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5th Grade 2012-2013 Science Curriculum Map Updated 6/21/12 1 2012-2013 CURRICULUM MAP Science Department Volusia County Schools Fifth Grade

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Page 1: Science Department Volusia County Schoolsmyvolusiaschools.org/science/Documents/Elementary Curriculum Map… · Science Department Volusia County Schools ... draw and defend conclusions

5th Grade 2012-2013

Science Curriculum Map

Updated 6/21/12 1

2012-2013 CURRICULUM MAP

Science Department Volusia County Schools

Fifth Grade

Page 2: Science Department Volusia County Schoolsmyvolusiaschools.org/science/Documents/Elementary Curriculum Map… · Science Department Volusia County Schools ... draw and defend conclusions

5th Grade 2012-2013

Science Curriculum Map

Updated 6/21/12 2

HOW TO INTERPRET THE CURRICULUM MAP Unit/Organizing Principle: the overarching organizational structure used to group content and concepts within

the curriculum map

Pacing: the recommended time period within the year for instruction related to the essential questions to occur

Essential Questions: the overarching question(s) that will serve to guide instruction and to push students to higher levels of thinking; essential questions should guide students to the heart of the content; currently science essential questions are in draft form

Measurement Topics: a list of the major underlying concepts covered in the development of the essential questions; benchmarks are clustered under related topics; includes pacing for assessments

Learning Targets/Skills: the content knowledge, processes, and enabling skills that will ensure successful mastery of the essential questions

Benchmarks: the Next Generation Sunshine State Standards; bold-face type indicates annual assessment on

FCAT 2.0

Academic Language: the content vocabulary and other academic language and phrases with which students

should be familiar and that support mastery of the learning targets, skills and essential questions

Teacher Hints: a listing of considerations when planning for instruction

Resource Alignment: a listing of available, high quality and appropriate materials, strategies, lessons, textbooks, videos and other media sources that are aligned with the learning targets, skills and essential questions; developed to save teachers time when planning for instruction

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5th Grade 2012-2013

Science Curriculum Map

Updated 6/21/12 3

Volusia County Science 5 E Instructional Model

Stage What does the teacher do? What does the student do?

En

gag

e creates interest

generates curiosity raises questions elicits responses that uncover what students know or think about the

concept/subject

asks questions such as: o “Why did this happen?” o “What do I already know about this?” o “What can I find out about this?”

shows interest in the topic

Exp

lore

encourages students to work together without direct instruction observes and listens to students as they interact asks probing questions to redirect students' investigations when necessary provides time for students to puzzle through problems acts as a consultant for students creates a “need to know” setting

thinks freely, within the limits of the activity tests predictions and hypotheses forms new predictions and hypotheses tries alternatives and discusses them with others records observations and ideas asks related questions suspends judgment

Exp

lain

encourages students to explain concepts and definitions in their own words

asks for justification (evidence) and clarification from students formally provides definitions, explanations, and new labels uses students' previous experiences as the basis for explaining concepts assesses students’ growing understanding

explains possible solutions or answers to others listens critically to others’ explanations listens to and tries to comprehend explanations that the teacher offers refers to previous activities uses recorded observations in explanations assesses own understanding

Ela

bo

rate

expects students to use formal labels, definitions and explanations provided previously

encourages students to apply or extend concepts and skills in new situations

reminds students of alternate explanations refers students to existing data and evidence and asks”:

o "What do you already know?" o "Why do you think.....?"

applies new labels, definitions, explanations, and skills in new but similar situations

uses previous information to ask questions, propose solutions, make decisions, and design experiments

draws reasonable conclusions from evidence records observations and explanations checks for understanding among peers

Evalu

ate

observes students as they apply new concepts and skills assesses students' knowledge and/or skills looks for evidence that students have challenged their thinking or

behaviors allows students to assess their own learning and group process skills asks open-ended questions, such as:

o "Why do you think…? o "What evidence do you have?" o "Now what do you know about…?" o "How would you explain…?"

answers open-ended questions by using observations, evidence, and previously accepted explanations

demonstrates an understanding or knowledge of the concept or skill evaluates his or her own progress and knowledge asks related questions that would encourage future investigations

*Adapted from: The BSCS 5E Instructional Model: Origins, Effectiveness, and Applications, July 2006, Bybee, et.al, pp. 33-34.

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5th Grade 2012-2013

Science Curriculum Map

Updated 6/21/12 4

COGNITIVE COMPLEXITY: Low, Moderate, High What Does It Mean?

The benchmarks in the Next Generation Sunshine State Standards (NGSSS) identify knowledge and skills students are expected to acquire at each grade level, with the underlying expectation that students also demonstrate critical

thinking.

The categories—low complexity, moderate complexity, high complexity—form an ordered description of the demands a test item may make on a student. Instruction in the classroom should match, at a minimum, the

complexity level of the learning target in the curriculum map.

Low Complexity This category relies 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 some procedure that

can be performed mechanically. It is not

left to the student to come up with an

original method or solution. Skills

required to respond to low complexity

items may include, but are not limited to,

identifying a common example

or recognizing a concept;

retrieving information from a

chart, table, diagram, or graph;

recognizing a standard scientific

representation of a simple

phenomenon; or

calculating or completing a

familiar single-step procedure or

equation using a reference sheet.

Moderate Complexity This category involves 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

formal methods of reasoning and problem-solving

strategies—and to bring together skill and

knowledge from various domains. Skills required

to respond to moderate complexity items may

include, but are not limited to,

applying or inferring relationships

among facts, terms, properties, or

variables;

describing examples and non-examples

of scientific processes or concepts;

predicting or determining the logical

next step or outcome;

comparing or contrasting structures or

functions of different organisms or

systems;

choosing the appropriate formula or

equation to solve a problem and then

solving it; or

applying and using concepts from a

standard scientific model or theory.

High Complexity This category makes 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 may include, but are not

limited to,

constructing models for research;

generalizing or drawing

conclusions;

designing an experiment, given data

and conditions;

explaining or solving a problem in

more than one way;

providing a justification for steps in a

solution or process;

analyzing an experiment to identify a

flaw and propose a methods for

correcting it;

interpreting, explaining, or solving a

problem involving spatial relationships;

or

predicting a long-term effect,

outcome, or result of a change within a

system.

