Fifth Grade Science Curriculum Map by m3pZe5x

VIEWS: 56 PAGES: 12

									 This pacing guide is a work in progress. We will be working on laboratory activities and materials list throughout the year. This is just a preliminary guide.
                                   Science processes should be taught in context with the content and throughout the year.

                                                              BIBB COUNTY SCHOOLS
                                                      FIFTH GRADE SCIENCE CURRICULUM MAP
                                                                     2010-2011

MONTH        STANDARDS AND            CONTENT/TOPIC                SKILLS /              ASSESSMENTS       TERMS                RESOURCES/
             ELEMENTS:                (category; chunk;       SUBCATEGORIES                             /VOCABULARY             ACTIVITIES
                                      header; organizer)         (priority list to
                                                               support categories:
                                                                what to teach to)
All Year     Content S5CS1.           Standard:               S5CS1                      List and       ~ investigation   ~Textbook assessment
                                      Habits of Mind          a. Keep records of
             Students will be         The Nature of Science   investigations and         explain the    ~ observing       guide
             Aware of the             *Taught throughout      observations and do        steps of the   ~ scale           ~www.sciencespot.net
             importance of            year                    not alter the records      scientific     ~ measurement     ~Science Notebooks
                                                              later.
             curiosity, honesty,      Content:                b. Carefully distinguish   method         ~ record          Writing About Inquiry
             openness, and            ~ Scientific Method     observations from                         ~repetition       Brian Campbell &
             skepticism in                                    ideas and speculation                     ~ model           Lori Fulton
                                                              about those
             science and will                                 observations.                             ~ experiment      ~Science Fair
             exhibit these traits                             c. Offer reasons for                      ~ variable        experiments
             in their own efforts                             findings and consider                     ~ control
                                                              reasons suggested by
             to understand                                    others.
             how the world                                    d. Take responsibility
             works.                                           for understanding the
                                                              importance of being
                                                              safety conscious.



All Year     S5CS5. Students                                  S5CS5
             will communicate                                 a. Write instructions                                       ~Mealworm activities
             scientific ideas and                             that others can follow                                      ~Kidspiration
                                                              in carrying out a
             activities clearly.                              scientific procedure.                                       ~Internet search for
                                                              b. Make sketches to aid                                     methods
                                                              in explaining scientific
                                                              procedures or ideas.
                                                              c. Use numerical data
                                                              in describing and
                                                              comparing objects and
                                                              events.
 This pacing guide is a work in progress. We will be working on laboratory activities and materials list throughout the year. This is just a preliminary guide.
                                   Science processes should be taught in context with the content and throughout the year.

                                                            d. Locate scientific
                                                            information in
                                                            reference books, back
                                                            issues of newspapers
                                                            and magazines, CD-
                                                            ROMs, and computer
                                                            databases.
August~      Content S5P1.            Standard:             a. Demonstrate that the    Demonstration   ~ physical         ~Penny Experiment
                                      Physical Science      mass of an object is
About 3      Students will                                  equal to the sum of its    Investigation   properties         ~PuffNs
weeks        verify that an           Content:              parts by manipulating      Venn Diagram    ~ mass             ~Lego activity
             object is the sum        ~ matter              and measuring                              ~ weight           w/ scales
                                      ~mass                 different objects made
             of its parts.            ~ atoms               of various parts.                          ~ microscope       ~Magnifying activity
                                      (magnification)       b. Investigate how                         ~ magnification    ~Sketches
                                                            common items have                          ~ hand lens
                                                            parts that are too small
                                                            to be seen without                         ~ synthetic
                                                            magnification.                             ~ natural

