phases, day and night, appearance of objects in the sky, and seasonal changes.
| Weeks | Information for
Mini Lesson (10 minutes) |
Workshop (30 minutes) | Wrap Up
(5 -8 minutes) |
|
| Teacher Time | Learning Stations Ideas | |||
| 5.8B.1 – Analyze and interpret data from observations and research (e.g., from NASA, NOAA, or the USGS) to explain patterns in the location, movement, and appearance of the moon throughout a month and over the course of a year. | B:
O:
A: |
Allow students to share out what they learned today. | ||
| 5.8B.2 – Develop and use a model of the Earth-Sun-Moon system to analyze the cyclic patterns of lunar phases, solar and lunar eclipses, and seasons. | ||||
| 5.8B.3 – Develop and use models to explain the factors (e.g., tilt, revolution, and angle of sunlight) that result in Earth’s seasonal changes. | ||||
| 5.8B.4 – Obtain information and analyze how our understanding of the solar system has evolved over time (e.g., Earth-centered model of Aristotle and Ptolemy compared to the Sun-centered model of Copernicus and Galileo). | ||||
| Resource Materials | Resource Links |
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Week
Review and Assessment
| Essential Questions
for Mini-Lessons |
Teacher Time | Learning Stations Ideas | Wrap Up |
| Through engaging activities, review physical science and Earth and space science. | |||
| Assessment of physical science and Earth and space science. | |||
Unit 7
Strand: Earth and Space Science
Standard: 5.10 – Students will demonstrate an understanding of the effects of human interaction with Earth and how Earth’s natural resources can be protected and conserved.
| Weeks | Information for
Mini Lesson (10 minutes) |
Workshop (30 minutes) | Wrap Up
(5 -8 minutes) |
|
| Teacher Time | Learning Stations Ideas | |||
| 5.10.1 – Collect and organize scientific ideas that individuals and communities can use to conserve Earth’s natural resources and systems (e.g., implementing watershed management practices to conserve water resources, utilizing no-till farming to improve soil fertility, reducing emissions to abate air pollution, or recycling to reduce landfill waste).
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B:
O:
A: |
Allow students to share out what they learned today. | ||
| 5.10.2 – Design a process for better preparing communities to withstand manmade or natural disasters (e.g., removing oil from water or soil, systems that reduce the impact of floods, structures that resist hurricane forces). Use an engineering design process to define the problem, design, construct, evaluate, and improve the disaster plan.
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| Resource Materials | Resource Links |
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Unit 8
Strand: Life Science
Standard: 5.10.2 – Design a process for better preparing communities to withstand manmade or natural disasters (e.g., removing oil from water or soil, systems that reduce the impact of floods, structures that resist hurricane forces). Use an engineering design process to define the problem, design, construct, evaluate, and improve the disaster plan.
| Weeks | Information for
Mini Lesson (10 minutes) |
Workshop (30 minutes) | Wrap Up
(5 -8 minutes) |
|
| Teacher Time | Learning Stations Ideas | |||
| 5.3A.1 – Research and communicate the basic process of photosynthesis that is used by plants to convert light energy into chemical energy that can be stored and released to fuel an organism’s activities.
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B:
O:
A: |
Allow students to share out what they learned today. | ||
| 5.3A.2 – Analyze environments that do not receive direct sunlight and devise explanations as to how photosynthesis occurs, either naturally or artificially
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| Resource Materials | Resource Links |
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Unit 9
Strand: Life Science
Standard: 5.3B – Students will demonstrate an understanding of a healthy ecosystem with a stable web of life and the roles of living things within a food chain and/or food web, including producers, primary and secondary consumers, and decomposers.
| Weeks | Information for
Mini Lesson (10 minutes) |
Workshop (30 minutes) | Wrap Up
(5 -8 minutes) |
|
| Teacher Time | Learning Stations Ideas | |||
| 5.3B.1 – Obtain and evaluate scientific information regarding the characteristics of different ecosystems and the organisms they support (e.g., salt and fresh water, deserts, grasslands, forests, rain forests, or polar tundra lands).
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B:
O:
A: |
Allow students to share out what they learned today. | ||
| 5.3B.2 – Develop and use a food chain model to classify organisms as producers, consumers, or decomposers. Trace the energy flow to explain how each group of organisms obtains energy.
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| 5.3B.3 – Design and interpret models of food webs to justify what effects the removal or the addition of a species (i.e., introduced or invasive would have on a specific population and/or the ecosystem as a whole.
5.3B.4 – Communicate scientific or technical information that explains human positions in food webs and our potential impacts on these systems. |
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| Resource Materials | Resource Links |
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Week
Review and Assessment
| Essential Questions
for Mini-Lessons |
Teacher Time | Learning Stations Ideas | Wrap Up |
| Through engaging activities, review physical science and Earth, space science life science. | |||
| Assessment of physical science and Earth, space science and life science. | |||
