Course Title: Science Grade: 5 - Freehold Borough … · Course Title: Science Grade: 5 ... Mrs....
Transcript of Course Title: Science Grade: 5 - Freehold Borough … · Course Title: Science Grade: 5 ... Mrs....
FREEHOLD BOROUGH SCHOOL DISTRICT
280 Park Avenue
Freehold, NJ 07728
Monmouth County
Office of Curriculum & Instruction
Course Title: Science
Grade: 5
Board of Education Adoption Date: November 10, 2014
Document F #4
Freehold Borough Board of Education
Mrs. Annette Jordan, President Dr. Michael Lichardi, Vice President
Mr. Paul Ceppi
Mrs. Susan Greitz
Mr. James Keelan
Mrs. Maureen MacCutcheon
Mr. Bruce Patrick
Mrs. Margaret Rogers
Mrs. Michele Tennant
District Administration
Rocco Tomazic, Ed. D., Superintendent
James Strimple, Interim School Business Administrator
Cheryl Young, Director of Curriculum & Instruction
Jennifer O’Shea, Director of Special Programs
Jennifer Donnelly, Supervisor of Assessment & Technology
Cecilia Zimmer, Supervisor of Instruction – ESL, Bilingual & World Languages
Ronnie Dougherty, Principal – Freehold Intermediate School
John Brovak, Assistant Principal – Freehold Intermediate School
Patrick Mulhern, Principal – Park Avenue Elementary School
Will Smith, Principal – Freehold Learning Center
Freehold Borough School District
District Mission
We will inspire the creativity and imagination of all students and empower them as
knowledgeable, skillful, and confident learners who flourish and contribute willingly in a
changing world.
Core Beliefs
We believe that:
All people have inherent worth.
Life-long learning is basic to the survival and advancement of society.
The primary influence on the individual's development is the family in all its forms.
Valuing diversity is essential to individual growth and the advancement of society.
All individuals have strengths and human potential has no known limits.
Democracy thrives when individuals accept responsibility for their choices.
Being trustworthy builds trust.
Creativity and imagination are essential for society to flourish.
A safe environment is essential for the well-being of the individual and for society to
flourish
Freehold Borough School District
Philosophy
The philosophy for our curriculum is developed with a democratic system of beliefs and values.
Believing that our students deserve the best education, our curriculum is aligned to the most
current New Jersey Core Curriculum Content Standards and current statewide assessments. Our
scope and sequence is vertically and horizontally aligned. The progression of objectives
embraces decades of rigorous research, conducted both independently and at the university level,
and acknowledges that children develop differently and that learning experiences and strategies
for performance are differentiated. Our borough is a diverse community, rich in tradition and
spirit. Knowledge is a fusion balancing authentic experience and content, which language arts
literacy skills are integrated with other content areas. Our curriculum contains common
expectations that are rigorous and student centered, and teachers, who are most proximal to the
children, will use this document as an instrument to ensure student success.
To ensure that our children are successful and receive the best education, this curriculum
document, our staff will continuously collaborate on this living document. We will develop
purposeful and effective formative and summative assessments which measure growth of our
curriculum and inform our instruction. Finally, we will continuously seek to grow professionally
through professional development, which is aligned to statewide regulations, but specifically
geared to benefit our curriculum, school, and children.
General Curriculum & Instruction Objectives
Teachers will employ lessons that are aligned to our curriculum and framed utilizing
current research-based methods and techniques that focus on student achievement
Our lessons will be structured according to statewide and district standards and our
teachers will have flexibility to ensure that lessons meet the needs of all learners
Units and lessons will be differentiated
Curriculum is be student focused on success and balances developmental theory and
psychometric standards
Democratically developed benchmarks and assessments will be utilized to gauge student
and curricular growth. Assessment will be multidimensional and developed according to
student need.
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Pacing Guide (Scope & Sequence – M43, M44)
Unit 1 Science Practices: Understand Scientific Explanations
Science Practices: Generate Scientific Evidence Through Active Investigations
Science Practices: Reflect on Scientific Knowledge
Science Practices: Participate Productively in Science
Life Science: Organization and Development
Life Science: Matter and Energy Transformations
Unit 2 Life Science: Interdependence
Life Science: Evolution and Diversity
Earth Systems Science: Properties of Earth Materials
Earth Systems Science: Biogeochemical Cycles
Earth Systems Science: Climate and Weather
Earth Systems Science: History of Earth
Earth Systems Science: Tectonics
Unit 3 Physical Science: Properties of Matter
Physical Science: Changes in Matter
Physical Science: Forces and Motion
Unit 4 Physical Science: Forms of Energy
Physical Science: Energy Transfer and Conservation
Earth Systems Science: Energy in Earth Systems
Earth Systems Science: Objects in the Universe
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Content Guide
SUBJECT Science
Grade 5
Unit Title: Science Practices: Understand Scientific Explanations Suggested Timeline
___
Suggested Duration
_2_ days
Big Ideas
A. Understand Scientific Explanations : Students understand core concepts and principles of science and use measurement and observation tools to assist in categorizing, representing, and interpreting the natural and designed world.
Standards
5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science.
Student Learning Objectives
Know the meaning of and how to: observe, classify, estimate and measure, infer, predict, make and use models, make operational definitions, collect data, interpret data, investigate and experiment, identify and control variables,
Standards Addressed
Demonstrate
understanding and use
interrelationships among central
scientific
concepts to revise
explanations and to consider
alternative explanations.
5.1.8.a.1
Suggested Student Experiences
Activities
Quick Activity Transparencies
Directed Inquiry
Guided Inquiry
Activity Book
Content Transparencies
Interdisciplinary Connections
Non-Fiction Science Leveled Readers
Suggested Resources / Materials
Scott Foresman Science Grade 5
Exploring Science pp. xxii-xxv
Scott Foresman Science Grade 5
Science Tools pp. xxviii- xxxi
Scott Foresman Science Grade 5
Using Scientific Methods for Science Inquiry pp. xxvi – xxvii
And for all experiments done using the
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and communicate when exploring in science. Utilize science tools: wind sock, wind direction indicator, rain gauge, telescope, hand lens, sieves, funnels, Know how to use the Scientific Methods for Science Inquiry: ask questions, state hypothesis, identify and control variables, test hypothesis, collect and record data, interpret data, state conclusion.
Use mathematical,
physical, and computational
tools to build conceptual-
based models and to pose
theories. 5.1.8.a.2
Use scientific principles and
models to frame and synthesize
scientific arguments and
pose theories. 5.1.8.a.3
Assessments
Assessment Book
Graphic Organizer and Test Talk Transparencies
Activity Chart and Experiments from the textbook. Also, Directed Inquiry and Guided Inquiry should be utilized in the lessons developed.
http://www.discoveryeducation.com
Every Student Learns Teacher’s Guide
SUBJECT Science
Grade 5
Unit Title: Science Practices: Generate Scientific Evidence Through Active Investigations
Suggested Timeline
___
Suggested Duration
_2_ days
Big Ideas
B. Generate Scientific Evidence Through Active Investigations : Students master the conceptual, mathematical, physical, and computational tools that need to be applied when constructing and evaluating claims.