August/       Content S5P2.           Standard:             a. Investigate physical    Investigation   ~ mixture          ~Paper folding/cutting
                                      Physical Science      changes by separating
September     Students will                                 mixtures and               Experiments     ~ solution         activity
~ About 2     explain the             Content:              manipulating (cutting,     T Chart         ~ solubility       ~Mixtures activity
weeks         difference              ~ states of matter    tearing, folding) paper                    ~ solid(s)         ~Water activity
                                      ~ physical changes    to demonstrate
              between a               ~ chemical changes    examples of physical                       ~liquid(s)         ~Steel wool activity
              physical change                               change.                                    ~ gas(es)          ~Creative writing/
              and a chemical                                b. Recognize that the                      ~ evaporation      changes of matter
                                                            changes in state of
              change.                                       water (water                               ~ condensation     ~Alka Seltzer activity
                                                            vapor/steam, liquid,                       ~ temperature      ~Identifying physical/
                                                            ice) are due to                            ~ physical         chemical change in an
                                                            temperature differences
                                                            and are examples of                        change             object through stations
                                                            physical change.                           ~ chemical         ~Baking Soda &
                                                            c. Investigate the                         change             Vinegar activity
                                                            properties of a
                                                            substance before,                          ~ reactivity
                                                            during, and after a                        ~ combustibility
                                                            chemical reaction to
                                                            find evidence of
                                                            change.
 This pacing guide is a work in progress. We will be working on laboratory activities and materials list throughout the year. This is just a preliminary guide.
                                   Science processes should be taught in context with the content and throughout the year.

September    Content S5P3.            Standard:                a. Investigate static       Investigation     ~ proton           ~Path Finders activity
                                      Physical Science         electricity.                                  ~neutron
/October     Students will                                     b. Determine the            Experimenta-      ~electron          Use AIMS Electricity
About 5      investigate the                                                               tion on           ~nucleus           Connections book
                                      Content:                 necessary components
                                                                                                             ~ atom
weeks        electricity and          ~static                  for completing an           Venn Diagram      ~positive charge   ~Battery experiments
                                      ~circuits                electric circuit.                             ~negative charge
             magnetism and            ~insulators/conductors   c. Investigate common                         ~attract
                                                                                                                                ~Insulator/conductor
             their relationship.      ~bar magnet/             materials to determine                        ~repel             experiments
                                      electromagnet            if they are insulators or                     ~electricity       Use United Streaming
                                                               conductors.                                   ~current
                                                               d. Compare a bar                              ~insulator         ~Tic-Tac-Toe activity
                                                                                                             ~conductor         ~Mostly Magnets
                                                               magnet to an
                                                                                                             ~magnetism
                                                               electromagnet.                                ~bar magnet
                                                                                                             ~electromagnet
                                                                                                             ~!magnetic field
                                                                                                             ~poles
                                                                                                             ~battery
                                                                                                             ~series
                                                                                                             ~parallel
                                                                                                             ~open/closed
October      Content S5L2.            Standard:                Process Standards:          Venn Diagram      ~ heredity         ~Graphing activity
                                      Life Science             a. Compare and
About 2      Students will                                     contrast the                                  ~offspring         ~Punnet Square
weeks        recognize that           Content:                 characteristics of                            ~learned           activity
             offspring can            ~heredity                learned behaviors and                         behavior           See attached
                                      ~genes                   of inherited traits.
             resemble parents         ~learned behavior        b. Discuss what a gene                        ~genetics          ~United Streaming
             in inherited traits      traits                   is and the role genes                         ~ hybrid           activity
             and learned                                       play in the transfer of                       ~genes             ~Writing activities
                                                               traits.
             behaviors.                                        Teacher note: Be                              ~chromosomes       See attached
                                                               sensitive to this topic                       ~traits
                                                               since biological parents                      ~dominant
                                                               may be unavailable.
                                                                                                             ~recessive
November     Content S5L3.            Standard:                a. Use magnifiers such      Experimentation   ~membrane          ~Cell activities
                                      Life Science             as microscopes or hand      Venn Diagram      ~ cell wall
December     Students will                                     lenses to observe cells                                          ~Magnificent
                                                                                                             ~ cytoplasm
About 6      diagram and label        Content:                 and their structure.                          ~ nucleus
                                                                                                                                Microworld
weeks        parts of various         ~plant cells             b. Identify parts of a                                           Adventures AIMS
                                      ~animal cells            plant cell (membrane,
                                                                                                             ~ chloroplasts
             cells (plant,            ~multi/single celled     wall, cytoplasm,                              ~ cell             book
             animal, single-          organisms                nucleus, chloroplasts)                        ~organelles        ~Build a model of
             celled, multi-                                    and of an animal cell                         ~ mitochondria     cells
                                                               (membrane, cytoplasm,                         ~ cell membrane
 This pacing guide is a work in progress. We will be working on laboratory activities and materials list throughout the year. This is just a preliminary guide.
                                   Science processes should be taught in context with the content and throughout the year.

