Spotsylvania County Schools
Curriculum Map
2008-2009
www.spotsylvania.k12.va.us Course: Science
Grade Level: 5
Nine- Content and Essential Questions Skills Suggested Assessments
Weeks
1st
Organizing Topic: Topical Overview
Investigating the Changing Earth
Scientific Investigation, Reasoning, and Logic topics are Curriculum Framework
infused throughout with content-specific objectives.
SOL: 5.1 a-h (Science Process Skills) Scope and Sequence
5.7 a-f (The Changing Earth)
* Safety is an ongoing concern and should be addressed during
every 9-weeks as appropriate.
Content: Investigation Skills The students should be able to:
A classification key is an important tool used to help identify
Use classification keys to identify
objects and organisms. It consists of a branching set of choices
rocks, minerals, and organisms.
organized in levels, with most levels of the key having two
choices. Each level provides more specific descriptors, Make plausible estimations of length,
eventually leading to identification. {5.1a} mass, and volume.
Select and use the appropriate
Estimation is a useful tool for making approximate measures
instruments, including centimeter
and giving general descriptions. In order to make reliable
rulers, meter sticks, graduated
estimates, one must experience using the particular unit. {5.1b}
cylinders, balances, and stopwatches,
Systematic investigations require standard measures and for making basic measurements.
consistent and reliable tools. Metric measures are a standard Measure temperature, length, mass, and
way to make measurements and are recognized around the volume, using metric measures. This
world. {5.1 c & d} includes millimeters, centimeters,
Systematic investigations require organized reporting of data. meters, kilometers, grams, kilograms,
The way the data are displayed can make it easier to see milliliters, liters, and degrees Celsius.
important patterns, trends, and relationships. Bar graphs and line Collect, record, and report data, using
graphs are useful tools for reporting discrete data and charts and tables, and translate
continuous data, respectively. {5.1e} numerical data into bar or line graphs.
A scientific prediction is a forecast about what may happen in Make predictions based on trends in
some future situation. It is based on the application of factual data. This requires the recognition of
information and principles and recognition of trends and patterns and trends and determination
patterns. {5.1f} of what those trends may represent.
By deliberately changing one thing in an investigation, another Analyze the variables in a simple
one may change as a result. A manipulated variable experiment and identify the
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Nine- Content and Essential Questions Skills Suggested Assessments
Weeks
1st (Cont) (independent variable) is something that is deliberately changed manipulated (independent) and
as part of the experimental process. There should be only one responding (dependent) variables.
independent variable in an experiment; if more than one thing Define/make observations and
changes at a time, it may not be easy to determine which inferences
variable is causing the change. Responding variables (dependent Distinguish between observations and
variables) are those variables that will change or respond as a inferences.
result of doing the experiment. Responding variables are often Measure, record, identify, collect, and
directly related to the question and/or control of an experiment. organize observations.
A control is the part of an experiment used as a comparison. It Distinguish between qualitative and
is exactly like the experiment except it does not get “treated” quantitative observations.
with the variable we plan to deliberately change (independent or
manipulated variable). Variables that must be held constant are Vocabulary:
those variables that must be kept the same for proven
consistency in all trials or they might otherwise influence the Measurement
result. {5.1g} Estimation, length, mass, volume,
Scientific conclusions are based on verifiable observations temperature, Celsius, elapsed time,
(science is empirical) and on inferences. Observation is the balance, graduated cylinder,
use of senses to collect information about the environment. thermometer, chronograph (stopwatch)
Inference is the use of prior knowledge and experience to
generate conclusions about those observations. {5.1h} Investigation Skills
Essential Questions: Systematic investigation, bar graph, line
What does a scientific process allow us to do? graph, prediction, effect, hypothesis,
What are manipulated and responding variables? materials, procedures, observations,
What tools and units of measure should be used to measure the inferences, conclusions, variable,
variables in an experiment? responding variable (dependent
What are some methods of collecting, recording, and reporting variable), manipulated variable
data from an experiment? (independent variable), constant
Content: Investigating the Changing Earth The students should be able to: Scope and Sequence
Rocks move and change over time due to heat and pressure VDOE Suggested Activities:
Apply basic terminology (italic print in
within the Earth and to weathering and erosion at the surface. Investigating the Changing Earth
critical attributes) to explain how the
These and other processes constantly change rock from one The Layers of the Earth, p. 66
Earth surface is constantly changing.
type to another. {5.7a} Plate Tectonics, p. 69
Differentiate between weathering and
Rocks have properties that can be observed, tested, and The Evidence Is In, p. 73
erosion.
described. Composition, grain size and textural features, color, Weathering and Erosion, p. 76
Draw and label the rock cycle and
and the presence of fossils help with identification. Note:
describe the major processes and rock What Kind of Weathered Rock
classification keys ( 5.1a) can aid this process. {5.7a} Have You Found? p. 79
types involved.
