# 5th grade Curriculum Map 2011-2012

Document Sample

```					W.J Scott Elementary School                                                                                                                                     2011-2012

1st 9 Weeks

ELA                                                    Science/ Social Studies                                               Math
Narrative Writing                                             Rockin’ & Rollin’ (IB)                                      Unit 1: Groovy Graphing
Writing Prompts:                                                               (6 weeks)                                                        (3 weeks)
See attached IB materials                           Pre and Post Common Assessments
1. Runaway Slave Journal                                                     FOSS KIT
Entries                                                  Pre and Post Common Assessment                              How is data collected?
2. What would I do with 3                               S5E1 Students will identify surface features of the Earth        How do I conduct an experiment or survey?
caused by constructive and destructive processes.                How do I determine who should take my
wishes?                                             a. Identify surface features caused by constructive processes.   survey and what my survey should be about?
ELA5W1 The student produces writing that
establishes an appropriate organizational                • Deposition (deltas, sand dunes, etc.)                          What is a sample?
structure, sets a context and engages the reader,        • Earthquakes                                                    How do I determine the most appropriate
maintains a coherent focus throughout, and signals • Volcanoes                                                            graph to use?
a satisfying closure. The student                        • Faults                                                         Are there patterns in a set of data?
a. Selects a focus, an organizational structure, and a
point of view based on purpose, genre expectations,
b. Identify and find examples of surface features caused by       How do graphs help to explain real-world
audience, length, and format requirements.               destructive processes.                                           situations?
b. Writes texts of a length appropriate to address the   • Erosion (water—rivers and oceans, wind)- Streaming Table
topic or tell the story.                                 • Weathering                                                     See attached Terms/ Websites (Multiple
c. Uses traditional structures for conveying             • Impact of organisms                                            websites in Framework unit)
information.
d. Uses appropriate structures to ensure coherence.
• Earthquake
M5D1. Students will analyze graphs.
ELA5W2 The student demonstrates competence in • Volcano
a variety of genres.                                          Erosion lab                                                a. Analyze data presented in a graph.
The student produces a narrative that:                        Tectonic Plate- Popsicle Lab                                      State Frameworks- What’s the
a. Engages the reader by establishing a context,                                                                                    Story?
 “What forces act on the crust?” (see attached)
creating a point of view, and otherwise developing
c. Relate the role of technology and human intervention in              State Frameworks- Building Houses
b. Establishes a plot, point of view, setting, and       the control of constructive and destructive processes.           http://www.geogebra.org
conflict, and/or the significance of events.             Examples include, but are not limited t                          b. Compare and contrast multiple graphic
c. Creates an organizing structure.                      • Flood control (dams, levees, storm drain management, etc.)     representations (circle graphs, line graphs, bar graphs,
d. Includes sensory details and concrete language to                                                                      etc.) for a single set of data and discuss the
develop plot and character.                              • Beach reclamation (Georgia coastal islands)
SS5G1 The student will locate important places in the            advantages/disadvantages of each.
e. Excludes extraneous details and inconsistencies.
f. Develops complex characters through actions           United States.                                                          State Frameworks-Weathering the
describing the motivation of characters and character    a. Locate important physical features; include the Grand                   Data
conversation.                                            Canyon, Salton Sea, Great Salt Lake, and the Mojave Desert.             State Frameworks- Lose Marbles
g. Uses a range of appropriate narrative strategies such
ELA5R1 The student demonstrates comprehension and                       State Frameworks- Candy Bars
W.J Scott Elementary School                                                                                                                                            2011-2012

as flashback, foreshadowing, dialogue, tension, or   shows evidence of a warranted and responsible                                    http://nces.ed.gov/nceskids/createagragh
suspense.                                            explanation of a variety of literary and informational                                State Frameworks- Survey Says
h. Provides a sense of closure to the writing.
i. Lifts the level of language using appropriate     texts.                                                                           www.games.com/game/family-fued/
For informational texts, the student reads and comprehends in order to develop
strategies including word choice.                    understanding and expertise and produces evidence of reading that:
    Sentence stretching                         b. Identifies and uses knowledge of common textual features                            c. Determine and justify the mean, range,
    Show/Don’t Tell                             (e.g., paragraphs, topic sentences, concluding sentences, glossary).                   mode, and median of a set of data.
    Gravestone activity                         c. Identifies and uses knowledge of common graphic features                                 State Frameworks- What Does Mean
(e.g., charts, maps, diagrams, captions, and illustrations).
    Story starters                                                                                                                             Mean?
d. Identifies and uses knowledge of common organizational
    Sentence analyzing                                                                                                                      State Frameworks- A Balanced
structures (e.g., chronological order, logical order, cause and effect, classification
    Paragraph 101                               schemes).                                                                                      Mean
e. Distinguishes cause from effect in context.                                              State Frameworks- What Does a
f. Identifies and analyzes main ideas, supporting ideas, and                                   Combo Cost?
Conventions                          supporting details.                                                                    M5D2. Students will collect, organize, and
Types of Sentences/ Conjunctions                                                                                                          display data using the most appropriate
(3 weeks)
 Culminating Activity- Report/Powerpoint/                                      graph.