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Standards
5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science.
Student Learning Objectives
Know the meaning of and how to: observe, classify, estimate and measure, infer, predict, make and use models, make operational definitions, collect data, interpret data, investigate and experiment, identify and control variables, and communicate when exploring in science. Utilize science tools: wind sock, wind direction indicator, rain gauge, telescope, hand lens, sieves, funnels, Know how to use the Scientific Methods for
Standards Addressed
Design
investigations and use
scientific instrumentation
to collect,
analyze, and evaluate
evidence as part of building
and revising models and
explanations. 5.1.8.b.1
Gather,
evaluate, and represent
evidence using scientific tools,
technologies,
and computational
strategies. 5.1.8.b.2
Suggested Student Experiences
Activities
Quick Activity Transparencies
Directed Inquiry
Guided Inquiry
Activity Book
Content Transparencies
Interdisciplinary Connections
Non-Fiction Science Leveled Readers
Assessments
Assessment Book
Graphic Organizer and Test Talk Transparencies
Suggested Resources / Materials
Scott Foresman Science Grade 5
Exploring Science pp. xxii-xxv
Scott Foresman Science Grade 5
Science Tools pp. xxviii- xxxi
Scott Foresman Science Grade 5
Using Scientific Methods for Science Inquiry pp. xxvi – xxvii
And for all experiments done using the Activity Chart and Experiments from the textbook. Also, Directed Inquiry and Guided Inquiry should be utilized in the lessons developed.
http://www.discoveryeducation.com
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Science Inquiry: ask questions, state hypothesis, identify and control variables, test hypothesis, collect and record data, interpret data, state conclusion.
Every Student Learns Teacher’s Guide
SUBJECT Science
Grade 5
Unit Title: Science Practices: Reflect on Scientific Knowledge Suggested Timeline
___
Suggested Duration
_2_ days
Big Ideas
C. Reflect on Scientific Knowledge : Scientific knowledge builds on itself over time.
Standards
5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science.
Student Learning Objectives
Know the meaning of and how to: observe, classify, estimate and measure, infer, predict, make and use models, make operational
Standards Addressed
Monitor one’s own thinking as
understandings of scientific
concepts are
refined. 5.1.8.c.1
Suggested Student Experiences
Activities
Quick Activity Transparencies
Directed Inquiry
Guided Inquiry
Activity Book
Content Transparencies
Suggested Resources / Materials
Scott Foresman Science Grade 5
Exploring Science pp. xxii-xxv
Scott Foresman Science Grade 5
Science Tools pp. xxviii- xxxi
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definitions, collect data, interpret data, investigate and experiment, identify and control variables, and communicate when exploring in science. Utilize science tools: wind sock, wind direction indicator, rain gauge, telescope, hand lens, sieves, funnels, Know how to use the Scientific Methods for Science Inquiry: ask questions, state hypothesis, identify and control variables, test hypothesis, collect and record data, interpret data, state conclusion.
Revise
predictions or explanations on
the basis of discovering new
evidence, learning new
information, or using models.
5.1.8.c.2
Generate new
and productive questions to
evaluate and refine core
explanations. 5.1.8.c.3
Interdisciplinary Connections
Non-Fiction Science Leveled Readers
Assessments
Assessment Book
Graphic Organizer and Test Talk Transparencies
Scott Foresman Science Grade 5
Using Scientific Methods for Science Inquiry pp. xxvi – xxvii
http://www.discoveryeducation.com
And for all experiments done using the Activity Chart and Experiments from the textbook. Also, Directed Inquiry and Guided Inquiry should be utilized in the lessons developed.
Every Student Learns Teacher’s Guide
SUBJECT Science
Grade 5
Unit Title: Science Practices: Participate Productively in Science Suggested Timeline
___
Suggested Duration
_2_ days
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Big Ideas
D. Participate Productively in Science : The growth of scientific knowledge involves critique and communication, which aresocial practices that are governed by a core set of values and norms.
Standards
5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science.
Student Learning Objectives
Know the meaning of and how to: observe, classify, estimate and measure, infer, predict, make and use models, make operational definitions, collect data, interpret data, investigate and experiment, identify and control variables, and communicate when exploring in science. Utilize science tools: wind sock, wind direction indicator, rain gauge, telescope, hand lens, sieves, funnels,
Standards Addressed
Engage in multiple forms
of discussion in order to
process, make sense of, and
learn from others’ ideas,
observations,
and experiences.
5.1.8.d.1
Engage in productive
scientific discussion
practices during conversations
with peers, both face-to-
Suggested Student Experiences
Activities
Quick Activity Transparencies
Directed Inquiry
Guided Inquiry
Activity Book
Content Transparencies
Interdisciplinary Connections
Non-Fiction Science Leveled Readers
Assessments
Assessment Book
Graphic Organizer and Test Talk Transparencies
Suggested Resources / Materials
Scott Foresman Science Grade 5
pp. xii-xxv
Scott Foresman Science Grade 5
pp. xxvi-xxvii
Scott Foresman Science Grade 5
pp. xxviii-xxxi
And for all experiments done using the Activity Chart and Experiments from the textbook. Also, Directed Inquiry and Guided Inquiry should be utilized in the lessons developed.
http://www.discoveryeducation.com
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Know how to use the Scientific Methods for Science Inquiry: ask questions, state hypothesis, identify and control variables, test hypothesis, collect and record data, interpret data, state conclusion.
face and virtually, in the
context of scientific
investigations and model-
building. 5.1.8.d.2
Every Student Learns Teacher’s Guide
SUBJECT Science
Grade 5
Unit Title: Physical Science: Properties of Matter Suggested Timeline
___
Suggested Duration
_15_ days
Big Ideas
A. Properties of Matter : All objects and substances in the natural world are composed of matter. Matter has two fundamental properties: matter takes up space, and matter has inertia.
Standards
5.2 Physical Science: All students will understand that physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems science.
Student Learning Objectives
Chapter 11
Standards Addressed
Determine the volume
of common objects using water
displacement methods.
Suggested Student Experiences
Activities
Quick Activity Transparencies
Directed Inquiry
Suggested Resources / Materials
Scott Foresman Science Grade 5
Chapter 11
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Understand that the weight of and object is always equal to its parts. Determine that the properties of materials can be compared and measured. Know that materials may be made of parts to small to be seen without magnification. Understand that elements combine to form molecules. Know the common properties of salts. Know that matter is conserved during heating and cooling.