             celled).                                       and nucleus) and                          ~ chromosomes       ~Blue Cheese
                                                            determine the function                    ~ vacuoles
                                                            of the parts.                                                 microscope activity
                                                                                                      ~ microscope
                                                            c. Explain how cells in                                       ~Compare/ contrast
                                                            multi-celled organisms
                                                            are similar and
                                                            different in structure
                                                            and function to single-
                                                            celled organisms.

                                                            a. Identify beneficial    Charting        ~organism
             S5L4. Students                                 microorganisms and                        ~microorganism      ~Compost activity
             will relate how                                explain why they are                      ~bacteria           ~Magnificent
             microorganisms                                 beneficial.                               ~virus              Microworld
                                                            b. Identify harmful
             benefit or harm                                microorganisms and                                            Adventures AIMS
             larger organisms.                              explain why they are                                          book
                                                            harmful.
January      Content S5L1.            Standard:             a. Demonstrate how        Demonstration   ~classification     ~Grouping activities
                                      Life Science          animals are sorted into   Grouping        ~ kingdom
/February    Students will                                  groups (vertebrate and                                        ~United Streaming
                                                                                      Kidspiration    ~vertebrate
About 5      classify organisms       Content:              invertebrate) and how                     ~invertebrate
                                                                                                                          ~Animal Poster
weeks        into groups and          ~vertebrate           vertebrates are sorted                                        project
                                      ~invertebrate         into groups (fish,
                                                                                                      ~moneran
             relate how they          ~classification       amphibian, reptile,                       ~protist            ~Kinky Creatures
             determined the           ~microorganisms       bird, and mammal).                        ~fungi              ~Kidspiration
             groups with how                                b. Demonstrate how                        ~genus              ~Cinquain Poems
                                                            plants are sorted into                    ~species
             and why scientists                             groups.                                   ~animal
             use classification.                                                                      ~mammal
                                                                                                      ~reptile
                                                                                                      ~amphibian
                                                                                                      ~fish
                                                                                                      ~birds
                                                                                                      ~plants
                                                                                                      ~vascular
                                                                                                      ~nonvascular
                                                                                                      ~spore
                                                                                                      ~gymnosperm
                                                                                                      ~pollen
 This pacing guide is a work in progress. We will be working on laboratory activities and materials list throughout the year. This is just a preliminary guide.
                                   Science processes should be taught in context with the content and throughout the year.

February/    Content S5E1.            Standard:             a. Identify surface       Models          ~fault              ~United Streaming
                                      Earth Science         features caused by
March        Students will                                  constructive processes.   Experimentati   ~volcano            ~Build models
About 6      identify surface         Content:              • Deposition (Deltas,     on              ~deposition         ~Read Out of the Dust
weeks        features of the          ~constructive force   sand dunes, etc.)                         ~erosion            w/ writing activity
                                      ~destructive force    • Earthquakes
             Earth caused by          ~technology           • Volcanoes                               ~delta              ~Read Call it Courage
             constructive and                               • Faults                                  ~earthquake         w/writing activity
             destructive                                    b. Identify and find                      ~eruption           ~www.coreknowledge
                                                            examples of surface
             processes.                                     features caused by                        ~lava               .com
                                                            destructive processes.                    ~magma              ~www.beaconlearning
                                                            • Erosion (water—                         ~weathering         .com
                                                            rivers and oceans,
                                                            wind)                                     ~seismograph        ~Cause & Effects
                                                            • Weathering                              ~levees             activity
                                                            • Impact of organisms                                         See attached
                                                            • Earthquake
                                                            • Volcano                                                     ~Research technology
                                                            c. Relate the role of                                         items on internet
                                                            technology and human                                          ~Creating landform
                                                            intervention in the
                                                            control of constructive                                       map
                                                            and destructive
                                                            processes. Examples
                                                            include, but are not
                                                            limited to
                                                            • Seismological
                                                            studies,
                                                            • Flood control, (dams,
                                                            levees, storm drain
                                                            management, etc.)
                                                            • Beach reclamation
                                                            (Georgia coastal
                                                            islands)
April and    CRCT REVIEW
May          and Content
             Preparation for
             sixth grade
             standards
  This pacing guide is a work in progress. We will be working on laboratory activities and materials list throughout the year. This is just a preliminary guide.
                                    Science processes should be taught in context with the content and throughout the year.