Depending on how rocks are formed, they are classified as Identify rock samples (granite, gneiss, The Rock Cycle, p. 81
sedimentary (layers of sediment cemented together), igneous slate, limestone, shale, coal, and Rocky Road, p. 85
(melted and cooled, e.g., lava and magma), and metamorphic sandstone), using a rock classification Do Rocks Absorb Water? P. 90
(changed by heat and pressure). {5.7a} key.
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Nine- Content and Essential Questions Skills Suggested Assessments
Weeks
1st (Cont) Scientific evidence indicates the Earth is very ancient — Compare and contrast the origin of
approximately 4.6 billion years old. The age of many rocks igneous, sedimentary, and metamorphic
can be determined very reliably. Fossils provide information rocks.
about life and conditions of the past. {5.7b} Make plausible inferences about
Scientific evidence indicates that the Earth is composed of changes in the Earth over time based on
four concentric layers — crust, mantle, inner core, and outer fossil evidence. This includes the
core — each with its own distinct characteristics. The outer presence of fossils of organisms in
two layers are composed primarily of rocky material. The sedimentary rocks of Virginia found in
innermost layers are composed mostly of iron and nickel. the Appalachians, Piedmont, and
Pressure and temperature increase with depth beneath the Coastal Plain/Tidewater.
surface. {5.7c} Describe the structure of Earth in terms
The Earth’s heat energy causes movement of material within of its major layers — crust, mantle, and
the Earth. Large continent-size blocks (plates) move slowly inner and outer cores — and how the
about the Earth’s surface, driven by that heat. {5.7d} Earth’s interior affects the surface.
Most earthquakes and volcanoes are located at the boundary Differentiate among the three types of
of the plates (faults). Plates can move together (convergent plate tectonic boundaries (divergent,
boundaries), apart (divergent boundaries), or slip past each convergent, and sliding) and how these
other horizontally (sliding boundaries, also called strike-slip relate to the changing surface of the
or transform boundaries). {5.7d} Earth and the ocean floor (5.6).
Compare and contrast the origin of
Geological features in the oceans (including trenches and mid-
earthquakes and volcanoes and how
ocean ridges) and on the continents (mountain ranges,
they affect the Earth’s surface.
including the Appalachian Mountains) are caused by current
and past plate movements. {5.7d} Design an investigation to determine
the amount and kinds of weathered
Rocks and other materials on the Earth’s surface are rock material found in soil.
constantly being broken down chemically and physically. The
Design an investigation to locate,
products of weathering include clay, sand, rock fragments,
chart, and report weathering and
and soluble substances. Weathered rock material can be
erosion at home and on the school
moved by water and wind and deposited as sediment. {5.7e}
grounds. Create a plan to solve
Humans have varying degrees of impact on the Earth’s surface erosion problems that may be found.
through their everyday activities. With careful planning, the Describe how people change the
impact on the land can be controlled. {5.7f} Vocabulary:
Earth’s surface and how negative
Essential Questions: changes can be controlled.
Rock cycle, igneous, sedimentary,
What is the rock cycle? metamorphic, fossil, crust, mantle, inner
What evidence do fossils give us about change over time? core, outer core, interior surface, plate
What do we mean when we refer to plate tectonics? tectonics, boundaries, divergent,
What do earthquakes and volcanoes have to do with plate convergent, sliding, earthquake, volcano,
tectonics? weathering, erosion
What are weathering and erosion?
How do humans impact the Earth’s surface?
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Nine- Content and Essential Questions Skills Suggested Assessments
Weeks
2nd
Organizing Topic: Topical Overview
Investigating the Ocean Environment
Scientific Investigation, Reasoning, and Logic topics are Curriculum Framework
infused throughout with content-specific objectives.
SOL: 5.1 a, b, c, g, j, k (Investigation Skills) Scope and Sequence
5.6 a-c (Investigating the Ocean Environment)
* Safety is an ongoing concern and should be addressed during
every 9-weeks as appropriate
Content: Investigating the Ocean Environment The students should be able to: Scope and Sequence
VDOE Suggested Activities:
Oceans cover about 70 percent of the surface of the Earth. Explain key terminology related to the
{5.6a} Investigating the Ocean Environment
ocean environment.