5.2.6.a.1
Calculate the density of objects or substances
after determining volume and mass.
5.2.6.a.2
Determine the identity of an unknown
substance using data
about intrinsic properties. 5.2.6.a.3
Explain that all matter
is made of atoms, and give examples of
common elements. 5.2.8.a.1
Analyze and explain
the implications of the statement “all
substances are composed of
elements.” 5.2.8.a.2
Use the kinetic
molecular model to predict how solids,
liquids, and gases would behave under
various physical
Guided Inquiry
Activity Book
Content Transparencies
Interdisciplinary Connections
Non-Fiction Science Leveled Readers
Assessments
Assessment Book
Graphic Organizer and Test Talk Transparencies
Scott Foresman Science Grade 5
Chapter 12
Scott Foresman Science Grade 5
Chapter 13
And for all experiments done using the Activity Chart and Experiments from the textbook. Also, Directed Inquiry and Guided Inquiry should be utilized in the lessons developed.
http://www.discoveryeducation.com
Every Student Learns Teacher’s Guide
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Know the difference and similarities between mixtures and solutions. Chapter 12 Know the difference between physical and chemical changes. Understands that changes is constantly occurring and uses strategies to analyze different patterns of change. Know that materials made by chemically combining two or more substances may have properties that differ from the original materials. Knows that different materials can be physically combined
circumstances, such as heating or cooling.
5.2.8.a.3
Predict the physical and chemical
properties of elements based on their
positions on the Periodic Table.
5.2.8.a.4
Identify unknown
substances based on data regarding their
physical and chemical properties.5.2.8.a.5
Determine whether a
substance is a metal or nonmetal through
student-designed investigations.5.2.8.a.6
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to produce different substances. Know differences in chemical properties of substances are used to identify compounds. Know that different materials can be physically combined to produce different substances. Know differences in chemical properties of substances are used to identify compounds. Knows areas in which technology has improved human lives. Knows that different materials can be
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physically combined to produce different substances. Know that materials made by chemically combing in two or more substances have properties that differ form the original materials. Know that materials made by chemically combining two or more substances have properties that differ from the original material. Chapter 13 Understands that the motion of an object can be described and measured. Know that an object
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may move in a straight line at a constant speed, speed up, or slow down, or change direction dependent on net force acting on the object. Know that objects do not change their motion unless acted upon by an outside force. Know the relationship between the strength of a force and its effect on an object. Understands how friction affects an object in motion. Know that motion is space is different from motion on Earth due to gravitational
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force and friction. Understand how inertia, gravity, friction, mass, and force affect motion. Know that the motion of an object is determined by the overall effect of all of the forces acting on the object. Know the relationship between the strength of a force acting on the object. Know the relationship between the strength of a force and its effect on an object. Understand the relationship between force and distance as it relates to simple
Freehold Borough School District Science – Grade 5
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machines. Describes the difference between simple and complex machines.
SUBJECT Science
Grade 5
Unit Title: Physical Science: Changes in Matter Suggested Timeline
___
Suggested Duration
_5_ days
Big Ideas
B. Changes in Matter : Substances can undergo physical or chemical changes to form new substances. Each change involves energy.
Standards
5.2 Physical Science: All students will understand that physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems science.
Student Learning Objectives
Chapter 12 Know the difference between physical and chemical changes. Understands that changes is constantly
Standards Addressed
Compare the
properties of
reactants with the properties
of the products when two or
more substances are
Suggested Student Experiences
Activities
Quick Activity Transparencies
Directed Inquiry
Guided Inquiry
Activity Book
Content Transparencies
Suggested Resources / Materials
Scott Foresman Science Grade 5
Chapter 12
And for all experiments done using the Activity Chart and Experiments from the textbook. Also, Directed Inquiry and Guided Inquiry should be utilized
Freehold Borough School District Science – Grade 5
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occurring and uses strategies to analyze different patterns of change. Know that materials made by chemically combining two or more substances may have properties that differ from the original materials. Knows that different materials can be physically combined to produce different substances. Know differences in chemical properties of substances are used to identify compounds. Know that different materials can be physically combined to produce different
combined and react
chemically. 5.2.6.b.1
Explain, using
an understanding
of the concept of chemical
change, why
the mass of reactants and
the mass of products
remain constant.
5.2.8.b.1
Interdisciplinary Connections
Non-Fiction Science Leveled Readers
Assessments
Assessment Book
Graphic Organizer and Test Talk Transparencies
in the lessons developed.
http://www.discoveryeducation.com
Every Student Learns Teacher’s Guide
Freehold Borough School District Science – Grade 5
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substances. Know differences in chemical properties of substances are used to identify compounds. Knows areas in which technology has improved human lives. Knows that different materials can be physically combined to produce different substances. Know that materials made by chemically combing in two or more substances have properties that differ form the original materials. Know that materials made by chemically combining two or more
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substances have properties that differ from the original material.
SUBJECT Science
Grade 5
Unit Title: Physical Science: Forms of Energy Suggested Timeline
___
Suggested Duration
_5_ days
Big Ideas
C. Forms of Energy : Knowing the characteristics of familiar forms of energy, including potential and kinetic energy, is useful in coming to the understanding that, for the most part, the natural world can be explained and is predictable.
Standards
5.2 Physical Science: All students will understand that physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems science.
Student Learning Objectives
Chapter 14 Recognize various forms of energy. Knows that energy can be described as stored energy or energy of motion.
Standards Addressed
Predict the path
of reflected or refracted light
using reflecting and refracting
telescopes as examples.
5.2.6.c.1
Describe how to
Suggested Student Experiences
Activities
Quick Activity Transparencies
Directed Inquiry
Guided Inquiry
Activity Book
Content Transparencies
Suggested Resources / Materials
Scott Foresman Science Grade 5
Chapter 14
And for all experiments done using the Activity Chart and Experiments from the textbook. Also, Directed Inquiry and Guided Inquiry should be utilized
Freehold Borough School District Science – Grade 5
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Recognize various forms of energy. Knows that waves travel at different speeds through different materials. Know that most things that emit light also emit heat. Knows ways that heat can move from one object to another. Know that some materials conduct heat better than others. Knows ways that heat can move from one object another. Know that some materials conduct heat better than others.
prisms can be used to
demonstrate that visible light
from the Sun is made up of
different colors. 5.2.6.c.2
Relate the
transfer of heat
from oceans and land
masses to the evolution of a
hurricane. 5.2.6.c.3
Interdisciplinary Connections
Non-Fiction Science Leveled Readers
Assessments
Assessment Book
Graphic Organizer and Test Talk Transparencies
in the lessons developed.
http://www.discoveryeducation.com
Every Student Learns Teacher’s Guide
Freehold Borough School District Science – Grade 5
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Understand that convection, radiation, and conduction are methods of heat transfer.