                                                Bibb County Pacing Guide
                                                    Science – Grade 5
                The Habits of Mind standards are taught throughout the year during laboratory experiments.
Students will gather evidence of life, physical and Earth concepts in 5th grade. In life science students will use scientific tools to look at smaller
components of animals and plants. Hand lenses or microscopes will be used to discover microscopic components of organisms in our world.
Students will utilize observable evidence to classify and recognize genetic traits.
During the study of physical science concepts, students will investigate and measure the observable effects of chemical and physical changes
while recognizing that an object is the sum of its parts. Students will also explore the relationship between electricity and magnetism.
A study of Earth science concepts will enable students to compare and contrast the positive and negative impact of forces of Earth’s surface.
Students will also utilize geographical features as evidence to identify technological and human interventions used to shape the Earth’s surface.

Unit: Chemical &           Unit: Electricity &        Unit: Cells &               Unit: Classification       Unit: Genetics              Unit: Earth
Physical Changes           Magnetism                  Microorganisms
Aug. – Sept.               Oct. - Nov                 Nov. – Dec.                 Jan. – Feb.                Feb. - March                March – May
(7 weeks)                  (7 weeks)                  (6 weeks)                   (6 weeks)                  (3 weeks)                   (7 weeks)
Focus:                     Focus:                     Focus:                      Focus:                     Focus:                      Focus:
Identify chemical and      Investigate static         Use magnifiers to           Systems of                 Recognize and define        Demonstrate knowledge
physical changes.          electricity.               observe cells and           classification to          traits. Traits are          of terms, geological
Construct a basic          Compare/contrast           their structure.            determine                  passed from parent to       processes & landforms.
understanding of the       electricity and            Identify parts of plant     relationships. Group       offspring. Traits of        Identify constructive and
Law of Conservation        magnetism. Construct       and animal cells.           organisms and              offspring can be            destructive forces.
of Matter. Conduct         an electromagnet.          Explain how cells are       communicate system         predicted by knowing        Recognize weathering
basic experiments to       Design a simple            similar and different       used. Group                traits of parents.          agents & processes.
determine if matter        electric circuit.          in multi-celled and         according to               Learned behaviors           Recognize human
has changed                Identify                   single-celled               interactions and           are not the same as         methods to control
physically or              characteristics of         organisms. Identify         habitats. Use              inherited traits.           constructive &
chemically.                good conductors and        and explain impact of       classification to          Difference between a        destructive forces.
Standard:                  good insulators.           beneficial and              understand                 learned behavior and        Demonstrate
P1 a, b                    Standard:                  harmful                     interactions,              an inherited trait.         understanding of human
P2 a, b, c                 P3 a, b, c, d              microorganisms.             conservation and           Standard:                   interaction & Earth’s
                                                      Standard:                   identify/study new         L2 a, b                     processes.
                                                      L3 a, b, c                  species.                                               Standard: E1 a, b, c
  This pacing guide is a work in progress. We will be working on laboratory activities and materials list throughout the year. This is just a preliminary guide.
                                    Science processes should be taught in context with the content and throughout the year.

