Warren County Public Schools
5th Grade Science
Unit & Time Program of Studies Core Content 4.1 Student Learning Critical Resources
Frame Targets (I Can…) Vocabulary
Scientific SC-5-STM-U-5 *Scientific Method is *I can list the steps of observe, United Streaming-
Method Students will understand integrated and woven the scientific method hypothesis, Everyday Science:
that results of through each Core Content variables, Discovering the
Week 1 investigations are seldom Strand (Physical, Biological,
in order. measure, Scientific Method
exactly the same, but if Earth, and Unifying investigate, http://science.pppst.co
the results vary widely, Concepts). This section is *I can form a conduct m/scientificmethod.html
then it is necessary to taught separately as a hypothesis. experiment, (variety of powerpoints)
figure out why they differ. review only. conclusion
*SC-5-STM-S-3
*I can record my Resources for all
Students will keep observations. topics:
accurate records of www.acs.org/kids
investigations *I can report my (experiments)
(procedures, data) in conclusion. www.iknowthat.com
order to support or (science labs)
dispute conclusions. http://www.exploratoriu
m.edu/educate/index.ht
ml (Tools for Teaching)
http://www.internet4clas
srooms.com/science_el
em.htm (variety of
topics)
http://www.graves.k1
2.ky.us/powerpoints/e
lementary/
1 June 2009
Warren County Public Schools
5th Grade Science
Physical SC-5-STM-U-1 SC-05-1.1.1 *Ican classify matter physical United Streaming-
Science- Students will understand Students will describe the based on physical properties, Changes in the
that a substance has its physical properties of boiling point, Properties of Matter:
Structure and own set of properties substances (e.g., boiling
properties. solubility, Physical and
Transformation which allows it to be point, solubility, density). density, Chemical
of Matter distinguished from other *I can choose the substance, http://www.ciese.org/cu
substances. A substance has appropriate tool to test matter rriculum/boilproj/index.h
characteristic physical tml (International
Weeks 2-3 boiling point
SC-5-STM-U-2 properties (e.g., boiling Boiling Point Project -
Students will understand point, solubility) that are solubility long term project that
that the physical independent of the amount density requires commitment of
properties of a substance of the sample. of matter. time)
do not change regardless DOK 2
of how much or how little
of the substance there is.
SC-5-STM-U-3
Students will understand
that many kinds of
changes in the properties
of substances occur
faster when the
temperature is higher.
SC-5-STM-U-4
Students will understand
that when individual
substances are
combined, the total
weight is equal to the
sum of the individual
weights.
*SC-5-STM-S-1
Students will use
appropriate tools (e.g.,
2 June 2009
Warren County Public Schools
5th Grade Science
balance, thermometer,
graduated cylinder) and
observations to describe
physical properties of
substances (e.g., boiling
point, solubility, density)
and to classify materials.
*SC-5-STM-S-2
Students will work
individually and with
others to design and
conduct fair tests to
safely investigate
properties of matter, such
as boiling point, density,
and solubility.
*SC-5-STM-S-4
Students will utilize
student-generated
questions about the
properties of matter to
drive inquiry-based
learning experiences.
Physical SC-5-MF-U-1 *SC-05-1.2.1 *Ican read data to data, qualitative United Streaming-TLC
Science- Students will understand Students will interpret data describe the (fast, slow, Elementary School:
that predictions and/or in order to make forward, Rules of Motion and
Motion and inferences about the qualitative (e.g., fast, slow, straight-line motion backward) and, Forces, & Laws of
Forces direction or speed of an forward, backward) and of an object (table, quantitative Motion
Weeks 4-5 object can be made by quantitative descriptions chart, or graph). descriptions,
interpreting graphs, and predictions about the predictions,
charts or descriptions of straight-line motion of an * I can read data to motion
the objects motion. object.
predict the straight-
*SC-5-MF-S-2 The motion of an object line motion of an relative
Students will create and can be described by its object (table, chart, position,
3 June 2009
Warren County Public Schools
5th Grade Science
interpret graphical relative position, direction or graph). direction,
representations in order of motion, and speed. That measure, graph
to make inferences and motion can be measured
draw conclusions about and represented on a
*I can create a graph
the motion of an object. graph. about the motion of an
DOK 3 object.