Important features of the ocean floor near the continents are The Ocean Floor, p. 48
Create and interpret a model of the
the continental shelf, the continental slope, and the continental Salty Sea, p. 52
ocean floor and label and describe each
rise. These areas are covered with thick layers of sediments Going Up, Going Down, p. 56
of the major features
(sand, mud, rocks). The depth of the ocean varies. Ocean Life in the Food Chain, p. 59
Research and describe the variation in
trenches are very deep, and the continental shelf is relatively depths associated with ocean features,
shallow. {5.6a} including the continental shelf, slope,
Ocean water is a complex mixture of gases (air) and dissolved rise, the abyssal plain, and ocean
solids (salts, especially sodium chloride). Marine organisms trenches.
are dependent on dissolved gases for survival. The salinity of
ocean water varies in some places depending on rates of Design an investigation (including
evaporation and amount of runoff from nearby land. {5.6b} models and simulations) related to
physical characteristics of the ocean
The basic motions of ocean water are the waves, currents, and
environment (depth, salinity, formation
tides.{5.6b}
of waves, and currents, such as the Gulf
Ocean currents, including the Gulf Stream, are caused by
Stream).
wind patterns and the differences in water densities (due to
Interpret graphical data related to
salinity and temperature differences). Ocean currents affect
physical characteristics of the ocean.
the mixing of ocean waters. This can affect plant and animal
populations. Currents also affect navigation routes. {5.6b} Explain the formation of ocean currents
and describe and locate the Gulf
As the depth of ocean water increases, the temperature Stream.
decreases, the pressure increases, salinity increases, and the Design an investigation (including
amount of light decreases. Nutrient levels are also high, as dead models and simulations) related to
organic matter falls to the ocean bottom. These factors biologic characteristics of the ocean
influence the type of life forms that are present at a given depth. environment (ecological relationships.
{5.6c}
Interpret graphical data related to the
Plant-like plankton (phytoplankton) produce much of the biological characteristics of the ocean,
Earth’s oxygen and serve as the base of the ocean ecosystem. such as the number of organisms vs. the
Plankton make food by photosynthesis, utilizing sunlight and depth of the water.
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Nine- Content and Essential Questions Skills Suggested Assessments
Weeks
2nd (Cont) nutrients in the ocean. Plankton flourish in sunlit areas of ocean Analyze how the physical Vocabulary:
waters, particularly where nutrient-rich water up wells from the characteristics (depth, salinity,
deep. Phytoplankton are eaten by animal-like plankton, availability of nutrients, and Geological Characteristics
swimming organisms, and those things that live on the ocean temperature) of the ocean affect where continental shelf, continental slope,
bottom. {5.6c} marine organism can live. continental rise, abyssal plain, ocean
Essential Questions: Create and interpret a model of a basic trenches
marine food web, including floating Physical Characteristics
What are the geological characteristics of the ocean floor?
organisms (plankton), swimming depth, salinity, waves, currents, Gulf
What are the physical characteristics of the ocean water?
organisms, and organisms living on the Stream, temperature
What are the ecological characteristics of the communities of
ocean bottom. Biological Characteristics
marine organisms?
Ecosystems, kingdoms, vascular,
How do humans affect the oceans?
nonvascular, vertebrates, invertebrates,
What resources are found in the oceans?
marine organisms, plankton
What are ways humans are protecting ocean waters?
3rd
Organizing Topic:
Topical Overview
Cells and Kingdoms
SOL: 5.1 a (Classification)
Curriculum Framework
5.5 a (Basic Cell Structures and Functions)
5.5 a (Using a Microscope)
Scope and Sequence
5.5 b (Kingdoms of Living Things)
5.5 c (Vascular and Nonvascular Plants)
5.5 d (Vertebrates and Invertebrates)
* Safety is an ongoing concern and should be addressed during
every 9-weeks as appropriate.
