FIFTH GRADE - Welcome to Okaloosa County School District

OKALOOSA COUNTY SCHOOL DISTRICT

SCIENCE CURRICULUM GUIDE

FIFTH GRADE

Okaloosa County School District

Curriculum Guide for Science

REV 062012 Fifth Grade Science

CONTENTS Mission Statement............................................................................................................................................................. 3

Suggestions for Implementing Curriculum Guides ........................................................................................................ 3

Florida Department of Education ∞ Office of Math and Science Essential Website ............................................... 4

OCSD Curriculum and Pacing Guide ∞ Overview ...................................................................................................... 4

Cognitive Complexity/Depth of Knowledge Rating for Science ................................................................................... 6

Assessment Options ......................................................................................................................................................... 7

5th

Grade Science Standards ........................................................................................................................................... 8

Related Common Core Standards/Benchmarks……………………………………………………………………….. 9 Quarterly Benchmarks .................................................................................................................................................... 10

Reading Standards for Informational Text K–5 ........................................................................................................... 13

Writing Standards for Grade 5………………………………………………………………………………………….. 14 Grade-level Curriculum Guide ....................................................................................................................................... 15

Quarter 1 ...................................................................................................................... 15

Quarter 2 ...................................................................................................................... 23

Quarter 3 ...................................................................................................................... 27

Quarter 4 ...................................................................................................................... 32

Textbook Correlation to Florida Science Standards.................................................................................................... 33

Science Resources Guide.............................................................................................................................................. 38

Science Literature by Grade Level with Benchmarks ................................................................................................. 39

Research .......................................................................................................................................................................... 53

5 Questions to Deeper Understanding ......................................................................................................................... 54

Standards-Based Instruction.......................................................................................................................................... 55

Backward by Design ....................................................................................................................................................... 55




Mission Statement

Develop the highest quality science instruction and maximize student achievement by aligning grade-level benchmarks to appropriate instructional practices, materials, resources, and pacing.

Suggestions for Implementing Curriculum Guides

The role of the teacher is to:

Teach students the Next Generation Standards as dictated by state law for their grade level.

Provide learning-rich classroom activities that teach the benchmarks in depth.

Enhance the curriculum by using resources and instructional technology.

Differentiate instruction by varying methods of instruction and frequently offering relevant lab activities.

Regularly administer assessment to include higher-level questions and performance task assessment.

In addition, teachers should:

Collaborate with other grade-level teachers to maximize school resources and teacher expertise.

Consult with other grade levels to define absolute skill goals for each grade level.

Document questions and suggestions for improvement of the Curriculum Guide.

Integrate science into math and reading curriculum.

Consider applying for a grant to support project-based learning for their school.

Visit the Okaloosa Science Central Website at: http://www.okaloosa.k12.fl.us/science

Days allotted to each benchmark are approximate and have been suggested based on the level of the complexity of

the benchmark. To insure benchmarks are taught to mastery and completed by the conclusion of the school year, it

is recommended that teaches not veer significantly from the suggested pacing.

http://www.okaloosa.k12.fl.us/science/




Florida Department of Education ∞ Office of Math and Science Essential Website

Next Generation Sunshine State Standards:

http://www.floridastandards.org/homepage/index.aspx

OCSD Curriculum and Pacing Guide ∞ Overview

This document provides a science curriculum and pacing guide. It is designed to help teachers to efficiently pace the delivery of quality instruction for each nine-

week period.

Purpose: This guide was created by a team of grade-level teachers to correlate to the Next Generation Standards with the goal of providing teachers ready access

to resources for teaching those new standards and a pace for accomplishing benchmark mastery.

Description: The OCSD Science Curriculum Guide specifies the science content to be covered within each nine-week instructional period. Their guide identifies

Next Generation Standards (NGS) Benchmarks. Furthermore, it allows teachers to input information specific to their students or school needs.

Top Block – Big Idea and Essential Questions

Identifies the Big Idea and the components of the Big Idea. Lists the Essential Questions addressed in the sections Benchmarks.

Column One – Benchmark/Text Alignment

Lists the specific Benchmark by number and states the Benchmark. Cites the Houghton Mifflin Harcourt Florida Science Fusion textbook pages that correlate

to the Benchmark.

Column Two – FCAT Info

Serves as a placeholder for future FCAT information; to include content limits, complexity, assessment status, and crosswalk correlation.

Column Three – Additional Resources/Activities

Suggests instructional activities, including media (DVD/Video/CD), websites, and student involvement tasks.

http://www.floridastandards.org/homepage/index.aspx




Column Four – Literacy Connection/Vocabulary/Reading

Lists vocabulary words, specific literary resources, and other books or stories connected to the Benchmark goals.

Column Five – Open: Specific to Teacher/Grade/Subject/School

Serves as a placeholder for teachers to add information that is specific to their school’s or student’s needs.

Of note:

Benchmarks drive instructional decisions; the text is a resource

Results of assessment are used to adjust and revise instruction

Hands-on science labs are an essential component of the science curriculum

The inquiry process must be embedded within every big/supporting idea

NOTE:

Addendums to this curriculum guide, as well as additional information/forms (i.e. elementary lab templates) will be posted at

http://www.okaloosaschools.com/OkaloosaSchools/SchoolDistrict/CurriculumInstruction/CurriculumGuides/tabid/378/Default.aspx.

http://www.okaloosaschools.com/OkaloosaSchools/SchoolDistrict/CurriculumInstruction/CurriculumGuides/tabid/378/Default.aspx




Cognitive Complexity/Depth of Knowledge Rating for Science

Florida’s revised science standards emphasize teaching and learning the most important K-12 science concepts in depth at each grade level. After

adoption of the new science standards, the Florida Center for Research in Science, Technology, Engineering and Mathematics (FCR-STEM) at

Florida State University convened a group of Florida science teachers, district math supervisors, and science education faculty, and scientists to

rate the cognitive demand of each benchmark. Meeting in teams for each body of knowledge, they reviewed and discussed each benchmark, then

reached consensus on level of cognitive complexity using a classification system adapted from the “depth of knowledge” system developed by Dr.

Norman Webb at the University of Wisconsin.

Cognitive complexity refers to the cognitive demand of tasks associated with the benchmark. The depth of knowledge levels (Webb, 1999) reflect

the relative complexity of thinking that a given benchmark demands of students — what it requires the student to recall, understand, analyze, and

do. Florida’s depth of knowledge rating system focuses on expectations of students at three levels:

Low Complexity

Science low complexity items rely heavily on the recall and recognition of previously learned concepts and principles. Items typically specify what

the student is to do, which is often to carry out a procedure that can be preformed mechanically. It is not left to the student to come up with an

original method or solution. Skills required to respond correctly to a low complexity item might include the following.

Identify a common example or recognize a concept

Retrieve information from a chart, table, diagram, or graph

Recognize a standard scientific representation of a simple phenomenon

Calculate or complete a familiar single-step procedure or equation using a reference sheet

Moderate Complexity

Items in the moderate complexity category involve more flexible thinking and choice among alternatives than low complexity items. They require a

response that goes beyond the habitual, is not specified, and ordinarily has more than a single step or thought process. The student is expected to

decide what to do – using informal methods of reasoning and problem solving strategies – and to bring together skill and knowledge from various

domains. Skills required to respond correctly to moderate complexity items might include the following.

Apply or infer relationships among facts, terms, properties, or variables

Describe examples and non examples of scientific processes or concepts

Predict or determine the logical next step or outcome

Compare or contrast structures or functions of different organisms or systems

Choose the appropriate formula or equation to solve a problem and then solve it




Apply and use concepts from a standard scientific model or theory

High Complexity

High complexity items make heavy demands on student thinking. Students must engage in more abstract reasoning, planning, analysis, judgment,

and creative thought. The items require that the student think in an abstract and sophisticated way often involving multiple steps. Skills required to

respond to high complexity items might include the following.

Construct models for research

Generalize or draw conclusions

Design an experiment, given data and condition

Explain or solve a problem in more than one way

Provide a justification for steps in a solution or process

Analyze an experiment to identify a flaw and propose a method for correcting it

Interpret, explain, or solve a problem involving complex spatial relationships

Predict a long term effect, outcome, or result of a change within a system

Webb, N.L., 1999, Alignment Between Standards and Assessment, University of Wisconsin Center for Educational Research.

Source: Cognitive Complexity Classification of FCAT SSS Test Items, July, 2006 and revised January, 2008; Florida Department of Education.

Assessment Options

Practice Grades Progress Monitoring Summative

Leveled reader practice sheet

Inquiry flip chart activity

Student Unit Benchmark Review

Brain Check

Lesson Quizzes

Students Lab Performance tasks

Unit Benchmark test

Teacher created tests, such as Examview




5th Grade Science Standards

Big Idea 1 – The Practice of Science

Big Idea 2 – The Characteristics of Scientific Knowledge

Big Idea 5 – Earth in Space and Time

Big Idea 7 – Earth Systems and Patterns

Big Idea 8 – Properties of Matter

Big Idea 9 – Changes in Matter

Big Idea 10 – Forms of Energy

Big Idea 11 – Energy Transfer and Transformations

Big Idea 13 – Forces and Changes in Motion

Big Idea 14 – Organization and Development of Living Organisms

Big Idea 15 – Diversity and Evolution of Living Organisms

Big Idea 17 – Interdependence

The numbering for the big ideas is consistent throughout the document. Not all big ideas are addressed at each grade level, so the numbering scheme is not consecutive for each grade level.

Benchmark Coding Scheme

SC. 5. N. 1. 1

Subject Grade Level Body of Knowledge Big Idea Benchmark




RELATED COMMON CORE STANDARDS/BENCHMARKS

LACC.5.RI.1 Key Ideas and Details

LACC.5.RI.1.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or

technical text based on specific information in the text. LACC.5.RI.2 Craft and Structure

LACC.5.RI.2.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject

area.

LACC.5.RI.4 Range of Reading and Complexity of Text

LACC.5.RI.4.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.

LACC.5.W.3 Research to Build and Present Knowledge

LACC.5.W.3.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase

information in notes and finished work, and provide a list of sources. LACC.5.W.3.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

LACC.5.SL.1 Comprehension and Collaboration

LACC.5.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

MACC.5.MD Measurement and Data

MACC.5.MD.2 Represent and interpret data.