SC-5-MF-U-2
Students will understand SC-05-1.2.2 *I can predict the
that the more mass an Students should understand
object has, the less effect that forces are pushes and
motion of an object.
a given force will have. pulls, and that these pushes
and pulls may be invisible *I can describe the forces, push,
SC-5-MF-U-3 (e.g., gravity, magnetism) or relationship between pull, gravity,
Students will understand visible (e.g., friction, mass and force. magnetism,
that forces are pushes collisions). friction,
and pulls that may be collisions
invisible (e.g., gravity, *I can classify forces
magnetism) or visible into visible and
(e.g., friction, collisions). invisible.
SC-5-MF-U-4
Students will understand
that some comparisons
may not be „fair‟ because
some conditions (e.g.
mass, force, speed,
friction) might not be the
same.
*SC-5-MF-S-1
Students will use
observations and
appropriate tools (e.g.,
timer, meter stick,
balance, spring scale) to
explore the relationship
between force and mass.
4 June 2009
Warren County Public Schools
5th Grade Science
*SC-5-MF-S-3
Students will design and
conduct experiments to
examine the effects of
variables on the straight
line motion of objects.
Analyze, review, and
critique each other‟s
experiments.
*SC-5-MF-S-4
Students will predict, and
support with
evidence/justification,
changes in the motion of
an object related to its
mass or the amount of
force acting on it.
The Earth and SC-5-EU-U-1 SC-05-2.3.1 I can describe the circulation, United Streaming-
the Universe- Students will understand Students will: water cycle. evaporation, Water Smart: The
that the earth‟s water describe the condensation, Sun, Water Cycle, and
supply has existed since circulation of water crust, Climate, Magic School
The Water the formation of the (evaporation and
I can explain how atmosphere, Bus: Wet All Over,
Cycle planet and is constantly condensation) from matter is conserved in water cycle, The
cycled from the ocean to the surface of the the water cycle. matter,
Week 6 the atmosphere, allowing Earth, through the conservation
the same water to be crust, oceans, and
endlessly reused without
*I can interpret/create
atmosphere (water
the creation of new water. cycle);
a representation of
explain how matter is the water cycle.
*SC-5-EU-S-1
conserved in this
Students will investigate
cycle.
how water can change
forms yet still be
Water, which covers the
conserved in the water
majority of the Earth’s
cycle
surface, circulates through
the crust, oceans, and
5 June 2009
Warren County Public Schools
5th Grade Science
*SC-5-EU-S-2 atmosphere in what is
Students will known as the water cycle.
create/analyze/explain DOK 2
representations that
illustrate the circulation of
water (evaporation and
condensation) from the
surface of the Earth,
through the crust, oceans,
and atmosphere (water
cycle)
The Earth and SC- 5-EU-U-2 *SC-05-2.3.2 I can explain how interactions, United Streaming
the Universe- Students will understand Students will explain water interacts with Earth materials, videos-Water Smart:
that water is a powerful interactions of water with dissolving, Water on Earth
Water solvent that dissolves Earth materials and results
the Earth. minerals,
Interactions earth materials, allowing of those interactions (e.g., gases, http://earthguide.uc
Week 7 them to impact the ocean dissolving minerals, watersheds
system as water is cycled moving minerals and
sd.edu/earthguide/di
I can identify factors
into it. gases). that impact
agrams/watercycle/i
watersheds. ndex.html
*SC-5-EU-S-4 Water dissolves minerals
Students will explore the and gases and may carry
concept of watersheds them to the oceans. http://www-
and identify factors that DOK 3 k12.atmos.washingt
impact them, including on.edu/k12/pilot/wa
results of interactions of
water with earth materials ter_cycle/grabber2.