Content: Investigation Skills The students should be able to: Scope and Sequence
A classification key is an important tool used to help identify VDOE Suggested Activities:
objects and organisms. It consists of a branching set of choices Draw, label, and describe the essential Investigating Cells
organized in levels, with most levels of the key having two parts of plant and animal cells. Plant and Animal Cells, p. 21
choices. Each level provides more specific descriptors, Plants—include the nucleus, cell Building a Cell, p. 25
eventually leading to identification. {5.1a} wall, cell membrane, vacuole, The Mystery of the
chloroplasts, and cytoplasm. Disappearing Cells, p. 27
Content: Investigating Cells and Kingdoms
Animals—include the nucleus, cell Investigating the Characteristics of
Living things are made of cells. The cell is the smallest part
membrane, vacuole, and cytoplasm. Organisms
(structure) of a living thing that can carryout all the life
processes (functions). {5.5a} Compare and contrast plant and animal Classifying, p. 31
cells, and identify their major parts and The Animal Kingdom:
New cells come from existing cells. Cells are too small to be functions. Invertebrates, p. 34
seen with the eye alone. Using a microscope, many small parts The Animal Kingdom:
of the cell can be observed. {5.5a} Design an investigation to make Vertebrates, p. 38
Animal and plant cells are similar in that they each have a observations of cells. Describe and Tubes for the Move, p.42
nucleus, cell membrane, cytoplasm, and vacuoles. Plant cells demonstrate appropriate techniques of
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Nine- Content and Essential Questions Skills Suggested Assessments
Weeks
3rd also have a cell wall and chloroplasts. They differ in shape— using a microscope including the proper
(Cont) plant cells tend to be rectangular and animal cells tend to be placement of the slide; use of fine and
spherical and at times, irregular. coarse focus; and focusing on cells.
Vocabulary:
Essential Questions: animal, cell membrane, cell wall,
How are plant cells and animal cells similar and different? characteristics, chloroplasts, cytoplasm,
What are the five kingdoms of living things and how are living fungi, invertebrates, kingdom,
things grouped or classified into these kingdoms? microscope, Monera, nonvascular,
How are plants further grouped or classified? nucleus, plant, Protist, vacuole, vascular,
vertebrates, xylem
Organizing Topic:
Topical Overview
Investigating the Structure and States of Matter
SOL: 5.1 a, b, c, g, j, k (Investigation Skills)
Curriculum Framework
5.4 a (Atoms, Elements, Molecules, and Compounds)
5.4 b (Mixtures Including Solutions)
Scope and Sequence
5.4 c (The Effect of Heat on the States of Matter)
* Safety is an ongoing concern and should be addressed during
every 9-weeks as appropriate.
Content: Investigating the Structure and States of Matter The students should be able to: Scope and Sequence
All matter, regardless of its size, shape, or color, is made of Construct and interpret simple models of VDOE Suggested Activities:
particles (atoms and molecules) that are too small to be seen by atoms, elements, molecules, and Investigating the Structure and
the unaided eye. {5.4a} compounds. States of Matter
Compare and contrast elements and What’s the Matter? p.2
There are more than 100 known elements that make up all
matter. The smallest part of an element is an atom. {5.4a} compounds and atoms and molecules. Molecule Motion in the Three
When two or more elements combine to form a new substance, Compare and contrast mixtures and States of Matter, p. 7
it is called a compound. There are many different types of solutions. Does Air Take Up Space? p. 9
compounds because atoms of elements combine in many Construct and interpret a sequence of Things Are Heating Up, p. 11
different ways (and in different whole number ratios) to form models (diagrams) showing the activity of All Mixed Up, p. 14
different compounds. Examples include water (H2O) and table molecules in all three states of matter.
salt (NaCl). The smallest part of a compound is a molecule. Design an investigation to determine how
{5.4a} heat affects the states of matter (e.g.,
water). Include in the design ways
A mixture is a combination of two or more substances that do information will be recorded, what
not lose their identifying characteristics when combined. A measures will be made, what instruments
solution is a mixture in which one substance dissolves in will be used, and ways the data will be
another. {5.4b} graphed.
As its temperature increases, many kinds of matter change from
a solid to a liquid to a gas. As its temperature decreases, that
matter changes from a gas to a liquid to a solid. {5.4c}
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Nine- Content and Essential Questions Skills Suggested Assessments
Weeks
3rd (Cont
Essential Questions:
What is matter and how is it organized?
Vocabulary:
What is the difference between mixtures and solutions?
atom, chemical change, compound,
What do we mean by the terms physical change and chemical
dissolve, element, gas, liquid, matter,
change?
mixture, model, molecule, physical
What are the three forms of matter and how can we change
change, solid, solution, states of matter
matter from one form to another?
4th
Organizing Topic:
Topical Overview
Investigating Waves, Sound, and Light
SOL: 5.1 a, b, c, g, j, k (Investigation Skills)
Curriculum Framework
5.2 a-c (Investigating Sound)
5.3 a-e (Investigating Light)
Scope and Sequence
Safety is an ongoing concern and should be addressed during
every 9-weeks as appropriate.
