Curriculum Plan
Science – OH
5TH Grade
2019 – 2020
Resource: Fusion-Ohio
Note: The following is the key for “Teacher Time.”
B – below grade level
O – on grade level
A – above grade level
IQF: Inquiry Flipchart
Weeks 1, 2 and 3: Science Workshop – Fusion-Unit 1
Nature of Science/STEM: How scientists work
Big Idea: Scientists answer questions by careful observations and investigations.
STANDARDS: (not available yet)
| Days | Essential Questions
for Mini-Lessons |
Workshop (30 minutes) | Closure | |
| Teacher Time | Learning Stations Ideas | |||
| 1 | What is science? | Read and discuss Lesson 1 (See differentiation ideas at the bottom of each TE pp 4-13)
B: Teacher reads while students follow along
O: Teacher and students alternate reading
A: Students read together in a small group and discuss questions provided by the teacher OR students can read silently at their desks. |
Journal Writing
Vocabulary
Fusion’s Inquiry Flipchart (IQF)
Fusion’s Digital Curriculum
“Daily Science”
“Doing Science in Morning Meeting” |
Allow students to share out what they learned today. |
| 2 | Working in pairs, students complete the activity from Inquiry IQF 1a (Communicate Clearly). Activity 1b (Classify Objects) can be put in a learning station. | |||
| 3 | How do scientists learn about the natural world? | Read and discuss Lesson 2 (See differentiation ideas on p 22A)
B: Teacher reads while students follow along
O: Teacher and students alternate reading
A: Students read together in a small group and discuss questions provided by the teacher OR students can read silently at their desks. |
||
| 4 | Working in pairs, students complete the activity from IQF 2 (How Do Scientists Learn About the Natural World) | |||
| 5 | What are some types of investigations? | Read and discuss Lesson 3 (See differentiation ideas at the bottom of each TE pp 24-35)
B: Teacher reads while students follow along
O: Teacher and students alternate reading
A: Students read together in a small group and discuss questions provided by the teacher OR students can read silently at their desks. |
||
| 6 | Working in small groups, students complete the activity from IQF 3B (Compare Models). Activity 3A (Think Like a Scientist) can be put in a learning station. | |||
| 7 | How do you perform a controlled experiment? | Read and discuss Lesson 4 (See differentiation ideas on p 40A)
B: Teacher reads while students follow along
O: Teacher and students alternate reading
A: Students read together in a small group and discuss questions provided by the teacher OR students can read silently at their desks. |
||
| 8 | Working in small groups, students complete the activity from IQF 4 (How Do You Perform a Controlled Experiment?). | |||
| 9 | What are some science tools? | Read and discuss Lesson 5 (See differentiation ideas on p 40A)
B: Teacher reads while students follow along
O: Teacher and students alternate reading
A: Students read together in a small group and discuss questions provided by the teacher OR students can read silently at their desks. |
||
| 10 | Working individually, students complete the activity from IQF 5B (Get Detailed). Activity 5A (Making Measurements) can be put in a learning station. | |||
| 11 | How can scientists learn from observations? | Read and discuss Lesson 6 (See differentiation ideas on p 58A)
B: Teacher reads while students follow along
O: Teacher and students alternate reading
A: Students read together in a small group and discuss questions provided by the teacher OR students can read silently at their desks. |
||
| 12 | Working in small groups, students complete the activity from IQF 6 (How Can Scientists Learn from Observations?). | |||
| 13 and 14 | Using an engaging activity, review how scientists work. | |||
| 15 | Assessment of how scientists work questions. | |||
| Resource Materials | Resource Links |
Weeks 4 and 5: Science Workshop – Fusion-Unit 2
Nature of Science/STEM: The Engineering Process
Big Idea: Technology is all around us. Engineers apply their knowledge of science to design solutions to practical problems.
STANDARDS: (not available)
| Essential Questions
for Mini-Lessons |
Teacher Time | Learning Stations Ideas | Wrap Up |
| What is the design process?
How can you design a solution to a problem?
How does technology improve our lives?
How can you use engineering to solve a problem?
|
B:
O:
A:
|
Allow students to share out what they learned today. |
| Resource Materials | Resource Links |
Week 6
Review and Assessment
| Mini Lesson Topic | Teacher Time | Learning Stations Ideas | Wrap Up |
| Through engaging activities, review how scientists work and the engineering process. | |||
| Assessment of how scientists work and the engineering process. | |||
Weeks 7 and 8: Science Workshop – Fusion-Unit 3
Earth Science: The Solar System
Big Idea: Earth is part of a solar system, which is made up of many different objects orbiting a sun.