Page 5: Science Department Volusia County Schoolsmyvolusiaschools.org/science/Documents/Elementary Curriculum Map… · Science Department Volusia County Schools ... draw and defend conclusions

5th Grade 2012-2013

Science Curriculum Map

Updated 6/21/12 5

UNIT/ORGANIZING PRINCIPLE/BODY OF KNOWLEDGE - Nature of Science

Essential

Questions:

Big Idea 1: The Practice of Science What are the differences between observations and inferences? How does inquiry lead to the acquisition of new scientific knowledge? What methods do scientists use to solve problems? What is the value of scientists working together?

Big Idea 2: Characteristics of Scientific Knowledge What does science study?

Measurement Topics

Learning Targets/Skills Benchmarks Academic Language

Week 1

Characteristics of Science

(T02)

Students will: set up a science notebook that will be used all year by students. (T02) explain that science is the study of the natural world (evidence is used to validate

explanations of natural phenomena). (T02) explain the difference between personal opinion and observations supported by

evidence. (T02) explain that science is grounded in evidence-based observations that are testable. (T02) identify examples of observations, predictions, and inferences.

SC.5.N.2.1

SC.5.N.1.6

Also assesses SC.3.N.1.7 SC.4.N.1.7

inference observation predictions science science notebook scientist

Weeks 2-4

Practice of

Science (T01)

Students will: (T01) generate questions/identify problems about the natural world. (T01) make predictions based on given information. (T01) formulate a testable hypothesis based on information gathered from research. (T01) investigate their questions individually and in teams through free exploration,

systematic observations, or the “scientific method”. (T01) plan and carry out scientific investigations with one variable. (T01) explain the importance of limiting and controlling variables in an investigation. (T01) evaluate a written procedure or experimental setup. (T01) keep appropriate records of measurable and observable data in science notebooks. (T01) collect and organize data in charts, tables, and graphs. (T01) interpret and analyze data that has been collected. (T01) draw and defend conclusions based on the evidence gathered.

SC.5.N.1.1

Also assesses SC.3.N.1.1

SC.4.N.1.1/N.1.6

conclusions data experimental setup hypothesis investigation prediction problem procedures questions records research variable

Students will: (T01) identify the control group in an experiment. (T01) explain the importance of a control group in an experiment.

SC.5.N.1.4 control group experiment scientific method Students will:

(T01) explain that an authentic scientific investigation frequently does not parallel the steps of the “scientific method”.

(T01) explain the difference between an experiment and other types of scientific investigation.

SC.5.N.1.2

SC.5.N.1.5

Also assesses SC.4.N.1.3

Students will: (T01) explain the need for replication of scientific investigations. (T01) explain the need for repeated experimental trials (10 or more). (T01) explain the need for using large experimental groups (10 or more in group). (T01) distinguish the difference between repetition and replication.

SC.5.N.2.2

SC.5.N.1.3

Also assesses SC.3.N.1.2/N.1.5 SC.4.N.1.2/N.1.5

accurate experimental groups repeated trials repetition replication

valid

Week 5 Review/Assess/Remediate/Enrich (RARE): 05 Science Interim Assmt Science Process I

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5th Grade 2012-2013

Science Curriculum Map

Updated 6/21/12 6

Teacher Hints:

Characteristics of Science (Week 1): Students could prepare for weather, space and pattern learning targets to come by beginning morning work routines which include collecting data on

weather, seasons, star patterns in the sky and moon phases. Students could take turns collecting different types of data during different times of the year.

Practice of Science (Weeks 2-4):

Students should practice making and recording observations daily. Many students have had lots of experience making observations with their eyes but remember they can make observations using all five senses.

Making inferences in science is new for our standards. Please help students understand that inferences are made as a result of our observations. Students need to understand that scientists do not only learn from doing investigations but also from reading non-fiction references materials, such as,

journals, newspaper, reference books etc. Students need to understand the importance of researching a Topics before writing a hypothesis or creating an investigation. Students should work on common investigations so that they are able to compare their results. When differences arise, have students compare the

different methods each group used to gather their data. Review/Assess/Remediate/Enrich (RARE): 05 Science Interim Assmt Science Process I (Week 5)

Page 7: Science Department Volusia County Schoolsmyvolusiaschools.org/science/Documents/Elementary Curriculum Map… · Science Department Volusia County Schools ... draw and defend conclusions

5th Grade 2012-2013

Science Curriculum Map

Updated 6/21/12 7

Resource Alignment

Week 1 Characteristics of Science

Weeks 2-4 Practice of Science

Week 5 RARE Week

HMH Teacher’s Edition

pp. 1-20 pp. 21-56

05

Scie

nce I

nte

rim

Assm

t Scie

nce P

ro

cess I

HMH

Leveled Readers

HMH Inquiry Flipchart

How Do Scientists Learn About the Natural World? (p. 3)

How Do You Perform a Controlled Experiment? (p. 5) How Can Scientists Learn from Observation? (p. 7)

HMH

Labs To Go

Making Measurements

HMH Think Central

Digital lesson: What Is Science? Digital lesson and virtual lab: How Do Scientists Learn About the Natural World?

Digital lesson: What Are Some Types of Investigations? Digital lesson and virtual lab: How Do You Perform a Controlled Experiment? Digital lesson: What Are Some Science Tools? Digital lesson and virtual lab: How Can Scientists Learn from

Observations?

ScienceSaurus pp. 2 – 27, pp. 380 - 385 pp. 2 - 27

AIMS Science (Florida-specific)

Earth Science: Station Model pp. 181 - 191 Earth Science: Temperature Tally pp.201-208 Earth Science: Highs and Lows pp. 209-215

Physical Science: Clipping Along With Variables pp. 361- 376 Physical Science: Catapults pp.409-417

Safari Montage Sciences As Inquiry In Action

“Websites & My Own Ideas”

The Dancing Raisins Weather Forecasting Observing and Using Tools

Happy Scientist : What is Science? video

Justin’s New Dog The Three Little Pigs Mini-Board The Leaky Swimming Pool

Happy Scientist : Floating Cups video Happy Scientist: Floating Cups Study Unit Experiment www.studyjams.com : Scientific Theory & Evidence video : Scientific Methods video : Identify Outcomes & Make Predictions

www.brainpop.com (school-based purchase) Scientific Inquiry: Scientific Method

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5th Grade 2012-2013

Science Curriculum Map

Updated 6/21/12 8

UNIT/ORGANIZING PRINCIPLE/BODY OF KNOWLEDGE – Earth & Space Science

Essential Questions:

Big Idea 5: Earth in Space and Time What is the relationship between Earth’s rotation and the apparent movements of the sun, moon, and stars?