SUBJECT Science
Grade 5
Unit Title: Physical Science: Energy Transfer and Conservation Suggested Timeline
___
Suggested Duration
_5_ days
Big Ideas
D. Energy Transfer and Conservation : The conservation of energy can be demonstrated by keeping track of familiar forms of energy as they are transferred from one object to another.
Standards
5.2 Physical Science: All students will understand that physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems science.
Student Learning Objectives
Chapter 15 Know how to trace the
Standards Addressed
Use simple circuits
involving
Suggested Student Experiences
Activities
Quick Activity Transparencies
Directed Inquiry
Suggested Resources / Materials
Scott Foresman Science Grade 5
Chapter 15
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flow of energy in a system. Describe and identifies various conductors and insulator. Know how to trace the flow of energy in a system. Know how to trace the flow of energy in a system. Knows the many ways in which energy can be transformed from one type to another. Knows that various forms of energy can be measured in ways that make it possible to determine the amount of energy that is transformed.
batteries and motors to
compare and predict the
current flow with different
circuit arrangements.
5.2.6.d.1
Relate the
kinetic and potential
energies of a roller coaster at
various points on its path.
5.2.8.d.1
Guided Inquiry
Activity Book
Content Transparencies
Interdisciplinary Connections
Non-Fiction Science Leveled Readers
Assessments
Assessment Book
Graphic Organizer and Test Talk Transparencies
And for all experiments done using the Activity Chart and Experiments from the textbook. Also, Directed Inquiry and Guided Inquiry should be utilized in the lessons developed.
http://www.discoveryeducation.com
Every Student Learns Teacher’s Guide
Freehold Borough School District Science – Grade 5
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SUBJECT Science
Grade 5
Unit Title: Physical Science: Forces and Motion Suggested Timeline
___
Suggested Duration
_5_ days
Big Ideas
E. Forces and Motion : It takes energy to change the motion of objects. The energy change is understood in terms of forces.
Standards
5.2 Physical Science: All students will understand that physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems science.
Student Learning Objectives
Chapter 13 Understands that the motion of an object can be described and measured. Know that an object may move in a straight line at a constant speed, speed up, or slow down, or change direction dependent on net force acting on the
Standards Addressed
Model and
explain how the description of
an object’s motion from
one observer’s view may be
different from a different
observer’s view 5.2.6.e.1
Describe the force between
two magnets as the distance
between them
Suggested Student Experiences
Activities
Quick Activity Transparencies
Directed Inquiry
Guided Inquiry
Activity Book
Content Transparencies
Interdisciplinary Connections
Non-Fiction Science Leveled Readers
Assessments
Suggested Resources / Materials
Scott Foresman Science Grade 5
Chapter 13
And for all experiments done using the Activity Chart and Experiments from the textbook. Also, Directed Inquiry and Guided Inquiry should be utilized in the lessons developed.
http://www.discoveryeducation.com
Every Student Learns Teacher’s Guide
Freehold Borough School District Science – Grade 5
27
object. Know that objects do not change their motion unless acted upon by an outside force. Know the relationship between the strength of a force and its effect on an object. Understands how friction affects an object in motion. Know that motion is space is different from motion on Earth due to gravitational force and friction. Understand how inertia, gravity, friction, mass, and force affect motion.
is changed. 5.2.6.e.2
Demonstrate
and explain the frictional force
acting on an object with the
use of a physical model.
5.2.6.e.3
Predict if an
object will sink or float using
evidence and reasoning.
5.2.6.e.3
Assessment Book
Graphic Organizer and Test Talk Transparencies
Freehold Borough School District Science – Grade 5
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Know that the motion of an object is determined by the overall effect of all of the forces acting on the object. Know the relationship between the strength of a force acting on the object. Know the relationship between the strength of a force and its effect on an object. Understand the relationship between force and distance as it relates to simple machines. Describes the difference between simple and complex machines.
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SUBJECT Science
Grade 5
Unit Title: Life Science: Organization and Development Suggested Timeline
___
Suggested Duration
_10_ days
Big Ideas
A. Organization and Development : Living organisms are composed of cellular units (structures) that carry out functions required for life. Cellular units are composed of molecules, which also carry out biological functions.
Standards
5.3 Life Science: All students will understand that life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics.
Student Learning Objectives
Chapter 2 Describes the cell as the basic unit of all living things. Describes the needs and functions of cells. Knows the parts of plant and animal cells. Knows that living things are different but share similar structures.
Standards Addressed
Model the
interdependence of the human
body’s major systems in
regulating its internal
environment. 5.3.6.a.1
Model and
explain ways in
which organelles work
together to meet the cell’s
needs. 5.3.6.a.2
Suggested Student Experiences
Activities
Quick Activity Transparencies
Directed Inquiry
Guided Inquiry
Activity Book
Content Transparencies
Interdisciplinary Connections
Non-Fiction Science Leveled Readers
Assessments
Suggested Resources / Materials
Scott Foresman Science Grade 5
Chapter 2
Scott Foresman Science Grade 5
Chapter 3
And for all experiments done using the Activity Chart and Experiments from the textbook. Also, Directed Inquiry and Guided Inquiry should be utilized in the lessons developed.
http://www.discoveryeducation.com
Freehold Borough School District Science – Grade 5
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Knows that similar cells form different kinds of structures. Understands how body systems interact. Chapter 3 Know that the human body is made of systems with structures and functions that are related. Knows that the human body is made of systems with structures and functions that are related. Understands how body systems interact. Knows that the human body is made of system with structures and
Compare the
benefits and limitations of
existing as a single-celled
organism and as a multicellular
organism. 5.3.8.a.1
Relate the structures of
cells, tissues, organs, and
systems to their functions in
supporting life. 5.3.8.a.2
Assessment Book
Graphic Organizer and Test Talk Transparencies
Every Student Learns Teacher’s Guide
Freehold Borough School District Science – Grade 5
31
functions that are related. Understands how body systems interact.
SUBJECT Science
Grade 5
Unit Title: Life Science: Matter and Energy Transformations Suggested Timeline
___
Suggested Duration
15_ days
Big Ideas
B. Matter and Energy Transformations : Food is required for energy and building cellular materials. Organisms in an ecosystem have different ways of obtaining food, and some organisms obtain their food directly from other organisms.
Standards
5.3 Life Science: All students will understand that life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics.
Student Learning Objectives
Chapter 4 Understands how similar cells are organized to form structures in plants and animals. Know that green plants
Standards Addressed
Describe the
sources of the reactants of
photosynthesis and trace the
pathway to the products.