ELA5C1 The student demonstrates                                                                                                                  Culminating Activity- Solo
Experiment/Poster/Project
understanding and control of the rules of                                                                                                           Graphing
the English language, realizing that usage                                                                                                       Culminating Activity- Grooving
ESRI (company that shows volcanic activity, erosion and
involves the appropriate application of                                                                                                             Graphing Project
earthquakes
conventions and grammar in both written                                                                                                             -Students create survey
GIS (geographic information systems)
and spoken formats. The student                                                                                                                     -Based on data, the students create
www.gisetc.com
a. Uses and identifies the eight parts of                                                                                                           bar graph, circle graph, pictograph,
speech                                                                                                                                              line plot, stem and leaf
b. Expands or reduces sentences e. Varies the                        Civil War and Reconstruction                                                   -Analyze data
sentence structure by kind, order, and                                                       (9 weeks)                                              -Students develop a question that they
complexity.                                          SS5H1 The student will explain the causes, major events,                                       can track over time in order to create
f. Uses and identifies correct mechanics and         and consequences of the Civil War.                                                             line graph; Analyze data
correct sentence structure.                          a. Identify Uncle Tom’s Cabin and John Brown’s raid on
g. Uses additional knowledge of correct              Harper’s Ferry and explain how each of these events was
mechanics, correct sentence structure, and           related to the Civil War.                                                                     Unit 2: Divine Decimals-
correct Standard English spelling when               b. Discuss how the issues of states’ rights and slavery                                             Multiplying Decimals
writing, revising, and editing.                      increased tensions between the North and South.                                                            (3 weeks)
 Reader’s Theatre on Runaway Slaves Civil War                                   Pre and Post Common Assessment
Nouns                                       Map- Coherent Curriculum
(3 weeks)                             c. Identify major battles and campaigns: Fort Sumter,                                  ESSENTIAL QUESTIONS:
Gettysburg, the Atlanta Campaign, Sherman’s March to the                               How is place value different from number
ELA5C1 The student demonstrates
Sea, and Appomattox Court House.                                                       value?
understanding and control of the rules of
 Battle poster project                                                         How does the location of digit in the number
W.J Scott Elementary School                                                                                                                        2011-2012

the English language, realizing that usage              d. Describe the roles of Abraham Lincoln, Robert E. Lee,      affect the size of a number?
involves the appropriate application of                 Ulysses S. Grant, Jefferson Davis, and Thomas “Stonewall”     What happens when you multiply decimals
conventions and grammar in both written                 Jackson.                                                      by powers of 10?
and spoken formats. The student                              Power Point Biographies                                 What happens when you multiply a decimal
a. Uses and identifies the eight parts of                    Civil war Leader Book/ Flip Chart                       by a decimal?
speech.                                                 e. Describe the effects of war on the North and South.        What are the various uses of decimals?
 Venn diagram of the effects of the effects of the war   How do the rules of multiplying whole
Novel Study: Stealing Freedom SS5H2 The student will analyze the effects of                                          numbers relate to multiplying decimals?
(This novel is taught in conjunction with Reconstruction on American life.                                          How can I use models to demonstrate
the Civil War.)                     a. Describe the purpose of the 13th, 14th, and 15th           decimal values?
ELA5R1 The student demonstrates comprehension Amendments.
and shows evidence of a warranted and responsible            Amendment flip chart                                    See attached Terms/ Websites (numerous
explanation of a variety of literary and
b. Explain the work of the Freedmen’s Bureau.                 websites for each lesson)
informational texts.                                                                                                  See Math notebook for resources
For literary texts, the student identifies the          c. Explain how slavery was replaced by sharecropping and
characteristics of various genres and produces evidence how African- Americans were prevented from exercising
of reading that:                                                                                                      M5N2. Students will further develop their
their newly won rights; include a discussion of Jim Crow      understanding of decimal fractions as part
a. Identifies and analyzes the elements of setting,
characterization, and conflict in plot.
laws and customs.                                             of the base-ten number system.
d. Relates a literary work to information about its          Performance task with websites (p. 7-11 of unit         a. Understand place value.
setting.                                                        4/rubric attached)                                         State Frameworks- High Roller
i. Makes judgments and inferences about setting,        SS5G1 The student will locate important places in the                 (activity for low to average groups)
characters, and events and supports them with           United States. (Gettysburg)
elaborating and convincing evidence from the text.                                                                    www.321know.com/dec44ax3.htm
b. Locate important man-made places; include the Chisholm     b. Analyze the effect on the product when a
ELA5R3 The student understands and acquires
new vocabulary and uses it correctly in reading         Trail; Pittsburgh, PA; Gettysburg, PA; Kitty Hawk, NC;        number is multiplied by 10, 100, 1000, 0.1,
and writing. The student                                Pearl Harbor, HI; and Montgomery, AL.                         and 0.01.
b. Determines the meaning of unfamiliar words using     SS5G2 The student will explain the reasons for the
context clues.                                                                                                             State Frameworks- Patterns R Us
spatial patterns of economic activities.
d. Determines pronunciations, meanings, alternate                                                                     M5N3. Students will further develop their
a. Identify and explain the factors influencing industrial
word choices, and parts of speech of words using                                                                      understanding of the meaning of
dictionaries and thesauruses.                           location in the United States after the Civil War.
multiplication and division with decimal
ELA5W2 The student demonstrates competence in SS5CG2 The student will explain the process by which                    fractions and use them.
a variety of genres.                                    amendments to the U.S. Constitution are made.
The student produces a response to literature that: a. Explain the amendment process outlined in the                  a. Model multiplication and division of
a. Engages the reader by establishing a context,                                                                      decimal fractions by another decimal
Constitution.
creating a speaker’s voice, and otherwise developing                                                                  fraction.
b. Describe the purpose for the amendment process.
reader interest.                                                                                                           State Frameworks- Base 10 Activity
b. Advances a judgment that is interpretive,                 See power point on www.gadoe.org (see p. 5-6 Unit
b. Explain the process of multiplication and
evaluative, or reflective.                                      4)
c. Supports judgments through references to the text,                                                                 division, including situations in which the
SS5CG3 The student will explain how amendments to the
other works, authors, or non-print media, or references                                                               multiplier and divisor are both whole
U. S. Constitution have maintained a representative
to personal knowledge.                                                                                                numbers and decimal fractions.
W.J Scott Elementary School                                                                                                                         2011-2012

d. Develops interpretations that exhibit careful reading   democracy.                                                 c. Multiply and divide with decimal fractions
and demonstrate an understanding of the literary work.     b. Explain how voting rights were protected by the 15th,   including decimal fractions less than one and
e. Excludes extraneous details and inappropriate
information.