MACC.5.MD.2.2 Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. For example, given different measurements of liquid in identical beakers, find

the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally. MACC.5.G Geometry MACC.5.G.1 Graph points on the coordinate plane to solve real-world and mathematical problems.

MACC.5.G.1.1 Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin)

arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to

travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).




Quarterly Benchmarks

Quarter 1 Quarter 2

SC.5.N.1.1 High MA.5.S.7.1 MA.5.S.7.2

SC.5.N.1.2 Moderate

SC.5.N.1.3Moderate

SC.5.N.1.4Moderate

SC.5.N.1.5Moderate

SC.5.N.1.6Moderate

SC.5.N.2.1Moderate

SC.5.N.2.2Moderate

1st 10 day focus,

continuous throughout the

year

Define a problem, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types such as: systematic observations, experiments requiring the identification of variables, collecting and organizing data, interpreting data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.

Explain the difference between an experiment and other types of scientific investigation.

Recognize and explain the need for repeated experimental trials.

Identify a control group and explain its importance in an experiment

Recognize and explain that authentic scientific investigation frequently does not parallel the steps of "the scientific method."

Recognize and explain the difference between personal opinion/interpretation and verified observation.

Recognize and explain that science is grounded in empirical observations that are testable; explanation must always be linked with evidence.

Recognize and explain that when scientific investigations are carried out, the evidence produced by those investigations should be replicable by others.

SC.5.P.8.1 Moderate

4 day

Compare and contrast the basic properties of solids, liquids, and gases, such as mass, volume, color, texture, and temperature.

SC.5.P.8.2 High

5 days

Investigate and identify materials that will dissolve in water and those that will not and identify the conditions that will speed up or slow down the dissolving process.

SC.5.P.8.3 Moderate 4 days

Demonstrate and explain that mixtures of solids can be separated based on observable properties of their parts such as particle size, shape, color, and magnetic attraction.

SC.5.P.8.4 Low

4 days

Explore the scientific theory of atoms (also called atomic theory) by recognizing that all matter is composed of parts that are too small to be seen without magnification.

SC.5.P.9.1 High

4 days

Investigate and describe that many physical and chemical changes are affected by temperature.


Investigate and describe some basic forms of energy, including light, heat, sound, electrical, chemical, and mechanical.

SC.5.P.10.2 High

4 days

Investigate and explain that energy has the ability to cause motion or create change.

SC.5.P.10.3 High

4 days

Investigate and explain that an electrically-charged object can attract an uncharged object and can either attract or repel another charged object without any contact between the objects.

SC.5.P.10.4 High

4 days

Investigate and explain that electrical energy can be transformed into heat, light, and sound energy, as well as the energy of motion.

Quarter 1 continued next page Quarter 2 continued next page SC.5.P.13.3

Moderate 5days

Investigate and describe that the more mass an object has, the less effect a given force will have on the object's motion.




Quarter 1 continued Quarter 2 continued

SC.5.E.5.1 Low

3 days

Recognize that a galaxy consists of gas, dust, and many stars, including any objects orbiting the stars. Identify our home galaxy as the Milky Way


Investigate and illustrate the fact that the flow of electricity requires a closed circuit (a complete loop).

SC.5.E.5.2 High

4 days

Recognize the major common characteristics of all planets and compare/contrast the properties of inner and outer planets.


Identify and classify materials that conduct electricity and materials that do not.

SC.5.E.5.3 Moderate 4 days

Distinguish among the following objects of the Solar System -- Sun, planets, moons, asteroids, comets -- and identify Earth's position in it.

SC.5.E.7.1 High

5 days

Create a model to explain the parts of the water cycle. Water can be a gas, a liquid, or a solid and can go back and forth from one state to another.

SC.5.E.7.2 Moderate

1 day

Recognize that the ocean is an integral part of the water cycle and is connected to all of Earth's water reservoirs via evaporation and precipitation processes.


Recognize how air temperature, barometric pressure, humidity, wind speed and direction, and precipitation determine the weather in a particular place and time.

SC.5.E.7.4 High

3 days

Distinguish among the various forms of precipitation (rain, snow, sleet, and hail), making connections to the weather in a particular place and time.


Recognize that some of the weather-related differences, such as temperature and humidity, are found among different environments, such as swamps, deserts, and mountains.

SC.5.E.7.6 High

5 days

Describe characteristics (temperature and precipitation) of different climate zones as they relate to latitude, elevation, and proximity to bodies of water.

SC.5.E.7.7 Moderate

2 day

Design a family preparedness plan for natural disasters and identify the reasons for having such a plan.




Quarter 3 Quarter 4

SC.5.P.13.1 Low

2 days

Identify familiar forces that cause objects to move, such as pushes or pulls, including gravity acting on falling objects.

Science Fair (priority)


Investigate and describe that the greater the force applied to it, the greater the change in motion of a given object.

Earth/Arbor Day Celebrations


Investigate and describe that the more mass an object has, the less effect a given force will have on the object's motion.

Remediation

SC.5.P.13.4 High

5 days

Investigate and explain that when a force is applied to an object but it does not move, it is because another opposing force is being applied by something in the environment so that the forces are balanced.

Enrichment

SC.5.L.14.1 Moderate 10 days

Identify the organs in the human body and describe their functions, including the skin, brain, heart, lungs, stomach, liver, intestines, pancreas, muscles and skeleton, reproductive organs, kidneys, bladder, and sensory organs.

Marsville (optional)


Compare and contrast the function of organs and other physical structures of plants and animals, including humans, for example: some animals have skeletons for support -- some with internal skeletons others with exoskeletons -- while some plants have stems for support.

6th Grade Expectations


Describe how, when the environment changes, differences between individuals allow some plants and animals to survive and reproduce while others die or move to new locations.


Compare and contrast adaptations displayed by animals and plants that enable them to survive in different environments such as life cycles variations, animal behaviors and physical characteristics.




Reading Standards for Informational Text 5

Grade 5 Students

Key Ideas and Details

1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

Craft and Structure

4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

5. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

Integration of Knowledge and

Ideas

7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

8. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

Range of Reading and Level of Text Complexity

10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.




Writing Standards for Grade 5

Grade 5 Students

Text Types and Purposes

1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

Production and Distribution of Writing

4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 5 on pages 28 and 29.)

6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

Research to Build and Present Knowledge

7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

8. Recall relevant information form experiences of gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

9. Draw evidence from literary or informational texts to support analysis, reflection, and research .

Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a

single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.




Grade-level Curriculum Guide

Quarter 1

Big Idea 1: The Practice of Science

A. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those dat a, and the communication of this evaluation.

B. The processes of science frequently do not correspond to the traditional portrayal of "the scientific method." C. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. D. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things . Not only does science

require creativity in its methods and processes, but also in its questions and explanations. Essential Questions:

What is the purpose of scientific method?

What are controlled variables?

Why are repeated trials necessary?

What is the difference between opinion and factual observations? Benchmark

Text Alignment

FCAT Info: Content

limits, Item specs,

other assessments

Additional Resources/Activities

Lit. Connection

Vocabulary

Reading

Open: Specific to

teacher, grade,

subject, school

SC.5.N.1.1 Define a problem, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types such as: systematic observations, experiments requiring the identification of variables, collecting and organizing data, interpreting data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Text: Unit 1, Lessons 3, 5

Reference page 9 MACC.5.MD LACC.5.W.3

www.floridastandards.org- Reference year long for all standards correlation and resources. Unitedstreaming: How Scientists Work: what is the Scientific Method

(21:00) Myth Buster: The 3M Young Scientist Challenge BrainPOP

Scientific Method, Science Projects Picture-Perfect Science

Brainstorms: from Idea to Invention www.sciencespot.net

General Science – Scientific Method and Safety Rules The Bikini Bottom Gang – Controls and Variables Junk Box Wars – Scientific Method Tasks and process skills.

Year Long Resources: Scholastic Resources:

National Geographic Explorer Super Science

Books: Evan Moor Series:

Read and Understand Science

AIMS Series: Life Science Physical Science Earth Science

ScienceSaurus Imaginative Inventions by Charise Harper

http://www.floridastandards.org-/

http://www.sciencespot.net/




Consumers Challenge – Students work in teams to challenge the claims of products available to consumers. Science Works for Kids:

Weather The Human Body Simple Chemistry Energy Planet Earth

Living Things

Differentiating Instruction With Menus – Science

Girls Think of Everything Stories of Ingenious Inventions by Women by Catherine Thimmesh Science Verse by Jon Scieszka Macmillan basal “What Does It Take to be a Scientist?” pages 42-45 Macmillan basal “Write a Scientific Observation” pages 446-447

SC.5.N.1.2 Explain the difference between an experiment and other types of scientific investigation. Text: Unit 1, Lessons 3, 4 SC.5.N.1.3 Recognize and explain the need for repeated experimental trials. Text: Unit 1, Lesson 3

Moderate complexity Moderate complexity

Sciencebuddies.org Science Fair resources, classroom activities, “Variables and Hypothesis worksheet”, “Variables in Your Science Fair Project” Worksheet.

Mimioconnect.com

Macmillan basal “Scientists At Work ” pages 736-753

SC.5.N.1.4 Identify a control group and explain its importance in an experiment. Text: Unit 1, Lesson 3

Moderate complexity

John Muir: America’s First Environmentalist by Kathryn Lasky




SC.5.N.1.5 Recognize and explain that authentic scientific investigation frequently does not parallel the steps of "the scientific method." Text: Unit 1, Lesson 3

Moderate complexity

This will be addressed during every inquiry. Only the ones at the end of the units actually follow the scientific method. (The research step must be added by the classroom teacher. This may be done by referring to the textbook or other sources together as a class and later on group then an individual basis.)

Macmillan basal selection page 43 “Life in the Laboratory” Rachel Carson: Preserving a Sense of Wonder by Thomas Locker Mistakes that Worked by C. Foltz Jones

SC.5.N.1.6 Recognize and explain the difference between personal opinion / interpretation and verified observation. Text: Unit 1, Lesson 1

Moderate complexity

Picture-Perfect Science Lessons Chapter 6 Earthlets

In the Blink of an Eye by Dieter Weismuler Earthlets as Explained by Professor Xargle by Jeanne Willis Vocabulary: analyze classify/classification conclude/conclusion data evidence experiment experimental group/test group fact/opinion hypothesis inference investigate/investigation inquiry observation predict procedure trials valid results variable (independent/dependent)




Big Idea 2: Characteristics of Science Knowledge

A. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion.