Measurement Topics

Learning Targets/Skills Benchmarks Academic Language

Weeks 6-7

Solar System (T03)

Students will:

(T03) identify major common characteristics of all planets (i.e., axis,

orbit the sun, revolution/rotation, atmospheres).

(T03) compare and contrast the properties of inner and outer planets

(i.e., composition, size, atmospheres, order of planets in relation to the

sun, temperature, moons, rings, length of year).

(T03) distinguish among the following objects in the Solar System:

planets, moons, asteroids, and comets.

(T03) identify the position of objects in the Solar System (i.e., Earth

and other planets, asteroid belt, sun, moons).

SC.5.E.5.3

SC.5.E.5.2

asteroid belt asteroids axis

atmosphere comet composition constellations Earth inner planets

moon orbit outer planets planets revolution/revolves rotation/rotates Solar System

star sun

Students will:

(T03) demonstrate that Earth revolves around the sun in one year.

(T03) demonstrate the relationship between Earth and the sun in a 24-

hour day (rotation; day/night).

(T03) explain that the pattern of stars (constellations) appears to shift

across the sky nightly and can be seen in different seasons.

(T03) describe how the appearance of the moon changes each night

(moon phases).

SC.4.E.5.4

Also assesses

SC.4.E.5.1 SC.4.E.5.2 SC.4.E.5.3

Week 8

Galaxies

(T04)

Students will:

(T04) describe the composition of a galaxy (gas, dust, and many stars,

including any objects orbiting the stars).

(T04) identify our home galaxy as the Milky Way.

(T04) describe how a star’s appearance (brightness and size) is affected

by its distance from Earth.

review how stars can be different: brightness, size, temperature/color.

review that the sun is a star that emits energy some in the form of light.

review that stars are made of gases.

SC.5.E.5.1

Also assesses

SC.3.E.5.1 SC.3.E.5.2 SC.3.E.5.3

galaxy Milky Way

Week 9 Review/Assess/Remediate/Enrich (RARE): 05 Science Interim Assmt Space

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5th Grade 2012-2013

Science Curriculum Map

Updated 6/21/12 9

Teacher Hints:

Solar System (Weeks 6-7): Students will have to know the concept of the relationships of planet distance to the sun and the effects. So if students are given two planets and

asked which planet is hotter, they should recognize which planet is closer to the sun in order to make those comparisons and draw conclusions. A good hook for a lesson is to begin with the web site: A free ap on a smart phone is called Stellarium. It will show you were all of the constellations and planets are in the sky at your current location day

or night. It is a good way to explain that even though we cannot see the stars they are still there. A website to check out is: STELLARIUM Remember students will not have to know the causes of seasons or memorize the names of stars or constellations.

Students will not have to memorize quantitative data about each planet. Students will not assess causes of seasons. Students will not have to identify constellations in relationships to specific seasons but will need to know that the night sky appears to shift in the

night sky because the Earth is moving not the stars. It will be helpful to have students observe and record data over a two month period of time on the shape of the moon. Students will not have to know

the names of the moon phases, just the pattern of the shapes of the moon. Galaxies (Week 8):

Stars will be assessed on FCAT 2.0 but students will not have had instruction since third grade. Please review the concepts listed in the learning targets. Students will not need to know specific star names, constellations or chemical make-up of stars.

The “review” learning targets will not be assessed on the district assessment but will be assessed on FCAT 2.0. FCAT 2.0 may use names of stars in their questions but students will not need to memorize the names of stars.

Review/Assess/Remediate/Enrich (RARE): 05 Science Interim Assmt Space (Week 9)

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5th Grade 2012-2013

Science Curriculum Map

Updated 6/21/12 10

Resource Alignment

Weeks 6-7 Solar System

Week 8 Galaxies

Week 9 RARE Week

HMH Teacher’s Edition

pp. 61-82 pp. 83-94

05

Scie

nce I

nte

rim

Assm

t Sp

ace

HMH

Leveled Readers

Earth and Beyond (see page 61F TE for additional options) Earth and Beyond (see page 61F TE for additional

options)

HMH Inquiry Flipchart

How Do We Observe Objects in the Solar System? (p. 9)

HMH

Labs To Go

Making a Scale Model

HMH Think Central

Digital Lesson – What Objects Are Part of the Solar System? Digital Lesson and virtual lab – How Do We Observe

Objects in the Solar System?

Digital Lesson – What Are Stars and Galaxies?

ScienceSaurus pp. 226 - 233 pp. 234 - 237

AIMS Science (Florida-specific)

Earth Science – Can You Planet? pp.47-62 Earth Science – Planetary Logic pp. 67-74 Earth Science – (rubber band book) Asteroids, Comets, and Meteors. Pp. 85-86

Earth Science – Generating Galaxies pp. 17-26

Safari Montage

Bill Nye – The Planets

Characteristics of the Solar System Planets & the Solar System

Bill Nye – Outer Space Universe – Chapters 1-4

“Websites & My Own Ideas”

Happy Scientist: Global Science www.studyjams.com Solar System Our Solar System: Inner Planets Our Solar System: Outer Planets A Day on Earth

www.brainpop.com (school-based purchase) Space: Solar System

www.studyjams.com Solar System

The Universe www.brainpop.com (school-based purchase) Space: Galaxies Space: Life Cycle of Stars

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5th Grade 2012-2013

Science Curriculum Map

Updated 6/21/12 11

UNIT/ORGANIZING PRINCIPLE/BODY OF KNOWLEDGE - Nature of Science/Earth & Space Science

Essential

Questions:

Big Idea 7: Earth System and Patterns What role does the ocean play in the water cycle? What role does weather and climate play in Earth’s systems

Measurement Topics

Learning Targets/Skills Benchmarks Academic Language

Week 10

Water Cycle

(T05)

Students will:

(T05) create and label the parts of a model of the water cycle (evaporation, condensation, precipitation, runoff).