19th, 23rd, 24th , and 26th amendments.                    greater than one.
f. Provides a sense of closure to the writing.                                                                        d. Understand the relationships and rules for
g. Lifts the level of language using appropriate                                                                      multiplication and division of whole numbers
strategies including word choice.                                                                                     also apply to decimal fractions.
    Lantern activity                                                                                                   State Frameworks- How Much
Carpet Is Needed
Resource to use if teacher/student would like
to find current prices for different carpet
pieces.
 Culminating Activity- Shopping
Spree (Interact Game)
Unit 3: Divine Decimals-
Dividing Decimals
(4 weeks)
Pre and Post Common Assessment
ESSENTIAL QUESTIONS:
How are multiplication and division related?
What happens when you divide a decimal by
a decimal?

See attached Terms/ Websites (numerous
websites for each lesson)
See Math notebook for resources

M5N3. Students will further develop their
understanding of the meaning of
multiplication and division with decimal
fractions and use them.
a. Model multiplication and division of
decimal fractions by another decimal
fraction.
b. Explain the process of multiplication and
W.J Scott Elementary School                                 2011-2012

division, including situations in which the
multiplier and divisor are both whole
numbers and decimal fractions.
 State Frameworks- How Much
Money?
c. Multiply and divide with decimal fractions
including decimal fractions less than one and
greater than one.
 State Frameworks- Number Puzzle
 State Frameworks- Super Slugger
Award (see activity for Braves
website)
d. Understand the relationships and rules for
multiplication and division of whole numbers
also apply to decimal fractions.
 State Frameworks- What’s My
Rule?
 State Frameworks- Do You See an
Error?

Culminating Activity- Bargain Shopping
W.J Scott Elementary School                                                                                                                                                2011-2012

2nd 9 Weeks
ELA                                                            Science/ Social Studies                                               Math
Persuasive Writing                                                Cells, Cells, And More Cells                          Divine Decimals continued. (1 week)
ELA5W1 a-d                                                                                          (3 weeks)
ELA5W2 The student demonstrates competence in a
variety of genres.
Pre and Post Common Assessment                                        Unit 4
The student produces a persuasive essay that:                                  S5L3 Students will diagram and label parts of
a. Engages the reader by establishing a context, creating a                    various cells (plant, animal, single celled,                    Part 1: Funky Fractions
speaker’s voice, and otherwise developing reader interest.                     multi-celled).                                                              (4 weeks)
b. States a clear position in support of a proposal.                           a. Use magnifiers such as microscopes or hand              Pre and Post Common Assessment on
c. Supports a position with relevant evidence.
d. Creates an organizing structure appropriate to a specific
lenses to observe cells and their structure.            divisibility, prime factorization, GCF, LCM,
purpose, audience, and context.                                                b. Identify parts of a plant cell (membrane, wall,                 and simplifying fractions
f. Excludes extraneous details and inappropriate information.                  animal cell (membrane, cytoplasm, and nucleus)          ESSENTIAL QUESTIONS:
g. Provides a sense of closure to the writing.                                 and determine the function of the parts.                How can I determine whether a number is odd or
h. Raises the level of language using appropriate strategies
(word choice).
c. Explain how cells in multi-celled organisms are      even?
ELA5LSV2 The student listens to and views various                              similar and different in structure and function to      How do I know if a number is prime or composite?
forms of text and media in order to gather and share                           single-celled organisms.                                How can I find equivalent fractions?
information, persuade others, and express and                                       Construct Plant/Animal                            How do I determine which factors a number is
understand ideas.
When responding to visual and oral texts and media (e.g., television, radio,        Cell songs                                        divisible by?
film productions, and electronic media), the student:                               Microscopes and slides                            How does knowing the divisibility rules help me
a. Demonstrates an awareness of the presence of the media in                                                                           solve problems?
the daily lives of most people.
Westward Movement and the                           How are factors and multiples represented?
b. Evaluates the role of the media in focusing attention and in
How are fractions and decimals related?
forming an opinion.
c. Judges the extent to which media provide a source of
Turn of the Century
entertainment as well as a source of information.                                                   (4 weeks)                          See attached Terms/ Websites (see individual
     Advertising Assembly                                                SS5H3 The student will describe how life                lessons for numerous websites)
changed in America at the turn of the century.          See Math notebook for resources
Novel Study: Copper Sun                                             a. Describe the role of the cattle trails in the late
(Part of IB unit)                                     19th century; include the Black Cowboys of              M5N1. Students will further develop their
ELA5R1 The student demonstrates comprehension and
shows evidence of a warranted and responsible
Texas, the Great Western Cattle Trail, and the          understanding of whole numbers.
explanation of a variety of literary and informational                         Chisholm Trail.                                         a. Classify the set of counting numbers into subsets
texts.                                                                              Map Trail Activity                                with distinguishing characteristics (odd/even,
For literary texts, the student identifies the                                      Show clip from Little House on the Prairie        prime/composite).
characteristics of various genres and produces evidence
 Graphic Organizers                                     State Frameworks- The Sieve of
a. Identifies and analyzes the elements of setting,                            b. Describe the impact on American life of the                  Eratosthenes
W.J Scott Elementary School                                                                                                                              2011-2012

characterization, and conflict in plot.                        Wright brothers (flight), George Washington          b. Find multiples and factors.
c. Identifies and analyzes the similarities and differences    Carver (science), Alexander Graham Bell              c. Analyze and use divisibility rules.
between a narrative text and its film or play version.
i. Makes judgments and inferences about setting, characters,
(communication), and Thomas Edison
and events and supports them with elaborating and              (electricity).                                              State Frameworks-Number Riddles
convincing evidence from the text.                                  Re-create Inventions                                   (Suggestion: Divide this activity into 2
ELA5R3 The student understands and acquires new                     Create Flip Books                                      days)
vocabulary and uses it correctly in reading and writing.
