Fifth grade science curriculum map 2010

Grove City Christian School September, 2010

General Course Description:

Life science, scientific ways of knowing, technology, earth and space science, and physical science

General Course Evaluation:

Class work, homework, quizzes, tests, class participation, and projects

Resources:

Harcourt School Publishers Ohio Edition Science text, DVD’s, VHS tapes, and AEP energy equipment and materials


3 - 5 Theme: Interconnections within Systems

This theme focuses on helping students explore the components of various systems and then investigate dynamic and sustainable relationships within systems using scientific inquiry.

Science Inquiry & Applications

During the years of grades 5 - 8, all students must have developed the ability to:

Identify questions that can be answered through scientific investigations;Design and conduct a scientific investigation;Use the appropriate mathematics, tools and techniques to gather data

and information;Analyze and interpret data;Develop descriptions, models, explanations and predictions; Think critically and logically to connect evidence and explanations;Recognize and analyze alternative explanations and predictions; andCommunicate scientific procedures and explanations.


Theme: Interconnections within Systems Strand: Earth & Space Science

Weeks Topic:Cycles and Patterns in the Solar System

Instructional Strategies & Assessments

Science Inquiry and Application

Biblical Integration

The solar system includes the sun and all celestial bodies that orbit the sun. Each planet in the solar system has unique characteristics.

The distance from the sun, size, composition and movement of each planet are unique. Planets revolve around the sun in elliptical orbits. Some of the planets have moons and/or debris that orbit them. Comets, asteroids and meteoroids orbit the sun.

The inner planets text p.51Outer planets text p. 52--Library vhs tapes about the solar system--“Created Cosmos” dvd--dvd “Planets” in school libraryIdentify the distance of each planet from the sun.

Space exploration Harcourt text pp. 56-60

The Moon and Earth Harcourt text pp. 40-41--dvd “Earth” in the school libraryMoons, comets, asteroids, and meteors on p. 325 in CSI Sixth Grade Science --dvd “Moon” in the library

Design a scale model of the solar system that is 12 inches in length.

Compare and contrast the planets in our solar system.

Compare and contrast the characteristics of the moon and earth.

Job 26:7,13 The earth hangs on nothing.

Heb. 11:3 God spoke the Universe into existence.

Gen. 1:14-19 Creation of the sun, moon , and stars.

Heb. 1:2, 12 Jesus created the Universe. John 1:3

Heb. 1:3 Jesus maintains all things.

Ps. 8:3 Our insignificance in the Universe


The sun is one of many stars that exist in the universe. The sun appears to be the largest star in the sky because it is the closest star to Earth. Some stars are larger than the sun and some stars are smaller than the sun.

The Sun and other stars text pp. 48-49Angle of stars experiment text p. 61

Size and composition of the sun in the CSI Sixth Grade Science text pp. 330-331.--dvd “Sun” in school library

Beyond the Solar System text pp. 54-55--dvd “Stars” in school library

DVD “How Great Is Our God” by Louie Giglio.

Calculate the different sizes of stars when compared to the sun.

Develop a description or model to explain the number of galaxies in the universe.

Gen. 1:14-19 Creation of the sun and stars.

Ps. 19:1-6 Characteristics of the sun

I Cor. 15:40-41 Stars differ in magnitude.

Most of the cycles and patterns of motion between the Earth and sun are predictable.

Earth's revolution around the sun takes approximately 365 days. Earth completes one rotation on its axis

Day and night text pp. 32-33

List the speed of earth’s rotation and revolution. List the speed and path of the sun.

Earth’s seasons text pp. 34-35--vhs tape “All About the Earth” in the school library

Demonstrate the rotation and revolution of the earth.

Gen. 8:22 The rotation of the earth and revolution around the sun

Ecc. 1:5 The rotation of the earth


in a 24-hour period, producing day and night. This rotation makes the sun; stars and moon appear to change position in the sky. Earth's axis is tilted at an angle of 23.5°. This tilt, along with Earth’s revolution around the sun, affects the amount of direct sunlight that the Earth receives in a single day and throughout the year. The average daily temperature is related to the amount of direct sunlight received. Changes in average temperature throughout the year are identified as seasons.