(T05) identify the states of water (solid water, liquid water, water vapor)

associated with each part of the water cycle. (T05) explain the processes that occur as water moves from one part of the

water cycle to another (evaporation, condensation, precipitation, and runoff). review that water is a renewable resource found on Earth. (T05) describe the role of the ocean in the Earth’s water cycle (connectedness to all

of Earth’s bodies of water such as lakes, rivers, streams, ponds, etc. via the evaporation and

precipitation processes).

(T05) investigate what happens during the water cycle using a model.

SC.5.E.7.1

SC.5.E.7.2

condensation evaporation liquid water precipitation

resources -renewable -nonrenewable runoff solid water states of matter water cycle water vapor

Weeks 11-12

Weather (T06)

Practice of Science

(T01)

Students will: (T06) recognize tools associated with weather data collection (thermometer,

anemometer, barometer, wind vane, rain gauge, weather balloon, hygrometer). (T01) collect and record daily weather data using selected tools for the next

two weeks. (T06) identify and describe how air temperature, air pressure, humidity, wind

speed and direction, and precipitation determine the weather in a particular place.

SC.5.E.7.3

SC.5.N.1.1

air pressure air temperature anemometer barometer humidity hygrometer thermometer wind direction wind speed

Students will: (T06) identify cloud types and how they relate to weather (cumulus, cirrus,

stratus, and cumulonimbus).

(T06) identify and explain the conditions necessary for precipitation (rain snow, sleet, and hail) to form.

(T06) predict which type of precipitation will form based on given conditions (location and season).

review how weather affects the process of erosion.

SC.5.E.7.4 cirrus cloud cumulonimbus cumulus erosion hail rain seasons sleet snow stratus

Students will: (T06) compare the weather conditions of different environments: desert,

grassland, rainforest, tundra, wetland, swamps, and mountains.

SC.5.E.7.5 desert grassland rainforest tundra wetland

This unit continued on next page.

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5th Grade 2012-2013

Science Curriculum Map

Updated 6/21/12 12

Weeks 13-14

Climate (T07)

Students will:

(T07) identify the location of major climate zones (polar, tropical, and

temperate) on a map and globe.

(T07) describe temperature and precipitation of different climate zones.

(T07) describe how temperature and precipitation relate to latitude

(distance from equator).

(T07) describe how temperature and precipitation relate to elevation.

(T07) describe how temperature and precipitation relate to the

proximity to bodies of water.

SC.5.E.7.6 climate climate zone elevation

equator latitude polar temperate tropical

EXTENSION NOT Assessed

Students will:

design a family preparedness plan for natural disasters and identify the

reasons for having such plans.

SC.5.E.7.7

natural disasters

preparedness

Week 15 Review/Assess/Remediate/Enrich (RARE): 05 Science Interim Assmt Weather & Climate

Teacher Hints:

Water Cycle (Week 10):

Students will need to be exposed to various representations of the water cycle (i.e. puddles, jeans on a clothesline, water in a swimming pool, water in a fish tank, glass of iced tea, water cycle in a baggie).

This is a good time to review renewable/nonrenewable resources that was taught in Grade 4.

Weather (Weeks 11-12): You may want to have students track the weather on a class chart and in their student notebook. In addition, have students take

turns reporting the weather each day in class. This may be something to incorporate into your morning work and presented on the morning announcements.

Students will need to know how clouds are related to weather. Students should be aware that clouds have names but they will not have to differentiate among the types of clouds.

Assessment items will use the term air pressure rather than barometric pressure.

This is a good time to review erosion, a concept that is only taught in Grade 4. Climate (Weeks 13-14):

Students will not require specific knowledge of geographic locations. Students will not need to know about fronts.

Review/Assess/Remediate/Enrich (RARE): 05 Science Interim Assmt Weather & Climate (Week 15)

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5th Grade 2012-2013

Science Curriculum Map

Updated 6/21/12 13

Resource Alignment

Week 10 Water Cycle

Weeks 11-12 Weather

Weeks 13-14 Climate

Week 15 RARE Week

HMH Teacher’s Edition

pp. 97-114 pp. 115-142 pp. 143-158

05

Scie

nce I

nte

rim

Assm

t Weath

er &

Clim

ate

HMH Leveled Readers

Sun, Rain, Hurricane, What Makes

Weather? (pp. 8 – 11) (see page 97F TE for additional options)

Sun, Rain, Hurricane, What Makes

Weather? (see page 97F TE for additional options)

Sun, Rain, Hurricane, What Makes

Weather? (see page 97F TE for additional options)

HMH Inquiry Flipchart

What Happens During the Water Cycle?

(p. 12)

How Can We Observe Weather Patterns? (p. 15)

HMH Labs To Go

An Icy Observation

HMH

Think Central

Digital lesson – What Is the Water Cycle? Digital lesson and virtual lab – What

Happens During the Water Cycle?

Digital lesson – How Do We Measure Weather? Digital lesson – How Do Weather

Patterns Help Us Predict Weather? Digital lesson and virtual lab – How Can We Observe Weather Patterns?

Digital lesson – What Factors Affect Climate?

ScienceSaurus pp. 188 – 189 pp. 198 – 215 pp. 216 - 217

AIMS Science

(Florida-specific)

Earth Science - The Mini Water Cycle

pp.111-115

Earth Science - Moving Raindrops pp. 117-128

Earth Science (pp. 135 – 359) Earth Science – The Great-Moderator

pp. 285-291

Earth Science – Elevated Differences pp. 293-300

Safari Montage Bill Nye Water Cycle The Water Cycle (Schlessinger)

Water’s Cycle (Schlessinger)

Eyewitness: Weather (BBC) Real World Science: Weather and

Climate

Bill Nye Climates Climates and Seasons (Schlessinger)

“Websites & My Own Ideas”

Happy Scientist :

Model of the Water Cycle

Water Cycle

www.studyjams.com : Weather & Climate: The Water Cycle

www.brainpop.com (school-based

purchase) Weather: Water Cycle

Happy Scientist : Measuring Lightning Building Rain Gauge Building Rain Gauge Part 2

www.studyjams.com : Weather & Climate: Clouds & Precipitation

Weather Instruments Air Pressure & Wind

www.brainpop.com (school-based

purchase) Water Cycle: Clouds www.edheads.org (interactive activities) Choose an Activity: Weather

www.studyjams.com : Weather & Climate Weather & Climate

www.brainpop.com (school-based purchase)

Weather: Climate Types

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5th Grade 2012-2013

Science Curriculum Map

Updated 6/21/12 14

UNIT/ORGANIZING PRINCIPLE/BODY OF KNOWLEDGE - Physical Science

Essential

Questions:

Big Idea 8: Properties of Matter How is matter classified? How can mixtures be separated?