The student
 Bigger, Better, and Faster Mobile              M5N4. Students will continue to develop their
b. Determines the meaning of unfamiliar words using context    c. Explain how William McKinley and Theodore         understanding of the meaning of common
clues                                                          Roosevelt expanded America’s role in the world;      fractions and compute with them.
c. Determines the meaning of unfamiliar words using            include the Spanish-American War and the             a. Understand division of whole numbers can be
knowledge of common roots, suffixes, and prefixes.             building of the Panama Canal.                        represented as a fraction (a/b= a ÷ b).
e. Identifies the meaning of common prefixes.
ELA5W2 The student demonstrates competence in a                     Cartoon version of how the Panama Canal             State Frameworks- The Quotient Is
variety of genres.                                                     works www.pancanal.com                               Greater Than 1
The student produces a response to literature (a-g).                Discuss yellow journalism; write article       b. Understand the value of a fraction is not
   Class Blogging on the different forms of                       on how the US acquired a territory           changed when both its numerator and denominator
action each character takes throughout the             d. Describe the reasons people emigrated to the      are multiplied or divided by the same number
book.                                                  United States, from where they emigrated, and        because it is the same as multiplying or dividing
where they settled.                                  by one.
Conventions                                 SS5G1 The student will locate important              c. Find equivalent fractions and simplify fractions.
places in the United States. (Chisholm Trail,        e. Explore finding common denominators using
Pronouns                                   Pittsburg, Kitty Hawk)                               concrete, pictorial, and computational models.
(2 weeks)                                 a. Locate important physical features; include the        State Frameworks-Playing with Fractions
ELA5C1 The student demonstrates                                Grand Canyon, Salton Sea, Great Salt Lake, and               (lots of fraction circles,etc.)
understanding and control of the rules of the                  the Mojave Desert.                                   f. Use <, >, or = to compare fractions and justify
English language, realizing that usage involves
 Students mark on their map important           the comparison.
the appropriate application of conventions and                                                                           State Frameworks- Equivalent Fractions
places
grammar in both written and spoken formats.                                                                         www.learningplanet.com/sam/ff/index.asp
b. Locate important man-made places; include the
The student                                                                                                              State Frameworks- Fraction and Decimal
Chisholm Trail; Pittsburgh, PA; Gettysburg, PA;
a. Uses and identifies the eight parts of speech.
Kitty Hawk, NC; Pearl Harbor, HI; and                        Line Up
Montgomery, AL.                                      h. Use fractions (proper and improper) and decimal
Verbs                                 SS5G2 The student will explain the reasons for       fractions interchangeably.
(4 weeks)                                   the spatial patterns of economic activities.              State Frameworks- Gone Hiking
ELA5C1 The student demonstrates                                b. Define, map, and explain the dispersion of the    http://gastateparks.org
understanding and control of the rules of the                  primary economic activities within the United             State Frameworks- Fraction and Decimal
English language, realizing that usage involves                States since the turn of the century.                        Match-Up
the appropriate application of conventions and
grammar in both written and spoken formats.
The student
W.J Scott Elementary School                                                                                                                2011-2012

a. Uses and identifies the eight parts of speech.      SS5E1 The student will use the basic economic                            Unit 5
c. Uses and identifies verb phrases and verb tenses.   concepts of trade, opportunity cost,
d. Recognizes that a word performs different           specialization, voluntary exchange,                       Part 2:Funky Fractions
functions according to its position in the sentence.   productivity, and price incentives to illustrate                        (4 weeks)
historical events.                                  Pre and Post Common Assessment on
c. Describe how specialization improves                               operations
standards of living, (such as how specific
economies in the north and south developed at the See specific activities for numerous websites
beginning of the 20th century).                   See Math notebook for resources

M5N4. Students will continue to develop their
Classifying Organisms                       understanding of the meaning of common
(4 weeks)                        fractions and compute with them.
Pre and Post Common Assessment                   d. Model the multiplication and division of
S5L1 Students will classify organisms into          common fractions.
groups and relate how they determined the                State Frameworks- My Multiplication and
groups with how and why scientists use                      Division of Fractions Book
classification.                                          State Frameworks- Birthday Cookout
a. Demonstrate how animals are sorted into          g. Add and subtract common fractions and mixed
groups (vertebrate and invertebrate) and how        numbers with unlike denominators.
vertebrates are sorted into groups (fish,                State Frameworks- Picture This
amphibian, reptile, bird, and mammal).              i. Estimate products and quotients.
 Classifying candy or shoes activity                State Frameworks- Birthday Cookout
 Animal flip book of the 5 kingdoms                 State Frameworks- My Multiplication and
 Vertebrate/invertebrate flow chart                    Division Fractions Book
 Power point on the animal kingdom
b. Demonstrate how plants are sorted into groups.         Culminating Activity- You Are Invited
 Celery lab                                           to a Fabulous Fraction Party

FIELD TRIP TO ELIJAY
World War I
See attached unit
(2 weeks)
SS5H4 The student will describe U.S.
involvement in World War I and post- World
War I America.
a. Explain how German attacks on U.S. shipping
during the war in Europe (1914-1917) ultimately
W.J Scott Elementary School                                                       2011-2012

led the U.S. to join the fight against Germany;
include the sinking of the Lusitania and concerns
over safety of U.S. ships.
 Timeline event cards
 Political Cartoons
SS5E1 The student will use the basic economic
specialization, voluntary exchange,
productivity, and price incentives to illustrate
historical events.
d. Explain how voluntary exchange helps both
buyers and sellers (such as among the G8
countries).
e. Describe how trade promotes economic activity
(such as trade activities today under NAFTA).
f. Give examples of technological advancements
and their impact on business productivity during
the development of the United States.

SS5E2 The student will describe the functions
of the three major institutions in the U. S.
economy in each era of United States history.
a. Describe the private business function in
producing goods and services.