B. Scientific knowledge is durable and robust, but open to change. C. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, metho ds, and knowledge of

science include subjectivity, as well as creativity and discovery. Essential Questions:

Why is scientific knowledge based on observation and evidence?

Why is it important for others to be able to replicate an experiment?

Benchmark

Text Alignment

FCAT Info: Content

limits, Item specs,

other assessments


Lit. Connection

Vocabulary

Reading

Open: Specific to teacher,

grade, subject,

school

SC.5.N.2.1 Recognize and explain that science is grounded in empirical observations that are testable; explanation must always be linked with evidence. Text: Unit 1, Lessons 1, 2

Moderate complexity

Picture-Perfect Science Name That Shell!

What’s Poppin”? All Guided and Directed Inquiries throughout book provide an opportunity to develop an understanding of this benchmark.

SC.5.N.2.2 Recognize and explain that when scientific investigations are carried out, the evidence produced by those investigations should be replicable by others. Text: Unit 1, Lesson 1

Moderate complexity

Picture-Perfect Science Grand Canyon




Big Idea 5: Earth in Space and Time Humans continue to explore Earth's place in space. Gravity and energy influence the formation of galaxies, including our own Milky Way Galaxy, stars, the Solar System, and Earth. Humankind's need to explore continues to lead to the development of knowledge and understanding of our Solar System.

Essential Questions:

What does a galaxy consist of?

What galaxy do we live in?

What are the major distinguishing characteristics of inner and outer planets?

What are the distinguishing features of the objects in our Solar System?

Where is Earth in relation to other objects in our Solar System?

Benchmark

Text Alignment

FCAT Info: Content limits, Item specs, other

assessments

Additional Resources/Activities Lit. Connection

Vocabulary

Reading

Open: Specific to teacher, grade,

subject, school

SC.5.E.5.1 Recognize that a galaxy consists of gas, dust, and many stars, including any objects orbiting the stars. Identify our home galaxy as the Milky Way. Text: Unit 2, Lesson 3

Low complexity AIMS Construct a model of the Solar System Create your “Universal Address”

Teacher’s Domain:

http://www.teachersdomain.org/resources/ess05/sci/ess/eiu/biguniverse/index.html

http://www.teachersdomain.org/resources/ess05/sci/ess/eiu/meteorshower/index.html

http://www.teachersdomain.org/resources/ess05/sci/ess/eiu/galaxy/index.html

“Peas in Space”- Digging into FCAT Science (Inquiry Based Activities) pages 71-72 unitedstreaming A Spin Around the Solar System: Look to the Stars (15

minutes) Space Exploration Our Solar System Solar System the Above and Beyond BrainPOP

Galaxies (4 movies)

Galaxies, Galaxies! by Gail Gibbons Magic School Bus Lost in the Solar System 1000 Facts about Space by Pam Beasant Macmillan basal selection page 72 “Observing the Night Sky” Gravity by Evan Moore Read and Understand Science 4-6 pages. 25-29 Vocabulary: asteroid, comet, hemisphere, moon, planet, revolution, rotation, solar system, star

SC.5.E.5.2 Recognize the major common characteristics of all planets and compare/contrast the

Moderate complexity

Space Colony- - Digging into FCAT Science BrainPOP

Planets (a movie for each)

Macmillan basal “Ultimate Field Trip 5” pages 95-107 A Look at Pluto and other Dwarf Planets










properties of inner and outer planets. Text: Unit 2, Lessons 1, 2

Teacher’s Domain “All Planet Sizes” This is a jpeg showing the planets side by side in proportion to each other.

by Anna Kaspar

SC.5.E.5.3 Distinguish among the following objects of the Solar System -- Sun, planets, moons, asteroids, comets -- and identify Earth's position in it. Text: Unit 2, Lessons 1, 2

High complexity Solar Gloves-”- Digging into FCAT Science Teacher’s Domain

Meteor Showers (comets) BrainPOP

Solar System (several movies) Picture-Perfect Science Day and Night Students create a booklet or Power Point illustrating and describing each of the features of the various objects that make up our solar system.

Macmillan basal selection page 96 “Countdown to Adventure” Comets- Evan Moore Read and Understand Science 4-6 pages 50-54 Use as a review 4th grade benchmark SC.4.E.5.4 Use Macmillan basal “Seasons in the Tropics” pages 222-225

Big Idea 7: Earth Systems and Patterns

Humans continue to explore the interactions among water, air, and land. Air and water are in constant motion that results in changin g conditions that can be observed over time.


What are the parts of the water cycle and how do oceans relate to it?

How does water change from one state to another?

What are the elements that help predict the weather forecast? (temperature, barometric pressure, humidity) What are the various forms of precipitation and how do they relate to a particular place and time such as swamps, deserts, etc.?

How do latitude, elevation and proximity to water affect temperature and precipitation?

How and why do people prepare for natural disasters? Benchmark

Text Alignment

FCAT Info: Content

limits, Item specs, other assessments


Lit. Connection

Vocabulary Reading

Open: Specific to

teacher, grade, subject, school

SC.5.E.7.1 Create a model to explain the parts of the water cycle. Water can be a gas, a liquid, or a solid and can go back and forth from one state to another.

High complexity Evaporation Race#1 Obj – Effects of Water depth on Evaporation from 730 Easy Science Experiments What Pushed the Egg into the Bottle?- Digging into FCAT Science (Inquiry Based Activities) pages 54-55 Weather Smart: The Water Cycle and Clouds (15 :00) Robert Krampf DVD Processes That Shape the Earth (all

A Drop of Water by Walter Wick Macmillan basal selection page 82 “ Forest of the World” Macmillan basal “More Than Sand” pages 530-353




Text: Unit 3, Lessons 1, 2

schools given a copy from the state 2007) “Water Cycle” Create a working water cycle using a gallon Zip Lock Bag, sand, water, and illustration of the water cycle drawn on the front of the bag. Students will record observations at different times of the day for several days in their science journal and compare their findings to other students and write a reflection of their findings.

Learning About the Water Cycle with Graphic Organizers by Isaac Nadeau

SC.5.E.7.2 Recognize that the ocean is an integral part of the water cycle and is connected to all of Earth's water reservoirs via evaporation and precipitation processes. Text: Unit 3, Lessons 1, 2

Moderate complexity

Land vs. Water- Digging into FCAT Science (Inquiry Based Activities) pages 52-53 Robert Krampf DVD Processes That Shape the Earth (all schools given a copy from the state 2007) “75% Water”

Vocabulary: Air mass, air pressure, atmosphere, climate, climate zones(polar, temperate, tropical), condensation, environment, evaporation, equator, front, hemisphere, humidity, latitude, precipitation, run off, water vapor, weather

Tools: anemometer, hygrometer, thermometer, barometer, wind vane, rain gauge

SC.5.E.7.3 Recognize how air temperature, barometric pressure, humidity, wind speed and direction, and precipitation determine the weather in a particular place and time. Text: Unit 3, Lessons 3, 4,5

Moderate complexity

BrainPOP Climate Types, Weather, and many more Meteorology: An Educator's Resource for Inquiry-Based Learning for Grades 5-9 (This may be downloaded from nasa.gov if you did not get an opportunity to order a free copy.)

http://www.edheads.org/activities/weather/index.htm

Macmillan basal selection page 86 “The Science of Wildfires” Macmillan basal selection page 222 “Seasons in the Tropics” The Big Storm by Hiscock Macmillan basal “Extreme Weather” pages 461-477 Storms by Jenny Wood Weather Words and What They Mean by Gail Gibbons Do Tornadoes Really Twist? From Scholastic Q & A Series by Melvin and Gilda Berger Hurricane by Sandy Roydhouse A Breath of Wind- Evan Moor Reading and Understanding Science 4-6 pages 70-74

SC.5.E.7.4 Distinguish among the

High complexity

Elementary Video Adventures: Weather and Climate Earth Science: Weather and Climate (20:00)

Weather Forecasting by Gail Gibbons

http://www.edheads.org/activities/weather/index.htm




various forms of precipitation (rain, snow, sleet, and hail), making connections to the weather in a particular place and time. Text: Unit 3, Lessons 3, 5

**Divide the class into Biomes and have each group create and present an illustration of the forms of precipitation commonly present in their assigned Biome. Students must relate the latitude elevation and proximity to bodies of water in their presentation.**

Vocabulary: clouds, cumulus, stratus, cumulonimbus, cirrus, cirrostratus, cirrocumulus, altostratus, altocumulus, stratocumulus, forms of precipitation (rain, sleet, hail, snow, freezing rain)

SC.5.E.7.5 Recognize that some of the weather-related differences, such as temperature and humidity, are found among different environments, such as swamps, deserts, and mountains. Text: Unit 3, Lesson 6

Moderate complexity

Teacher’s Domain http://www.teachersdomain.org/resources/tdc02/sci/life/eco/arctic/index.html Mountain Weather: A Climber's Story (This is a good contrast in the weather as the mountain is ascended but the climber suffers a severely broken leg. It is not shown but is mentioned.) An Everglades Visit http://www.teachersdomain.org/resources/ess05/sci/ess/watcyc/everglades/index.html

Vocabulary: weather maps, high pressure, low pressure, gulf stream, air mass, sea breeze, Doppler radar, hurricane, tornado

SC.5.E.7.6 Describe characteristics (temperature and precipitation) of different climate zones as they relate to latitude, elevation, and proximity to bodies of water. Text: Unit 3, Lesson 6

High complexity

http://www.mbgnet.net/ This website is good for student research on various biomes. **See Benchmark SC.5.7.4**

Macmillan basal selection page 350 “More than Sand” Macmillan basal “North Pole, South Pole” pages 514-539

SC.5.E.7.7 Design a family preparedness plan for natural disasters and identify the reasons for having such a plan. Text: Unit 3, Lesson 4

Moderate complexity

http://www.floridadisaster.org/family/

Macmillan basal selection page 464 “Hurricanes” Macmillan On-Level Reader Earthquake! Unit 4, Wk 4 The Big Storm by John Hiscock

http://www.teachersdomain.org/resources/tdc02/sci/life/eco/arctic/index.html

http://www.teachersdomain.org/resources/tdc02/sci/life/eco/arctic/index.html

http://www.teachersdomain.org/resources/ess05/sci/ess/watcyc/everglades/index.html

http://www.teachersdomain.org/resources/ess05/sci/ess/watcyc/everglades/index.html

http://www.mbgnet.net/

http://www.floridadisaster.org/family/




Quarter 2 Big Idea 8: Properties of Matter

A. All objects and substances in the world are made of matter. Matter has two fundamental properties: matter takes up space and matter has mass. B. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or "stuff") in an objec t. Weight, on the

other hand, is the measure of force of attraction (gravitational force) between an object and Earth.