STANDARDS: 5.ESS.1; 5.ESS.2; 5.ESS.3
| Essential Questions
for Mini-Lessons |
Teacher Time | Learning Stations Ideas | Wrap Up |
| How do the sun, earth, and moon differ?
What objects are part of the solar system?
How can we model the sun and planets?
What are stars and galaxies? |
B:
O:
A:
|
Allow students to share out what they learned today. |
| Resource Materials | Resource Links |
Week 9
Review and Assessment
| Essential Questions
for Mini-Lesson |
Teacher Time | Learning Stations Ideas | Wrap Up |
| Through engaging activities, review how scientists work, the engineering process and the Solar System. | |||
| Assessment of how scientists work, the engineering process and the Solar System . | |||
Weeks 10 and 11: Science Workshop – Fusion-Unit 6
Physical Science: Motion
Big Idea: A change in the motion of an object is based on the mass of the object and the amount of force exerted upon the object.
STANDARDS: 5.PS.1
| Essential Questions
for Mini-Lessons |
Teacher Time | Learning Stations Ideas | Wrap Up |
| What is motion?
What are forces?
How do forces affect motion?
How do gravity and friction affect motion? |
B:
O:
A:
|
Allow students to share out what they learned today. |
| Resource Materials | Resource Links |
Weeks 12, 13 and 14: Science Workshop – Fusion-Unit 7
Physical Science: Forms and Energy
Big Idea: Energy occurs in many forms and can be observed in cycles, patterns, and systems.
STANDARDS: 5.PS.2
| Essential Questions
for Mini-Lessons |
Teacher Time | Learning Stations Ideas | Wrap Up |
| What is energy?
What is thermal energy?
What changes can energy cause?
What is electricity?
How do electric circuits, conductors, and insulators work?
How does an electric circuit work?
|
B:
O:
A:
|
Allow students to share out what they learned today. |
| Resource Materials | Resource Links |
Week 15
Review and Assessment
| Essential Questions
for Mini-Lesson |
Teacher Time | Learning Stations Ideas | Wrap Up |
| Through an engaging activity, review how scientists work, the engineering process, the Solar System, motion and forms of energy. | |||
| Assessment of how scientists work, the engineering process, the Solar System, motion and forms of energy. | |||
Weeks 16 and 17: Science Workshop – Fusion-Unit 8
Physical Science: Light and Sound
Big Idea: Light and sound are forms of energy that behave in predictable ways.
STANDARDS: 5.PS.2
| Essential Questions
for Mini-Lessons |
Teacher Time | Learning Stations Ideas | Wrap Up |
| What is sound?
How does sound travel through solids, liquids, and gases?
What are some properties of light?
What happens when light is reflected and refracted? |
B:
O:
A:
|
Allow students to share out what they learned today. |
| Resource Materials | Resource Links |
Week 18
Review and Assessment
| Essential Questions
for Mini-Lesson |
Teacher Time | Learning Stations Ideas | Wrap Up |
| Through an engaging activity, review how scientists work, the engineering process, the Solar System, motion, forms of energy and light & sound. | |||
| Assessment of how scientists work, the engineering process, the Solar System, motion, forms of energy and light & sound. | |||
Weeks 19 and 20: Science Workshop – Fusion-Unit 4
Life Science Ecosystems
Big Idea: Organisms perform a variety of roles in an ecosystem.
STANDARDS: 5.LS.1
| Essential Questions
for Mini-Lessons |
Teacher Time | Learning Stations Ideas | Wrap Up |
| What is an ecosystem?
What makes up a land ecosystem?
What are physical and behavioral adaptations?
|
B:
O:
A:
|
Allow students to share out what they learned today. |
| Resource Materials | Resource Links |
Weeks 21 and 22: Science Workshop – Fusion-Unit 5
Life Science: Energy and Ecosystems
Big Idea: Organisms require energy in order to perform their roles in an ecosystem.
STANDARDS: 5.LS.1; 5.LS.2
| Essential Questions
for Mini-Lessons |
Teacher Time | Learning Stations Ideas | Wrap Up |
| What are roles of organisms in ecosystems?
How does energy move through ecosystems? What role do decomposers play?
|
B:
O:
A:
|
Allow students to share out what they learned today. |
| Resource Materials | Resource Links |
Week 23
Review and Assessment
| Essential Questions
for Mini-Lesson |
Teacher Time | Learning Stations Ideas | Wrap Up |
| Through an engaging activity, review how scientists work, the engineering process, the Solar System, motion, forms of energy, light & sound, ecosystems and energy & ecosystems. | |||
| Assessment of how scientists work, the engineering process, the Solar System, motion, forms of energy, light & sound, ecosystems and energy & ecosystems. | |||
