Curriculum Plan
Science – MO
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
Week 1: Unit 1 – Life Science
Topic: Matter and Energy in Plants
Standard: 5-LS1.C.1 Organization for Matter and Energy Flow in Organisms: Plants acquire their material for growth chiefly from air and water
| Big Idea for
Mini Lessons (10 minutes) |
Workshop (30 minutes) | Wrap Up
(5 -8 minutes) |
|
| Teacher Time | Learning Stations Ideas | ||
| The student is expected to support an argument that plants get the materials they need for growth chiefly from air and water.
The student is expected to generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
|
B:
O:
A: |
Allow students to share out what they learned today. | |
Weeks 2 and 3: Unit 1 – Life Science
Topic: Energy Transfer (ET) and Food Webs (FW)
Standard: 5-PS3.D.1 Energy in Chemical Processes and Everyday Life: The energy released (from) food was once energy from the sun that was captured by plants in the chemical process that forms plant matter (from air and water).
5-LS1.C.1 Organization for Matter and Energy Flow in Organisms: Plants acquire their material for growth chiefly from air and water
| Big Idea for
Mini Lessons (10 minutes) |
Workshop (30 minutes) | Wrap Up
(5 -8 minutes) |
|
| Teacher Time | Learning Stations Ideas | ||
| The student is expected to use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun. (ET)
The student is expected to develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. (FW)
The student is expected to generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. (FW)
|
B:
O:
A: |
Allow students to share out what they learned today. | |
Week 5:Unit Weeks 4 and 5: Unit 1 – Life Science
Topic: Basic Needs (BN)/Ecosystems (E)
Standard: 5. LS2.A.2 Interdependent Relationships in Ecosystems: Organisms can survive only in environments in which their particular needs are met. (BN)
5-LS2.A.3 Interdependent Relationships in Ecosystems: A healthy ecosystem is one in which multiple species of different types are each able to meet their needs in a relatively stable web of life. Newly introduced species can damage the balance of an ecosystem. (E)
| Information for Mini Lessons (10 minutes) | Workshop (30 minutes) | Wrap Up
(5 -8 minutes) |
|
| Teacher Time | Learning Stations Ideas | ||
| The student is expected to develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
The student is expected to generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
|
B:
O:
A: |
Allow students to share out what they learned today. | |
Week 6
Review and Assessment
| Essential Questions
for Mini-Lessons |
Teacher Time | Learning Stations Ideas | Wrap Up |
| Using engaging activities, review unit 1. | |||
| Assessment of unit 1. | |||
Weeks 7 and 8: Unit 2 – Life Science
Topic: Mixtures
Standard: 5-PS1.B.1 Chemical Reactions: When two or more different substances are mixed, a new substance with different properties may be formed.
| Information for
Mini Lesson (10 minutes) |
Workshop (30 minutes) | Wrap Up
(5 -8 minutes) |
|
| Teacher Time | Learning Stations Ideas | ||
| The student is expected to conduct an investigation to determine whether the mixing of two or more substances results in new substances.
|
B:
O:
A: |
Allow students to share out what they learned today. | |
Week 9:
Review and Assessment
| Essential Questions
for Mini-Lessons |
Teacher Time | Learning Stations Ideas | Wrap Up |
| Using engaging activities, review units 1 and 2. | |||
| Assessment of units 1 and 2. | |||
Weeks 10 and 11: Unit 3 – Earth and Space Science
Topic: Gravity
Standard: 5-PS2.B.1 Types of Interactions: The gravitational force of Earth acting on an object near Earth’s surface pulls that object toward the planet’s center.
| Information for
Mini Lesson (10 minutes) |
Workshop (30 minutes) | Wrap Up
(5 -8 minutes) |
|
| Teacher Time | Learning Stations Ideas | ||
| The student is expected to support an argument that the gravitational force exerted by Earth on objects is directed toward the center of the Earth.
The student is expected to plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model of prototype that can be improved.