The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of "wei ght" is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately.


What are characteristics of solids, liquids, and gases as measured by mass, volume, color, texture and temperature?

What is the smallest unit of a chemical element that can still retain the properties of the element?

What are the differences between mixtures and solutions?

What is solubility and how does temperature affect the dissolving process? Benchmark

Text Alignment

FCAT Info: Content limits,

Item specs, other assessments


Lit. Connection

Vocabulary Reading

Open: Specific to


SC.5.P.8.1 Compare and contrast the basic properties of solids, liquids, and gases, such as mass, volume, color, texture, and temperature. Text: Unit 4, Lesson 1 MA.5.G.3.2 MA.5.G.5.2 MA.5.G.5.3 Volume and mass

Moderate complexity

BrainPOP Matter Changing States, States of Matter,

Unitedstreaming Matter and its Properties: Changes in Matter (17:06

min)

Matter and its properties: Measuring Matter (17:21)

A Compound Mystery-Evan Moor- Read and Understand Science Pages 65-69 Macmillan basal “Balloon Flight” pages 710-733 Vocabulary: Mass, matter, volume, density, texture, color, size, weight, gravity, temperature, gas, liquid, solid, particle, mixture, solution, reaction, solute, solvent, solution, saturated

SC.5.P.8.2 Investigate and identify materials that will dissolve in water and those that will not and identify the conditions that will speed up or slow down the dissolving process.

High complexity




Text: Unit 4, Lessons 4, 5

SC.5.P.8.3 Demonstrate and explain that mixtures of solids can be separated based on observable properties of their parts such as particle size, shape, color, and magnetic attraction. Text: Unit 4, Lesson 4

Moderate complexity

SC.5.P.8.4 Explore the scientific theory of atoms (also called atomic theory) by recognizing that all matter is composed of parts that are too small to be seen without magnification. Text: Unit 4, Lesson 6

Low complexity Unitedstreaming Common Properties of Matter: Atoms, Elements, and States ( 24 minutes)

BrainPOP

Atoms

Vocabulary: Atom, element, compound, molecule, nucleus, proton, neutron, electron

Big Idea 9: Changes in Matter

A. Matter can undergo a variety of changes. B. Matter can be changed physically or chemically.

Essential Question:

What effect does temperature have on physical and chemical changes? Benchmark

Text Alignment

FCAT Info: Content

limits, Item specs,

other assessments


Lit. Connection

Vocabulary

Reading

Open: Specific to

teacher, grade,

subject, school

SC.5.P.9.1 Investigate and describe that many physical and chemical changes are affected by temperature. Text: Unit 4, Lessons 2, 3

High complexity The teacher will demonstrate or show pictures of several different physical or chemical changes. The students will be able to identify which change it is and support their conclusion with relevant facts.




Big Idea 10: Forms of Energy Essential Questions:

What are the six forms of energy?

How does energy cause motion or create change?

How do positively and negatively charged objects effect other objects?

How does electrical energy transform into other forms of energy? Benchmark

Text Alignment

FCAT Info: Content limits,

Item specs, other assessments


Lit. Connection

Vocabulary Reading

Open: Specific to


SC.5.P.10.1 Investigate and describe some basic forms of energy, including light, heat, sound, electrical, chemical, and mechanical. Text: Unit 5, Lesson 1

Moderate complexity

BrainPOP – Picture-Perfect Science Sounds of Science

Sound, Heat and Light: Energy at Work by Melvin Berger Basal Leveled Reader Unit3, Week 3 – How We Use Energy Vocabulary: Energy, potential energy, kinetic energy,

SC.5.P.10.2 Investigate and explain that energy has the ability to cause motion or create change. Text: Unit 5, Lessons 1, 2

High complexity Picture-Perfect Science Chemical Change Café Students will construct or illustrate a model of a “Rube Golberg Machine” to demonstrate an understanding that energy has the ability to cause motion or create change. Example shown on: Teachers’ Domain.org web site

Why Do Basketballs Bounce? Evan Moor-Reading and Understand Science 4-6 Pages 15-19

SC.5.P.10.3 Investigate and explain that an electrically-charged object can attract an uncharged object and can either attract or repel another charged object without any contract between the objects. Text: Unit 5, Lessons 3, 4

High complexity Digging Into FCAT Science – pages 20-21 Static Electricity

Vocabulary: Static electricity, electric current, electric charge, attract, repel, electrostatic discharge




SC.5.P.10.4 Investigate and explain that electrical energy can be transformed into heat, light, and sound energy, as well as the energy of motion. Text: Unit 5, Lessons 1, 5 Unit 6, Lessons 1, 2

High complexity

Vocabulary: Electromagnet, electric motor, generator,

Big Idea 11: Energy Transfer and Transformations Essential Questions:

What is the effect of electricity in a closed circuit?

Which materials do and do not conduct electricity?

Benchmark

Text Alignment

FCAT Info: Content



Lit. Connection

Vocabulary Reading

Open: Specific to


SC.5.P.11.1 Investigate and illustrate the fact that the flow of electricity requires a closed circuit (a complete loop). Text: Unit 6, Lessons 1, 2

Moderate complexity

SC.5.P.11.2 Identify and classify materials that conduct electricity and materials that do not. Text: Unit 6, Lessons 1, 2

Moderate complexity




Quarter 3 Big Idea 13: Forces and Changes in Motion Essential Questions:

What forces cause objects to move?

What are Newton’s three laws of motion and how do they effect objects around us? Benchmark

Text Alignment

FCAT Info: Content limits, Item specs,

other assessments


Vocabulary

Reading


subject, school

SC.5.P.13.1 Identify familiar forces that cause objects to move, such as pushes or pulls, including gravity action on falling objects. Text: Unit 7, Lessons 1, 2, 3

Low complexity Unitedstreaming Getting to Know Gravity (19 min)

BrainPOP Motion, Forces, Time (Gravity, Force) Review of Simple Machines

Evan Moor-Read and Understand Science 4-6 Macmillan On-Level Reader Unit 1 Week 4 - How Airplanes Fly

SC.5.P.13.2 Investigate and describe that the greater the force applied to it, the greater the change in motion of a given object. Text: Unit 7, Lessons 1, 2

Moderate complexity

Unitedstreaming Exploring the Laws of Motion (18:06)

BrainPOP

Newton’s Laws of Motion

Vocabulary: attraction, balanced forces, force, friction, repel, speed, velocity, gravity, momentum, unbalanced forces, inertia, newtons

SC.5.P.13.3 Investigate and describe that the more mass an object has, the less effect a given force will have on the object’s motion. Text: Unit 7, Lessons 1, 2

Moderate complexity

Unitedstreaming Let’s Move it : Newton’s Law of Motion (15 min)

BrainPOP

Newton’s Laws of Motion

SC.5.P.13.4 Investigate and explain that when a force is applied to an object but it does not move, it is because another opposing force is being applied by something in the

High complexity BrainPOP Newton’s Laws of Motion




environment so that the forces are balanced. Text: Unit 7, Lessons 1, 3

Big Idea 14: Organization and Development of Living Organisms Essential Questions:

What are the functions of the major organs of the human body?

How do the organs and other physical structures of plants and animals compare and contrast?

Benchmark

Text Alignment

FCAT Info: Content limits, Item specs,

other assessments


Vocabulary

Reading


subject, school

SC.5.L.14.1 Identify the organs in the human body and describe their functions, including the skin, brain, heart, lungs, stomach, liver, intestines, pancreas, muscles and skeleton, reproductive organs, kidneys, bladder, and sensory organs. Text: Unit 8, Lessons 1, 2, 3, 4 HE.5.C.1.6 Explain how human body parts and organs work together in healthy body systems, including the endocrine and reproductive systems. SC.5.L.14.2 Compare and contrast the function of organs and other physical structures of plants and animals,

Moderate complexity

BrainPOP Human Body (All Systems Go)

unitedstreaming

The Inside Story with Mr. Slim Goodbody: Lubba Dubba: The Inside Story of Your Heart and Blood (14:40)

Why Exercise (13:05)

The Inside Story with Mr. Slim Goodbody: The Body Symphony: The Inside Story of Your Whole Body (14:56)

BrainPOP Vertebrates , Invertebrates, Plants

Vocabulary: Cell, tissue, organ, organ system, organism, brain, skin, bones, muscles, exoskeleton, vertebrate, invertebrate, lungs, heart, stomach, liver, pancreas, kidneys, bladder, blood cells, nerves, characteristic, spinal cord, cochlea, pupil, retina, taste buds, senses, integumentary system, epidermis, esophagus, ureters, bladder, urethra, small and large intestines, testes, ovaries, diaphragm, respiration, circulation, platelets, plasma, arteries, veins, capillaries, bronchi, bronchioles, alveoli, trachea, lungs, stomata, gills, left and right ventricle, left and right atrium, aorta, pulmonary artery, valves




including humans, for example: some animals have skeletons for support-some with internal, others with exoskeletons-while some plants have stems for support. Text: Unit 8, Lesson 1,3,4

Macmillan basal selection page 62 “Blue Potatoes and Square Watermelons” Everyone Into the Pool – Evan-Moor- Read and Understand Science 4-6, pages 10-14 Cells: Structure and Function – Evan-Moor Read and Understand Science 4-5, pages 125-129 Crooked Cells- Evan- Moor Read and Understand Science 4-6, pages 130-134 Macmillan basal “Animal Defenses” pages 421-445




Big Idea 15: Diversity and Evolution of Living Organisms

Essential Question:

How do environmental changes affect plants and animals ability to survive and reproduce?

Benchmark

Text Alignment

FCAT Info: Content

limits, Item specs,

other assessments


Lit. Connection

Vocabulary

Reading

Open: Specific to

teacher, grade,

subject, school

SC.5.L.15.1 Describe how, when the environment changes, differences between individuals allow some plants and animals to survive and reproduce while others die or move to new locations. Text: Unit 9, Lessons 1, 2

High complexity BrainPOP Natural Selection

**Have students select a plant or animal that lives in their Biome and tell what would happen if the amount of precipitation increased or decreased in their area. Would the plant or animal survive and reproduce or would they move to a new location?