                                                      L4 a, b                     Standard:
                                                                                  L1 a, b


Habits of the Mind
S5CS1. Students will be aware of the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in
         their own efforts to understand how the world works.
              a. Keep records of investigations and observations and do not alter the records later.
              b. Carefully distinguish observations from ideas and speculation about those observations.
              c. Offer reasons for findings and consider reasons suggested by others.
              d. Take responsibility for understanding the importance of being safety conscious.

S5CS2. Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations.
            a. Add, subtract, multiply, and divide whole numbers mentally, on paper, and with a calculator.
            b. Use fractions and decimals, and translate between decimals and commonly encountered fractions – halves, thirds, fourths, fifths,
             tenths, and hundredths (but not sixths, sevenths, and so on) – in scientific calculations.
            c. Judge whether measurements and computations of quantities, such as length, area, volume, weight, or time, are reasonable
             answers to scientific problems by comparing them to typical values.

S5CS3. Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities.
            a. Choose appropriate common materials for making simple mechanical constructions and repairing things.
            b. Measure and mix dry and liquid materials in prescribed amounts, exercising reasonable safety.
            c. Use computers, cameras and recording devices for capturing information.
            d. Identify and practice accepted safety procedures in manipulating science materials and equipment.

S5CS4. Students will use ideas of system, model, change, and scale in exploring scientific and technological matters.
            a. Observe and describe how parts influence one another in things with many parts.
            b. Use geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps, and stories to represent
             corresponding features of objects, events, and processes in the real world. Identify ways in which the representations do not match
             their original counterparts.
            c. Identify patterns of change in things—such as steady, repetitive, or irregular change—using records, tables, or graphs of
             measurements where appropriate.
            d. Identify the biggest and the smallest possible values of something.
  This pacing guide is a work in progress. We will be working on laboratory activities and materials list throughout the year. This is just a preliminary guide.
                                    Science processes should be taught in context with the content and throughout the year.


S5CS5. Students will communicate scientific ideas and activities clearly.
            a. Write instructions that others can follow in carrying out a scientific procedure.
            b. Make sketches to aid in explaining scientific procedures or ideas.
            c. Use numerical data in describing and comparing objects and events.
            d. Locate scientific information in reference books, back issues of newspapers and magazines, CD-ROMs, and computer databases.

S5CS6. Students will question scientific claims and arguments effectively.
            a. Support statements with facts found in books, articles, and databases, and identify the sources used.
            b. Identify when comparisons might not be fair because some conditions are different.

The Nature of Science
S5CS7. Students will be familiar with the character of scientific knowledge and how it is achieved.
Students will recognize that:
               a. Similar scientific investigations seldom produce exactly the same results, which may differ due to unexpected differences in
                whatever is being investigated, unrecognized differences in the methods or circumstances of the investigation, or observational
                uncertainties.
               b. Some scientific knowledge is very old and yet is still applicable today.

S5CS8. Students will understand important features of the process of scientific inquiry.
Students will apply the following to inquiry learning practices:
               a. Scientific investigations may take many different forms, including observing what things are like or what is happening
               somewhere, collecting specimens for analysis, and doing experiments.
               b. Clear and active communication is an essential part of doing science. It enables scientists to inform others about their work,
               expose their ideas to criticism by other scientists, and stay informed about scientific discoveries around the world.
               c. Scientists use technology to increase their power to observe things and to measure and compare things accurately.
               d. Science involves many different kinds of work and engages men and women of all ages and backgrounds.
  This pacing guide is a work in progress. We will be working on laboratory activities and materials list throughout the year. This is just a preliminary guide.
                                    Science processes should be taught in context with the content and throughout the year.