The student is expected to generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
|
B:
O:
A: |
Allow students to share out what they learned today. | |
Week 12: Unit 3 – Earth and Space Science
Topic: Observing the Stars
Standard: 4 ESS1.1 Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from Earth.
| Information for
Mini Lesson (10 minutes) |
Workshop (30 minutes) | Wrap Up
(5 -8 minutes) |
|
| Teacher Time | Learning Stations Ideas | ||
| The student is expected to support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from Earth.
|
B:
O:
A: |
Allow students to share out what they learned today. | |
Weeks 13 and 14: Unit 3 – Earth and Space Science
Topic: Earth’s Rotation
Standard: 5-ESS1-2 Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.
| Information for
Mini Lesson (10 minutes) |
Workshop (30 minutes) | Wrap Up
(5 -8 minutes) |
|
| Teacher Time | Learning Stations Ideas | ||
| The student is expected to represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.
The student is expected to generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
|
B:
O:
A: |
Allow students to share out what they learned today. | |
Week 14
Review and Assessment
Week 15 and 16: Unit 4 – Earth and Space Science
Topic: Object in the Sky
Standard: 4. PS4.A.1 Wave Properties: Waves, which are regular patterns of motion, can be made in water by disturbing the surface. When waves move across the surface of deep water, the water goes up and down in place; there is no net motion in the direction of the wave except when the water meets a beach.
| Information for
Mini Lesson (10 minutes) |
Workshop (30 minutes) | Wrap Up
(5 -8 minutes) |
|
| Teacher Time | Learning Stations Ideas | ||
| The student is expected to develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.
|
B:
O:
A: |
Allow students to share out what they learned today. | |
Week 17:
Review and Assessment
| Essential Questions
for Mini-Lessons |
Teacher Time | Learning Stations Ideas | Wrap Up |
| Using engaging activities, review units 1, 2 and 3. | |||
| Assessment of units 1, 2 and 3. | |||
Week 18: Unit 4 – Earth and Space Science
Topic: Earth’s Systems (ES)/Earth’s Systems Interactions (ESI)
Standard: 5-ESS2-1 The student is expected to develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
| Information for
Mini Lesson (10 minutes) |
Workshop (30 minutes) | Wrap Up
(5 -8 minutes) |
|
| Teacher Time | Learning Stations Ideas | ||
| The student is expected to develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
|
B:
O:
A: |
Allow students to share out what they learned today. | |
Week 19: Unit 4 – Earth and Space Science
Topic: Water Sources
Standard: 5. ESS2.2 Describe and graph the amounts and percentages of water and freshwater in various reservoirs to provide evidence about the distribution of water on Earth.
| Information for
Mini Lesson (10 minutes) |
Workshop (30 minutes) | Wrap Up
(5 -8 minutes) |
|
| Teacher Time | Learning Stations Ideas | ||
| The student is expected to describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.
|
B:
O:
A: |
Allow students to share out what they learned today. | |
Week 20:
Review and Assessment
| Essential Questions
for Mini-Lessons |
Teacher Time | Learning Stations Ideas | Wrap Up |
| Using engaging activities, review units 1, 2, 3 and 4. | |||
| Assessment of units 1, 2, 3 and 4. | |||
Week 21: Unit 5 – Earth and Space Science
Topic: Human Footprint (HF) & Reducing Human Footprint (RHF)
Standard: 5-ESS3.1 Obtain and combine information about ways individual communities use science ideas to protect Earth’s resources and environment.
| Information for
Mini Lesson (10 minutes) |
Workshop (30 minutes) | Wrap Up
(5 -8 minutes) |
|
| Teacher Time | Learning Stations Ideas | ||
| The student is expected to obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.
The student is expected to generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
|
B:
O:
A: |
Allow students to share out what they learned today. | |
Week 22 and 23:
Review and Assessment
| Essential Questions
for Mini-Lessons |
Teacher Time | Learning Stations Ideas | Wrap Up |
| Using engaging activities, review units 1, 2, 3, 4 and 5. | |||
| Assessment of units 1, 2, 3, 4 and 5. | |||