Macmillan basal “Trees of Life” pages 80-87 Macmillan basal selection page 62 “Blue Potatoes and Square Watermelons” Macmillan basal, page 172 “Poisonous Snakes” Macmillan basal selection page 174 “Rattlers” Macmillan basal “Protecting the Environment” pages 315-325 Understanding Extinction-Evan Moor-Understanding and Reading Science 4-6 pages 115-119 Aliens from Earth: When Animals and plants invade other Ecosystems by Mary Batten And Then There Was One: The Mysteries of Extinction by Margery Facklam

Vocabulary: Unit 9 and 10 Environment, pollution, conservation, adaptation, inherited trait, behavioral, carnivore, herbivore, omnivore, producer, consumer, decomposer, community, ecosystem, population, habitat, endangered species, extinction, threatened species, food chain, food web, metamorphosis, larva, life cycle, nymph, nutrients, predator, prey, biomes, grassland, desert, taiga, tundra, wetland, intertidal zone




Big Idea 17: Interdependence Essential Question:

How do plants and animals adapt to changes in their environment in order to survive?

Benchmark

Text Alignment

FCAT Info: Content



Lit. Connection

Vocabulary Reading

Open: Specific to


SC.5.L.17.1 Compare and contrast adaptations displayed by animals and plants that enable them to survive in different environments such as life cycles variations, animal behaviors and physical characteristics. Text: Unit 10, Lesson 1, 2, 3, 4

Moderate complexity

Unitedstreaming Animal Adaptations (24 min)

Teacher’s Domain

Animal Hearing 1 min 20 sec Picture-Perfect Science “Mystery Pellets” and “Close

Encounters” http:pelotes.jea.com

Animals and Plants: Alligators, Amazing Ants, Bats, Birds, Black Bears, Butterfly Biology, Butterfly Gardens, Caterpillars, Mammals Mammoths, Manatees, Migration, Plant Adaptations, Red Wolves, Reptiles, Spiders, Dragonflies, Longleaf Pines

What Do You Do with a Tail Like This? by Steve Jenkins and Robin Page Weird Friends, Unlikely Allies in the Animal Kingdom by Jose Aruego Macmillan basal

“Rescue Dogs” pages 113-115

“My Great-Grandmother’s Gourd” pages 327-349

“Learning From Nature” pages 567-575

“The Largest Creature on Earth” pages 628-632

“An Underwater Park” pages 692-695

“Doggone Work” page 134 “Animal Self-Defense” page

442 Macmillan on grade level readers Amazing Plants, Unit 1 Week

3 Alien-the Brown Tree Snake

Unit 2 Week 2

Insects Unit 4 Week 2 Science in the Snow Unit 5

Week 1

Vocabulary:

http://pelotes.jea.com/TeacherInfo/pdfs/Alligators.pdf

http://pelotes.jea.com/TeacherInfo/pdfs/AmazingAnts.pdf

http://pelotes.jea.com/TeacherInfo/pdfs/Bats.pdf

http://pelotes.jea.com/TeacherInfo/pdfs/Birds.pdf

http://pelotes.jea.com/TeacherInfo/pdfs/Black%20Bears.pdf

http://pelotes.jea.com/TeacherInfo/pdfs/Butterfly%20Biology.pdf

http://pelotes.jea.com/TeacherInfo/pdfs/Butterfly%20Gardens.pdf

http://pelotes.jea.com/TeacherInfo/pdfs/Caterpillars.pdf

http://pelotes.jea.com/TeacherInfo/pdfs/Mammals.pdf

http://pelotes.jea.com/TeacherInfo/pdfs/Mammoths.pdf

http://pelotes.jea.com/TeacherInfo/pdfs/Manatees.pdf

http://pelotes.jea.com/TeacherInfo/pdfs/Migration.pdf

http://pelotes.jea.com/TeacherInfo/pdfs/Plant%20Adaptations.pdf

http://pelotes.jea.com/TeacherInfo/pdfs/Red%20Wolves.pdf

http://pelotes.jea.com/TeacherInfo/pdfs/Reptiles.pdf

http://pelotes.jea.com/TeacherInfo/pdfs/Spiders.pdf

http://pelotes.jea.com/TeacherInfo/pdfs/Dragonflies.pdf

http://pelotes.jea.com/TeacherInfo/pdfs/Longleaf%20Pines.pdf




Quarter 4

Science Fair (priority)

Earth/Arbor Day Celebrations

Remediation

Enrichment

Marsville (optional)

6th Grade Expectations




Textbook Correlation to Florida Science Standards

Houghton Mifflin Harcourt Science Fusion Correlation - See TE T19-T25

Scott Foresman Science Correlation follows

Introduction

This document demonstrates how Scott Foresman Science meets the Florida Science Standards. Correlation page references are to the Teacher’s Edition with additional references to the FCAT Test Prep Booklet.

Pearson is proud to introduce our Scott Foresman Science, Kindergarten through Grade Five. Extensive research and analysis is the foundation for Scott Foresman Science and guides the instructional design.

Scaffolded Inquiry Scott Foresman Science is built on three levels of inquiry: Directed Inquiry, Guided Inquiry, and Full Inquiry. All three levels engage students in activities that build a strong science foundation and help them develop a full understanding of the inquiry process.

How to Read Science

Powerful connections between reading skills and science process skills in every chapter advance science literacy for all students.

Differentiated Instruction Leveled Readers for every Student Edition chapter teach the same science concepts, vocabulary, and reading skills — at each student’s reading level.




Time-Saving Strategies Time-saving strategies are built right into the Teacher’s Edition that will save the teacher hours of time in lesson preparation.

Quick Teaching Plans cover the standards even when class time is short.

Everything needed for each activity comes in its own chapter bag. With the Activity Placemat and Tray, activity setup takes only 30 seconds.

Premade Bilingual Bulletin Board Kits save time by creating attractive bulletin boards quickly and easily.

Technology

Scott Foresman Science brings teaching and learning together in one convenient spot—the computer. From sfsuccessnet.com to educational CDs and DVDs, this program provides a variety of interactive tools to help support, extend, and enrich classroom instruction.

The Online Teacher’s Edition provides access to the same printed content, so the teacher can plan lessons with the customizab le Lesson Planner from home or school computers. The Online Student Edition allows students, teachers, and parents to access the content of the textbook from computers at school or at home.

Benchmark Code

Florida Sunshine State Standards Scott Foresman Science – see below

SC.5.E.5.1 Recognize that a galaxy consists of gas, dust, and many stars, including any objects orbiting the stars. Identify our home galaxy as the Milky Way.

SE/TE: 518–523, 524–529, 530–531, 532–533 FCAT Test Prep: 109, 110, 111, 112, 114, 127, 146

SC.5.E.5.2 Recognize the major common characteristics of all planets and compare/contrast the properties of inner and outer planets.

SE/TE: 548–551 FCAT Test Prep: 115, 116, 118, 119, 120, 121, 131, 146

SC.5.E.5.3 Distinguish among the following objects of the Solar System -- Sun, planets, moons, asteroids, comets -- and identify Earth's position in it.

SE/TE: 518–521, 540, 542–547, 548–551, 552–555, 556–561 FCAT Test Prep: 109, 113, 115, 116, 117, 118, 119, 120, 127, 128, 129, 130, 131, 145, 147, 148

SC.5.E.7.1 Create a model to explain the parts of the water cycle. Water can be a gas, a liquid, or a solid and can go back and forth from one state to another.

SE/TE: 208–211, 216–217 FCAT Test Prep: 43, 44, 47, 48, 67

SC.5.E.7.2 Recognize that the ocean is an integral part of the water cycle and is connected to all of Earth's water reservoirs via evaporation and precipitation processes.

SE/TE: 200–201, 202–205, 208–211, 222–223 FCAT Test Prep: 48, 137

SC.5.E.7.3 Recognize how air temperature, barometric pressure, humidity, wind speed and direction, and precipitation determine the weather in a particular place and time.

SE/TE: 212–215, 230–233, 234–237, 238–241, 242–245, 250–251, 252–253, 256 FCAT Test Prep: 45, 49, 51, 53, 54




Benchmark Code


SC.5.E.7.4 Distinguish among the various forms of precipitation (rain, snow, sleet, and hail), making connections to the weather in a particular place and time.

SE/TE: 214–215, 222–223, 238–241 FCAT Test Prep: 44, 45, 68

SC.5.E.7.5 Recognize that some of the weather-related differences, such as temperature and humidity, are found among different environments, such as swamps, deserts, and mountains.

SE/TE: 240–241 FCAT Test Prep: 50

SC.5.E.7.6 Describe characteristics (temperature and precipitation) of different climate zones as they relate to latitude, elevation, and proximity to bodies of water.

SE/TE: 130–135, 246–249 FCAT Test Prep: 26, 27, 28, 53, 137

SC.5.E.7.7 Design a family preparedness plan for natural disasters and identify the reasons for having such a plan.

SE/TE: 240–241

SC.5.L.14.1 Identify the organs in the human body and describe their functions, including the skin, brain, heart, lungs, stomach, liver, intestines, pancreas, muscles and skeleton, reproductive organs, kidneys, bladder, and sensory organs.

SE/TE: 46–49, 50–51, 74–79, 80–81, 86–87 FCAT Test Prep: 7, 13, 14, 15, 16, 17, 18, 41

SC.5.L.14.2

Compare and contrast the function of organs and other physical structures of plants and animals, including humans, for example: some animals have skeletons for support -- some with internal skeletons others with exoskeletons -- while some plants have stems for support.

SE/TE: 1E, 10–17, 18–21, 62–69, 70–73, 74–79, 94–97, 98–101, 102–109 FCAT Test Prep: 3, 7, 8, 9, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 38, 41, 134, 135

SC.5.L.15.1 Describe how, when the environment changes, differences between individuals allow some plants and animals to survive and reproduce while others die or move to new locations.

SE/TE: 164, 166–169, 172–173, 174–177, 180–181, 188–191 FCAT Test Prep: 32, 33, 34, 35, 36, 40, 42, 133

SC.5.L.17.1 Compare and contrast adaptations displayed by animals and plants that enable them to survive in different environments such as life cycles variations, animal behaviors and physical characteristics.

SE/TE: 172–173, 174–177 FCAT Test Prep: 23, 31, 32, 33, 34, 37, 40, 41, 136

SC.5.N.1.1

Define a problem, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types such as: systematic observations, experiments requiring the identification of variables, collecting and organizing data, interpreting data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.