(e.g., dissolving minerals, html
moving minerals and
gases)
SC-5-EU-S-8
Students will explain why
scale models are
important tools for
understanding a number
6 June 2009
Warren County Public Schools
5th Grade Science
of phenomena (e.g., solar
system, watersheds,
earth‟s atmosphere) but
are not always easy to
construct or require trade-
offs in other aspects of
the model (e.g. distance
vs. size)
The Earth and SC-5-EU-U-3 *SC-05-2.3.3 I can describe what atmosphere,
the Universe- Students will understand Students will: makes up the nitrogen,
that the earth is describe Earth’s Earth’s atmosphere.
oxygen, trace
surrounded by a blanket atmosphere as a gases, water
Atmosphere of air called the relatively thin blanket vapor,
Weeks 8-9 atmosphere that is of air consisting of a atmospheric
essential to life because mixture of nitrogen, *I can use data,
of some of the glasses it oxygen, and trace atmospheric data to phenomena
contains. gases, including water global patterns,
explain real life
vapor;
*SC-5-EU-S-3 situations.
analyze atmospheric
Students will compare
data in order to draw
weather and climate and
conclusions about real
the describe factors that
life phenomena related
influence each.
to atmospheric
changes and
*SC-5-EU-S-5
conditions.
Students will describe the
makeup of the Earth‟s
Earth is surrounded by a
atmosphere and analyze
relatively thin blanket of
atmospheric data to
air called the atmosphere.
explain real life
The atmosphere is a
phenomena (e.g.,
mixture of nitrogen,
pressurized cabins in
oxygen, and trace gases
airplanes, mountain-
that include water vapor.
climber‟s need for
The atmosphere has
oxygen).
different properties at
7 June 2009
Warren County Public Schools
5th Grade Science
SC-5-EU-U-4 different elevations.
Students will understand Conclusions based on the
that air is free to move interpretation of
from place to place all atmospheric data can be
across the planet and this used to explain real life
movement causes global phenomena (e.g.,
weather patterns. pressurized cabins in
Observing air movements airplanes, mountain-
helps scientists explain climber’s need for
both global and local oxygen).
weather patterns. DOK 3
SC-5-EU-S-8 *SC-05-2.3.4 *I can explain how atmospheric United Streaming
Students will explain why Students will: the movement of air movement, Videos: Exploring
scale models are analyze global patterns influences weather. weather, Weather: The
important tools for of atmospheric climate Atmosphere iMotion
understanding a number movement; *I can explain how
of phenomena (e.g., solar
explain the basic oceans have an
system, watersheds,
relationships of effect on climate.
earth‟s atmosphere) but
patterns of
are not always easy to
atmospheric
construct or require trade-
movement to local
offs in other aspects of
weather.
the model (e.g. distance
Global patterns of
vs. size)
atmospheric movement
can be observed and/or
analyzed by interpreting
patterns within data.
Atmospheric movements
influence local weather.
Oceans have a major
effect on climate, because
water in the oceans holds
a large amount of heat.
Related data can be used
to predict change in
weather and climate.
8 June 2009
Warren County Public Schools
5th Grade Science
DOK 3
The Earth and SC-5-EU-U-5 *SC-05-2.3.5 I can identify the solar system, (Planet 10-Virtual
the Universe- Students will understand Students will compare planets in relation to scale models, Tour of the Solar
that observations, models components of our solar representations System, Planets,
The Solar and diagrams of the solar system, including using
the sun. Earth, Mercury, Moons, and Their
System system illustrate the models/representations Mars, Venus, Dark Sides; The Earth
Week 10-11 position and relationship that illustrate the system *I can compare/ Saturn, Uranus, & Beyond)
of the earth, sun, and and resulting interactions. contrast the Earth’s Neptune, Pluto,
moon within the larger features to the other Jupiter, Sun, United Streaming
system of planets and Earth is the third planet moon, planet, Videos-Spin Around
other celestial bodies. from the Sun in a system
planets. system, the Solar System, A:
Even though they are all that includes the moon, diagrams How the Solar System
parts of the same system, the Sun, eight other *I can explain why Works,
a comparison of their planets and their moons, scale models are Magic School Bus
properties reveals great and smaller objects. The important to study the Gets Lost in Space,
differences among Sun, an average star, is The;
celestial bodies. the central and largest
solar system. Magic School Bus:
body in the solar system. Out of This World,
SC-5-EU-U-6 Models/diagrams provide The
Students will understand understanding of scale http://www.astronomy.c
that technology extends within the solar system. om/asy/default.aspx?c=
the ability of people to DOK 2 ss&id=192 (Pictures &
understand the universe. information for each
Most tools of today are planet & sun)
different than those of the
past, but may also be http://www.sciencem
modifications of much onster.com/planets.ht
older tools.
ml
*SC-5-EU-S-6 solar system
Students will use a
variety of models and http://www.nineplane
graphic representations ts.org/
to obtain and organize
data in order to compare
solar system
the major components of
our solar system. http://btc.montana.ed
9 June 2009
Warren County Public Schools
5th Grade Science
u/MESSENGER/teac
SC-5-EU-S-7 hers/Modules/Lesson
Students will explore the
development of and types
s/VC-Intro.pdf
of technology useful for solar system
learning about the
atmosphere and our solar
system.