5.3.6.b.1
Illustrate the
Suggested Student Experiences
Activities
Quick Activity Transparencies
Directed Inquiry
Guided Inquiry
Activity Book
Content Transparencies
Suggested Resources / Materials
Scott Foresman Science Grade 5
Chapter 4
Scott Foresman Science Grade 5
Chapter 5
Scott Foresman Science Grade 5
Freehold Borough School District Science – Grade 5
32
use carbon dioxide, water, and sunlight energy to turn minerals and nutrients into food for growth, maintenance, and reproduction. Understand how similar cells are organized to form structures in plants and animals. Uses magnifying tools to identify similar cells and different kinds of structures. Understands how similar cells are organized to form structures in plants and animals. Describes how seed-bearing plants reproduced.
flow of energy (food) through
a community. 5.3.6.b.2
Relate the
energy and nutritional
needs of organisms in a
variety of life
stages and situations,
including stages of development
and periods of maintenance.
5.3.8.b.1
Analyze the components of
a consumer’s diet and trace
them back to plants and
plant products.
5.3.8.b.2
Interdisciplinary Connections
Non-Fiction Science Leveled Readers
Assessments
Assessment Book
Graphic Organizer and Test Talk Transparencies
Chapter 6
And for all experiments done using the Activity Chart and Experiments from the textbook. Also, Directed Inquiry and Guided Inquiry should be utilized in the lessons developed.
http://www.discoveryeducation.com
Every Student Learns Teacher’s Guide
Freehold Borough School District Science – Grade 5
33
Describes how plants without seeds reproduce. Identifies factors that affect plant growth. Chapter 5 Know that variations in light, water, temperature, and soil content are largely responsible for the existence of different kinds of organisms and population densities in an ecosystem. Identifies living and non-living parts of an ecosystem. Describes characteristics of land biomes and gives examples of plants and animals that live in
Freehold Borough School District Science – Grade 5
34
each. Explains how organisms have adapted to the physical conditions in their biomes. Describes characteristics of water biomes and gives examples of plants and animals that live in each. Compares and contrasts relationships between organisms in an ecosystem. Knows how to trace the flow of energy in a system. Know that organisms are growing, dying, and decaying and that new organisms are being
Freehold Borough School District Science – Grade 5
35
produced form the material of dead organisms. Chapter 6 Understand how changes in the environment affect organisms. Know that many characteristics of an organism are inherited from the genetic ancestors of the organism. Knows that some characteristics result form the organism’s interaction with the environment. Know that adaptations to their environment may increase the survival of a species.
Freehold Borough School District Science – Grade 5
36
Understand how changes in the environment affect organisms. Knows that adaptations to their environment may increase the survival of a species.
SUBJECT Science
Grade 5
Unit Title: Life Science: Interdependence Suggested Timeline
___
Suggested Duration
_10_ days
Big Ideas
C. Interdependence : All animals and most plants depend on both other organisms and their environment to meet their basic needs.
Standards
5.3 Life Science: All students will understand that life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics.
Student Learning Objectives
Chapter 5 Know that variations in light, water,
Standards Addressed
Explain the impact of
meeting human needs and
wants on local
Suggested Student Experiences
Activities
Quick Activity Transparencies
Directed Inquiry
Guided Inquiry
Suggested Resources / Materials
Scott Foresman Science Grade 5
Chapter 5
Freehold Borough School District Science – Grade 5
37
temperature, and soil content are largely responsible for the existence of different kinds of organisms and population densities in an ecosystem. Identifies living and non-living parts of an ecosystem. Describes characteristics of land biomes and gives examples of plants and animals that live in each. Explains how organisms have adapted to the physical conditions in their biomes. Describes characteristics of water biomes and gives examples of plants and
and global environments.
5.3.6.c.1
Predict the impact that
altering biotic and abiotic
factors has on an ecosystem.
5.3.6.c.2
Describe how
one population of organisms
may affect other plants
and/or animals in an
ecosystem. 5.3.6.c.3
Activity Book
Content Transparencies
Interdisciplinary Connections
Non-Fiction Science Leveled Readers
Assessments
Assessment Book
Graphic Organizer and Test Talk Transparencies
Scott Foresman Science Grade 5
Chapter 6
And for all experiments done using the Activity Chart and Experiments from the textbook. Also, Directed Inquiry and Guided Inquiry should be utilized in the lessons developed.
http://www.discoveryeducation.com
Every Student Learns Teacher’s Guide
Freehold Borough School District Science – Grade 5
38
animals that live in each. Compares and contrasts relationships between organisms in an ecosystem. Knows how to trace the flow of energy in a system. Know that organisms are growing, dying, and decaying and that new organisms are being produced form the material of dead organisms. Chapter 6 Understand how changes in the environment affect organisms. Know that many
Freehold Borough School District Science – Grade 5
39
characteristics of an organism are inherited from the genetic ancestors of the organism. Knows that some characteristics result form the organism’s interaction with the environment. Know that adaptations to their environment may increase the survival of a species. Understand how changes in the environment affect organisms. Knows that adaptations to their environment may increase the survival of a species.
Freehold Borough School District Science – Grade 5
40
SUBJECT Science
Grade 5
Unit Title: Life Science: Evolution and Diversity Suggested Timeline
___
Suggested Duration
_5_ days
Big Ideas
E. Evolution and Diversity: : Sometimes, differences between organisms of the same kind provide advantages for surviving and reproducing in different environments. These selective differences may lead to dramatic changes in characteristics of organisms in a population over extremely long periods of time.
Standards
5.3 Life Science: All students will understand that life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics.
Student Learning Objectives
Chapter 6 Understand how changes in the environment affect organisms. Know that many characteristics of an organism are inherited from the genetic ancestors of the organism.
Standards Addressed
Describe the impact on the
survival of species during
specific times in geologic history
when environmental
conditions changed.
5.3.6.e.1
Organize and present
evidence to
Suggested Student Experiences
Activities
Quick Activity Transparencies
Directed Inquiry
Guided Inquiry
Activity Book
Content Transparencies
Interdisciplinary Connections
Non-Fiction Science Leveled Readers
Assessments
Suggested Resources / Materials
Scott Foresman Science Grade 5
Chapter 6
And for all experiments done using the Activity Chart and Experiments from the textbook. Also, Directed Inquiry and Guided Inquiry should be utilized in the lessons developed.
http://www.discoveryeducation.com
Every Student Learns Teacher’s Guide
Freehold Borough School District Science – Grade 5
41
Knows that some characteristics result form the organism’s interaction with the environment. Know that adaptations to their environment may increase the survival of a species. Understand how changes in the environment affect organisms. Knows that adaptations to their environment may increase the survival of a species.
show how the extinction of a
species is related to an
inability to adapt to
changing environmental
conditions using
quantitative
and qualitative
data. 5.3.8.e.1
Compare the
anatomical structures of a
living species with fossil
records to derive a line of
descent
5.3.8.e.2
Assessment Book
Graphic Organizer and Test Talk Transparencies
SUBJECT Science
Grade 5
Unit Title: Earth Systems Science: Objects in the Universe Suggested Timeline
___
Suggested Duration
10_ days
Big Ideas
Freehold Borough School District Science – Grade 5
42
A. Objects in the Universe : Our universe has been expanding and evolving for 13.7 billion years under the influence of gravitational and nuclear forces. As gravity governs its expansion, organizational patterns, and the movement of celestial bodies, nuclear forces within stars govern its evolution through the processes of stellar birth and death. These same processes governed the formation of our solar system 4.6 billion years ago.