W.J Scott Elementary School                                                                                                                     2011-2012

3rd 9 Weeks
ELA                                                Science/ Social Studies                                           Math
Informational Writing                              The Jazz Age and the Great Depression
ELA5W1 a-d                                                                   (6 Weeks)                                                  Unit 6
ELA5W2 The student demonstrates competence in a                                                                                      Plane Figures
SS5H4 The student will describe U.S. involvement in
variety of genres.                                                                                                                     (9 weeks)
World War I and post- World War I America.
The student produces informational writing that:              b. Describe the cultural developments and individual            Pre and Post Common
a. Engages the reader by establishing a context, creating     contributions in the 1920s of the Jazz Age (Louis                    Assessment
a speaker’s voice, and otherwise developing reader            Armstrong), the Harlem Renaissance (Langston Hughes),
interest.                                                     baseball (Babe Ruth), the automobile (Henry Ford), and      ESSENTIAL QUESTIONS:
b. Develops a controlling idea that conveys a perspective     the airplane (Charles Lindbergh).                           How is the area of a rectangle useful
on a subject.                                                       assembly line simulation                             in finding the area of a
c. Creates an organizing structure appropriate to a           SS5H5 The student will explain how the Great                parallelogram?
specific purpose, audience, and context.                      Depression and New Deal affected the lives of millions      How is the area of a rectangle useful
d. Includes appropriate facts and details.                    of Americans.                                               in finding the area of a triangle?
e. Excludes extraneous details and inappropriate              a. Discuss the Stock Market Crash of 1929, Herbert          Why is the area of a circle measured
information.                                                  Hoover, Franklin Roosevelt, the Dust Bowl, and soup         in “square units” when a circle isn’t
f. Uses a range of appropriate strategies, such as            kitchens.                                                   square?
providing facts and details, describing or analyzing the                                                                  How can you find the area of regular
 Great Depression Video
subject, and narrating a relevant anecdote.                                                                               and irregular polygons when you
b. Analyze the main features of the New Deal; include the
g. Draws from more than one source of information such                                                                    don’t have a specific formula?
significance of the Civilian Conservation Corps, Works
as speakers, books, newspapers, and online materials.                                                                     How can you verify that two figures
Progress Administration, and the Tennessee Valley
h. Provides a sense of closure to the writing.                                                                            are congruent?
Authority.
i. Lifts the level of language using appropriate strategies                                                               How are circumference, diameter,
c. Discuss important cultural elements of the 1930s;
including word choice.                                                                                                    and pi related?
include Duke Ellington, Margaret Mitchell, and Jesse
 Look at student samples and critique work               Owens.
 Highlights of Georgia                                                                                               See attached Terms/ Websites
SS5G2 The student will explain the reasons for the          (numerous websites for each
 Explain a sport’s game                                  spatial patterns of economic activities.
 Describe a healthy lifestyle                                                                                        activity listed in lesson)
c. Map and explain how the dispersion of global
economic activities contributed to the United States        Notebook for skill sheets/activities
Conventions                               emerging from World War I as a world power.
Adjectives                              SS5E1 The student will use the basic economic               M5M1. Students will extend their
(3 weeks)                              concepts of trade, opportunity cost, specialization,        understanding of area of
ELA5C1 The student demonstrates understanding                 voluntary exchange, productivity, and price incentives      fundamental geometric plane
and control of the rules of the English language,             to illustrate historical events.                            figures.
W.J Scott Elementary School                                                                                                                                                2011-2012

realizing that usage involves the appropriate                               a. Describe opportunity costs and their relationship to     a. Estimate the area of fundamental
application of conventions and grammar in both                              decision-making across time (such as decisions to remain    geometric plane figures.
written and spoken formats. The student                                     unengaged at the beginning of World War II in Europe).           State Frameworks- King
a. Uses and identifies the eight parts of speech.                           b. Explain how price incentives affect people’s behavior            Arthur’s New Table
 Adjective Fashion Show                                                and choices (such as monetary policy during the Great            State Frameworks- What’s
Depression).                                                        My Area
Adverbs                                        c. Describe how specialization improves standards of        b. Derive the formula for the area of
(3 weeks)                                          living, (such as how specific economies in the north and    a parallelogram (e.g., cut the parallelogram
ELA5C1 The student demonstrates understanding                               south developed at the beginning of the 20th century).      apart and rearrange it into a rectangle of the same area).
SS5E2 The student will describe the functions of the        c. Derive the formula for the area of
and control of the rules of the English language,
three major institutions in the U. S. economy in each       a triangle (e.g. demonstrate and explain its
realizing that usage involves the appropriate                                                                                           relationship to the area of a rectangle with the same
application of conventions and grammar in both                              era of United States history.                               base and height).
written and spoken formats. The student                                     a. Describe the private business function in producing      d. Find the areas of triangles and
a. Uses and identifies the eight parts of speech.                           goods and services.                                         parallelograms using formulae.
b. Describe the bank function in providing checking         e. Estimate the area of a circle
Novel Study: Out of the Dust                                       accounts, savings accounts, and loans.                      through partitioning and tiling and
ELA5R1 The student demonstrates comprehension                               c. Describe the government function in taxation and         then with formula (let pi = 3.14).
and shows evidence of a warranted and responsible                           providing certain goods and services.                       f. Find the area of a polygon (regular
explanation of a variety of literary and informational                      SS5E3 The student will describe how consumers and           and irregular) by dividing it into
texts.                                                                      businesses interact in the United States economy            squares, rectangles, and/or triangles
For literary texts, the student identifies the characteristics of various   across time.                                                and find the sum of the areas of those
genres and produces evidence of reading that:                               a. Describe how competition, markets, and prices            shapes.
a. Identifies and analyzes the elements of setting,                         influence people’s behavior.                                      State Frameworks- Who Put
characterization, and conflict in plot.                                     b. Describe how people earn income by selling their labor            the Tang in Tangram?