SC-5-EU-S-8
Students will explain why
scale models are
important tools for
understanding a number
of phenomena (e.g., solar
system, watersheds,
earth‟s atmosphere) but
are not always easy to
construct or require trade-
offs in other aspects of
the model (e.g. distance
vs. size).
Biological SC-5-UD-U-1 *SC-05-3.4.1 I can identify the plant cell, United Streaming
Science-Unity Students will understand Students will describe and structures of animal cell, Videos: Basics of
that animals and plants compare living systems to tissues, organs, Biology, The: How
& Diversity- have a great variety of understand the plant cells organ systems, Living Things are
Structure & body plans and internal complementary nature of animal cells organisms, Structured
Function of structures that contribute structure and function. bacteria,
Living Systems to their being able to I can describe the protists, fungi, http://www.cellsaliv
meet their needs. Observations and plants, animals,
comparisons of living
basic functions of ecosystems,
e.com/cells/3dcell.h
Weeks 12-15 *SC-5-UD-S-1 systems at all levels of the circulatory cell membrane, tm
Students will use organization illustrate the system. nucleus, cell
observations and models complementary nature of wall, http://www.tryscience.or
to describe and compare structure and function. chloroplast, g/experiments/experim
internal and external Important levels of cytoplasm, ents_begin.html?lung
structures of plants and organization for structure vacuole, tissue, (Experiment on lung
10 June 2009
Warren County Public Schools
5th Grade Science
animals and their and function include cells, circulatory capacity)
corresponding functions. tissues, organs, organ I can describe the system,
systems, organisms (e.g., respiratory http://www.kidport.c
SC-5-UD-U-2 bacteria, protists, fungi,
basic functions of system,
the digestive om/grade5/science/B
Students will understand plants, animals), and digestive
that organisms are ecosystems. Examining system. system
odyBones.htm
composed of a variety of the relationship between skeletal system
sub-systems that have structure and function I can describe the http://www.kidport.c
essential functions. provides a basis for om/grade5/science/B
Organisms function with a comparisons and
basic functions of
the respiratory odyMuscles.htm
minimum of superfluous classification schemes.
parts because their DOK 2 system. muscular system
structures are precisely
suited to their essential http://www.kidport.c
functions. om/grade5/science/H
SC-05-3.4.3 eart.htm
SC-5-UD-S-2 Students should understand
Students will identify and that all organisms are
human heart
describe systems and composed of cells, the
subsystems essential to fundamental unit of life. Most http://kidshealth.org/
an organism‟s survival. organisms are single cells; kid/htbw/htbw_main_
other organisms, including page.html
SC-5-UD-U-3 plants and animals are
Students will understand multicellular.
body systems
that microscopes make it
possible to see that living http://www.harcourts
things are made mostly of SC-05-3.4.2 I can describe the chool.com/activity/bo
cells. Some organism‟s Students will explain the dyintro_34/index.htm
cells vary greatly in essential functions of cells function of a cell.
appearance and perform necessary to sustain life.
l
very different roles in the body systems
organism. Cells carry on the many
functions needed to http://science.national
*SC-5-UD-S-3 sustain life. Models of geographic.com/scien
Students will use cells, both physical and
observations and models analogical, promote
ce/health-and-human-
(conceptual, analogical, understanding of their body/human-body/
11 June 2009
Warren County Public Schools
5th Grade Science
physical) to identify major structures and functions. human body
structures of cells and Cells grow and divide, (systems)
their corresponding thereby producing more
functions. cells. This requires that
they take in nutrients, http://www.innerbod
*SC-5-UD-S-4 which provide energy for y.com/htm/body.html
Students will use the work that cells do and body systems
scientific tools (e.g., make the materials that a
microscopes) to observe cell needs.
and make comparisons of DOK 2
http://edselect.com/gr
unicellular and multi- ade_5.htm
cellular organisms. collection of links to
body system stuff
United Streaming
Video:
Living Cell, The
http://www.exploratoriu
m.edu/imaging_station/i
ndex.php (Teacher
Resource - Pictures of
cells, activities, etc.)