Constellations in the sky from pp. 334-337 in CSI Science

Phases of the Moon text pp. 42-43

Eclipses text p. 44

Use Weather Underground Mobil to identify weather patterns and the sunrise, sunset, moonrise, and moonset.

Text p. 140 Extinction

Earth’s high and low temps. Text p. 36

Draw a diagram that explains why different constellations are viewed at different seasons of the year.

Demonstrate the effects of an eclipse

Analyze and interpret data that has been collected about sunrise and sunset times.

Job 9:9-10 God created the Bear, Orion, Pleiades and the constellations of the south. Amos 5:8 He made Pleiades and Orion.

Climate changes that happened after the Great Flood


Theme: Observations of the Environment Strand: Physical Science

Weeks Topic:Light, Sound and Motion




The amount of change in movement of an object is based on the weight of the object and the amount of force exerted.

Movement can be measured by speed. The speed of an object is calculated by

Movement CSI text pp. 219-235 Determine speed of Hot Wheels


determining the distance (d) traveled in a period of time (t). Earth pulls down on all objects with gravitational force. Weight is a measure of the gravitational force between an object and the Earth. The weight of the object and amount of force applied affect the speed of the object.

Gravity in CSI text pp. 236-246

cars by dividing distance by time.

Jericho’s walls fell downJosh. 6:1-20

Light and sound are forms of energy that behave in predicable ways.

Light travels and maintains its direction until it interacts with an object or when it

Chapter 8 in Harcourt text pp.268-295 covers light and sound

God created it-Gen. 1:3-4, 16-17

Jesus is the light


moves from one medium to another, and then it can be reflected, refracted or absorbed.

Sound is produced by vibrating objects and requires a medium through which to travel. The rate of vibration is related to the pitch of the sound.

Light in the Fifth Grade CSI text on pp. 227-229Interactions of light in Fifth Grade CSI text pp. 230-248

--vhs tape “All About Sound” and dvd “Motion and Sound” and “Sound” and “Music Instruments” found in the school library

-Jo. 8:12

The Bible is light-Ps. 119:105Christians as light-Mt. 5:14-16


Theme: Observations of the Environment Strand: Life Science

Weeks Topic:Interactions within Ecosystems




Organisms perform a variety of roles in an ecosystem.

Populations of organisms can be categorized by how they acquire energy.

Food webs can be used to identify the relationships among producers, consumers and decomposers in an ecosystem.

Harcourt text pp. 106 Producers and consumers

Harcourt text pp. 110-116 Consumers, decomposers, food web pyramid, and the nitrogen cycle

Harcourt text pp. 128-132 Population, community, competition, symbiosis, predators, and prey. --dvd “Characteristics of Animals” and “Biodiversity” found in school library

Harcourt text pp. 144-148 Pollution, habitat, conservation, and reclamation--dvd “Ecosystem and Habitats” in the school library

The sun’s energy is transferred to growing plants.

Plants energy is transferred to herbivores.

I Pet. 5:8 Satan seeks to devour us.

I Cor. 4:2 We are care takers.

Gen. 1:9-13 Creation of plants

Gen. 1:20-25 Creation of animals. Jonah 1:17 God’s control of the “great fish”


Herbivore and carnivores energy is transferred to meat eating animals.

Energy from herbivores and carnivores is transferred to decomposers.

All of the processes that take place within organisms require energy.

For ecosystems, the major source of energy is sunlight. Energy entering ecosystems as sunlight is transferred and transformed by producers into energy that organisms use through the process of photosynthesis. That energy then passes from organism to organism as illustrated in food webs. In most ecosystems, energy derived from the sun is transferred and transformed into energy that organisms use by the process of photosynthesis in plants and other

Harcourt text pp. 136-139 Changes due to primary succession and secondary succession

Text pages 112-113 Food webs

Energy transfer text pp. 216-220--vhs tape “All About the Transfer of Energy” in school library

Photosynthesis in the Fifth Grade CSI text pp. 85-88 and 105-106

Identify and create a diagram that shows the transfer of energy from the sun to a favorite food.

Jonah 4:5-11 God’s control over Jonah’s plant

Plants for food-Gen. 2:9; 1:29-30; and Ps. 104:14-15

Animals as food-Gen. 9:2-3


photosynthetic organisms.

Photosynthesis in the Harcourt text on pp. 102-105

Fifth grade science curriculum map 2010

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