d. Relates a literary work to information about its                         to businesses.                                              M5G1. Students will understand
setting.                                                                    c. Describe how entrepreneurs take risks to develop new     congruence of geometric figures
e. Identifies imagery, figurative language, rhythm, or                      goods and services to start a business.                     and the correspondence of their
flow when responding to literature.                                         SS5E4 The student will identify the elements of a           vertices, sides, and angles.
f. Identifies and analyzes the author’s use of dialogue                     personal budget and explain why personal spending                 State Frameworks-
and description.                                                            and saving decisions are important.                                  Archimedes’ Box
h. Responds to and analyzes the effects of sound,                                 Stock Market Game                                    M5G2. Students will understand
figurative language, and graphics in order to uncover                             WWII and Its Aftermath (see attached unit)            the relationship of the
meaning in poetry.                                                                                   (6 weeks)                          circumference of a circle to its
i. Sound                                                           SS5H6 The student will explain the reasons for              diameter is pi (π ≈ 3.14).
ii. Figurative language                                            America’s involvement in World War II.                            State Frameworks- It’s As
iii. Graphics in traditional literature.                           a. Describe Germany’s aggression in Europe and                       Easy As Pi
ELA5R3 The student understands and acquires new                             Japanese aggression in Asia.                                      State Frameworks- Saving
vocabulary and uses it correctly in reading and                             b. Describe major events in the war in both Europe and
W.J Scott Elementary School                                                                                                                    2011-2012

writing. The student                                   the Pacific; include Pearl Harbor, Iwo Jima, D-Day, VE                  Sir Cumference
b. Determines the meaning of unfamiliar words using    and VJ Days, and the Holocaust.                                      State Frameworks- Circle
context clues.                                         c. Discuss President Truman’s decision to drop the atomic               Cover-Up
f. Identifies the meaning of common idioms and         bombs on Hiroshima and Nagasaki.                                     Celebrate Pi Day (March 14)
figurative phrases.                                    d. Identify Roosevelt, Stalin, Churchill, Hirohito,             M5A1. Students will represent and
g. Identifies playful uses of language                 Truman, Mussolini, and Hitler.                                  interpret the relationships between
ELA5W2 The student demonstrates competence in a        e. Describe the effects of rationing and the changing role      quantities algebraically.
variety of genres.                                     of women and African- Americans; include “Rosie the             a. Use variables, such as n or x, for
The student produces a response to literature (a-g).   Riveter” and the Tuskegee Airmen.                               unknown quantities in algebraic
f. Explain the U.S. role in the formation of the United         expressions.
Nations.                                                        b. Investigate simple algebraic
SS5H7 The student will discuss the origins and                  expressions by substituting numbers
consequences of the Cold War.                                   for the unknown.
a. Explain the origin and meaning of the term “Iron             c. Determine that a formula will be
Curtain.”                                                       reliable regardless of the type of
b. Explain how the United States sought to stop the             number (whole numbers or decimal
spread of communism through the Berlin airlift, the             fractions) substituted for the variable.
Korean War, and the North Atlantic Treaty Organization.
c. Identify Joseph McCarthy and Nikita Khrushchev.              Culminating Task:
SS5G1 The student will locate important places in the           Landscaping Project
United States. (Pearl Harbor)                                   Photo Story of Shapes
b. Locate important man-made places; include the                Stained Glass Designs
Chisholm Trail; Pittsburgh, PA; Gettysburg, PA; Kitty
Hawk, NC; Pearl Harbor, HI; and Montgomery, AL.
ELA5R1 The student demonstrates comprehension
and shows evidence of a warranted and responsible
explanation of a variety of literary and informational
texts.
For informational texts, the student reads and comprehends in
order to develop understanding and expertise and produces
d. Identifies and uses knowledge of common
organizational structures (e.g., chronological order,
logical order, cause and effect, classification schemes).
e. Distinguishes cause from effect in context.
ELA5LSV2 The student listens to and views various
forms of text and media in order to gather and share
information, persuade others, and express and
W.J Scott Elementary School                                                                     2011-2012

understand ideas.
When responding to visual and oral texts and media (e.g.,
television, radio, film productions, and electronic media), the
student:
a. Demonstrates an awareness of the presence of the
media in the daily lives of most people.
b. Evaluates the role of the media in focusing attention
and in forming an opinion.
c. Judges the extent to which media provide a source of
entertainment as well as a source of information.

Matter
(6 weeks)
Pre and Post Common Assessment

S5P1 Students will verify that an object is the sum of
its parts.
a. Demonstrate that the mass of an object is equal to the
sum of its parts by manipulating and measuring different
 An object = sum of its parts
 Atom replicas
b. Investigate how common items have parts that are too
small to be seen without magnification.
 Magnified objects (see attached sheet)
S5P2 Students will explain the difference between a
physical change and a chemical change.
a. Investigate physical changes by separating mixtures
and manipulating (cutting, tearing, folding) paper to
demonstrate examples of physical change.
 Physical or chemical (wool lab)
 “Alka-Seltzer” Lab
b. Recognize that the changes in state of water (water
vapor/steam, liquid, ice) are due to temperature
differences and are examples of physical change.
c. Investigate the properties of a substance before, during,
W.J Scott Elementary School                                                               2011-2012

and after a chemical reaction to find evidence of change.
 Gas Bag
 The heat is on!
Genetics & Disease
(3 weeks)
Pre and Post Assessment
S5L2 Students will recognize that offspring can
resemble parents in inherited traits and learned
behaviors.
a. Compare and contrast the characteristics of learned
behaviors and of inherited traits.
 Studying traits sheet
 Inherited Traits Webquest
b. Discuss what a gene is and the role genes play in the
transfer of traits.
 Rock Paper Scissors activity
 Generic plant feature page
 M & M Punnett Square
S5L4 Students will relate how microorganisms benefit
or harm larger organisms.
a. Identify beneficial microorganisms and explain why
they are beneficial.
b. Identify harmful microorganisms and explain why they
are harmful.