SE/TE: 188–191, 192, 332–335, 336, 500–503, 504, 604–607, 608

SC.5.N.1.2 Explain the difference between an experiment and other types of scientific investigation.

SE/TE: 4, 50–51, 80–81, 164, 196, 228, 466, 490–491, 530–531

SC.5.N.1.3 Recognize and explain the need for repeated experimental trials. SE/TE: 114–115, 228, 290–291, 432–433

SC.5.N.1.4 Identify a control group and explain its importance in an experiment. SE/TE: 188–191, 332–335, 500–503, 604–607




Benchmark Code


SC.5.N.1.5 Recognize and explain that authentic scientific investigation frequently does not parallel the steps of "the scientific method."

SE/TE: 124, 260, 444, 508

SC.5.N.1.6 Recognize and explain the difference between personal opinion/interpretation and verified observation.

SE/TE: 92, 124, 125, 178–179, 250–251, 260, 341, 362–363, 404, 476, 530–531, 572

SC.5.N.2.1 Recognize and explain that science is grounded in empirical observations that are testable; explanation must always be linked with evidence.

These are some of the many examples. SE/TE: 50–51, 178–179, 188–191, 216–217, 250–251, 322–323, 362–363, 372, 394–395, 432–433, 444, 490–491, 500–503, 572, 604–607

SC.5.N.2.2 Recognize and explain that when scientific investigations are carried out, the evidence produced by those investigations should be replicable by others.

SE/TE: 50–51, 60, 80–81, 250–251, 362–363, 394–395, 404, 490–491, 540

SC.5.P.8.1 Compare and contrast the basic properties of solids, liquids, and gases, such as mass, volume, color, texture, and temperature.

SE/TE: 340, 342–347, 354–357, 362–363 FCAT Test Prep: 73, 74, 75, 76, 103, 140

SC.5.P.8.2 Investigate and identify materials that will dissolve in water and those that will not and identify the conditions that will speed up or slow down the dissolving process.

SE/TE: 360–361 FCAT Test Prep: 78, 104, 140

SC.5.P.8.3 Demonstrate and explain that mixtures of solids can be separated based on observable properties of their parts such as particle size, shape, color, and magnetic attraction.

SE/TE: 358–359 FCAT Test Prep: 77, 83, 141

SC.5.P.8.4 Explore the scientific theory of atoms (also called atomic theory) by recognizing that all matter is composed of parts that are too small to be seen without magnification.

SE/TE: 337E, 348–351 FCAT Test Prep: 73, 79, 82, 104

SC.5.P.9.1 Investigate and describe that many physical and chemical changes are affected by temperature.

SE/TE: 354–357, 380–381, 394–395 FCAT Test Prep: 77, 79, 80

SC.5.P.10.1 Investigate and describe some basic forms of energy, including light, heat, sound, electrical, chemical, and mechanical.

SE/TE: 446–453, 454–457, 458–461, 462–465 FCAT Test Prep: 91, 92, 93, 95, 96, 107, 139, 142

SC.5.P.10.2 Investigate and explain that energy has the ability to cause motion or create change.

SE/TE: 444, 448–453, 454–457, 462–465 FCAT Test Prep: 91, 92, 95, 106, 108, 142

SC.5.P.10.3 Investigate and explain that an electrically-charged object can attract an uncharged object and can either attract or repel another charged object without any contact between the objects.

SE/TE: 478–481




Benchmark Code


SC.5.P.10.4 Investigate and explain that electrical energy can be transformed into heat, light, and sound energy, as well as the energy of motion.

SE/TE: 476, 482–485, 490–491 FCAT Test Prep: 101

SC.5.P.11.1 Investigate and illustrate the fact that the flow of electricity requires a closed circuit (a complete loop).

SE/TE: 476, 482–485, 486–489, 490–491 FCAT Test Prep: 98, 99, 103, 143

SC.5.P.11.2 Identify and classify materials that conduct electricity and materials that do not. SE/TE: 476, 480–481, 496 FCAT Test Prep: 97, 98, 100, 102, 143

SC.5.P.13.1 Identify familiar forces that cause objects to move, such as pushes or pulls, including gravity acting on falling objects.

SE/TE: 404, 410–417, 432–433, 434–435 FCAT Test Prep: 85, 86, 88, 90, 105, 106, 107, 141

SC.5.P.13.2 Investigate and describe that the greater the force applied to it, the greater the change in motion of a given object.

SE/TE: 418–423 FCAT Test Prep: 87, 90

SC.5.P.13.3 Investigate and describe that the more mass an object has, the less effect a given force will have on the object's motion.

SE/TE: 418–423 FCAT Test Prep: 87

SC.5.P.13.4 Investigate and explain that when a force is applied to an object but it does not move, it is because another opposing force is being applied by something in the environment so that the forces are balanced.

SE/TE: 416–417, 418–423 FCAT Test Prep: 88, 89, 103




Science Resources Guide

Read and Understand Science Series

Grades 1-2, Grades 2-3, Grades 3-4, Grades 4-6; Evan-Moor Publishers

http://www.evan-moor.com/Series.aspx?CurriculumID=6&ClassID=175&SeriesID=104

Project Wild Activity Guide Project Wild, PO Box 18060, Boulder, CO 80308, (303)444-2390

http://www.projectwild.org/educators.htm

Digging Into FCAT Science – Inquiry Based Activities

Florida Educational Tools, (904) 998-1918 or (800) 586-9940 www.fledtools.com

Integrating Science with Reading Instruction Grades 5&6

By Trisha Callella and Marilyn Marks, Creative Teaching Press http://www.creativeteaching.com/p-800-integrating-science-with-reading-instruction-gr-5-6.aspx

AIMS Education Foundation On-line Store Books, Free Resources and $1-2 E-Activities

http://wwws.aimsedu.org/aims_store/home.php

Picture-Perfect Science Lessons: Using Children's Books to Guide Inquiry By: Emily Morgan and Karen Ansberry, ISBN: 978-0-87355-243-1

http://www.nsta.org/store/product_detail.aspx?id=10.2505/9780873552431

More Picture-Perfect Science Lessons: Using Children's Books to Guide Inquiry, K-4

By: Emily Morgan and Karen Ansberry, ISBN: 978-1-93353-112-0 http://learningcenter.nsta.org/product_detail.aspx?id=10.2505/9781933531120

More Than Magnets: Exploring the Wonders of Science in Preschool and Kindergarten

By Sally Moomaw, MEd, Brenda Hieronymus, MEd, ISBN: 978-188483433-2, Redleaf Press http://www.redleafpress.org/productdetails.cfm?PC=183

http://www.evan-moor.com/Series.aspx?CurriculumID=6&ClassID=175&SeriesID=104

http://www.projectwild.org/educators.htm

http://www.fledtools.com/

http://www.creativeteaching.com/p-800-integrating-science-with-reading-instruction-gr-5-6.aspx

http://wwws.aimsedu.org/aims_store/home.php

http://www.nsta.org/store/search.aspx?author=Emily%20Morgan

http://www.nsta.org/store/search.aspx?author=Karen%20Ansberry

http://www.nsta.org/store/product_detail.aspx?id=10.2505/9780873552431

http://www.nsta.org/store/search.aspx?author=Emily%20Morgan

http://www.nsta.org/store/search.aspx?author=Karen%20Ansberry

http://learningcenter.nsta.org/product_detail.aspx?id=10.2505/9781933531120

http://www.redleafpress.org/contributorinfo.cfm?ContribID=2337

http://www.redleafpress.org/contributorinfo.cfm?ContribID=2337

http://www.redleafpress.org/productdetails.cfm?PC=183




Science Literature by Grade Level with Benchmarks

Title Author Science Concept or Skill Grade Level

Benchmark

On the Way to the Beach Henry Cole Observation of nature K SC.K.N.1.1

A Closer Look Mary McCarthy Observation of nature K SC.K.N.1.1

The Snowy Day Ezra Jack Keats Matter can change K SC.K.P.9.1 Vibrations Lola M. Schaefer Sound vibrations K SC.K.P.10.1

Sound: Loud, Soft, High, & Low Natalie M. Rosinsky Sound K SC.K.P.10.1

Forest Bright, Forest Night Jennifer Ward Animals during the day/night K SC.K.E.5.2 A Seed is Sleepy Dianna Aston Seeds K SC.K.L.14.3

We’re Going on a Bear Hunt Michael Rosen Nature walk/Observing nature 1st

SC.1.N.1.1

Make Way For Ducklings Robert McCloskey Nature walk/Observing nature 1st

SC.1.N.1.1 Seven Blind Mice Ed Young Observation/Inference 1

st SC.1.N.1.2

Let’s Experiment Thinking Like a Scientist Series by Newbridge

Experiments/Investigations 1st

SC.1.N.1.3

Real Stuck, Way Up Benette W. Tiffault Gravity 1st

SC.1.E.5.2 All About Magnifying Glasses Melvin Berger Magnifying glasses 1

st SC.1.E.5.3

Stone Soup Jon J. Muth Sink or float 1st

SC.1.P.8.1

The Real Story of Stone Soup Ying Chang Compestine Sink or float 1st

SC.1.P.8.1 Cactus Soup Eric A. Kimmel Sink or float 1

st SC.1.P.8.1

Force Makes Things Move Kimberly Brubaker Bradley Force and motion 1st

SC.1.P.13.1

Trout Are Made of Trees April Pulley Sayre Ecosystems/Interdependence of nature 1st

SC.1.L.14.1 The Story of Jumping Mouse John Steptoe Using five senses for observation 1

st SC.1.L.14.1

What’s Alive? Kathleen Weidner Living vs. nonliving 1st

SC.1.L.14.3

Is it Alive? Kimberlee Graves Living vs. nonliving 1st

SC.1.L.14.3 Does a Kangaroo Have a Mother Too? Eric Carle Animal babies and parents 1

st SC.1.L.16.1

You’re All My Favorites Sam McBratney Shows offspring of same parent can have differences