Biological SC-5-BC-U-1 *SC-05-3.5.1 *Ican explain the cause and United Streaming
Science-Unity Students will understand Students will describe relationship between effect Video: Animal
that the gradual changes cause and effect relationships, Adaptations, TEAMS:
& Diversity- in organisms that have relationships between
survival and survival, Ecosystems:
Survival, occurred over time are enhanced adaptations over reproduction, Adaptations, Project
Reproduction, only accurately survival/reproductive time. biological Wild
Change Over represented using a success and particular adaptations, http://lgfl.skoool.co.uk/c
Time geologic time scale dating biological adaptations structures, ontent/keystage3/biolog
back to the formation of (e.g., changes in behaviors, y/pc/learningsteps/ADS
the earth. structures, behaviors, physiology, LC/launch.html
Weeks 16-18 and/or physiology) to change over (Students learn & test
SC-5-BC-S-1 generalize about the time, on adaptations &
Students will analyze diversity of species. processes, survival)
12 June 2009
Warren County Public Schools
5th Grade Science
various geologic time generations
scale representations. Biological change over
time accounts for the
SC-5-BC-U-2 diversity of species
Students will understand developed through
that sometimes gradual processes over
differences in organisms many generations.
give individuals an Examining cause and
advantage in surviving effect relationships
and reproducing. Over between enhanced
many generations these survival/reproductive
adaptations have led to a success and biological
wide variety of types of adaptations (e.g., changes
organisms. in structures, behaviors,
and/or physiology), based
SC-5-BC-U-3 on evidence gathered,
Students will understand creates the basis for
that successful organisms explaining diversity
must be able to maintain DOK 2
the basic functions of life
in response to normal *SC-05-3.5.2 *Ican describe how resources,
environmental Students should understand the environment organisms,
fluctuations (e.g. that all organisms must be maintain, stable
day/night, seasonal able to obtain and use affects basic functions internal
temperature changes, resources, grow, reproduce, of life. conditions,
precipitation). However, and maintain stable internal external
an organism that has an conditions while living in a environment
advantage in a specific constantly changing external
environment may not be environment.
able to survive if the
environment changes too
drastically.
SC-5-BC-S-2
Students will investigate
and describe adaptations
of various organisms to
13 June 2009
Warren County Public Schools
5th Grade Science
their environments
through observations as
well as print and non-print
based resources.
SC-5-BC-S-3
Students will investigate
ways that organisms
cope with fluctuations
(e.g. temperature,
precipitation, change in
food sources) in their
environments.
*SC-5-BC-S-4
Students will propose
explanations regarding
adaptations of
populations to
environments citing
evidence/data to support
conclusions.
SC-5-BC-U-4
Students will understand
that 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. The
question being
investigated determines
the form of the
14 June 2009
Warren County Public Schools
5th Grade Science
investigation used.
*SC-5-BC-S-5
Students will compare
procedures used (e.g.,
experiments, investigative
and non-investigative
research, observations)
to find information/collect
data about the diversity of
organisms that exist or
have existed on Earth.
Unifying SC-5-ET-U-1 *SC-05-4.6.1 I can describe kinetic, United Streaming
Students will understand Students will: potential, Videos: Getting to
Concepts- kinetic energy
Energy
that energy can have classify energy potential energy
transfer, energy Know Energy,
many different forms and phenomena as kinetic
Transformation be contained in many or potential; http://www.tryscience.or
different substances. g/experiments/experim
describe the transfer
Transfer of Evidence of energy I can classify energy ents_begin.html?wave
of energy occurring in
Energy transfer may be observed machine (Wave
in a wide variety of
simple systems or into kinetic and Experiment)
Weeks 19-20 systems.
related data. potential.