 Write a paragraph/paper on how life would be
without microorganisms
W.J Scott Elementary School                                                                                                                       2011-2012

4th 9 Weeks

ELA                                             Science/ Social Studies                                               Math
Conventions
Prepositions and Interjections                                Electricity & Magnetism                                           Unit 7
(5 weeks)
(2 weeks)                                                                                                       Super Solid Figures
ELA5C1 The student demonstrates                                  Pre and Post Assessment                                            (3 weeks)
understanding and control of the                                                                                   Pre and Post Common Assessment
rules of the English language,                   S5P3 Students will investigate electricity, magnetism, and
SNAP CUBES
realizing that usage involves the                their relationship.
appropriate application of                            Atoms Family Album and Song
ESSENTIAL QUESTIONS:
conventions and grammar in both                  a. Investigate static electricity.                              What is the difference, mathematically
written and spoken formats. The                       www.sciencemadesimple.com/static.html                     speaking, between the “volume of a coffee
student                                               Balloon lab from textbook                                 mug” and the “capacity of a coffee mug?”
a. Uses and identifies the eight parts of             ELECTRICITY/MAGNET KITS                                   How can you find the volume of cubes and
speech.                                          b. Determine the necessary components for completing an         rectangular prisms?
 Preposition song                           electric circuit.                                               Why is volume represented with cubic units?
 Webquest                                                  Why do we need to be able to convert between
Novel Study: Number the                                 http://coe.west.asu.edu/students/jcorral/webquest.htm   capacity units of measurement?
Stars                                  Give students materials; have students create circuits
from materials (open, closed, series, parallel)         See attached Terms
(This is taught in conjunction with                  Series versus parallel chart
It’s A Small World)                     c. Investigate common materials to determine if they are        Notebook for skill sheets/ Framework
ELA5R1 The student demonstrates                  insulators or conductors of electricity.                        activities
comprehension and shows evidence                      Go with the flow lab                                      Fill R Up
of a warranted and responsible                   d. Compare a bar magnet to an electromagnet.                    Building Solids
explanation of a variety of literary                                                                             Differentiating Area and Volume
and informational texts.                            The Age of Civil Rights (see attached unit)                  How Many Ways?
For literary texts, the student identifies the
characteristics of various genres and
.                                     Boxing Boxes
produces evidence of reading that:                                    (6 weeks)                                  Volume vs. Capacity
a. Identifies and analyzes the elements    SS5H8 The student will describe the importance of key
of setting, characterization, and conflict people, events, and developments between 1950-1975.                   M5M3. Students will measure capacity with
in plot.                                   a. Discuss the importance of the Cuban Missile Crisis and the         appropriately chosen units and tools.
d. Relates a literary work to information Vietnam War.                                                           a. Use milliliters, liters, fluid ounces, cups,
W.J Scott Elementary School                                                                                                                           2011-2012

about its setting (historically or         b. Explain the key events and people of the Civil Rights            pints, quarts, and gallons to measure capacity.
culturally).                               movement; include Brown v. Board of Education (1954),               b. Compare one unit to another within a single
g. Applies knowledge of the concept        Montgomery Bus Boycott, the March on Washington, Civil              system of measurement (e.g., 1 quart = 2 pints).
that theme refers to the main idea and     Rights Act, Voting Rights Act, and civil rights activities of       M5M4. Students will understand and
meaning of a selection, whether implied    Thurgood Marshall, Rosa Parks, and Martin Luther King, Jr.          compute the volume of a simple geometric
or stated.                                 c. Describe the impact on American society of the                   solid.
i. Makes judgments and inferences          assassinations of President John F. Kennedy, Robert F.              a. Understand a cubic unit (u3) is represented by
about setting, characters, and events      Kennedy, and Martin Luther King, Jr.                                a cube in which each edge has the length of 1
and supports them with elaborating and     d. Discuss the significance of the technologies of television and   unit.
convincing evidence from the text.         space exploration.                                                  b. Identify the units used in computing volume
ELA5R3 The student understands             SS5G1 The student will locate important places in the               as cubic centimeters (cm3), cubic meters (m3),
and acquires new vocabulary and            United States. (Montgomery)                                         cubic inches (in3), cubic feet (ft3), and cubic
uses it correctly in reading and           b. Locate important man-made places; include the Chisholm           yards (yd3).
writing. The student                       Trail; Pittsburgh, PA; Gettysburg, PA; Kitty Hawk, NC; Pearl        c. Derive the formula for finding the volume of
b. Determines the meaning of               Harbor, HI; and Montgomery, AL.                                     a cube and a rectangular prism using
unfamiliar words using context clues.      SS5E1 The student will use the basic economic concepts of           manipulatives.
i. Identifies and applies the meaning of   trade, opportunity cost, specialization, voluntary exchange,        d. Compute the volume of a cube and a
the terms antonym, synonym, and            productivity, and price incentives to illustrate historical         rectangular prism using formulae.
homophone.                                 events.                                                             e. Estimate the volume of a simple geometric
ELA5W2 The student demonstrates            d. Explain how voluntary exchange helps both buyers and             solid.
competence in a variety of genres.         sellers (such as among the G8 countries).                           f. Understand the similarities and differences
The student produces a response to         e. Describe how trade promotes economic activity (such as           between volume and capacity.
literature (a-g).                          trade activities today under NAFTA).