Big Ideas 9: Changes in Matter What effect does temperature have on matter? How do physical and chemical changes compare?

Measurement Topics

Learning Targets/Skills Benchmarks Academic Language

Week 16

Properties of

Matter (T08)

Students will:

(T08) review a material as a solid, liquid, or gas.

(T08) justify the reasoning for the classification of materials.

(T08) compare and contrast the observable properties of solids,

liquids, and gases (i.e., shape, color, hardness, texture, taste, attraction

to magnets).

(T08) compare and contrast the measurable properties of solids,

liquids, and gases (i.e., mass, volume, temperature).

SC.5.P.8.1

Also assesses

SC.3.P.8.1 SC.3.P.8.2 SC.3.P.8.3 SC.4.P.8.1

attract/repel classification magnetic mass

microscope physical property solid/liquid/gas states of matter temperature volume

Weeks 17-18

Changes in Matter (T10)

Students will:

(T10) investigate and describe that many physical changes to solids

and liquids are affected by temperature change (i.e., melting, freezing,

evaporating, condensing).

review physical changes that occur in rocks through the process of

weathering (ice wedging, water, wind, plant roots).

(T10) investigate and describe that many chemical changes that result

in a new substance are affected by temperature (i.e., baking, grilling,

frying, toasting, decaying plant and animal matter, rusting, releasing of

carbon dioxide, tarnishing).

(T10) compare and contrast physical and chemical changes.

SC.5.P.9.1

Also assesses

SC.3.P.9.1

SC.4.P.9.1

chemical change condense decay evaporate freeze melt physical change weathering

Week 19

Mixtures

(T09)

Students will:

(T09) demonstrate and explain how mixtures of solids can be

separated based on observable properties of their parts (i.e., particle size,

shape, color, magnetic attraction) through sorting, screening, filtration,

magnets, and evaporation.

(T09) investigate common materials (liquids or solids) that will dissolve

in water and those that will not.

(T09) investigate the conditions (temperature, stirring, surface area)

that will speed up or slow down the dissolving process.

SC.5.P.8.3

SC.5.P.8.2

dissolve mixture surface area

Extension

NOT Assessed

Students will:

define atoms as the building blocks of matter.

recognize that all matter is composed of parts that are too small to be

seen with ordinary microscopes.

SC.5.P.8.4

atoms

Week 20 Review/Assess/Remediate/Enrich (RARE): 05 Science Interim Assmt Matter

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Teacher Hints:

Properties of Matter (Week 16) A solid has a definite shape, but a liquid and a gas take the shape of its container. Check for understanding of measurable physical properties and the tools and units of measure associated with each (mass

balance/g and kg, volume beaker and graduated cylinder/mL and L, and temperature thermometer/˚C).

Students need exposure to dual thermometers, ones that show ˚C and ˚F on the same thermometer.

Changes in Matter (Weeks 17-18) Check out http://www.bbc.co.uk/schools/websites/4_11/Topics/science.shtml for support of melting, freezing, boiling, evaporating,

and condensing.

Evidence of a chemical change may result in a change in color or the formation of a gas or solid. Mixtures (Week 19)

Be sure to use something magnetic (i.e., iron filings, paper clips, staples, screws, nails) in mixtures when separating.

Students have more experience with dissolving solids in liquids (i.e., salt and water, sand and water). They will need experience with dissolving liquids in liquids (oil and water, food coloring and water).

Warmer temperatures, vigorous stirring, and greater surface areas speed up the rate at which a substance will dissolve. For example, alka-seltzer will dissolve faster when placed in warm water, stirred, or broken/crushed into smaller pieces (greater surface area).

Liquids that will not dissolve in water include cooking oil, mineral oil, baby oil etc…. Solids that will not dissolve in water include: sand, pepper, flour, corn starch, baby powder, marbles, etc.

Solutions are no longer included in the elementary curriculum. Students will not have to differentiate between a mixture and a solution. Solutions are a special type of mixture but students will not have to know that.

Extension: Students will not be assessed on extension benchmarks. Students will no longer be assessed on atoms or the atomic theory. Teachers should not spend more than one class period on this content. Review/Assess/Remediate/Enrich (RARE): 05 Science Interim Assmt Matter (Week 20)

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Resource Alignment

Week 16 Properties of Matter

Weeks 17-18 Changes in Matter

Week 19 Mixtures

Week 20 RARE Week

HMH Teacher’s Edition

pp. 163-178 pp. 179-194 pp. 195-210

05

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r

HMH Leveled Readers

It Is Good to Know About

Matter (pp. 2 – 7) (see page 163F TE for additional options)

It Is Good to Know About Matter (see page

163F TE for additional options) Student Guide pp. 8-9 and pp. 14-15

It Is Good to Know About Matter

(pp. 10 – 13) (see page 163F TE for additional options)

HMH ScienceSaurus

pp. 242 – 247 pp. 260 – 267 pp. 256 - 259

HMH

Inquiry Flipchart

How Can Temperature Change Matter?

(p. 19)

What Affects the Speed of

Dissolving? (p. 21)

HMH

Labs To Go

An Inky Mixture

HMH

Think Central

Digital lesson – What Are Solids, Liquids, and Gases?

Digital lesson – How Does Matter Change? Digital lesson and virtual lab - How Can

Temperature Change Matter?

Digital lesson – What Are Mixtures and Solutions?

Digital lesson and virtual lab – What Affects the Speed of Dissolving?