1st

SC.1.L.16.1

The Magic School Bus Hops Home: A Book About Animal Habitats

Joanna Cole Animal habitats 1st

SC.1.L.17.1

Red Leaf, Yellow Leaf Lois Ehlert Leaves/parts of a plant 1st

SC.1.L.14.2

Letting Swift River Go Jane Yolen Change in nature over time 2nd

SC.2.N.1.1

Who Made These Holes? Published by Newbridge Inference and observation 2nd

SC.2.N.1.3 Soil Robin Nelson Soil 2

nd SC.2.E.6.2

Rocks Robin Nelson Rocks 2nd

SC.2.E.6.1

Rocks and Soil Maria Gordon Rocks and soil 2nd

SC.2.E.6.1 SC.2.E.6.2

Soil Rebecca Faulkner Soil 2nd

SC.2.E.6.2

The Pebble in My Pocket M. Hooper Rocks 2nd

SC.2.E.6.1





Benchmark

Sun S. Tomecek Sun/sunshine 2nd

SC.2.E.7.2 Matter: See It, Touch It, Taste It, Smell It Darlene R. Stille Matter and changing properties 2

nd SC.2.P.9.1

From Bean to Bean Plant Anita Ganen Life cycle of a bean plant 2nd

SC.2.L.16.1

Pumpkin Circle: The Story of a Garden George Levenson Life cycle of a pumpkin 2nd

SC.2.L.16.1 From Tadpole to Frog Wendy Pfeffer Life cycle of a frog 2

nd SC.2.L.16.1

From Seed to Plant Allan Fowler Life cycle of a plant 2nd

SC.2.L.16.1

A Log’s Life Wendy Pfeffer Life cycle of a tree 2nd

SC.2.L.16.1 Little Lost Bat Sandra Markle Life of bats 2

nd SC.2.L.16.1

I Wonder If I’ll See a Whale Frances Ward Weller Observing the natural world/questioning 3rd

SC.3.N.1.1

Owl Moon Jane Yolen Observing the natural world/questioning 3rd

SC.3.N.1.1 Big Tracks, Little Tracks: Following Animal Prints

M.E. Selsam Observation/inference 3rd

SC.3.N.1.1

The New Way Things Work David Macaulay Models 3rd

SC.3.N.3.2 SC.3.N.3.3

Telescopes Adele Richardson Telescopes 3rd

SC.3.E.5.5

The Sun Seymour Simon Sun 3rd

SC.3.E.6.1

Temperature Chris Woodford Measuring temperature 3rd

SC.3.P.8.1 Measuring Penny Loreen Leedy Measurement 3

rd SC.3.P.8.2

Sun Up, Sun Down Gail Gibbons Sun 3rd

SC.3.E.6.1

Rise the Moon Eileen Spinelli Moon 4th

SC.4.E.5.2 The Moon Book Gail Gibbons Moon 4

th SC.4.E.5.2

The Moon Seymour Simon Moon 4th

SC.4.E.5.2

What the Moon is Like F.M. Branley Moon 4th

SC.4.E.5.2 Prince William Gloria Rand Oil spills/human effects on nature 4

th SC.4.E.6.3

Pancakes, Pancakes! Eric Carle Chemical changes 4th

SC.4.P.9.1

One Tiny Turtle N. Davies Humans and the environment 4th

SC.4.L.17.4 Interrupted Journey: Saving Endangered Sea Turtles

K. Lasky Humans and the environment 4th

SC.4.L.17.4

Almost Gone: The World’s Rarest Animals

Steve Jenkins Extinction 4th

SC.4.L.17.4

Weather Forecasting Gail Gibbons Weather 5th

SC.5.E.7.3 Imaginative Inventions Charise Mericle Harper Inventions/Scientific method 5

th SC.5.N.1.1

Girls Think of Everything: Stories of Ingenious Inventions by Women

Catherine Thimmesh Inventions/Scientific method 5th

SC.5.N.1.1

Mistakes That Worked C. Foltz Jones Inventions/scientific investigation 5th

SC.5.N.1.5 In the Blink of an Eye Dieter Wiesmuller Inference/animals 5

th SC.5.N.1.6

John Muir: America’s First Environmentalist

Kathryn Lasky Scientists/Biography of an environmentalist 5th

SC.5.N.1.5

Rachel Carson: Preserving a Sense of Thomas Locker Scientists/Biography of a biologist 5th

SC.5.N.1.5





Benchmark

Wonder Science Verse Jon Scieszka Variety of topics in poem form 5

th SC.5.N.1.1

Earthlets, as Explained by Professor Xargle

Jeanne Willis Observation and Inference 5th

SC.5.N.1.6

A Look at Pluto and Other Dwarf Planets

Anna Kaspar Pluto/planets 5th

SC.5.E.5.2

Learning About the Water Cycle With Graphic Organizers

Isaac Nadeau Water cycle/using graphic organizers 5th

SC.5.E.7.1

The Big Storm Bruce Hiscock Storms/effects of weather 5th

SC.5.E.7.7 Aliens from Earth: When Animals and Plants Invade Other Ecosystems

Mary Batten Ecosystems/change/survival 5th

SC.5.P.15.1

And Then There Was One: The Mysteries of Extinction

Margery Facklam Extinction 5th

SC.5.P.15.1

Science Literature by Grade Level **NOTE: Duplicate titles listed in red, and are appropriate for each grade level.