Standards
5.4 Earth Systems Science: All students will understand that Earth operates as a set of complex, dynamic, and interconnected systems, and is a part of the all-encompassing system of the universe.
Student Learning Objectives
Chapter 16 Knows that natural events are often predictable and logical. Identifies structures ancient people built to show the importance of the movements of the Sun, Moon, and stars for their culture. Identifies equipment and instruments that were used to explore the universe, including
Standards Addressed
Generate and analyze
evidence (through simulations) that the
Sun’s apparent motion across the sky
changes over the
course of a year. 5.4.6.a.1
Construct and
evaluate models demonstrating the
rotation of Earth on its axis and the orbit
of Earth around the Sun. 5.4.6.a.2
Predict what would
happen to an orbiting object if gravity were
increased, decreased,
or taken away.
Suggested Student Experiences
Activities
Quick Activity Transparencies
Directed Inquiry
Guided Inquiry
Activity Book
Content Transparencies
Interdisciplinary Connections
Non-Fiction Science Leveled Readers
Assessments
Assessment Book
Graphic Organizer and Test Talk Transparencies
Suggested Resources / Materials
Scott Foresman Science Grade 5
Chapter 16
Scott Foresman Science Grade 5 Chapter 17
And for all experiments done using the Activity Chart and Experiments from the textbook. Also, Directed Inquiry and Guided Inquiry should be utilized in the lessons developed.
http://www.discoveryeducation.com
Every Student Learns Teacher’s Guide
Freehold Borough School District Science – Grade 5
43
early telescopes. Describes the characteristics of stars, including the Sun. Know that natural events are often predictable and logical. Know that in addition to the Sun, there are many more stars that are far away. Identifies different types of galaxies. Know that natural events are often predictable and logical. Explain the apparent motion of the stars in the sky.
5.4.6.a.3
Compare and contrast the major physical
characteristics (including size and
scale) of solar system objects using
evidence in the form of data tables and
photographs.5.4.6.a.4
Freehold Borough School District Science – Grade 5
44
Chapter 17 Know that the tilt of the Earth on its own axis as it rotates and revolves around the Sun causes changes in season, length of day, and energy available. Know that the angle that the rays of the Sun strike the surface of the Earth determines the amount of energy received and thus the season of the year. Know the effect of the tilt of the Earth on polar climates. Know that the planets differ in size, characteristics, and composition and that they orbit the Sun in
Freehold Borough School District Science – Grade 5
45
our Solar System. Describe the parts of a comet. Know the arrangement of the planets and the asteroid belt in our Solar System. Describe the features of the Moon. Know the relative positions of the Moon, Earth, and Sun during each of the phases of the Moon. Understand the role of the relative positions of the Sun and Moon on Earth’s tides.
SUBJECT Science
Grade 5
Unit Title: Earth Systems Science: History of Earth Suggested Timeline
___
Suggested Duration
10_ days
Freehold Borough School District Science – Grade 5
46
Big Ideas
B. History of Earth : From the time that Earth formed from a nebula 4.6 billion years ago, it has been evolving as a result of geologic, biological, physical, and chemical processes.
Standards
5.4 Earth Systems Science: All students will understand that Earth operates as a set of complex, dynamic, and interconnected systems, and is a part of the all-encompassing system of the universe.
Student Learning Objectives
Chapter 9 Describe Earth’s layers. Understand that geological features result from movement of the crust of the Earth. Understand how the surface of the Earth is shaped by both slow processes and rapid, cataclysmic events. Understand how eroded materials are transported and
Standards Addressed
Interpret a
representation of a rock layer
sequence to establish oldest
and youngest
layers, geologic events, and
changing life forms 5.4.6.b.1
Examine
Earth’s surface features and
identify those created on a
scale of human life or on a
geologic time scale. 5.4.6.b.2
Determine if
Suggested Student Experiences
Activities
Quick Activity Transparencies
Directed Inquiry
Guided Inquiry
Activity Book
Content Transparencies
Interdisciplinary Connections
Non-Fiction Science Leveled Readers
Assessments
Assessment Book
Graphic Organizer and Test Talk Transparencies
Suggested Resources / Materials
Scott Foresman Science Grade 5 Chapter 9
Scott Foresman Science Grade 5
Chapter 10
And for all experiments done using the Activity Chart and Experiments from the textbook. Also, Directed Inquiry and Guided Inquiry should be utilized in the lessons developed.
http://www.discoveryeducation.com
Every Student Learns Teacher’s Guide
Freehold Borough School District Science – Grade 5
47
deposited over time in new areas to form new features. Describe characteristics used to identify minerals. Describe characteristics used to identify minerals. Explain the rock cycle and how it can be used to determine the relative ages of rocks. Know that rocks are constantly being formed and worn away. Chapter 10 Identify resources as being renewable or nonrenewable. Recognize the costs by use of nonrenewable
landforms were created by
processes of erosion (e.g.,
wind, water, and/or ice)
based on evidence in
pictures, video, and/or maps.
5.4.6.b.3
Describe
methods people use to reduce
soil erosion. 5.4.6.b.4
Freehold Borough School District Science – Grade 5
48
energy. Know that the limited supply of usable energy sources places great significance on the development of renewable energy source. Understand that wind is an example of a renewable energy resource. Understand that water is an example of a renewable energy resource. Describe materials taken from the Earth. Investigate ways Earth’s renewable resources can be maintained. Extends and refines
Freehold Borough School District Science – Grade 5
49
knowledge of ways people can reuse, cycle, and reduce the use of resources to improve and protect the quality of life. Describe a variety of sources for producing different forms energy.
SUBJECT Science
Grade 5
Unit Title: Earth Systems Science: Properties of Earth Materials Suggested Timeline
___
Suggested Duration
10_ days
Big Ideas
C. Properties of Earth Materials : Earth’s composition is unique, is related to the origin of our solar system, and provides us with the raw resources needed to sustain life.
Standards
5.4 Earth Systems Science: All students will understand that Earth operates as a set of complex, dynamic, and interconnected systems, and is a part of the all-encompassing system of the universe.