AIMS Science (Florida-specific)

Physical Science Oh Dear What Can this Matter Be? pp. 27-35

Physical Science – Solids, Liquids, and Gases, oh Why? pp. 37-38 Physical Science – Mixed Reactions pp. 85-97 Physical Science – Change Matters pp. 181-

190

Physical Science – Does It Dissolve? Pp 99-105 Physical Science – A Sorted Mixture pp. 143-149

Safari Montage

Properties of Matter (Schlessinger)

Changes In Properties of Matter (Schlessinger) Changes In States of Matter (Schlessinger)

Elements, Compounds, and Mixtures (Schlessinger) Chapter 4 Chapter 5

Chapter 6

Science Probes

(Page Keeley)

Science Probe Vol. 1 – Is It Matter? pp. 79-84

Science Probe Vol. 2 – What’s In the Bubbles? Pp 65-70

“Website & My Own Ideas”

Measurement Stations

Happy Scientist : Matter

Mass and Weight www.studyjams.com : Matter Properties of Matter

Solids, Liquids, & Gases www.brainpop.com (school-based purchase) Matter & Chemistry: Measuring Matter

Happy Scientist :

Dry Ice A Watched Pot

www.studyjams.com : Matter Physical & Chemical Changes of Matter Energy & Matter

www.brainpop.com (school-based purchase) Matter & Chemistry: Property Changes

Happy Scientist :

Sorting Salt and Pepper Iron Cereal

www.studyjams.com : Matter Mixtures

www.brainpop.com (school-based purchase) Matter & Chemistry: Compounds and Mixtures

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Updated 6/21/12 17

UNIT/ORGANIZING PRINCIPLE: BODY OF KNOWLEDGE - Physical Science

Essential

Questions: Big Idea 10: Forms of Energy What are some basic forms of energy?

Big Idea 11: Energy Transfer and Transformation How can electrical energy be transformed? Big Idea 13: Forces and Changes in Motion What relationship exists between force and motion?

Measurement Topics

Learning Targets/Skills Benchmarks Academic Language

Weeks 21-22

Energy (T11)

Energy in

Motion (T12)

Students will: (T11) investigate and describe some basic forms of energy, including light,

heat (thermal), sound, electrical, chemical and mechanical (energy of motion).

review how light travels in a straight line until it is reflected (bounce), bent or absorbed.

review that things that give off light often also give off heat. review that heat is produced when one object rubs against another. review that vibrations produce sound and affect pitch. review that heat flows from a hot object to a cold object.

review common materials that conduct heat well or poorly.

SC.5.P.10.1

Also assesses SC.3.P.10.1 SC.3.P.10.3 SC.3.P.10.4 SC.3.P.11.1 SC.3.P.11.2 SC.4.P.10.1 SC.4.P.10.3

absorb bend chemical energy electrical energy heat (thermal) light energy mechanical energy pitch reflect sound vibration conduct heat flow heat gain/heat loss

Students will: (T12) explain that energy has the ability to cause motion or create change.

(T12) identify and describe examples where energy has caused motion or created change (i.e., twirling pinwheel, boiling water, turning on a lamp, freezing water).

SC.5.P.10.2

Also assesses SC.3.P.10.2 SC.4.P.10.2 SC.4.P.10.4

direction distance motion position speed

Weeks 23-24

Electricity

(T13)

Students will: (T13) investigate static electricity (a buildup of electric charges on an object). (T13) explain that opposite electric charges attract (pull on) and like charges

repel (push apart) without any contact between the objects.

SC.5.P.10.4

SC.5.P.10.3

attract closed circuit conductors electric charge -negative -positive electricity insulators repel simple circuit static electricity transformation

Students will: (T13) investigate and explain that electrical energy can be transformed into

heat, light, and sound energy as well as the energy of motion.

(T13) investigate and illustrate the fact that the flow of electricity requires a closed circuit (a complete loop) in a simple circuit.

SC.5.P.11.1

Students will: (T13) identify and classify materials that are good conductors (copper, water,

aluminum foil) and poor conductors/insulators (plastic, rubber, glass) of electricity.

SC.5.P.11.2

This unit continued on next page.

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5th Grade 2012-2013

Science Curriculum Map

Updated 6/21/12 18

Weeks 25-26

Forces (T14)

Force and Motion

(T15)

Students will: (T14) identify forces (pushes, pulls, friction, gravity, and magnetism) that cause

objects to move. (T14) identify up to two forces acting on an object in a scenario. (T14) interpret the effect of two or more forces acting on an object. review that gravity is a force that can be overcome.

review examples of magnetic attraction and repulsion.

SC.5.P.13.1

Also assesses

SC.3.E.5.4 SC.4.P.8.4

act upon balanced forces force friction gravity magnetism newton (N) pull push spring scale unbalanced forces

Students will: (T15) explore the use of spring scales to measure force in newtons (N). (T15) investigate that the greater the force applied to an object, the greater the

change in motion of a given object.

(T15) investigate and explain the effect balanced and unbalanced forces have on motion.

SC.5.P.13.2

SC.5.P.13.4

(T15) investigate that the more mass an object has, the less effect a given

force will have on the object’s motion. (T15) describe the relationship among mass, force, and motion.

SC.5.P.13.3

Week 27 Review/Assess/Remediate/Enrich (RARE): 05 Science Interim Assmt Energy & Motion

Teacher Hints:

Energy/Energy in Motion (Week 21-22): Students will have learned about different forms of energy in 3rd and 4th grade. In 3rd grade students are introduced to light energy

and properties of light. In 4th grade students are introduced to sound energy. Students may need some review on these concepts before FCAT. A good way to review these concepts is through energy centers. You may want to incorporate energy into your reading block.

The new standards no longer focus on students identifying specific energy transformations.

Electricity (Weeks 23-24): Electricity is a new concept in 5th grade. Students will most likely not have had any experience with building circuits. This is a place

where teachers may introduce that energy is transforming from electrical energy to light or electrical energy to sound or electrical to mechanical energy.

Forces/Force and Motion (Weeks 25-26): 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. Magnets were introduced in 4th grade but many students had great difficulty in understanding the cause and effects of predicting magnet movements.

Students may need some review in 5th grade. Students will not need to know specific Newton Laws but they will need to know the overall concepts of force and motion.

Review/Assess/Remediate/Enrich (RARE): 05 Science Interim Assmt Energy & Motion (Week 27)

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5th Grade 2012-2013

Science Curriculum Map

Updated 6/21/12 19

Resource Alignment

Weeks 21-22 Energy

Energy in Motion

Weeks 23-24 Electricity

Weeks 25-26 Forces

Force and Motion

Week 27 RARE Week

HMH Teacher’s Edition

pp. 227-246 pp. 247-276, 281-300 pp. 303-328

05

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Mo

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HMH Leveled Readers

It Takes Energy (see page 227F

TE for additional options)

Charge It! How Electricity Works

(see page 227F and 281F TE for additional options)

Forces at Work (pp. 2 – 9)

Motion and Movement (see page 303F TE for additional options)

HMH ScienceSaurus

pp. 284 - 294 pp. 295 - 307 pp. 270 - 283

HMH Inquiry Flipchart

What Changes Can Energy

Cause? (p. 24)

How Do Electric Charges Interact?