                                                          Bibb County Curriculum Map
                                                                 Science – Grade 5
                             The Habits of Mind Standards are taught throughout the year during laboratory experiments.
                             Website for Georgia Frameworks: http://www.georgiastandards.org/scienceframework.aspx

Month      Standards & Elements                                       Vocabulary                            Labs & Demos                      Content
Aug –      S5P1. Students will verify that an object is the           ~ physical properties                 ~Penny Experiment
Sept.      sum of its parts.                                          ~ mass                                ~PuffNs                           ~ matter
7 weeks    a. Demonstrate that the mass of an object is equal         ~ weight                              ~Lego activity                    ~mass
           to the sum of its parts by manipulating and                ~ microscope                          w/ scales                         ~ atoms
           measuring different objects made of various parts.         ~ magnification                       ~Magnifying activity              (magnificati
           b. Investigate how common items have parts that            ~ hand lens                           ~Sketches                         on)
           are too small to be seen without magnification.            ~ synthetic
                                                                      ~ natural                             ~Paper folding/cutting
        S5P2. Students will explain the difference                    ~ mixture                             activity
        between a physical change and a chemical                      ~ solution                            ~Mixtures activity
        change.                                                       ~ solubility                          ~Water activity
        a. Investigate physical changes by separating                 ~ solid(s)                            ~Steel wool activity
        mixtures and manipulating (cutting, tearing,                  ~liquid(s)                            ~Creative writing/ changes
        folding) paper to demonstrate examples of physical            ~ gas(es)                             of matter                         ~ states of
        change.                                                       ~ evaporation                         ~Alka Seltzer activity            matter
        b. Recognize that the changes in state of water               ~ condensation                        ~Identifying physical/            ~ physical
        (water vapor/steam, liquid, ice) are due to                   ~ temperature                         chemical change in an             changes
        temperature differences and are examples of                   ~ physical change                     object through stations           ~ chemical
        physical change.                                              ~ chemical change                     ~Baking Soda & Vinegar            changes
        c. Investigate the properties of a substance before,          ~ reactivity                          activity
        during, and after a chemical reaction to find                 ~ combustibility
        evidence of change.
Oct. -  S5P3. Students will investigate the electricity,              ~ proton; neutron; electron           ~Path Finders activity            static
Nov     magnetism, and their relationship.                            ~nucleus; atom; positive charge       Use AIMS Electricity              ~circuits
                                                                      ~negative charge; attract
7 weeks a. Investigate static electricity.                            ~repel; electricity; current
                                                                                                            Connections book                  ~insulators/
        b. Determine the necessary components for                     ~insulator; conductor                 ~Battery experiments              conductors
        completing an electric circuit.                               ~magnetism; bar magnet                ~Insulator/conductor              ~bar
 This pacing guide is a work in progress. We will be working on laboratory activities and materials list throughout the year. This is just a preliminary guide.
                                   Science processes should be taught in context with the content and throughout the year.