Content: Investigating Sound The students should be able to: Scope and Sequence
VDOE Suggested Activities:
Sound travels in waves and can be described by the wavelength Use the basic terminology of sound to
Investigating Sound
and frequency of the waves. A wave is a disturbance moving describe what sound is, how it is
Sound Vibrations, p. 96
through a medium (solid, liquid, or gas). {5.2a} formed, how it affects matter, and
Model Sound Wave, p. 99
how it travels.
The frequency of sound is the number of vibrations in a given Sound Investigations, p. 102
Create and interpret a model or
unit of time. Sound is a compression wave moving outward
diagram of a compression wave. Making Waves, Music, and
from its source. The wavelength of sound is the distance Noise, p. 106
between two compressions. Pitch is determined by the Explain the relationship between
Investigating Light
frequency of a vibrating object. Objects vibrating faster have a frequency and pitch.
Let’s Make Waves, p. 114
higher pitch than objects vibrating slower. {5.2a} Design an investigation to determine
what factors affect the pitch of a Enlightening Explorations, p.
Sound is a form of energy produced and transmitted by vibrating object. This includes 118
vibrating matter. Sound travels more quickly through solids than vibrating strings, rubber bands, Reflection and Refraction, p.
through liquids and gases because the molecules of a solid are beakers/bottles of air and water, tubes 125
closer together. Sound travels most slowly through gases (for example, wind chimes), and other The Rainbow Connection, p.
because the molecules of a gas are farthest apart. {5.2b} common materials. 132
Some animals make and hear ranges of sound vibrations
different from those that humans can make and hear. {5.2c}
Musical instruments vibrate to produce sound. {5.2c}
Essential Questions:
Vocabulary:
How are sounds produced?
compression, liquid, frequency, gas,
How does sound travel?
pitch, solid, sound, vibration,
How can we measure and describe sound?
wavelength, waves
What are some useful applications of sound?
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Nine- Content and Essential Questions Skills Suggested Assessments
Weeks
4th
Content: Investigating Light The students should be able to: Scope and Sequence
(Cont)
The visible spectrum is white light that is a combination of VDOE Suggested Activities:
several different wavelengths of light traveling together. These Explain the relationship between Investigating Light
wavelengths are represented by the colors red, orange, yellow, wavelength and the color of light. Let’s Make Waves, p. 114
green, blue, indigo, and violet (ROY G.BIV) {5.3a} Name the colors of the visible spectrum. Enlightening Explorations, p.
Light waves are characterized by their wavelengths. In the Diagram and label a representation of a 118
visible spectrum, red has the longest wavelength, and violet has light wave, including wavelength, peaks, Reflection and Refraction, p.
the shortest. Wavelengths get progressively shorter from red to and trough. 125
violet. {5.3a} The Rainbow Connection, p.
Light travels in waves. Compared to sound, light travels 132
extremely fast. It takes light from the sun less than 8 ½ minutes
to travel 150 million kilometers to reach the Earth. {5.3a}
Unlike sound, light waves travel in straight paths called rays and
do not need a medium through which to move. {5.3a}
Light travels in straight paths until it hits an object then it can
bend which is refraction. {5.3b}
Analyze the effects of a prism on white
A prism can be used to refract visible light. When the different
light and describe why this occurs.
wavelengths of light in visible light pass through a prism, they
Explain why a rainbow occurs.
are bent at different angles. The colors of light we see are red,
orange, yellow, green, blue, indigo, and violet. {5.3b} Investigate refraction using prisms and
water.
As light travels in straight paths it can also bounce off or be
Investigate reflection using mirrors.
reflected from an object; if it passes through the object it is
Explain the terms transparent, translucent,
transmitted. Light can also be absorbed as heat. {5.3c}
and opaque, and five an example of each.
The relative terms transparent, translucent, and opaque indicate
the amount of light that passes through an object. {5.3d} Describe the contributions of Galileo
Historical contributions in understanding light include the Galilei, Robert Hook, Anton van
contribution of inventors and scientists. {5.3e} Leeuwenhoek, and Isaac Newton in
creating and using optical tools. Vocabulary:
Essential Questions:
What is white light and how does it travel? Light, opaque, peak, prism, rays,
What are reflection, refraction, and transmission? reflected, refraction, translucent,
What does the visible spectrum consist of and how can we transparent, trough, visible spectrum,
detect the components of the visible spectrum? wavelength
How can we describe objects in terms of their interactions with
light?
What are some useful tools that have been developed to take
advantage of the properties of light?
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