Student Learning Objectives
Chapter 5 Know that variations in light, water,
Standards Addressed
Predict the types of
ecosystems that unknown
soil samples
Suggested Student Experiences
Activities
Quick Activity Transparencies
Directed Inquiry
Guided Inquiry
Suggested Resources / Materials
Scott Foresman Science Grade 5 Chapter 5
Scott Foresman Science Grade 5 Chapter 6
Freehold Borough School District Science – Grade 5
50
temperature, and soil content are largely responsible for the existence of different kinds of organisms and population densities in an ecosystem. Identifies living and non-living parts of an ecosystem. Describes characteristics of land biomes and gives examples of plants and animals that live in each. Explains how organisms have adapted to the physical conditions in their biomes. Describes characteristics of water biomes and gives examples of plants and
could support based on soil
properties. 5.4.6.c.1
Distinguish
physical properties of
sedimentary, igneous, or
metamorphic
rocks and explain how
one kind of rock could
eventually become a
different kind of rock.
5.4.6.c.2
Deduce the story of the
tectonic conditions and
erosion forces
that created sample rocks or
rock formations.
5.4.6.c.3
Activity Book
Content Transparencies
Interdisciplinary Connections
Non-Fiction Science Leveled Readers
Assessments
Assessment Book
Graphic Organizer and Test Talk Transparencies
And for all experiments done using the Activity Chart and Experiments from the textbook. Also, Directed Inquiry and Guided Inquiry should be utilized in the lessons developed.
http://www.discoveryeducation.com
Every Student Learns Teacher’s Guide
Freehold Borough School District Science – Grade 5
51
animals that live in each. Compares and contrasts relationships between organisms in an ecosystem. Knows how to trace the flow of energy in a system. Know that organisms are growing, dying, and decaying and that new organisms are being produced form the material of dead organisms. Chapter 6 Understand how changes in the environment affect organisms. Know that many
Freehold Borough School District Science – Grade 5
52
characteristics of an organism are inherited from the genetic ancestors of the organism. Knows that some characteristics result form the organism’s interaction with the environment. Know that adaptations to their environment may increase the survival of a species. Understand how changes in the environment affect organisms. Knows that adaptations to their environment may increase the survival of a species.
Freehold Borough School District Science – Grade 5
53
SUBJECT Science
Grade 5
Unit Title: Earth Systems Science: Tectonics Suggested Timeline
___
Suggested Duration
_5_ days
Big Ideas
D. Tectonics : The theory of plate tectonics provides a framework for understanding the dynamic processes within and on Earth.
Standards
5.4 Earth Systems Science: All students will understand that Earth operates as a set of complex, dynamic, and interconnected systems, and is a part of the all-encompassing system of the universe.
Student Learning Objectives
Chapter 9 Describe Earth’s layers. Understand that geological features result from movement of the crust of the Earth. Understand how the surface of the Earth is shaped by both slow processes and rapid, cataclysmic events.
Standards Addressed
Apply understanding of
the motion of lithospheric plates
to explain why the Pacific Rim is
referred to as the Ring of Fire.
5.4.6.d.1
Locate areas that
are being created (deposition) and
destroyed (erosion) using
maps and satellite images. 5.4.6.d.2
Suggested Student Experiences
Activities
Quick Activity Transparencies
Directed Inquiry
Guided Inquiry
Activity Book
Content Transparencies
Interdisciplinary Connections
Non-Fiction Science Leveled Readers
Assessments
Assessment Book
Suggested Resources / Materials
Scott Foresman Science Grade 5 Chapter 9
And for all experiments done using the Activity Chart and Experiments from the textbook. Also, Directed Inquiry and Guided Inquiry should be utilized in the lessons developed.
http://www.discoveryeducation.com
Every Student Learns Teacher’s Guide
Freehold Borough School District Science – Grade 5
54
Understand how eroded materials are transported and deposited over time in new areas to form new features. Describe characteristics used to identify minerals. Describe characteristics used to identify minerals. Explain the rock cycle and how it can be used to determine the relative ages of rocks. Know that rocks are constantly being formed and worn away.
Apply knowledge
of Earth’s magnetic fields to
successfully complete an
orienteering challenge.5.4.6.d.3
Model the
interactions
between the layers of Earth. 5.4.8.d.1
Present evidence
to support arguments for the
theory of plate motion. 5.4.8.d.2
Graphic Organizer and Test Talk Transparencies
Freehold Borough School District Science – Grade 5
55
Big Ideas
E. Energy in Earth Systems : Internal and external sources of energy drive Earth systems.
Standards
5.4 Earth Systems Science: All students will understand that Earth operates as a set of complex, dynamic, and interconnected systems, and is a part of the all-encompassing system of the universe.
Student Learning Objectives
Chapter 14 Recognize various forms of energy. Knows that energy can be described as stored energy or energy of motion. Recognize various forms of energy. Knows that waves travel at different speeds through different materials. Know that most things that emit light also emit heat.
Standards Addressed
Generate a conclusion
about energy
transfer and circulation by
observing a model of
convection currents.
5.4.6.e.1
Explain how energy from
the Sun is transformed or
transferred in global wind
circulation,
ocean circulation, and
the water cycle. 5.4.8.e.1
Suggested Student Experiences
Activities
Quick Activity Transparencies
Directed Inquiry
Guided Inquiry
Activity Book
Content Transparencies
Interdisciplinary Connections
Non-Fiction Science Leveled Readers
Assessments
Assessment Book
Graphic Organizer and Test Talk Transparencies
Suggested Resources / Materials
Scott Foresman Science Grade 5 Chapter 14
And for all experiments done using the Activity Chart and Experiments from the textbook. Also, Directed Inquiry and Guided Inquiry should be utilized in the lessons developed.
http://www.discoveryeducation.com
Every Student Learns Teacher’s Guide
Freehold Borough School District Science – Grade 5
56
Knows ways that heat can move from one object to another. Know that some materials conduct heat better than others. Knows ways that heat can move from one object another. Know that some materials conduct heat better than others. Understand that convection, radiation, and conduction are methods of heat transfer.
SUBJECT Science
Grade 5
Unit Title: Earth Systems Science: Climate and Weather Suggested Timeline
___
Suggested Duration
_10__ days
Freehold Borough School District Science – Grade 5
57
Big Ideas
F. Climate and Weather : Earth’s weather and climate systems are the result of complex interactions between land, ocean, ice, and atmosphere.
Standards
5.4 Earth Systems Science: All students will understand that Earth operates as a set of complex, dynamic, and interconnected systems, and is a part of the all-encompassing system of the universe.
Student Learning Objectives
Chapter 8 Describe how air pressure relates to altitude, convection currents, and the water cycle. Explain what happens when air masses meet. Compare and contrast causes and structure of types of severe weather. Explain how weather data is collected and analyzed.