Energy can be classified as
Heat SC-5-ET-S-1
kinetic or potential. Energy
Week 21-22 Students will classify
is a property of many
energy phenomena (e.g.,
substances and energy can
heat/thermal energy,
Sound electrical energy, energy
be found in several
Week 23 different forms. For
of position) as kinetic or *I can explain how heat energy,
example, chemical energy
potential and use
as found in food we eat or the transfer of temperature,
Light observations and energy produces heat
in the gasoline we burn in
evidence to describe the movement,
Week 24
transfer of energy
our car. Heat, light (solar), heat
occurring in simple
sound, electrical energy light
and the energy associated
systems sound
15 June 2009
Warren County Public Schools
5th Grade Science
with motion (called kinetic
energy) are examples of
SC-5-ET-U-2 other forms of energy.
Students will understand Objects can have energy
*I can design/conduct
that energy from the sun simply by virtue of their an experiment to
flows through space to position, called potential explain the transfer of
reach the earth. Solar energy. Energy is energy.
energy provides the transferred in many ways.
driving force for many of Analyzing simple systems conduction,
the changes that happen can provide the basis for
I can describe convection,
on the Earth‟s surface. describing the transfer of conduction radiation
energy occurring within the radiation
SC-5-ET-S-2 system. convection
Students will describe
solar energy and how it DOK 2 sound wave,
impacts physical and vibration,
biological systems on SC-05-4.6.5 I can explain how frequency,
Earth Students should understand sound travels. wave length
that heat energy moves in
SC-5-ET-U-3 predictable ways, flowing
Students will understand from warmer objects to http://www.exploratoriu
that electrical circuits cooler ones, until both m.edu/afterschool/activi
transfer energy and can objects reach the same I can explain how radiation, ties/index.php?activity=
produce heat, light, temperature. By examining light travels. refraction, 137&program=590
sound, and magnetic cause and effect absorption, (Video to make a
effects. They can be used relationships, consequences scattering, “sound sandwich” and
for different purposes by
I can explain reflection explanation of
of heat movement and
rearranging their conduction can be predicted
refraction sound/vibrations)
components. and inferred. absorption
scattering http://www.tryscience.or
g/experiments/experim
*SC-5-ET-S-3 reflection ents_begin.html?sound
SC-05-4.6.2
Students will design and Students should understand (Experiment – Sound/
conduct that the Sun is a major sonar)
investigations/experiment source of energy for
s to determine the effects changes on Earth’s surface. http://www.tryscience.or
of altering variables within The Sun loses energy by g/experiments/experim
16 June 2009
Warren County Public Schools
5th Grade Science
electrical circuits and to emitting light. A tiny fraction ents_begin.html?honke
draw conclusions about of that light reaches Earth, r (Experiment – Sound)
the transfer of energy transferring energy from the
(e.g., heat, light, sound, Sun to Earth.
and magnetic effects )
within a system SC-05-4.6.4
Students will identify
SC-5-ET-U-4 predictable patterns and
Students will understand make generalizations
that light interacts with about light and matter
matter in predictable interactions using
ways that can be data/evidence.
discovered through
investigations. Light energy interacts with
matter by transmission
SC-5-ET-S-4 (including refraction),
Students will design and absorption, or scattering
conduct (including reflection).
investigations/experiment Questions related to these
s to identify predictable phenomena should drive
patterns of interaction the design of simple
between light and matter investigations that will
(e.g. some materials are yield evidence of the
more reflective, different predictable patterns
liquids refract differently, associated with these
effects of multiple or interactions.
differing light sources) DOK 3
SC-5-ET-U-5
Students will understand
that in a closed system,
warm objects will cool
and cool objects will
warm until they are all the
same temperature.
SC-5-ET-U-6
17 June 2009
Warren County Public Schools
5th Grade Science
Students will understand
that if the results of an
investigation are
unexpected, it is good to
make new observations.
If those observations
continue to be
unexpected, different
ideas should be
considered to explain the
results.