(p. 26) What Is an Electric Circuit? (p. 28)

How Do Forces Affect Motion? (p. 31)

What Are Balanced and Unbalanced Forces? (p. 32)

HMH

Labs To Go

How Do Electric Charges Interact? Compare Two Circuits

On A Roll

HMH Think Central

Digital lesson: What Is Energy? Digital lesson and virtual lab:

What Changes Can Energy Cause?

Digital lesson: What Is Electricity? Digital lesson and virtual lab: How

Do Electric Charges Interact? Digital lesson: How Do We Use Electricity? Digital lesson and virtual lab: What

Is an Electric Circuit? Digital lesson: What Are Electric Circuits, Conductors, and Insulators?

Digital lesson: What are Forces? Digital lesson and virtual lab: How Do Forces

Affect Motion? Digital lesson and virtual lab: What Are Balanced and Unbalanced Forces?

AIMS Science (Florida-specific)

Review Activities Physical Science: pp. 191 - 239

Physical Science: Static Strokes pp. 251-256 Physical Science: Sparky’s Light Kit pp. 269-274 Physical Science: Path Finders

pp. 275-283 Physical Science: Conductor or Insulator? Pp. 333-335

Physical Science: Dart Data pp. 351-359 Physical Science: How Heavy? How Far? pp. 397-408 Physical Science: Blockbuster Forces pp. 421-427

Physical Science: On Board With Force pp. 429-435 Physical Science: Tug Teams pp. 451-459

Resource Alignment continued on next page.

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Science Curriculum Map

Updated 6/21/12 20

Safari Montage

Sound (Schlessinger) Bill Nye: Heat

The Science of Disney

Imagineering: Energy

Electricity (Schlessinger) Bill Nye: Electrical Currents

Forces (Schlessinger) Bill Nye: Motion Forces and Movement (Schlessinger)

“Websites & My Own Ideas”

Happy Scientist : Solar Power Take a Marshmallow Apart

www.studyjams.com :

Energy, Light & Sound Heat Light Sound

www.brainpop.com (school-based purchase) Energy: Forms of Energy Heat

Light

Sound

Happy Scientist :

Simple Circuit Bird on a Wire

www.studyjams.com : Energy, Light & Sound Electricity Current Electricity & Electric Currents

www.brainpop.com (school-based purchase) Energy Current Electricity Electricity Electric Currents

Happy Scientist : The Old Tablecloth Trick High Bounce

www.studyjams.com : Force & Motion

Force & Motion Gravity & Inertia

www.brainpop.com (school-based purchase) Motions, Forces & Time Force Acceleration

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5th Grade 2012-2013

Science Curriculum Map

Updated 6/21/12 21

UNIT/ORGANIZING PRINCIPLE: BODY OF KNOWLEDGE - Life Science

Essential

Questions:

Big Idea 14: Organization and Development of Living Organisms What are the functions of human body organs? How do plant and animal structures and functions compare?

Big Idea 15: Diversity and Evolution of Living Organisms How does environmental change impact survival and reproduction? Big Idea 17: Interdependence How do plant and animal adaptations impact survival and reproduction?

Measurement Topics

Learning Targets/Skills Benchmarks Academic Language

Weeks 28-29

Human Body Organs and

Functions (T16)

Students will: (T16) identify the organs in the human body: skin, brain, heart, lungs,

stomach, liver, small intestine, large intestine, pancreas, muscles, skeleton,

kidneys, bladder, and reproductive organs, sensory organs). (T16) describe the functions of the body parts mentioned above (e.g., stomach

breaks down food into nutrients, pancreas produces chemicals that aid in digestion, liver cleans blood by removing toxins).

SC.5.L.14.1

bladder bones

brain

heart intestine kidneys liver lungs muscles

pancreas reproductive organ sensory organs skeleton skin stomach

Week 30

Comparison of Structures and

Functions (T17)

Students will: (T17) compare and contrast the functions of organs in animals (e.g.,

exoskeleton vs. internal skeleton, lungs vs. gills, nose vs. antenna). (T17) match plant structure to their function (flower, fruit, leaf, root, seed,

spore).

(T17) compare and contrast the organs/structures of plants and animals that serve similar functions limited to the following: skin compared to plant covering,

skeleton compared to stem, reproductive organs compared to flower.

SC.5.L.14.2

Week 31

Adaptations (T18)

Students will: (T18) compare and contrast physical and behavioral adaptations displayed by

animals and plants that enable then to survive in different environments such as life cycles variations, animal behaviors and physical characteristics.

(T18) 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.

SC.5.L.17.1

SC.5.L.15.1 Also assesses SC.3.L.17.1 SC.4.L.16.2 SC.4.L.16.3 SC.4.L.17.1 SC.4.L.17.4

adaptation

-physical

-behavioral

environment

Weeks 32-33 FCAT Testing Window

Week 34 Review/Assess/Remediate/Enrich (RARE): 05 Science Interim Assmt Life

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Updated 6/21/12 22

Teacher Hints: Human Body Organs and Functions (Weeks 28-29):

Diagrams of the reproductive organs will NOT be used on FCAT or the district assessment. Teachers are instructed to refrain from using the AIMS rubber band books activity in the Life Book called Male Reproductive System and the Female Reproductive System.

Students will not need to know the body systems in depth but will need to identify the organs and the functions of the following organs: skin, brain, lungs, stomach, liver, large intestine, small intestine, pancreas, muscle, skeleton, testes, ovaries, kidneys, bladder, and sensory organs.

Students need to know the names of the bones in the skeleton or the muscles but will know what the skeleton and the muscles function. Comparison of Structures & Functions: (Week 30):

An adaptation is no longer taught in 3rd and 4th grade. This will be their first introduction to adaptations. Living things go through stages of growth and development called a life cycle. Students have learned in previous grade levels about life cycles.