Title Author Grade Level

5 Sense Ruis K

A Closer Look McCarthy, M. K

Amy Loves the Sun Hoban K

Amy Loves the Wind Hoban K

Be A Friend to Trees Lauber K

Bear Shadow Asch K

Bubble, Bubble Mayer, M. K

Cactus Hotel Guiberson K

Day Light, Night Light Branley K

Energy Makes Things Happen Bradley K

First Flight K

Forest Bright, Forest Night Ward, J. K

Freight Train Crew, D. K

From Seed to Pumpkin Pfeffer K





Goodnight Moon Brown K

Gravity (song) Wright Group Songbook K

Gravity is A Mystery Branley K

Groundhog Day (multiple) K

Happy Birthday Moon Asch K

Hearing Ruis, Parramon, Puig K

How Many Teeth? Showers K

I Have A Cold Maccarone K

In the Small, Small Pond Fleming K

Inch by Inch Lionni K

It Looked Like Spilt Milk Shaw K

Jack's Garden Cole K

Light: What is A Shadow? Holderness K

Little Blue, Little Yellow Lionni K

Little Cloud Carle K

Little Engine That Could Piper K

Magnification: A Closer Look Bender, L. K

Mike Mulligan & His Steam Shovel Burton K

Moon Jump Into Science Series K

Mouse Paint Walsh K

My Five Senses Aliki K

Napping House Wood K

On the Way to the Beach Cole, H. K

On the Way to the Beach Keats, E. K

Pop! A Book About Bubbles Bradley K

Science Safety: Being Careful Bender, L. K

Scruffy the Tugboat K

Shadow Play Fleischman K

Sight Ruis, Parramon, Puig K

Skeletons Wood K

Sky Fire Asch K





Smell Ruis, Parramon, Puig K

Sound: Loud, Soft, High, & Low Rosinsky, N. K

Sounds All Around Pfeffer K

Switch On, Switch Off Berger K

Taste Ruis, Parramon, Puig K

The Bubble Factory dePaola, T. K

The Moon Yusof K

The Skeleton Inside You Valestrino K

The Snowy Day Keats, E. K

The Sun Our Nearest Star Branlin K

The Very Busy Spider Carle, E. K

The Very Grouchy Ladybug Carle, E. K

The Very Hungry Caterpillar Carle, E. K

The Very Lonely Firefly Carle, E. K

The Very Quiet Cricket Carle, E. K

Touch Ruis, Parramon, Puig K

Trucks K

Vibrations Schaefer, L. K

What Is a Scientist? Lehn K

What is My Shadow Made Of? Morris K

What is Science? Dotlch, R. K. K

What Makes a Magnet? Branlyn K

What Makes A Shadow? Bulla & Otani K

When You Look Up At the Moon Rookie Reader K

Who Eats What? Lauber K

You Can't See Your Bones With Binoculars Ziefert K

Zoom Banyai K

A Parade of Plants Stewart 1

A Second is a Hiccup Hutchins 1

A Seed Is A Promise Merrill 1

Alexander and the Wind-Up Mouse Lionni 1





All About Magnifying Glasses Berger 1

And Everyone Shouted "Pull!" Llewellyn, C. 1

Animal Patterns Olson 1

Astronaut Living in Space Hayden 1

Bartholomew and the Oobleck Seuss 1

Butterflies Howard 1

Cactus Soup Kimmel, E. 1

Caps For Sale Stobodkina 1

Cracking Up: A Story About Erosion Bailey, Lilly 1

DK Series: Eye Wonder Holland, Stott 1

Does a Kangaroo Have a Mother Too? Carle 1

Edward in Deep Water Wells 1

Everybody Needs a Rock Baylor 1

Force Makes Things Kimberly 1

Forces and Movement Llevellyn 1

From Seed to Plant Gibbons 1

From Seed to Sunflower Legg 1

From Seeds to Flower Legg 1

Help I Can't Swim Leaney 1

Hill of Fire Lewis 1

How Heavy? How Long? How Hot? Eboch, C. 1

How Mountains Are Formed Zoehfeld 1

I Am Water Marzollo 1

I Fall Down Cobb, V. 1

I Wonder Why Stars Twinkle Stott 1

If You Find a Rock Christian 1

If You Hopped Like a Frog Schwartz 1

Is it Alive? Graves 1

Is It Rough? Hoban 1

It All Makes Sense: A First Look at the Senses Godwin 1

John Denver's Sunshine On My Shoulders Canyon 1





Let's Experiment Thinking like a scientist series 1

Let's Go Rock Collecting Gans 1

Living In a Biome Series: Life In a Desert Lindeen 1

Looking Through a Telescope Bullock, Vargus, Larwa 1

Magic School Bus Hops Home Cole 1

Magic School Bus Plays Ball Cole 1

Magic School Bus Ups and Downs Cole 1

Magnets: Pulling Together, Pushing Apart Rosinsky 1

Make Way for Ducklings McCloskey 1

Man on the Moon Suen 1

Math Series: Sorting Pluckrose 1

Moths Rustad 1

Motion: Push and Pull, Fast and Slow Stille, D. 1

My Eyes Can See (poem, song) Gazlay 1

Near Water Llewellyn, C. 1

Oh Say Can You Seed? Worth 1

Planets Around the Sun Simon 1

Plant Cycle James 1

Plants and Flowers Cooper 1

Push and Pull (big book) Freeman, M. 1

Real Stuck, Way Up Tiffault 1

Red Leaf, Yellow Leaf Ehlert 1

Rocks In His Head Hurst 1

Rocks: Hard, Soft, Smooth, and Rough Rosinsky, John 1

Roller Coaster Frazee, M. 1

Rolling Whitehouse 1

Science Tools: Using Machines and Instruments Eboch, C. 1

Senses Glover 1

Seven Blind Mice Young, E. 1

Shape of Me and Other Stuff Seuss 1

Sheep In a Jeep Shaw 1





Short, Tall, Big or Small? Gold 1

Sink and Floating Rosinsky 1

Sink or Float Khisty 1

Sort It Out Mariconda, Rogers 1

Sorting Plants: What is a Flower? Hewitt 1

Spots of Light Rau and Shea 1

Stone Soup Muth 1

Sunshine On My Shoulders Ansberry, Morgan 1

Sunshine: A Book About Sunlight Sherman 1

Tadpole Diary Literacy Tree Series 1

The Bears' Vacation Berenstein 1

The Gift of the Sea Tresselt 1

The Grand Canyon Bauer 1

The Magnetic Dog Whatley 1

The Real Story of Stone Soup Compestine 1

The Reason For a Flower Heller 1

The Rocky Mountain Bauer 1

The Story of Jumping Mouse Steptoe 1

The Tiny Seed Carle 1

The Very Hungry Caterpillar Carle 1

There's No Place Like Space Rabe 1

Tops and Bottoms Stevens 1

Treasure at Sea for Dragon and Me Pendziwol 1

Trout Are Made of Trees Sayre 1

Waiting for Wings Ehlert 1

Water's Journey Robinson 1

We Need Water Frost 1

We're Going On a Bear Hunt Rosen, M. 1

What Is the World Made Of? Zoehfeld 1

What Makes Day and Night? Branley 1

What's Alive? Weidner 1





When I Heard the Learn'd Astronomer Whitman 1

You Can Use a Magnifying Glass Blevins, Vargus, Larwa 1

You're All My Favorites McBratney 1

A Drop of Water: A Book of Science Wonder Wick 2

A Log's Life Pfeffer 2

Alexander and the Wind-Up Mouse Lionni 2

Amelia Bedelia, Rocket Scientist Parish 2

An Extraordinary Egg Lionni 2

Bringing the Rain to Kapiti Plain Aardema 2

Chickens Aren't the Only Ones* Heller 2

Cloudy With a Chance of Meatballs Barrett 2

Diary of a Worm Cronin 2

Electricity and Magnets Angliss 2

Energy From the Sun Fowler 2

Everybody Needs a Rock Baylor 2

Forces and Motion Graham 2

Forces Around Us Hewitt 2

From Bean to Bean Plant Ganen 2

From Caterpillar to Butterfly Heiligman 2

From Seed to Plant Fowler 2

From Tadpole to Frog Pfeffer 2

Henry Hikes to Fitchburg Johnson 2

How to Dig a Hole to the Other Side of the Earth McNulty 2

If You Find a Rock Christian 2

Let's Go Rock Collecting Gans 2

Letting Swift River Go Yolen 2

Life In a Bucket of Soil Silverstein 2

Little Lost Bat Markle 2

Magic School Bus and the Electric Field Trip Cole 2

Magic School Bus at the Water Works Cole 2

Magic School Bus Desert Animal Adaptation Cole 2





Magic School Bus Dries Up Cole 2

Magic School Bus Flexes Its Muscles Cole 2

Magic School Bus For Lunch Cole 2

Magic School Bus Gains Weight Cole 2

Magic School Bus Gets Eaten Cole 2

Magic School Bus Inside the Earth Cole 2

Magic School Bus Inside the Human Body Cole 2

Magic School Bus Kicks Up a Storm Cole 2

Magic School Bus Meets the Rot Squad Cole 2


Magic School Bus Wet All Over Cole 2

Magic School Bus Works Out Cole 2

Matter: See It, Touch It, Taste It, Smell It Stille, D. 2

Nitrogen Tocci 2

Pumpkin Circle: The Story of a Garden Levenson 2

Rocks: Hard, Soft, Smooth, and Rough Rosinsky 2

Scientists Ask Questions Garrett, Rookie Reader 2

Snowflake Bentley Martin 2

Soil Faulkner 2

Solid, Liquid, or Gas Robinson 2

Solids, Liquids, Gases Simon 2

Sun Tomecek 2

Sunshine On My Shoulders Ansberry, Morgan 2

Sylvester and Magic Pebble Stieg 2

The Great Kapok Tree Cherry 2

The Pebble in My Pocket Hooper 2

The Tiny Seed Carle 2

Thunder Cake Polacco 2

What Happened? Williams 2

What Is a Scientist? Lehn 2

What is Mass? Curry 2





What is the World Made Of? Zoehfeld 2

When Winter Comes Neuman 2

Where Do Puddles Go? Robinson 2

Who Made These Holes? Published by Newbridge 2

A Drop Around the World McKinney 3

Big Tracks, Little Tracks: Following Animal Prints Selsam 3

Day Light, Night Light Branley 3

Energy Makes Things Happen* Bradley 3

Gravity Is A Mystery Branley 3

How a Plant Grows Kalman 3

I Fall Down Cobb, V. 3

I See Myself Cobb, V. 3

I Wonder If I'll See a Whale Weller 3

Magic School Bus and the Electric Field Trip Cole 3

Magic School Bus Gets a Bright Idea Cole 3

Magic School Bus Gets Cold Feet Cole 3

Magic School Bus Gets Planted Cole 3

Magic School bus in the Arctic Cole 3

Magic School Bus in the Haunted Museum Cole 3

Magic School Bus Makes a Rainbow Cole 3

Magic School Bus Plants a Seed* Cole 3


Magic School Bus Sees Stars Cole 3

Magic School Bus Wet All Over Cole 3

Measuring Penny Leedy 3

Owl Moon Yolen 3


Spots of Light Rau and Shea 3

Sun Up, Sun Down Gibbons 3

Sunshine: A Book About Sunlight Sherman 3

Telescopes Richardson 3





Temperature Woodford 3

The New Way Things Work Macaulay 3

The Sky is Full of Stars Branley 3

The Snowflake: A Water Cycle Story Waldman 3

The Sun Simon 3

Water Dance Locker 3

What is a Bird? Kalman 3

What is a Fish? Kalman 3

What is a Mammal? Snedden 3

What is a Plant? Kalman 3

What is a Reptile? Kalman 3

What is an Amphibian? Kalman 3

What is the Animal Kingdom? Kalman 3

Where are the Stars During the Day? Berger 3

Almost Gone: The World's Rarest Animals Jenkins 4

Bartholomew and the Oobleck* Seuss 4

Caves Morris 4

Eye Wonder Science Series: Magnets 4

Forces and Movement Riley 4

Galaxies, Galaxies Gibbons 4

Galileo Fisher 4

Girls Think of Everything: Women Inventors Thimmesh 4

Glaciers Gallant 4

Grand Canyon: A Trail Through Time Vieira 4

Imaginative Inventions Harper 4

Interrupted Journey: Saving Endangered Sea Turtles Lasky 4

Magic School Bus Animal Habitats Cole 4

Magic School Bus Plants a Seed Cole 4

Oil Spill Berger 4

One Tiny Turtle Davies 4

Pancakes, Pancakes! Carle 4





Prince William Rand 4

Rise the Moon Spinelli 4

River Ran Wild Cherry 4

Seasons of Arnold's Apple Tree Gibbons 4


Sound Karpelenia 4

Star Tales: North American Indian Stories About the Stars Mayo 4

The Big Wave Buck 4

The Great Kapok Tree Cherry 4

The Moon Simon 4

The Moon Book Gibbons 4

The Night Sky Stott 4

The Remarkable Farkle McBride Lithgow 4

Turtle Bay Pirotta 4

Turtle, Turtle, Watch Out! Sayre 4

What the Moon is Like Branley 4

Who Eats What? Lauber 4

Wild Babies Simon 4

1000 Facts About Space Beasant 5

A Drop of Water: A Book of Science Wonder Wick 5

A Look at Pluto and Other Dwarf Planets Kaspar 5

Aliens from Earth: When Animals and Plants Invade Other Ecosystems Batten 5

And Then There Was One: The Mysteries of Extinction Facklam 5

Do Tornadoes Really Twist? Berger 5

Earthlets, as Explained by Professor Xargle Willis 5

Girls Think of Everything: Women Inventors* Thimmesh 5

Hurricanes Roydhouse 5

Imaginative Inventions* Harper 5

In the Blink of an Eye Wiesmuller 5

John Muir: America's First Environmentalist Lasky 5

Learning About the Water Cycle With Graphic Organizers Nadeau 5





Magic School Bus Lost In the Solar System Cole 5

Mistakes That Worked Jones 5

Rachel Carson: Preserving a Sense of Wonder Locker 5

Science Verse Scieszka 5

Sound, Heat, and Light Energy at Work Berger 5

Storms Wood 5

The Big Storm Hiscock 5

Weather Forecasting Gibbons 5

Weather Words and What They Mean Gibbons 5

What Do You Do With a Tale Like This? Jenkins, Page 5




Research

As students progress through the three stages

of inquiry, support from the teacher diminishes

and student ownership increases.

This developmental process is crucial for

students to reach the ultimate goal of

conducting science investigations

independently-engaging in Full Inquiry.

Inquiry prepares students to answer visual

analysis and critical interpretation questions.




5 Questions to Deeper Understanding

Direct Data -a question that requires the student to look at

his/her data/measurements

Mathematical Interpretation -requires the student to compare,

contrast or make a calculate using two or more of his/her

measurements

Hypothesis Revisit –student is asked to infer from

observations, measurements, and results

Application to Other Context-question that requires the

students to apply knowledge to a different context/setting

World Connection-requires the students to consider the

impact of human/social system




Standards-Based Instruction

Standards-Based Instruction means designing instruction to help

students understand the science outlined in the standards

It is NOT linking a standard to what you already do or to a favorite

lesson.

Backward by Design A way to design lessons/units of instruction consistent with standards-

based instruction

Consists of three main steps… 1. Identify what students need to know or what they need to be able to do (What is worthy of

understanding?)

2. Identify assessment (What is evidence of this understanding?)

3. Design instruction (What learning experiences and teaching will promote this type of

understanding?)

FIFTH GRADE - Welcome to Okaloosa County School District

Documents

Transcript of FIFTH GRADE - Welcome to Okaloosa County School District