Unifying SC-5-ET-U-3 I can explain how electrical United Streaming
Concepts- Students will understand *SC-05-4.6.3 electrical circuits circuits, Videos-Magic School
that matter and energy magnetic Bus: Getting
Energy flow along multiple paths
transfer energy. effects, Energized, The
Students will:
Transformation within a community. transfer, series
Complex models draw conclusions *I can describe how circuit, parallel http://www.galaxy.net/
depicting this about the transfer of circuit, current, %7Ek12/electric/index.s
Electrical energy within changing the circuit
Circuits interdependence make changes the conductor, html (Experiments for
these relationships easier models/representations insulator, eletricity & magnitism)
to visualize and of electrical circuits as outcome. resistor,
Weeks 25-27 comprehend. evidenced by the heat, simple circuits, http://www.bbc.co.uk/sc
light, sound, and I can explain how the volt, hools/ks3bitesize/scien
SC-5-ET-S-3 magnetic effects that electromagnets ce/physics/electricity_1.
are produced; transfer of energy
Students will design and produces magnetic shtml (Good for active
conduct describe changes board lesson-
investigations/experiment within the system that effects. explanations &
s to determine the effects would affect the pictures)
of altering variables within transfer of energy. *I can design/conduct
electrical circuits and to an experiment to http://www.kidport.c
draw conclusions about determine the om/grade5/science/El
the transfer of energy Electrical circuits provide
(e.g., heat, light, sounds, a means of transferring conductivity of ectricalSymbols.htm
and magnetic effects) electrical energy. This materials. electrical system
within a system. transfer can be observed symbol and
and described as heat, vocabulary
light, sound, and magnetic
18 June 2009
Warren County Public Schools
5th Grade Science
effects are produced.
Models and diagrams can
be used to support
conclusions and predict
consequences of change
within an electrical circuit.
DOK 3
Unifying SC-5-I-U-1 *SC-05-4.7.1 *I can describe the populations,
Concepts- Students will understand Students will: role of a: organisms,
Interdepend-
that within every describe and producer
function,
ecosystem are categorize populations ecosystem,
ence populations of organisms of organisms consumer producers,
Ecosystems that serve specific according to the decomposer consumers,
Weeks 28-32 functions. Changes to function they serve in decomposers,
any population may affect an ecosystem (e.g., populations,
the other populations in
*I can sort food chain,
producers, consumers,
that ecosystem. decomposers);
organisms by their micro-
draw conclusions function in an organisms,
SC-5-I-U-2 ecosystem. bacteria, fungi,
about the effects of
Students will understand waste
changes to
that all of the populations materials, food
that interact with each
populations in an *I can describe the webs,
ecosystem. effect of change on
other in an ecosystem components
form a specific
Populations of organisms
ecosystems. (ecosystem)
community, but there may species,
can be categorized by the
be multiple communities physical
function they serve in an
within the same factors,
ecosystem.
ecosystem. Plants and *I can form interact,
some microorganisms are conclusions about a compose
producers because they
SC-5-I-S-1
make their own food. All
food web.
Students will define the
animals, including
concepts of population
19 June 2009
Warren County Public Schools
5th Grade Science
and community and humans, are consumers,
identify examples of and obtain their food by
populations and eating other organisms.
communities within Decomposers, primarily
various ecosystems bacteria and fungi, are
consumers that use waste
SC-5-I-S-2 materials and dead
Students will identify the organisms for food. Food
role/function a population webs identify the
of organisms has in a relationships among
particular producers, consumers,
community/ecosystem and decomposers in an
(e.g., producers, ecosystem. Using data
consumers, gained from observing
decomposers) interacting components
within an ecosystem, the
SC-5-I-S-3 effects of changes can be
Students will explore the predicted.
cause/effect relationship
of altering a particular DOK 3
population of organisms
within an ecosystem
using data/evidence SC-05-4.7.2
collected through Students should understand
research and/or that a population consists of
simulations (e.g., role- all individuals of a species
play games, computer- that occur together at a
based simulations). given place and time. All
populations living together
SC-5-I-U-3 and the physical factors with
Students will understand which they interact compose
that matter and energy an ecosystem.
flow along multiple paths
within a community.
Complex models
depicting this
interdependence make
20 June 2009
Warren County Public Schools
5th Grade Science
these relationships easier
to visualize and
comprehend.
SC-5-I-S-4
Students will analyze,
create and describe
visual representations of
ecosystems and the
interactions occurring
within them. Compare
and critique pre-existing
and student-constructed
representations for
accuracy, identifying
strengths and limitations,
insisting on the use of
evidence to support
decisions.
21 June 2009