Adaptations: (Week 31):

FCAT Testing Window (Weeks 32-33): Review/Assess/Remediate/Enrich (RARE): 05 Science Interim Assmt Life (Week 34)

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Updated 6/21/12 23

Resource Alignment

Weeks 28-29 Human Body Organs & Functions

Weeks 30 & 31 Comparisons of Structures & Functions

Adaptations

Weeks 32-33

Week 34 RARE Week

HMH Teacher’s Edition

pp. 333 – 350, pp. 353 - 370 pp. 391 - 490 FC

AT T

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HMH Leveled Readers

Amazing Cells, Amazing Bodies Changes in Ecosystems

Plants and How They Grow Heredity

HMH ScienceSaurus

pp. 106 - 109 pp. 76 - 97

HMH Inquiry Flipchart

Hunting for Beans

Compost in a Bag Why Do Bird Beaks Differ? How Does Drought Affect Plant Growth?

HMH Labs To Go

Muscle Burnout How Does Drought Affect Plants? Gobbling Up Your Greens

HMH Think Central

Digital lesson: What Are Organs and Body Systems? Digital lesson: What Body Parts Enable Movement, Support, Respiration, and Circulation? Digital lesson: What Body Parts Enable Digestion, Waste Removal, and Reproduction?

Digital lesson: How Do Environmental Changes Affect Organisms? Digital lesson and virtual lab: How Does Drought Affect Plants? Digital lesson: What Is Adaptation? Digital lesson and virtual lab: Why Do Bird Beaks

Differ? Digital lesson: What Are Some Adaptations to Life on Land? Digital lesson: What Are Some Adaptations to Life in Water?

AIMS Science

(Florida-specific)

Life Science: The Food Tube, p.87-94 Life Science : pp. 17 – 109 Life Science: pp. 119 - 257

Life Science: Salt Water Survival pp. 259-270 Life Science: Planimals pp. 243-256 Life Science: Life Cycle Adaptations pp. 283- 284 Life Science: Table Manners pp. 315- 322 Life Science: Saguaro Study pp. 347- 355 Life Science: Beat the Heat pp. 357 - 367 Life Science: 370 - 374

Safari Montage Eyewitness: Human Machine (Bodyzone)

Plant and Animal Adaptations (Schlessinger) All About Plant Pollination: Fruit, Flowers, and Seeds

Science Probes (Page Keeley)

Science Probe Vol 2: Habitat Change

Resource Alignment continued on next page.

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Science Curriculum Map

Updated 6/21/12 24

“Websites & My Own

Ideas”

Happy Scientist : Reading a Skeleton www.studyjams.com : Human Body The Human Body Skeletal System

Circulatory System Respiratory System Nervous System

Muscular System Immune System Digestive System

www.brainpop.com (school-based purchase) Health – Body Systems Brain Heart Skin

www.studyjams.com : Animals Animal Adaptation www.brainpop.com (school-based purchase) Ecology & Behavior

Behavior Migration Hibernation Camouflage

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5th Grade 2012-2013

Science Curriculum Map

Updated 6/21/12 25

UNIT/ORGANIZING PRINCIPLE: BODY OF KNOWLEDGE - Nature of Science

Essential Questions:

Big Idea 1: The Practice of Science What are the differences between observations and inferences? How does inquiry lead to the acquisition of new scientific knowledge? What methods do scientists use to solve problems? What is the value of scientists working together?

Big Idea 2: Characteristics of Scientific Knowledge What does science study?

Measurement Topics

Learning Targets/Skills Benchmarks Academic Language

Weeks 35-39

Practice of

Science (T01)

Characteristics of Science

(T02)

Students will:

review the science process.

review other concepts that continue to be a challenge.

review concepts from earlier grades.

design and carry out their own experiments.

determined by need

Week 39 Review/Assess/Remediate/Enrich (RARE): 05 Science Interim Assmt Science Process II

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5th Grade 2012-2013

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Updated 6/21/12 26

Practice of Science/Characteristics of Science (Weeks 35-38): You may wish to review the following concepts taught previously in Grades 3 and 4. Plant Stimuli (SC.3.L.14.1, SC.3.L.14.2, SC.3.L.16.1)

plant structures and their functions (food production, support, water and nutrient transport, and reproduction). plant stimuli (heat, light, gravity).

parts of a flower (stamen, pistil, ovary, petals, sperm, egg) sexual reproduction of flowering plants (pollination, fertilization, seed dispersal, germination).

Plant and Animal Classification (SC.3.L.15.1, SC.3.L.15.2)

classification of animals into major groups (mammals, birds, reptiles, amphibians, fish, arthropods, vertebrates, invertebrates, those having live births and those which lay eggs) according to physical characteristics and behaviors.

classification of flowering and non-flowering plants into major groups (those who produce seeds and those who produce spores) according to their physical characteristics.

Plant and Animal Life Cycles (SC.4.L.16.4)

life cycle of flowering and non-flowering plants (seed, seedling, and other stages of plant development) life cycle of insects that go through complete metamorphosis (egg, larva, pupa, adult). life cycle of insects that go through incomplete metamorphosis (egg, nymph, adult). life cycle of animals (egg, embryo, infant, adolescent, adult).

Life’s Energy (SC.3.L.17.2, SC.4.L.17.2, SC.4.L.17.3)

energy is transferred from the sun through a food chain. plants make their own food using carbon dioxide, water, and energy from the sun. animals obtain energy from the plants and/or animals they eat. types of consumers (carnivore, herbivore, omnivore).

Rocks and Minerals (SC.4.E.6.1, SC.4.E.6.2)

physical properties of common earth-forming minerals, including hardness, color, luster, cleavage, and streak color. role of minerals in the formation of rocks. three categories of rocks (igneous formed from molten rock, sedimentary pieces of other rocks and fossilized organisms, metamorphic formed

from heat and pressure). Renewable and Nonrenewable Resources (SC.4.E.6.3, SC.4.E.6.6)

humans’ needs of resources found on Earth. renewable and nonrenewable resources found on Earth. natural resources found in Florida (water, phosphate, oil, limestone, silicon, wind, and solar energy).

Weathering and Erosion (SC.4.E.6.4)

process of physical weathering (breaking down of rock by wind, water, ice, temperature change, and plants).

process of erosion (movement of rock by gravity, wind, water, and ice). Careers in Science STEM Challenges Science Olympiad Engineers Science in the Kitchen Invention Go Green Week