Standards Addressed
Explain the
interrelationships between daily
temperature, air pressure, and
relative humidity
data.5.4.6.f.1
Create climatographs
for various locations around
Earth and categorize the
climate based on the yearly
patterns of temperature and
precipitation. 5.4.6.f.2
Suggested Student Experiences
Activities
Quick Activity Transparencies
Directed Inquiry
Guided Inquiry
Activity Book
Content Transparencies
Interdisciplinary Connections
Non-Fiction Science Leveled Readers
Assessments
Assessment Book
Graphic Organizer and Test Talk Transparencies
Suggested Resources / Materials
Scott Foresman Science Grade 5 Chapter 8
Scott Foresman Science Grade 5
Chapter 9
And for all experiments done using the Activity Chart and Experiments from the textbook. Also, Directed Inquiry and Guided Inquiry should be utilized in the lessons developed.
http://www.discoveryeducation.com
Every Student Learns Teacher’s Guide
Freehold Borough School District Science – Grade 5
58
Know that natural events are often predictable and logical. Compares and contrasts weather and climate. Explain how climates have changed over time. Chapter 9 Describe Earth’s layers. Understand that geological features result from movement of the crust of the Earth. Understand how the surface of the Earth is shaped by both slow processes and rapid, cataclysmic events.
Freehold Borough School District Science – Grade 5
59
Understand how eroded materials are transported and deposited over time in new areas to form new features. Describe characteristics used to identify minerals. Describe characteristics used to identify minerals. Explain the rock cycle and how it can be used to determine the relative ages of rocks. Know that rocks are constantly being formed and worn away.
SUBJECT Science
Grade 5
Unit Title: Earth Systems Science: Biogeochemical Cycles Suggested Timeline
Suggested Duration
Freehold Borough School District Science – Grade 5
60
___ _10__ days
Big Ideas
G. Biogeochemical Cycles : The biogeochemical cycles in the Earth systems include the flow of microscopic and macroscopic resources from one reservoir in the hydrosphere, geosphere, atmosphere, or biosphere to another, are driven by Earth's internal and external sources of energy, and are impacted by human activity.
Standards
5.4 Earth Systems Science: All students will understand that Earth operates as a set of complex, dynamic, and interconnected systems, and is a part of the all-encompassing system of the universe.
Student Learning Objectives
Chapter 5 Know that variations in light, water, temperature, and soil content are largely responsible for the existence of different kinds of organisms and population densities in an ecosystem. Identifies living and non-living parts of an ecosystem.
Standards Addressed
Illustrate global
winds and surface
currents through the
creation of a
world map of global winds
and currents that explains
the relationship between the
two factors. 5.4.6.g.1
Create a model
of ecosystems in two different
locations, and
Suggested Student Experiences
Activities
Quick Activity Transparencies
Directed Inquiry
Guided Inquiry
Activity Book
Content Transparencies
Interdisciplinary Connections
Non-Fiction Science Leveled Readers
Assessments
Assessment Book
Graphic Organizer and Test Talk Transparencies
Suggested Resources / Materials
Scott Foresman Science Grade 5 Chapter 5
Scott Foresman Science Grade 5
Chapter 6
And for all experiments done using the Activity Chart and Experiments from the textbook. Also, Directed Inquiry and Guided Inquiry should be utilized in the lessons developed.
http://www.discoveryeducation.com
Every Student Learns Teacher’s Guide
Freehold Borough School District Science – Grade 5
61
Describes characteristics of land biomes and gives examples of plants and animals that live in each. Explains how organisms have adapted to the physical conditions in their biomes. Describes characteristics of water biomes and gives examples of plants and animals that live in each. Compares and contrasts relationships between organisms in an ecosystem. Knows how to trace the flow of energy in a system.
compare and contrast the
living and nonliving
components. 5.4.6.g.2
Describe ways
that humans can improve
the health of
ecosystems around the
world.5.4.6.g.3
Freehold Borough School District Science – Grade 5
62
Know that organisms are growing, dying, and decaying and that new organisms are being produced form the material of dead organisms. Chapter 6 Understand how changes in the environment affect organisms. Know that many characteristics of an organism are inherited from the genetic ancestors of the organism. Knows that some characteristics result form the organism’s interaction with the environment.
Freehold Borough School District Science – Grade 5
63
Know that adaptations to their environment may increase the survival of a species. Understand how changes in the environment affect organisms. Knows that adaptations to their environment may increase the survival of a species.
Appendix
Fifth Grade - Science
In this curriculum document, the 21st Century Themes and Skills are integrated in the following
units:
Unit 1
In this unit plan, the following 21st Century themes and skills are addressed:
Check ALL that apply –
21st Century Themes
Indicate whether these skills are:
E – encouraged
T – taught
A – assessed
Standard 9.1 21st Century Life Skills
X Global Awareness E Creativity and Innovation
Financial Literacy A Critical Thinking and Problem
Solving
Health Literacy E Communication (Interpersonal and
Media Fluency)
Civic Literacy E Collaboration and Teamwork
Career Awareness/Exploration T Accountability, Productivity and
Ethics
Unit 2
In this unit plan, the following 21st Century themes and skills are addressed:
Check ALL that apply –
21st Century Themes
Indicate whether these skills are:
E – encouraged
T – taught
A – assessed
Standard 9.1 21st Century Life Skills
X Global Awareness T Creativity and Innovation
Financial Literacy T Critical Thinking and Problem
Solving
Health Literacy A Communication (Interpersonal and
Media Fluency)
Civic Literacy A Collaboration and Teamwork
Career Awareness/Exploration E Accountability, Productivity and
Ethics
Unit 3
In this unit plan, the following 21st Century themes and skills are addressed:
Check ALL that apply –
21st Century Themes
Indicate whether these skills are:
E – encouraged
T – taught
A – assessed
Standard 9.1 21st Century Life Skills
X Global Awareness A Creativity and Innovation
Financial Literacy T Critical Thinking and Problem
Solving
Health Literacy E Communication (Interpersonal and
Media Fluency)
Civic Literacy E Collaboration and Teamwork
X Career Awareness/Exploration E Accountability, Productivity and
Ethics
Unit 4
In this unit plan, the following 21st Century themes and skills are addressed:
Check ALL that apply –
21st Century Themes
Indicate whether these skills are:
E – encouraged
T – taught
A – assessed
Standard 9.1 21st Century Life Skills
X Global Awareness T Creativity and Innovation
Financial Literacy A Critical Thinking and Problem
Solving
Health Literacy E Communication (Interpersonal and
Media Fluency)
Civic Literacy E Collaboration and Teamwork
X Career Awareness/Exploration E Accountability, Productivity and
Ethics