 Number the Stars book report        f. Give examples of technological advancements and their            Websites for extension activities
impact on business productivity during the development of the       The Volume Game
United States.                                                      http://www.netrover.com/~kingskid/jugs/jugs.html
SS5CG1 The student will explain how a citizen’s rights are          Do They Match?
protected under the U.S. Constitution.                              http://illuminations.nctm.org/LessonDetail.aspx?ID=L612
a. Explain the responsibilities of a citizen.                       Volume of Cube Practice -
b. Explain the freedoms granted by the Bill of Rights.              http://www.aaaknow.com/g5_79_x2.htm
c. Explain the concept of due process of law.                       Volume of Rectangular Prism Practice -
d. Describe how the Constitution protects a citizen’s rights by     http://www.aaaknow.com/g5_79_x3.htm
due process.                                                        Geometric Figures and Their Properties
http://illuminations.nctm.org/LessonDetail.aspx?ID=U122
SS5CG3 The student will explain how amendments to the
Cubes -
U. S. Constitution have maintained a representative                 http://illuminations.nctm.org/ActivityDetail.aspx?ID=6
democracy.
a. Explain the purpose of the 12th and 17th amendments.             Culminating Activity: Putt-Putt
b. Explain how voting rights were protected by the 15th, 19th,
W.J Scott Elementary School                                                                                                                2011-2012

23rd, 24th, and 26th amendments.                                            Putting It Altogether
SS5CG4 The student will explain the meaning of “e pluribus              Geometry enrichment
unum” and the reason it is the motto of the United States.
1975 to present
SS5H9 The student will trace important developments in
America since 1975.
a. Describe U. S. involvement in world events; include efforts
to bring peace to the Middle East, the collapse of the Soviet
Union, Persian Gulf War, and the War on Terrorism in
response to September 11, 2001.
b. Explain the impact the development of the personal
computer and Internet has had on American life.

The following Standards are ongoing throughout the year.
ELA
ELA5R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and
informational texts.
For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence of reading
that:
b. Identifies and uses knowledge of common textual features (e.g., paragraphs, topic sentences, concluding sentences, glossary).
h. Relates new information to prior knowledge and experience and makes connections to related topics or information.

ELA5R2 The student consistently reads at least twenty-five books or book equivalents (approximately 1,000,000 words) each year. The quality and
complexity of the materials to be read are illustrated in the sample reading list. The materials should include traditional and contemporary
literature (both fiction and non-fiction) as well as magazines, newspapers, textbooks, and electronic material. Such reading should represent a
diverse collection of material from at least three different literary forms and from at least five different writers.

ELA5R3 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student
a. Reads a variety of texts and incorporates new words into oral and written language.
h. Recognizes and uses words with multiple meanings (e.g., sentence, school, hard) and determines which meaning is intended from the context of the
sentence.

ELA5R4 The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres of the quality and complexity illustrated
in the sample reading list, in a way that makes meaning clear to listeners. The student
W.J Scott Elementary School                                                                                                                           2011-2012

a. Uses letter-sound knowledge to decode written English and uses a range of cueing systems (e.g., phonics and context clues) to determine pronunciation
and meaning.
b. Uses self-correction when subsequent reading indicates an earlier miscue (self-monitoring and self-correcting strategies).
c. Reads with a rhythm, flow, and meter that sounds like everyday speech (prosody).

ELA5W4 The student consistently uses a writing process to develop, revise, and evaluate writing. The student
a. Plans and drafts independently and resourcefully.
b. Revises manuscripts to improve the meaning and focus of writing by adding, deleting, consolidating, clarifying, and rearranging words and sentences.
c. Edits to correct errors in spelling, punctuation, etc.

ELA5LSV1 The student participates in student -to-teacher, student-to-student, and group verbal interactions. The student
a. Initiates new topics in addition to responding to adult- initiated topics.
c. Responds to questions with appropriate information.
d. Uses language cues to indicate different levels of certainty or hypothesizing (e.g., “What if. . .”; “Very likely. . .”; “I’m unsure whether. . .”).
e. Confirms understanding by paraphrasing the adult’s directions or suggestions.
f. Displays appropriate turn-taking behaviors.
g. Actively solicits another person’s comments or opinions.
h. Offers own opinion forcefully without domineering.
i. Responds appropriately to comments and questions.
j. Volunteers contributions and responds when directly solicited by teacher or discussion leader.
k. Gives reasons in support of opinions expressed.
l. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions.

Presentations
ELA5LSV2 The student listens to and views various forms of text and media in order to gather and share information, persuade others, and
express and understand ideas.
When delivering or responding to presentations, the student:
a. Shapes information to achieve a particular purpose and to appeal to the interests and background knowledge of audience members.
b. Uses notes, multimedia, or other memory aids to structure the presentation.
c. Engages the audience with appropriate verbal cues and eye contact.
d. Projects a sense of individuality and personality in selecting and organizing content and in delivery.
e. Shapes content and organization according to criteria for importance and impact rather than according to availability of information in resource materials.
f. Uses technology or other memory aids to structure the presentation.

Math
M5P1. Students will solve problems (using appropriate technology).
a. Build new mathematical knowledge through problem solving.
W.J Scott Elementary School                                                                                                                 2011-2012

b. Solve problems that arise in mathematics and in other contexts.
c. Apply and adapt a variety of appropriate strategies to solve problems.
d. Monitor and reflect on the process of mathematical problem solving.
M5P2. Students will reason and evaluate mathematical arguments.
a. Recognize reasoning and proof as fundamental aspects of mathematics.
b. Make and investigate mathematical conjectures.
c. Develop and evaluate mathematical arguments and proofs.
d. Select and use various types of reasoning and methods of proof.
M5P3. Students will communicate mathematically.
a. Organize and consolidate their mathematical thinking through communication.
b. Communicate their mathematical thinking coherently and clearly to peers, teachers, and others.
c. Analyze and evaluate the mathematical thinking and strategies of others.
d. Use the language of mathematics to express mathematical ideas precisely.
M5P4. Students will make connections among mathematical ideas and to other disciplines.
a. Recognize and use connections among mathematical ideas.
b. Understand how mathematical ideas interconnect and build on one another to
produce a coherent whole.
c. Recognize and apply mathematics in contexts outside of mathematics.
M5P5. Students will represent mathematics in multiple ways.
a. Create and use representations to organize, record, and communicate mathematical ideas.
b. Select, apply, and translate among mathematical representations to solve problems.
c. Use representations to model and interpret physical, social, and mathematical phenomena.

Science
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 a 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.
W.J Scott Elementary School                                                                                                                       2011-2012

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.
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.
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.

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