          c. Investigate common materials to determine if            ~electromagnet                         experiments                      magnet/
          they are insulators or conductors of electricity.          ~!magnetic field                       Use United Streaming             electromagn
                                                                     ~poles; battery; series
          d. Compare a bar magnet to an electromagnet.               ~parallel; open/closed
                                                                                                            ~Tic-Tac-Toe activity            et
                                                                                                            ~Mostly Magnets
Nov. – S5L3. Students will diagram and label parts of                ~membrane                              Cell activities                  plant cells
Dec.    various cells (plant, animal, single-celled, multi-          ~ cell wall                            ~Magnificent Microworld          ~animal
6 weeks celled).                                                     ~ cytoplasm                            Adventures AIMS book             cells
        a. Use magnifiers such as microscopes or hand                ~ nucleus                              ~Build a model of cells          ~multi/singl
        lenses to observe cells and their structure.                 ~ chloroplasts                         ~Blue Cheese microscope          e celled
        b. Identify parts of a plant cell (membrane, wall,           ~ cell                                 activity                         organisms
        cytoplasm, nucleus, chloroplasts) and of an animal           ~organelles                            ~Compare/ contrast
        cell (membrane, cytoplasm, and nucleus) and                  ~ mitochondria
        determine the function of the parts.                         ~ cell membrane
        c. Explain how cells in multi-celled organisms are           ~ chromosomes
        similar and different in structure and                       ~ vacuoles                             ~Compost activity
        function to single-celled organisms.                         ~ microscope                           ~Magnificent Microworld
                                                                                                            Adventures AIMS book
        S5L4. Students will relate how microorganisms
        benefit or harm larger organisms.                            ~organism
        a. Identify beneficial microorganisms and explain            ~microorganism
        why they are beneficial.                                     ~bacteria
        b. Identify harmful microorganisms and explain               ~virus
        why they are harmful.
Jan. –  S5L1. Students will classify organisms into                  ~classification; kingdom; vertebrate   Grouping activities              ~vertebrate
Feb.    groups and relate how they determined the                    ~invertebrate; moneran; protist        ~United Streaming                ~invertebrat
                                                                     ~fungi; genus; species
6 weeks groups with how and why scientists use                       ~animal; mammal
                                                                                                            ~Animal Poster project           e
        classification.                                              ~reptile                               ~Kinky Creatures                 ~classificati
        a. Demonstrate how animals are sorted into groups            ~amphibian                             ~Kidspiration                    on
        (vertebrate and invertebrate) and how vertebrates            ~fish                                  ~Cinquain Poems                  ~microorga
        are sorted into groups (fish, amphibian, reptile,            ~birds                                                                  nisms
                                                                     ~plants
        bird, and mammal).                                           ~vascular
        b. Demonstrate how plants are sorted into groups.            ~nonvascular
                                                                     ~spore
  This pacing guide is a work in progress. We will be working on laboratory activities and materials list throughout the year. This is just a preliminary guide.
                                    Science processes should be taught in context with the content and throughout the year.

                                                                      ~gymnosperm
                                                                      ~pollen




Feb. –  S5L2. Students will recognize that offspring can              ~ heredity                            ~Graphing activity                ~heredity
March. resemble parents in inherited traits and learned               ~offspring                            ~Punnet Square activity           ~genes
3 weeks behaviors.                                                    ~learned behavior                                                       ~learned
        a. Compare and contrast the characteristics of                ~genetics                             ~United Streaming activity        behavior
        learned behaviors and of inherited traits.                    ~ hybrid                              ~Writing activities               traits
        b. Discuss what a gene is and the role genes play in          ~genes
        the transfer of traits.                                       ~chromosomes
        Teacher note: Be sensitive to this topic since                ~traits
        biological parents may be unavailable.                        ~dominant
                                                                      ~recessive
March   S5E1. Students will identify surface features of              fault                                 United Streaming                  constructive
– May   the Earth caused by constructive and                          ~volcano                              ~Build models                     force
7 weeks destructive processes.                                        ~deposition                           ~Read Out of the Dust             ~destructive
        a. Identify surface features caused by constructive           ~erosion                              w/ writing activity               force
        processes.                                                    ~delta                                ~Read Call it Courage             ~technolog
        • Deposition (Deltas, sand dunes, etc.)                       ~earthquake                           w/writing activity                y
        • Earthquakes                                                 ~eruption                             ~www.coreknowledge.com
        • Volcanoes                                                   ~lava                                 ~www.beaconlearning.com
        • Faults                                                      ~magma                                ~Cause & Effects activity
        b. Identify and find examples of surface features             ~weathering                           See attached
        caused by destructive processes.                              ~seismograph                          ~Research technology
        • Erosion (water—rivers and oceans, wind)                     ~levees                               items on internet
        • Weathering                                                                                        ~Creating landform map
        • Impact of organisms
        • Earthquake
        • Volcano
        c. Relate the role of technology and human
        intervention in the control of constructive and
This pacing guide is a work in progress. We will be working on laboratory activities and materials list throughout the year. This is just a preliminary guide.
                                  Science processes should be taught in context with the content and throughout the year.

         destructive processes.
         Examples include, but are not limited to
         • Seismological studies,
         • Flood control, (dams, levees, storm drain
         management, etc.)
         • Beach reclamation (Georgia coastal islands)

								
To top